Illinois teacher of home economics

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LLINOIS TEACHER

HOME ECONOMICS
EDUCATION

UNIVERSITY OF ILLINOIS

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DISCIPLINE:

ProTDlem and Opportunity

TEACHERS' EXCHANGE

Vol I No 1
September 1957

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DISCIPLINE: .PROBLEM AND OPPORTUNITY

by

Bertha Mathias, Pana High School
Letitia Walsh, University of Illinois

No matter how skillful and conscientious a good teacher is,
she can never totally escape discipline problems, any more than
society can expect law and order to "come naturally." Such pro-
blems need not mar the over-all satisfaction in teaching but they
are there.

To be sure, the fact that a teacher has good classroom control
does not in itself guarantee that a good instructional program is
being carried on. But it is certain that without control a teacher
cannot provide a good instructional program. Control is a prime
requisite for good teaching.

In our democratic society no aspect of teaching is actually
more important than helping youth build wholesome relationships
to authority. An N, E, A. publication tells classroom teachers,
"When you come right down to it, discipline may be the most impor-
tant subject you will ever teach," School may be the one plafce where
a youth can learn to discipline himself and that, after all, is what
we want for all citizens.

Increasing Importance Recognized

That everyone talks about discipline but no one does any-
thing about it is definitely not true. In current educational
literature discipline seems to be taking the spotlight^ for instance,
one-fourth of a recently published "Casebook on Classroom Teaching"
is devoted to proposed solutions of such problems. Indeed, whole
books are being published on the subject.

State and national organizations have been investigating these
"blackboard jungle jitters" in the last two or three years. The
National Education Association studied "Behavior Problems" of over-
four thousand representative classroom teachers in an effort to
identify conditions most directly related to difficult discipline
problems. Some of these were the:

Quality of housing and general living conditions of students

Number and quality of recreation programs in the community

Degree with which parents are willing to dooperate with the school

Number of students in a class

Total number of students in a school

Level of intelligence of the students.

Obviously each student brings to school with him not only his own
problems but also those of his home and family and community. Teachers
of homemaking and family living have long been painfully aware of
this fact.

-1-

-2-

An Indiana Research bulletin reports some reactions of class-
room teachers along a slightly different line. These teachers — all
graduate students in a university summer session, hence a selected
group — added inadequate teacher personality and poor teaching tech-
niques to the list of conditions related to difficulties in discipline.
About four out of ten were convinced that there has been an increase
in the problem behavior occurring in school. About the same pro-
p i portion knew of teachers who had left the profession because they could

no longer "put up with" problem behavior. Even more expressed a great
need and desire for specific in-service training in this area,

! While one metropolitan school's survey showed that 52/o of the boys

i and only 30^ of the girls had been reported for disciplinary reasons,

home economists are deeply concerned with that 30^. Moreover, as
mixed classes in family living multiply, boys also become their respon-
sibility, Mary Below' s survey of Illinois high school teachers indicated
discipline as the most vexing and pressing concern.

So What?

i

! So this "star feature" is a sharing of the experience and insight

; of strong, successful teachers of home economics for what they may be

worth to others. We know full well there are no magic formulas in
these pages. An idea that may "work" in one situation will not in
another, even with the same school, the same teacher, the same grade,
the same week. No two children are alike, you know, and often the

■ same adolescent has an awkward way of not reacting on Tuesday as he

did on Monday,

1

We hope you i-rill avoid the dangers inherent in the concreteness
of, the suggestions. After reading reams of material where the sugges-
tions were no more specific than "You shouldn't be too cordial, too
severe, too buddy-buddy, too standoffish. You shouldn't be too any-
thing I" — well, perhaps we have gone to the other extreme. These are

i no tricks to be used as a crutch by an ill-prepared instructor. Nothing

can substitute for a teacher's reflective thinking, particularly on a
p];^oblem of such complexity as student behavior,

j ' A start may be made by each teacher considering what ideas seem

!* , to fit her situation and starting to experiment by using one idea here,

I another there. Any measure, repeated too often, tends to lose its

'l effectiveness with students. The variety should offer help in devising

I ! appropriate procedures for those "incidents" that inevitably arise,

!' even -with the best of relationships and programs. Even better, per-

'• ' haps some of the ideas will suggest preventive action before trouble

I ' starts.

i Later you'll have reached one of the most exciting parts of teaching;

! : the "^Vhat-dun-it?" l-Jhat turned the trick? l^/hab worked the near-miracle?

;| . Was it the student himself? Or your action? Or something completely

' unrelated to the behavior problem? Probably a combination of circum-

\ stances I Maybe you'll never know. But that need not interfere with

H ; \ your satisfaction I

II '.

'r :

-3-

THESE WE BELIEVE

In trying to vrrite helpful material for teachers, the premises
upon which the ideas are based need to be made clear at the very
beginning. Although this appears to be a sort of transition period
in authorities* thinking on discipline, there is ample consensus in
the literature on the following fundamental beliefs.

Discipline is Essential,

Every teacher knows this. Studies indicate that far more
teachers leave the profession because of discipline troubles than
for any other reason. Student teachers dread this aspect of teaching
just because they realize its necessity.

Misbehavior is Caused,

Indeed, any kind of behavior is caused. Attitudes are learned,
and our behavior is influenced far more by attitudes than by know-
ledge or the lack of it, Dr, Nellie Perkins once described each of
us as a "cork of knowledge floating around in a sea of emotion,"

Moreover, treatment of misbehavior must be consistent T^ith its
causes or little is accomplished. To identify a combination of
causes in one troubled young girl is as great a challenge as any
teacher can have. Her incessant demand for attention by fair means
or foul, for example, may be all too apparent. But the cause for
such compulsion may go back through all the years of her short life.

Appropriate Behavior Can Be Taught to Most Students,

The great majority of high school students are sufficiently
stable and secure that they can be taught to be orderly and industrious,
considerate and cooperative, We teachers are finally concluding
that dependence upon others teaching these characteristics to our
students is a vain hope.

And teaching is our job. But where is the time coming from,
we ask. If we accept that discipline is essential, we must take the
time from some less necessary aspect of our teaching. And undoubtedly
an aspect that we much prefer I

Constructive Help Can be Given to Troubled Students.

Home economics teachers, dealing with intimate personal and
family problems in informal classrooms and usually with a natural
entree into any homes they may wish to visit, have a distinct advan-
tage over most academic instructors in their opportunities for
identifying and reaching troubled students. As Dr, J.. L. H^^nes,
writing of behavior and misbehavior, emphasizes, techniques and ex-
pectations in working with these students must be practically the
reverse of those employed with more stable youth. Concealing such
special treatment is far easier in an informal atmosphere than in
the traditional academic environment.

-ii-

No one teacher, however, can hope to provide all the help
needed by a troubled student. Sometimes extreme: cases must be
referred to a specialist j nearly always a team approach is ad-
visable. Problems of long standing may tax the resources of a
whole community before much progress is visible*

A dreary prospect? Certainly, but far more dreary for the
student unless she gets constructive help before she leaves the
confines of organized education. Actually, the school is usually
her last white hope for rehabilitation, and she knows that. Often
her misbehavior stems from that very sense of urgency, if not
desperation. We cannot let her down.

THOSE WE TEACH

In the "good old days", too, teachers had behavior problems.
But just try to get them to admit it I Why? Because they had been
told "If a teacher interests a class, control is taken care of,"
Consequently any admission of discipline trouble seemed to them an
admission of failure. Actually, no school has ever existed without
behavior problems any more than has any community.

Discipline Is Difficult

In behavior problems, as in all others, there are naturally
different degrees of difficulty. Many educators are convinced
that discipline i£ becoming more complex in an increasingly complex
world,

TIMES DO CHANGE

My mother's schoolmaster
Used a long ferule
To preserve order.
My instructors I regarded
With adoration
Or with awe,
• . Flossie sticks her head in my door.

Crying,

"Come on, old dear.
Don't keep the gang waiting —
You'll have to sit on my lap."

Small wonder that one often hears beginning teachers remark,
"I can't be too hard; I want the kids to like me," They wonder
if there is enough difference in age between themselves and their
students, especially in senior high school. The teacher of small
stature fears the worst, not realizing that personality and ability
have much more to do with commanding proper respect from the "Flossies,"

-6-

Yet investigations also indicate that these sane youth can
self-discipline themselves if they consider the results worthwhile
to them. Everyone is familiar with the junior miss who declares
that she simply can't do her homework without having the radio
blaring away, ^ iToitermine if she is right, five equated groups
were piveii the same history assignment. One group was put m each
of the following rooms: (l) quiet room, (2) room where classical
music x^as played rather loudly, (3) room vri.th popular mu3iC, (U)
room with semi-classical music, and (5) room ringing with jazz. The
jazz group finished reading its assignment first. But when all the
groups took a fifty-item history examination, there were no real
differences in their standings.

Boys, threatened with service in the armed services, are in-
clined to feel that planning for the future is futile in the face
of the daily crises of the cold war. Girls, threatened ^^th no
boy friends', feel that planning for the future is imperative. In-
deed they nrefer to push plans into action as soon as possible.
Marparet Kead reports that never in the history of modern times has
early marriage appeared so socially desirable to young women. And
never have they evidenced a desire for such large families in a
culture i^ere children are no economic asset,

A national investigation by the Girl Scouts of America was
needed to really appraise the depth of girls' confusion on goals
and values. A sampling of girls ages 8-18, in 66 communities, re-
vealed clearly this terrible urgency for early marriage. From the
8-10 year olds who were "going friendship" to the 16-18 year olds
who were "going steady"-or, even better, married --came also the
astonishing information that they never wanted to have to do house-
work or to care for little childrenl Apparently they saw nothing
contradictory here. Marriage and many children-YESl Homemakmg
and care of families— NO I

Results of Changes

This vast uncertainty and confusion about the future also lead
youth to seek the thrills of the moment. They tend to stir up some
devilment in class purely for the excitement it may cause. On tne
job they risk dismissal for the thrill of being lazy and defiant.
After all, they figure there is some other job just around the
corner. Bad attitudes toward work or fellow workers are cited as
reasons for job failures more frequently than inability to do the
work. Our nation appears to be high in technological skills but
low in the social skills of responsibility, industry and cooper-
ation. Any contribution that discipline can make to this need of
society is extremely important, of course.

Honestly, after considering all theee disintegrating elements
in the lives of your students, are you not a bit surprised that they
are as good as they are? Only older teachers who enjoyed a calm,
happy childhood before the depression of the thirties have missed
society's disruptive influences in their formative years. Studies
show that this age group in particular finds understanding of
today's adolescents most difficult. But sincere effort and good
will can accomplish much.

-7-

WE WHO TEACH

Teachers have been living under the same stresses and strains
as have students but we sometimes seem to forget this fact. Al-
though adults are seldom as vulnerable as youth, their responsibilities
are usually more numerous and serious. On one of those "Jonah
days" that come to all teachers, the instructor may be the "problem
child" in her own classroom. Causes may be personal or professional^
the results are the same. If good discipline is to be maintained,
such incidents must be rare.

Negative Versus Positive Approach

Curiously enough, the current literature on discipline is
definitely on the negative side. Teachers are told what they
should never be or do, Sheviakov and Redl state that their first
choice for the one personality trait most injurious to successful
discipline is false dignity. Falseness in any and all aspects is
generally deplored. Feebleness, fearfulness, faltering and fault-
finding are likewise considered on the minus side.

Intrigued with the coincidence that the negative characteristics
all began with the same letter of the alphabet, the positive opposites
were identified. They, too, begin with the same letter but create
quite a different mental image. Yet they seem to include the major
requirements for a successful disciplinarian as set up from research
and empirical evidence.

FUN FIRST

Too frivolous and ligtrt-minded? Far from it I Again quoting
Sheviakov and Redl, "A sense of humor is obviously the most essential
characteristic of skillful handlers of discipline problems or tough
group situations and its possession must be among the prime requisites
of the teacher," Boys and girls of all ages enjoy a warm, human
personality — a teacher who has real fun in laughing with them at
anything that is truly humorous. Until students realize this, you
may have to stop the class, ask those laughing if they would not
be good enough to share the joke, let everybody have a good laugh"^
and then in a business-like manner suggest that you all proceed with
the job at hand. To share a joke that amuses a class is far easier
than to try to frown down hilarity, only to see it grow with attempts
to suppress it.

In the September, 19^6 issue of the NEA Journal, a section designed
to aid teachers with discipline contained some "helpful hints" from
high school students. One student advised, "In a large class a lot
of tension builds up during a class period, A good laugh releases this
tension and usually leaves the students' minds open for learning," So
thoroughly is one outstanding teacher convinced of this statement
that she declares that she deliberately plans for a laugh daily in
each class*

Cultivate a Sense of Humor

Koreover, beliGV.e it or not, a sense of humor can be cultivated.
One able young student teacher once explained quite seriously that
she vjas English and had no sense of humor. Her energetic supervisor's
demand that she get one, appalled her. However, that student teaching
grade was mighty LTiportant, So for each lesson she sought humor from
the broad joke of cartoons to the light touch of a i^ritty comparison
that exactly fitted each situation. At first, she encountered the
trouble of "getting the cart before the horse" in telling her jokes,
but the students' delight encouraged her to try on. During her first
year of teaching she married her principal who had fallen in love with
her — guess what?-sense of humeri

Enjoyment is Contagious

The crucial test of your sincerity and maturity is to be able
to laugh at your ovm mistakes and, when it is suitable, even to tell
a story at your own expense. Pulling a little sly humor out of some
m.inor violation of good working conditions is often more effective
than a sharp repriiriand. Such a comment m.ust be completely good-natured
if it is to be received without antagonism, by students. And expect
tit for tat I One "housekeeper", brought back to clean a dirty sink,
brushed off the matter my blithely observing, "Oh, I just thought
I'd be creative about this,"

Another source of fun for yourself and your students is your
whole-souled enjoyment of what you are teaching. Enthusiasm is con-
tagious. Indeed, you can kindle a response in them for most anything
you obviously enjoy. But just remember this fact works in reverse,
too, A new, attractive teacher, going through the cafeteria line at
school, shuddered dramatically as she refused milk. In a week con-
sumption of milk had dropped to an all-time low in that school lunch-
room.

Genuine enjoyment may be the source of that "spark" that is so
often used by the lay person to describe his favorite teacher.
Certainly it is not the res'olt of some one technique or manner. One
high school girl defined it as "sparkle", another said "That class
always has bouncel" I'\lhatever this "spark" is, it seems to make lessons
real treats for students. Why not test your battery?

FREEDOM FROM ILLNESS

"Fun" is improbable if not impossible without good health, both
physical and mental. Teaching is exhausting, even though enjoyable,
work. Not only must teachers be free from disease but, in addition,
possess vitality and abundant energy to meet each day's demands.
Peak loads should be planned for as far in advance as possible. Style
shows, banquets, report cards at school, a houseful of visitors at
home can be enjoyed only if every other task possible has been elim-
inated or prepared for in advance. One needs no crystal ball to
forecast that a teacher who sits up until three o'clock finishing a
frock will have unruly, irritable students the next day. Enthusiasm
is catching, but so is irritability!

Basic Personality IJeeds

Good physical health is a sound and necessary basis for good
mental health, but it is far from the whole story. Every person,
young or old, has basic needs which must be met if good mental
health is to be enjoyed. Dr, Merle Ohlsen, writing on guidance,
lists the following fundamental needs. Why not ask yourself,
"How am I doing?" as you read x-hese?

Essential physical requirements — good diet, balance of rest
and activity, clothing and housing needs, sex needs

Understanding of physical and emotional changes — when un-
married, when married, when pregnant, during the menopause,
when aging

Self-accoptance-" objective appraisal of strengths, acceptance
of limitations with a minimum of conflict, values related to
life goals

Acceptance, understanding, and love from others — in personal
and professional relationships

Recognition from others — sense of personal achievement that
satisfies the importance our culture places upon individual
success, large or small

Understanding of reponsibilities to others — balancing these
responsibilities with need for independence

Development of independence — decision making after weighing
values, then taking responsibility for consequences of action

Freedom from feelings of fear and ^ilt — attitudes often
acquired through painful experiences x^rith dlsciplinirig in ea^ly
childhood

Ability to face reality — perceive persons and situations clearly,
then decide whether to accept the undesirable or put forth
effort to change

The blind manifestly cannot lead the blind. No more can a
teacher, uncertain and unhappy about unsatisfied personality needs,
successfully teach students to achieve self -discipline through
better understanding himself and others. Yet the second (and really
more Important) goal of discipline involves just that. Because
we perceive students and situations in light of our own experiential
background, a stable and secure teacher is the wisest disciplinarian.

FRIENDLINESS

A nation-vn.de investigation some years ago turned up the
appalling fact that true friendliness is sadly lacking in American
schoolrooms. This may explain why every inquiry concerning the
kind of teacher desired by students always indicates high priority
for such traits as human, friendly, companionable, interested in
students, cheerful, happy, good-natured, kind.

Two recent studies in Illinois indicated that practically all
boys and girls as well as school administrators considered the home
economics teacher to be kind and friendly, so clearly so that this
impression was included in the stereotype generally held, oince
successf\il leadership is based upon teacher-student relationships,
most homemaking teachers should encounter less than the usual diffi-
culty in disciplining normal girls.

Ways of Showing Friendliness

Friendly teachers are patient, pleasant, smiling, according to
students. They put forth the effort to learn about individuals'
interests and capitilize on them to give each student's ego a lift,
Homemaking teachers often find themselves involved in confidential
matters and never betray a student's trust, Wlien tension exists in
a community, such as a fatality in a local mine where students'
fathers work might cause, the friendly teacher may alter her teaching
plans to provide physical activity and creative interest in making
something instead of book work,

li/here classes are small enough and periods long enough, the
friendly teacher can get to know each student through class observa-
tions and conferences. She can so adjust her teaching that it is
possible for even the weak student to feel that, in the balance
between successful and unsuccessful experiences, there is a slight
edge in favor of successful. Thus a reservoir of security feelings
can 'be built up in such a student whereas failure leads her to try
to get recognition from her peers through anti-social means. Another
discipline hazard is the able student who must learn to handle her
successes in a way that will avoid creating envy, jealousy and
hostility in other students. The latter students, pressed hard by
their feelings, will almost certainly become behavior problems if the
teacher fails to teach such handling. Those teachers where home
visits are an accepted part of the school program seem to be in a
particularly advantageous position.

In Large Schools

Teachers with huge classes and/or forty-minute periods have
tremendous difficulty in getting to know students. In order to
accomplish much, the mechanics of routine have to be so detailed and
inflexible that it is equally hard for the students to know each other.

-11-

One large city with greatly overcrowded classrooms advises a
seating chart device to help the collection of individuals in each
class feel more like a group.

On the chalk board the teacher draws a seating chart, then
supplies each student with a dittoed duplicate as he finds a
seat, at the first class meeting.

In turn, each student writes his name on the chart at the chalk
board and others copy it on their OTm miniature charts.

Self -introductions, or introduction of person to the right
or left, follow.

Group competition to remember names and faces, favorite
activity, or whatever was told by individuals can become
orderly fun until all are well acquainted.

In the process the teacher, of course, also gets to know
her students. Nor does the administration feel that this is
time wasted. It is recommended as a morale builder and a reducer
of misbehavior.

Several large cities' bulletins offer other succinct advise
concerning ways to express the friendliness students ask for,
even in overcrowded classes.

Call each student by name as soon as humanly possible.

Start by making students feel you are glad to see them
each day.

Provide for general success by not attempting overly
ambitious projects with your class during the first few
weeks of school.

Treat each student as if he were the mayor's son or daughter.
Remember each is an "at tendance- law prisoner,"

Do everything that you can to build up the ego of each
student who needs recognition and will get it by fair means —
or foul. A smile, kind gesture, compliment count more in
students' lives than teachers may realize.

Avoid scolding about tardiness by making it unprofitable for
a student to be late. Start class promptly, give assignn-jents
and other important help early in the period. After class
try to discover the reason for the tardiness, then act
accordingly.

-12-

Find some quality to admire in every student; then when it is
necessary, reprove him, he will realize it is his behavior,
not hinself, of which you disapprove.

Discuss any violation of rules in a private conference, if
possible.

Encourage the student who attempts to redeem himself by good
work after he has been found guilty of some misdemeanor.

Comparisons between students are always odious and strain
friendships.

Ask a student who plays with out-of -class belongings during
class time to part with them, but keep them for him- -do not
give him an example of destroying others' property.

Be reasonable in your expectations in light of students'
backgrounds.

Treat each student with respect and it will be easier to
command respect.

FIRI4NESS

A student from our oxm city of Chicago reported in the MEA
Journal prerviouaiy raen'Liane4^ "I would not wait until the room
became so disorderly that no one could work, no matter how hard
they tried. If I saw that the room was getting noisy I would
quickly show the students in my actions and tone of voice that I
was displeased with their conduct. On the other hand, if I
were pleased with the behavior of my class, I would certainly tell
them so."

"Out of the mouths of babes..."! The advice x^/ould be still
better if the speaker had been mature enough to realize that students
themselves constitute a potent force of public opinion. A teacherJs
hand is strengthened when he can point out to an offender that
destroying the quiet and order necessary for study is an offense
against the group. Their decisions, not the teacher's alone, are
being challenged. To develop group decisions that the majority
of class members will uphold makes it very necessary for your ideas
of right and wrong to be approved by the group. Instead of an
atmosphere of teacher versus students, a feeling of "we-ness",
cooperation and shared -responsibility can be successfully developed
with the majority of students,

"There's a job to be donej let's get busy and do it together,"

"IVhat makes a good class? How can we improve our class?**

-13-

Often it is wise to ask each student to write his answer to
that last question for boys and girls will frequently recommend
for themselves standards higher than any teacher would ever "sell"
to them. They tend to assume responsibility for making such
recommendations successful.

So even the youngsters realize that teachers have an obligation
to them and to the taxpayers to eliminate the wasting of time, energy
and money. They tend to consider that teacher a phony who, dis-
carding an adult reserve of formality, plays for popularity, sides
v/ith the students against the other teachers and the administration,
prefers to be called "Bootsy" instead of "Miss Jones" — in short,
is "one of them,"

Freedom V/ithin Limits

Without a doubt psychologists and free lance writers have un-
wittingly contributed to parents' and teachers' confusion by mis-
interpreting "permissiveness," Permissiveness means freedom with
controls. Every child has to gradually learn the limitations that
home and school and society demand of him according to his age
level. If the home fails in setting up ILmits, every teacher knows
that the school suffers. If the school should fail, society
wou3-d indeed be in danger.

Believe it or not, you do what youth want when you set up
limits, standards, expectations. As one undisciplined girl re-
cently told a counselor, "I don't know why I keep blowing up
in all directions when other kids don'tl I just don't seem to
have anything solid to go by," At every age feelings of security
are built inside ourselves as a result not only of knowing what
we can do but also of our seeing clearly what we cannot ao. We
function best when we know precisely what is a violation of the
rules of the game, whether these rules be specific laws and regu-
lations or the more subtle unwritten rules which our families,
our peers, our groups set for us. Think how often you have heard
a teacher say, "If only I knew what he (the administrator) expects;
if he .would just say 'yes' or 'no'" When used at the right time's
and in the right places, the word '!no" is one of the most important
instruments in learning at all stages of development.

Students sense a teacher's indecision and react unfavorably
to it, just as you would react to a changeable,, do-nothing course of
action from your administrator. The person who insists upon
seeing with perfect clearness before he decides, never gets around
to decide. Any difficult decision is bound to have some regrets.
The smart educator chooses the decision with the fewest regrets, -
then attempts to learn from the consequences.

-lU«

Roll with the Punches

Keep yourself sensitive to the conditions which almost always
effect order, such as unusual heat, a howling wind, an important
game, an imminent vacation. Reduce your expectations about con-
centration; possibly change lesson plans to the type of learning
restlessness will not destroy. One teacher, faced V7ith an unruly
group the last hour in the afternoon, changed a supervised study
period to a demonstration by herself. Each student was asked to
identify the correct and incorrect work habits demonstrated by
the teacher as she prepared a very simple dish. Delighted to "catch
the teacher," students settled down to close attention during the
demonstration. I#iile the guffaws were a bit more raucous than
usual as errors made by individuals were recognized, even the dis-
cussion following the demonstration was orderly and the summarized
learning such that the class was able to recall the ideas after
return from vacation.,

An excited group, no matter whether the reason is legitimate
or not, always has to be handled with care. For example, if that
teacher had succumbed to the temptation to "ham" a little or had
given the appearance of laughing at someone's earlier mistake^
results could have been very different. The class, realizing its
own explosiveness, undoubtedly was relieved to go along good-
naturedly S£ long as the teacher did not violate the sense of
mutual respect to which it was accustomedo

Students tend to lose respect for teachers who too frequently
make an issue out of something that is trivial. Wasting ammunition
that may be badly needed later is poor strategy in the army and
in the schoolroom. Occasionally? Oh, of course I Teachers are
hijman. Once in a while a strong personal response may even strengthen
adolescents as they recognize that adults, too, have basic personality
needs that must be met. You can sense such recognition by the patience
with which they respond to you. A tired and distraught teacher who
had just returned from a family funeral suddenly "blew her top" at
her brightest student who had stood immovable for some time with
her hands in soapsuds. Quietly the girl replied, "Never mind. Miss
Gregory, I'll be through in time. A little poem about washing
dishes just came to me." Too late the teacher recalled William
Davies' words:

"!Vhat is this life if, full of care.
We have no time to stand and stare?"

A student advises, "If I were a teacher, I woifLd first get
myself under complete control before trying to control my students".
Keeping clearheaded is not easy. Sometimes a student will defy you
and that is hard to take. Some will say things you find very aggra-
vating. But you are an adult; the student is not. You are in control
of yourself; the youth is not. So long as you stay the adult, you
can do something constructive about him and his emotions. To be sure.

-15-

everyone has his own boiling point. No one can think straight
while angry. Sometimes a teacher, just as much as a student, needs
a "cooling-off period" before attempting a constructive conference.

In spite of careful pre-planning, special discipline problems
will arise. Often you must be firm in stopping troublesome behavior
temporarily with measures that are less than desirable. But try to
draw a sharp line betvjeen what you do to get through a hard day
and what you do to get down to the heart of the difficulty. Make
the necessary demands sharply, directly, with no doubt at all
about what you mean — ^but quietly, calmly, reasonably with no threat
to friendliness « As you v/ill recall from your study of child
development, "condemn the sin but love the sinner," Firmness and
kindness are not incompatible.

On one recommendation all authorities are in agreement. That
is that, to maintain respect for your authority and integrity, you
must consistently follow through on any statements you make to
students. Danger', There is probably not a teacher still teaching
who has not already learned this the hard way I Others vrho failed
to learn it have undoubtedly sought success in other fields,

FAIRNESS

This above all, say youngsters. No pets, no partiality, no
blaming students for what they cannot helpl For violations of
their concept of justice students are ever on the alert. Youth
deeply respect fairness; perhaps they realize their own need for
guidance in developing standards of justice in relation to
differences among people.

In the final analysis, from the teacher's point of view, fair-
ness seems to primarily demand balance.

The good of the individual or of the group? Often the unique
worth of the individual has to be subordinated to the common
needs of the group.

Cooperative or competitive activities? Students will meet and
must learn to handle both in the world outside the school room.

Positive or negative comments on behavior? Merited praise does
much to sustain anyone's self-respect. Constant reference to bad
habits and unpleasant attitudes keeps wounds open. Teachers may
well occasionally calculate their daily ratio of positive versus
negative remarks then act accordingly.

-16-

.enbers. "Dull normal" ^^J^^^^^^^^^'^he teacher recognizes that
fall between 1^ and 90. ^^f ^^^^^^''Lcome useful members of the
these youngsters are educable f ^/^^^J^^°^^ ^^. ^^^^ Foundation in-

become homemakers and parents.

Many teacher-pressures on the ^"11 .-^f^eroup are thoughtless^.

nEveryon^ should .ake 100^ -^^yL :ny amiti': thrsfnsitive dull
astic teacher xs «"°"|h ^^P^^f^^^? Achievement in sewing construction
"4Tn^d TiL^rks^n ll ^i e^ec^ed^^^^^^^^^^^^^^^^

rtSr^re^aVKlhrengrd alit^LrytnT their present achieve-

ment.^.but not to the impossible.

m r>r, o c-tnib- of corn to hasten its growth;
One does not pull on l^^^fJ^J^^^^^^^ clear, concise

the unhappy worker,

Evidence is -=™"^f ^"f.^P^^f ^^^.^^rh^lHidSe af^
ences in --"--""-JJ-^ '„^rei^;rs believe thit home economics
-i^::- -loTr^fn " nrLphasi. ^ha^ aU -.ce people .0...

lISreLrr^W re^^rot^d-^onrrTrrte^r^om^Uents whose
remarks run:

..For Pete's sake, why get into such a 'lather over a crooked

'""°?^:ully this girl has never o«.ed a dress that was not
bought off a basement "bargain table.

.Hfe never even eat together; just when would we ever get in a

'""^ ::rnf sLte survey in Ill^°^%i"^^^rnd;or°:?cio!'^'
only parents of the. highest educational ^f /^^/°^^^^^
economic level followed the family council practice-and
then usually at the dining room table 1

-17-

"Vmy should she go into a spin when all I said to her friendly-
like, 'Oh, go to Helll' is what we all say at home to kid

each other?" , ^ , ^

Obviously, not only standards and values buo even
language differ widely between socio-economic groups.

According to a cross sample of high school students, fair
teachers follow these practices. How do ^rou rate on these?

Give clear, reasonable assignments and grade results in
terms of these.

See that the majority of the class is busy before concentra-
ting on the needs of a few individuals.

Avoid distracting whole class ty frequent across-the-room
comments to individuals.

Provide for relieving the strain of working too long on
one thing.

Distribute among all students those class responsibilities
that tend to get recognition from peers.

Recognize when activities and noise reach the proportions that
learning is hindered, and take action.

Listen to offender's side of story; ignorance of rule or a
physical or mental defect may have made the infringement
unintentional.

Try to help students "save face" ;d.thout creating situations
where they have to lie or lose self-respect.

Try to keep a sense of perspective, e.g., not completely
horrified at students' whispering becauseof remembering
teachers' whispering at professional meetings.

-la-

DISCIPLTInIE 13 TAUGHT

Disciplinary measures — positive^ preventive, remedial — are an
integral part of the whole teaching process. However, from a practi-
cal standpoint, separate treatment of discipline seems justified by
its importance even though it actually is involved in most aspects
of teaching. Discipline is an educational problem and opportunity,
to be planned for as carefully as plans are made for teaching subject
matter.

Goals of Discipline

As in all educational planning, discipline must have goals or
purposes. Teachers' goals fall into two major categories-

To develop in the classroom an orderly work situation so t^t
students' learning activities may proceed smoothly.

To help each student grow from dependence on adults for direction
and control to self -direction and self-control based upon

An understanding of himself and others

A consideration for everyone's welfare

The first goal implies that at least fairly adequate facilities
are available and used to optimum advantage for students' activities.
The verb "develop" points out that a set of hard and fast rules and
penalties issued by the teacher will not suffice. Students and
teachers will need to work out tentative solutions to problems, ex-
periment with these, and revise in light of results. Above all, an
"orderly work situation", sometimes through direct means of control,
must be achieved to preserve class morale before the teacher is free
to seek out causes and set processes at work to remove them.

Democratic discipline must always be partly imposed, partly
self-determined. This is obviously true in our adult society. "There
ought to be a law" is our interpretation of imposed discipline. Yet,
we observe, a lot of us fail to observe laws even when we do have them.
A current illustration of how self-determination works can be followed
this fall if and when the Asian flu strikes. The U. S. Public
Health Service, badly singed by its attempts to allocate the distri-
bution of vaccine against polio, has merely asked the vaccine makers
to divide their output among the US states in ratio to the population.

l^fhat happens in the distribution of the woefully inadequate
supply of flu vaccine will depend upon both leaders and followers
in each community. Social-minded doctors may attempt an intelli-
gent distribution; lack of support from selfish citizens can sabotage
their efforts. Individuals, informed by authorities that "From every-
thing medical scientists know about it, the Asian flu is clearly not
a dangerous threat to the life of a normally healthy individual",
may still understand themselves so little that they will rush to
demand their vaccinations at its first appearanoe. They will let
the emotion of fear over-ride •Their reason, without realizing what
is happening. And panic is always dangerous.

-19-

The second goal of teachers, then, is to help to educate on-
coming citizens now in school to do a better job in the self-
determined part of discipline. In the last analysis, the future
of our nation is greatly dependent upon our success in this aspect
of education. Can you think of any more challenging opportunity?

TEACHING ACCEPTABLE BEHAVIOR •

Direct teaching is necessary to gradually achieve the first
goal of discipline. . ."To develop in the classroom an orderly work
situation so that students' learning activities may proceed smoothly,"
Much undesirable behavior in the classroom stems from sheer ignor-
ance of what is expected. Many a student teacher, when she followed
one of her students through a day's activities has boea first doq-
fusedj then dumbfounded at the unbelievable variety of "rules"
operating in classrooms of the same school.

In no particular order, a vfide variety of suggestions for
achieving an orderly work situation are offered here. With an
open mind, question your own situation as you read. There is al-
ways the chance that, good as your order may now be, its ease
and effectiveness might be a little increased by ideas these
suggestions may stimulate. So "Happy Hunting I"

General Policy of the School

It is always wise for a teacher in any school to learn what
the administration expects in the way of discipline. Should a
dismissed student be sent to a study hall or to the principal's
office? Under what conditions is such a dismissal considered
justifiable? V/hat reports should precede the student, what record
be kept after the conference?

Others teachers, too, can be consulted to the end that your
ideas about necessary rules, reasonable assignments, educative
penalties may be compared with theirs, .Although home economics
laboratories offer more and different problems than an academic
classroom, students acquire general expectations about an orderly
work situation from the several classes they attend. If they have
formed habits of adjusting themselves to very traditional, restrictive
teaching, they will quite literally not know how to adjust immedi--
ately to the freedoms of an informal environment.

To gain time to gradually teach such adjustments, the less
conventional methods of teaching may well be postponed until
students are ready to handle the freedom. Otherwise, as on a
field trip, students who behave satisfactorily in a well- structured
situation may show little self-discipline or capacity to orient
themselves in a new situation.

If some discipline problem seems to be general, the x>rhole
school may seek causes and remedies. Cooperative action on a matter
vital to every teacher's peace of mind is the key to esprit de corps.
Teachers will gain security if they know all are t,aking the sane
stand on even such a minor matter as gum chewing in classes o

-20-

Orderly Procedures — Orderly Students

From the standpoint of group discipline, the first few and the
last few minutes of a period are most important. Teachers find it
effective to stand at the door with an alert, cheerful expression,
a nod or word of greeting for each one, Fred Houlton, in this
month's issue of Illinois Education^ advocates calling every student
by his name whenever possible, saying that "a person's name is to
him the sweetest sound in the English language," Avoid engaging in
a conversation with any one student and, above all, avoid an acrimo-
nious argument right then. Recently a teacher tested this strategy
* at the door. A large class was entering through two doors in a
disorderly fashion. Securing permission to look the back door, she
returned to meeting all at the one door. The difference in the
"tone" of the class was at once apparent.

As the period nears its close, students should continue work
until the teacher "gives the word" — and this should allow enough
(but no more) time for doing closing tasks right. And remember, the
bell does not dismiss thorn; you do, with a last friendly smile as
each passes you at the door. I"/herever a grooming station is in a
classroom, students are tempted to waste time and destroy the
orderly quiet by stopping work early and congregating around the
mirror. In spite of a momentary irritation, students respect teachers
who restrict use of such facilities to educational use and out-of-
school time*

Start classes on time, no matter how many may be tardy. Ignore
latecomers and many who trailed in late as an attention-getting
device will give up the idea. The responsibility of taking attendance
can be rotated among reliable students until it in itself becomes
a mark of distinction. Put first things first in your use of time
and have everything ready to go. Discipline can be endangered by the
projector that won't work, the milk that's not in the refrigerator,
even with students who appear to have well-established habits of
self-control. Remember how the faculty buzzed while everyone
waited for the film to arrive?

The old joke about a teacher having eyes in the back of her
head no doubt grew out of the necessity for keeping every class
member within the range of your vision at all times. Hard? Yes,
but very rewarding I There is a certain magnetism about the human
eye that every, leader uses effectively. In any teacher-directed
activity, the teacher who stands in a firm position before her
class, apparently looking at them all and expecting them to look
at her, has a decided advantage.

Use your voice effectively. It can soothe when lowered, enthuse
when the tones are rich and range of pitch is wide — and it can ac-
centuate bedlam when it trios to outshout it. Sometimes a teacher,
calling across the room or using an irritatingly sibilant whisper,
is the most disturbing element in the classroom. Other teachers use
such a low, unconvincing voice that students get the impression that
little is going on — and they seek their own diversions. IvTien you

-21-

are provoked, lower, not raise your voice. This inpassive, "grave-
yard" voice helps to impress students with the gravity of the
situation. Obviously this device has its limitations, but one can
learn when and how to use it effectively.

Believe it or not, most authorities advocate talking as little
as possible for maximum effectiveness. You might like to ask your-
self—

Who asked all the questions? The teacher? Too badl

Wno provided all the answers? Were you and a few bright
students having a pleasant tete-a-tete?

How often did students' half-formed answers have to be
"doctored up" by the teacher? Continue this practice and
they'll "let George do it" more and more.

How many questions did you have to rephrase two or three
more times before it was sufficiently clear? V/hat would
you be stimulated to answer to the question, "IVhat about
vitamin C?"

How well did you involve all class members by an occasional
"Let's see the hands of all those who agree (or disagree)
with that statement."

Use the chalkboard with discretion. Aside from other advan-
tages, dittoed sheets can often be prepared in the time necessary
for writing instructional materials on the chalk board, particularly
if you get an occasional boost from the classes in business educa-
tion. During a developmental discussion, the chalk board is in-
valuable for clarifying and fixing facts. Learn to write sideways
with only your right shoulder to the board. Later good writers
among the students may be drafted to do this recording; their
backs turned to the class will not matter.

Circulate. Rare is the woman who fondly believes that she
can teach home economics while placidly sitting at a desk. But
there is a "method" in the circulating of a skilled disciplinarian.
Just standing beside a restless student will calm her. ' Moving to
look at the work of an unoccupied student will galvanize her into
action. A girl, who has — or is just about to — cut her dress in-
correctly, is rescued at the very beginning of a construction period.
And" the good T-Till of the girl and her mother is also rescued.
Students known to be slow are visited first to insure a correct
start on the day's work; full employment makes for good citizen-
ship in school as well as in community.

-22-

Prepare yourself and your students for an unexpected absence
from your classroom. If the class has a system of hostesses or
hosts, they may take over with the briefest of counsel from the
teacher. How well a group can control itself during the absence
of an authority figure is an acid test of their training and maturity.
A longer, expected absence can be cared for by leaving with the
class a list of worthwhile questions preparatory to the next day' s
lesson — so long, that writing will occupy every minute for even quick
students. These papers must be left in a very definite place, then
graded and returned as soon as convenient. Otherwise, next time's
assignment will not be taken seriously. Most students are not mean
but they do reason.

Physical Conditions Sometimes Make or Mar Discipline

Students learn discipline in an orderly and appropriate fenviron-i
ment. The prime requisite is space for freedom of movement, both
physically and psychologically. Collisions in U-shaped unit kitchens
only three feet ;d.de are inevitable and disastrous to morale.
Dividing a too-large class into studying and performing halves is
not ideal but usually preferable to irritating cr-owding in a labora-
tory. If there is a quiet comer available, a student who feels
she is losing control of herself can use its privacy with gain for
both herself and the group.

Teen-agers, tired and tense so much of the time, need all the
comfort you can provide. Do sensitize yourself to trying physical
conditions. Excessive water drinking may indicate the air is too
dry; drowsiness, that it is too hot. Try to provide some activity
at least briefly if the thermometer indicates the temperature is
too low. Light in the eyes, too little or too much light, glare
reflected from snow tend to increase fatigue, and decrease output.

Most frequent need of all is for ventilating classrooms. Try
stepping out into the corridor, then re-enter your classroom. About
nine times out of ten you will be shocked. Remedies are not hard to
find; the teacher's awareness is hard to maintain. And how students
do resent punishment for misbehavior which they dimly recognize is
caused by conditions outside of their control!

A quiet^ " restful, attractive room helps students to relax.
Comfortable seating that is flexible for best viewing and working
together, color and design through construction paper silhouettes
in drab corners, frequently changed bulletin boards that are appealing
as well as educational, thrifty plants and simple "art centers" —
all these help to create a room that students will be proud to show
visitors as "ours".

Students will take greater interest in x^^hatever they help to
plan and care for, so do nothing yourself that you can teach students
to do. Yes, even though you expend much time in "riding herd" on
them until they have learned to carry responsibility! Let the plants
droop dangerously until the force of public opinion disciplines
forgetful Fanny into remembering dependably. Then you will have time
to carry your own responsibility of keeping your desk neat and attractive,

-23-

Any teacher who has an opportunity to remodel or plan a new
building can materially reduce the incidence of misbehavior by
increasing convenience, reducing unnecessary traffic and congestion.
Book shelves near the entrance, apron storage near the sinks v/here
hands will be washed, space for tote drawers large enough to ac-
coraraDdate books carried by students — all facilitate order and
acceptable behavior. At the new Urbana High School, a cupboard
on one side of the entrance door gives access to serving equip-
ment frequently used by other school groups without a teacher' s
class being interrupted.

At Ley den Community High School, Franklin Park, laboratories
must be used every period but a clever innovation has practically
eliminated the congestion and misbehavior so commonly associated
with fitting rooms in clothing. A six-foot square in one corner
with most of one side open to the room is fitted with one bench
and some hooks on the wall. As each girl needs to fit a garment,
she uses this small, bare space only for a quick change, then
moves to the door mirror nearest her work table for the actual
fitting. Since every class has its ovm tote-drawer closet and
gannent- hanging closet, with full length mirrors in the doors,
the supply of mirrors is ample and well distributed about the room.

Establishing Routine Can Be Educative

Only activities preparatory to learning should be routinized.
Decide which activities are routine and the best way you can think
to handle them. Sloppy handling creates fertile conditions for
misbehavior.

Now share the problem with the students affected. High school
students want to help make "rules"; they learn the reasons for
routine, discuss practical solutions, determine ways of enforcing.
The older and more mature the students, the more they can assume
responsibility for this enforcement. Younger students forget easily
but frequent group evaluation sessions help to keep them aware of
their aspirations and decisions. So does praise, whenever merited.
Soon a few stable youngsters help in the' enforcing by indicating
their displeasure if anyone violates a rule of the group. Ulti-
mately, all learn a measure of self -discipline through steady
repetition of routine.

Slow as this process is, every minute is time well spent.
Asked, "What do you think we should do about this?" when an emer-
gency arises, they will very importantly — and efficiently — think
through to a solution. They learn to reassess and revise. In their
enthusiasm they may make more rules than any of them can remember,
and thereby learn the difficult art of making choices. They vote
privileges for the class, with the understanding that if anyone
abuses a privilege, it will be taken away from all. Teachers assert
their belief in studying true-to-life situations; innumerable ones
are right at hand in the everyday problems of group living.

"Pernisaiveness" implies learning through understanding rather
than through fear and confusion. All rules about routine have to
be learned but often cannot be applied automatically. Automation
may work well with machines but not so well with human beings. A
typical situation might be the absence of a girl assigned to a house-
keeping responsibility for the day. There is no fear nor confusion
for the duties were determined by the group, the names of students
arranged in fair rotation, and both are clearly indicated on the
bulletin board. The problem may be solved by a teacher suggesting
a substitute. Saves time but where is the educative value?

A hasty, makeshift arrangement may be all that is possible on
the day the absence occurs. But, through thinking through such
minor adjustments the next day, class members may be afforded some
first-class practice in decision mald.ng. All investigations of high
school and college alumnae who have studied homemaking, indicate that
"management" is the area most desired — and found most lacking in
classes. If the teacher freely acknowledges the next day the arbi-
trariness of her solution, she can stimulate such thoughtful discus-
sion on what would have been other possibilities through questions as;

When and to what extent should a volunteer's generous offer to
do additional work be accepted?

Under what conditions would it be good management to simply omit
this duty for one day?

How might two duties be efficiently "telescoped" for a day?
IVhat might be the advantages? The disadvantages?

What shortcuts might be evolved so that all "family" members
might finish work earlier and together?

Prepare yourself for a lengthy, difficult and (at times) confusing
discussion! Real life decisions are always complicated. But give
enough practice in such ego-involved discussions, and the process
of decisions-^.aking will gradually be learned.

The policy of "let's talk it over" is also a safety valve for
any grievances created in the process of establishing routine. How
a student feels about a rule is as important as how he acts. One
girl cleans the bathroom floor as per directions but mutters, "Bet
your life I'll never be so fussy when I'm in my o;^ homei" The
next period another girl cleans a similar kitchen floor and is so
proud of her results that she brings in her boy friend after school
30 that he may see and admire her results. Perhaps the first girl
was expressing frustration over the fact that she was never likely
to have either the time or the facilities for maintaining standards
set by the school. Through friendlj^ discussions, the teacher can
help the girl to understand her own feelings and to realize that the
teacher accepts different standards under different conditions.

-^2^

One (D^Wier teaching opportunity that some teachers fail to
utilize to advantage is using routine to help students acquire a
sense of time perspective, Aanj studies of employer 5.' complaints
about the youth they hire indicate that irresponsibility about use
of time is very general and very exasperating. A few people seem
to be unable to understand long- and short-range consequences of
their use of time. Patience and persistence in holding thoughtless
or lazy students to achieving daily goals set up for themselves
in clothing construction, to making and following a time schedule
for the class period in food laboratory, to accepting the impor-
tance of participating honestly in group evaluation sessions may
make a vital contribution to later success in employment.

Gradual is the word for learning such types of habit foirmation.
At the beginning of each year certain understandings have to be
agreed upon. At the beginning of each new unit of work, changes, additions
and appropriate omissions may be determined. Ultimately each student
should be self-directing herself up to the limits of her capacity in
background and ability,

PLEASE I PLEASE'. NO NAGGING 1

Webster defines "nag" as to annoy and irritate by persistent
scolding or urging, IVho, pray, would "annoy and irritate" tempes-
tuous adolescents? V/ell, for one group, we teachers doi But girls
are are so scatter-brained, someone has to remind them, we wail,

IrVhy not "let George do it" — or Georgia, as the case may be?
After class members have decided on arrangements that will facili-
tate everyone's chance to succeed, they are eager to make their
ideas work. One of the most effective techniques for utilizing
such pressure of public opinion is to use a "Public Opinion Poll"
with a new twist.

Students Do It This Way

Class together formulates a check list of the behaviors they
have set up as "rules." Teacher has these mimeographed on half-
sheets of paper.

Committees of two are organized for each xceek. Students may
choose or draw for partners. Sometimes the teacher may quietly
suggest the special ability of a student who in adolescent eyes
seems to have very little else to recomiaend her. But the friendly
competition between committees may thereafter give the girl all
the recognition she can handle.

Each week students check the progress of the class as t^ey
perceive it by indicating the two best "spots" and two poorest on
the familiar check list on behaviors. The committee tabulates these
results.

-26-

Using short-cut methods and raaterials provided by the teacher,
the committee selects a slogan and certain limited information t-hat
it believes will help students to better their behavior the next week,
and puts up a simple bulletin board. ^

Some slogans that have been found helpful in building up the
team spirit are:

Ever:,'one Get Into This Act
We Can Handle This Ourselves
Good Resolutions Aren't Enough
It's Up to You - and You - and You

Headings that have been used to point up certain specific improve-
ments necessary — and fast — are:

Good Advice for Free
Be Your Own Policewoman
Nobody Bats a Thousand But —
Brooding Is Only for Hens

Headings that were used occasionally at strategic points to en-
courage students with definite evidence of growth are:

On the Right Track at Last
Spotlight on Progress
Accent the Positive
We Can Take Them With Us

Perhaps an explanation of how one of these slogans was used
for a bulletin board will illustrate the idea back of the whole plan.
Let's take for our example, "We Can Take Them With Us."

The background of the bulletin board was a cheerful rosy red.
The slogan at the top was made of readi-cut letters in black on a
white strip of paper. Beneath were two featured papers mounted on
first black, then white to form a frame. One paper was the class
check list on behaviors. The other paper was the school newspaper's
account of a local industrialist's assembly speech on "V/hat the Boss
Likes to Find in Every Mew Employee." Every habit mentioned by the
"boss" that had a' counterpart on the class check list v;as connected
with the proper item by a double twist of black and white yarn.

Naturally the quality of the ideas and the "art" of the bulletin
boards varied with the producers. And, in turn, so did the effects
upon the class members. Although the class j which had been in one
of those unpredictable slumps that occasionally occur, laughed at
the "Brooding Is Only for Hens," they nevertheless demanded removal
of the bulletin board as soon as they showed improvement. On the
other hand, they brought in all their friends to show them "V^e Can
Take Them With Us."

-27-

Short-Cut to a Si:riilar Goal

yhere such bulletin boards for one good reason or another are
impossible, short-cuts must be sought in th« long struggle to fix
good working habits. But always results are better when students
carry the responsibility. And sometimes so are the ideas — in
effectiveness if not always in beauty of phrase.

Committees of students are rotated. Each studies class be-
havior and places on the blackboard in conspicuous colored chalk
some "words of v/isdom."

Examples used with a noisy, careless class in clothing con-
struction may be cited:

Silence is golden To talk or not to talk;

That is no question!
When in doubt; DON'T

Remember? Easy on the Earsi Want Independence?

Be Responsible!
Keep Up or Catch l^

Make haste slowly (cutting lesson)

Can you spare 60 seconds? (to clean working space adequately)

Pertinent cartoons may also be featured. A class beginning
a period of seriously needed review discovered a cartoon sketchily
reproduced on the chalk board. A mother hen was saying disapprov-
ingly to her pert little chick, "Now, not another peep out of youl"
Every time a student raised her eyes, she grinned but went back to
work.

Often teachers and students locate a short rhyme that is re-
lated to some reminder about behavior, though obviously not
written for any such purpose. The more humorous, the better. For
example: a senior English class provided a poem that was gleefully
pounced upon by boys and girls in a family living class, conscious
of their tendency to do a bit of rough-housing when entering the
classroom. This is the poem they placed on the chalkboard near
the door:

I, who all my life had hurried.

Came to Peter's crowded gate

And, as usual, was worried

Fearing that I might be late.

So, i-rhen I began to jostle

(I forgot that I was dead)

Patient smiled the old Apostle,

"Take your eternity," he said.

— Christopher Morley

-28-

DO'S AND DON'TS OF PUNIGK^ENT

Most research has shown that sincere praise and rewards have
far greater motivating force toward learning and toward socially
approved behavior than have either piinishment or ignoring. On the
other hand, a real punishment, as much as an effective rev;ard, can
help a student learn quickly. Moreover, students know well that
life exacts penalties for wrongdoing; they ask only that they be
made clear to them while the rules are being made.

How strict a teacher can be will depend, in part, on the behavior
accepted ty other teachers and the administration. If gum chewing is
permitted in other classes, more harm than good may be done by-
setting up rigid rules in your class. Punishment is futile unless
it is accepted by the student as making sense, being just, and con-
sistent with the general, mores of the group. Hence you may need to
learn to apparently not see everything, such as occasional lapses
from industry, whispering or passing notes, even mass migrations to
the pencil sharpener.

However, noise and activity are contagious. Ever on the alert,
you suddenly realize that one girl is talking out loud and tacitly
expecting her friend to reply. Here is the moment for a good, strong
"NO" before the morale of the group is endangered. No amo^jnt of
glaring and vocal correction by the teacher can recover this after
general talking has started. But having thrown up a roadblock at
the strategic moment, the teacher's next responsibility is to suggest
some detour by which the excess energy may be channeled into some-
thing less dangerous, even though not originally planned as desirable*
So simple a thing as suggesting that everyone move her chair from
near the demonstration table to her own place at a sewing table may
be enough to adequately reduce- the "wiggles" in a junior high school
class. Sometimes even a senior needs to go on an errand for the
teacher just to get away temporarily from her current frustration.

Discipline at the expense of student interest is too costly.
For example, a teacher who uses a regular housekeeping task such as
cleaning the refrigerator as a punishment for misbehavior may be
building unpleasant associations to the point that the potential
homemaker may later wonder why she always dreads that simple job#
Discipline at the expense of student learning is equally un-
desirable. For that reason many instructors keep clean aprons from
the "lost and found" collection available to forgetful cooks — but
require the students to launder the article in return. If a girl
wantonly destroys some equipment, she should be required to earn
money to replace it, but not assigned a chapter in the text to be
outlined. This is not merely an effort "to make the punishment fit
the crimf/' ; it is a reasonable, constructive act while outlining
would be unrelated and destructive.

-29-

One authority made the flat statement that "it is fatal to
try to discipline several students at one time." Naturally they
T7ill fortify one another and resist counsel. To the best of your
ability, pick out the worst offender and deal only with him, al-
though obviously many are involved. Sometimes a teacher, hesitant
about making such a choice, tries to punish the whole class. Ex-
perience shows that the "innocent bystanders" tend, in turn, to
become behavior problems because they so resent what they consider
rank injustice. The timid may tattle on others at every opportunityj
the strong may join in a conspiracy to protect the real culprits. .

Two fundamental principles of discipline form a dichotomy that
puzzles even the most successful teachers. One is that, for equal
guilt, punishment should be the same. Adolescents demand, above all
other virtues, that teachers should "treat everybody alike," as we
all know. No pets, no picking on one or two unfortunates] The
other principle is that each penalty should fit the person and
the circumstances. No youth is exactly like any other person.
Manners and morals taught in homes vary widely. Yet both of these
principles are valid and must be observed. To reconcile them de-
mands the maximum in teacher judgement, even when she has a thorough
knowledge of each student's background and personality.

Occasionally a disturbed student may need to be isolated to
give him a chance to collect himself and cool off. More than
likely he is worked up about something entirely alien to the class
situation. Again, a "problem" student may have to be excluded if
others in the group are to learn. Teacher and principal need a
mutual understanding on the kinds of misbehavior that merit being
"sent to the office," the method of notifying the administrator
before the arrival, and ways of insuring that the student does
arrive. Frequent trips tend to weaken the authority of both teacher
and principal. Unless a teacher acts promptly and firmly before in-
subordination has become serious, even the most supportive principal
may be able to do little.

STUDENT- TEACHER CONFERENCES

The conference, free from the pressures of limited time or
distracting interruptions, is the most important means by which con-
trol is taught. Rarely, if ever, should a whole class be delayed
while a single student and teacher talk together. The conference
should take place soon after the trouble, yet provide sufficient
time for the student. and teacher to calmly analyze the situation.
Not that a student can often achieve that mature technique, but even
a "cooling-off" period is helpful to an \:^set adolescent. And
teachers, being adult but human, can make sure that they are not
over-reacting to the offense out of personal anger or prejudice.

-30-

It is the student who has the problem^ not the teacher. Con-
sequently the teacher's role is largely one of creating an atmOGphere
of friendly acceptance of the person and a sensitive interest in the
causes of the misbehavior. Perhaps the first step in learning to
accept others' feelings is to make a conscious effort to listen and
try to understand instead of trying to talk the person into a differ-
ent way of looking at things. Authorities tell us that the correct
state of mind for a good teacher is to be interested but puzzled.
; You wonder, search, consider alternatives, tentatively try, watch, etc.

In such an atmosphere most students can be gradually won over
to trust in a teacher. Dr. Elizabeth Sheerer suggests that we check
our conferences to make sure that the student does ever 50^ of the
talking because she alone can bring out all the facts, thoughts and
feelings that are needed for a Solution of the problem. Moreover,
she is the one who has to take the responsibility for whatever solu-
tion is tentatively arrived at after some consideration of possible
alternatives and their consequences.

Reasons for misbehavior vary widely in theix gravity, though
the classroom behavior may be apparently similar. Here is a student
who, reprimanded at home for some minor offense, projects her re-
sentment rather naturally upon her homemaking class since the activ-
ity is a painful reminder of her trouble at home. She flatly re-
fuses to open her book in a supervised study lesson. By conference
time, however, she has worked off her anger, is ready to explain
the situation, and ultimately thinks through for herself txijo or
three more constructive >/ays of handling her hot temper. She has
a long, hard struggle ahead of her but, sure of her teacher' s under-
standing encouragement, can use her intelligence in solving her pro-
blems .

Another girl in the same class may be equally adamant about
refusing to look at her text. She arrives at the conference with a
chip on each shoulder. She talks not at all. Too late the teacher
realizes that, though the CCTreart behavior appeared similar, the back-
ground causes and the depth of unhappiness of the two adolescents
are very different. She decides to forego the probing questions and
moralizing which she is impatiently tempted to use. What a fortunate
decisionl For when she seeks information from the school counselor
she iS;^shocked speechless at the appalling home conditions which he
describes, She can readily imagine the frustration and defiant con-
tempt vzhich this girl must have felt when asked to read the class
assignment on "family councils." She decides very humbly that
remedial measures must be left to the specialist. Her only contribu-
tion to the welfare of this damaged personality may be only the
patience and friendliness she can show without endangering the morale
of the group.

-31-

ALL BEFAVIOR IS CAUSED

Discipline at its best seeks the cause of misbehavior. Kary
' writers have attempted to bring some order out of confusion by

categorizing causes according to their origin.

Causes originating with the child, such as-
Adolescent characteristics
Health
Mentality-
Social training and experience
Habits in handling own emotions

Causes originating with the structure of the student group,
such as those listed by Sheviakov and Redl:

Dissatisfaction in the work process
Emotional unrest in ihter-personal relations
Disturbances in group climate
Mistakes in organization and group leadership

Causes originating with the teacher and the school, such as —
Teacher's personality
Teacher's ability to teach
Physical factors of the school plant
Curriculum program
Co-curricular program
" Counseling program

Causes originating with the home and community, such as —
Social class patterns

Influence of family goals, values and practices
Influence of community conditions and practices

Causes originating in the larger social order, such as —
Changes in role and status of family members
Anxiety and uncertainty of the times
Conflict of mores in varying situations

To further compound the complexity, almost never is the cause
of misbehavior due to one of these items. A combination of two or
more causes is almost alv/ays present. Frequently cause-and-effect
relationships may be discerned between these.

Yet this over-all listing often proves helpful when attempting
an attack upon the behavior problems of a given individual or group.
One is less likely to overlook a strategically important element in the to-
tal picture. The fallacy of absolute standards and definite, fool-
proof techniques now becomes abundantly clear. Our expectations
of rapid change are reduced. Some progress is better than none, we
must believe o

l?:arning to uneerstakd ourselves and others

Yes, we mean ourselves I Teachers first I Then — and not until
then — can we hope to help others understand themselves. It is no
accident that the mental hygiene emphasis increasingly appears at
both undergraduate and graduate levels in teacher education.

Helping others to understand themselves usually is studied in
courses on guidance. Again, the constantly increasing enrollment in
such college courses is significant.

Obviously adequate treatment of these aspects of teaching is
far beyond the scope of a publication like this^ Instead, vie sought
out a single book that would offer help in a sound but simple and
practical form. We would like to suggest, in case you are interested
in pursuing further learning. Guidance; An Introduction by Dr. Merle
Ohlsen. As most Illinois teachers of home economics know. Dr. Chlsen's
philosophy on meeting the basic personality needs of the normal ado-
lescent is completely in hannony with theirs. His wisely balanced
viewpoint as to the roles of classroom teachers and counseling
specialists seems to us particularly helpful.

This book was published in 1955 and your school's professional
library probably already has a copy. If not, perhaps a copy might
be desired. Harcourt, Brace and Company is the publisher. The cost
is $li.75> the pages i;36. Or try your State Library for a loan.

You will recall that the second goal of discipline, as mentioned
on page 18 was stated thus: To help each student to grow from de-
pendence on adults for direction and control to self -direction and
self-control based upon

An understanding of himself and other
A consideration for everyone's welfare.

Humane consideration of others is an attitude largely learned
through practice in schools, in homes, in neighborhoods. But an
understanding of himself and others can be gained from books, bulle-
tins, playlets, films, as well as guided expariences. Following this
section, you will find some concrete helps on use of such selected
teaching aids. If you are like us, you xi^ill find yourself learning
with your students. Perhaps it is due to a sense of mutual profit
and enjoyment that students welcome lessons in this aspect of their
homemaking and family living. In a recent survey of mothers' pre-
ferences as to V7hat their daughters should learn in Illinois high
schools, this aspect ranked second in importance. The homemakers,
apparently confused by some of the "popular" materials nov7 available
to them, emphasized that they wanted their daughters "to get the
straight of itr"

-33-

This presentation has had to be limited pretty much to the
more or less "surface treatment" of discipline for order must be
achieved first. Additional help will be appearing in later issues.
Non-test devices for studying students in home economics classes
will be given in the issue concerned with evaluation. Still later
an issue will explore the limited techniques of individual and group
counseling that are safely within the ability of a well-trained
teacher of homemaking and farjiily living.

BOOKS AND DISCIPLINE

A strange combination? Are you thinking — "Students for the
most part dislike reading; how on earth could reading help a teacher
with discipline problems?"

Well, the only fundamental help either students or teachers
can find when tiying to increase self control seems to lie in a
thorough understanding by students as well as teachers of why each
person behaves as she does. And in the school library, if not in
the home economics collection, you may be able to find several
books written specifically to help adolescents understand themselves.
Not only should these prove helpful in any units on aspects of
personal improvement that you may be teaching but also guiding an
individual student to read a certain section in a popularly written
book may be "just what the doctor ordered" to gain her understand-
ing and cooperation.

An annotated list of books that have been successfully used in guiding
boys' and girls' self- improvement is presented. Additional books,
so new as to be still untried in practice but apparently promising,
are constantly becoming available. If your local librarian does
not have the books suggested here, she will undoubtedly be able to
suggest good substitutes that she can provide.

Selected List of Books of Use in Students' Self- Improvement

Armstrong, David U,, Questions Boys Ask. New York, E. P. Dutton and
Co., 1955. 160 pages

Written rather superficially but with a strong masculine
directness that appeals. Emphasizes personal counseling
rather than self-evaluation devices

Bailard, Virginia and Strang, Ruth. Ways to Improve Your Personality.
New York, McGraw-Hill Book Company, 1951. 2i;9 pages

This little book primarily suggests specific techniques of
growing up based upon principles of psychology. Includes
appropriate rating scales.

-3li-

Crawford, Claude, Cooley, Ethel^ Trillingham, C.C. and Stoops, Emery.
Living Your Life. Boston, D. C. Heath and Co., 19>3. hh^ pages,
A functional approach provides "how-to-do-it" answers to
students' problems rather than an analysis of why people
behave as they do, but both types of help are needed.

Crawford, John and Dorothea. Milestones for Modern Teens.
New York, VJilliam Morrow and Go,, 195h* 190 pages.

A frank, direct approach to the most common teen-age problems
written in a chatty, informal manner that pleases students.
Preaches but never gets caught at it I

Landis, Judson and Mary. Building Your Life. New York, Prentice-
Hall, 19^U. 331 pages.

An attractive book based on recent research with some learning
activities and self- appraisal devices suggested, but short on
effective anecdotes.

Menninger, William and others. How t£ Be a Successful Teen-Ager.
New York, Sterling Publishing Company, 195h» 256 pages.

This volume consists of eight of the popular bulletins originally
printed by Science Research Associates economically combined
into one bound book. Excellent material concisely presented
without teaching suggestions except for one selected biblio-
graphy.

National Forum Foundation. Discovering Myself. Chicago, National
Forum Foundation Publishers, 1955. 256 pages.

Written simply and with humor by respected authorities.
Leisure time readings of supplementary educational value are
generously provided.

Pierce, Wellington G. This Is the Lifei Boston, D. C. Heath and
Company, 1951* 32h pages.

In spite of its slangy title, this is an excellent treatment
of everyday problems of high school students; offers practical
ideas without preaching .

Pierce, Wellington G. Youth Comes of Age. New York, McGrav;-Hill
Book Co., 19li8. liOO'pages.

Similar to the above book by the same author except that the
scope is much broader, including preparation for marriage.

Randolph, Helen, Pixley, Erma, Duggan, Dorothy and McKinney, Fred.
You and Your Life. Boston, Houghton Mifflin Co., 1951. 3l4.li pages.
Innumerable illustrations from "real life situations" clarify
contents and add humor and interest; readers are stimulated to
think through their own problems.

-35-

Shacter, Helen, Jenkins, Gladys and Bauer, V/. \i. Into Your Teens,
Chicago, Scott Foresman and Co., 1952, Teacher • — 192 pages,
pupils' text — 352 pages.

An excellent text for seventh-grade boys and girls, illus-
trated in color. The teacher's part provides a rich
variety of teaching suggestions and a condensed resume of
adolescent psychology and physiology. Be sure to get the
"Teacher's Edition" for the teacher's help, if ordering a
copy for yourself,

Shacter, Helen, Jenkins, Gladys and Bauer, W. W» Teen-Afters,
Chicago, Scott, Foresman and Co,, 1955. Teacher's text--
126 pages, pupils' text — 288 pages.

Same plan as above book except for students in grades nine

through twelve. Request "Teacher's Edition,"

Shacter, Helen, Jenkins, Gladys and Bauer, W. W, You're Grov/ing Up«
Chicago, Scott, Foresman and Co., 1950. Teacher's text- -160
pages, pupils' text — 320 pages.

Same plan as that of other books in the series on health and
personal development except for boys and girls in the eighth
grade. Request "Teacher's Edition."

Sorenson, Herbert and Malm, Marguerite, Psychology for Living,
New York, McGraw-Hill Book Co., 19l|8. 637 pages.

Excellent for explaining why we are the kind of people we
are and how we can work out some of our emotional problems,
particularly an "inferiority complex,"

Warters, Jane. Achieving Maturity, New York, McGraw-Hill Book Co,,
19U9. 3ii9 pages.

Based on scientific research but written in non-technical
language, this book would be an excellent choice to give to a
senior boy or girl capable of and desiring to go to college,

Welshimer, Helen and O'Neill, Elizabeth. The Questions Girls Ask.
New York, E. P. Button Co,, 19h9 • l5U pages.

The informality, charm and soundness of this little book makes
it popular and helpful to today's students; an appendix of self-
evaluation devices is provided.

-36-

Booklets, Tooi

Nor are books the only source of help. The excellent booklets
published by Science Research Associates are x-zell and favorably known.
A collection of these in the home economics laboratory v/ould be an
asset to both teacher and students. Almost aH school libraries
provide copies. Some of the most helpful in developing self -under-
standing and control are:

At the Junior High School Level

You and Your Problems

Your Problems: How to Handle Them

How You Grox^r

Finding Out About Ourselves

All About You

How to Get Along with Others

Let's Be Friends

Let' s Talk About Honesty

At the Senior High School Level

\'Jha.t Are Your Problems?

Your Behavior Problems

Understanding Yourself

Exploring Your Personality

What Are You Afr'aid Of?

How to Increase Your Self- Confidence

Growing Up Socially

Building Your Philosophy of Life

You xiill note that much the same type of persistent problems
are treated at both levels. Since the Junior Life Adjustment
Booklets are so much more simply written, you may find some poor
readers in senior high schools are satisfied with these. They may
prefer the opportunity of reading them in private even though the
youthful tone of the booklets may prove somewhat annoying. For a
complete catalog of publications designed to help young people
solve the problems of everyday living, you may write to:

Science Research Associates, Inc.
57 West Grand Avenue
Chicago 10, Illinois

-37-

Action Pointers on How to Use This Idea of "Books and Discipline >"

* Get acquainted xd.th local librarians »

The High School librarian

The Grade School librarian

The librarian in any public library nearby
Locate any of the books or booklets in the suggested lists, or
others that are similar,

•K- Try to figure out from what you now know the most likely causes
of students' uncooperative behavior_, such as:

Trouble in the home Educational difficulties

Social rejection Money and job worries

Nonacceptance in the community
Check your "informed guesses" with your principal or school
counselor. They are likely to have additional information on the
student's background. They may even be able to suggest specific
causes or promising methods,

^ Now locate areas of help in those booklets and books available to
you_, such as —

Aid with the improvement of personal appearance may help an
. isolate to become accepted by peers.
Guidance in understanding self may help an uncooperative
student to see why she behaves as she does and what to do
about it.

Counseling about school or home problems may help a student
to face reality and result in constructive action,

•«■ Before giving a book to a student, you yourself will vjish to skim
the material for two reasons.

One reason is that you will want to select the bit in the book
that appears to bear directly upon the student's problem and
suggest constructive action.

The other reason is that, as you read, you will be ready to
exclaim, "Why, this is as good as being back in student
teaching vjhere my supervising teacher was always at hand to
confer with me about students'." Indeed, the innumerable
anecdotes in these books serve just about the same purpose
as being able to confer with an experienced teacher.

■«■ Use the helps in books in one of two ways.

You may decide that time and personal feelings of a student
will be saved if she is invited to read and think about a
selected bit in a book you provide for reading outside of
class, if possible. Of course, this suggestion can be
accompanied with a cordial invitation to request a conference
v/ith you later, if she so desires. With average and better
mentalities, this objective approach and somewhat "face-
saving" technique frequently gets satisfactory results.

-38-

You may decide that only by having a personal conference
with the student will the good ideas in the book be
fully understood and used. This technique is probably
best to use with less gifted students and in situations
where change in behavior is urgent. Perhaps you will
wish to use the anecdotes and constructive suggestions
in the book just as if they came from your own thinking
and experience; pupils who do not enjoy "book I'arnin'"
will usually put far more confidence in you than in any
book.

•K- Encourage further independent use of any and all of these
books available.

Request the librarian to feature them on a special
shelf for a time.

Praise sincerely any evidence of growing insight
displayed by an individual or a group.

FILHS AND DISCIPLINE

Hollywood, as well as their ovm merits, has bestowed an aura
of interest upon films that few adolescents can resist. Hence
films can almost always be depended upon to provide not only a
worthwhile common background for the clarification of problems
but an interesting one as well. Above all, x^rhat is viewed can
be discussed impersonally by both teacher and students.

Coronet, McGraw-Hill and other film producers have recog-
nised the great contribution to self- improvement that films can
play and have made available excellent offerings such as
"Understand Yo^jr Emotions," "Developing Self-Reliance, " and
"Toward Emotional Maturity" from the Psychology for Living
Series, Instead of providing an annotated list of such films —
as near as your school's University of Illinois Guide to
Audio-Visual Aids — three appropriate films of more recent
vintage have been described at some length.

i4r. Finley's Feelings This film seems just made to order
for students needing to gain a clearer understanding of why they
behave as they do. It is —

available on loan

in 16 mm., color, sound

an animated cartoon

only ten minutes in length

sufficiently realistic to be useful

logically developed to give insight

concerned with reaction to authority

accompanied by a short discussion guide

emphasizes importance of habits developed before adulthood

free of prescribed "rules" for emotional health and maturity

set in an adult x^orld of work to which adolescents are

aspiring

arranged to stimulate many unanswered questions for group ||

discussion

-39-

In a situation which he finds very stressful, "Mr. Finley"
sets off a series of chain reactions iirhich pile up more problems —
and more tensions at work and at home. He does not realize that
early in life he formed a pattern of projecting on others his own
frustrated feelings toward authority. In closing, Tom Finley says
"I knew then that a guy could get himself into a v/hale of a lot of
trouble if he didn't understand what his feelings could do to him.
I've got plenty more to learn, I know. It's not going to be simple
or easy, but I'm sure going to try." You and your students take
it on from there!

Mr. Finley' s Feelings is available on loanj request an applic-
ation blank from Health and Welfare Division, h'etropolitan Life
Insurance Company, One Madison Avenue, New York

Anger at Work This is a film examining some causes of anger and
suggests ways in which people do provide themselves x^ith healthy
outlets for strong feelings of resentment and frustration. It offers
convincing evidence that projecting anger upon some person or situation
x^rhich has nothing to do with the original irritant merely eases
feelings temporarily. Such misplacements of anger do not solve the
original problem; indeed, usually a chain reaction of new troubles is
created.

The setting of this film, too, is in industry but the level of
understanding required is higher than for Mr. Finley' s Feelings.
Both teacher and students need some background in mental hygiene for
complex problems are portrayed. The University of Oklahoma v/hich
produced the film recommends it for use in senior high school classes.
Effective as is the film, an environiment of serious study x-jould be
essential if students seeking help in growing in self-control and
maturity are not to draw over-simplified conclusions.

The film is l6 mm., sound, black and white, and runs for 21
minutes. It is available from International Film Bureau, Inc.,
57 East Jackson Boulevard, Chicago k*

Parents and Teachers Are Partners

The Teens is the liveliest and perhaps the best of the films in
the "Ages and Stages Series" commissioned by the National Film Board
of Canada for the Department of National Health and Welfare. The film
offers a warm, sensitive picture of family life and touches of humor
arouse sympathy for the joys and tribulations of growing up.

Since the children in the family pictured are ages 13, Ik, and l5,
parents of junior high school students would probably get the most help
from the film, for this is a presentation best suited to parents^ and
teachers. Particularly with parents of younger adolescents, cooperative
viewing and discussion are so worthx^rhile that results in mutual under-
standing merit all the efforts necessary to bring the two groups
together.

Often^ if the school will contribute the film, the PTA will
sponsor the program, A competent leader may be selected from either
the lay or the professional group, or a combination may be effective.
The lay leader may approach the discussion from the point of view
of the home, the professional leader (perhaps the school principal)
from the angle of the school.

The Teens is a l6mm,, sound, black and white, and runs for
26 minutes. It may be obtained from:

Mental Health Materials Center, Inc.
1790 Broadway
New York 19, N. Y.

Six Action Pointers on How to Use Films to Increase Self- Understanding

1, Make sure that at least the majority of the group is
emotionally reacfy to —

Consider new ideas about behavior
Look for clarification of their own ideas
Accept similarities and differences of others' ideas
Experience some self -discovery through identification
and understanding

2. Prepare yourself to be a good leader —

PrevieiT the film selected, taking notes to aid in planning.
More than one screening is usually necessary, but the
importance of the outcomes justifies adequate expenditure
of time. Better to use one film to optimum advantage
than to skim over several!

Plan with the major problems of the viewer group in mind —
Purpose or purposes the film can serve if used skillfully
Sequence of key questions that will relate content of

the film to group concerns
Points that may well be brought' out in the discussion

as an informal check on the attainment of purposes
Forms of follow-up that may help students to achieve a

thorough understanding of what they have seen and heard

3» Prepare the group for viewing the film —

Arouse interest in a manner that is educationally defensible —
not movie "blurb" — perhaps by lightly suggesting the enjoy-
ment you experienced in the previewing.

Provide some guide to the educational outcomes e>pected

from the showing. Usually this takes the form of a list

of questions on paper or chalk board —

To increase accurate observation

To provoke thinking on issues involved

Occasionally, if the content and timing of a film are
just right-, students will absorb, accept, and incorporate
into their personalities the important over-all learnings,
without detailed orientation,

ii* Present the film —

Make sure physical facilities are in good working order,
the film in readiness when class begins.
Orient the students to what they are going to see and the
sequence of procedures planned. Repeat showing of film
if and when desirable for best results.

5. Lead the discussion to achieve purposes sought — -^

Relax; expect the possibility of a slow warm-up period.
Stay out of the trap of providing answers, even if asked;
if a group member offers what sounds like an answer,
thus tending to stop discussion, refer it back to the
group for further opinion.
Encourage group members to express freely their percep-
tions of the situations viewed until they have made
their ideas clear.
Compare individuals' interpretations of possible causes

of behavior in certain situations.
Evaluate behaviors in specific incidents in terms of

consequences for all who are affected.
Discuss how one character might have been able to help

another's feelings.
Explore, without going into personalities, possible
• applications of points made to individual and group

control in the classroom.
Maintain a warm, friendly atmosphere throughout —
Be generous in interpreting motives
Be willing to accept frank but fair recommendations

for your improvement
Try to fix up any situation where one student

embarrasses another, consciously or unconsciously
Point out that similarities and differences of opinion
are to be expected and respected within limits pre-
scribed for group welfare
Refrain from calling attention to some student's self-
discovery

This material x^ras adapted from Dr. Nina Ridenour's "Hemo to
Inexperienced Discussion Leaders." This appears in the script
of an American Theatre Wing Community Play, "The Case of the
Missing Handshake," by Nora Stirling. The complete "Ilemo"
replete with suggestions for concretely phrased questions,
useful in all discussions, plus the play script, may be ob-
tained for ."$1«00 from:

The National Association for Mental Health

1790 Broadway

New York 19, N. Y,

-U2«

Keep discussion "on the beam" with adequate surmaries--
Re-focus, when necessary, the direction of group th^.nK^g

bv re-stating point at issue _

Relate points to each other to improve organization of

Summarize at strategic points diuring the discussion by
asking, "Then is this what we have been saying?

At?empt'at the close to phrase sumaiy in form of generali-
zations with general applicability rather than as
actions proposed

6. Follow up with such techniques as students' interests and
needs indicate are appropriate.

A film may be shown without sound, either before or ^L^
presenting it with the regular sound, in order to sensitize
students to feelings shown by the expressions and behavior
of characters a

A film may be repeated with each class member identifying
himself with a certain role, then analyzing his feelings
when involved with that character.

Each class member may select one character and either write
a day's diary or a brief biography ol tnat person a. he _
perceives him. Comparison of results will show an ar.azing
variety in individuals' perceptions of the same character.

Present a dramatization of an episode early in a character^'^s
life that might have tended to "make him what he is today.

Role play how a conflict in a film might be resolved grad-
ually without implying miracles would be expected.

Set UP a list of constructive suggestions that frustrated,
angrTclass members might use as healthy outlets to their
strong feelings wihout interfering with group order or
morale. Parallel these suggestions with ideas wnereby
others may help the angry one to fix such a constructive
pattern as a habit.

Such concrete follow-up is rewarding for class study but Lm-
practicable for such occasions as, for example, parents and teachers
viewing The Teens. Yet certain intangible benefits shoula become
e'7ident,"~And"r^eries of such experiences would seem zo promise a
most salutary influence upon discipline at school and at-home,
though the word itself might never be mentioned.

The fact that both teachers and parents gain an extended and
common understanding of the developmental stages fo^-ind in early-
adolescence should result in increased uniformity in the treat^
ment of the boys and girls both are trying to guide.

This common acceptance of "normal" behavior characteristic of
early adolescence should, in turn, enable both teachers and parents
to do a better job of helping the youngsters learn to understand
and handle their own problems.

BIG DIVIDENDS

We know that the greatly desired and desirable self-
understanding and self -discipline is achieved only by slow
stages through students' years of growth and maturation. The
process of learning personally satisfying and socially acceptable
behavior consists of gradual relaxation of externally imposed
disciplines as a student becomes able to make right choices and
steer his own course.

Yet x^jhat a thrill for teacher as well as students when evidence
on increasing maturity begins to accumulate! Not only students'
behavior in and outside the classroom but also discussions initiated
within the classroom provide this evidence.

For instance, a group in 195ii had found it difficult to apply
the "moral" of The Saturday Evening Post cover for March 20th —
you recall the one that pictured father being called down by his
boss, father furiously displaying a hole in a sock to his wife,
the wife in turn scolding her little boy who then took out his
ire on the kitten. This same class in 1957, when reading "Peace
in Bloom," evidenced surprising discrimination in applying the
principles of mental hygiene.

Peace in Bloom

Today the boss was cranky
But what care I?
The larkspur in iry garden
Is five feet high.

He fussed about dictation;
I checked my ire.
By thinking of the blossoms
I held my fire.

The office may be hectic ^

Beyond relief.

But in my back;yard garden

I»ll find relief.

\
— F, W. Hatch

The class was quick to acknowledge the inadvisability of tv;o
persons getting angry at the same time, if avoidable. The students
recognized the desirability of a positive substitution compared to
projecting anger upon some "innocent bystander," But they could now
perceive situations from a broader viewpoint. They asked, "Is it
possible to use substitution too much for your own "peace" and lose
sight of the rights of the other fellow?" "After all, the boss was
probably paying her a good salary and had a right to expect her to
do her best. Kaybe she needs to think about improving the dictation
as well as enjoying the larkspur." In these days of "getting by,"
such a viewpoint represents real maturity.

Another group of seniors, in a family living class, viewing a
cartoon that pictured a student in a foods laboratory gazing at her
burnt product, questioned her casual acceptance of the failure with
the remark, "I guess some boy will have to take me as I ami" The
boys were especially disapproving, pointing out that waste could not
be accepted, and that both partners in a marriage had to learn to do
their jobs or else — , However, one young lover of peace did point
out that "maybe she'd be as easygoing about others' mistakes, too_,
hence easier to live with," In light of the rather heated discussion,
everyone agreed on the psychological as well as economic value of
a "timer" in each kitchen.

AND SO '/JE LEA\^ YOU

We all know that the problems that loom like a mountain of
disaster at the end of a long day often decrease to molehill signif-
icance after a rest. Someone has said that "God surely had classroom
teachers in mind when he put a night between two days." \Ie must have
faith that a sound process will bring a sound product even though we
cannot see an immediate pay-off. Diamonds are just little chunks of
coal that stuck to the job. And surely learning to work together
in friendly, orderly fashion, multiplied by thousands of class-
rooms, might some day mean the difference between world peace and
strife.

Vie like this quotation with which to end, but we cannot give
you its source,

"Consider the vast pageant of traits and talents that it is a
teacher's lot to knov7 and see--the child with love for life, the
child with a thousand dreams, the laborer's child, the yachtman's
child, the migrant family' s child, and children from homes of
different religions. Consider these — and then ask, Have you been
all you could to these children? Their challenges are not merely
a charge upon you, but a call to live and work with the fullness
of your personality in the service of others."

TEACKSRS' EXCHANGE

VJhy Teach? edited by D. Louise Sharp and published by Henry
Holt and Company, New York is available for $ii.OO. This volume is
a collection of 120 essays written by outstanding men and women
in the professions, politics, business and the arts. The
editor asked each person to submit his views on teaching, the
irjfluence of teachers on his own life or the satisfaction to be
gained from teaching as a profession. This collection of essays
varies from some which are quite short and ineffective to many
which are truly inspirational. Of special interest are the re-
marks of Mark Van Dor en, "The teacher whom the student will
remember best is the teacher who most radiantly enjoys his own
experience of learning."

Attractive Settings for Class Work

Can you look objectively at your classroom — the room in
which you expect your students to do their work? Is it as
attractive as it might be? As neat as it might be? Do year
students comment upon its attractiveness? Do you like to work
in the room?

There are many ways of making classrooms more attractive —
rearranging the furniture, using the bulletin board and doors
for creative, attractive arrangements, simple "paint jobs" or
"floatijig" centers of interest might do the trick for you. For
one week have your classroom library as the featured attraction,
another week a center of interest depicting the season of the
year — at this time a wicker cornucopia filled with popcorn, fall
flowers, dried grasses, some of which have been painted or fall
leaves attractively arranged in a pottery or brass bowl. Home
projects and home experiences might be the object of attention
for one week, garments which the freshmen have made at the close
of their clothing unit — an exhibit of sweaters and skirts for fall
from a store downtown* Be sure to give all the stores equal chance
to exhibit their merchandise by establishing a rotation plan for
those who are interested in participating. Remember variety is
the spice of life and your students will be full of energy for
helping and offering advice.

DADDY DATE NIGHT

In Carlinville, the homemaking girls gave a new twist to
their fashion show. On DADDY 'DATE NIGHT, they modeled their
fathers' clothes in "VJhat the Weil-Dressed Man Wears — At Work
and Play" and the results, Mrs. Hazel Edmonds reports, were
quite hilarious.

^h6^

Home Practices by Mail

Junior high school pupils enjoy reporting — home practices
by mail. A wall chart with an envelope mail box for each pupil
provides a convenient place x-zhere brief written reports of home
practices may be placed. The following sketch illustrates the
type chart that may be used:

Pupils' reports may be removed from the envelopes once a
week, and recorded in the teacher's notebook. Oral reports may
also be given. The teacher may reply "by mail" with her sug-
gestions and comments concerning the home practices reported.

Bookcase and Doll House

Do you have problems securing play materials for the children
in your play school? A sectioned bookcase can serve as a doll
house — the partitions divide room from room and the upstairs from
the downstairs. Small, odd-sized spaces can be the nursery or
den. Windows can be cut from paper and pasted in the proper place.
After the play school the bookcase again serves as a "book holder,"

Use a "^Thispering Pass"

In junior high school laboratory classes when pupils want
to talk to each other too often, have them take turns being in
charge of the "v7hispering pass." A square of colored cardboard,
so labeled, can be handed to anyone v;ishing to talk to his friend
with the understanding that the pass be returned within a certain
time. I/ith only one or two of these passes in operation and with
different students taking turns being responsible for them,
useless chattering can be minimized.

-h7-

PAI!OR/.m OF TEACHING AIDS

Ten Points for iieetings — Basic Rules cf Parlirr.entary Procedure Anyone
Can Use at Meetings, publication no, 313 available from UAW-CIO
Education Department, Solidarity House, Detroit.

This publication contains, as the title suggests, ten rules for
member participation in a m.eeting vjhich are clearly explained
in both words and pictures. The fact that it is written for
union m.embers might prevent its acceptance in some communities,
but otherwise there is good help for the club member or student
in your hom.eroom. or club who needs to know more about m.eeting
participation.

McCall's Book of Furniture Refinishing is available for 2^<f^ from.
Modern Hom.em.aker, McCall's, 230 Park Avenue, New York 17. Be sure
to look at this.

Helping Johnny to Rem.ember, available at Mental Health Materials
Center, 1790 Broadway, Fevr York 19, is a film, to motivate under-
standing of good human relationships, and portrays the problem.s of
a young boy who is rejected by other children because he is domineer-
ing and uncooperative. The rental price is v>i;.50 for each shovring
plus shipping charges both x-rays.

Creative Hands, by Doris Cox and Barbara barren is available for
$5.50 from. John VJiley and Sons, Inc. New York. This is a rather
unusual book because it contains so m.any "how- to- do- it" techniques
for various crafts. Em.broidery, rug hooking, block printing,
applique and batik are explained. The entire book is based upon
a discussion of design principles, use of color, and illustrated with
modern designs.

Illustrated Handbook on Child Care From Birth to Six Years, by
vJava HcCullough and ijarcella Gav/ronski, v3.00, is available from
NcGraw-Hill Book Co., 'Hew York. This is a booklet of illustrated
techniques on how-to-care for children. The illustrations are very
easy to understand because an explanation in step-by-step form is
included. There are helpful suggestions for dealing with m^any
problem, areas in dealing with children.

Use of the Sr.-iall Discussion Group in Parent Education by Gertrude
Goller is available for 15^^ from, the Child Study Association of
Am.erica, 132 East Ih St., Nex>r York 21. This is a pam.phlet reprint of
an article on the prem.ise that parent education is a valuable m.eans
of m.aintaining good parent-child relations and of preventing diff-
iculties. The sm.all continuous group is one viethod of accomplishing
this objective. There are helpful suggestions here for any person
who is working with a parent group as a discussion leader.

Milestones to Marriape, a unique series of nine letters, has been
prepared by Henry Bovman, Pernice I'oore, Lloyd W, Rowland and Robert
Sutherland and has been published hj the Louisiana Society for
" ental Health, The series is desipned for rerrinp and discussion by
high school seniors, either in the classroom, or in group discussions
during out-of-school hours. The let'.er titles are: Personality and
You, Your Present Home and Your Future Home, Preludes to Courtship,
Love or Love, It's Better to Hatch Them Than to Patch Them, Vhen
are You Ready for Iiarriage?, Partners in Living, To Sum It All Up,
and the Introduction to the series. Order frot.i lental Health
ilaterials Center, Inc., 1790 Broadway, New York 19.

The cost of the set: Nuip.ber of Sets Price Per Set

1-9 .^0

io-i;9 .ua

3'0'-99 .111

100-2i;9 .39

Clothing Fabrics — Facts for Consumer Education, prepared by .largaret
Sm.ith, Clothing Specialist, Clothing and Housing Research Division,
Institute of Home Economics, is available from the Supt, of Docum.ents,
U. S. Gov't Printing Office, Uashington 2$, D. C, 2^}, Natural and
man-m.ade fibers are discussed xxith respect to: labeling, important
points about each fiber, fabric and pattern construction, color-
fastness and special finishes. Pictures and diagrams make the
booklet an especially effective teaching device.

The August 19^7 issue of Household magazine contains tuo articles
which m.ight be of help to your foods classes. The cost of the
magazine is ten cents and it can "be found on m.ost any magazine
counter. The first article is "Save by Freezing a Pork Loin," and
the second a series of articles under the heading "Special Freezer
Section." This series includes such special features as Freezer
Fews Com.bed from. All Over the Country, How to ''^reeze Treads, Do
Macaroni Casseroles Freeze Well? and \lhy Fried Chicken Gets Stale
When It Is Frozen,

Look to Hitman Resources in Teaching Homemaking is designed to help
the teacher who seeks a nevj outlook by using haman resources, when —
her classes are lethargic
students' interests seem limited
ideas and facts are too abstract and theoretical
good classroom procedures seem dull because of overuse.

The teacher's own school and community provide these huraan re-
sources— not just experts, but others. :■ can make good contributions
to class learning experiences.

This booklet is written by Margaret Barkley and edited by Alberta
Hill, and is available for 50^ from:

Department of Home Economics
NEA Association
1201 Sixteenth Street, N. W.
Washington 6, D, C.

ILLINOIS TEACHER

Home Economics Education
University of Illinois
Urbana, 1 1 1 Inois

me
®f y flf mm

NEW DIMENSIONS

IN ADULT EDUCATION

TEACHERS' EXCHANGE

TEACHING AIDS

Vol. I No. 2
October 1957

NEW DI14ENSI0NS IN ADULT EDUCATION

Bessie Alford, Nevmian High School, Illinois
Elizabeth Simps on. University of Illinois

"You know, after our lesson last week on 'Music for Family
Fun' we arranged a music center in our living room and we love iti
We have always liked to sing and play our musical instruments
together, but things were so inconveniently arranged that we just
didn't do much of it before."

"Our lesson on 'Understanding the Teen-Agers' helped me in
getting along with Mary."

"That store-window exhibit on Christmas gifts gave me some
good ideas for my shopping next week."

"The Creole liver that was demonstrated last week made a hit
with my family,"

These are the actual comments of adults who were gaining some
of the understandings and abilities that they sought through the
adult homemaking program in the public schools in their community.

Richly rewarding to the homemaking teacher who worked with the i|

adults were these evidences that the program was meaningful in
terms of their special needs and interests,

BUT HOW DO YOU DISCOVER THSIR MILLS ANL INTERESTS?

Many needs may be inferred from a list of the Incentives
for Adult Learning as stated by Dr. Irving Lorge. The implications
for adult homemaking programs are obvious. He stated that:

People Want to Gain

1, Health 8. Comfort

2, Time 9. Leisure

3« Money 10, Pride of accomplishment

k» Popularity 11, Advancement; business, social

5» . Improved appearance 12, Increased enjoyment

6. Security in old age 13, Self-confidence

7. Praise fropi others li[. Personal prestige

-2-

They Want To Be

1. Good parents

2. Sociable, hospitable

3. Up to date
U* Creative

5. Proud of their possessions

6. Influential over others

7. Gregarious

8. Efficient

9. "First" in things

10. Recognized as authorities

They Want To Do

1. Express their personalities

2. Resist domination by others

3. Satisfy their curiosity
U. Emulate the admirable

5»- Appreciate beauty

6. Acquire or collect things

7. V/in others' affection

3. Improve themselves generally

They Want To 3rve

1. Time

2 . Money

3. Work

li. Discomfort

5 . 'Worry

6. Doubts

7. Risks

8. Personal embarrassments

Of course, the foregoing list gives us a general idea of the
needs and desires of adults that might suggest adult education
activities. However, finding the needs that suggest emphases
desirable in a specific adult education program is a matter that
requires further exploration.

Do You Knew Your Community?

A first step in planning any adult education program is to know
the community in which the work is to be done. Needs may frequently
be inferred from local conditions or problems or "lacks" in the
community situation.

How may a teacher get to know her community? Perhaps most
obviously she will regularly read a local nevjspaper. News of local
conditions will help her to keep up to date and may suggest not
only needed emphases in the honewaking program, but also possible
community resources that might enrich the homemaking program. In
addition, she will gain information concerning other adult educa-
tion activities in the community and may, thus, avoid unnecessary
overlapping. She might even see possibilities for a cooperatively
planned adult education program in the communityl

She m.ay find the Census reports helpful. One teacher was very
much interested to learn from the Census reports the educational
levels of the people in her community. She considered this informa-
tion helpful in planning the total homemaking program.

~3-

The local Chamber of Cornrarce may have publications that will
give the homemaking teacher a better it. der standing of the community
where she teaches. A map of the city is helpful to the teacher as
she seeks to gain a knowledge of her comn:unity. Perhaps it will
serve as an aid in planning a program of publicity and promotion for
the adult homemaking activities o Perhaps it will prove helpful in
determining where classes are to be held.

Why Not Make an Informal Survey Through Interviewing Community Leaders?

To be sure, this will take some iune — but it should prove
rewarding to teachers seriously interested in planning an attractive
and functional homemaking program for adults. There are two distinct
advantages in this type of survey:

1. You get to know the community leaders and their ideas
concerning needs for adult homemaking education

2. They get to know you and your program, which may result
in stronger support of the program.

Suppose one does undertake this type of survey. Whom should
one see? First, make a list of the community leaders who may be
able to offer helpful infomation and suggestions — and whose support
would be desirable. Perhaps you vdll include among others:

!• Local school administrators (obviously)

2. A newspaper editor

3» Church leaders '

li. Social agency directors

5. Civic leaders

6. Service club leaders

7. Librarians

8. Leaders of women's groups

A WORD OF ADVICE I If such a community study is undertaken, it
should be with the full approval of the school administrators in the
community. Therefore, begin with them! Obtain their approval and
suggestions as a starting point.

Getting on to the next stepi The teacher will wish to have her
questions clearly in mind before making an appointment or taking the
valuable Lime of these corr/nunity leaders. A simple interview schedule
may be appropriate. In his book, Informal Adult Education, Malcolm
Knowles suggests that the following questions be asked:

1. What is being done now in adult education in the community?

2. V;hat are the important unsatisfied needs?

3. For which of these unsatisfied needs should plans be made?
What suggestions do you have for meeting these needs?

Homemaking teachers, according to all reports, are DUSY, BUSY
people. Perhaps you will find it impossible to interview a large number
of corrmunity leaders. V/hy not make one or two interviews each year?
Plan carefully in order to gain most from the time spent in this activity.
KEEP CAREFUL REOa'^DS so that v^u can rcm■...b^ir the helpful ideas gained--
and, if you leave, the communit', pass them on to your successor so that
she isn't required to "start f-orr scratch'' in her efforts to develop a
strong adult homemaking program.

Your community survey Wi 1 i be helpf ■', but just as rewarding will
be the contacts made with adults on HOiiE VISITS, Homemakers contacted
in this way may be asked to indicate their felt needs in the area of
adult education. Of course, the teacher will remember that these
responses should not be taken too li:erally. According to Knowles, in
informal Aojit Educot ion, "Often a person will say what he believes will
be good for other people rather than what is a burning desire of his own,
or he may say what he thinks will please the questioner. With this
reservation, however, the expressed interests of the people are an impor-
tant source of information."

Of course, there are many other ways of getting acquainted with
your community and its special needs in the area of adult education.
Among other methods, the teacher might make a tour of the community,
visit a few selected homes of her high school pupils if her program does
not include visitation of all pupils, visit local business places, and
attend cominunity functions of various types.

Are You An "Active Listener"?

Much concerning the adults' needs and interests may be learned if
one is an octive listener. Frequently we listen in a passive way —
half hearing what is said, concerned with what we will reply--or,
sometimes, escaping into thougnts of our own, completely unaware of the
meaning of the words that fall on cur ears. The active listener says
to himself, "What is this person saying? How does he feel?

-5-

Why is he saying this?" To listen so intently that we can put
ourselves in another's place sind really understand what he is
saying and what he is feeling requires practice. However^ it is
worthwhile. Through active listening, the homemaking teacher
may become aware of needs and interests of which the adults them-
selves are only vaguely aware.

Studies of Family Practices or Problems Are Not Difficult

Recently, a number of Illinois homemaking teachers have
carried out studies in their communities^ with the purpose of obtain-
ing information regarding family practices and mothers' reactions
in the areas of (1) foods and nutrition, (2) clothing, and (3)
family relationships. Anticipated studies include ones on
(1) housing, (2) child guidance, and (3) money management. These
studies reveal information of vital concern to the teachers of
both high school and adult homemaking classes. Questionnaires
used in the studies were developed by the teachers themselves,
under the direction of Professor Letitia Walsh, Head of the
Home Economics Education Department at the University of Illinois,
Soon the findings of these studies will be made generally available
to homemaking teachers in the state to aid them in planning their
homemaking programs.

Findings regarding the food practices reported by Illinois
homemakers and by Indiana high school pupils were reported in a
convocation program at the University of Illinois this past
summer, Mrs. Jean Cooper, homemaking teacher at Faxton, was in-
spired to plan a series of lessons for adults on the persistent
food problems revealed by these and other studies. Inadequate
breakfasts, particularly for teen-agers, is one of these problems.
Therefore, one of her lessons deals with "nutritious breakfasts."
According to the surveys, most teen-agers snack between meals;
hence, "nutritious snacks" is the topic of another lesson for
the adults.

Perhaps you will wish to make your o;jn study. In a coming
issue, on Evaluation, an example of a device for collecting data
on family practices, will be presented and discussed.

This Plan Might Work in Yo^ar Community

In order to discover the needs and interests of adults in the
community, as well as to inform them about the adult homemaking
program, key women in Newman, Illinois were selected to interview
homemakers in their neighborhoods. The community was divided into
sections and a key person chosen for each section. This plan
resulted in increased interest and considerable information con-
cerning felt needs and interests of those interviewed.

.6...

'..Tiat is a Newspaper Interest Cuestinnnaire?

A high-sounding, title foi a very ci'r.ole device. This plan has
been successfully employed by several iJiinois homemaking teachers.
A little "box'' is presented on the front page of the local news-
paper. V/ithin the box is given a question concerning emphases
desired in the local adult homemaking program. Then, a list of
possible subjects for the adult class is given with space for the
respondent to check tnat topic of most interest to her. Directions
for mailing the "questionnaire" to the person concerned with plan-
ning the adult homemaking program are given. A tabulation of the
responses provides a basis for determining what topics are of most
interest to the homemakers,

• One teacher suggests that, if possible^ the box be placed on a
comer of the front page of the newspaper. This facilitates its
removal — and may also result in more responses than might otherwise
be obtained.

Have You Tried a "Question Box" with Your Adult Groups?

A device used successfully in one adult homemaking program is
the question box. The box is kept in the classroom at all times.
A class member may drop a signed (or unsigned) question in the box
before or after the class sessions. These questions suggest the
content of lessons or informal adult education activities. Some-
tLTies the needs revealed suggest ideas for a series of lessons for
the next year.

The "Developmental Tasks" of Adults Givp Clues Concerning Needs and
Concerns at Different Periods in tne Life Cycle

According to Havighurst, "A developmental task is a task
which arises at or about a certain period in the life of an
individual, successful achievement of wi.ich leads to his happiness
and to success v/ith later tasks, while failure leads to unhappiness
in the individual, disapproval of society, and difficulty with
later tasks." He lists the following developmental tasks at three
adult levels:

Early Adulthood

1. Selecting a mate

2. Learning to live with a marriage partner

3. Starting a family
h» Bearing children

5. Managing a home

6. Getting started in an occupation

7. Taking on civic responsibility

8. Finding a congenial social group

-7-

Middle Adulthood

1. Achieving adult civic and social responsibility

2. Establishing and maintaining an economic standard
of living

3. Assisting teen-age children to become responsible
and happy adults

h» Developing adult leisure time activities

5» Relating oneself to one's spouse as a person

6, To accept and adjust to the physiological changes
of middle age

7. Adjusting to a ageing parents

Later Maturity

!• Adjusting to decreasing physical strength and health

2, Adjusting to retirement and reduced income

3. Adjusting to death of spouse

U. Establishing an explicit affiliation with one's
age group

5. Meeting social and civic obligations

6, Establishing satisfactory physical living arrangements

These tasks suggest possibilities for the homemaking education
program for adults. To give only one example, a "Golden Years"
group for adults in the period of later maturity might be organized.
This group might be interested in topics such as: (1) nutrition
for the more mature adult, (2) how we may conserve strength and
energy in carrying out homemaking tasks, (3) stretching the
"retirement dollar", (k) leisure activities to enjoy alone and
with others.

The Advisory Council — An Effective Channel Through I'Jhich the Needs
of the Learners May Be Interpreted to the Program Planners

The teacher seeking to plan a homemaking program for adults
in terms of their needs and concerns will find the help of an
advisory group invaluable. Usually this group will consist of
key people who have a contribution to make as needs are discussed
and plans developed. They may be expected to: (1) share in
setting up policies, (2) share in planr.ing the general outline
of the program, and (3) share in evaluating the success of the
plans as they are carried out.

In Advis ory Councils for Adult Education in Home Economics,
%. Mary Lyle states that a council and homemaking teacher might
share the following responsibilities:

1. Discovering interests in the community

2. Deciding on areas of study for the year

3. Deciding whether classes or some other type of adult
education or both are to be used

-8-

h. Coordinating the adult education progran for better
family living with the programs of other groups in the
school and connunity

5. Planning the general features of all adult education
activities for the year

6. Discovering or suggesting resource people and resource
materials to be used; sometimes making contact with
resource people.

7. Deciding about many mechanics for carrying out the
program plans. such as time, place, certificates to be
given, people to be contacted, etc.

8. Giving publicity to the adult education plans. Cften
council members can call on people or make announcements
to groups,

9. Evaluating continuously the program as it is developed.

Hov May One Or,q:anize an Advisory Council?

A new guide to help you in organizing and working with an
advisory council will be available soon. Ti.3 publication. Citizen
Participation in Local Policy Taking for Pul lie Education by Dr. H,
M. Hamlin may be or lered from ..'.j OfJije of Field Services, 309
Gregory Kail, University of Illinois, Urbana, Illinois. The cost
is $.U5

Dr. Hamlin suggests that the members of the council be chosen
by a selection comrdttee appointed by the Board of Education. A
statement of the duties of the council members is developed by
the Board to serve as a guide in choosing persons to select the
council. The Board retains the right to disapprove individual
nominations made by the selection committee, but it will appoint
no one who is not nominated by the committee.

In one Illinois community, the follov/ing procedures were
followed in organizing and operating the selection committee;

1. Five lay citizens were chosen by the Board of Education.

A representative of the Board of Education, the Principal,
and the teacher involved sat i-ilth the committee as
consultants.

2. The selection committee v/as appointed for a three-year
term. Its first year it obtained from a large and repres-
entative part of the citizens of the district suggestions
of persons to be considered for membership on the Advisory
Council. The members of the committee added their own
suggestions to this list. They themselves were eligible
for membership on the coiuicil.

-9-

3. The selection committee recommended to the Board of
Education the exact number of new members of the
Advisory Council that the Board wished at any time to
appoint.

h» In choosing persons to be nominated for membership on
the Advisory Counci?., the selection committee suggested
persons who were:

a. Clear and careful thinkers about the problems of
public school education in the vocational area
considered. (In our field, members should be
those who think clearly and carefully about the
problems of public school education in homemaking).

b. Acceptable to the people of the district

c. Able to work constructively with others

d. Representative of the people in the district in
geographical distribution; age; schooling;
political, religious, and organizational affil-
iations; and the nature of their interests in the
vocational area being considered (homemaking in
our case). They included parents and non-parents
of high school pupils, persons favorable to and
critical of current policies and programs, and old
and new residents of the district in approximately
the proportions in which people of these types
existed in the district,

5. No one was recommended for membership on the Advisory
Council because he was an officer, representative, or
spokesman of any organization or institution.

After persons were nominated by the selection committee for
service on the Advisory Council, the Board of Education wrote
formal letters to those chosen and requested that they serve as
members of the advisory group. Their duties and term of service
were made clear. The formal invitation gave status to the
appointment and made those selected realize the responsibility
placed in their hands.

Could you carry out the plan suggested in the foregoing
paragraphs in your own community? If the plan does not seem
feasible at this time, perhaps there 11 an alternative. The
homemaking teacher or teachers in a community might ask many
adults whom they would like to have represent them as members of an
Advisory Council for the adult homemaking program. This might
be done as the teacher makes her home visits — or, as she meets
with various groups in the community. If she asks a sufficiently
large number of women and is careful to include those repres-
enting various geographic locations, variou^'age groups, various
levels of schooling, various socio-economic levels, and various
interests she may obtain names of persons who would be well-
qualified and well- accepted Council members. V/hen a name
appears again and again she has some evidence that she has
located one of the real leaders in the community.

-10-

Of course, having prepared her list of prospective members in
this way, the teacher will then conyult with the school administrat-
ors and ask for their s-^ggestions and recommendations. The adults
selected will then be a.iked to serve on the Council. Preferably,
they will be invited by letter — for the reasons suggested
previously.

This latter method of obtaining membership for the Advisory
Council might be used in organizing the first such group to share
in planning the program in a community. Perhaps this first group
will consist of four members only. At the end of the year's series
of adult classes, the class members might themselves select four
of their njjnber to share with the original four in planning for the
next year. This results in four "old members" and four "new mem-
bers." The next year, the four old members retire and four new
members are selected to serve with the four who are left. Thus,
each member serves for a period of two years and there are always
four experienced persons to work with the four less experienced
in planning for the program. Opportunity to serve is given to many
rather than a few.

Let us suppose that Advisory Council members have been chosen
and have agreed to serve.

What is the Next Step?

Plan to meet with the group. Call the meeting for a time
when all members will be free to attend. Invite school admin-
istrators to meet with you and the council members. It might also
be wise to include a school board member. (In one Illinois comrauni-ty,
the wife of a school board member attends in lieu of the board
member himself).

Plan Carefully for This Meeting

It is assumed that you iatIII have made some study of the needs
and interests in the community. If there have been adult homemaking
activities in the past as a part of the public school program, a
summary of these activities should be prepared in an interesting
form for presentation to the council. You should have as much
information as possible concerning what other groups in the .
community are doing or planning.

YOU SHOULD ALSO BE PREPARED TO INDICATE ANY NECESSARY LUCTATIONS
ON THE PLANNING OF THE COUNCIL. Seldom are we free to do exactly
what we might choose. There may be limitations in respect to the
time that various activities may be carried out; lack of certain
equipment or lack of funds may impose certain limitations. Another
type of limitation concerns the abilities of the teacher. Most
teachers will not be equally able in all areas of homemaking. You
may feel competent to teach a class in meal planning and yet not wish
to tackle the problems of teaching tailoring! IT'S ALL RIGHT TO SAY
SOI The adults want a competent teacher; it is unfair to them for
the teacher to try to. do something for which she is unprepared.

i

-li-
on the other hand, if you have certain lacks that limit your
ability as a teacher of adults in some area of homemaking, haven't
you a responsibility to try to remedy the situation as soon as
possible? Perhaps you will read, attend clinics, attend summer
courses or extension classes that will help you fill in the gaps I

Now, what other plans need to be made for the meeting? Some
of the suggestions given in a leaflet. Home and Family Living for
Adults, published by the Oklahoma Home Economics Education Office,
are:

^- Have the room in order, and a hostess or hostesses ready
to greet those who attend

* Have the guests write their names on cards which they may
wear during the meeting

■«• Plan to serve informal refreshments, and make the meeting
a semi-social affair with an Informal atmosphere

* Distribute planning sheets to be filled out during the
meeting

* Have several displays or exhibits on different areas of
homemaking in the room

-X- Explain the potentialities of the adult homemaking program
and invite group participation

•}f Let the group decide which areas will have the greatest
interest for the community and will meet their needs.
Offer suggestions and encourage the group to make sugges-
tions for a series of lessons in this area.

(Also, get suggestions for non-class activities that Td.ll
meet some of the needs in the community. )

^- Plan with the group for a convenient time, meeting place, and
day of the week for class meetings. Set a starting date.

(Develop a tentative calendar for both class and non-class
adult education activities.)

•K- Plan with the group for publicizing the class. For example:
Get volunteers to announce the class to different organiza-
tions or prepare written arjiouncements to be sent.

You May Be Tempted to Imyjose Your 0\<r>-^ Ideas on the Group

In planning for this meeting \rl.th the advisory council, the
alert and conscientious teacher has done so much study and thinking
about the program that she may have difficulty" in parting with' a
pet idea that she thinks would quite fill the bill in the community.

-12-

Yes, she has a share—but THIS IS NOT ffiR PROGRAM. The program
belongs to the cormunity — to those adults who participate or who
night participate if the offerings met their special needs and
interests. THEREFORE, the teacher does not dominate the meeting,

A chairman and recorder may be selected at the first meeting
of the council. On the other hand, the teacher may feel that it is
wise to conduct the first meeting herself, feeling her way along,
as it werel Then, ct a second or third meeting, after the group has
a clearer understanding of its functions, officers may be chosen.

Suppose the Council Members Are Not Responsive

You probably won't have this problem if the council members
have had other opportunities to share in decisions concerning educa-
tional programs in the community. If this is a new venture and you
are a novice at cooperative planning, it may be a bit difficult.
But, it's comforting to know that your adults won't sit all evening
without saying anything I You may ask them a question; let us siJ^^pose
that it is a good question, clear and thought-provoking and yet they
sit quietly. No one says anything I This may be good. If your
question is clear and not just the kind that requires a yes-no answer,
they xi^ill require some time to think.

THEN, RELAX I Sit quietly with a calm, pleasant expression on
your face. BITE YOUR TONGUE IF YOU HAVE TO, BUT DON'T ANSIt/ER YOUR
01-/N QUESTION I Yes, someone will answer and then the ball will begin
to roll. OR, if your question wasn't clear, someone will ask for
clarification and this will get things underway.

Again, may we suggest that here is a situation calling for
active listening. Try to understand what your council members are
saying. Remember that sometimes the best ideas are expressed in
halting speech. Help them along sometimes by rewording what you
think has been said or implied. As, "Is that it?" "Did I get the
idea?" "Let me see if I understand what you are saying.....,.."

Close the Meeting on a Happy Note

Those who have given so generously cf their time and talents
deserve a big th£.nk you and a warm smile as you remind them of the
time for the next meeting.

Be sure that the names of the council members appear in any
newspaper publicity regarding plans for the adult homemaking program.

Some 3choo?,s Have Citizens' ConnultinfT Committees to Share in
Determining Policies for the Total School P-rc g ram

Lucky you--if your school has such a committee. By all means,
the Advisory Council for the Homemaking Program for Adults should be
affiliated with this group that is concerned with the total program.
Consult with the school administrators as to how such affiliation
may be achieved!

-13-

Some Schools Have an AdvJ.sor/ Committed! for the Total Homemaking
Program

Perhaps this is the type of council that you will wish to
work toward. If your school has no advisory council for the home-
making program at present, perhaps the selection committee selected
by the school board will choose members for such a committee, which
will share in planning for the total program of homemaking — high
school classes, adult program, and Future Homemakers of America,

One teacher was pleased with the work of a coordinating
council which developed in this way. An advisory council for the
adult program was selected by asking a large number of adults whom
they would like to have represent them on such a council. People
whose names appeared again and again were requested to serve.
This group of four served the first year. Members of the adult
class selected four more to serve with them the second year. The
third year, four new members were chosen by the class and the four
original members retired.

During this time, pupi.l-parent-teacher planning was done in
the high school homemaking program through planning sessions IN
EACH class, ALL of the mothers were invited each fall to share in
plans for the year; some fathers were also invited. Usually
refreshments were served first and then the pupils and parents,
along with the teacher, considered th3 possible content of each
unit of study for the year. After two years of planning class-
by-class with parents and puils, the teacher asked each group to
select one pupil and two mothers to represent the class on a
Coordinating Council which would plan, in the spring, for the
total homemaking program for the year ahead.

Members of the Coordinating Council included four pupils,
eight mothers, and the eight members of the advisory council for
the adult homemaking program. This group, along with the teacher
and the school administrators, met in the spring and considered
the total homemaking program for the year ahead.

A letter sent to the members of this group before the meeting
outlined the problems that would be considered and asked them to do
some thinking about them before the meeting was held. The groi^
discussed community conditions and needs, the needs of both adoles-
cents and adults in the community, and made tentative decisions
concerning program emphases for the year ahead. When the meeting
ended, a skeleton outline for the total program for the next year
had been developed.

The adults who shared in this planning were particularly strong
in their sipport of the program. Although this was NOT their PRD^IARY
function, they did a great deal to promote the program.

HCW MAY V/E INfORII ADULTS ABOUT THE PROGR/lM ANL ENCQURAGS PARTICIPATION?

Williamson and Lyle, on pages 195-196 in Homemaking Education
for AdiiltSj give the following principles which may be suggestive
to you in planning and carrying out your publicity:

1. Use the kind of publicity that will reach the people you
want to interest in the adult education program, ■ For
example, if low income groups are to be reached, do not
depend on the daily paper or telephone or on posters in
stores carrying high-priced goods. Instead use the person-
al call, the special inTitation, and other person-to-
person publicity,

2. Make use of all available facilities for publicity.

3. Use those appeals you think will be strongest with the groi^j
you want to reach — financial advantage, social prestige, in-
creased comfort, reduced labor, keeping up to date, saving
time, beautified surroundings, keeping youthful, or being
"smart."

h» Time your publicity so that adults can arrange their affairs
to take advantage of the program offered, but do not allow '
so much time that enthusiasm wanes.

5. Time your publicity so that you avoid conflicts with publicity
for other important events.

6. Keep information before the public while the program is in
progress. If there is publicity at the beginning and
nothing later you may hear people say, "I wonder if that
class or dem.onstration was ever held. I never heard any-
thing more about it^ It must rot have been a success."

7. See that information given is acciarate, interesting, human-
ized, and as personalized as possible.

6. Accent the positive but avoid missionary zeal or a patron-
izing tone in publicity.

Following are some definite suggestions for publicizing and pro-
moting the homemaking education program for adults:

«• At Newman, Illinois, the homemaking department has an "Open
House." Parents of high school pupils are invited to "come and
bring a friend." Various exhibits of particular interest to adults
are set up by the teacher and her pupils. Sometimes a new piece of
equipment is shown. The exhibits arouse interest and cause the adults
to ask questions. Thus the teacher is provided with a fine opportunity
to say, "We will learn more about this in our adult classes this
year," Of course, the exhibits themselves also serve as an informal
type of adroit education. Sometime during the evening the teacher
announces plans for the adult homemaking program for the year.

-15-

« In one small community, members of the Advisory Council
offered to telephone a "key woman" in each neighborhood in the
school district. She, in turn, was requested to call the home-
makers within a certain area. SIXTY-FIVE homemakers enrolled in
the adult class •

"/c In several communities, exhibits of articles made by the
adults in their homemaking classes have been set up in local
store windows — along with an announcement concerning plans for the
next adult class.

^J- Eye-catching posters may be placed in store windows or
restaurants to inform adults about their homemaking program. Remem-
ber that black- on-yellow has the highest visibility; ranking next
is yellow- on- black. Red and white combinations follow — then the
black and white combinations. Make your posters as attractive as
possible. Be sure that all of the necessary infomation is
provided:

1. What is the series of lessons about? Use an attractive
title for the series. When one series of lessons was
labeled "Money Management" fex^r adults enrolled in the
class. When the title was changed to "Fun With Finance,"
the enrollment in the class was much larger.

2, VJhere are the classes held? Not only should the name of
the place be given, as Manf ield High School; but in case
the meeting place is located in a large city, the address
should also be provided.

3« What are the hours of the class? When does it start/
When is it over?

U. How do adults enroll? Do they"enroll at the first meeting"
or do they call a school office and enroll by telephone.

5. Is there a fee? If not, say "No Fee." If so, state the
amount.

6. Who is the instructor?

•«-Newspaper publicity regarding the program will get the best
results if you follow some simple guides suggested by Lou Richardson
and Genevieve Callahan, on pages 3U-36 in their book. How to Write
for Homemakers;

1. In the very first or lead paragraph pack the most important
facts. Make it clear and interesting. Don't let the first
paragraph get cumbersome. The reader wants to know; Who?
What? When? Where? and sometimes Why? and How? But the
next paragraphs can answer some of these questions. Use
some artistry in putting these answers together.

Don't begin in that flat, dull, amateurish way, "A meeting
was held "

-16.

2. Give further particulars in the paragraphs that follow.
After the most important, most interesting information,
give the less important. Remember that the plot plan of a
straight news story is an inverted triangle. Arrange your
stcry so that the editor can chr^ it off at the end of any
paragraph without cutting out any main facts.

3. Follow the typical news style of writing. Keep your para-
graphs short. Keep your sentences short and crisp. Keep
your entire story short and to the point

If you quote a person, be sure you quote him ace urately,
and be sure you have his approval on your exact wording...

Tie the story up with names of individuals who are concerned.
It's a timewom but still true maxim that "names make news."

h. Put up the story in professional form. That means type it
clearly and neatly, double spacing the lines.

5. Find out the name of the person on each local newspaper
who should receive your publicity release. If in doubt as
to whether it is the club editor, the women's page editor,
the society editor, or the home economics editor who
handles such news notes on a certain page, telephone the
city desk and inquire. Get the nswae of the proper editor
and send the stories directly to him. or herl .. ..State on
the copy if the release is exclusive to the particular
newspaper, to point out that the story is not being sent
to any other newspaper. It is more usual, and generally
speaking, more sensible to send the same release to other
papers.

6. Remember that in any city there are not only the big news-
pajjers but also a number of other publications which may be
interested in using your releases. Get in touch with the
suburban newspapers; with controlled-circulation neighborhood
papers; with local "little" magazines. Put these news stories
out at well-spaced intervals and readers will become increas-
ingly aware of your organization. That is the basic purpose
of your publicity efforts.

•«• Flyers containing information about the homemaking classes for
adults, perhaps along with information about adult classes in other
subject matter areas, may be distributed in various ways. In
Champaign, Illinois, the flyers are mailed. The adults are encouraged
to register by mail by filling in the registration blank on the back
page and sending it to the Director of the Adult Education Program.
They may also register by telephone by calling his office. Complete
information concerning the nature of each course, place and time of
meeting, fees, and instructor is given.

-17-

•K- Announcements on radio or te3.ev:.sion will reach a large
number of potential members for the adiilt class. Most of the
suggestions given for nex^paper publicity apply here.

Brief spot announcements may be used to encourage people
to send in for detailed information regarding the adult education
program.

■M- The satisfied customer is the most effective instrument of
promotion. Many studies show that people first learned about a
program through "friends." How may we cultivate the support of
those who participate in our programs — so that they will come
back next time and bring a friend?

First of all J they should be enthusiastic about the program —
and this means that the program must be good, that it must have
meaning for them in terms of their needs and interests.

Second, they must feel a sense of belonging. If we identify
strongly, with a progran, we are more likely to support it and to
work for its development. Therefore, various means to increase
participation should be used. At the same time, it should be
remembered that some people fail to join groups because of a
"fear of commitment." They do not wish to become too involved.
For these individuals, participation early in their experiences
with the group may be limited to sharing experiences during a
group discussion, filling out interest questionnaires, or assist-
ing with the preparations for one class session. In all like-
lihood, they will be willing to expand in their participation
after they identify more closely with the group, have happy
experiences, and lose their earlier feca.'-3.

Third, according to Malcolrr. Knowles, in Informal Adult
Education, they "should be injected with some of the spirit and
philosophy of the program if they are to interpret it well to
others. Through printed materials, interpretation during registra-
tion, and experiences in committee work, participants can be given
a better understanding of the purposes and program of the
organization. "

Knowles further suggests that present participants be
asked directly to help spread the word- Toward the end of a
series of lessons, they may be asked to write on a card the names
and addresses of friends they think would be interested in receiving
the announcements of the next series. Or, when present participants
are mailed copies of the new announcements, an extra one may be
enclosed to "pass on to a friend or neighbor."

•J'<- Of course, announcements concerning the program may be made
at club, school, and church meetings in the community. Preferably
these should be made by someone who has a thorough understanding
of the program and is enthusiastic about it. Very likely, someone
will have a question and the person making the announcement should
be able to give the desired information.

^- The homemaking teacher may give information about the adult

homemaking program as she makes her home visits. She might carry
announcement sheets with all of the necessary information and give
them to prospective members in person.

^if

-18-

« In one community, the homemakine teacher discovered one of the
real leaders whose siq?port almost assured the success of any program.
Ler~us call her Mrs. Hay. She was not young and not very strong, but
she was a happy and friendly person who maintained -an association
with a number of organized groups in the community — although she
carried few major responsibilities in any of them. Known and respected
by almost everyone in town, her warm and friendly heart was a repository
for the problems of many who benefitad from her counsel.

Mrs. Hay offered to give information about the adult homemaking
program in her many charch and social organizations. She also told
her friends when she met them casually on the street or at the market.
Through this one "key woman," many adults were attracted to the adult
homemaking class.

(a note of interest: The homemaking teacher was young and not
very experienced. Mrs. Hay's kindness and sense of humor "saved the
day" for this teacher on several occasions. Once, when the teacher was
struggling to demonstrate a time-and-energy-saving method of ironing
a man's shirt, it became apparent to every&naie that the teacher had
done this task very few times. I-ft's. Hay chuckled and said, "How
many times have you ironed a man's shirt, Miss Smith?" The teacher
relaxed and grinned, "Seven times — all yesterday. My father said
I'd wear it out if I ironed it once more." Mrs, Hay smiled kindly
as she requested, "But, won't you go over those steps in the ironing
again for us. I haven't tried it just that way. I think if we put
this method plus our experience together, xire honemakers would have
something very useful.")

Probably you have found that it is easier to get enough adults
together for a class in some areas of hcr-^emaking than in others.

MANY ADULTS HAVE FELT NEEDS FOR HELP VJITH CLOTHING CONSTRUCTION

Teachers' reports have shown that most of the homemaking
classes for adults in Illinois (as well as in many other states)
are in the area of clothing construction. Can we conclude that
adults have the greatest need in this area?

You will probably agree that clothing construction is what
many adults apparently want. Is it possible that we have, consciously
or unconsciously, encouraged them to "want" classes in clothing
construction? A recent study in Illinois revealed that seniors in
home economics education and teachers in the field felt best qualified
to teach clothing — and foods. Our greater security in these areas
may lead us to "set the stage" for homemakers to express desires for
classes in these areas. A series on clothing construction seems
to offer good possibilities for a continuing program with a minimum
of publicity and promotion. This year we may teach "Beginning
Clothing Construction", next year, "Intermediate Clothing Construction"
and so forth. Thus, our work is perhaps made lighter — and this has
an undeniable appeal for most of us I

^19-

■ In all fairness, it should be pointed out that clothing con*
struction does have a place in ac'ult education for homemaking.
Professor Letitia Walsh, in an article in the April, 1956
Journal of Home Economics stated that:

"Even though only one-tenth of clothing consumed may be
made in homes, we should consider that women, frustrated
with routine in employment and "ready mix" homemaking, are
seeking experiences which challenge their imagination and
creative ability. Mental hygienists agree. Moreover,
psychologists tell us that adults find great satisfaction
in specific goals quickly attainable, in saving money or
at least getting better products for the same money, and
in tangible, up-to-date results for which they gain recog-
nition."

The appeal of the clothing construction class is understand-
able. However, is it not possible that at least some of the same
satisfactions may be obtained through a study of clothing buy-
manship. Recent studies in Illinois and Indiana have shown that
most parents believe that the study of money management should be
emphasized in the high school homemaking program. In three
Indiana communities of varying sizes, it was the "number one
item." More parents thought that emphasis should be given to
this phase of management than to any other aspect of homemaking.
Other items ranking high were concerned with "budgeting the
food dollar" and "consumer buying of clothing." Although the
questions had to do with the content of the high school home-
making program, is it not possible that the parents' opinions
reflected, at least to some exte.it, their own mature interests
and felt needs?

Let us suppose that you and your advisory council decide
that a class in consumer buying of clothing is advisable for
your community. Perhaps the first session might be on "IVhat's
New in Fabrics and Finishes?" Hox>r to select, care for, and use
new fabrics are problems for today's honemaker. In one community,
where over SQ$ of the high school pupils were enrolled in home-
making classes and the enrollment was then only 58, this topic
attracted 56 homemakers. At their first session, following the
lesson, they checked a list of problems in the area of clothing
buymanship. A tabulation of their responses gave information re-
garding needs and interests and topics for the series of lessons
almost planned themselves. Attendance was excellent throughout
the series and the comments of the homemakers indicated that they
were learning many of the things that they felt satisfied their
needs.

-20-

"Adults acquire learning and skills because they want to —
not because they have to. So, if an adult program doesn't recog-
nize the needs of adults, it probably v;on't last very long."
This is the statement of Loy La Salle in an article in the December,
191^8 Nichjp^an Education Journal. Certainly, we would agree with
this statement. Hov;ever, perhaps we ar^ remiss in our responsibilities
as educators if we fail to help our aduJ.ts become aware of some of
their needs,

HOW MAY 'a/E help TliEM RECOGNIZE TIIEIR NEKDS?

As part of our pupil- teacher sharing with the junior and
senior high school pupils, we "drop seeds" prior to our planning
sessions. We use attractive bulletin boards, field trips, resource
people, case studies, and various other means of helping pupils
recognize their problems and needs. If we simply go into the class-
room and ask our high school pupils what they WANT to do, might we
not expect such answers as "make cookies", "make a new dress", or
"cook a dinner?" And yet, is this not what we sometimes do with
our adult groups — simply say to our advisory group or to our class
members, "V/hat do you think the ladies would like to do this year?"
or even, "V/hat do you want to do?"

Many of them have experienced rather narrow high school home-
making programs or none at all, although some may have been more
fortunate. Many have not known of adult classes on any topic
other than clothing construction, so perhaps the natural answer is
"make clothes for myself and my family,"

This is a Worthy Purpose — BUT....

It can be a real adventure to attempt to help our homemakers
see many possibilities. Here, some of the non-class adult educa-
tion activities may be employed,

<■ Perhaps a single evening program could be devoted to
"Fun at Home With Yo'ar Teen-Agers." This might be a PTA
program — or perhaps, you will invite the mothers of your
pupils in for the program. This Tiight suggest the possi-
bilities for a series on family fun. In such a series, it
is possible to include a great deal of information about
child development and guidance in an attractive form.

■«• Interest in a series on child guidance might be stimulated
through leaflets on "Helping Your Child Get a Good Start
in School." In one community, such leaflets were prepared
by a group consisting of a high school homemaking teacher,
an elementary teacher, an active member of adult homemaking
class in the community, and her husband. These last two
were parents of a pre-school age child, an elementary school
child, and two high-school age daughters.

I

-21^

The leaflets produced through the combined efforts of the
group of four were presented to parents of the incoming
first-graders. Home visits we:re made by parent members
of the PTA and the three-page leaflets vjere given out
during the visits with the suggestion that the parents
study the information before their children started school.

In the course of working on the leaflet, members of the
group read suitable references and discussed the problem
at length. A real learning situation for these four
developed.

One horaem.aking teacher, with the approval of the school
administrators, set aside a period a week during which
no class was regularly scheduled as a time when home-
makers might bring problems with which they would like
help. During the first semester, five homemakers took
advantage of the opportunity.

It was necessary to abandon the plan because of increased
enrollments in high school homemaking classes in the
school. Had it been continued, perhaps the popularity
of the "adult help hour" might have grown. Problems
brought to the teacher were: (1) IVhere shall we place
the refrigerator in the kitchen? How much space must
be provided above the refrigerator if we fit it into an
opening in the wall? (2) VJhich lids are preferable for
home canning? How do I determine which ones to use?
(3) I'^/here way I find up-to-date information on pre-natal
and infant care? (k) Is ther- something I might read
that will help me better understand my teen-age step-
daughter? I want to be a good mother but I can neither
understand nor reach her, (5) '^fhat is wrong with my
sewing machine? It's brand new, but it just won't sew.

The teacher's file of materials for adults was most
useful in helping with these problems. In the case
of the problem involving the step-daughter, it is of
interest that the daughter herself had already approached
the teacher and asked if she might work on bettering the
relationship with her step-mother as a home project. In-
cidentally, the mother attended a lesson for adults on
"Understanding Your Teen-Agers" and was given some suit-
able pamphlets to read. She reported that she had gained
a new understanding of the girl and her problems.

The problem involving the new sewing machine required a
home visit. Interestingly, this was a home where the
teacher had never been invited although she had indicated
that she would like to visit the homes of all of the
homemaking pupils and the sophomore daughter of the home-
maker with the new sewing machine was a member of the class,
It took this need on the part of the mother to open the
door.

-22-

The five problems suggest possibilities for lessons for
adults. An alert homemaking teacher might have dropped a
fevr seeds in her contacts \<ilth the homemakers. "Do you
think that other young homemakers would be interested in
similar information?" she might adk the young woman
seeking information on pre-natal and infant care. "Perhaps
this suggests some possibilities for an adult class next
year," she might add reflectively.

•K- Perhaps you have a style show for parents each year. IVhy
:not plan, in addition, an educational exhibit for the parents
to help them with some homemaking problem. This exhibit
might be placed in the homemaking classroom, in the hall
exhibit case, or even in a store window which most home-
makers might be expected to see. After the style show, you
might call attention to the exhibit. The exhibit serves not
only as an informal adult education activity, but also as
a means of helping homenakers broaden their concept of what
adult education for homemaking has to offer. If may help
them become aware of a need; it may arouse a new interest.

In Elkhart, Indiana, exhibits for parents and other adults
are planned and executed by high school homemaking pupils.
Each group of pupils is assigned a center where an exhibit
may be set up.. Each teacher x^rorks vj±th several groups of
pupils in developing plans for the exhibits.

Your imagination will suggest other vjys in which non-class
adult education activities may be used in not only providing infor-
mation desired by adults, but also in developing interests and
feelings of need on which an alert teacher may capitalize in planning
for a series of lessons for adults.

Are There "Teachc^ble Moments" for Adults?

The "teachable moment" has arrived when a need for the learn-
ing is felt. Irene Patterson, in an article, "Trends in Adult
Education, " in the June, 1953 Journal of Home Economics stated that
"a teachable moment comes in the life o7 a young couple when they
start planning their new home. These young people will be ready
recipients of instruction in home building, remodeling, or home
furnishing, especially when it is based upon their immediate and
specific needs." An alert teacher will seek ways to take advantage
of the teachable moment with adults as well g^s with high school
pupils. Thus, may the homemaking education program for adults in
the community be broadened to include more than one area of home-
making.

Can you think of other examples of this teachable moment with
adults? Perhaps it will help to look again at the list of "develop-
mental tasks at three adult levels" given earlier in this article.

Can Your "Active Listening" Help You to See Possibilities for
Broadening the Program?

YES I As was stated previously, if you are a good listener, you
may become aware of needs and concerns of which the adult herself is
only vaguely aware. Then, you may POINT UP these needs and interests*
For example, you may send the adult a leaflet that she "just might
find interesting!" If you become aware that several homemakers
are expressing similar needs and interests, you might plan with a
local librarian for a packet of materials on the homemaking problem
to be made available to homemakers in the community.

In one community the homemaking teacher with the cooperation
and advice of a librarian prepared a packet of recent materials
on nutrition and meal planning. It was made available through the
local library. An announcement in the newspaper informed home-
makers about the materials.

The teacher may make a list of the problems or felt needs ex-
pressed by the adults who mif:ht be served by the adult homemaldng
program in the community. This list miglit provide clues for series
of lessons that would appeal to the adult homemakers.

Do You Evaluate the Success of Your Adult Class in Terms of
Numbers Only?

Many of us are prone to evaluate the success of a program in
terms of numbers only. There are other criteria by which the
worth of a program may be judged. Perhaps we will not attract
large numbers of adults (at least in the beginning) with an adult
class on "managing the family dollar" or "fun for the family."
However, we may be doing a great deal for those who do participate
in the program. Perhaps, in the long run, we will be doing more
to improve home and family living than we have achieved in some
of the very large classes we have taught,

SO, BROADEN YOUR SIGHTS and those of your adults. Prepare
yourself to help provide in your community an adult program in
homemaking as w-ell-rounded as the one provided for the high school
pupils in your school. It will be an interesting challenge.
It may be fun and deeply satisfying!

LET US SUPPOSE THAT YOU H.^VE STUDIED THE NEEDS AND INTERESTS
OF THE ADULTS IN YOUR COMUNITY.

YOU HAVE !^ORKED TO BROADEN THOSE FELT NEEDS AND INTERESTS.

YOU AND THE ADVISORY COUNCIL HAVE 14ADE TENTATIVE PUNS IN
TERMS OF THESE I^IEEDS AND INTERESTS,

-214.

For one thing, you have decided that a series of lessons for
adults should be a part of the prograTi. You know that the state
plan in Illinois calls for a minimum of ten lessons in each series,
with each lesson three hours long — of a laboratory type, and two
hours long — of a discussion type, if reimbursement is to be granted*

The time for the first class meeting is approaching. What may
you do in order to make this first session successful?

BEFORE THE FIRST MEETING OF THE CLASS YOU V/ILL:

•«• Prepare publicity concerning the class. Use various means
of reaching the group for whom the class Has planned.

» Prepare a check list or similar de/ice to be marked at the
first meeting so that you may gain more information regarding the
immediate needs of the adults in the area of homemaking to be con-
sidered in the series.

* Plan your lesson. This will take some time if it is to be
interesting, informative, challenging. Have a sharp interest approach.
The homemaking teacher at Newman, Illinois plans something of
special interest for each meeting — and doesn't repeat it next time,
Homemakers dislike missing this "special feature."

■Jir Obtain or have duplicated something pertaining to the lesson
which adults may take home with them. "Take-homes" are much appreci-
ated by adults. They may thus be saved some note-taking in class.
They have something tangible to show for the evening; they find it
easier to explain to husband and friends what the lesson was all
about. They have a homemaking aid which may come in handy i

* Make plans to help the group get acquainted, Mrs. Mary Key,
whose adult sewing classes in Champaign are always popular, says
that she makes a special effort to get acquainted at the first meet-
ing of each class. She introduces herself to each adult as she
arrives and then introduces her to others in the group.

For the purpose of getting acquainted, name cards might be used*
Sometimes, simple refreshments night be served at the first meeting
to promote acquaintance.

■j;- Get the room in order. Adults will respond to a clean, neat
attractive room. All materials to be used for the first lesson should
be in readiness. Chairs should be arranged for greatest comfort and
convenience.

.25-

SOME SUGGESTIONS FOR THE FIRST CUSS MEETING

■«• Welcome class members. Stand near the door and welcome
each person as she arrives.

-;;- Give an overview of the series of lessons. Explain some
of the possibilities for class activities, resource people, or
field trips ♦

■i'c Present a check list or similar device for the adults to
mark so that they may indicate their felt needs and interests in
the area and, thus, share in determining the content of the series
of lessons.

^e Teach the first lesson. Provide for as much group partici-
pation as possible. Remember that all adults may participate at an
experience level. Say, "I'\/hat experiences have you had in ....?"
However, do not embarrass anyone by insisting that she participate
or by requesting a type of information that she may not have.

^r KEEP IN CaMJNICATION l^TITH THE. GROUP— this guide is important
in every meeting that you lead. Be on the alert for evidences of
interest or lack of interest.

Let us suppose that you are in front of your class for
the first time. First of all, you look around the group
and achieve an eye contacts

As you begin the session, you look over the entire group.
You smile.

Then, you let your eye thread across the front row, back
across the middle, back again across the last row. You
keep your smile .

You stand quietly until you have caught all eyes. Now,
you are ready to start talking.

You make certain that everyone can hear. You keep your eye
contact with the class members.

As you speak, you observe that one of the adults is frowning
slightly. Very quickly you say to yourself, "Was that
statement not clear?" You decide to try stating it another
way. Ah, that was better I

Someone smiles and nods appreciatively. You say, "Have you
had a similar experience, Mrs. Kay?" She enjoys telling the
group about it. Others feel freer to talk now that the ice
has been broken.

..2d-

Mrs. Jones mover forward to the very edge of her seat. She's
so interested that you think she may be right up there be-
side you in a fev; moments. You me^.^ally preen just a little —
for yourself and your good co'oncil members.

But, wait I Mrs. Johnson is almost asleep. You wonder why.
Maybe the lesson just isn't meeting ner v^pecial needs. On
the other hand, maybe she was up half the night making a
formal for young Susie to wear to the prom Saturday night.
Perhaps, tired as she was, sne juct couldn't bear to miss
this first class session. You'll analyze the situation a
little more carefully when you get home. Perhaps something
of special interest for her next ti.-7ie?

Mrs. Jones was such an inspiration to you tonight. You'll
try to find something that especially appeals to har again
next week, . , . ,

And so will you plan for all of the Mrs, Joneses and Mrs,
Johnsons. . .and Mrs. Smiths. ..and Mrs. McHughes. . .and
Mrs. Applebaums,, .and Mrs. Tessaris,..

Well, the first class session is drawing to a close, so you...

«■ Plan with the group for the second lesson. The extent to
which they share in the planning at this time will vary with the
subject matter area, the abilities of the group, and the experience
and personal security of the teacher. In any case, when the adults
leave the class, they should know what to expect in the next class
session. If they can anticipate learning something of value to
them, they will look forward with eagerness to the next meeting.

NOW, AS YOU PUN YOUR LESSONS, TRY DQIMG "AIITICIPATORY TEACHING"

Now, you are thinking in terms of real people with whom you
have worked during one class session. As you plan, you find your-
self teaching the lesson in imagination. You try this approach or
that, accepting or rejecting it, partly in view of the response that
you expect from your groc^. You phrase a question this way, then
try that way. Finally, you get your lesson Dlan on paper. The
plan may consist of a few brief notes or it may be quite detailed,
depending upon the subject and the way in which you work best.

Even after you get your written plan prepared, you may find your-
self doing anticipatory teaching as you clean your house, wash out
clothes, or take a bath. You may teach half a lesson in imagination.
You provide a sort of self- supervision as you listen to yourself and
your class members. This isn't "for real" so you may try anything
you choose. You may think of a teaching technique never tried before.
You are as free as a birdl

-27-.

Finally, you decide that you have the lesson "thought through."
Inside, you chuckle with pleasure. You think that this lesson will
give them the kind of help that they were seeking when they joined
the class. You would be willing to bet that Mrs, Johnson stays
awake this timel

USE A VARIETY OF IffiTHODS ANL TECHNIQUES

Classes may be more interesting if a variety of methods and
techniques are used.

^- The demonstration method may be used effectively in teaching
adults. If classes are large, this method may be part-
icularly effective.

For the beginning teacher, thic method provides security.
She has something in her hands. She is in control of the
situation.

Demonstrations may be given in order to show how to do
something. For exa.mple, in a series on family meals, a
demonstration of low-cost meat dishes might be given.

Demonstrations may be given in order to improve s tandards
of performance. For example, a demonstration on "step-
saving ways in the kitchen" might help homemakers to learn
how to do their kitchen chores more efficiently.

Demonstrations may be given in order to show what results are
obtained x-fhen a certain process is followed. In a series
of lessons on clothing construction, the teacher might show
a garment with a sleeve that has been set in incorrectly.
Then, she might demonstrate the correct way in order to
show both methods and the final results that are obtained
when good techniques are used.

-"- The laboratory method is useful if classes are not too
large for the facilities that are available. Usually,
this method will be used in combination with demonstrations.

During the laboratory period, the teacher is able to
provide individual help. She needs to make certain that
she "gets around the class," giving help to all class
members .

Mrs. Mary Key, teacher of clothing construction for
adults in Champaign, Illinois, uses a "help list" in
order to make certain that she reaches all of those
adults who wish help with their garments. Just inside
the classroom door, a notebook lies open on the desk.
As the adults arrive for a class, they xirrite their
names on one side of the notebook to indicate their
attendance at that session.

-28-

On the other side, they place their names whenever
they dasire help during the session. Mrs. Key
gives help in the order in which the names appear —
and nakes certain that she reaches all of the class
members sometime during the evening.

She also uses an effective combination of demonstration
and laboratory methods. Usually a demonstration is
given early in the evening to help the adults with
the construction problems that are facing them at that
session. This is followed by laboratory work. Mrs. Key
helps individual class members and gives demonstrations
to small groups as they are needed. Then, she usually
gives a demonstration near the close of the evening
session. The class membei's are thus provided with
instruction that enables them to work on their projects
"on their own" during the Xireek, It also serves to unify
the group at the end of the session. Class members leave
with a satisfied feeling of having gained new under-
standings and of seeing the next steps that must be
taken in creating their garments.

-^ Perhaps the most difficult of the teaching methods commonly
used in adult classes is the discussion. Sometimes this
method is used in combination with the lecture.

UHiereas the lecture method has some place, it is less
commonly used today for a variety of reasons. Malcolm
Knowles points out that getting the facts is no longer a
major undertaking for people who listen to the radio and
television and have access to magazines and daily papers.
He says that "The major problem in our culture is to
'internalize' the many facts we know into our own thought
processes — to make them usable in terms of our own
problems." The discussion may provide help with this
process.

A good discussion leads to increased understanding and may
also lead to agreement.

The method may be used effectively in many situations.
For example, a series of parent education lessons will
provide many opportunities for group discussion of problems
in child guidance and possible solutions.

Informal discussions are often called "round tables" This
type of discussion may succeed best with a relatively small
group — under thirty. The success of the method is largely
dependent upon the leader, who, according to Ethel Kawin, in
a chapter in the booklet, Study-Discussion Group Techniques
for Parent Education Leaders, should meet the following
qualifications:

-29-

1. Sincerity, The leader must "be himself," say what he means
and mean what he says.

2. Good nature. The leader must be able to handle even
difficult situations without loss of equanimity.

3. Friendliness. The leader must be a person who can make
every member of the group feel that he belongs and that he
has an individual, worth-while contribution to make to the
group process of thinking, discussion, and mutual under-
standing.

h' Emotional maturity. The leader should be emotionally well
balanced; he musf be mature in his understanding that we
can achieve our own goals by striving for them ourselves
and by cooperating with others, whose goals must also be
taken into consideration.

5. ListenJ-Jig ability . The leader must be just as skilled in
listening to others as in speaking himself, quite as able
to learn from them as to help them learn. A good leader is
not just a lecturer. He may "tell 'em" once in a while, but
his special gift is an ability to get others to think and
talk, to contribute to and to learn from active participation
in the group.

6. Intellectual honesty. The good leader is quite as ready
to admit his own limitations or ignorance as to recognize
those of others. He never pretends to knowledge he does
not possess, nor does he attempt to solve problems with
which he is not competent to deal adequately.

7. Ability to give others self-confidence ♦ The good leader
not only has self-confidence, but is the kind of person
who rjelps others to a sense of confidence in themselves.
Under his guidance, each member of the group has a sense
of security and feels no reluctance about participating
in discussion or about asking questions. For a good
leader, there are no foolish questions, if the questioner
is sincere in the asking.

8. A pleasing tone of voice and clear enunciation. A good
leader is easy to listen to and easy to understand. He
doesn't try to acquire a "sweet" voicej a cloying or
affected tone is more likely to irritate than to attract.
A well- modulated voice that carries all the way to the
rear seats is something that most persons can develop.

9. Ability to draw out those who are reticent about speaking
and hold in check those who tend to monopolize discussion.
Almost every group has some members who tend to talk too
little and others who tend to talk too much. A good leader
develops skill in handling both of these types as tactfully
as possible.

-30-

10. Adroitness in guiding discussion to cover all the

important points and aspects of the "topic under consid-
eration. Group discussion easily gets bogged down
unless the leader is constantly alert to keep it moving
from one important point to another. Certain individuals
in a group may get the xirhole discussion sidetracked by
arguing endlessly some point of minor importance to
others. Even if a particular point is important, and
the argument interesting, the leader must always bear
in mind the entire scope of the program, for this is
what the group members have looked forward to in
coming to the meeting.

The leader may provide resource materia Is that will enable
group members to participate intelligently in group discussions.
Such materials may be placed :_n packets and loaned froii the
local library or from some other place accessible to group
members.

Reading materials relative to the topic under discussion may be
displayed at a class meeting. Adults may borrow the materials
and return them at the next meeting of the group.

Perhaps group members other than the leader will also contribute
reference materials. Can you think of ways to encourage such
sharing?

1. Suggest sources of materials that are relevant to the
problems under discussion.

2. Help the group to set up criteria for evaluating the
worth of such materials,

3. Give enough examples of suitable materials to help
class members see many possibilities.

Reference materials will be made available to group members but
they will not be required to make use of them. However, if
sufficiently motivated, they are likely to want such aids to
developing new understandings. The use that is made of such
aids will vary with the personnel of the group. Such character-
istics as educational level and experimental background may
influence the extent to which such materials are used.

There are systematic, logical steps to be taken in solving
problems. A knowledge of these steps is helpful to the group
discussion leader. As stated by Ethe.L Kawin, they are:

1. Recognizing and defining the problem.

2. Ascertaining all essential facts underlying the problem.

-31-

3» Making intelligent analysis of the facts. This
process shou].d reveal underlying causes of the
problem; at least, it should make clear underlying
conflicts,

h* Facing the conflicts and making decisions. Wise
decisions are based on standards of value, as well
as facts.

5» Deciding how the problem can be solved, accepting
responsibility for the decision, and putting it
into action.

6, Evaluating decisions in the light of observable
results and new developments.

7. Remaining ready to reconsider decisions in the light
of new or greater knowledge,

■^ There are several other types of discussions that may be

employed in teaching adult groups. Perhaps easiest of these,
from the standpoint of the teacher, is the buzz session.
The total groigD is divided into several smaller groups of five
or six each. Each small group discusses a specific problem
which they have chosen or which has been assigned to them.

This method has the effect of getting everyone immediately
involved in the program. It puts people at ease and promotes
acquaintance of group members.

Buzz sessions work best in a group of twenty or more. If the
group is under twenty, each individual may ask his own question
or make his own suggestion. There is no real puipose in
breaking the small group into sub-groups,

■M- Role-playing, an impromptu playing out of a problem, is an
effective form of dramatization that may be used to stimulate
group discussion. A helpful description of the method is
given in Portfolio of Teaching Techniques No. 1, available from
Arthur C. Croft Publications, a Division of Vision, Inc.,
New London, Conn.

According to an article in this publication, the method has
great value in any classroom for

1, Gaining insight through putting oneself in another's
place

2, Exploring and practicing various approaches in solving
a problem

3, Imparting or interpreting information

-32-

Because of the space limitations in this article, a complete
analysis of the method and its uses will not be given. How-
ever, the publication mentioned previously will prove helpful
to the teacher interested in making use of the method. In
addition, much help may be obtained from pages 187-199 in
Modern Methods in Secondary Education by Grambs and I vers on.

Films may be used in order to help adults think, examine ideas,
and develop understandings. They may serve as the springboard
to discussion. They may be used to raise questions rather
than to answer thejn. They may be used to present ideas wb-ich
class members may examine and use as a basis for clarifying
their own beliefs and drawing their own conclusions.

Class members should be prepared for viewing the film. Guide
questions will be especially helpful « The film should be
related to the objectives of the group. A brief overview of
the film will also aid in preparing the group for viewing the

film.

Perhaps, instead of viewing a film at the class meeting, class
members may be requested to see a movie playing at a local
theatre '--if the teacher has previewed the selection and
found it desirable in terms of the objectives of the group.
For example, such a film as Full of Life might be a very
good one to use with a young homemakers' group — or, even
with older homemakers who may be having difficulty in span.v-
rting the generations with understanding and humor.

Following the vieiiring of the film, whether it be at the class
session or elsewhere, a better discussion may ensue if the
following guide is used. The guide is adapted from Teaching
Materials for Use in the Teaching of Child Development and
Related Art in Homemaking Education in Tennessee, a publica-
tion of the Department of Homo Economics Education at the
University of Tennessee in cooperation with the State Depart-
ment of Education.

Use the following kinds of questions in the sequence given:

1. Questions for which the answers will be found in
the film.

For example, let us suppose that your group has
seen Full of Lifeo You might ask, "What happened
when the young man returned home to visit his
parents? How did his mother treat him? his father?"

2. Questions calling for an examination of similar ideas
in other situations a

You may ask, "Do parents you know ever behave in
these ways?"

3* Questions asking the adults to draw inferences,
to begin to see cause and effect relationships,
to begin to express their own opinions or ideas
in regard to situatioiioo

For example, "l'\niy did the father behave as he did?
Can you account for the mother's action? Why did
the son respond in the way that he did?"

h* Questions that ask the adults to examine 'chese
ideas as they apply to their present day life;
questions that ask what authorities say about
certain problems.

At this point, the class members may be motivated
to read, if suitable materials are made available
to them. They will be "reading with a purpose,"

5» Questions that ask the adults to formulate a gen-
eralization of their own, based on an examination of
data from the film, from many sources in life
situations, and from the opinion of authorities.

As a teacher carries on a class discussion, she
may want the class to study the many generalizations
made by individual class members and help them to
arrive at generalizations which have a higher degree
of agreement within the group.

6. Questions that ask students to illustrate the meaning
of their generalizations.

In general, thess questions call for class members
to begin to see how thinkir-g and planning can get
some of these ideas into everyday practice.

Class members are now ready to make some commitment
to a course of action^ Having gained new under-
standings through viewing a film, through discussion
of the problems that it presented, and through
reading suitable references, they may have achieved
understandings which will result in wiser decisions
than they might otheivise have mado.

The foregoing discussion guide has many uses. It may be
used not only in conjunction with a film, but also following
role-playing, following a skit or play, following the viewing
of a television performance, or following the presentation of
a case study.

« Panel discussions may be used In adult classes. A few persons
chosen in advance of the meeting so that they may make special
preparation, carry the major responsibility for this type of
discussion. They are seated in front of the group. Usually
one of their number serves as chairman or moderator. The chair-
man proposes questions which the panel members discuss informally.
Five to nine members, including the chaii-man, are about right
for a panel.

Following the discussion by the panel, the rest of the group are
invited to ask questions or make comments. Thus, the panel dis-
cussion may serve as a springboard for discussion by the total
group.

•«■ The synposium may also be a useful method with adult groups. In
a sense, it is a variation of the lecture, with three or more
speakers instead of just one.

Ethel Kawin, in A Guide for Child-Stu^ Groups, stated that,
"The lecture method usually makes it possible to present only
one aspect or side of a question, while the symposium represents
a definite attempt to present several aspects or different sides.
The several speakers usually discuss the same subject, but each
presents it from a certain point of view. Each participant,
having prepared his material in advance, speaks from five to
fifteen or twenty minutes on his particular topic." Some time
for questions and discussion should be allowed following the
presentations.

* Are there methods of stimulating discussion — other than those
already mentioned? YES — among them the following:

1. Bulletin board displays.

The ilexi-bulletin board idea may be useful in stimulating
discussion as well as encouraging active participation
on the part of class members in collecting and sharing
reference materials.

For example, let us suppose that you are teaching a parent
education group. You prepare a bulletin board x^th this
heading:

-35"

PIAY PAVES THF WA.Y ?0

P
H
Y
S
I

c

A

L

D

E
V
S
L
0
P
M
E
N
T

Appropriate pictures illustrating how play may lead
to the physical development of the child are shown.
These may stimulate discussion at one class session.

You announce that sone time will be given at the next
class session to a discussion of play as a means of
promoting the social development of the child. Class
members may be requested to bring pictures or articles
appropriate to this topic.

The bulletin board is changed to read "Play Paves the
Way to Social Development." The next week it might
be, "Play Paves the Way to Mental Development."
This is the idea of the flexi- bulletin board. Pro-
vision is made for continuity so that the bulletin
board may be more interesting to class members. It
becomes a part of the total learning situation and is
actually used as a teaching aid rather than as something
merely pretty to look at. Class members are more
likely to share in contributing materials if they
have a clear idea as to what is wanted. The teacher
may save time — as she does not have so many bulletin
board headings to prepare*

Other ideas for the flexi- bulletin board for adults are:

a. STRETCH YOUR FOOD DOLLAR BY

1. Purchasing food in season

2. Selecting quality best suited to your needs

3. Studying labels

1;. Planning menw'^ and market orders before
shopping, etc.

-3^

b. THE FAIIILY THAT PLAYS TOGETHER STAYS TOGETHER

(WORKS)
(PLANS)
(PRAYS)

c. V/HEN YOU SHOP FOR DRESSES, LOOK FOR:

(SUITS)
(SHIRTS)
(HOSE )
etc.

2. Resource Visitors

A resource person ivith specialized information may serve
to bring new facts before the group. He may also serve
to stimulate discussion on the part of the members.

The number of good resource people in even the smallest
communities is much larger than one might at first
suppose. There is tne homemaker whose custard pies win
prizes at the county fairs, the: elderly woman who for
years nas had a hobby of flower arranging, the home-
maker to whom others go for advice on how to do home
freezing, to suggest but a fewi

In one community, there actually was a young homenaker
who made prize-winning pies an- who was quite willing to
share her techniques — if she only would not have to
talk] The teacher agreed that, if this homemaker would
give a demonstration before her classes, she would
explain the procedures and the reasons for each step.
As the demonstration progressed, the class members
became so interested that they asked questions and
before long the young homemaker was answering them and
explaining each step in the process without a trace of
self -consciousness.

3» Newspaper items

Perhaps one of your class members read that article on
child guidance in the daily paper. She brings it to
class and reads it to the group. A good discussion
might ensue. IVhy not use the discussion guide suggested
for use with films?

li. Local events; school, community, national

The school prom is approaching. Parents may be
interested in discussing Lhe family problems and
problems in child guidance associiated with such an
event. Actiially, the possibilities here seem almost
endless.

-37-

5. Odd or unusual objects

Mrs. Betty Nesbitfcj homemaking teacher in an Indiana
high school, stimulated discussion among a group of
adults 1^ bringing before tho group several objects
that are used by professional florists in making
their arrangements . Mos t of these were unfamiliar to
the class members. After the class members had examined
and commented on the objects^ she demonstrated flower
arrangements, making use of the materials. The adults
discussed various ways in which the materials might be
used. They asked question.^, offered suggestions, and
tried some of their ideas.

6. Findings from a community survey

A study in one community showed that approximately
20^ of the teen-age girls skip breakfast as a regular
practice. This fact might be presented to the home-
makers as a stimulus for a discussion of the reasons for
skipping breakfast and what might be done to encourage
better breakfast habits.

You will think of many other good ideas for ways in which
profitable group discussions may be stimulated.

■«- Have yourtried BRAINS TORI-IING? Doubtless you have read about this
method in the popular magazines. A leaflet containing the simple
rules of the method is called Principles and Procedures of
Brains tonning. It is reprinted from Applied Imagination by
Alex Osbom. A copy of the leaflet may be obtained from the
Creative Education Foundation, 1(^11^ Rand Building, Buffalo 3, N.Y,

According to Osbom, a brainstorm group devotes itself solely to
creative thinking. The problem is presented. Then the following
rules are followed faithfully:

1. Judicial judgement is ruled out. Criticism of ideas
must be withheld until later,

2. "Free-wheeling" is welcomeQ. The wilder the idea, the
better; it is easier to tame down than to think up.

3. Quantity is_ wanted. The greater the number of ideas,
the more iliceLiiiOoxi of winners,

k' Combination and improvement are soupht. In addition to
contributing ideas of their own, pniticipants should
suggest how ideas of others can be turned into better
ideas; or how two or more ideas can be joined into
still another idea.

Since the brainstorm session should be kept very informal, the
leader will put the above rules in his own words.

-38-

This method works best in small groups. If your group numbers
around ten, it may offer some possibilities.

For example, let us suppose that you are teaching a series on
Family Fun. Class members might enjoy brainstorming for ideas
for shared family fun.

This method might suggest possibilities for solving some family
problems. One young woman recently reported that she and her hus-
band and two childi'en brainstormed for ideas as to how they might
obtain enough money to get the television set repaired,

P.S. They got it fixed! They found several ways in which
they could share in saving the family dollar.

It is apparent that there are many methods and techniques that
may be employed in teaching adult homeraaking classes. Perhaps
you will think of others.

A reference that should prove helpful in improving your teaching
methods is one mentioned previously, MODERN METHODS IN SECONDARI
EDUCATION by Jean D. Grambs and William J. Iverson. It is published
by the Dryden Press, New York. The cost is $h'lS*

So far, in this article, most of the emphasis has been on homemaking
CLASSES for adults. Some adults, particjlarly those of lower
socio-economic groins, tend to resist organization and may not
attend formal classes.

WHAT DO THE INFORMAL METHODS IN ADULT EDUCATION HAVE TO OFFER?

The possibilities of informal methods, as given in a leaflet.
Informal Methods in Adult Education in Homemaking, published by
Iowa State College are as follows:

1. May reach a larger group of people and many who might
not attend an organized class,

2. jMay be better accepted in some communities than an
organized class.

3. May serve a need or special interest of more limited scope
than would be served by the systematic instruction of

an organized class.

h* May help the community to gain a better understanding of
the total homemaking program.

5. May bring about the organization of a class at some
future date.

-39-

The following limitations of the informal methods are given?

1. Only one contact vjith the adult may be made i^rLth little or
no opportunity to see that ideas received are correctly
understood and interpreted.

2. Complicated skills requiring- several instruction periods
are not effectively taught by these informal methods alone.

3. No one of these methods is suited to every area of home-
making.

h» To carry out many of these methods the homemaking teacher
needs efficient help.

$. Education through these meth-^ds is primarily for persons
who have some knowledge of the subject.

WHAT ARE THE NON-CUSS OR INFORMAL METHODS?

■^' '^^^ exhibit, which may be placed in some key spot — as a store
window,, display table inside the store, or on a table in a
local library.

A few ideas for exhibits:

1. A sitter's kit for

the baby sitter
grandmother
a doting aunt

A hat box may be used for the "kit. " Posters may
suggest kinds of play materials for children of
different ages. The actual toys and other play
m.aterials will be exhibited.

(Such an exhibit might be prepared by the high school
pupils during a child development unit of study).

2. What to look for when you buy a dress

A well-made dress m<i^y be displayed on a dress form.
Placards point out the consti'uction features to look
for in buying ready- made s.

3. Nutritious snacks

An exhibit of snacks that have more to offer than

calories may be of interest to mothers. Make certain

that the foods exhibited are of a type that will "hold

up."

(Eighth grades might enjoy preparing this exhibit).

-10-

•55- Newspaper articles may be planned to supplement class instruction.
However, they should "stand alone" so that those who do not
attend classes may still profit from the information that they
contain* V/hether you use this method or not may depend on the
kind of cooperation that your local paper is willing to give.
However, do not hesitate to ask about the possibilities.

One teacher wrote a series of articles on family fun and found
that the local newspaper was willing to publish one each month.

^f Talks to clubs or other comnunity groups may be a part of the
adult homemaking program. One homemaking teacher spoke to the
Parent-Teacher Association in her school on "Better Breakfasts
for Our Teen-Agers."

Another teacher discussed "opportunities in home economics"
with a women's group interested in learning more about the
field.

-"- A conference period may be set aside as a time when homemakers
may bring their questions to the teachero Perhaps one hour
a week could be found for this purposoc

■«• Neighborhood group meetings may meet needs for some homemakers.
A few women in a particular neighborhood may come together with
the homemaking teacher for help with a specific problem. For
example, one such group met for help with the problem of pro-
viding attractive and inexpensive curtains for kitchen windows.

■K- Leaflets may be prepared and distributed through the school,
through stores or libraries. A leaflet on "Homemade Fun for
Tots", distributed through a store, was much appreciated by-
some homemakers. It gave recipes for homemade modeling clay,
finger paints, and paste.

These are but a few of the informal adult education activities.
Your imagination may suggest others.

IVHEN YOU PLAN FOR THE YEAR

You will wish to include both class and non-class activities.
Important steps to be taken in planning for the year, suggested in
Informal Methods in Adult Education in Homemaking, published by
Iowa State College, ares

1. Explore possible need^ and interests in the corrmunity that
adult education in homenaking could help to meet.

Suggestions as how this might be done have been given else-
where in this article.

2 • Determine what particular ipterests, problems, or needs
of homemakers in the cor.imunit. • should be met this year.

Of course, the advisory council will share in this task,
as well as in the other tasks associated with planning
the total program in homemaking education for adults.

3. Decide on goals for accomplishment for the year that will
help toward long-time objectives*

h» Decide on tentative plans for informal methods and for
classes,

5« Make tentative plans for judging the success of the
activities. You should be sure that plans for evalua-
tion are formulated at the same time that plans for the
activities are being made, (The informal methods of
evaluation will be particularly appropriate to use with
adults o)

6# Submit tentative plans to your superintendent or other
appropr.ci.te administrator and secure his advice,

?• Make detailed plans for carrying out the program.

One hom.emaking teacher foiond that she liked to make a
month- by- month plan for the hoir.emaking program for
adults in a community where she 7:as the only homemaking
teacher. She planned for one series of lessons each
year and one non-class activity each month. I/ith a
full day-school program, this proved a reasonable load.
By careful planning for the entire year, she was able to
coordinate the high school and the adult homemaking
program. She believes that more desirable changes were
brought about through this "family approach" than might
have been achieved otherwise.

Of course, all of this planning was done with an
ADVISORY COUNCIL. This teacher felt that the help
provided by this group was invaluable,

8. Decide on publicity needed and when and how it is to be
given.

-hhr-

6. As an out-of-class assignment, each girl was asked to evaluate
the list of topics according to the following criteria.

a. Will this topic be of interest to most of the class?

b. Will the study of this topic be useful to us now and later?

c. Is this topic too hard or too easy for us?

d. Does the study of this topic belong in another school subject?

e. Is this a topic in which we can tell when we are learning?
The girls were also encouraged to talk over the list of possible topics
with their mothers,

7. At the beginning of the next class period, a few minutes were
spent discussing the results of this evaluation. Some more combining
and discarding resulted in a list of topics agreed on by the group as
being of interest and importance.

8. Again committees were formed — each committee taking one of
the chosen topics. Committees were charged with developing some
possible goals under each topic. The class was familiar with the
idea of a goal, because each of their sewing lesson sheets began with
the objectives for that particular lesson, and these goals were often
referred to as the lessons were taught. It was pointed out that good
goals have certain characteristics. They are:

a. specific, that is, stated in terms of behavior

b. stated in words everyone can understand

c. possible to reach or approach

d. stated in such a way that progress toward them can be
measured

e. suited to past experiences of class members

f. directed toward the objectives of home economics

g. agreed on by the class and teacher

9. Each committee met separately with the teacher outside of
class, and made a list of tentative goals under their particular
topic. ^'Ihen all were finished, the complete list of goal suggestions
was duplicated and distributed to all class members. They were asked
to suggest any changes that seemed desirable and also to divide the
goals according to importance, in case time did not permit the class
to pursue all of the listed ones.

-U5-

lOo The teacher then worked out several alternative plans for
the year's work and discussed these with the entire group. Such
principles of planning as these were brought out:

ao alternating longer and shorter units

b. fitting units into the natural divisions made by vacations

c. relating subject matter of units to the time of year

d. considering work being done by other classes using the
department

11. The class was then ready to make an intelligent choice of a
plan for the year. It was pointed out that this was only a tentative
plan and that some changes might be necessary later.

12. Following the choice of a yearly plan, the committee members
met with the teacher again to work out rough block plans for their
particular unit. These were polished up by the teacher and a copy
given to each member of the class o

This particular class seemed to enjoy having a share in planning
their work. They learned to look at what was done in the class with
a critical eye, and to measure the value of activities in terms of
the goals they had set up. Best of all^ they no longer came to class
with that disconcerting question, "What are we going to do today?"
They knew.

The Newsprint Pad as a Teaching Aid

A pad of newsprint is expensive. It does not take long to
write or print on a sheet in the pad some important information
that you wish to give the class. However, as a teaching aid it
can be most effective. Perhaps you are demonstrating an easy
casserole dish for your class. VJhy not give the recipe on one
page, later turn the page and reveal the cookery principles in-
volved in the preparation of the dish. The latter will aid in
■summarizing the demonstration.

To write on the pad, use a Flo-Master Pen, a Cado-Marker,
or hard-pressed crayons. Soft crayons will do also, but they
tend to smear and the page can probably be used only once.

-16-

BULLETIN BOARD ILEA FOR THE UNIT ON SOCIAL RELATIONSHIPS

The bulletin board heading is "JANE HAS LOTS OF FRIENDS." Just
below this heading are two life-size hands clasped in friendship.
These are :nade by tracing around a hand on light pink paper; frilly
cuffs of real lace may be added.

Pupils add their o\m pictures showing why Jane has friends.
They bring the pictures following a class discussion on "what makes
a good friend. "

REAI^LIFE EXPERIENCES FOR THE HGi^lE FURNISHINGS UNIT

A few weeks before her Seniors were to begin a unit on house
planning and home furnishings, one homomaking teacher wrote notes to
all of the faculty members in hsr school asking whether they were
planning any "family projects" :n the area of housing and home
furnishings — and, if they were, x-jhether they would be willing for
the Seniors to assist them in order that they might have some
real-life learning experience .

One teacher who responded was building a new house. He and his
wife agreed that the pupils might share in planning the wall colors
to be used in the house. Pupils read; they interviewed husband,
i>rife, and t^.^ro children concerning their choices of colors; they
visited paint stores and looked at paint samples; and, finally,
they prepared a report for the family. The report contained samples
of the paints selected and statements as to why these choices were
made. The family used the plan with only one minor change. The
high school pupils visited the home after the family moved in. They
were much pleased with the results of their planning,

A MOTIVATION DEVICE FOR ADVANCED FOODS CLASSES

Occasionally, a class studying advanced foods becomes suspicious
that it is merely "getting some more of the same." Right there is
where an opportunity for developing an appreciation for creative
food preparation as an art may be utilized.

Watch newspapers and periodicals for tne ever-present recipe
contests. Encourage your girls to create, carefully check and mail
in an original variation of some standard class recipe. For example,
a "Holiday- in-Chicago Recipe Contest for Teen-Age Readers" appeared
in the October 13th issue of Family Weekly which comes with many
Sunday newspapers .

Of course, the teacher will emphasize the challenge of such a
learning experience but, since there is a little of the gambler in
most of us, the contest idea adds a fillip of interest. Even though
no student v;ins a prize, each participant will groxi: in interest and
ability to analyze, create, evaluate and appreciate recipes in
general. At least, once in a while, someone may be lucky.

PANORAM/i OF TEACKING AIDS

Evaluation in Home Economics^ published by the Indiana Home
Economics Association is a revision of a 19U2 publication. The
purpose of the booklet is to suggest Kays of evaluating in some
degree the attainment of some representative goals in the various
areas of home economics and in the program of Future Homemakers
of America. There is also a list of reading references as well as
a list of available commercial instruments.

This booklet is available for .'jl.OO plus postage from Professor
Muriel G. McFarland, Home Economics Education, Education Building,
Purdue University, LaFayette, Indiana. Checks should be made to
Indiana Home Economics Association.

Several plays of the American Theater Wing provide materials
for Family P.elationship classes. The plays are available for $1.25
per single copy; producing packets $5.00 each, and are available
from Human Relations Aids, 1790 Broadway, New York 19. A summary
and title of each of these plays follows:

What Did I Do? This play deals Xidth the influence parents
have upon their child's personality and the way the parents feel
about this influence. There are helpful suggestions for helping
them to put this influence in the proper focus.

Tomorrow Is A Day This play deals with the point that the
kind of self-confidence a child has is the result of all the things
that happen to him as the title jj^gests — tomorrow is also a day—
a day in which parents can make up for past mds takes.

Random Target This play demonstrates that youngsters need
to express their feelings of anger and hostility if they are to
develop into mature adults. Disciplinary measures which suppress
these perfectly normal emotions may cause either over- aggressive
behavior or inability for self-assertion.

The Room Upstairs A dramatic illustration of how two generations
can live together and avoid friction when each is tolerant,
sympathetic, and understanding of the other. This play helps
members of the audience to gain insight into their own feelings
about old age.

The Case of the Missing Hand Shake A comedy of manners
amusingly but sympathetically presents two sides of a ten year
old's confusing behavior; rude and ill-mannered at home, good
natured and polite at school and among friends outside the home.
The play dramatizes a family crisis in the life of a bewildered
young couple and their daughter. The audience, sitting as the
j\iry, is given the opportunity to help parents to decide what to
expect and what to do next.

Personal and Faxily Living, a resource guide for teaching the
twelfth grade ii"available for $1.00 fror.i the Department of Home
Economics Education, Division of Vocation:! Education, University
of Georgia, Athens, Georgia.

The bulletin is divided into these teaching units: planning
the nrogram, learning more about ourselves a? individuals, building
understanding in our families, getting along better with friends and
associates, dating, oreparing now for marriage in the future, being
married and what it means, planning how to secure satisfaction from
family income, planning livable homes, planning for parenthood,
caring for the infant.

Home Economics— Clothing I-IV-A Guice for Teachers in Senior
High Sch;Jol is available for $3.F0 from Accounts and Records, Indian-
apolis Instruction Center, l6U^ Roosevelt Ave., Indianapolis 18.
Checks should be made payable to the Board of School Commissions.
This is the most recent guide in the Indianapolis course of study.

Charm Magazine, August issue, offers an article that your^
advanced hcmemaking students, who are looking forward to entering
the business world after high school graduation, would probably
enjoy reading. "Salary With The Fringe On Top" is concerned with
the actual advantages of such benefits as maternity leave,
birthdays off, free counseling service, legal advice and various
other fringe benefits.

HcCall' s Magazine, September issue, contains a dozen new ways
to prepare hamburger— that king of all teen-age food favorites.

Your Shelter Dollar, edited by the Money Management Institute,
is a recent publication which you may find helpful. The booklet is
ten cents per single copy. The table of contents lists the following
topics: Your Pattern for Living, Managing Shelter Costs, Choosing
the Right Neighborhood, l\fhen You Rent, Checklist for Renting or
Buying, I'Then You Buy or Build, Financing to Buy or Build, and
Insurance for Home Owners. Order this booklet from Money Management
Institute, Household Finance Corporation, Chicago 1.

[LLINOIS TEACHER

HOME ECONOMICS
EDUCATION

UNIVERSITY OF ILLINOLS

"^<4

Star Feature

STIlEAI^I^ED TEACHING OF FOODS

Proof of the Pudding
The Meal Plan Method
Managing Our Resources
Adding the Salt of Nutrition
Technology in the Classroom
Silent Teachers

TEACHERS' EXCHANGE

TEACHING AIDS

Vol I No 3
November 1957

y. J, ..J...,. „ ^,

I

STREAKLINSD TEAGHIN'G CF FOODS

by

Lois Moyer Smith, Areola High School
Kary Below, University of Illinois

If we looked in our clothes closet and saw a favorite dress of ten
years ago, in the broom closet and saw our first vacuum cleaner, and in
the kitchen our first range, happy thoughts would return to o-or minds
but for a thing o_f the past. We just wouldn't put on the dress for the
Tuesday Bridge Club, clean our nylon carpet with the out-of-date
vacuum cleaner, or cook today's dinner on the range stove.

If we looked at our foods teaching would it parade before us old-
fashioned techniques and out-of-date ideas? Has our teaching of this
large area of honemaking kept pace uith modern times? Foods and
Clothing were our first major subject matter areas and perhaps this
explains uhy we tend to feel protective about our practices in these
fields .

One of the important aspects of our "new face" is teaching foods
on the meal -plan basis, which is a far cry from our earlier product and
skill emphasis. Working in unit kitchens in family groups of four or
six helps to make our teaching more realistic and to increase the
transfer of learning to the pupil's present-day and future homes. In
order to more nearly approximate the kitchen of the modern home, we
have equipment which emphasizes saving of time, energy and money.
Automatic refrigerators, home freezers, pressure pans, electric coffee-
makers, are common in today's laboratories. Supermarkets are filled
with a panorama of delicacies, frozen meals, and mixes which present a
confusing choice to consumers.

Social and economic conditions, which are m-ercurial in nature, also
must influence our teaching. The total population increase, the larger
number of older persons in this total number, and the larger number of
women in our population because their life-span is longer than that of
the men, are altering family patterns. The easy mobility of families
often causes problems to be solved on an individual basis rather than
by groups in communities.

Specialization is the trend in occupations and education, Oui'
median income is rising, BUT is consumption rather than thrift a virtue?
Mere women are competing in the labor-force and the number of working
mothers of pupils is increasing steadily. Mechanical and technological
advancement have brought about greater interdependence for individual
welfare. Our radio-TV tells us the tine-of-day, tomorrow's weather,
sings us a song, relates Sputnik's progress and sells us the manufac-
turer's latest product. The soothsayer's crystal ball was more limited
than thisi

~2-

PROOF OF THE PUDDING

How are we doing? Have pupil's needwS been met to tneir satisfaction
and have they received help with their present and future homemaking?
In a 1955 study homemakers who had been rriarried for one to eight years,
and who had taken homemaking in school for one to five years, were
interviewed. Food problems of these young homemakers seemed to arise
from inexperience and inadequacy in knowledge of planning and preparing
family meals. Over fifty per cent of these homemakers suggested that
the following be included in the homemaking course:

Basic food requirements of family members.
Experiences in buying foods «
Importance of economy in buying foods.
Experiences in preparing simple, quick meals.
Short cuts and new ideas in food preparation.

Other suggestions, from a California study of 7,237 homemaking
students, 1,968 former homemaking students, 105 homemaking teachers,
198 administrators and i4l2 parents, rates the area of most interest
thus;

Cooking h^%

Clothing 3^%

■ Preparation for marriage 3S%

Dressing properly 32%

Home furnishings 27^

Managing the home 2l|.^

Caring for children 22^

Other comments pertaining to the study of foods which came from
the entire group were that:

The study of foods should include more than merely cooking
foods.

Food expenditures in class should be related to what can be
spent for food in the home.

The management of time should be given more consideration in
schedules planned for foods classes.

Foods courses should feature practical ideas that can be
adapted to home use.

Class experiences should involve planning, preparing, and
serving family meals c

A questionnaire given to pupils in forty-five schools in Michigan
revealed the following kinds of interests and problems related to meal
planning and food preparation as being considered important by students:

-3-

Three-fourths of these pupils expressed a desire to learn to prepare
the following kinds of foods:

Variety of cookies, pies, vegetables "so they look and taste

good"
Holiday foods
Main dishes without meat
Ice cream and refrigerator desserts
Variety of casseroles and one-dish meals
Heats in a variety of ways
Variety of sandwiches
Different kinds of beverages
Yeast breads and rolls

These pupils were also interested in learning to prepare the
foliowing kinds of meals:

After-game snacks

Meals for two

Party and birthday foods

Picnic meals

Meals that can stand waiting

Meals using foods available at home

Emergency meals

Ways to change family meals to serve unexpected guests

Attractive meals low in cost

These phases of nutrition were reported to be important to them:

>/hat foods do high school students need each day to keep
them looking and feeling well?

What is a balanced diet?

How can I be sure I am eating the right amount of foods?

What foods can be combined to make attractive, nutritious
meals?

Where can I get ideas for planning healthful meals?

In the "good old days" the teacher was content if Janie learned to
prepare a smooth, properly- thickened white sauce or could repeat the
food sources of certain important vitamins. Today, we see these skills
and facts in relation to their practical application in the student's
everyday life, present and future. We approach the teaching of foods
in a home-like atmosphere in which the lesson is based on real life
problems, using recipes, equipment, foods and methods of preparation and
service common to homes in the community. Thus the skills and techniques
are a part of an organized body of knowledge presented to the class in
problem-solving, real-life situations.

Present day education is also concerned with the individual in nis
group, with more emphasis upon the contributions he makes to a group
than upon his personal benefits. The teacher demonstrates the same re-
sponsible feelings in balancing individual and group values. In demo-
cratic fashion she guides the group to consider their maturity, experience,
interests, and needs as suitable learning experiences are determined.
Preparing each student to live in an ever-changing world, equipped with
all the help which homemaking can give her, challenges the best thinking
of pupils, teachers and, wherever possible, parents of the youth.

DEI^ONSTRATION

Homemaking teachers sometimes demonstrate or have pupils demonstrate
the solutions of problems that will be arising in the group '.s meals.
Basically there are probably three kinds of demonstrations. The simplest
may be concerned with an isolated technique where considerable deftness
is required for producing a satisfactory product. Another type presents
experimental evidence on what happens if recipes or methods are varied.
The third might be called the "creative" type for both teacher and
students feel free to have fun vjith trying out "most any old thing," as
one girl expressed her unconventional but delightful combinations.

For example, let us suppose that a Homemaking I group is studying
a breakfast unit. The technique of handling biscuit dough, no matter
whether made from"scratchJ' a master mix, or a commercial preparation,
merits special emphasis as teachers are all too fainiliar with the
results of beginners.

In egg and meat cookery, however, the secret is not so much in the
handling of the food as in the control of the temperature, except in
producing omelets. In an Illinois study of the most often prepared foods
in the home, fried egg was third highest in frequency. But, alas, how
many teachers have discovered that their students' conception of a fried
egg was one surrounded with a "brown lace" formed of fat and albumeni
An experimental demonstration of the effect of low, medium and high
heat upon protein foods may help to convince students that at. least
there is something to be said for low temperatures, without reflecting
upon their own family practices.

In a creative demonstration muffins may be varied as to flours usod,
pans for baking such as the "ear of com" for corn muffins, and the addi-
tion of a jelly topping, a surprise fruit like a half of a canned peach
inside, bits of bacon, cheese or onion to vary the flavor.

Each group might vary their recipes in one way or another. Recipes
can be made available on mimeographed sheets, in recipe boxes, or in
textbooks and cookbooks. Students, too, often enjoy bringing favorite
ideas from home. Keeping these recipes up-to-date is another of our
responsibilities. "Out-of-date" recipes don't fit our "up-to-date"
foods teaching. They should utilize new food products, new techniques
which have been simplified, and lead to finished products that bear the
"New Look."

.-5-

DeiTjonstrations in teaching hornemaking present basic lessons t,o
large groups and tend to conserve time and money because much learning
can be accomplished with very little expense. Certain problems in food
preparation, table settings, personal relationships and management are
excellent areas in which to use this method*

Food Preparation

Blending the fat and milk when preparing white sauce
Cutting and folding egg whites when preparing a sponge cake
Combining tomato paste and the milk mixture for tomato soup
Rolling pastry

Personal Relationships

Boys helping a lady into her chair at the table
Table conversation while eating a meal

Behavior in a restaurant, such as when ordering from a menu
or entering the restaurant

Management

One pupil observing another may prepare a "step" chart vri. th
bright yarn tracing the pupil's steps as she prepared her
part of the meal

There may well be a re-do after her management practices have
been checked and discussed by her class members. For in-
stance, using a tray to carry supplies decreases the number
of trips between the refrigerator and work counter. The
resulting "map" illustrates very clearly the importance of
pre-planning.

Student demonstrations have several advantages over those done by
the teacher or a resoui'ce person. Young people never seem to lose in-
terest in the "sayings and doings" of their peers. Practicing the
demonstration emphasizes the need for patience, for study, and for the
development of good work habits. Giving the demonstration helps the
pupil to develop poise and leadership ability. Sometimes it is a good
experience for the "demonstrator" and an enriching experience for
members of another homemaking class, or ^^^ adult class or a Girl Scout
Troop to see this same demonstration. Certainly it provides a challenging
opportunity for the homemaking pupil's growth.

Purposes of the Demonstration Method

To save time and money through group x^rk

To clarify problems or introduce new ones

To arouse interest

To introduce new equipment, materials and methods of' work

To develop a keen sense of observation

To develop an ability to evaluate products and results

-6-

To develop good standards of work

To facilitate learning by the use of visual aids

To teach skills effectively

Procedures in the Demonstratiori Method

Gain the attention and interest of the students and make them- - -

feel the need for the information to be given.
Collect and arrange all equipment before beginning the

demonstration.
Relate daily lesson to the entire unit.
Ask questions to stimulate groip thinking.

Have materials arranged so that the entire group can see them well.
Provide an opportunity for questions from the group.
Be sure to save time for summary and evaluation.

Limitations of the Demonstration Method

Is not well adapted to abstract subject matter.

Will have little teaching value if actual work and illustrative

materials are not seen well.
Requires a great amount of preliminary preparation.
Necessitates considerable skill on the part of the demonstrator.
Involves slightly greater expense than some other teaching methods •

Division of Labor

Duties involved in the preparation of the meal are usually com-
bined under four or more headings, such as hostess,, and one assigned
to each girl.

In family groups of four, the duties of each family member might be;

Hostess

Responsible for completing the meal sheet during the

group planning
Makes out the market order
Helps with or does the shopping
Supervises the meal preparation
In charge of the clean-up activities
Receives guests

Cook

Collects the recipes

Prepares the main dish and supervises the other food
preparation

Assistant Cook

Prepares the food other than the main dish
Acts as v;aitress if there is need for one
Dries the dishes

-7-

Host

Serves the food at the table when fanily service is used
Assembles the necessary equipment for preparing and

serving the meal
V\fashe3 the dishes

A girl sometimes wishes to remain in a particularly easy duty or
one which is to her liking for longer than the specified time. In order
to discourage this, some means of automatic rotation is advisable.
Some teachers use successfully such devices as pie charts cr v/heel
charts on which the section listing responsibilities for each duty is
turned to the name of another girl in the class at certain intervals
of time.

The preparation of working schedules is a concern of the group, ■
It is sometimes wise to have a definite time to approve these, plans
well ahead of the meal preparation time to discourage the pupils from
wasting class time. The market list is compiled after 'the mehu has
been determined, and is then checked against the supplies on hand and
those that will be purchased in larger quantities for the entire class.
The more realistic the experience the pupils have in actually planning
meals within a certain amount of money, the more valuable will be the
experience. Preferably a shopper from each .group buys the necessary
items for the meal. If this can be done from- a cash fund rather than
a department requisition or some other ijidirect means, we are^ increasing
the realistic q-uality of the learning .experience for the pupil.

Providing a means for pupils to test certain criteria of menu
planning without the expense and work of prep^iring the entire meal is
sometimes valuable o Perhaps the cream soup and a sandwich are prepared
in class, the remaining foods that would be served with these foods
are determined and food models of these foods; are placed with the roup
and sandwich on a place mat. The class then evaluates the meal with
respect to the criteria which has been set up, in class. These food *
models are available from the National Dairy Co'oncil in a second edition
of 171 foods. Including all dishes in computing cost of the 'meal is
also advisable* '

VJhen the class period is short, it is sometimes necessary to
divide the working schedule so that it extends over a period of tvc or
three days. This is usually considered better than having larger groups
participate in the preparation of one meal within the class period.
There are several possible ways of making this • division of work but
we are giving one plan here:

First Day: Plan the menu

Plan the working schedule

Do some preliminary food preparation

Select equipment which will bo needed for the meal

Compile the market list

Do the marketing

-8-

Second Day: Set the table

Finish the meal preparation
Serve the meal
Eat the meal
Clean-up

Third Day: Evaluate the meal plan

Evaluating a Meal

The evaluation of the meal can be done in several ways. The class
can prepare a score card or checklist so that each individual in the
class scores his group's meals, or the group can score as a unit. The
pupils then talk over their evaluation with the teacher and the other
members of the class. Emphasis of the evaluation is on improving in
the future those points to which low scores have been given. It is
usi;ally wise for both the teacher and the pupils to begin the evaluation
gradually because thorough checking where many areas are to be covered
proves difficult.

Meal Preparation in the Classroom

Some ways to increase the effectiveness of the meal preparation
method of teaching foods are adapted here from the materials in
High School Teachers Improve Management Practices in Foods Classes from
the State Department of Vocational Education,, Columbus, Ohio:

All meals served need to be sLmple

All class members must be engaged in learning activities

Pupils need to learn to x^ork on limited budgets

A wider acceptance of a greater variety of foods needs to be
encouraged

Enough practice lessons and demonstrations of food preparations
must be included to give the students help and experience
preliminary to the preparation of a- meal

Both teachers and pupils need to recognize length of period
limitations in making plans for meal preparation and service

Advance preparation must be planned for when it seems necessary

A cumulative record of foods prepared by individual girls through-
out each of the meal units will help to remind both the pupil
and teacher of the experiences individuals have had and the
gaps in such experience

Have You Ever Encountered a Problem Like This?

Mary Ellen, an eighth- grader, brought the following menu to her
homemaking teacher: Macaroni and cheese

Cole Slaw
Vanilla pudding
Milk

-9-

Shc explainod, "r^ mother and I had fun planning this menu for oar group
to prepare in the laboratory next week,,"

Should the teacher: 1) Explain that "we do all such planning together

in class" and that it was not I'ary Ellen's respon-
sibility to plan for the entire group? 2) Say,
"I'm glad that you were so interested, Mary Ellen,
Let's plan to prepare your meal on V/ednesday next
week."? 3) Explain that the menu is quite lacking
"' in color and not quite as interesting in texture as

it might be?

What the

teacher did:

The teacher realized that the situation involved not
only the adequacy of a menu but also Mary ElD.en's
feelings about her mother. The teacher was also
aware that here was an evidence of Mary Ellen's in-
terest and initiative. However, the needs and in-
terests of the other girls in Mary Ellen's group
had to be considered as well as Mary Ellen's needs,
interests and feelings. They, too, sho'old share in
planning the meal that they xTOuld help to prepare
and eat. Therefore, the teacher said, "Mary Ellen,
I know how busy your mother is« It was kind of her
to help you plan your menu. This afternoon your
group will be planning together for the laboratory
lesson next week. Perhaps some of the other girls
will have ideas that they, too, would like to share
with the group o Bring your menu to class to pre-
sent to your group,"

I'lhen the class met, the teacher reviewed with them
the considerations in menu planning. Then the girls
met in small groups to plan their menus. She ob-
served that Mary Ellen presented her menu to the
group. Ifnen they appeared to be accepting the menu
as it vras, she said, "This sounds like such a good
meal. Is there anything we might do to make it look
just as good as it will taste?" The pupils suggested
green and red peppers in the slaw and some of their
leftover cherries in the vanilla pudding.

A few days later, the teacher suggested that the
girls entertain their mothers at lunch sometime soon.

Principles
Involved:

A homemaking teacher may teach family relationships
in many ways — not only through the unit of study which
deals directly with relationships, but also by her
attitude toward parents' suggestions concerning class
activities and the content of the homemaking progra:,!.

i

i

..10-

An adolescent's feelings about his hone and family -.
are influenced by the teacher's expressions of ac-
ceptance or lack of acceptance of them.

Pupil interest and initiative may be discouraged by
a too critical attitude on the part of the teacher,

IVhereas the needs and interests of each pupil are
important, no one child should be permitted to domi--
nate the entire group., The teacher must be aware of
the needs and interests of all of the pupils »

Subject matter is important. The effective teacher
not only provides a secure and satisfying classroom
situation for her pupils; she also guides their
thinking and helps them to gain new knowledge and
to grow in ability to solve problems.

Parents who participate in the homemaking program
are more likely to support the program. Their in-
terest in homemaking activities should be encouraged*

Steps j-n Teaching Foods on the Meal Basis

The meal preparation plan includes these steps which each group
completes with the guidance of the teacher:

1. Discusses the foods essential in the day's diet.

2. Decides on meal or meals to be emphasized, including essential
foods, and sets up goals to be achieved in meals to be prepared,

3. Chooses a pattern (combination of foods) for the first meal.
h* Divides into families; each group makes a menu built on the

pattern chosen.

5. Evaluates menus and decides on their practicability from stand-
point of cost, variety, suitability and time required for preparation.

6. Decides on learnings needed before the meal is prepared and
served.

7. Studies about foods included in meals planned, observes demon-
strations of their preparation, and practices cookery techniques involved.

8. Makes detailed plans for the meals to be prepared, including
who is to be responsible for the various tasks, the sequence of jobs,
the time required for preparation and service and the market order.

9. Prepares and serves the m.eals when plans are approvedc

10. Evaluates the meals served. Discusses standards, decides on
emphasis needed for next meals.

11 • Chooses the next meal pattern involving other foods and more
complicated processes.

12. Follow steps 1; - 10 for each succeeding meal.

Adapted from Ohio materials.

-11^

Charts to Help You

To conclude this diGcussion of the meal plan metnod of teaching
foods, we have several charts for your consideration. Chart I shows
one suggested emphasis and sequence in food preparation in Hor^emaking
1, II and III, Foods groups are listed in the first column; the next
three columns signify the three levels of Homemaking classes and op-
posite each food group is listed the method of preparation suggested
for each of these class levels. This sequence has been considered in
the light af abilities and needs, as well as the interests of these
age groups. In Chart II, these same food products are shown as a part
of the meals which would be prepared by Homemaking I, II and III classes.

The third chart represents one kind of planning sheet which is
designed to help the girls focus their thinking as they plan and to
give the teacher a record of their planning. The last three charts
are different kinds of evaluation devices that might be used hy the
class and also by the teacher. Often the teacher develops with each
class the device on which the groups will be scored. If this is true
in your class, perhaps these will give you some add;j.tional ideas*

Serving the Meal

There is evidence to support the belief that home carry-overs ar«
greater when the difference between home practices and what is taught
in homemaking classes is not great. This emphasizes the need for find-
ing out what food practices prevail in the homes of our students. A
1957 Indiana study revealed some ways in which families ate their meals.
Significant differences were found in respect to whether family members
sit down and eat the noon meal together and evening meal together.
Children of mothers who are full-time homemakers more frequently indicated
that their families sit down and eat these meals together. A larger
proportion of children of working mothers ate their noon meal av/ay from
home than of children of those mothers who were full-time homemakers.

Most family's meals are eaten at the kitchen table, regardless of
community and the mother's employment status. Food is placed on the
table in homes and passed. This was the method of service reported by
a large majority of the pupils in all the homes surveyed in this study.

Wliy not, then, help students find new ways of making the kitchen
an attractive room in which to eat a meal? IVhat better reason for
practicing good management and clean-up practices daring meal preparation?
Using buffet service in the kitchen, with the family eating on TV
tables in the living area, would be feasible in the very small apartments
which are often a couple's first home*

If/hether feeding the family or entertaining guests, the table set-
ting should reflect the personality of the family members. This is
also a desirable standard for the table settings used in food classes.
For this reason it is well to have in the homemaking department as
wide a variety of table accessories as is economically possible. Pupils
enjoy using their own ideas for combining different colors and materials

Continued on page 20.

CHART I

FOODS
Breads

Veget-
ables

llt}GESTED EMPHASIS AI-ID SEQUENCE IN FOOD PPJBPARATIQN
T II

Toast^ muffins, drop
biscuits, rolled
biscuits, sandwiches

Boiled, steamed, baked

Biscuit variations
Muffin variations,
griddle cakes, waffles,
yeast rolls

Scalloped, gelatin
salad, dried legumes

III

liut bread, yeast roll
variations, steamed
bread, tea sandwiches

Fritters, croquettes

Soup

Food
Preser-
vation

Eggs

Salads

Bever-
ages

Vegetable soup,
cream soup

Use of freezing
equipment

Simple egg cookery

Raw vegetable, cooked
vegetable

Tea, fruit juice, cocoa

Cereals Cooked cereal

Desserts ' Drop cookies, refriger-
ator cookies, cobblers,
prepared pudding (mix),
uncooked frosting

Desserts, ice cream (mix)

frozen

Fruit .. Prepared gelatin salad,

mixed fruit salad,

stewed, baked

Candy Uncooked candy.

Pressure cooker and
other methods of
canning and freezing

Souffle and omelet

Main dish salad, gela-
tin salad

Hot chocolate, fruit
juice, punch, coffee

Macaroni, spaghetti,
rice

Rolled cookies, fruit
pies, quick mix cake,
conventioncil cake,
baked custard, soft
custard, cooked frosting

Preservation using
sugar

Frozen salad

Punch (tea base)

Party cookies, refrig-
erator pies, sponge
cake, custard pie,
steamed pudding

Refrigerator ice cream Freezer ice cream

Sectioned fruit, broiled,
fried

Popcorn balls, other
candies

Keat Cheese Sandwich
Substitutes

Salad
Dressing
'Meaii, -
Poultry
&L Fish •

French

Broiling, pan- broiling,
baking, roasting

Macaroni & cheese sauce

Cooked mayonnaise

Braising, stewing,
pressure saucepan meal,
oven meal, deepwell
cookery, skillet meal

Variations'

Broiler meal
Deepfat frying

Ey Mary Kohler

Beachgrove High- School, Ohio

CHAUT II

SUGGESTED MEAL PATTERNS SHOWING SEQUENCE OF LEAPtNING EXPERIF.NCES

Breakfast

Luncheon

Dinner

1) Raw or cooked fruit
or juice, toast, cocoa
h2) Sliced fruit, cooked
y cereal, drop biscuit,
milk

Fruit juice, eggs,
bacon, beverage,
toast

p
§3)

1) Vegetable plate, hard
cooked egg, prepared
gelatin fruit salad or
dessert, muffins, milk
beverage

2) Pan broiled sandvo-ch,
vegetable or vegetable
salad, fruit cobbler,
beverage

3) Cream soup (except
tomato), egg sandwich,
mixed fruit or vegetable
salad

1) Oven meal, veg.,
baked fruit, prep,
pudding, beverage

2) Pan broiled meat,
veg., veg. salad,
drop or refrig.
cookies, beverage

3) Broiled meat, cooked
veg., relish tray,
rolled biscuit, ice
cream (prepared mix),
beverage

1) Fruit, omelet, q^oick-
H bread, hot chocolate
w2) Sectioned fruit,
^ waffles or griddle
o cakes, broiled meal,
beverage

1) Main dish casserole,
relish plate, refrig.
ice cream, beverage

2) Main- dish salad, cooked
dressing, yeast rolls,

cake, beverage

3) Souffle, raw vegetable,
bread, frosted cake,
beverage

1) Oven meal, raw veg.,
bread, rolled cookies,
beverage

2) Skillet meat, raw veg.
salad, baked milk dess«

3) Meat or veg. soup
stew (press .pan or
deepwell), salad,
may'naise, quick-
bread, fruit pie,
beverage

Hi) Fruit juice, fritters
^ or doughnuts, broiled
g bacon, toast, beverage
g2) Broiled fruit, yeast

bread variation, egg,

beverage

1) Main dish salad, steam
bread sandwiches,
chiffon pie, beverage

2) Croquettes, raw vegeta-
ble salad, quickbread,
freezer ice cream, sponge
cake, beverage

1) Deep-fried seafood,
starchy veg,, green
veg. salad, cooked
salad dressing var.,
quickbread, refrig,
pie, beverage

2) Appetizer, broiler
meal, yeast bread,
cream pie, bev.

Special Occasions:

1. Punch (tea base), nut or fruit bread sandwiches, party cookies

2, Frozen fruit salad, tea sandwichoa, beverages

By Mary Kohler, Beachgrove High School
Beachgrove, Ohio

LET'S PLAN CAREFUI.LI

CHART III

Kitchen No,

Period No.

Date to be served
Day

A.
Namea of Pupils g
Preparing Food

C.

MSAL PATTERN USED

MENU TO BE SERVED

NEW LE/.RNINGS-

WORKING PLAN: Duties for each girl for the whole laboratory period are to be
listed. Allot time for each major step in the recipe as well as time for any
pre-preparation, clean-up, or extra duties. List first the jobs for pre-
preparation day; then draw a line across beneath the last item. Proceed from
there to list the jobs for serving day.

Name:

Name:

Name:

Time

Procedure

Time

Procedure

Time

Procedure

List exact utensils neadedo List exact utensils needed. List exact utensils needsc

CHART III (contijiued)

^/hat would you ask for at the grocory?

Cost

Dishes and Special Equipment Needed: On the left^ list the dishes, silver,
linens and decorations you will need to serve this meal. List on tho right
any special equipment needed that is not in your unit.

Table Accessories

Special Equipment

V.'hat style of service will you plan
to use?

Who will be hostess?
Who will be waitress?

Sketch one complete cover

List here the source of any
recipes not given to you in class.
Copy the recipe on a file card.
Include the name of the book
and the page number.

Used by Indiana homemaking teachers in Food Workshop at the University of
Illinois, Summer, 1957«

CHART IV

TWEKTY QUESTIONS
About YOU and Your WORK in Meal Classes
1 2 3

^Vhen You \-Jork Your Plans —

SCORE

1.

3.

Do ycu sit back, act indiff- OR Do you take an interest in the

erent, do little careful group activity and take respon-

thinking on the problem and sibility for making the best

make few, if any, contributions? contribution you can?

2. Do you talk so much that others OR Do you encourage and give

have little opportunity to con-
tribute their ideas? Do you
indicate by your attitude that
you think ideas of other mem-
bers of your group are "square?'*

Do you talk, fail to cone en- OR
• trate on the problem and
_ waste the time of your group?

others a chance to contribute
their ideas?

Do you do your best to help
your group make progress in
its planning?

k» Do you make your decisions
mainly on the basis of what
you personally desire?

OR Do you consider what will be
best for the total group in
making decisions.

When Your Group is Carrying Out Plans —

5» Do you generally insist on OR
.getting to do the pleasant,
more interesting parts of the
project?

6. • If you don't, do you sulk when OR

a disliked or uninteresting
duty is given you,?

7. Do you do your own work and OR
then leave it to others to do
their tasks regardless of what
happens to the project as a
whole?

8. Do you insist on having these OR
things done in your way and
telling others how they should
carry out their tasks?

Do you try to the best of your
ability to carry out success-
fully your part of the group's
project?

Are you willing to do the less
glamorous tasks some of the
time?

Do you recognize when it is
desirable to help some mem-
bers of the group v;ho are
having difficulty with her
part of the work?

Do you work with others in a
cooperative rather than a
"bossy" or dominating manner?

CHART IV (continued)
3 SCORS

;?, Do you go ahead with your OR Do you try to make your part

part of the v;ork and give little of the work fit in with what

or no attention to the project others are doing?
as a whole?

When Your Group Eats and Cleans Up —

10, Do you make little or no contri-OR
but ion to the table conver-
sation?

Do you take your share of __

responsibility for carrying

on desirable table conversation?

11. Do you act bored and uninter- OR
ested when others are talking?

12, Do you giggle and act silly? OR

13. Do you try to get out of your OR
share of the clean-up?

lit. Do you try to do only the most OR
pleasant tasks?

15. Do you try to leave before the OR
work has been completed?

Do you show an interest in what
others say at the table?

Do you show a desirable amount
of poise while eating?

Do you do your just share of
the clean-up so the job is
done quickly and well?

Do you stay until all are
finished ana checked?

When lour Group "Checks" on Itself and the Meal —

16. Do you show a lack of interest OR Are you interested in thinking
in this part of the Group Project? tlirough with your group their

experiences and possible ways
to improve next time?

17« Do you claLm more than your fair .

share of the credit? Do you accept responsibility

OR for your failures and give

18. Do you blame others for the credit to others x>rhere it is due?
failures?

19. Do you blame others or alibi OR Can you accept constructive
when your work is criticized? criticism of your oi-xn work?

20. At the time of the evaluation
do you hurt others by your
accusations concerning their
poor work?

OR Do you emphasize possible

ways to improve as a group and
keep the scoring related to
the group as much as possible?

CH1RT V

SCORE CARD FOR JUDGII.'G MEAL PLANS

A.

Menu
1. Time
(Use of)

2, Cost

Ileal elaborate; cannot
be easily prepared in
time av.ailable.

Excessive, o.g^
foods out of season
too expensive for
school use*

Meal somewhat compli-
cated; could be pre-
pai-ed in time but might
rush workers.

Moderate J some un-
necessary expense
involvedo

Meal simple; could
easily be prepared
in time available.

Reasonable, no
extra expense
involved.

3. Contrasts Little or no contrast
in color, texture,
flavor, temperature,
shape or nutrients.

Some contrasts in either Good contrasts in

h* Suit-
ability

B.

Working Plan
1. Time

Menu unsuited to both
equipment provided Sc
energy involved in
preparation.

Time not given for
tasks, or not
accurate.

2. Sequence Sequence implied but
of tasks not given or not
suitablee

3. Share of Share of individuals
Individuals implied — not de-
tailed.

Market Order
lo Order Not all foods needed
Lists included, quantities
not stated or not
suitable©

2o Cost Not given or given
for part of foods
or inaccurate*

color, texture, flavor,
temperature, shape or
nutrients. Meal rather
unLuterestijig.

Menu suitable for
equipment or for
energy, but not for
both.

Time given for ti-;o or
three of the tasks
(preparation, service,
or clean-up).

color, texture,
flavor, temperature,
shape and nutrients.
Interesting mealo

Menu s^-iited both to
average equipment
and for wise use of
energy.

Time given for all
three tasks (prepara-
tion, service, and
clean-up); schedule
seems reasonable «

Sequence given for part Sequence given for all !

of work, e.g., for pre- tasks — seems reason- :

paration, or for service able,
and/or clean- up «

Share of individuals
given for some tasks
may not be fair share.

Most of foods needed
included, quantities
may be questioned
for service for four
(or six.)

Cost for meal given
fairly accurately
but not summarized.

Share of individuals
given for all tasks,
division of work fair.

All foods needed in-
cluded in reasonable
quantities for service
for four or six..

Costs, given,
summarized, seems
reasonable.

From Ohio State Department Vocational Education Materials

CHART VI

RATING DEVICE FOR INDIVIDUAL WOHK IN A FOODS UDOR/iTORY

DUTIES TO

BE CONSIDERED 1

Rating by-

Date

3

Score

SCORE

ICASURING Is careless; spills
TECHNIOUES measured ingredients.

Forgets what has or has
not been put in.

Talks while directions
are being given^ Does
not listen. Does not
follow given orders.

Can not understand and
FOLLOW RECIPE follow in correct order
DIRECTIONS the given directions.

ABILITY TO

FOLLOW
VERBAL
DIRECTIONS

ABILITY TO

USE OF Does not make use of

EQUIPMENT available time and labor-

saving appliances. Uses
hand beater instead of
mixer, etc.

NEED FOR . Asks minecessary questions

KELP continuously. Must be

told every step.

CONTROL IN Gets excited when things
EMERGENCY go wrong. Cannot ' take

care of situation without

help

Is carefulj precise. If
spills,, re-measures.
Has scientific thorough-
ness and accuracy.

Listens carefully to
directions and follows
them. Sometimes takes
notes.

Can understand and
follov/ directions as
given. Asks questions
in case of doubt.

Uses all available appli-
ances such as mixerSj dis-
posals, etc. Asks questions
about using if she does not
know.

Can work alone and asks
few questions after lab.
work begins. Knows what
to do before time to
do it.

Is le vel- headed in an
emergency. Repairs
damage or clears away
debris calmly.

From Ohio State Vocational Department materials.

Setting the Table cont. ^^

(from pa^^e 11)

so that the table settings are just what they want them to be. This
variety can be provided rather easily and inexpensively.. Bamboo,
plastic, paper, oilcloth, nylon, novelty fabrics, linen, rayon and a
limitless number of other materials are available either in yardage
or in ready-made place mats and table coverings. Sometimes teachers and
pupils prefer using place mats because they are easier to store and
launder. Useful and attractive luncheon sets, buffet runners, mats or
table cloths can be made of SO-squaro print material which has been
selected in an attractive design and color. The napkins can be made of
solid colors which pick up some of the outstanding colors in the print.
Trimmings of ball fringe, rickrack, fringe or bias tape can add to their
attractiveness «

Tableware of dirilyte, stainless steel and plated silver in various
designs offers variety. Girls in this age group are often interested in
starting their o;m collections of table accessories and we should be
receptive to a variety of materials at varying cost levels so as to help
them make vrLse choices. If we emphasize basing these choices upon such
standards as family needs, sanitation and health, art principles, cost
within the family budget, ease of caring for them, and the attractive
background each provides for food, we are giving pupils some reliable
means of evaluating their choices.

What to Wear in the Foods Laboratory

This is, indeed, a controversial subject. In any group of teachers
•one will find a xiride range of differences of opinion. We're going to
dodge the issue here and tell you what x^^e've seen being worn in classes.
Often girls wear a wide variety of aprons over their regular school
clothing; some wear pinafore type aprons because they provide more pro-
tection. The girls' choice seems to depend to a great extent upon
how quick and easy it is to get into, and the amount of apron storage
space available in the laboratory. If pupils serve meals to outside
guests it might be better to have some kind of uniformity in aprons.
Some departments make the aprons all alike and maintain them as the
property of the department. Sometimes these are made of terry cloth so
they can -be readily laundered in the homemaking department. Other aprons
are made of a washable, cotton material requiring no ironing, A terry-
cloth finger-tip towel is sewn into the waist band and hangs free at the
bottcn so that girls may use it for drying their hands. Some schools
use a white fabric for the apron and have the pocket and the tov/el in
school colors. Some pupils wear head- bands on their hair, others
wear hair nets. Some teachers feel that a head covering is unnecessary
for pupils with short hair at least, and still others feel that wearing
any kind of head covering is not in keeping id.th home practiceso

'-Jhat the teacher wears is also determined by the dressing space
and time available for change, and how these meal classes are inter-
spersed with other school responsibilities such as hall duty, and study
hall supervision. One of the best cover- all aprons which is quick to
put on is the pinafore type with a straight unruffled top. The skirt

-21-

is full and covers the back as well as the front and the entire apron
is sinilar to those worn by Red Cross nurse-aids. Many teachers prefer
wearing a nylon uniform in white or in color to match the predominating
color used in decorating the laboratory*,

ADDING THE SALT OF NUT^.ITION

We all agree that nutrition should be an integral part of the
teaching of foods. It is truly "the salt that is so important to the
recipe," Yet, we sometimes teach it as a separate unit of study and
fail to help our pupils make an effective application of their knowledge
in this area to meal planning, food buymanship, and food preparation.
Perhaps some of us fail to teach it at all*

Research Findings

Important for nutrition education is the fact that, in spite of
increased food spending by families in recent years, relatively little
improvement in the nutritive content of American diets has occurred.
From a survey reported by Faith Clai'k in the October issue of Nutrition
News, we find that only about Q0% of the city families in the study
had food supplies that furnished the recommended amounts of ascorbic
acid, thiamine, and riboflavin. Farm families tended to have better
diets than the city families in all nutrients except Vitamin A and
ascorbic acid, yet 2l4.^ of the farm families included in the 1955 survey
had food supplies not meeting the National Research Council's calcium
recommendation. These facts, in view of the report that the food
expenditures of city families have increased in the pant several decades
from $25 .^O per week to the 1955 average of $32*00 weekly, makes even
more obvious the need for information being made available to these
families.

An April 1957 Miscellaneous Publication No, 5 from Nebraska Agri-
cultural Experiment Station reports that of. all the members of k^
families, the mothers were found to have the poore-t nutrient intake,
lowest milk consumption, most excess weight, and the greatest number of
complaints of phj'-sical abnormalities possibly related to poor nutrition.
Teenage girls were close seconds to their mothers in poor eating habits.
Many other studies all over the nation support these findings.

A recent publication of the American Dietetics Association, Food
Facts Talk Back, has this to say about another common difficulty in
nutrition education.

"Food misinformation encourages the x^7aste of money, and it
threatens health through misinterpretation of facts, defeating
acceptance of scientifically- sound nutrition. For every food
fallacy, there is a food fact, and for every over-rated "health
food" there is a genuine, readily available product; for every
"rage," '>vGgue, " or "fad" diet, there is a basic eating pattern for
. daily living, built around protective foods.."

-22^.

Fredf-rick Stare has said that nutrition is one of the most impor-
tant single enviror^mental factors effecting o-or personal well-being.
Me knox^ that food selection has been taught, and yet a recenx Indiana
survey reports that many teen-age girls still omit the morning meal.

An investigation of the role of breakfast in the diet involving
seventy different subjects and lasting over a period of six years,
warrants many conclusions. Some of these are:

During the course of the studies on the role of breakfast in the
diet, an adequate breakfast was defined as one which provides on^-
fourth of the total daily caloric requirement and one- f o-or th tne
.. total daily protein allowance.

The omission of breakfast results in decreased efficiency in the
late morning hours, which is reflected in poorer physiologic per-
formance o

■ The omission of breakfast was demonstrated to result in poorer
attitudes toward school work, to distraction, and to low scholastic .
attainment.

The content of the breakfast is not a determining factor in the
efficiency of breakfast so long as the morning meal is basically
adequate from the standpoint of its nutritional content.

The omission of breakfast is no advantage in a weight reduction diet.
In fact, it is a disadvantage in that those who omit breakfast not
only accentuate their hunger, but also suffer a significant loss
of efficiency in the late morning hours.

A recent study carried out in three midwest communities concerned
the adequacy of the day's meals as served b/ the homemaker. The investi-
gator, Audrey Malone, found that foods most lacking in sufficient amounts
in the diets of the families in her study were milk and milk products,
green and yellow vegetables, and citrus fruits or other sources of
ascorbic acid. Many other studies of dietary adequacy have yielded
similar findings.

Stimulating Changes in Eating Habits

The dietary lacks mentioned in the foregoing paragraphs might be
termed Dersistent food problems. These problems suggest some iF;plica-
tions for the teaching of nutrition to pupils of all ages and ootn sexes.

Since many studies have revealed that diets are frequently inade-
quate in respect to milk and milk products, citrus iruiits, and other
sources of ascorbic acid, and green and yellow vegetables, these foods
may be given special emphasis in meals planned and prepared in hone-
making classes. "Nutritious snacks" is a short unit of study that appeals
to junior high school pupils » Cereal and fruit snacks are enjoyed.
They may be encouraged to prepare and serve these snacks at home*.

-23-

3oy3 and girls and their parents need to recognize the irnpoi-tance
of breakfast to physical^ incntalj and emotional health. Perhaps a
school breakfast campaif^n could be carried out as a means of reaching
as many pupils and parents as possible,

•5;- Pupils in the art classes might prepare posters on "better
breakfastSf." These co-old be placed in restaurants_, store
windows, libraries, and m display cases at school.

■${• The homemaking teacher and her puDils might write articles
for the local newspaper on the importance of eating a good
breakfastc They might add a few interesting breakfast menus.
People are getting more creative about breakfasts these days.
Perhaps the teacher could suggest a milk soup as an interesting
substitute for the beverages of cocoa or milk*

■jf Homemaking pupils might enjoy giving ill ustrated talks on better
breakfasts in the elementary classrooms o In one school a co-
operative nutrition unit was enjoyed by both freshman homemaking
.pupils and fourth graders? The homemak:ing pupils completed a
nutrition unit and then discussed v;ays in which they might teach
the basic facts of nutrition to the fourth grade pupils. They
f^ave talks, put up posters, and told original stories on nutri-
tion themes to stimulate pupils to improve their eating habits c
The culminating activity of the unit was a delightful experience
for all. The fourth graders actually came to the homemaking room
and prepared a breakfast that they had planned! They were divided
into family groups, each with two freshman "teachers." Break-
fasts consisted of fruit, cereal, egg, toast, and milk.

^''•r In one city junior high school the homemaking pupils carried out
a breakfast survey to determine the breakfast habits of all the
pupils in the school. They discovered that many pupils ate
inadequate! breakfasts or none at all. They prepared posters
and bulletin boards on the particular breakfast problems
discovered.

■5J- A store window exhibit on better breakfasts might feature
nutritious, appealing breakfasts set up with food models and
at different cost levels.

•«■ Pupils in an early morning homemaking class might enjoy

entertaining their parents or classmates at a "breakfast party,"
featuring interesting, nutritious foods.

^'<r If an all-out breakfast campaign is planned, the teacher will'
wish to make certain that the various activities are well-
coordinated and that a variety of methods are used to teach
the importance of eating a nutritious morning meal. She and
her pupils will also wish to make certain that they are
reaching as many people as possible — both girls and boys,
elementary pupils, teachers, parents and other adults.

-21;-

The American Institute of Salving 's Consuraer Service Department
publishes monthly Bakery B'/'-Lines. These issues consist of recipes
concerning one project in food preparation,, and one of these recipes
is analyzed as to its nutritional value. The October issue presented
recipes for Halloween — Tricks for Treats. There are several snacks
that might be suitable for home practices, FHA parties, and to prepare
for those "at-home" snack parties. These leaflets are available in
quantities free upon request.

Rather than having pupils calculate the nutritional value of
specific foods, the analysis of one recipe, listed each month in the
Bakery By-Lines publication can be used for comparison. Tv/o similar
foods could be prepared in class, evaluated as to preparation time and
taste, and then compared as to nutritional value. Some class members
might be interested in calculating the extra nutritional value given
to a bread pudding, for example, when a lemon sauce is added. A good
opportunity here for challenging the able pupil I

An excellent book entitled Teaching Nutrition is of real help to
teachers. It is by Pattison, Barbour, and Eppright and was published
by the Iowa State College Press, Ames, Iowa, 1957. An entire chapter
devoted to generalizations and facts is very time-saving in planning
units and daily lessons.

Homemaking classes often prepare "flyers" of colored paper
illustrated cleverly by stick figures, pictures or charts whicn present
a word picture of important information. One which has many possibilities
in the realm of nutrition would give pertinent recent facts concerning
the status of the teen-agei*s diet. These flyers can be handed to
pupils as they stand in lunchroom lines, in their first hour class or
home-room. A three page folder is outlined here. Hake the three
sections by folding one notebook size piece of paper in three sections
of equal size.

IT GIVES YOU

WHAT

liHI

GOOD FOOD IS MONEY IN
YOUR BANK I

Pep

Personality

Glamom"

KEYS TO GOOD HEALTH

1, Basic Seven
2f Eat 3 regular

r.eals daily
3. Get 8 hours of

sleep
I4.. Drink nilkl
^0 Eat nutritious

snacks

-25-

TECHNOLCGY IN THE CIASSROOM

Modern developments and discoveries have perhaps brought more
changes to the field of foods during the past four years than in any
other period of history. In our work of teaching pupils_, we must accept
these changes as embracing both the values of the old and of the new.
The preparation and use of these products involve new and different
techniques which have a place in every well-rounded course in foods and
nutrition. We think differently and live differently, so we must cook
differently.

Some experiences helpful to pupils in "meeting the mix" may be
suggested:

Evaluate the same product prepared from the purchased mix,
homeraado . mix and from "scratch." Consider the time and
money expenditure, as well as other features.
Skill required
Cooking time
Preparation time
Finished product
Color
Moisture
Texture
Flavor

Keeping qualities
Cost

Experiment with various ways of using a mix. The box labels
and advertising features usually give a variety of preparations
which might serve as a starting point.

Compare costs of the mixes most commonly used in pupils' homes.

Any cost comparison should be made on a per serving basis and
calculated for families of various sizes. These facts sho-old
be related and analyzed in relation 'to some of these social
and economic trends:

Between 1923 and 1955, farm families more than doubled their
food expenditure while decreasing their home production
more than one third in dollar terms.

Women hold more jobs than at any other time in the
nation's history.

22^ of our farm wives are in the labor force.

The snacks pupils eat have now become an important part
of daily eating. Often they are eaten at home as well as
at the high school hangout.

Over one third of fann families' food money each week goes
for prepared or partially prepared foods.

The farm families wishing to cut food bills will probably
stress better selection among purchased foods rather than
expand home production or food preservation.

The March-April 1957 Nutrition Committee News gives us this
information pertinent to the use of processed foods. Both farm and city
homemakers are turning more and more to foods with a higher degree of
processing — to shorten and ease the work of preparing meals for tne
family. The city housewife in the spring of 1955 used for such proc-
essed foods 23 cents of each dollar spent for food eaten at home. The
farm housewife, who got some of the family food from the home farm or
garden, was able to allot 35 cents of each dollar spent on purchased
foods for such products.

If we prepare pupils for these experiences in cooking, we must not
ignore the products available to us in the supermarket. There are many
helpful pupil activities in this area, for example, making a comparison
of complete dinners prepared from "scratch" with the sam^e dinners prepared
from mixes and semi-prepared foods can be a sixty minute class project.
Half the class members can prepare one meal and the remaining members
of the class prepare the other menu. Each group x^^ill record their pre-
preparation time, preparation time, cost and quality of food. The
quality must be objectively judged by using a food score card. Some
classes like to elect certain class members as members of a "tasting
panel," and this group makes these certain judgements concerning the
two meals.

Menus for such a; project m.ight be:

Frozen' Individual Tunaf ish Pies

Peas and Carrots Tossed G-reen Salad

Blueberry Muffins

Instant Strawberry Pudding

Milk
or:

Pizza Pie

Gelatin Vegetable Salad

Fresh Fruit Cookies

Milk

-27-

PANilGIIiG OUR RESOURCES

V7ebster's definition of managing is "bo direct and control; thero-
fore^ if we manage our resources we control them ijistead of letting
them control tis. Some are better managers than others, but each of us
can improve if we examine critically our programs and practices to see
how we might use our resources more effectively e

Time

Shortened periods have resulted from increased enrollments and
scheduling difficulties. In the one- hour class period_, there are
definite advantages in using family- size groups to make a better use
of the available time. There is emphasis on time management and the
food is prepared in family-sise portions. It is essential for the
teacher and the class to consider carefully what they really want to
learn.

Studies have shown that classes scheduled in the ninety- minute,
period did not secure more information about the foods prepared or
develop better working habits than did those scheduled v/ith sixty-
minute periods* Some of the dangers to avoid in 55-60 minute classes
are encouraging pupils to rush too much and to slight certain aspects
of the meal preparation. Evaluation and the clean-up are two phases
which are commonly neglected.

There are several plans for adapting the meal- service plan to
the hour period. Briefly these plans are:

Extending the preparation over two or three class periods.

Planning all the meal but preparcJtg and serving only a part of it.

Having each girl in the class assist in the preparation of one
■ meal. One group xfould eat the meal or each member could have
tasting portions.

One-half of the groups serving one day while the other half of
the groups plans or evaluates future and past meals n

Spending some time outside of class planning and preparing
the mealo

Classes

The homemaking teacher who is handling large classes in her hone-
making department often has inadequate space and f^quipment. Even if
these are plentiful, she has the additional problem of finding a Kay
to work with a large group successfully* Pupils can assume much of the
responsibility for helping the work to progress smoothlyo They can, if
properly taught, take responsibility for many of the routine duties
which would otherwise occupy the teacher's time. Taking the class roll,
filing materials, checking in food supplies, checking on the class
member's clean-up of the foods laboratory/ s.t the end of the class tLme,
are some of these routine duties o

-28-

Money

Real-life experiences with money are invaluable to pupils in the
secondary school. Homemaking teachers try to use buying probleras
common to high school pupils in teaching situations, but if pupils can
actually purchase supplies from the department petty cash fund_, this
experience will be a valuable ond. If such an arrangement is not possi-
ble, the teacher should include her pupils in the actual budgeting of
the food money used in the department. If foods are purchased in quantity
the record of this purchase should be available when the cost of the
meals are calculated. The cost of the class meals should be in harmony
with the community level of income, but, in any case, there should be
emphasis on adequate diets on the low income level. V/hen the department
budget for food supplies is low, pupils will profit by seeing some of
the ways of "stretching" the money. For example, comparative shopping,
and using powdered mi3^ and other substitutes for the more expensive
fresh -ffarielTjr.

In order to save money and to regulate the use of laboratory
equipment, plan whole meals for ovens, broilers, and pressure sauce
pans, including several dishes at one time. For example, when you bake
a chicken or meat loaf in the oven, plan to cook at the same time
several other foods which might make up a part of the same meal.

The Freezer and Management

V/e've discussed changes in our way of life which have influenced
our teaching of foods, right down to the very recipes we use, and now
we must consider some of the equipment which has been developed and is
now widely used to save storage space as well as the homemaker's time
and energy. Convenience foods have an important place in the modem
supermarket today and many of them are found in the frozen food com-
partments. Passing its twenty-fifth year, the frozen food industry shows
a rapid rise in production. Although this production is only about 2%
of the slightly more than ^\\ billion- dollar food industry, a few figures
show that consumers are turning more and more to the use of frozen
foods. Much research has gone into the development of high standards
in these categories of frozen foods;

Fruits and vegetables

Concentrates and juices

Seafoods

Meats and paultry

Specialtije.s

This last category of speciality foods contains a wide range of pre-
pared ready- to- heat foods.

The wide use of frozen foods has carried over to the housewife's
practice of food preservation. ' She is interested now in not only pre-
serving the extra garden produce for later use but also in freezing
ready-cooked foods for those days when she is too busy to mix and bake

-29'-

a-meatloaf, cake or pie, Tho hone freezer is used Tor storing, for
instance, much food for holiday or other special- occasion meals which
have been prepared far in advance of the busy day. Cooking more than
is needed for one m.eal and freezing what is left for use at a later
time is another common and efficient home practice.

The homemaking teacher has a responsibility to present her pupils
and the homemal-iers in her community;, the best information on the selec-
tion, use, and care of commercial frozen foods, as well as to-,give them
up-to-date information concerning the preparation of frozen neals in
the home«

The revised edition of the Wsstlnghouse Home Freezer Guide lists
important things to remember, such as:

The quality'of the food to be frozen should be top-notch
Ready-cooked foods m'ust be packaged properly
Reheating or refreshing procedures must be correct

The use of the department freezer or the frozen food compartment
in the laboratory refrigerator saves left-over foods, saves time in the
preparation of meals by family groups, and, as far as is possible, gives
the pupils a variety of experiences in storing and using frozen foods.
Don't De caught short of using time-saving equipment which is available
to many pupils in their own homes.

lOUKGER PUPILS IN FOODS AND NUTRITION CLASSES

YoTinger pupils in the junior high school have a tremendous interest
in food. Cooking is of prime importance to them and it is sometimes
difficult to guide them in the direction of other important learnings
in the homema.king course. If we let them begin their homemaking course
with a foods unit, they can be led to become curious about some of the
other aspects of the homemaking program. Having contacts with other
girls in homemaking classes who are having different experiences or
with the senior high school program helps them to see the variety of
possibilities for them in other units of classwork. Usually the food
preparation unit emphasizes foods for health which places a certain
priority upon having some background in nutrition before starting the
food preparation*

Breakfast is a meal which is often slighted, and is prepared by many
girls for themselves. In a number of instances, they pack or select
their own lunch and prepare snacks for themselves and their friends which
give clues to the homemaking teacher who is searching for help in dii'ect-
ing their home practices. If we hold to the idea of presenting a pre-
view or survey-type course and class time is adequate, all of these
aspects might be included. Otherwise, the pupils and their teacher must
pick and choose those which offer the most help to the entire group.

-30^

The Wheat Flour Institute's Make a Heal Boole, is again available.
This book is a companion to Cl^sroon Facts and Fjirij and contains 100
food models to color, cut out and use in classroom activities. These
food models make it possible for pupils to loaxn more about different
f oods_> introduces new foods, and pro^ddes the opportunity to "practice"
food selection for an adequate dieto

Youngsters love to entertain their friends. The October- November issus
of the Durum VJheat Notes, suggests a Penny-Saver Supper consisting of
low-cost foods such as spaghetti and plentiful pork. Junior high
pupils might like to have their friends in for a snack party and calling
it a "Bread-Spread«."

Younger pupils are especially interested in puppet shows. These
are often valuable as an interest approach, as review at the close of
a unit, or as a means of re- emphasizing an important point, in teaching.
Pupils as individuals or as committees may volunteer to vrrite a skit
to present to the entire class, study hall or a club group. This s' it
could, in turn, be given through the use of handmade or purchased
puppets. The puppets can be made from colored construction paper and
mounted on strips of cardboard so that the speaker can hold her puppet
in her hand,, Of course_, these have the disadvantage of being only two-
dimensional so you may prefer to have your pupils make more complicated
ones or to buy them ready-made. The presentation can take the form of
a radio broadcast or a TV show,

Weighty Problem is a puppet show prepared by Helen Denning at
Pennsylvania State College which is ready for rehearsal. If the pu^Dils
write the dramatization, it is helpful if the teacher suggests several
themes to get them started in their writing. One might be, "Kow do
coaches and athletes feel about eating proper food? V/hy do they feel
this way?"

The early adolescent is very much interested in his attractiveness
his personality and his peer group. Nutrition education can certainly
appeal to each of these interests. Describing important food nutrients
as the Go, Glow and Grow foods can glamorize such activities as checking
weights, heigh'&s and eating habits of members of the class. This age'
of pupil is interested_, too, in recognition. Sometimes ribbons can be
cut from construction paper or crepe paper, and a large "A" can be
awarded to the best lunch selected by a class member in the lunchroom.
Perhaps a "floating" award may be passed from one group or "table" as
each member selects a good luncheon or eats breakfast for a certain
length of time, A "Drink Milk" campaign or "Eat Yello\-i and Green
Vegetables" week can harmonize with the classwork.

HOME EX.PERISNCES 11^ FOODS

If the teacher keeps an eagle eye trained on her classroom program
for ideas to help with planning pupil's home experiences, the foods and

-31-

nutri-tion area will bring forth many ideas » This home expericn-^^ program
including both home practices and home projects, is another teaching
method available for the teacher's use. It is anot]:er means of ex-
tending the class time which seems so limitp.d^ and an opportunity to
help pupils develop creativeness in meeting their individual needs.

Home experiences in foods can take the form of practicing at
home a technique which the girl had difficulty with performing in the
classroom. They can provide a means of satisfying the girl who often
says^ '".ihy don't we change the recipe to use powdered milk or sour
milk," .-. "I wonder what would happen if I baked the griddle cake
batter in the x-:aff le iron?" . , . "Do my homemade cakes RRILLY taste
better than Susie's cake-mix cakes?"

Home experiences provide the older, often engaged girl, who is
looking forward to early marriage, with real life experiences of buy-
ing foods and preparing whole meals for her family. They help pupils
to solve their real problems — Dad's salt- free diet, what to serve to
the gang after the Saturday night game, or helping the scout troop
acquire out-of-door cooking experience. There's no charted co'orse,
but vrlth confidence in the home experience program, keep trying to
correlate it throughout your foods and nutrition program.

SILENT TEACHERS ARE SILENT PARTLiERS

The use of the "silent teacher" is often an effective means of
reinforcing teaching, reviewing certain important learnings in foods
and nutrition, providing interest approaches and helping pupils check
up on themselves. Pupils can assume responsibility for creating these
and preparing new ones throughout the school year.

Bulletin boards, flannel boards, stabiles and mobiles, display
cases, and exhibits can serve as silent teachers. The ideas below are
suggestions that pupils can adopt to meet their individual needs and
interests.

Bulletin Board Headings that are suitable for nutrition;

1. Keep In The Swim With Good Nutrition

Use the main food nutrients as colored paper
fish pasted on a background representing water.

2 . The Race Is Drawing To A Finish— Did You

Win with a good breakfast? or Lose with a poor breakfast?

3. She Goofed] Here's Proof!.

Pictures of teen-age girls who are too heav;y, too tnin,
have poor teeth or poor poot^ore matched with an
undesirable food as a possible cause.

-32-

This idea can be adapted for use in a foods laboratory, too.
Under the caption place a picture of a girl holding the picture of a
poor cake or other poor product. At the bottom of the board, ask
certain questions such as, "Did she measure ingredients properly?"

are:

Other suggestions for such silent teachers in the foods laboratory

Let's Work With Yeast

sweet rolls

]^ rolls
tea rings f^east/"'^^

doughj^.

bread >^ t^-'-y^" ^ coffee cakes

dougnnuts

At Christmas Traditions Live Again

Holiday foods, some wrapped as gifts, spaced in an interesting
manner on the bulletin board.

Don't Be A Goblin At The Table
Watch Your Manners 1

Captions which may bring forth good ideas from your pupils are;
The Milky Way

Bring The Wolves To Your Doorl
Pack A Lunch That Packs A Punch!
Eat, Don't Drink Your Spring Tonic!
Mind Your Platter, Lest You Grow Fatter!
Your Dining Table Can Do Damage Your Dressing Table
Can' t Repair!

Flannel boards have somewhat the same functions as bulletin boards.
They are, however, quite often portable and when the class is finished
with them, they can be loaned to other classes or sent to the school
lunchroom. Pictures of table settings and food models can be cut from
magazines and will stick to the flannel board if a piece of flarjnelette
is pasted to the back of each piece.

It is sometimes a good interest approach to present a series of
false ideas concerning foods — the ADA publication. Food Facts Tnlk Sack,
would provide these — in a box arrangement to represent a question box.
The fact or answer can be withheld for a day or so to build interest,
or it can accomparjy the original statement.

-33-

Maintaining a library of leaflets; those from Extension, business,
and research can be an inexpensive, valuable source of teachin2 aids.
Give 5' our pupils the opportunity to try new recipes which are receiving
publicity as contest winners in newspapers' homemaking colurans or are
found in the food section of current magazines. It's fun to experiment
with recipes both for the pupils and those to whom they carry the news
and ideas. In this new way of living and teaching foods, it is important
to be sure your recipes are keeping pace.

The scientific or experimental approach to a foods lesson often
serves as the basis for an exhibit or bulletin board display. A few
laboratory lessons on experimental cookery, for example, can give real
meaning to the principles of food preparation being taught in the class-
room. This approach motivates the pupils simply because it appeals to
to their natural curiosity. Some precautions in using this method of
teaching are to be sure that

the experiment is simple and effective,
the purposes are clear and pertinent,
little or no special equipment is required.

there is only one variable at a time — all conditions held const nt
except the one being tested. For example, if your class is
testing the results of using different oven temperatures for
baking cakes, be sure thax every cupcake is mixed in the same
manner and contains the same amount and kind of ingredients.
Then the only difference will be the baking temperatures.

Films and Film Strips

The use of film strips and films in teaching foods and nutrition
is affected by the amount of money available and the accessibility of
a satisfactory room in which to show the films. Food ijupplies and
equipment are expensive and require the use of a large portion^ of the
department funds. For this reason, the use of free and low-cost fiL^is
in the foods and nutrition area helps the teacher to balance the cost
of foods teaching with that of other areas in homemaking.

An annotated list of some of these visual aids is included here
to help you make these choices. Details on each film or film strip
can be readily secured by writing to the distributor at the addresses
listed.

Single free copies of film strips and educational material on
eggs, chJ.cken and turkey are available to professional people interested
in foods and nutrition. Mail your requests to Poultry and Egg National
Board, Department F, 308 West Washington Street, Chicago 6, IllinoiSc

OU"

Some of these rilm strips are:
"How to Cook Chicken"

"How to Cook Turkey"

"How to Cook Eggs"

This film strip ill-ostrates stand-
ard methods of stewing, braising,
roasting, frying and b2*oiling»

Film strip illustrating the
standard methods of roasting
turkey, carving whole turkey,
and the standard methods for
cooking half turkey, turkey
quarters, cut- up turkey and
stealcs.

Illustrates seven basic methods
of cooking eggs v;ith Information
on nutrition, buying and caring
for eggs.

These following films ai^e available free except for return trans-
portation costs from Association Films, Inc, 56l Hillgrove Avenue,
La Grange, Illinois.

"Better Bacon and Your Frankfurter Favordtes"
"Can You Carve and The ABC's of Beef Cookery"
"Spring Chicken the Year Round and Easy as Pie"

You will find these films full of tantalizing recipes, shopper tips
and eye-filling exam.ples of how meats should be prepared and served,

■* "Design for Dining" presents an interesting look at the frozen
foods industry, and shows how its products have lightened our cookirig
chores and made possible quick, nutritious and satisfying meals »

"Festival of Cheese Recipes" gives suggestions for preparing a
variety of cheese dishes, as budget-wise as they are tasty and
nutritious •

"Let's Talk Turkey"

"The Magic Shelf"

This film presents the b^j;y'ing,
preparing, cooking and serving
the turkey. Carving, menu sug-
gestions and the use of left-
overs complete the lesson^

Delightful new ways to prepare
condensed soups so they add
variations to spai'k any meal-
time occasion are found in this
film*

-35-

'Quick Meals from the Freezer"

"Treasures for the Making'

This film gives information on
how to use frozen food speciali-
ties in a variety of family
situations, including teen-agers'
supper, TV dinners, committee
luncheons and company dinners.

This is a motivational film to
interest girls in making their
ovm satiny- smooth jellies and
jams the year 'round.

The following films are available from Modem Talking Picture
Service, Swank's Inc., 621 North Skinker Blvd., St. Loiais 5^ Missouri.

"A Brighter Day in
Your Kitchen"

This appealing film brings
future housewives those alwa;,-
needed fresh ideas for menu
variety. The menus are based
on the latest knowledge of
nutritional values.

"The Canned Meat Story"

"The Golden Touch"

"Never Keep a Good
Steak Waiting"

This full-color film traces man's
progress in the art of preserving
meat, his basic food. There are
also ways of preparing canned
meat in a variety of ways.

This film shoves the use of pine-
apple in turning ordinary foods
into glamour meals with very
little effort.

Shovjong the different cuts of
beef and how to select the best,
with mouth-watering hints on
preparing it to be well done,
just right or rare is the scope
of this film.

"Vitamin Rivers"

This film presents a story of
fruit and vegetable juices, re-
viewing the great advances in
agriculture and canning that
made possible today's familiar
canned juice and indicating
their significance for our health.

-36-

The following films can be secured from United V/orld Free rilm
Service, 2138 East 75th Street, Chicago, Illinois.

"All Star Cast"

"Pork Round the Clock"

"Thanks to Beef"

117+ I

It's Lamb Time"

This film demonstrates the _ .
selection and preparation of
a variety of cuts of pork.

Portrays a taste- tempting vari-
ety of ways to prepare and serve
sausage.

Here's a fresh nev; looic at the
countless and appetizing thrifty
ways to prepare beef for the

family meals.

This film demonstrates time,
money and work- saving methods
of preparing whole meals around
lamb. This should help break
down some of the resistance to
lamb which is sometimes en-
countered by the homeraaking
teacher.

Other issues of the Illinois Teacher have presented suggestions
for using the films and film strips with your classes, so we are
presenting here a rating scale which is designed especially for films
related to food products. Certain changes may make it more useful to
you and your pupils,

RATING SCALE FOR A FOODS FILM

Directions:

In the space at the right of the statement, place
tlie number which most nearly signifies your opinion
of the film or film strip.

5
3

1

Very helpful
Somewhat helpful
Not at all helpful

YOUR ratim:-

1. This film showed us how to s^ve time when doing
some household task.

2, This film showed a now and better way of doing
things in the kitchen.

-37-

YOUR RATING

3. This film showed a method of mixing ingredients

for cooked and baked products. "*

i;. This film showed how to perform a skill necessary

for cooking — like mixing a cake.

5. This film showed how to use a kitchen tool; for

example, a rubber dish scraper or a pressure

saucepan.

6. The person speaking in the film explained the

reasons for doing things in a certain way.

7. The film showed us how to save energy in doing

some task.

8. We i^ere told or showed how to select foods for

nutritious meals.

9. We saw the steps in the manufacture of a certain

product,

10. We were told how to buy the foods shown in the

film.

BULLETIN BOARDS AS SILENT PMTMERS

Unit - Nutrition

Pupils might prepare bulletin boards on each of the basic food
groups. Allow class time for preparation of the bulletin boards
following study of the basic food groups. Preparing the bulletin
boards and viewing them in the classroom aids in retention of
important nutrition information.

Pupils may volunteer for committee work on the bulletin boards. One
class period should be sufficient time for their preparation. Of
course, the teacher will provide old magazines, construction pstper,
and other materials for preparation of the bulletin boards.

Foods in each group and the benefits to be obtained from each nay
be shown on the bulletin boards. Each committee might have one week
to show the materials they have prepared on the bulletin board.
Meantime, the other materials might be filed in envelopes all ready
for presentation at a designated time.

"Nutritious snacks" is a bulletin board topic that should interest
most teen-agers, inasmuch as recent studies have shown that 60-90
per cent of adolescents snack between meals. I-Iilk, fruit, cereal,
and vegetable snacks might be featured.

-38-

"Milk Is A Must" might feature milk beverages and milk used in other
foods as soups, sauces, etc.

"Conserve Vitamins And Minerals" is a title for a bulletin board
that might feature rules for food preparation to conserve food values.

"Ohj V/hat A Beautiful Morning— Wnen You Begin With A Good Breakfast"
This bulletin board may show a smiling teen-ager surrounded by
attractive pictures of easily prepared, nutritious breakfasts.

Unit - Food Buymanship

Suggested bulletin board topics:

Stretching The Food Dollar

l\Tiat's On A Label

T^/hat To Look For V/hen You Buy Meat (or Eggs, Fruit, Bread, Vegetables,

Cereals, etc) This niay be a flexible bulletin board.
Eggs, Too, Get Grades

Buy-Points For Canned Fruits And Vegetables
Meal Planning Stretches Food Dollars
Planning Shopping Saves Tine And Dollars
Budget Food Dollars To Control Spending

Unit - Planning And Serving Family Meals

Suggested bulletin board topics:

l\nien They Bring Home The Appetites

Dinner' s Ready

Supper, Buffet Style

Quicky Dinners

Dinner From The Emergency Shelf

Sunday Evening Supper

Entertain At Brunch

Family Breakfasts With A Difference

Menu Magic For Breakfast (or Luncheon, Supper, or Dinner) This may

be a flexible bulletin board.
V/hen You Set The Table, Consider: (List considerations in table

setting, along with appropriate pict'ores.)
Dinner In A Hurry-
Ten Minute Breakfast
Dinner In A Dish (one dish dinners)
Oven Dinners
Broiler Eeals

Eat your way to health and beauty.
To charm is everybody' s duty.

TEACHERS' EXCHANGE

Iloline teachers of beginners in Clothing use a gay yellow card
as a motivation device.

On one side is printed - On other side is printed -

Temporary Sewing Machine Operator's Satisfactory Skills

License 1. Threading machine

Name 2. Winding bobbin

Address 3. Stopping and starting

School parade ii. Stitching straight

Teacher ^. Naming parts

Will Parents Support You?

Many teachers hesitate to be as strict as they might like to be
because they t^cnder if, in general _, parents will approve. A recent
Gallup poll seems to indicate that parents are willing to go even
farther than are the schools. In reply to a question concerning
whether discipline in schools should be more strict than at present,

10% said "Yes, it should be."

20/^ said "No, it should not be."

lO,'^ said "Do not know."
Teachers were in agreement with the parents, although they were inclined
to emphasize the need for patience and understanding while parents
favored even corporal punishment used with judgement.

Mobiles and Stabiles

Try something different to introduce or summarize your unit....
use a mobile or stabile. You will find them most effective, and your
pupils will love them..

The mobile is a free hanging object. The three basic parts are:
(1) shapes, abstract or suggesting shapes of things, (2) arms from
which shapes are hung, and (3) connective devices. Imagination will
play a dominating role in choosing materials. In construction, strive
for good form, motion and balance. The relationship of the part's to
each other is very important. The continuity of thought, size and
shape is another factor that will determine how effective the mobile
will be.

A stabile is balanced on a base and remains stationary. The main
parts of the stabile are (1) the base, (2) supporting arms, and (3) shapes
similar to the article being represented or abstract forms with names
of articles written on them. For-m, color, and texture add interest to
the shapes. Again the relationship of the shapes and the correlation
of thought, size and shape are important.

-l40-

The time available will determine the elaborateness of your
mobiles and stabiles. The students can learn much by creating; or
helping to construct them. They furnish excellent opportunity for
correlation with art classes. Stretch your imagination, be creative
and make one soon.

Here are some ideas that teachers have used successfully in var-
ious units:

Christmas cookies from other lands x^rere hung on a mobile which
brightened the classroom during a unit on "Christmas Gifts from the
Kitchen." Pupils enjoyed trying to identify the countries in which the
cookies originated.

In a nutrition unit a "pot at the end of the rainbow" covered with
gold foil had gold coins streaming from it. On each coin was a colored
picture of an indispensable food from the "basic seven."

A stabile with the symbols of "good luck" in marriage was used to
introduce a unit on "Preparation for Marriage." Tiny objects ^included
a blue garter, a wee plastic bag filled with rice, a doll ' s battered
shoe, a tiny veil of "new" tulle, and a miniature handkerchief labeled
"something borrowed,"

Beginners in a unit on "Clothing Construction" were reminded of the
equipment needed through a colorful collection of wrist pincushion,
thimble, scissors, strawberry-red emery, needles and thread swinging
gently on different lengths of colored cord above the teacher's desk.

To summarize the characteristics of a friend, judged most important
by pupils studying a unit on personal development, brilliant red apples
of foil were suspended from a "friendship banner." V/lrien the green
leaves on each apple were lifted, a characteristic was discovered.

Sitter's Kit for Grandmother

If. there are grandmothers in your adult class, they may be inter-
ested in a kit of toys and other play materials to have in readiness
when the grandchildren come calling. Use a hat box for the kit. Fill
it with story books, toys, games, a "dress-up" outfit, and other
materials of interest to children. Perhaps you could make two — one for
younger children and one for older children. Exhibit them at a meeting
of the adult class or in a store window. Prepare sheets for distrib-
ution with recipes for "home-made fun" — clay, paste, finger paints.

"If there is one thing on which all schools of psychology and
psychiatry agree, however materialistic their approach to an understanding
of human behavior may be, it is the extreme importance of maintaining a
stable faraily unit at all costs."

A GUIDE TO AID IN THE SELECTION OF PARTY ACTIVITIES

■K- Pre-party activities for the early arrivals. Examples are
group singing, listening to records, and guessing the nur.ber
of beans in a jar.

^'<r Activity to rr.old group unity so that everyone has a sense of
belongingness. Examples are group singing and some folk or
square dances.

•ic- Games or activities which provide for "active progression and
unified variety. " Provide for some active and some quiet games.
End each game in position for the game that is to follow. (This
is especially important with younger pupils j otherwise you may
"lose them" somewhere along th*^ way.)

■K- Climax- This should be the game or activity that is most fun.
This is usually the most active game.

■J5- Refreshments should be a part of the party, not served as a
signal that the party is over.

•{'- Molding group unity is again important. This activity brings
the entire group together again. It signals the close of the
party .

■>"- Closing" "This may be the same activity that molds group unity.

A "CHRISTMAS CLOWN" FOR THE DOOR

Make a Jolly Christmas clown with a coat hanger, construction
paper, and cotton. Bend the coat hanger into this shape:

Now, cut heavy white paper in the shape sho^-m.
Cut it just a little larger than the outline.
Staple it around the coat hanger. Add plaid
gift-wrapping paper for a hat. Give construct-
ion paper features to the face. Place a cotton
ball on top and a band of cotton at the bottom
of the hat. Hang the "clown" by the hook at the
top of the hanger. A few greens may hide tho
hook. It will look like the sketch on the opposite
side of the page.

A FAI-ilLY GAIffi FOR THE HOLIDAYS

Suspend a holiday vnreath in the doon^ay. Make six small cotton
"snowballs" by firmly tieing wads of cotton with white cord. Standing
back in the room at a designated place, players attempt to throw the
balls through the wreath. The person making the most' "wreaths-^' is the
winner.

com:-iunity resource file

A file of corrununity resources will be helpful as you do your pre-
planning for a unit or as you plan with your pupils. One homemaking
teacher arranged her file by major teaching areas. The file headings
were:

Art

Child Development And G'oidance

Clothing Construction

Consumer Buying

Family Relationships

Foods -i

Home Furnishings

Home Management

Home Nursing

House Planning

Nutrition

Social Relationships

Textiles

She used 5" by 8" file cards. On the front of each card she vrote the
name of the community resource_, the address,, the telephone number, and
the type of help available. On the back of each card she kept a record
of the use made of this resource, including dates and type of help that

was given« Her resources included organizations, agencies, businesses,

and peoples

This type of file might be developed over a period of years. A
teacher might work on one subject-matter section of the file as she
teaches a related unit.

A GIFT FOR GRANDMOTHER FROM THE HOxMEMKING DEPARTMENT

Gay recipe books with oilcloth covers were made in one homemaking
department as gifts for the grandmothers of the pupils. The cover,
printed with red pots of yellow flowers, had neatly pinked edges. On
the first page was the little verse:

>JEALTH
Jim's grandma has
a limousine,
and the biggest house
I've ever seen.

But my grandma
is best 'cy far,
for Grandma has
a cookie jar.

Recipes for the cookies contained in the recipe book were contributed
by pupils, parents, and teachers v;ho became interested in the project.
These were mimeographed, and then assembled by pupils. The grandmothers
appreciated this thoughtful gestui'c.

A tl'Ree-gen]j:ration party fox^ tie holidays

Perhaps a Christmas party for mothers is a tradition in youi* homc-
making department. This year_, it might be nice to include grandriother.
A pupil lacking a grandmother might invite an older neighbor or friend
of the family. With more older people in our society, it would be ^rizQ
to use many opportunities to develop increased understanding and apprec-
iation among those of different generations. It would be a valuable
learning experience for pupils to 3-earn to plan party activities and
refreshments that would be equally appealing to the three generations.

In Your Clothing Classes Do You?

1. Encourage your pupils to hem a head scarf instead of a dish
towel — use the selvage and fringe the edges. There are many
ways to teach the same thing.

2. Help girls make Christmas gifts, such as sport shirts and
barbecue aprons for the men on their Christmas lists?

3. Offer suggestions to girls that ha].p them vary a basic costume
or make a wardrobe "misfit" become a valuable asset to her
wardrobe?

h» Use the resources available to your pupils — mail order catalogs
as well as the local stores?

5. Provide opportunities for girls to wear their completed garments
for their class members? Other teachers sometL-nes can help
build up a girl's pride in her workmanship IF they knov7 she
made the blouse or skirt she is wearing.

A "Practical" Suggestion

If we are practical in teaching clothing, we consider the fact that
the skirt and blouse or sweater are the "back bone" of the high school
pupil's wardrobe, and. this year's fashion emphasis is definitely on
separates. Your local ladies ready-to-wear store would probably x^^elcome
the opportunity to cooperate x^th you in teaching a "mix and match"
lesson. Perhaps you might arrange a field trip to the store, or they
will permit you to bring some skirts and blouses to the classroom.

Compare the ready m.ade skirts and blouses with those your class
members might make themselves by considering their skill and the time
they have available for such a project. To stimulate interest in such
a lesson, provide up-to-date information on the fabrics from which
today's skirts are being mads. Use an opaque projector to show patterns
requiring varying degrees of skill. A bulletin board arrangement xd.th
a skirt in the center surrounded by miniature blouses of different
materials and different patterns is sure to bring many comments from
homemaking students.

SHOE BOX ROOMS

A culminating actixaty for a home decoration unit, can be the
preparation of shoe- box "rooms." Class merabers can '.vork singly or in
groups on one certain room or a group of rooms. Usually the activity
begins with selecting the color scheme^^ painting the walls, and placing
ths' doors and windows. Floor coverings and furniture can be added as
well as shrubbery and trees on the exterior of the "house." It might
be fun to prepare an entire house for an imaginary family.

"LETTERING" CAN EXPRESS IDEAS

Not only does your bulletin board heading convey ideas through the
words used but also through the type of lettering. Following are some
examples of various types of lettering and a biilletin board heading that
might make use of each type of lettering:

C\r.' Y\\' ■• -^ Cleanliness Is The First Requisite of Beauty

^^J^^^ri-iZo-uui-o^.X^y ^ ^ , Self -Service Beauty (hair- styling, applic-

^■' ation of make-up, etc . )

Sm ^ir'tn^-^^ — —Fashion's First Loves For Spring, 1?58 (a

bulletin board to use around Valentine's Day)

\ ^/ ^ ;-_____ -Party Ideas For The Holidays

(CA.ec'/'//c«5i-7 — Stretch Your Food Dollars

"§5 @ ti '^t- Blossom Cut For Spring (in your own creations)

^^ ■'jrjjlty/'y^ Shopping For Accessories For The Home? Look
^ - — - — YoT (list qualities to consider)

SOQ^ ©J ^ .§'■'60 Sv V)What's New In House Planning?

•^"pv T r \\\ 1 ^\^\f May I Present? (Hovr to make introductions

viyiUIvil 1 in different situations)

Oii(^tji<^i xJ/_ Let lour House Say, "Merry Christmas."

For lettering, you may use lettering pens, Cado-Markers, Flo-Master
Pens, pencils, crayons, sticks of graphite, prismapastels, or soft chalks.

A guide that may help you in doing neat and distinctive lettering
is "ABC of Lettering" by Carl Holmes, published by the Foster Art Service,
Box li.56 Laguna Beach, California at a cost of Ij^l.OO.

YOU MIGHT ALSO TRY CUTTING OR TEARING BULLETBI BOARD LETTERS FROM:
Oil cloth
Fabric

Gift- wrapping paper
Colored advertisements
Newspaper

Construction paper
Bright- colored slick pages of a mail-order catalog

PROELiil-IS OBSERVED IN THE APPLICATION OF PbTIL- TEACHER PLANNEIG

Last month the Teacher's Exchange featured an article on pupil-
teacher planning. According to Dr. C. M. Allen, Associate Dean of the
College of Education,, University of Illinois, there are certain probl'i.T.s
in the application of such planning of which the teacher should be aware.
These problems, as Dr. Allen has observed them are:

^ Too little of it. This is commonly a reflection of the attitude
that "the teacher knovjs best" T>n.thout recognizing the added
breadxh of te.aching pos.sible if pupils help plan. Added breadth
rests largely in the "laboratory method" (to v/hich home economics
teachers are committed) in teach such abilities as:

^roup membership skills
group membership values

taking responsibility for one's own decisions
understanding of human motivation
improvement in personal goals
personal creativity as a product of diverse
abilities within the group or freedom of
personal choice

^>- Teachers who are very skillful predictors and manipulators of
youth sometimes conduct spurious or false pupil- teacher plarjning
in vjhich the pupils always reach the conclusion the teacher had
in mind.

■«• The limits within which pupils are free to plan are poorly
defined or improper.

a. Pupils need the security of knowing what are the
limits within which they are operating. Limits
may be defined by setting the problem in the gro'jp
planning session or individual conference,

b» Rarely are pupils permitted to do what they and
tho teacher plan mthout regard for the aims of
the school or course,

c« Pupils are sometimes permitted to make only
decisions which they regard as unimportant..

^' In group planning the pupil group frequently does not assign
duties in terms of its members' abiP-itiss and even more ofxen
does not recognize the need for "stretching" these abilities.

Dr. Allen adds that, "Pupils often should learn by observing and
participating in peak performances as well as from their self-directed
activities,"

Pupils need a good standard of performance to guide them. A few
activities well-planned by the teacher and well-executed by pupils and
teacher help set the stage for cooperative planning in that pupils
understand the kind of standards that are desirable*

-U6-

WAYS IN WHICH PARENTS MAY BE INVOLVED IN PIAl^IE^'G;

!• Have a pupil-parent- teacher planning session at school. Invite
parents to school for simple refreshments followed by a planning
session during which they share ideas concerning emphases that
they believe important in various units of study „

2. Send the tentative plan for the year, including ^onits in
sequence and dates for thene units, home to parents. Ask
them to suggest learnings that they believe desirable in
each unit*

3« Prepare a list of topics that might be included in the home-
making program. Ask parents to check those that they believe
(1) should be emphasized in the homemaking program, (2) should
be taught to some extent, and (3) should be omitted^ Summarize
the findings of this survey to use as one basis for determining
what may be included in the homemaking program,

h» When you make your home visits, ask parents what they believe
should be taught in the various units that will be included
in the homemaking courses their children are taking o

SOME STOGSSTED HOI-IE PROJECTS FOR THE CLOTHING AREA

Selection of Clothing;

1» Plan additions to fall wardrobe to be purchased with summer earrJjigs,

2, Select a basic wardrobe for travel and vacations,

3» Plan a basic outfit for special occasions; plan accessories to

vary the outfit.
k* Study and compare quality, fabric, cost, and care of sweaters —

or some other article of clothing in which pupil is interested.
5» Plan additions to wardrobe that will allow for coordination of

separates.

6. Plan a wardrobe for the high school girl who holds a job out-
side of schoolo

7. Study qualities to look for in" selection of clothing gifts.
Care of Clothes

1, Do the family laundering whil« mother works.

2. Do a wardrobe check for simple repairs*,

3» Renovate a garment so that it m.ay be used by another member of

the family o
h» Prepare outr-of-ooason garments for storage,
5. Launder special garments such as sweaters and undergarments—

if this is a new experience.

Construction

lo Make a garment for some other member of family: for example, m.ake
a dress for Mother or Sister, or a sport shirt for Dad or Bi^other.

2. Make articles for the home, as bedspreads or cui'tains.

3» Make garments of one of the newer fibers.

h* Make gifts, such as aprons, head scarves, and articles for the
home*

PANORA-FA OF TEACHING AIDS

Household Mafazine hao published the December issue early, and
never have you found a better bargain for l5 cents. A collection of
Christmas ideas planned for the Teacher' s Exchange has been discarded
in favor of calling this special issue to your attention. Mot only are
the do-it-yourself ideas numerous, but they are simple, inexpensive, and
different,, such as a real "Home-Ec" Christmas card utilizing rick rack.

Farm Journal, November, 19^7;, shcr/js pictures of straw ■ decorations^ ,
that For aesthetic quality and imaginative appeal are far above the
ordinary. Step-by-step directions for making these lovely Christmas
decorations from straw easily secured in rural areas may be worth the
2^ cents charged for a bulletin entitled "Straw Angels" published by
Farm Journal Publishing Company, 230 V/est Washington Square, Philad-
elphia 5, Pennsylvania.

Baby Sitting is a printed bulletin of about 30 pages prepared by
the Inter-Departmental Staff on Children and Youth, Michigan State
Department of Health, Lansing, Michigan. Content includes the mental
hygiene as x^^ell as the physical aspects of children's care. It is
simply written and filled with practical suggestions.

Let's Equip a Play School and Observing and Working with Children
in the Homemaking Program are two recent bulletins issued by the Utah
State Department of Public Instruction, 223 State Capitol, Salt Lake
City, Utah. They may be purchased for ^pLOO each so long as the supply
lasts. The first offers about 20 pages of simple, carp enter- made equip-
ment and various types of play materials. The second has over 30 pages
of helps in organizing and administering a play school as a part of the
homemaking program.

Ivhat Makes Some Girls Outstanding? is a completely revised version
of Bernice Bryant's older Future Perfects The style of w-riting is still
casual, the topics on etiquette, personal development and social pro~
blem.s of teen-agers about the sam.e, but the content is more extensive
and thorough. The book is published by Bobbs-Merrill Company, Indian-
apolis, 250 pages, $2o95, 19^7.

Consumer Credit Cost Calculator is a five-page printed folder
issued by the Household Finance Corporation, Prudential Plaza, Chicago 1,
niincis. Apparently one copy is free to a teacher;, with permission to
use quotations from it if the material is credited to the Household
Finance Corporation* Since credit plays such a large part in the
economic problems of today's consumers, learning to compute the true
interest rates on loans and installment purchases is essential. In
come cases, such teaching may be given in a mathematics class; in
others the only opportunity for homemaking students to secure this
training will be in lessons on p'jrchase of equipment, foods, clothing,
etc.

^.■ftiP.t Social Security Means to V/or.en is Women's Bureau Pamphlet
Three J 195^7^ published by the Superintendent of Docui-aents^ U. So
Governnent Printing Office^ Washington 25, D. C. The charge is l5
cents in coins or coupons. Home Economics^, mors than any other subject
matter field in high school^, is dedicated to the welfare of women
and families, yet too few teachers tr;^ to teach this vital part of
personal and group economics. Here is a clearly written, simple
presentation that even students can use effectively under guidance.

The American Medical Association and the National Education
Association are collaborating in the distribution of a series of most
attractive and carefully x^j^itten bulletins on sex education, T-.'^itten
by Marion Lerrigo and Helen Southard, These are 50 cents each or
$2o25 for a set of the following titles.

Parents ' Privilege - for parents of young children
A Story About You - for children in grades h} 5 and 6
Finding Yo-uirself - for boys and girls in junior high school
Learning About Love - for youth l6 - 20 years of age
Facts Aren't Enough - for ad'olts responsible for children

Homemaking teachers may refer individual students to single copies of
these bulletins in the general library collection of the high school,,
if counseling along this line is needed^

Golden Rule Series, The Modern McGuffey Readers, are children' s
"books designed to build character and published by the American Book
Company. They are for grades one through eight, vary in size and
cost, but deal with the same eleven "ideals of personal behavior."
These are cooperation, courage, fairness, friendliness, honesty, kind-
ness, patriotism, perseverance, responsibility, reverence and unself-
ishness,, Homemaking teachers can use these stories and let pupiiis act
out endings, then discusss the probable consequences of each type of
behavioro Lots better than "preaching and screeching" at girls and boys,

The Birth of a Grandfather by May Sarton will give both you and
your -senior high school students not only pleasure but genuine insight
into the perennial problem of teen-agers understanding adults. Family
relationships in a three generation family are pictured with particular
emphasis upon the way each older generation gradually transfers its'
responsibilities to the younger one. This theme communicates to youth
who read the book somxe of the reasons ■x^7hy their elders behave as they
do, and interprets parental motives in a way to x-zin cooperation and
understanding from younger people • The book is published by Rinehart
and Company, and retails for $3<»75c

None for the Road, is a Idmum, black and I^7hite sound film., approxi-
mately 16 minutes in length released in May 1957, and designed to show
why beverage alcohol and automobiles don't mljc With holida;/s comir.g up
perhaps you'd like to call this film to the attention of your driver-
training instructor or administrator^. The cost of the film is $5. CO
and is available from Mental Health Materials Center, Inc., 1790 Broad-
way, New York 19, New York.

T .^>v

JL O

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lEAGHER

HOME ECONOMICS
EDUCATION

UNIVERSITY OF ILLINOIS

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URSANA O
ILLINOIS

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BOYS AMD THE HOMEMAKING 1SACHER

Poised At the Crossroads
Teacher, Spread Your V/ings
Start With the Boy-
Blueprints
Mirror_, I«Iirror, On the Wall

TEACHERS' EXCHANGE

TEACHING AIDS

-1-

BOYS AND THE HOMEMAKING TEACHER

Paiiline Voelckers, Cerro Gordo High School
Evelyn Rouner, University of Illinois

IiJhat are little boys made of, made of?
I^/hat are little boys made of?

This little nursery rhyme chant was the common denominator in the
requests which were received concerning boys and the homemaking teacher.
To be sure, the questions were stated in different words such as, how
are boys different from girls in laboratory classes? or_, what should be
included in a four-week course for boys at the eighth- grade level?
Others were interested in methods, curriculum, and all the ingredients
vjhich make up this complexity i-je call boys.

Various phrases come into mind when the question is asked, VThai.
are little boys made of? Some of these might be:

"Snips and snails and puppy dog tails."

"Kissed the girls and made them cry."

"Taffy came to my house, and stole a piece of beef,"

"Jack shall have but a penny a day,
because he can't work any faster,"

Many of these phrases go back to our first remembrance of someone
reading to us or perhaps to our own first reading. Mother Goose is as
American as apple pie. Much thinking has been added to these first
Lnipressions, but these too may have carried a similar pattern of boys'
behavior. Perhaps m.ost of us have put together the mosaic of our
thinking and impressions, and have arrived at some picture of an
adolescent boy.

No matter how we arrived at our concept, vje have been pointed to
a problem with many sub-problems from questions submitted by subscribers.
With these in mind, this is an attempt to share the literature findings
and the ideas and experiences of many successful teachers.

Selection is the key word as you scan these pages. Reading
another's idea may be the start of a solution to one of your problems.
Seldom, if ever, does the same plan without alteration work in two
situations. But x^jith modification, one plan has been adapted to many
situations. We are convinced there is no one formula which works
magic in trying to discover what makes a boy tick. Neither is there a
curriculum which will fit without careful tailoring, nor a trick which
functions equally well for the same teacher on every occasion. At the
same time, there have been good results when suggestions were combined
V7ith reflective thought. It is with this hope that we share these
pages.

-2-

POISED AT THE CROSSROADS

Poised at the crossroads somewhere between the innocence "^ =hild-
^.od and the achi:ved dignity of adulthood, there is a period called
ADOLESCENCE. Marguerite Kalm and Otxs '.^^f't^'J^^'^^^Vyil is fifteen- '
adolescent?" and then go on to S^ve their %tZlTl°eonghttl\e allowed
year-old Dick, who as tall as f^f^fj^^jj^ll ^L „ho shaves every

to drive hxs '^^^^^^If-Jl^ hilparents where he is going when he
morning, but stxll has to tei^ nis paien ,^ ^ „ho ha-s been

leaves the house at night. «%^^„^\g^^^f;f ^^^^i he^? but toows that
going steady with the same girl and ^^^^^ ^o m.rry he ^^^ ^^^^^^
he couldn' t support a wife. She is tnirteen ye g^e is fourteen-
th wear lipstick, but whose mother won't allow it. bne is ^o
rea"r!rid^NLcy . , who loves ----—--/---J: ^a^^^^^
fu^-: rhtg^cVrol •bur':hrg:::"ith=^a conege boy o., We-y t .
i^ looks to all she meets like a college girl hersel.. ^.e is- s-e
^y boy or girl "ho is on the path from childhood to aduitnood.

"H

" 11' lO \

<^

•CHILDHOOD

Physical and Social Oroirth

With one foot in childhood in mny respects and ^^e other foot just
touching adulthood, the adolescent casts IS eyes -

"hirdh^d'^^HrroSr:: ap 7:^oTZr.l.ll pressures he feels from
'h^'^rs' and from his ad'ult world, made ^ of parents teachers, and
commLity leaders. He not only faces ^^^^^^l^^ ^o^-
exoectancies from these same people. To '"^'^^ "^^^^l^^^t^-i^^.^^^ and
fnsin- these pressures and expectancies are oxten contradictory ana
the adolescent^is forced to mal.e a choice between the expectancy oi the
adults and the pressures of the peers.

Along with these social press-ores and expectancies '^^ those grow-
ing pains of biological origin. The nose seems to grow faster tto
o?her pSts! The rosy skin erupts with small volcanoes ana the teet
seem sHard to handle with grace and poise This is ^ P^^"^ -^.„^
growth-physical growth-social growth-emotional gro;rth-intellec ..-L

growth.

-3-

Mass of Contradictions

Adolescence is not a carefree, easy transition period through
which boys and girls pass quite smoothly. In the prologue of Lr. Bernard
Gottlieb's new book, adole.scents are defined as a mass of contradictions.
These contradictions are subtle and often missed by the well-meaning
adult .

One minute the teen-age girl is seen in blue jeans v;ith unkempt
hair and the next minute she may be seen dorming high heels and spe'nding
hours on her hair. Parents and teachers expect adolescents to become
independent emotionally and at the same time curb the efforts of the
adolescent to become independent. This kind of expression causes love
and hate to result in the adolescent's thinking toward the same person.
The ice-box raider is knoxijn to most mothers of adolescents and ax, the
same time the avid calorie watcher blossoms out of the same stem.
These illustrations have pointed out tc-jo kinds of contradiction, those
in which the adolescent himself is teeter- tottering in his o;-m thinking
and those which are caused by the adults in his world.

The adolescent shows contradiction in his moods, his talk, his
thoughts and his actions. In fact. Dr. Gottlieb's summary of this
behavior is, "Contradiction is the key to the adolescent's behavior."
Look again at the diagram of the adolescent. He faces reality and
responsibility as he faces adulthood. As he glances back at childhood,
he remembers play and phantasy. This is no less strange and fearsome
to him than wassailing the ocean for Columbus.

Long, Long Thoughts

Remember Longfellow's poem, "I^^ Lost Youth?" He closes every
stanza with this, phrase, "AND THE THOUGHTS OF YOUTH ARE LOi\G, LONG
THOUGHTS." V/hen adults are indifferent, the adolescent is often wounded
deeply. VJhen misunderstood, he actually suffers. To be ridiculed is
to experience agony, \faen he fears an adult, he builds defenses. VThen
he hears a different philosophy from that of his home and church, he
wonders who is right. VJhen he has difficulty making friends, he v/onders,
"Are my eyes too close tccrother? Am I ugly? Does everyone feel this
way?" As he looks into the future, he asks, "Will I be a great person?
Am I capable of doing the job I have chosen? VJill Jane learn to like
me?" These and m^any others are the types of thoughts that the
American teen-ager is thinking today.

Deep Meaning

All of these descriptions of adolescents are pregnant with meaning
for the teacher in the classroom. These are people v;ho are often treated
as marginal people — laughed at if they continue to keep one foot in
childhood and scolded if they advance too rapidly into the adult world.
In reality, the adolescent is just trying to gain equilibrium. He really
doesn't want to appear foolish in his dreaming, inconsistent in his be-
havior, or ridiculous in his attempts. If he takes his foot from child-
hood too quickly, he may lose his balance. Since he is sensitive to
■f-.-5iijy.r>, this wmild force him to build up defenses.

-h-

Tliree Keys

What does youth ask? He iisks that his teachers and parents learn
hox^r to use three keys. In any new situation, even adults falter and
fear, and for a moment may actually feel insecure. So does the boy whose
body may seem clumsy and v/hose feet make so much noise at times. Youth
XTOuld say, "Remember to UNDERSTAM)." The girls who cover up vjith giggles
would say, "Remember to try and FIND THE CAUSE of behavior. " They
would say, "Try to APPRECL1TE the causes for the seemingly foolish act-
ions." VJhen the long, long thoughts seem to offer inconsistencies, and
lack mature reasoning, youth would ask for RESPECT. Enveloped in these
three keys are the emotional needs of youth for security, response,
recognition, and opportunity for new experiences.

Master Key

Perhaps the master key is REMEI^BER

Remember behavior is caused

Remember the stresses and strains

Remember youth can think objectively

Remember growth is facilitated through success

Remember to identify yourself with their problems

Remember to APPRECIATE— TOJDERSTAND— RESPECT

TEACHER, SPREAD YOUR I^ttNGS

What is your wing spread, teacher? Hovj man^'- students are under
your 1-d.ngs? Of those under your wing, how many are boys? How about
this question of home economics becoming coeducational? We're reminded
of a student who was asked during a chorus tour if the school she
represented was coeducational. She looked a bit bewildered and answered,
"No, It's a junior college." Suppose someone were to ask a homemaking
teacher, "Do you teach coeducational classes?" Would the answer come
echoing back, "No, I teach home economics?"

In California, forty-six teachers who teach boys' homemaking,
reported less than one- third of their classes were coeducational.
Eighty-five percent reported separate classes when boys took home
economics. The idea of coeducational home economics may sound new to
some of you, to others it may. ring a note of "just another gadget," ^^^d
to still others, it may seem too difficult to attempt. Is it a new idea?

-5-

While reading Lita Bane's book on the life of Isabel Bevier^ this
bit of information caught attention. "In a memoranduin ' to the student
nev;spaper^ The Daily Illini, 1905, Isabel protested t^he University
catalog's implication that household science was for women only. She
felt the subject was of value to men as well as to women. It was with
this kind of vision that the University of Illinois Department of
Home Economics was guided. One might askj is it in agreement with the
objectives of our professional organization?

AHSA Specific Objective in 19^7

You may have read the statement of objectives in your October^ 1957
Journal of Home Economics. Note the first specific objective contains
the same idea as the 1905 Bevier statement. "Continue to promote
education in home economics for individuals of both sexes for effective
family living and citizenship and for competent professional leader-
ship." Some of you may still be saying it is comparable to many other
objectives and other visions desired, but actually not wanted by men
themselves. What do adults have to say?

One man states there is a need for boys to have homemaking courses.
Another says in today' s world there is a particular need for coeduc-
ation in the practical art of homemaking. A third man declare Sj
American systems have "missed a good bet" in not insisting upon boys
and girls completing one fundamental course in homemaking. An Illinois
superintendent of a high school where homemaking for boys has been an
accepted pairt of the curriculum for twelve years asks, "T'Jhy educate a
girl to be a complete homemaker without letting the boy in on his
responsibility as the other half?"

A basic principle in curriculum planning is to involve the parents.
In a study involving i;12 parents (forty percent of whom had children
who had not taken homemaking) forty-six percent suggested homemaking be
taught to boys and girls in mixed classes.

Expressions gleaned from readings in the Journals of gducation and
the Journal of Home Economics are:

' They are getting do^m to the real situation.
Our boys show more interest in their hom.es.
We eat v/hatever he makes, and to date it has been good.
Mike has shown a greater interest in his clothes.
His desire to cook is gratifying

Teachers in Illinois have shared the following comments from
parents whose sons are taking or have taken homemaking:

Ronnie has learned to value the family budget.

A father wants his son to learn how to manage a home so he will

be prepared for emergencies.
A mother reported her son is cooking for himself and includes

fresh vegetables, salads, milk, and even puts lettuce in his

lunch sandxcLches.

-6-

Are Boys Interested?

It may be fine to state an objective, to have a vision, and to
gather evidence of satisfaction from parents and educators and st1.ll
have one impoirbant consideration which needs to be considered* The
boys must be included and it is quite in order that their interests
and comments be considered.

In a California study forty- eight per cent of the boys v/ho made up
a group of homemaking students, asked for mixed classes. Forty-four
per cent of the boys in the non- homemaking group asked for mixed classes.
Several teachers have indicated their first classes for boys were
started when boys requested a course in homemiaking. Perhaps another
clue can be found in H. M» Anthony's report in the May, 1956 Jo-ornal of
Home Economics, that in the 19hh~19^h decade, the enrollment of boys
in junior high and high school homemaking doubled in the United States •

Boys' expressions reveal their goals as well as their feelings
about hom.emaking:

Viy brother said to take home economics because that was the

place you learned, "you know vzhat" without anyone laughing

about it*
This book gave me a chance to sit dcr.m. and talk to my mother as

the girls talk to their mothers*
I know more than my Dad« He can't even feed us -when Mom is ill,
I shall never laugh at a girl again*. Dishwashing and cooking

are hard work.

Plunge in Immediately — Don't Stand Shivering on the Bank

It's the getting started that makes a class of boys difficult*
Student teachers are often heard to make -this remark, "I'm afraid
of the hoys'y I know I can teach the girls." Then, after student
teaching experiences, these same student teachers are heard to say,
"Those boys are fun. They really want to know*"

It isn't only the student teacher who expresses fears. One
teacher with years of experience shared her feelings when she admitted,
"Boys are easy to teach, but I was afraid the first tim.e," Perhaps
articles like B, Greeley's in the November, 1956 issue of Prac uical
Home Economics, would be an inspiration to those who have never i,ried
a class including . boys • This experiment was tried in the junior
high school and proved so successful that it has become an estab-
lished part of the curriculum.

The teacher is the central ingredient in any kind of education
according to the Carnegie Corporation. VJhat do teachers of homemaking
think about having boys in their departm.ent?

It's nice to have boys around the department- -it provides an ex-
cellent opportunity to know how they feel, think and react.

-7-

Boys challenge the teacher and keep her on her toes.

They add spice and variety to a class.

Boys sell the department with their enthusiasm. \

They are more objective than are girls.

Boys will eat everything once.

In an article entitled, Boys in the Homemaking Department_, H, M.
Anthony summarizes her points by saying boys give a matter-of-fact
approach to family living,' And concludes with, "A class for boys alone
is good, but a class for boys and girls together is better,"

But How Might I Get Started?

Perhaps Harold Willard Gleason has given us some clues in the
lines he has penned.

Shortr-Order Cook

I'lhen Daddy cooks, he doesn't read
The cook books Mother seems to need;
He doesn't fuss with pies or cakes;
He never roasts or boils or bakes;
He doesn't use the rolling-pin
Or measure level spoonfuls in;
He doesn't x-jatch the oven clock;
He doesn't fill the cooky-crock...
We watch him with admiring eyes
¥nile Daddy fries and fries and
FRISSi

The "Daddy" of the future can greatly expand his repertory if he
joins one of the ever-popular non-credit groups knovm as "Chef's Club,"
"Bachelors' Brigade," or some other name which will make clear the
masculine character of the -activity. Alert administrators, observing
the poor habits being formed in study halls, are more and more trying
to substitute a group activity during one or two periods a v;eek.

Ever hollow, grox^ring boys first envisage the glorious possibilities
of cooking and cooking and COOKING. They, do indeed, cook with a will,
often operating on the premise that if a little is good, more would
be better. After a fex<7 experiences hox-:ever, of mashed potatoes turning
into a kind of soup, they begin to measure far more accurately than
girls. After viex-;ing a baking- pox^rder biscuit made v/ithout baking
pox-jder, they abandon their headlong rush into action and before long
they are making shrewder plans than do their sisters ...especially about
reducing steps, time and equipment used. At the same time laboratories
get a vigorous cleaning by the boys.

Capitalizing on the boys'" interest in foods, the curriculum can
grow from table setting, serving and manners to all the ramifications
of home hospitality. From this point groups miove quite naturally into
selecting and caring for clothing, arranging extra storage facilities
in their own. rooms and ultimately into certain aspects of family re-
lationships. In the end, time, proves to be about the only limiting
factor to their genxiine enthusiasm.

-8-

Willing to try anything once^ they are frequently highly creative
in handling foods. Many a club has won a prize for an original recipe.
Earning money from an early age_, they recognize its value rather more
than girls do and delight in doing the marketing. Most are efficient
mechanics and leave sewing machines in better condition than they
found them. The no-credit factor seemingly doesn't reduce their v;hole-
hearted, exuberant desire to learn.

Teaming Together

Eicchange classes are popular in many schools. The teachers of
agriculture^ home economics and industrial arts compliment each other's
programs by exchanging c3.asses« Boys enter the foods laboratory \i±th
almost everything to learn^ but, this m.ay prove a blessing in disguise.
Girls enter the shop x-d-thout knowing «awl from ovjI, but before they
complete the course they will have added many new words to their
vocabulary,

liJhatever plan is used the teachers need to plan together. The
teachers of agriculture and industrial arts very probably have som.e
definite ideas about x-jhat they think ought to be taught. Many co-
operative class and community projects have grown out of these classes.
Some teachers would rather make it a joint class experience and team
together.

STAUT WITH THE BOY

The First Step

So often teachers are tempted to begin with an enterprise^ especially
if it has been a successful learning experience in other classes. But
this approach ma^^ mean disappointment because the composition of the
class makes the difference. Teachers need to know the adolescent so
well that they can identify his potentialities and his limitations,
Gordon Nelson in December, 1955 Agriculture Education magazine suggested
the following types of information are needed,

PHYSICAL FACTORS
Health - Engergy - Endurance - Defects

AFFECTIVE FACTORS
Values - Motives - Stability - Effort

CHAR^ICTERISTICS
Needs of youth - Developmental tasks

EDUCATIOML FACTORS
History - Achievement - Study Habits

SOCIO-ECONOMC FACTORS
Family Background - Financial Status

"9-

BTIERESTS
Likes - Dislikes - Clubs - Hobbies

ABILITIES
Scholastic Aptitude - Special Abilities

VOCATIOIl^ FACTORS
Goals - Aptitude - Work Experience

A Second Step

After you have mastered the information suggested in the eight
rubrics of step one, you have a unitary picture of your adolescent
student. This is very essential in your thinking before any attempt
is made to look at his characteristics. All of these are interrelated
and iC one looks at any one part as disassociated from the whole picture
of the adolescent, a biased conclusion may result.

The Big Four

•If we believe the primary aiiii of education is to change behavior,
and that education is more than mere training of the intellect, we
must focus attention on the characteristics of youth. For convenience
it is conventional to consider the physical, social, emotional and in-
tellectual characteristics of adolescents. These big four areas supply
basic information about the adolescent which will aid in preparing
teachers to understand, educate and guide students.

The Physical Characteristics

One of the questions we hear asked is — when is pubescense? This
is not an easy question to answer in every case. For girls we say it
is the beginning of the menses which takes pls.ce between the tenth and
sixteenth year in the normal range. For males, however, there is no
one physical sign which marks the beginning of pubescence. Because
of the great variability in the normal range .in boys, the sequence of
the physical signs is considered a more satisfactory criterion than to
name one average or to make a list of generalizations.

The junior high teacher would do well to know the sequence of these
physical changes and if she is teaching personal hygiene some casual
remark or actual charts might help some later maturing boy understand
hinself and also help him alter his behavior. Acceleration of the
grovfth of the testes and scrotum accompanied usually with slight growth
of pubic hair are the first signs of puberty in males. These are
followed by the height spurt Xirhich usually extends over a period of from
two to three years « IVhile the growth spurt is progressing, the penis
enlarges in breadth as well as length and the axillary hair first
appears. The first ejaculation of semien usually occurs about a year
after the accelerated penis grox^th. Just one example to illustrate the
variability of these evidences of groxijth — the average American boy is
just under fourteen when the first seminal emission occurs with ninety
per cent falling between eleventh and sixteenth birthday.

-10-

Another trouble spot for the adolescent
is acne. The sebacious glands increase their
secretion at pubescence without enlarging to
take care of this increment. This causes a
blocking up of oily secretion and infected
spots result, which cause much embarrassment
to the adolescent « The three trouble areas
can be seen in the illustration at the right.

In the teaching of health or grooming^ a teacher could explain this
phenomenon without causing any pupil to feel embarrassed.

Social Characteristics

There is a strong social interest emerging in the adolescent boy
and a stronger urge to become identified with his peer group. Friend-
ships beti::een boys and girls are much more important now and tend to
be more stable. Socio-economic status is quite discernible in the
cliques adolescents form. Many of their choices of friends are based
upon externals.

. ■ If friendships are lacking,, the adolescent feels very unahppy,
Kis emotional machinery is set into all kinds of anxieties because he
fears he may not be popular^ or he may not be liked^, or worse than these,
he may be ridiculed. This strong social urge motivates certain specific
learnings in the social skills^ in identification of particular sex-
roles^ and in personal grooming. The sudden awareness of body-groi-rbh
changes accompanied by the new focus on hetero-sexual relationships
causes new stirrings within the adolescent, Deno reported in Child
Development, 193'3, boys icLth admired physiques tend to be socially
favored. This admired physique is a kind of stereotype which combines
a strong muscular development with a V-shaped symmetry*

Masculine Physique Feminine Physique

Emotional Characteristics

Dr. Remmers found that boys and girls share a great many problems
with significant differences between them. These are reported in his
new book. The American Teenager. These percentages reported ai'e those
from a nation-wide stuay which included 15,000 youngsters. They rep-
resent the geographical areas of the East, Midwest, South and the

-11-

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-12-

Mountain- Pacific^ both rural and urban. Both high and low income
groups were used and all three religious groups of Catholic, Protes-
tant and Jew, On page 80 of this book these percentages are broken
down by school grades, geographic area, religion, rural, urban, low
and high income groups.

Problem Area

Easily excited

Trouble keeping temper

Worry about little things

Nervousness

Daydream

Feel lonesome

Feelings easily hurt

Crush on older person

Afraid to speak in class

Stagef right

Feel need to discuss problems

Often feel blue

Socially ill at ease

' Boys

% of Girls

11;

32

27

38

25

50

21

32

29

a

16

21;

19

39

h

13

15

29

ii6

h9

19

29

9

11

26

25

lnterrela"tionshiT5S

Dr. Remmers has pointed out specific anxieties which plague teer^-
agers greatly about the bodies they inhabit. Here again we see the
relationship between the emotional stress and strain experienced when
the physical characteristics are high-lighted in adolescence.

52^ had weight problems
37/^ wanted improved posture
13^ tire easily

33% had pimples

2li^ wanted to improve figures

12^ had frequent headaches

For the most part it is the junior high student x-jho experiences
emotional upsets when his sexual development is evidenced by body
changes. The first mer^truaticn for girls is quite dramatic and they
may think it serious and alarmingo Boys are sometimes worried abo^jt
enlarging organs shoidjig through their clothing and are embarrassed,
disturbed and frightened by seminal ejaculations.

New sweat glands appear at adolescence which differ from the other
sweat glands in secretion, size and location. They are bigger glands
and are located in the armpits and in the reproductive areas. The
secretion of these glands is odiferous and the reason for "EO."
Schnell has stated that one of the concerns of an adolescent is her,':
he "smells," Anything which makes the teen-ager uppear unattractive
is a threat to his happiness.

How often have you wondered just how to approach this problem of
body odor? These facts of biological origin v;ould be a matter-of-fact
way to discuss the problem and open up discussion of personal hygiene
for a class. Or in a conference with a student this might be a var^^
objective approach.

-13-

Intellectual Characteristics '

Now \<re are ready to look at the last o£ the "big fouTj" -j^ie intell-
ectual characteristics. It was none other than Mark Tv/ain whqj» said,
"I'/lien I was fourteen, my father was hopeless, but by the time 'I was
twenty-one, I i-j-as amazed to see that any man could learn so much in
only seven years." Truly this is the adolescent attitude in essence.

Contrary to beliefs held by some people, there is not a growth
spurt in general intelligence at adolescence. Some have thought
children who have lagged in childhood vjould catch up at this time while
others thought there would be a slowing dovm at adolescence. Dr. Lawrence
of New Zealand says there is not a psychologically significant difference
in intelligence between the sexes. Dr. Moser in his pamphlet series.
Toward Understanding Boys, says an adolescent at fourteen is nearly
equal to adults in test intelligence, and he has an excellent memory,
can think in abstractions, and loves to argue. Some have indicated
girls are superior in verbal abilities and boys are superior in mathem-
atics and science, but even these statements are open to question as
they are based on means only. If one x^rould plot these curves and
superimpose one on the other, much overlapping would be seen so that
many boys, for example, have a high ability in needle-v:ork v;hile^^girls
would show a similar ability in vjoodworking. This is an important
concept for us to consider when we suggest coeducation in applied
sciences. So far research would support the idea.

Three Great Bridges To Cross

We found the literature enlightening and yet confusing in the
listing of youth's problems. Educators have taught us that basic to
any action to facilitate the development of youth is an understanding
of the youth's characteristics and problems. Knov:ing his character-
istics aids the teacher in understanding his problems and in guiding
toward their successful solution. But v:hose list is best? Perhaps
the best ansx^J■er here is, "It depends on the use you want to make of the
information." However, interestingly enough, when we superLmpose list
upon list, our three bridges seem to come through every time. All the
other problems, which are many, can become sub-problems under these
three without losing any significance^

Bridge Mo. 1
SATISFACTORY

(Sc ACCEPTANCE OF SE>: ROLE

HETEROSEXUAL RELATIONSHIPS

Bridge No. 2
El'lOTIONAL -K- INTELLECTUAL ^c- PhlSIOLCGICAL
FINANCIAL INDEPENDENCE

•w-Dr. Pe J* Lawrence is visiting professor in the College of
Education at the University of Illinois during the 1957-1953

-Ih-

Bridge No. 3
DEVELOPMENT OF PERSOMAL PHILOSOPKI
EASED ON A MATUJiE^SST OFJVALUES

Satisfactory Heterosexual Relationships

Physically we said the adolescent is mature enough to associate
with youth of the opposite sex. In many cases both sexes are physically
able to reproduce, but the social norms prevent this relationship.
Emotionally, he is affected by these physical urges and the social
norms and his intelligence helps him learn to conform to the cul'ture
in which he finds hiraself .

His two problems in this first bridge become (a) to learn how to
achieve satisfactory relationships with age-mates of both sexes, and
(b) to learn to accept x^^hat is expected of him by society. Youth must
learn to adjust to the body urges and the demands of society if he is
to become a mature member of his group. This requires the three keys
mentioned earlier, namely understandijig, respect, and appreciation.

Chaperoning A Party

A party will bring out the side of Jim you never knew existed.
>Jhen he is trying to make the very best impression on Zlary Jane, you
see a boy different from the one who attends your ten o'clock class
each morning. The school party is an opportunity most schools provide
for youth to help them develop social competence. In the November
issue of the Illinois Teacher, there was a suggested pattern for party
activities. Following this plan should make possible greater part-
icipation for all. Have you ever been called upon to ch^perone a party?

Some "anticipatory chaperoning" m.ight be very good mental gymnastics.
One teacher asked Boisterous Bill along t-jith another boy and two girls "to s
that everyone had an opportunity to join in the activities and have a
good time, rlaiy Jane, who was a person with kindness and tact, was
asked to help Johnny Shy mix with the group. Hal and Karcia, who were
Imo'virn to seize the first opportunity to disappear into the \T±de blue
yonder soon after a party started, were asked to assume refreshment
responsibilities which kept them well occupied and required their
presence all evening.

At the party, you will enter into the activity and I'dn — but as an
adult. To merely decorate the wall \n.th a bored expression is not
playing the teacher role as well as to give freely of your warmest smile.
Teachers do not discuss the various pupils at the party either with
other teachers or with parents. Make a mental note of any behavior
which has caught your attention and discuss it later. One young teacher
was appalled to hear an adult at a school party say, "See Virgil over
there. He's just hopeless — hasn't an ounce of what it takes." Her
heart sank vzhen she was aware that Virgil had overheard. The boy left

-15-

Independence

In this second bridge, v;e find a cluster of types of independence.
As the adolescent tries to cross this bridge from dependent childhood
to independent adulthood, he meets many problems. Physically he is
able to earn his financial independence, but in our society he is kept
from entering the labor market. Mentally he is almost equal to an
adult, but many of his ideas are considered worthless by adults.

Ke must make an emotionally independent step from his parental
home Xi^hich has provided so much of his security, recognition, affection,
and new experiences. At the same time that he takes this step toward
emotional maturity, he must not lose the respect, affection, and
security of his home. This becomes complicated, especially when parents
fail to understand him when he first tries his wings.

Expect Adult Behavior

The class was outside for a lesson in outdoor cookery and the
teacher suddenly realized she had forgotten to bring her large weiner
fork and mentioned the fact to the group. Quick as a wink^ one boy
volunteered to go after it, which meant he needed to drive the teacher's
car. She gave him the car-keys and he started toward the car. He
turned around and asked, ''V/hat if your husband sees me?" She replied^
"He knows I never have anyone in the car who is not old enough to
handle it."

This boy's chest probably swelled two inches. He gained a type
of adult approval which he much needs. This is the type of inter-
relationshjLp which will help him become an independent mature persori-
ality. Challenges often motivate behavior beyond the adult's expecta-
tions. It's when the adult threatens the self of the adolescent that
he may try to escape back into childish behavior such as kicking and
mumbling*,

Development of Values

Questions of "I'/ho is right?" and "How can I find out?" demand
decisions from youth© To answer these he needs to know what is expected
of him by his society. He also needs to knox'^ what kind of action a
citizen of a democracy should exercise and why. There is a basic core
of values in an integrated society which is inextricably inter^;oven
with the knowledge, facts and skills. We teach these values, but they
are often caught by adolescents in observing adult behavior. For
exaraple^ a sc».venteerj^ year-old boy chose baby-sitting as his home ex-
perience. He had two younger brothers, one three and one six-months
old» He wanted to help his mother so she could do some things away
from home/> but the teacher was sworn through to secrecy. If- this
teacher breaks this confidence the adolescent' has learned something
about values in her code of behavior.

-16-

BLUEPRINTS

Having taken a look at what the adolescent contributes in charac-
teristics and problems to the development of the curriculum, we are
ready to consider the implications for education. V/hat blueprints will
you choose?

Perhaps the three questions most basic to our thinking are:

IiJhat is youth like?
VJhat Tvdll youth learn?
How does youth learn?

As we try to answer the last tr-jo questions, we shall need constantly to
keep in mind that adolescence is a process of development and that
adolescents are the people who are in the process of becoming.

What Will Youth Learn?

One xiray to approach this fundar:ental question is to know the
broad and specific goals of the adolescent. Within his goals lie his
values, interests and aspirations. Success, according to Mr, Jensen
in the December, 1955 issue of Education, is defined in ter-ms of per-
sonal goals rather than goals which are set up by someone else. The
teacher's expectations and goals, insofar as they are different from
those of the student, vn.ll bear little fruit in attainment*

The adolescent can express many goals quite clearly, but often
for various reasons some goals are vague or seemingly absent in his
thinking. If the adolescent could define and identify his goals with-
out assistance the teacher's job might be considerably simpler. He
is quite able to state broad goals without seeing the specific goals
which are therein contained.

Here again one of the outstanding facts is that there is an absence
of a typical or universal pattern of goals for adolescents. The teacher's
part is to locate information concerning goals and to integrate within
their scope new interests, values, and aspirations for knowledge.
Relating the unrecognized goals to those the student has determined
can help motivate the student into appreciation of the previously urt-
recognized goals©

How Can Information be Gained?

Pre-requisite to any course is preliminary planning. This pre-
liminary planning cannot be over-stressed in curriculum building. Infor-
mation can be gained th,rough;

Individual interviews

Observation

Interest questionnaires

Autobiographies

Diary records

Class discussions

Staff conferences

Parent conferences

Home visits

Surveys of out-of-school activities

Observation and interpretation of community influences.

-17-

•tr.

In the High School Journal, April, 195U, Mr. Kannen suggested six
questions a teacher of homemaking might ask in preliminaiy plsjmings

1. In what kind of hon-e does each boy live?

2. Ifnat Incomes are represented in the class group?

: 3. V/hat is the level of social life for the families?

h. 'AHiat t^-pe of activities take place in the home?

5. I'lhat problems do boys face vilth family and friends?

6, IVhat types of activities do boys prefer to learn?

Parental Involvement

Another factor to consider in pre-planning is what the parents
think. This is based on the underlying belief that the public schools
belong to the people and that any innovation or change, to be enduring,
must involve the people, j^Iiss Greeley in Practical Home Economics,
November, 1956 reports a favorable preliminary planning experience with
parents. She gained their approval for trying a coeducational course
in homemaking in the junior high school* After the course was com.pleted
she had the parents evaluate the resijlts. Now the course which was an
experiment has become a part of the curriculum.

A pat^ansrwer for any problem is not only uiireliable but very
questionable. It is a bit like the expert who knows all the answers
because he has read one book on the subject, A changing irorld demands
a curricijlum which conjsiders and recognizes changes and makes necessary
adjustments, A changing adolescent in a changing world in a curriculum
subject to change is the compounded task of todays s teacher.

But Principles Hold

However, there are basic principles which are inherent in all
curriculum building. There is a core made vp of the laws of learning
which undergirds curriculum development and the techniques employed
in teaching. Sometimes it ap-:ears there may be a danger in confusing
laws with interpretation. For example, the principles regarding
motivation do not change, but the method of motivation, the why •
(characteristics of youth) of motivation, and the when (timing) of
motivation are all matters which demand the best interpretations*
Perhaps a role-playing situation would help illustrate these concepts.

In one co- educational class in which questions concerning date
etiquette were asked, the teacher suggested the class consider this
problem, with her. Together the teacher and the students decided the
first step was to look for answers in the reference books they were
using in a unit on social relationships. The problems were written
on the board and the indices of the books used in locating the answers.
These were read and discussed.

Then the teacher said, "One feels m.ore at ease in social situations
if he has done some practicing ahead of tim.e, Henry-, suppose you and I
role- play this situation. You be the boy and 1^11 pretend I'm the girl.

-.18-

'.ve have been to a movie and you are taking me for refreshments*"
The class spent a little time structuring the situation further as to
time and place ii Following this^ the teacher and Henry acted out the
situation. After the role playing the class discussed such questions as;

1« How did Henry let the girl know the state of his finances?

2, How did he learn the girl's choices so he could order?

3. Was he a considerate date? Cite evidence.

h* I'.^-at could Henry have done to have improved the situation?

5. Kow did the girl respond? Did she do her part to make the
date a success?

6. Did she permit Henry to play the "gentleman's role?"

7» T'Jhat might she have done to m.ake the date a more pleasant

experience?
8. "^ATiat giiides can we draw from this situation ,<^ oir- reading and

discussion which will help us in similar dating situations?

A Check on This Method

Role- playing is one of the newer methods used in today's class-
rooms. 7Jhat principles 63.6. this situation illustrate which were basic
to learning?

-X- The questions sho^d.ng interest cane from the class.

■jc- Teacher used this interest and built it into the unit being

taught and involved the class in participating jjn actual assign-
ment making.

•«• The assignment was structured by a listing of problems and
references.

■«■ The teacher played the role of the girl to prevent Henry from
becoming self-conscious.

•5'- Role-playijig m.aJces learning an adverb. Someone has said, "We
do not learn by doing,, learning is doing."

^- The reinforcement theory of learning is applied also — the class
not only read, they discussed, and they saw it acteC. out and
discussed again.

•K- Social awk'.^ardn.ess is often listed by boys as a real problem —
this was recognized by providing opportunity for practice.

^'<r We learn by imitation — if the role- playing can be used, the
students will have a good example to imitate*

We have not exhausted the principles which might be pointed out at thjLs

time, but these are a few to illustrate that a new approach is based en
principles. Learning is still, by one definition, "the process by which
directed relational thinking is done."

-19-

Can There be a Status Quo?

Teaching demands creati^'e thinking. Creative thinking is not static,
but is rather a continual searching for truth in the light of knoTvTi facts.
Facts and their relationships form ncxir patterns, and new ideas are the
result • This is a possibility for any teacher who will take time to
think reflectively using her .intelligence and imaginatione Lrnitation
is one way in which we learn, but making an idea function in a new way
is soul- enriching.

A new pattern of ideas without evaluation and open-mindedness to
and for change can be just a phantasy. The adjective, continuous, is
descriptive of an important principle of evaluation. The various
patterns need to be tried on for size, and any necessary adjustments
made before an attempt to cut into the woof and warp of adolescence.
Check the new idea against all the standards, and then evaluate it as
to effectiveness in your situation. You may be one of those who mil
come TO with a new idea. ¥e want to share with you some of the ideas
which have ' c om.e to our attention.

A Junior High Teacher Shares

Ruth H.^ Thompson, a teacher in a Champaign Junior High School is
of the opinion that eighth-grade boys feel a need for separate classes,
due to their characteristic growth patterns. She has outlined the
follcT/dng as characteristic of her eight- graders.

Age varies from thirteen to nineteen years.

Intellectual ability extends from 70 I.Q. to ihO I.Q,

Physical maturity varies from boys small in stature and very-
immature to those who are mature vrith changed voices and who
need to shave daily.

Due to rapid internal physical changes in size of stomach as well
as in sexual maturing, there is an intense craving for food and
interest in nutrition.

Due to unequal changes in ph;y-sical maturity, there are unpredict-
able abilities in coordination.

New fears and worries are magnified, due to irregular physical and
mental development within the group and within the individual,

A fear of social incompetence tends to create extreme talkative-
ness, a desire to react violently, or to completely .withdraw.

Understanding, along with consistently firm guidance, is of extreme
importance.

^20-

In these characteristics, you will note the "big four" mentioned earlier;
namely, the social, mental, physical, and emotional* Mrs. Thompson
worked out a teaching unit including the aspects of nutrition, meal
planning, meal management, storage of food, selection and buying of
food, preparation of food, manners, conservation and safety. If we check
back, each of these aspects is representative of one or more of the eight
characteristics she found true in her group.

Appeal Through One of Their Goals

I-Irs. Thompson has suggested the slogan, "All of Us Can Live
Above the Safety Line," for an introduction to the nutrition unit.
This has a special appeal to these boys since their body is of so much
importance and they are becoming conscious of what is required for
skills • Thus she capitalizes on their broad goals and opens up new
vistas at the same time.

We Must Be Strong

Behind the plow that turns the earth that yields the f ood—
Behind the machines that make the plow that turns the earth
Behind the train and plane and truck that bear the food
Eehxind the store that stocks and sells the food
T'Jithin the homes, the grand, the sm.all, where food is <^aten
We stand-~170 million people.. .V/E MUST BE STROIv^

We Are Not Strong Enough Now

Forty-five million of us live below the safety line because we
do not get the food we need* Below the safety line m.eans:
Bodies that tire too easily
Bodies with minds that are slow to think
Bodies too weak to fight disease

These Mean Danger

Meals that leave the body hungry
Meals that are not well-planned
Meals that are tasteless
Meals that neglect protective foods

These Mean Safety

Meals that are ample

Meals that are well balanced

Meals that taste good

Meals that provide protective foods.

All of Us Can Live Above the Safety Line

We have the lands it takes to groxi; the foods we need. V7e have
the machines it takes to grow and market all the food we need.
We have the hands it takes to plant and harvest, pack and sell
the food we need. We have the brains it takes to make lands,
hands, and machines all work together. That way safety lies.

-21-
The Take~Off

This type of introduction could be used to stimulate discussion
for setting up the goals of the nutrition unit- Through such a dis-
cussion some of the problems which are troubling boys may find their
;-:ay out. An observing teacher will make a note of any apparent dis-
interest and will work out new approaches*

The teacher might introduce the problem of late and early physical
mat^oration and explain the sequence of growth with other factors of
biology. If boys understood why their physical development was slow
and could be assured they are very normal^, for the range is quite bi^Dad,
much anxiety could be eliminated.

Another way to use this kind of introduction is to make an attrac-
tive bulletin board. One might entitle the bulletin board, "A Boy's
Day." Work out the activities he is normally engaged in and the task
the body has in meeting those requirements » This could be used as an
activity with the class working it out during the class period. Eighth
graders prefer activity so let them, do the labor and you become foreman
of the crew 9

Remember the Growth Changes

Since we know from research that during the time when adolescents
need plenty of protein, iron, calcium and vitamin D, they become food
faddists, we ought to give nutrition an extra boost at the junior high
level. A brief sujnmary of the chief changes might be a good review
for us here.

Circulatory System

a. Heart nearly doubles in weight compared to
the preceding five years.

b. The veins and arteries grow more slowly so
there is an increase in blood pressure.

c. Pulse pressure increases*

d. Pulse rate falls eight-nine beats per minute,
with girls having two- six beats faster than boys.

Respiratory System

a. There is a great increase in lung capacity.

b. Decrease in rate of breathing.

c. Increase in lung capacity does not keep in
pace x-n.th body size.

d. Decrease in basal metabolism during
■ pubescence.

So — l^Jhat Are the Implications?

VJhat happens when the adolescent exerts himself as im Icnow he does?
V/hen his body is undergoing exercise there is an increased need for both
oxygen and glucose. Exertion also causes an increase in basal metabo-
lism, systolic pressure and pulse rate. The growth spurt, xirhich wc

-■-22-

mentioned earlier_, demands three times as much protein in adolescence
compared to the adult requirement. More calcium is needed for bone
growth, more iron for the blood, snd vitamins serve many functions,

I'lhy Are Adolescents Food Faddists

Remember the three bridges we mentioned that all adolescents must
cross from childhood to adulthood? One of those was satisfactory
heterosexual relationships. Poor food habits are' a symbol which rep-
resents what the peer group considers "the thing to do," And the
adolescent conforms to the peer standard. It also represents independ-
ence. The adolescent is anxious to prove he is capable to choose his
own diet '.-jithout adult interference.

Call in the Coach and Judge

' Mo other adult figure can gain as much respect from boys as their
coach. His interest in sports can be seen in these characteristics
which are typical of an adolescent boy.

He tends to overdo in sports*
He is eager to perform well in some sport.
He craves action, excitement and adventure.
New games and new skills appeal.
He shows increasing interest in games, invention,
history and travel o

Capitalize on these interests in the junior high school and let
the coach give some high lights as to body care. He could also in-
troduce a range of sports in recognition of the early and late
maturerso In one high school where an accelerated program is in
practice, wh-ich means the boys are younger than most boys in the average
high school, football was dropped from the athletic program. Perhaps
no other one teacher has more opportunity to help adolescent boys than
the athletic director. Use him to spark these classes, and work with
him whenever possible.

Since teachers realize the tremendous power of the peer group on
the adolescent and the struggle he is having to arrive at his value
system, we can sometimes help by having community people who are re-
spected by youth come in for a class period, Mrs. Thompson called on
a judge to talk to her junior high group on the effect of alcohol on
the body. He used a diagram to explain to the boys what increasing
amounts of alcohol do to the nervous system. He ended his talk by
pointing out the person with a sm.all amount of alcohol is actually the
most dangerous to himself, his friends, his family and to society.
Often an outside speaker can convey this trype of information better than
the teacher.

Some Catchy Phrases

Out for a Good Take-Off At the Controls (Calories for

Taxiing (Proper Food Habits) Measuring Stick)
Hedge-Hopping (My Body Requirements)

-».23-

No".-: is the Tiir.e

In teaching manners to eighth graders and particularly to boys, ^re
are constantly reminded of their long legs, long arms and their un-
certainty as to hox-: to act» At the same time they act as if they knew
it all, they really crave social know-how. Just as this is good timing
for teaching foods and nutrition, it is likewise good timing for
teaching manners, llrs, Thompson has included a story of the Tuckers,

The Tucker Family Dines Out

The Tuckers' Saturday night out was Pop's idea. He said
it would be a good way to finish off the holiday season, and
the whole family agreed. Bib wanted to go to the Parkview
Hotel and Mom wanted to go somewhere to wear her new hat where
it would be noticed. The Parkview it was and by the time they
dressed in their Sunday best, (Tuck even shined everyone's
shoes for the occasion) Pop was really puffed up over hi.s
family's good looks.

As they left home about six- thirty Saturday evening. Tuck
walked along i-jith Mom, Ke enjoyed teasing about the things
he was going to do — blow on soup, stab bread from the tray with
his fork, and use the crust for sopp:jig up gravy from the
plate. Mom, was reasonably certain he wouldn't do any of these
things, but she was none too sure he wouldn't talk too loudly
at the table or get excited over some part of the conversation
and start waving his fork in the air as he sometimes did at
home •

•••Blinking was not enough for Tuck„ He came right out
with, "'.-/hat's this 'Table dish' and 'alley-cart' business?"
"Those aren't dishes," Mom explained, "Table d'hote is a
French expression which means literally, table of the land-
lord. Here it means the regular planned dinner for which
there, is a fixed price ^i;l*50, $1.75, $3.25, see? You can
choose anything you want that is listed there under the words
Table d'hote."

"Would alley-cart cost more if I ordered a whole dirjier
that way?" Tuck asked. Pop was quick to ansT-:er, "Indeed it
wo'ild. Look at your menu and you'll see what a whole dijiner
would cost a la carte."

''rom these two brief excerpts given above, it is clear this type of
story would arouse many questions for a really good discussion. Unless
■;e choose to live like hermits, we all need to know the rules of the
^ame. Any gam,e is more fun when the rules are kno;vn by everyone.

f'resented with This Problem

A teacher of the eighth grade was given a class with these
:har ac te r is tic s :

-•^li-

—all students, discipline problems
. — wide range of chronological ages
' --wide range in reading ability

The problem was one of group relations and the teacher was challenged
to cope -vjith the situation as best he could.

His Method of Approach

He met v.dth the class and gave the following assignment. We are
including the entire assignment because it has many coirmendable "ele-
ments which may spark an idea for you<»

"There are certain trends in modern education that our school
systems ajid others are trying to put into practice. We are anxious
to do the best job of teaching that we can. We \-rxll try to help all
of you get the most out of this course.

"We are trying to make some advancements in education, just as
science is making in science. We csjmot do it Trrithout your help.
For this semester and the next, I'll be trying to plan better for this
class. IVhen you are asked for an expression on a question, try to
give it as exactly as possible. This will help me most in planning.

"I do not want you to guess what I want. I know that myself.
VJhat would help me is for you to say exactly what you think and feel.
And certainly, I wouldn't expect all of you to feel alike about any
one thing.

'^/vhen we get all the papers together, I x^ill study them and then
those things which are mentioned by many of you can be taken up in
class and studied together. No one will see anybody's paper except me.

"T'\fe have talked a good many times about problems people have; one
that I'd like to think about today is the kind of problem that you
face in getting along with other people your own age. All of us have
this kind of problem. It may be, for example, a problem of wanting
to be a part of a crowd and being left out. I remember that som.e
kids were going on a sleigh ride and I wasn't invited; it sure
bothered me and I wondered why. Or it may be just wondering how I
could show other kids that I liked them.

'This could be about girls getting along with girls, boys with
boys — or girls with boys. One of the things we ought to learn as we
grow up is how to get along with others. These are just some of the
kinds of problems we face.

"I will use these papers in planning ways that we could learn how
to get along better. Oh, yes, I remember another thing that used to
bother me; it was the kind of impression I made on others. Now it could
be just any kind of a problem that you have faced with people your o^ti
age. Tell how you tried to work it out, how you really worked it out,
and how you feel about it."

-25-

VJhy Was This Method a Success?

If you look closely at this assignment^ you can easily detect
some reasons for its success. A few might be cited as:

1, The teacher made the students feel what they thought made
a difference*

2, The teacher identified himself with their problems by
relating some of his own feelings »

3» An illustration was given with plenty of room for

individual expression.
k* This was a confidential assignment which encourages truth

and eliminates fesx.
5« The teacher recognized their behavior as multi-ca^jsal and
respected their vileTTOoints »

All the Children of All the People

Deeply embedded in o^jr American Democracy is this All Theory. In
education for ever^'one^ teachers meet problems of extreme individual
differences which are not alwa^^^s easy to answer. r4r. De' Franco has .
written an arti-cle in the September _, 1955^ Clearing House in which he
describes what one teacher did.

The problem which faced this teacher of junior high school home-
making was this — 26 boys with an average I.Q, of 6kf the highest in the
group vras 80 and the lowest Ii-O. The reading lex'el was 2,7^ the arith-
metic level 2.6, and the span of attention was from five to ten minutes.
The average chronological age was 13*9 and they were all in junior high
school.

Several days prior to actual laboratory work in cooking, the class
discussed the necessity for cleanliness in the kitchen. They learned
how to spell the word, 'cleanliness. They talked about fingernails, why
they grow, why we need them, and how they compared to hoofs of horses.
Then they talked about hair and the vocation of barbering. The stove
was explained and the gas supply traced. This meant going to the*" base-
ment of the school and finding out. This led to more questions such
as, "Vrnere does hot water come from?" and this took them to the boiler
room. Each boy brought his ovm soap from 'home. Every day they were
checked, "army inspection," before they could participate in class work.

One of the first lessons was puddings in which the following
questions were consideredr.

What is a double boiler?

Why do we use a double boiler?

I'Jhat is pasteurized milk?

The teacher used an indirect approach and the students were made to feel
that they were the ones to plan, each new topic. The objective was to
teach the boys to manage for themselves so they would develop greater
interest in their homes by achieving self-reliance and feelings of self-
confidence in domestic activities.

-26-
Teaching Tactics

The teacher called on nen to denonstrate whenever it seemed xd.se »
The principal demonstrated his culinary ability. This helped the boys
gain a feeling that this was very respectable work; even the principal
did it» An ex-nav^Tnan demonstrated how to sew on buttons, how to re-
pair torn cuffs,, and how to mend rips using the sewing machine. Another
man showed them how to wash and iron shirts. Needless to say, this
teacher met with success, but greater than this, the boys made grox-rbh
gains in personal achievement and in mental health satisfactions.

Junior High Finale

Purposely, a significant portion of this paper has been devoted to
the junior high boy. It seems warranted when we realized the dearth of
available information available to teachers. It was not possible to
stress every unit which might be included. If more of you have sugges-
tions to offer, you could send them to our Teachers' Exchange*

Calm the Stormy Waters with the Right Kind of Oil

The boy who reaches for something and knocks his mother's vase off
may have misjudged the distance e Kis arms are longer than they were and
he isn't accustomed to these lengthened extremities. To further
embarrass the boy might stir up anger, but to understand without making
him feel self-conscious is- a better oil for making his body machinery
work more efficiently with more practice.

A girl vjho is planning to bring her boy friend home for Sunday
dinner may suddenly want the whole place redecorated. If parents take
all this demand in their stride, the daughter may settle for new
candles for the dining room table in place of the renovation job,
according to Eliot in the September issue of Practical Home Economics,
1951i.

I.

Toward Better Understanding

In the classroom, as in the home, the adolescent shows typical
behavior. T^iss Elsie Buchanon of Lawrenceville found the f ollo:%ang
differences in boys' and girls' homemaking classes:

Boys are better housekeepers

Boys make more noise while working

Boys are apt to confide about family problems in conferences

with teachers
Boys brag about their achievements
Boys publicise the department
Boys are more exacting in things they do
Boys more often visit the department after graduation
Boys interested in man's approach rather than general approach
Boys love a good argument in discussion

-27-

A Soy's T['J±st

Boys must know the V/HY of everything. In fact, their ability to
reason out cause and effect and other relationships often leaves the
teacher fascinated, even though furious. For example^ boys accepted
an instructor's dictiim about keeping yolk out of the white of egg
"because fat breaks down the walls of the air cells." However, when
she attempted to explain whipping cream that refused to whip as being
due to too little fat, every mischievous face lighted up VTickedly at
a discrepancy that the teacher herself failed to catch.

Fnile supervising her boys' class one day, I4rs, Kay Gaddis noticed
one of her boys seemed to be doing nothing* They were working in groups
and had cakes in the ovens. They had been warned not to open the ovens
for the first fifteen minutes. She walked over to the unit kitchen and
told the boy who was standing in front of the oven, he could forget the
cake for a few minutes.' She thought this was better than suggesting
he help with clean-up. He said, "But, Mrs, Gaddis, I'm guarding the
cake."

Well, this was a task no teacher had ever thought of assigning.
But the rivalry between the groups of boys was quite visible. V/hen
the teacher turned, she saw one boy from another group was standing
guard at their oven. Without a hint of a smile, she announced the
boys guarding the ovens x-rere responsible for taking the cakes out
when they were done.

In the Senior High School

Many voices have given recognition to the fact of world conditions
changing the roles of family members. They note the mother and father
roles are overlapping and each participates in both roles. In the senior
high school, it is important that somewhere adolescents are helped to
understand and appreciate the basic roles each sex plays in life. The
emphasis is not necessarily perfection in skills, but rather an
appreciation and understanding of these skills, together with a certain
degree of proficiency in them. One boy having experienced the washing
of dishes after a food's lesson said, "I'll never laugh at girls again
for not wanting to wash dishes; it's hard work." This chap had gained
a new appr^eciation for one of the humbler tasks which too many times
is taken for granted by the non- informed husband.

The Ten Most Important

The University of Kentucky in May of 19^0 issued a bulletin in
which they suggested a curriculimi based on a study of what boys felt
they needed in a course of homemaking. Their questionnaire is included
in the bulletin and they are happy to have anyone use it.

This questionnaire was given to 295 boys in Fayette County,
Kentucky. We took the privilege of checking through their findings and
found these problems at the top of the list. Listed in descending order
of preference:

-2S-

How to use ry money

Understanding girls

How to be a good friend

Appropriate dress for various occasions

VJhat to consider before marriage

What job or vocation is best for me

I'/hat color and style of clothing is best for me

I'Jhat to do when eating out

V/hat are good investments and savings

How to buy and select my clothes

Ii/hat is correct etiquette

But This Yas Kentucky You Say

That's right, but you can do the same type of pre-planning. It is
woll to remember, however, that a problem listed might be symptomatic
of another problem. And what appears to be a symptom in one case may
actually be the problem in another situation. There will be significant
variation in the results obtained from teachers in different communities.
There are many variables which might influence the results. One would
want to use this technJ.que several times in successive years for the
best planning and adaptation of curriculum*.

Interest Tricks

Many of you have aroused curiosity in students by using various
types of m.otivation. One teacher takes her shopping basket to school
loaded i^dth silver, dishes, crystal and menus. Before class tLme she
sets the table and when the boys come in, everyone takes a place at the
table. The questions start the minute they enter the room. And when the
restaurant menus from different places are circulated, they are bug-
eyed with wonderv

Color swatches large enough to be tried on can be real fun for
boys. They form groups of their o>m accord and stajrt asking each other,
"How about this color for a shirt?" One Mexican boy was very interested
and was anxious to have the other fellows help him. His skin color
opened up the "VJHY" very natrirally and then- a searching through the
books followed with a discussion.

A trip to a men's clothing store and a talk by the buyer for men's
furnishings does wonders. "Why is this suit worth $200?" They had
always wanted to ask before, but now they were not embarrassed and the
buyer was quf.te proud to give them all the reasons. Other questions
which were forthcoming were, "Are these fiber mixtures a good thir^ in
men's suits?". "IVhy do some suits hold a press better than others?"

Tv/enty long ties were brought to class one day by the student
teacher and she said, "I^. Abernathy taught me how to tie ties all the ^
various ways. Does anyone want to l-cnow what he taught me?" Everyone
tied sjid tied ties.

-29-

Laundering one of the new type "no- iron" shirts_, pressing a pair
of trousers,, ironing a shirt, sewing buttons, mending clothing tears^
and darning socks are some of the skills which challenge boys in a
clothing unit.

Probably a new experience for the teacher of clothing is the way
a boy "guns" the sewing machine and "steers" the stitching. One teacher
was amazed to see a boy pick up a sewing machine and move it so the
stool would be in the right location. The two most popu].ar articles
boys have made with success are sport shirts and barbecue aprons. It
has proven wise for the teacher to supervise closely the choice of
pattern and material o

To Be or Not To Be

Boys will most often protest with a howl when "your home" is mentioned.
But one teacher starts out by telling them she is against bachelors.
Then she tells them of a standing joke about names in her grade book.
!-.Tien a boy says he's not getting married, she writes his name in her
grade book and allows him two years^ after that time she vrill treat him
to a steak dinner, W_ he is still a bachelor* After twelve years she
has never paid off.

In senior high school, boys are usually eager to consider choosing
a hom.e site, supervising the building of a hom.e, selection of certain
equipment and furnishings, and in learning about insurance. However,
this is a broad area and demands careful "picking and choosing" by the
boys and the -teacher,

Fijmiture renovation sounds too economical and too m.uch like just
plain work to many boys. But a piece of furniture in the laboratory
all ready for demonstration has encouraged boys to bring their o-V/Ti pro-
jects. The resulting finished product gives the boy a new kind of
recognition in his home which he is proud to receive.

Field trips looking at new houses is an excellent way to make boys
and girls cognizant of housing problems. Boys notice things girls
aren't even aware of and the girls make the boys conscious of v.^iat
women are concerned about in a house. This is an example of high school
students becoming conscious of their respective sex roles and those
of the other sex*

-30-

The Chef Himself

Out-door cooking is a natural for men and it is not "braggadocio
when they make claims of their success. Since this type of meal is
becoming more and more an American Way of Life, the boys have more
and more opportunity to express their limitless interest -in foods.
This is one way an entire family can cook together for recreation and
fun. There is no end to the possibilities of recipes, and if you
have poor eaters their appetites have a way of enlarging in this
atmosphere .

Basically there are three types of meals that can be cooked and
eaten out-of-doors;

Meals prepared in the hom.e, packed and
carried to the outdoors, and served in the ,
yard or at your favorite picnic spot.

All foods prepared at the grill and eaten
near by.

Some foods prepared in the house and some
on the grill and served from the grill.

Some menus that adapt to meals of these types are;

Barbecued Hamburger Barbecued Chicken

Corn Boiled on the Cob Baked Potatoes

Garlic Bread Cole Slav;

Ice Cream on a Stick Bread- and Butter

Cup Cakes
Fruit

Broiled Sweetheart Steaks (Flank steaks rolled around a

Roasted Corn piece -of suet and sliced about

Biscuits Cooked on Stick 3A of an inch thick.)
Marshmallow-Hershey Melts

Some boys enjoj making simple equipment for cooking out-of-doors.
For example, coat hangers can be used to m.ake hot-dog roasting sticks
and portable grills can be made from a variety of materials:

An oil drum cut in half can be mounted on a stand. The
top half becomes the lid and the bottom half holds the
rack on which the food is cooked.

A bucket inverted over a fire can serve as a cooking surface.

A wheelbarrow vjith a rack can serve as a grill when a rack is
placed over the fire made in the bottom of the wheelbarrow.

An old oven grill or rack can be placed on bricks above a
fire made on the ground.

-31-

V.'hat Units Do Sxporienced Teachers Include

At Cerro Gordo the course for boys only includes;

DOLLARS AND SEKSE

Budgets — Buying and Maintaining a Car

First jobs — Installment buying
MM TO MAN

For this unit the teacher exchanges classes

with a nan teacher in the field of science.

He teaches hygiene, anatoiny^ breaking of the

conduct code, reproduction, and healthy

boy-girl relationships,
WITH MY HANDS

Furniture Renovation
C0NSUI>1ER V/ISE

Color and Clothes
PLANNING FOR TWO

Marriage and Family Relationships
A ROOF 0\^. OUR HEADS

Housing and Home — Legal Aspects
CHILDREN ARE FUN

Responsibility and Care
FOOD km CAREER

Man's Role — Nutrition — Skills

Teaching Coeducational Homemaking

Most of these co^Jtrses seem to be taught at the junior or senior
year in high school. Sometimes juniors and seniors are together in
class and at other times it is offered only to seniors. Sometimes a
young woman or man, preparing to quit the ninth or tenth grade to
marry can be held in school another year just to take such a course.

Units at Ls-z-rrencevlllo.

Getting Along VJith People

Look Sharp (Clothing Selection and Care)

From Friendship to Marriage

Home Sweet Home

Then There Were Three

Units at Collinsville

Hone and the Family

Home and the Community

Leisure Time and the Family

You and the Family

Dating — Going Steady — Engagement

Wfedding and Marriage

The Home

Safety in the Home

The Family and Finance

Meal Planning and Table Service

The arrangement of units is always a bit intriguing. Interspersing
those which are of less interest just before one of special interest
is just good common sense. Notice in all the suggested outlines, the
Foods is placed near the end or at the very end. Someone has said the
pupilf! would go through several other learnings if they know foods
was coming up.

But Can And Will Boys Do Home Experiences

Girls have a tendency to be self-satisfied with their hom.e
experiences. They are different from boys in that boys tend to do
experiences which stand out to most anyone who enters their homes.
Boys aren't as accustomed to receiving praise for anything in the
home. When someone notices one of their accomplishments they are
really pleased. Some home experiences which have been reported are
shared in the following examples.

Richard had been just a bit surly in class. He invited
his teacher to come and see his project in his home. He
had, with his mother's help, refinished a beautiful walnut
desk which had been m.ade by his grandfather, and the bed in
the guest room.. The desk was beautiful in the living room
and the guests were always complimentary when they saw the
bed, which really was the focal point of the room.

.Tim's mother had wanted a curved white crushed rock drive
for years. She had asked and asked her husband but he
didn't find the tLme. Tim made it, concrete forms and all.
Everyone entering the yp.rd noticed the driv.e and made ■
complimentary comments.

Bruce tore down a very ugly chimney in the living room,
making a continuous wall in the living room and side-
cupboards in the kitchen.

Kevin kept a budget record to determine just how much it
did cost to operate a car and how much he could manage to
save if he planned carefully.

Bill had difficulty with his younger sister so he chose
to control his criticisms and make an effort to improve
their relationship.

MIRROR, MIRROR, ON THE WALL

What Is The Best Student Reward

It is the slightest nod of the head, the gleam in the eye, the
smile of encouragement and the general relaxed posture which the
effective teacher has learned to use that tells the student whether
his behavior is approved or disapproved. Perhaps the most potent

reward for classroom learning is the teacher's acceptance of what the
student does and ho-/; he does it. This acceptance becomes a guide for
future activities. Remember the three keys? These express the
essential ingredients for acceptance. Teachers learn to cultivate
appreciation^ respect and understanding. These three keys unlock the
door to adolescent potential in the classroom.

Mha.-t Is Reflected By Our Objectives

One of the shared tasks in the beginning of a course is to set
up objectives or goals for attainment. Teachers and students can
share in checking at the end of a given course what measujre of success
has been reached. Mr. Snyder suggested four objectives for homemaking
for boys and girls in the March, 1952 Journal of Secondary Education.

Develop wholesome friendly attitudes toward
members 'Of the opposite sex.

Enjoy privileges which are theirs as family
members.

Opportunity for enrichment of home life through
cultural _, moral and spiritual values in family
living.

Development of appreciation, knowledge and skills

is necessary for effective participation in home life.

For Boys Alone

From a man' s point of view, Mr. Hannen has pointed up some
suggestions for evaluating a boys' course. Read these with care and
put in your own sub-points. You may come up with an excellent instru-
ment to use when having parents help in evaluating the boys' class.

Has the course encouraged helpfulness at home and
brought recognition of how much work is involved in
running a home?

Has it developed an appreciation of the importance of
well-adjusted, cooperative family living?

Has it given appreciation, knowledge and understanding

of the factors that make a satisfactory hom.e life possible?

Has it developed safe kitchen habits and good working
practices?

Has it built in principles of judgement as well as
techniques?

-3h'
Has it brought about improvement in personal habits?

Has the interest level been high enough to help keep
some boys in school who would have dropped othervjise?

Has the course provided satisfaction in getting
together informally to plan and carry out a plan?

Have situations been life-like and the surroundings
home -like?

Have the boys developed a feeling of confidence in
areas where they were foiraerly uncertain and confused?

Looking To The Future

In your observations you will note men and boys are taking a more
and more active role in the routines of the home. In no time at all
after graduation you meet Jane and John, who have recently been married.
In your conversation you are interested to hear John tell of all the
ways he helps Jane, T-/hen you put several of these encounters into one
sijmmation, you find men are helping more with the marketing and
preparation of food, much more in the care of children, and they are
intrigued with laundering and all the new equipment in today's home.
It may surprise you to hear how much boys know about the equipment
in the home and how intelligently they can discuss various brands.
If boys do not marry early, they often share "bachelor apartments" with
other boys, be it at college or work. This demands many learnings
which boys may gain in homemaking classes.

As you gaze into your crystal ball of post graduates, you might
check the activities in which you find your former "boy students"
engaged. The class activities which have proved most successful for
other teachers are: care and selection of clothing, family relation-
ships, budgets and family finance, laundering, marketing and prepar-
ation of foods, nutrition, housing, child care and developm.ent and
social relationships.

Nothing can make a teacher happier or sadder than to observe
what happens to her graduates, A teacher x^ho is professional will
follow her students with interest and make mental notes of what she
observes. This ultimately is the reward of teaching; this is the
way success is measured for the teacher.

-35-

TEACKER'S EXCHANGE
HOURGLASS

December is the year's hourglass
Through vhich the smallest day
must pass, and, vith the
setting of the sun
on that short
day a year
is done.
Then Time ex-
tends a gracious
hand, upturns the glass
vhich holds the sand; and a
new hope stirs each mortal vhen
the days hegin their course again,
— Author unknown

MEETING CRITICISM IN CRITICAL TIMES

According to Time, Novemher 25, 1957^ California's chemist Joel
Hildehrand is quoted as saying, "In pleading for mathematics I am not
recommending that they replace other basic subjects. Let them re-
place things like 'how to have a successful date' and 'how can my
home be made democratic.'" Indeed, there has recently appeared a
barrage of criticism of hom.e and family life education such as oujc
subject has perhaps never before known. This same issue of Time
reported that "Health, Education and Welfare Secretary, Marion
Folsom, hinted that the Federal funds that now go into the vocational
program might we3JL be used to raise straight academic standards."
How is so serious a challenge to be met?

Surely, each of us miay well try to think through some implications
of the current criticisms for our own programs. Common sense tells
us that, in spite of the present panic, tremendous changes like that
"hinted" by Secretary Folsom cannot be made overnight and without tie
consent of citizens or their duly elected representatives. Our own
intellectual honesty tells us that there are aspects of home economics
teaching that need improvement. President Henry Heald of the Ford
Foundation cautions us that money alone will solve nothing, nor can
the Federal Government decree the study of science. So perhaps earnest
efforts of individual teachers may make some small, immediate contri-
butions to improvement of students' growth.

In what directions should these efforts'p'ossibly be directed?
Critics of education are calling for more rigorous training in thinking.
By inference, they are seriously questioning whether actual changes in
behavior are resulting from, for example, a study of the democratic
family. Implications for home economists appear to be more attention^
to problem solving and to carry-over of school learnings.

-36-

In developing the ability to think, teachers of home economics
have one great advantage — problem-solving experiences can "be more
often focused upon tangibles than in academic classes. This fact
makes the problem more meaningful and interesting to students at
every educational level. A very good case can be made for the
argument that logical thinking can be practiced in reaching a
decision about purchasing a sewing machine, for instance. To check
yourself on hov veil you are actually achieving logical thinking
by your students, why not locate in your library or send for A
Guide to Logical Thinking by William Shanner, published by Science
Research Associates for 50 cents?

Why is attention to carry-over important right now?

The public's evaluation of education is based on behaviors
observed in outside -of -class situations; it behooves
teachers, too, to be informed about actual changes in
behavior related to school learning.

Teachers have to acknowledge that the most extravagant
education is that which fails to result in desirable
changes.

Self -evaluation and a vivid realization of progress,
even though minute, motivates students to further
self -directed learning. /___

Perhaps you might consider adding to your semester examinations one
or more free response questions, asking for specific evidences on
students' carry-over of class learnings into out side -of -class situations?
Free response can be very revealing if students are convinced that
replies will not affect grades.

VARIETY IN TYPES OF BULLETIN BOARDS

Convenience is promoted if bulletin boards are mobile. The
locomotion may be provided in various ways, commercially made or
built by an industrial arts class. One one side of the mobile
display device may be a bulletin board, on the other side a flannel
board. . In modern classrooms where storage has been given priority
over display space, a mobile combination may be placed within arm
reach of the teacher or other demonstrator when in use, later wheeled
into a closet when not needed. If a program or exhibit is being
presented outside the school, this device is quick and easy to
transport .

The use of peft, board, natural or colored, offers the advantage
of providing for three -dimensional displays. Almost any three
dimensional display seems to have more dramatic impact than a flat two-
dimensional, no matter how colorful and skillfully- done the latter may
be. For provoking interest and reflective thinking in a unit on
equipment, for instance, compare the effect of a collection of differ-
ently priced egg beaters hooked on a peg board with "reasonable
facsimiles" sketched on a poster. Viewers, young and old, enjoy and

-37-

learn from being able to remove and examine the "real thing, " yet these
are easily replaced. And sketches take time — lots of time for most
of us.

"Permanent panels " are useful for illustrating those facts and
processes in homemaking that are sufficiently established to merit
reuse at frequent intervals. One city supervisor eveiy semester
provides ten dollars to each teacher for materials used on such per-
manent panels. The panels may be of any desired uniform size that
vill fit comfortably into the draver or storage rack vhere they are
to be placed when not in use. They are usually made of fibre board
or some similarly strong but lightweight substance. A panel can be
quickly hung from an almost invisible vire on a vail or door of a
classroom by means of tvo flat hooks fastened to the back.

Because materials are fastened, the time of removing and re-
placing items is saved. If money atnd storage for such panels are
not available, commonly used illustrative materials may be stored in
folders or envelopes which are labeled, stored in files, removed and
replaced by students as needed. Obviously, in the latter plan there
is greater wear and tear on the illustrative materials, but only one
"model" is needed for each step since the right and wrong sides are
available for inspection.

PERMAITENT PANELS ON A BASIC PROCESS W CLOTHING CONSTRUCTION

Here is a way in which permanent displays on some basic process
in clothing construction may be thoughtfully pleinned and developed.
Possibilities for permanent panels in other areas of homemaking study
are readily recognized. A series of decision-making panels is usually
used during the preplanning of a new learning, but often referred to
in later lessons and units. Panels illustrating sequential steps are
sometimes combined with evaluation devices, but a single emphasis is
usually most effective with average and below average students.

It is of first importance that a plan for an entire series be
put on paper; of course, your "reach will far exceed your grasp" but
it is surprising how a plan will sensitize you to possibilities in
use of your own and students ' time and work. Most students are
delighted to help generously if names of contributors are placed on
the back of each panel, even to the "last full measure of devotion"
of going down in history as the producer of the sample graded "Failure."

A series of decision-making panels illustrating effect on choices of
hems in skirts

Differences in ability of students
Differences in sewers ' speed or the time available
Differences in fabrics selected for garments
Differences in pattern selected for garments

A series of panels illustrating steps in the processes involved in
hemming skirts

Materials,, wrinkle resistant and soil resistant

Panels numbered to insure proper sequence when being studied

-33-

■ One step on each panel, complete with - • ■
Directions and precautions
Duplicate models to show both right and vrong sides

A series of panels illustrating thinking necessary in self -evaluation of
results as skirt is hemmed

Illustrations of results from common errors or diffic^olties due to

lack of care and /or skill

Graded models of various types of hems

Grouped into three or four levels of quality from failure

to excellent

Usually gradually collected from "practice samples" of

students

CHRISTMAS PACKAGE

"Crop failure this year, "
Her letter said,
"So ve can*t buy gifts."
But she sent me instead

A lost trail through timber
Where children once found
Autumn stained nuggets
Dappling the ground;

And the cry of color.
Sharp as pain,
Flung dovn a frost defeated
Lane • • •

These in a brovn box
Tied up neat.
Lavish with valnuts
And bitter sveetl

— Mary Gerkin Burns

Have you explored vith your pupils
the many possibilities of "gifts
without money" but much love and
thoughtfulness? Introduction of
such an idea may easily sound
patronizing to pupils who have been
gazing at the enticing displays in
every store window. But it does
not have to stimulate resentment,
if carefully handled.

"Christmas Package, " cheerily mounted
on holiday paper, can suggest the
idea. A later class discussion can
have for its springboard reference
to the fact that nuts and bitter
sweet are not available but many
other possibilities are, such as
"Gift Certificates" of work promised
that cajQ be "cashed" at stated times
by the recipients.

POSSIBLE NEW INGREDIENTS IN CHRISTMAS TEACHING

Sugar and spice, everything nice --that pretty well sums up most
homemaking teaching just before the holidays. Home decorations, Christmas
foods and games are an important part of faimily clebrations, and may be
managed economically and satisfyingly.

But some recent investigations in Illinois schools and homes suggest
that in many communities an equal or even more valuable contribution
might be made to family relationships through some class studies in buying
of Christmas gifts. In a period of economic pressures from inflation and
high taxes, more than sentiment should guide the holiday buying of fcunilies*
The season^ s emphasis on sharing can be further enriched if the sharing
is intelligent.

-39-

From a study of carry-over reported "by homemaking teachers in Illinois,
one of the most surprising and impressive findings vas the great number
of girls who received seving machines for Christmas from parents delighted
■with the construction skills learned at school. Let's take this as an
example of introducing intelligent "buying of Christmas gifts. The pro-
cedure might f ollov somewhat the following steps :

Discuss ^casually with students possible family gifts, including

Inexpensive gifts as vxell As larger investments
such- as a seT-rLng machine.

Select a few articles for study by committees interested in exploring
the purchase of various types of home equipmient; a sewing machine
is used here as an example.

Students locate and digest facts gained from charts and
articles in recent home magazines, and from USDA Home and
Garden Bulletin 3^; Buying Your Home Sewing Machine, available
from the county home adviser's office or by sending 10 cents
to the Government Printing Office, Washington 25, D, C,

Students, armed with this factual background, investigate
local market offerings, both new and secondhand.

Students present to the class for discussion conclusions
previously carefully checked by the teacher and vithcut in
ary way implying that every family should or could make such
a purchase,

THOSE JAMTARY SALES

Because real savings can be achieved through January sales of
clothing and other articles, some families prefer to give gift certificates
or cash at Christmas, However, a cynic has defined a bargain as usually
"something you cannot use at a price you cannot resist," This need not
be the case if a review of clothing selection principles tal^es the form
of bulletin boards prepared by class committees and placed in a corridor
where all who pass may read. Since the qualities to be sought in a
winter coat involve a considerable investment, an illustration of such
a "teaching bulletin board" is on the next page. Obviously the stage
setting sketched could be utilized for various articles commonly offered
in January sales, with only a change of the central picture and the t^'ped
characteristics slipped into slits in the background.

THEY LEARN— BUT SLOWLY

You will remember that Abraham Lincoln remarked that the Lord must
have loved the common people because he made so many of them. The same
might veil be said about clow learners in our schools. And probably it
is a good thing, for slow learners are certainly not always loved by
their teachers! Yet, given adequate attention in school, slow learners
may become gay, fun-loving extroverts and teachers ' most appreciative
admirers .

The consistent patience, good humor and skill needed for such happy
results are difficult for a "beginning teacher to acquire. One fortunate
aspect is the vhole -hearted enthusiasm vith vhich junior high school pupils
of varied abilities greet classes in homemsiking, for in grades 7; S and
9 most teachers have a mixture of bright, average and dull pupils in the j
same class. Beyond grade nine, homemaking classes tend to have an in-
creasing proportion of slow learners in each group. Instead of "being
discouraged by this fact, ve should feel highly complimented because the 1
more handicapped the pupils, the higher must be the level of teaching
skill.

Slov learners need our attention perhaps more than most because of
their ovn sense of failure and social inadequacy — feelings that a person
bright enough to have graduated from college finds it very hard to under-
stand. But in keeping her slov learners from becoming dissatisfied
members of society and from making drastic mistakes in their ovn life
decisions, a homemaking teacher can play a highly significant role.

Pupils vho have known failure since the first grade not only get j
farther and farther behind in elementary learnings but also so discouraged j
that by the time high school is reached they have developed habits and
attitudes that prevent them from using even the capacity they have.
Rarely is there a single reason for a child learning slowly; in most
cases a pitiful combination of reasons can be identified. A few respond
dramatically to appropriate treatment, once the basic cause has been
located and the situation remedied. But most show improvement (if any)
very slowly.

i

Nevertheless, it should be emphasized that "slow learners" are only "
slightly handicapped, not "hopelessly dumb, " as a harassed teacher
might conclude. If conditions can be improved and school adjustments
are made in line ^n.th their abilities and interests, slow learners will j
try to live up to the best of their abilities even more completely than "
do many rapid learners. Each is no less a person. Curs is the challenge
to help each become a reasonably competent worker and a good parent, i

TO DISCOVER WHY SLO\J LEARNERS ARE AS THEY ARE IS VITAL TO FUTURE BgROVE>gCT

Some Possible Causes Some Ways of Discovering Causes and |

for Slow Learning Helping Individuals Im-orove

Physical difficulties may long go Observe physical conditions closely |
unidentified at home and at school and report any evidence of deviations
Defects in sight from the normal to the proper health

Limitations in hearing authorities in your school

Deviations from normal muscular Acquaint yourself with the diagnosis
coordination and treatment recommended by these

Abnormally rapid growth authorities

Embarrassing skin erruptions Try to consider these when assigning work
Poor home diet and/or eating in class and setting up expectations for

habits individuals .

Lack of proper sleep and rest Support remedial efforts, where possible, *
General debility from many causes by emphasizing posture, grooming, nutrition

and other desirable health habits .

Develop with individuals home experiences '

-U2-

to establish improvements in physical
habits and vays of living within permanent
physical limitations

Collect facts about individual pupils'
pqrsonal life, home and family conditions,
community relationships; on the basis of
these determine direction of remedial
measures

Collect information about the pupil
from the school counselor, principal
and other teachers vhom the adminis-
trator might suggest
Msike a home visit, prepared to comment
on at least one thing in which pupil
has succeeded

Identify possible causes through
insight gained from home visit and
other contacts

Adjust teaching and expectations 1d
facts learned about each individual
Plan seating, pairing-off of partners,
committee grouping on the basis of
occasionally administered sociograms,
vith a minimum of emphasis placed upon
the sociogram itself

Emotional disturbance inhibits any- Basic personality needs of every pupil

must be met by the school, at least
to a reasonable degree

These needs are the same for the bright
and the dull; homemaking classes offer
many opportunities for all pupils
achieving them, but the method of
setting the stage for such achievement
will vary

Social difficulties may be
operating to affect mental and
body vitality

Pupil and/or family feels disap-
proval of community
Home is severely limited by low
economic conditions
C-eneral environment prevents pupil
from seeing meaning or interest in
middle -class standards and values
Personality problems may stem
directly from undesirable home
situations

Sibling rivalry

Overprotection by family

Rejection by family
AcceptaJice by peers in classroom
society may be uncertain

one's ability to concentrate and
learn; the same overt behavior,
however, may be due to very
different causes and call for
different treatment, such as

The withdrawn child m-ay:

merely prefer to work alone

Be shy and timid

Have seriously withdrawn
from the world of reality

The aggressive, hostile child may:

See school work as a threat and
be too afraid to learn

Feel unaccepted in classroom
group, yet certainly does not
vlDh to be "teacher's pet"

Avoid demanding 100^ conformity

Pair off the shy child with one
somewhat more extroverted

Refer seriously withdrawn child

to best professional help available

Adjust ways of working with pupil to meet
basic needs

Provide opportunities for little
successes and be generous with approval

Convince pupil of your genuine liking
for him, then help him improve whatever
is making him unacceptable to his peers

A3-

Think life has "given him a
dirty deal" — and often rightly
so

Mental limitations may be very
real but even the cumulative
effects may be reduced somewhat

Authorities tend to group
pupils within the range of
90 to 75 or even 70 I.Q,
as "slow learners"

In cases where achievement
records are not consistent,
not only additional tests
but other causes of functional
slowness sho^old be thoroughly
studied

Many of these other causes can
be reduced through improve-
ments in physical and social
well-being of the pupil

Make your classroom a place where he
can always expect warmth smd empathy
from you

Give individual help in admitting his
feelings and dealing constr^actively
with them through class and extra-
class activities

Actual mental capacity should be determined
as accurately and scientifically as is
possible in each school situation

Examine the age -grade -progress records
of the school for pupils who are
over age and grade -retarded by at
least one year

Examine past school achievement records
for consistently poor achievement,
noting where the first evidence
appeared of inability to progress at
the expected rate

Examine scores of at least two group
intelligence tests or of any individually
administered tests

Secure the best counsel available on
the meaning of these records for
individual pupils

SOI^ PRACTICAL HIKTS FOR TEACHING SLOW IE./\RNERS IN HOMEMAKING CLASSES

Obviously identifying causes and working with others in the school and
community to correct conditions, if possible, require time and effort. In
the meantime the pupils must be taught. Unless a teacher gives thoughtful
attention to her teaching, an unhappy, uninterested slow learner may
withdraw within herself to a degree that is educationally wasteful of the
school's facilities and emotionally destructive to the pupil. Or a pupil
may express her frustrations and hostility in ways that interfere with the
educational progress of the group as well as her o^m. No one has or
probably ever will discover "sure-fire" content and method for teaching
slow learners, for they are as varied as any other persons, but some of
these suggestions may help.

Goals toward which slow learners think they are working should be
as immediate and clear to these pupils as is possible. Moreover,
attention needs to be called to achievement of these goals as
frequently as is true, even if the amount of accomplishment is
small. Slow learners are impatient and insist on quick results.

V/ork habits that would be acceptable to an employer should be a
major goal always.

Expect Industry of pupil; toke it for granted and pupils are
'-• more likely to do so

Generate a vorkmanlike attitude in class by your ovn vortananlike
habits

Use many interest devices to help pupils to overcome habits of
laziness and inattention; attention is only partially a matter
of mental resources

Keep standards in vork habits within each one's abilities; what
appears to be irresponsibility is actually a somewhat more
restricted view of the possibilities so that fewer things worry
him

Pace of the classroom must be slowed if many slow learners are in the
group

Teacher should speak slowly

Pupils will need slightly longer time for thinking and doing than
average group

Pupils' slow movements must be accepted; if hurried, they tend

to make mistakes and endanger their own safety in the laboratories

Teacher thus gains time for more personal attention to which pupils
respond well

Content of units must be separated into absolutely essential and desirable
concepts

The irreducible minimum represents a reasonable expectation for the
slow learners

Essentials should be developed in class discussion with many
illustrations, then duplicated copies of these concepts in
simple language and logical order should be provided for
further use in class

Purposeful drill on the concepts should occur often — at the
close of lessons, at the close of small teaching units, before
regularly scheduled tests

Reading is both difficult and distasteful to most slow learners but
necessary

, Study of printed materials should always be done under guidance
of teachers

Materials should be short, appealing, simple in ideas and vocabulary

Texts are often beyond slow learners, even equipped with guide
questions

Special information sheets may be mimeographed if teacher's
time permits

If materials must be read in class, this should be done largely
by the teacher and more able pupils

Slow learners in a class may make it vise for a teacher to read
the questions before giving a test

Pictorial materials are usually more popular and effective with slow
lesirners than are printed materials

Illustrations in reading materials aid understanding if conditions
pictured are similar to those with which pupils are familiar

Posters, charts, bulletin boards and blackboards are effective when
message is limited to a few words and simple concepts

Frequent use of films tends to increase interest but they move
so fast that more than one showing is imperative

Filmstrips that can be considered slowly and referred to again
and again by the pupil herself are more likely to aid under-
standing

Various types of realia, illustrat:Jve material of true -to-life size,
and the slowly-developed flannel board displays "speak louder than
words "

Activities must appear to offer variety even though much repetition of
concepts ajid skills is necessary

The more concrete and tangible the activities, the more responsive
the slow learner is apt to be; she usually lacks initiative and
self-confidence but is highly imitative of anything she can see

If an activity can start with something familiar, the fears of
the slow learners tend to relax, and slow but steady progress can
be made

Complex or continuous processes should be broken down into small
steps

A variety of activities in the one period helps pupils to con-
centrate for at least brief periods of time

May have an interest approach through some pictorial device, a

short directed study period, buzz sessions, general discussion

and summary

May have a demonstration, individual or group laboratory work,

evaluation discussion, clean up

Plans for teaching should include about three different ways
for teaching the same basic principle or skill until achieved to
a point of some independence, if not quality

Emphasis in activities must be mosre on the "how" than on the
'Vhy" for slov learners

In trying to get slov learners to identify themselves with a
situation under discussion, remember that they may have as
rich an experiential background as any adolescent but they
remember actions and feelings more than facts I

Ask "Did you ever feel like that? \Jh3.t did you do?"
Ask "Did you ever hear someone say something like that? Hov did
it happen?"

I

Plan all lessons so that at least small parts may be deliberately

saved for slov learners so as to give them a genuine sense of
accomplishment, even though the question may be an easy one, the (
task a mechanical though responsible one

Group techniques can be utilized to further individual learning and morale

The teacher has to believe and help her pupils to believe that all
kinds and amounts of intelligence should be respected equally
because of the various contributions each can make to the velfare
of the total group

"The importance of class members helping each other can be stressed;
a dull pupil vorking vith a somewhat brighter one is encouraged and
stimulated to greater accomplishment than when vorking alone

Frequent evaluation of attainment and progress helps every child
in the group achieve a feeling of identity and importance

If emphasis is placed upon hov much a group accomplished, the
slow learner in the group shares commendation that he could never
have won alone

Group solidarity can be strengthened by using references to
group members' achievements in other areas as matters of
interest and rejoicing

If a slow learner "makes" the school choir, is pictured in
the local newspaper as a member of a church group, is listed
in the school paper among those pupils perfect in attendance,
sincere congratulations are very much in order

Some such reference can be eventually discovered for every
pupil if sufficiently sought by both teacher and pupils

THE PROBLEM OF GOSSIP

Is gossip among your pupils a problem? One teacher found that just
talking about it wasn't enough. However, she reported that a bulletin
board on the subject, followed by the discussion that it stimulated, did
help. "

The heading of the bulletin vaS, "Three Gates, " a title torn from
yellow construction paper. Below this, typed in capital letters on white paper
mounted on brown was the poem, "Three Gates, " which follows :

If you are tempted to reveal
A tale to you someone has told
About another, malce it pass,
Before you speak, three gates of gold.
These narrow gates: First, "is it true?"
Then, "Is it needfxil?" In your mind
Give truthful answer. And the next
Is last and narrowest, "Is it kind?"
And if to reach your lips at last
It passes through these gateways three.
Then you may tell the tale, nor fear
What the result of speech may be.

—Beth Day

Three "golden gates" appeared on the bulletin board. Each was
partially open to reveal one of the three questions of the poem.

CERTIFICATES FOR ADULT STUDENTS

In one community, adults who attended all sessions of the adult classes
,^in a series were given a certificate which read as follows:

This is to certify that ( name ) has attended all

sessions of the adult class, "Today's Clothes and Fabrics, "
offered by the Homemaking Department of the Smithville
Schools in cooperation with the Smithville School Board.

Signed ■

(President of School Board)

Signed ,____^

(Homemaking Instructor)

Approved

(Superintendent of Schools, Smithville, Illinois)

The above statements were neatly typed on heavy white typing paper
and the school seal placed at the bottom as a final, official touch.

-kQ^

Bulletins For Classes in Boys' Homeinaking

Agricultural Extension Service, Purdue University, Lafayette, Indiana

1. What Every Husband Should Know

2. Planning Outdoor .xeals and Outdoor Cookery HE 281

3. Teen-Agers and Grandparents

^S:. William L. Carpenter, Associate Editor, Pub:|.i cat ions Section
Division of Agricultural Inf orsnation. North Carolina State College
Raleigh, North Carolina

1. Family Team.work 120 .0$

2. Your Child Needs Both Parents 133 .03

3. Credit— A Friend In Need 170 ,0$

Bulletin Room., Agricultural Extension Service, ^College Station
Brookings, South Dakota

1. Clothing The Famdly For Comfort An6 Safety EL-182

2. Family Strength— Getting Along Together EC-539

3. Kno\-x Your Investm.ents EIr.l63

U, Planning: Use Dollars With Sense EL-180

5. Entertaining Inform.ally In Your Hom.e EC-517

Bulletin Room. Extension Service, Duncan Hall, Auburn, Alabam.a

1. Ages 'N Stages ii98

2. Fam.ily Goals UOO

3. Family Jobs 293/

U. Have Pimples Moved In On You lU

5. You And The Tots 7

6. Family Health And Safety hhh

A Book For The Teacher

Moser, C. G., Understanding Boys, Association Press, New York
^' This sm.all," readable, comprehensive book is all about "Those
am.azingly com.plex and rather baffling bundles of energy whose
growth is so challenging and rewarding." The discussion g'laides
from birth through m.iddle adolescence, answering m.any of those
perplexing questions teachers find them.selves asking.

A "Book For The "Hoys

Beim, Jerrold, The First Book of Boys' Cooking, Froublen Watts
Inc., New York, 1957.

Junior high teachers, here is a book you will want to look at
for your boys. It is written for boys with a m.asculine flavor.
Did you ever hear of Wild Salad, Jiffy Stew, or Dinner in a
Bundle? There is a good section on out-of-door cooking too.

A Book For The Parent And Teacher

Understanding Your Adolescent, by B. S. Gottlieb, M. D.
Rinehart & Com.par^, Inc., New York, 19^7

ILLINOIS TEACHER

KOViE ECONOMICS
EDUCATION

UNIVERSITY OF ILLINOIS

.*v?*?^

^^

'•^,

Star f-eafure

II^ROVING THE TEACHING
OF MONEY MANAGEMENT

Forming Attitudes Toward ?-toney
Having Goals is Important
Choosing Record Form.
Following a Plan Takes Self-
Discipline
Teenagers Need Help in Dtrying
A Caution for All Work in
Consumer Buying

TEACHER3' EXCHANGE

TEACHING AIDS

Vol. I, No. 5
January, 1958

".','.'■'. "\,"> ":.

IMPROVING THE TEACHING OF MOJ^IEY MATIAGEMEOT

By

Hazel Hasty, Urbana Senior High School
Dorothy Keerxan_, University of Illinois

A high school graduate once wrote to his principaJ. as follows:

"I want to know why you and your teachers did not tell and teach
me aoout life and the hard^ critically practical world, I am a husband
and a father working my way blindly from a high school intellectual to
a respectable, self-supporting, voting citizen of the commijinity* In
this transition I am beginning to get an upper hand on the lower rung cf
the ladder of life for which your education never prepared me one whit,

I wish I had been taught more about family relationships, child
care, getting along with people, interpreting the news, paying off a
small mortgage, household mechanics, politics, local government, the
chemistry of food, carpentry, how to budget and live within the budget,
the value of insurance, how to figure interest when borrowing money
and paying it back in installments, how to enjoy opera over the radio,
how to detect shoddy goods, how to distinguish a political demagogue
from a statesman, how to grow a garden, how to paint a house, how to
get a job, how to be thrifty, how to resist high pressure salesmanship,
how to buy economically and intelligently, and the danger of installment
buying,"

Like the disgruntled writer of the above letter, all of us are
concerned with the earning and spending of money. High school students
are no exception. In one survey of two thousand high school seniors
more than one -fifth felt that the need for money was their most
desperate problem.

As teachers we know that the ability to manage money can be learned.

We may also have the disquieting suspicion that this ability is not being
developed in our students. Studies of disruptive factors causing break-
do-tms in family life, indicate that a very high percentage of all family
difficulties have their roots in money problems.

Surely, then, we will decide that education in money management
should be considered an essential part of our curriculum in home and
family living.

But, When?

Money management may seem a difficult topic for you to jjresent.
But actually, it is a "natural" for inclusion in hcmenaking courses.
Since your teaching is already centered on family problems, you should

not find it inpossi"ble to add some material designed to develop the

skills and understandings needed for effective financial management.

There are vays to include the study of this topic in every subject
matter areao

Planning Comes First

Students vho have learned how much planning helps in other areas vill
take more kindly to the idea of planning the use of money,

DO YOU

1. allow your students to share in plsinning "both class and extra-
class activities?

2« emphasize the need for having one's goals clearly in mind
before starting an activity?

3. insist on evaluation of plans made?

h, encourage revision of plans -whenever this seems desirable?

5t let your students know that you plan, too.

Choice -Moking is Essential

None of us has enough money to take care of all our wants. We must
meike choices. And intelligent choice-making involves an examination of
one's values.

How much do you know about the things your students value most? .

Once a teacher asked her group of senior girls, "What are you
going to work for, besides money?" The class pondered this in silence
for several minutes and finally one spoke, apparently reflecting the
thought of the group, "What else is there?"

An hour of discussion, though, produced a list of twenty -two reasons
that people worked, and everyone's horizon had been pushed out just a
little .

So few of us take time to analyze our real desires. In the friendly
climate of a homemaking classroom, students m.ay be encouraged to start.

Use Any Available Material

A magazine aj-ticle entitled '*your First Real Piece of Jewelry"
presented a new idea to another class. The author suggested that a
high school girl would get more genuine satisfaction out of a relatively
expensive item which she had chosen after studying the source, history
and construction of the metal or stones used, than she would from a
large number of inexpensive pieces of costume jewelry.

Not many of the girls were inclined to agree with this value, but
again, their world of ideas had been orpandedo

In "The Girl and Her Home" the authors. Trilling and Nicholas,
suggested this problem:

"On the day you graduate from high school, a wealthy relative, .s^nds
you a hundred -dollar check for a graduation present, with a letter saying
that the giver hopes you will get some real enjoyment from the money, and
that you axe to use it exactly as you please,"

If each class member writes, anonymously, how he feels he would get
the most genuine enjoyment from a hundred doUars, the teacher will gain
many insights into the values held by the group-

Discussion of some of the possible alternatives might be focused by
using questions such as:

1. Which ways of using money will give me the most lasting
satisfaction stnd enjoyment?

2. Wliich ways will contribute most to my total development?

3. Which ways will help build good habits and desirable character
traits?

Of course students need to learn that not all people derive their
enjoyment in life from the same things. If a person's use of his money
is not harming himself or other people, we should be tolerant of it,
even though we might not want to spend our own funds in exactly that way.

Still another way of exploring values would be to ask each pupil to
try to make a list of the things which give him the greatest satisfaction.
To emphasize the less tangible, these lists may be divided into those
things which money wiU, buy and those which do not have an immediate
monetary value.

Forming Attitudes Toward Money

According to Hoyt^s The Consumption of Wealth, a standard of living
is "more than the material things consumed. It is a sum total, not of
things, but of satisfactions. A standard of living consists of the
satisfactions considered essential by an individual or group."

A large amount of money to spend does not necessarily mean a high
standard of living.

We must know the kind of satisfaction a person gets from the things
he buys, to determine the level of his standard of living. To get real
satisfaction from one's spending requires caj*eful planning. '

When one is a member of a family, he must plan, not only for his
own interests but for the best interests of the other members of the
family as well.

students can be encouraged to try to think out what expenditures
of money will bring them and their families the most lasting satisfaction.

Having Goals is Important

We often think in terms of short-term goals. But long-term ones
are of equal or greater importance. Nickell and Dorsey in Management
in Family Living list a number that seem worthwhile for all families to
seek:

1, good health for each family member.

2, continuous development of each member throughout life— physically,
mentally, socially, spiritually.

3# satisfying personal and family relationships.

h, sufficient resources to insure the health and welfare of members

of the family and to provide educational and recreational

advantages for each member.

5. well -planned housing which meets the needs of the family and is
conveniently located.

6. individual and family participation in local and national affairs
aiid an informed interest in world problems.

7. management of the family resources to insure attainment of the
above goals.

Could your students be led to see how certain items of expense are
actually contributing to the achievement of goals such as the above?

That "Word!

Many students, and grownups, too, have an acute distaste for the
word "budget". Lead them gently toward this topic I

When emphasis is placed on a plan for spending as a means to a
greatly desired end, the idea seems to be more acceptable to many people.

Of course, you know that a budget can help a family to

1. decide what it wants most from life.

2. live within its income.
■ 3 • achieve its life goals .

h,~ find "and stop""leaks" in its spending, - ..

5. educate all its members in the management of msoney.

But your .students are apt to be ready with an equal number of
objections. You have heard nll of these, "haveh't 'yo"^?

"We don't get enough money to. budget."

"Budgeting takes all the fun out of life."

"a budget is only needed by careless and wasteful people."

"What's the use of a budget? We just spend all we get, and that's that,"

"Budgeting is too much work."

5

The ansvers are easy, but remember, being intellectually convinced of the
value of a practice is only the first ctep tovrard the practice,

(By the way, do you have a plan for spending?)

People vho have tried budgeting over a period of time tend to keep
it up. Mrs. Ruth Freeman reports that those Illinois farm families vho
have kept records for more thsm one year recognize that the records
help them to improve their money management and generally continue to
take part in the farm accounts project-

A budget actually can help a person to get more "fun out of life"
by m^aking it possible for him to enjoy more of the things he vo^jld like.
Even people who are usually very careful of their expendit^jires will
probably be able to do a better job by making a careful study of the
problem* It is very satisfying to know where one's money goes, and to
be able to have some long -de sired item as a result of careful money
management.

But the smaller the income, the more necessary it is to plan carefully
if one is to get the most value from the amount of money one does have a

If the record forms are carefully planned one can keep an effective
budget and expense account, with a few minutes of work each day, plus an
occasional hour for evaluation and further planning.

Start VJhere They Are

As in other areas of education, it seems wisest to begin the study cf
budgeting with the students' immediate concerns, and on a small scale.

One way to start is to ask each student to keep a record of all the
money he spends for a week— or a month — ignoring for the moment the source
of the funds.

In one clnss which was asked to do this, a girl reported her expen-
ditures as follows:

candy bar

.10

2 bags potato chips

.20

ice cream cone

•05

2 pkg, of gum

.10

candy bar

.05

bag of candy

.10

stamps

.09

2 candy bars

.10

2 pkg. of gum

.10

1 pt. ice cream

.27

doctor bill

10,00

^11.16

Sometimes keeping an actual record of where one's money goes is a
shock, as it vas to this student! This particular girl vorked in a
restaurant where her meals were provided. She coiild see, once she had
the evidence on paper, that one dollar a week was an excessive amount
to spend on sweets. Awareness of the facts was thus the first step
toward improved practice .

Use The Experiences of Others

The study of sample budgets often helps students to look objectively
at the use someone else has made of money. It gives them a chance to
discuss choices without the threat implied in the consideration of a
personal situation.

Case budgets given in textbooks are often out of date or unsuited to
the particular class. The teacher, however, can easily adapt them to'
her own needs, . Such an adaptation might be made of Fred Colbert's budget
as given on p. 17 in the useful booklet, Managing Your Money, which is
published by the Consumer Education Study of the National Association of
Secondary School Principals, 1201 l6th Street, N,W., Washington, D, C,

Following the study and analysis of some sample budgets, the class
will be ready to try preparing one. It is simpler to start with a small
amount of money and agree beforehand on the general items that it is to
cover.

Directions for making a budget for $5 a week are given on page 19
of the booklet previously mentioned. Students should be expected to
have definite reasons to support their plans for the distribution of the
money.

Later, they may be encouraged to plan for the use of the small
amounts that they have available.

Older students will have the need and desire to carry this problem
further. Perhaps some will already have part-time jobs. The members
of any class will be looking forward to

1, full-time jobs

2, m.arriage

3, marriage plus a job (two incomes)
h, further education

Students can work out budgets for each of these probable situations.
In order to estimate their expenses, they will need to do some study.
Consulting persons now living in similar circumstances to ones that
they expect to be in will be of great value.

Many high school students have only the sketchiest of notions of
what it actually costs to live under present conditions. They expect- to
save large amounts of money from the low-starting salaries most of them
who begin work right out of high school will receive. The teacher who

7

spends sonetime mailing clear the economic facts of life, will be doing
much to prevent dlsillusionmenx later.

Also, when a student sees that his income vill need stretching, even
to cover the items that he considers as necessities, he should be better
prepared to consider the values in a spending plan, or budget.

Case studies can help put this point across, too. An interesting
one appeared in the February 3; 1957 issue of Parade, a supplement
included in a number of Sunday newspaper editions. Actual figures are
given to shovr hov one family was able to get more of the things they wanted,
as a result of planned spending. A number of very basic principles are
illustrated.

If you live in a farm community, your students may think that they
cannot make any estimate of family expenses. The vocational agriculture
teacher will be able to help you here. In one school, the veteran
trainer provided the homemaking teacher with copies of the yearly summaries
of income euid expense turned in by his trainees, A statewide picture for
Illinois is given in the yeajrly analysis of farm family accounts.

The 1956 bulletin (HEE 3672), A Guide in Farm Family Financial
Planning is available from the Extension Service in Agriculture and Home
Economics.

Concentrate on Essentials

Throughout class study, the teacher will want to emphasize the basic
steps in al3. budgeting

1. Estimate your income.

2. Estimate your expenses.

Studying records of past expenses makes possible the most
accurate estimate.

3. Analyze your needs and wants.
h. Apportion the money available,

5. Plan a way of checking on the money spent.

Choosing a Record Form

There are mainy kinds of record forms and record books available.
Some of them are so complicated that just to look at them is enough to
discourage the prospective user,, Some require an unnecessary amount of
work to keep.

VJhile there is no reason why one may not use a purchased record book,
if one can find a suitable one, it may be better to teach students to
prepare their own record forms. For single persons, and for those
families whose income is based on a wage or salary, these can be relatively
simple and can be made so that the record -keeping will take only a few
Tiiinutes in a week.

8

The first step is to keep a simple day -"by -day record of one's actual
expenditures for a period cf tine, A nor.tii is pro'cacl;,' ^cest, Tnis can "be
done in a snail notebook or on sheets of paper „

At the end of the month one should study the expense record and
decide on the categories into vhich the expenses fall, remembering to
include any items vhich normally vould be bought but vhich for some
reason or other vere not included in the expenre records At first one
may have a long list of categories, but these can be combined.

The Fever the Headings The Simpler the Record and the More Likely
the Chance of its Being Kept^

Some Category Lists

1, for a school boy or girl

lunches

recreation

snacks (for obvious reasons, it is a good idea to separate

this from lunches)
school supplies
toilet articles
church or Sunday school

2, for a young vorking person living in a furnished room near
her vork

rent

food

clothing

care and cleaning of clothing

recreation

gifts and contributions

personal care

(cosmetics, haircuts, toilet articles, etc.)

3, for a young couple living in a furnished apartment

rent and utilities

household supplies

food

clothing

laundry

recreation

personal item^

gifts and contributions

h , for a family buying its ovn home

heat

utilities

furnishings, equipment and repairs

household supplies

food

csLT expenses •. . ,

gifts and contributions

family recreation

education

clothing (divided by family members)

To cut do^m on the number of categories, items vhich are paid only
a few times a year (taxes, insurance, medical costs, etc.) can be
itemized on a separate page and left out of the monthly record. Personal
allowances should not be included in the general record, either, though
the individual may find it helpful to keep his own record — and children
might be required to do sOo

If, at any time, one wishes to study a particular item more closely, an
extra column for it can easily be inserted, so as to sepetrate it from
the larger category.

Savings are most easily recorded by putting the amount decided on
into a savings account at the time that the pay check is cashed or put -
into a checking account, Pjiy further investment of the money in the
savings account will require only a simple notation on a page kept for
that purpose in the record booko Money to pay for a specific expense
in the future, such as a vacation, can be "stored" in a savings account
until needed.

Once categories have been established, a notebook— loose leaf or
spiral — can be purchased and ruled as follows, using the categories
decided upon previously.

Rent

Food

Clothing

Recreation

Date

$50.00

$i^0.00

$20,00

Jan. 1

2

3

4

1 1

1 1

The amount at the top of the column represents the amount allotted
to that category for the month. As expenditures are made they should" be
recorded in the proper column. Ordinarily, this will take only a minute
or two a day. If one goes on an extended shopping trip, she should save
all sales slips and record purchases as soon as possible after returning
home. If one has great trouble in remembering items of expenditures, it
is possible to form the Jiabit of recording cost whenever one spends money.
However, unless one is living very close to the limit of his income,
small inaccuracies, or forgetting to record an item occasionally \-r\ 1 \ not
interfere with the value of the record.

10
A Quick Trick To Save Time

Don't vait until the end of the month to add up expenses. This takes
more time, increases the chances of error "because of the length of the
column to he added, and doesn't let you see hov you are doing until the
end of the month • Add up each column as you go along.

It's quick, easy, and lets you know just where you are. Then you can
adjust your spending accordingly.

When you begin the next month's record, add any left over from your
allotment to the allotment for the new month. This provides for those
expenses which tend to be bunched, such as clothing purchases. Of course,
if you went over your allotment you should subtract the overdraft from
the new figure. This doesn't necessarily mean you have overspent, because,
as indicated above, some expenses may be heavier in some months than in
others. It does let you know where you stand.

Another Possibility

Is to start out in Januaxy with the total yearly allotment at the
head of each column ajid subtract as you go along, instead of adding.

At the end of each month, it is simple to add the expenses in each
category to those of the preceding month (only two sets of figures againi)
and find out what your total expenses have been to date. If you are interested
in over-all monthly expenses, those, too, are easily obtained.

And, at the end of the year, adding the total of your "Infrequent
Expenses" page to the monthly expense total will quickly give you the total
expenditure for the year.

Of course, this type of record can be kept on a weekly basis, if one
desires. And it doesn't have to be a January to Januaiy affair either,
though that seems wisest, in view of the income tax yesLT,

- — This method requires only a ruler, a pencil and a notebook. If you
add-a box to store canceled checks, receipted bi3-ls and the like, you
have all the essentials for keeping simple financial records. The notebooks
can be easily stored and provide good material for leisurely study of one's
pattern of -expenditures.

The Time to Form a Habit is When You Are Young

Students can be encouraged to set up their own individual -type of record.
The form of the record is not as important as the habit of keeping it and
the satisfaction of knowing where the money goes.

If students acquire the habit of keeping records, it is likely that
they vill tend to continue this practice when they have homes of their own.

u

Need iMore Arguments? . ,

Expense accounts are valuable because they

1, show the individual or the family whether they are really
progressing toward their goals in life, and getting what they
want for their money.

2, show mistakes in spending,

3, indicate whether spending is unbalanced or properly distributed
among the different necessary items,

U, show whether each member is receiving more or less than a fair

share of the family income,
5» give a family a feeling of security because they know how much

they can afford to spend.

Some Tests for A Method of Keeping Accounts
A good method should

1, not require more than 5 minutes a day and a little longer once
a month.

2. make it possible to show the financial condition of a family
at any desired time.

3» show how the spending is divided among the different items of

classification.
h, show in some degree how much different members of the family

are spending,
5. show the date of purchase for important items.

Here^s Another Method For Planning Family Expenses

1, Set aside for the Future

a. Set dovn the size of all fixed future obligations which you
will have to meet during the year.

b. Total all these fixed items and divide by tjie number of pay
checks you will have,

c. Plan to save this amount out of each pay check. Place it
in a special checking or savings account. Whenever one of

; these fixed items comes due, you will be able to pay it from
this fund. If your original estimates were correct, there
should always be enough in the fund to meet your obligations.

2, Set aside for Past Debts

Follow the same three steps as above to take care of any debts
you may have— doctor— dentist— installment payments, etc,

3» Plan for Present

Subtract the amount set aside for future obligations plus the
amount set aside for past debts from the total pay check. This
gives you the amount you hav>^ for day-to-day expenses.

i2

Naturally your past, present and future obligations should be a — -
little below the amount of each pay check. With this type of plan, one can
rianage without keeping a complete record of expenses, though surely this
record would be very desirable.

One of the first goals of any family should be the setting up of
a reserve emergency fund equivalent to two or three months wsiges, for use
in case of sickness, accident or other emergency.

Following Any Plan Takes Self -Discipline

No matter what kind of a plan you follow, it won't work perfectly
at first. You may find that you have allowed too much for some item', or
have forgotten som-e major expense. In that case you must go back and do
your figuring over again.

Or perhaps you are already in debt and will need to run your family
finances at a deficit for sometime, making payments from savings or your
emergency fund until all your back bills are paid.

Once you have a workable plan, you will need to make a real effort to
follow it. For most of us on limited incomes, this takes real self-
discipline. Impulse buying can wreck the most carefully planned budget,
., In a family, every member of the family must be satisfied that the plan is
fair. Such a plan is not possible ujiLess there is family cooperation and
family agreement and willingness to change the plan from time to time
to keep it in line with changing family needs. For no budget can be
permanently set,

A Safety Valve ■ -•'■■ - -

To help relieve the feeling of having to watch expenses closely, many
authorities suggest that each member of the family be given a small
allowance to be spent in any way he wishes, with no necessity for making
an accounting to ajiyone.

Getting the Most for Our Money

No matter how much or how little we have to spend, we can learn to
get more value for the money we pay out.

Our pi'oblem as consumers is always the same, to get the best values
we can for our money, ■ The first step in getting the mosf T of^ your money
has already been discussed, A plan for buying is essential,' Unless you
know what you want and need most, you can hardly hope to get good value
for your money. The problem usually is to select -the -best product one can
find for the money which one has to spend.

We cannot all be experts, but we can kn^w'the basic factors about
things we buy regularly and know where to find out about the bigger ones.

13

Teen-Agers Need Help in Buying

Even a brief look at current advertising vill show how advertisers
exploit the teen-age market. The habit of free spending^ acquired in
youth, is often carried over into marriage, with unfortunate results.

Teachers can help students analyze their own buying practices #
Asking a class to list favored brands of certain comnon items is a
starter. Then the teacher can probe a little. Why do you prefer this
brand? How much of your buying is ba^ed on sure, accurate knowledge? How
much is more or less guesswork? How do you make up your mind which to buy?

V/hen students start asking, "How can we find out about a product?"
they are ready to be introduced to

Some Sources of Help

1, Government Publications

Available from the Superintendent of Documents, Washington,
D.C., and also through Extension Services in the various states.

Many titles are available. One can send for the current
list.

Did you know that teachers are entitled to a certain number
of free copies of these materials, provided the ones asked for
are available?

2, Newspapers and Magazines

Much useful information is found in homemaker's magazines
and in the women's sections of the larger newspapers. Some
newspapers publish a weekly report on the best food buys of the
week, which can be used in teaching meal planning and food
marketing,

3« Commercial Publications

The material may be developed around the subject or product
Ox* the business or around a secondary interest. For example, the
Metropolitan Life Insurance Company has booklets on diet,
disease prevention, etc.

Booklets put out by commercial companies may include infor-
mation on

a, origin, processing, distribution and uses of materials

b, care and use of products

c, principles of buymanship

d, related topics such as health, nutrition, cooking, finances

Ik

A careful selection of the free materials offered through
vomen's and professional homemaking magazines will give any
teacher a good stext on a collection of "buying aids.

Be sure that youx school library has the complete set of
the Household Finance Company's Better Buymanship Bulletins,
Such a set will be given free to a school, if requested by
the librarian,

k, Commerical Laboratories

These Eire maintained by manufacturers and retailers

for their own buying studies

for investigation of customer complaints

for discovering infonnation about products

for use in sales and advertising -• —

5» Trade and Professional Associations

Local and national Better Business Bureaus, company or
industry wide associations

These establish trade standards and test merchandise.
Complaints about merchsuidise or about unethical advertising or
selling practices will be investigated by these agencies,,

6, Rating Services

For yearly subscription or membership fee, these give
information on buying various articles and list comparative'
ratings of a wide variety of products.

The general data is helful. The specific rating has limita-
tions. No such organization can test all available brands of a
commodity or keep up with the changes in quality. Also, nary
items are produced locally and don't have nationally known brand
names.

One should read all the explanations to find out why the brands
are rated as they are and then weigh this information in the
light of his needs and income,

7, Women's Organizations

An exan^le here would be the Money Management Portfolio of
the American Association of University Women,

8, Public and School Libraries

Besides books and magazines, libraries often have material
filed under subject headings, which gives general principles of
buying, as well as guides for particular items.

15
9u Advertising

You'll probably vant to spend more time on this. Our
first reaction is to ].ook for all the defects and exaggerations
in present practices. And these aren't hard to find, as ve all
knovj The appeals that open our purses are varied. One listing
includes

a.

health

h.

beauty and appearance

b.

maternal affection

1*

efficiency

c«

appetite and taste

J.

vanity, pride and fashion

d.

attraction of the sexes

k.

safety

e.

economy

1.

sympathy

f.

coinfort, Ijleasure and

m.

envy

luxury

n.

fear

g.

ambition

Students vill find it enlightening to study ads for the
purpose of identifying the appeals used.

You vill vant also to emphasize the value of advertising in
our economic system. In this connection, you might use the article
vhich appeared in the April, 195^ issue of Illinois Education,
entitled, "You've Got to Watch ©"at for Advertising."

Of course, ve do vant to sensitize our pupils to the extrava-
gant claims, ridiculous exaggerations, and evasive or m^isleading
statements made by many advertisers. A skit in vhich all items
are described in the language of the ad-vriter vould not only be
funny, but vould help students remember to read critically.

10. Labeling

A good label vill

a. identify the product vith its manufacturer or sponsor.

b. supply information about product characteristics or
ingredients.

c. give information on product use and care.

Terms like "certified", "approved", "tested", and "guaranteed"
are very misleading. Students can be taught to ask:

Who "approves"?

Where vas it tested?

Hov_did it perform in tests?

Fnat tests vere made?

For vhat is it "certified"?

\rh.3.t organization backs a "guarantee"?

It is their money they are spending!

16
Students Can Collect latere Infonr-ation

Students can vcrk as individuals, or as groups, to become experts
on one kind of goods.

They can write to the proper organizations and authorities for
information, study books, panphlets and magazines, collect labels,
wrappers, tags, and seals of inspection, q^Jiality, etc., and then prepare
a report for the use of class members^ One idea might be to develop a
working dictionary of the standard teims used on labels and in advertise-
ments for the product <

Buying guides can be developed by students from available reference
material and then uced to evaluate garments or products which have been
brought into the classroom.

Here, for example, is a guide which gives information about slips.

I. Cut

A« Princess line

fits best — r*equires most material

B. Straight line— two seam-bias cut

smooth line over hips, snug waistline tends to ride up

C. Tvo-gore skirt with front on straight of material

seams at side or side back
back panel straight or bias
fitted with tapering slcirt pieces

bias midriff section

bodice pieces extended in V lines below the waistline
usually fits well

D. Circular skirt

to give a wide sweep at the hemline

center of front and back may be on the straight or on the bias
suitable under fuJJL skirts

II« Construction

A. Seams

1. flat fell

neat inconspicuous

wear well if underside isn't cut too close

2, French

may be bulky

3» Lap ;

usually pinked, pressed down and top stitched vd.th

regular stitching l8-20 stitches to inch — zig-zag stitch
is best.

17

k. Fagoted

decorative

elastic^ but not as strong

found in more expansive slips

5. Plain

used chiefly in lover priced bias cut slips
thread breakage and fraying of rav edges
reduces serviceability

B. Edge finish

1. double bias top, stitched at edges

quickly and easily reinforced by additional rovs of
stitching near the edge

2, fitted facing

good_, especially when edges are top-stitched

30 Cordon stitched edges

single thickness at edge
cannot be mended easily
dainty, moderately durable

h, machine made embroidery edging
usually less durable
breaks are difficult to mend

5. bias binding

semi -durable

not too durable if narrov because trimming has to be
closely done
• cord -like edge is a point of abrasion

6, lace

most durable if uniform in construction

needs to be securely applied with zig-zag stitching and

sufficient lapping on the fabric
adds to cost — usually reduces durability

C . Straps

1. double -stitched fabric

2, ribbon

grosgrain
satin

Should be caught deeply enough if inserted between tvo
thicknesses of the double top. With lace or embroidery, straps
should be fastened at top of lace as veil as to the fabric,

a» v-shaped front strap attachment is best

18
D. Fabrics

Qualities to look for

1, firmness

2, smooth finish

3. sufficient absorbency

4, color fastness

5. ease of laundering

6. controULed shrinkage
7« plain veave (gives better service)

Study Real Things

If a number of slips can be brought to class^ students vould enjoy
using a guide such as the one above to identify' the different types of
construction and evaluating the possible wearing qualities of each.

In one class, a girl vho had a part-time job in a local store received
permission from her employer to bring several different styles of slips
and bras to the classroom for study.

Another class took a field trip to a larger store. The teacher had
made arrangements vith the manager to have the girls shovn garments at three
different price levels. Attention was called to the variations in quality
which \rere responsible for the price differential. Items for study were
chosen from those which this particular cIp.ss would be likely to purchase_,
such as cotton dresses, storm coats and slipov~er svreoters. Since many in
the group had never eaten in a cafeteria the trip closed with lunch in
one — giving an opportunity for choice -making and the weighing of cost and
nutritive values.

Foods units offer many opportvinities to teach the principles of ?

consumer buying. Projects can be adapted to the age and ability level of
the class. This type of activity is a good one for the girl who needs extra j
activities to keep her busy. Or a committee may be responsible for carrying
out the project and reporting to the class.

A few projects which have been successfully carried out can be described
here.

1. Prepare juice from

canned orange juice at two price levels
frozen orange juice concentrate
ly^ dozen fresh juice oranges
1/2 dozen fresh eating oranges

Measure the amount obtained and calculate the cost per ounce
to find which is most economicalc Bun a taste test, using other
class members as testers. Report your results and answer the
question, "VJhich is the best buy at the present time, considering
price and quality?"

19

^n projects such as these, the teacher can point out the principles
followed in taste testing to eliminate as much bias as possible.
The girl v:ho finds this type of thing appealing may vish to consider
a CEireer in a test kitchen or in food research.^JT"

2. Select 8 to 10 cans of peaches of different brands ?j:d prices,
(in one small coraniunity, fifteen different brands were found on

grocery shelves.) Open, drain and weigh, calculating the cost

per ounce of drained weight. Conduct a taste test, having

the class score each sample as to flavor, texture and appearance.

Tabulate the scores and make your recommendations as to the best

buy. Would the use to which the peaches are to be put make any

difference?

finding ways to use the remaining peaches would be an interesting
side project. However, they can always be given to the school lunch-
room or cafeteria^jJT"

This project can be done with other foods. Peas and tomatoes
provide good demonstrations, also.

3. Buy one pound of the smallest potatoes and one pound of the
largest, smoothest, baking potatoes that you can find.

Peire the small potatoe.s as needed for boiling, aind weigh them.
Do the same for the ^J-arge. Save the parings. In which case do
you get the greater weight of edible potato? Using the figures
that you have, how much lower in price per pound must the small
• potatoes be, if you are to pay exactly the same amount for the
edible portion in each case.

Weigh accurately the parings in both cases. What percentage of
the original pound of potatoes has become waste?

Report your results.

h. Buy four apples of as many different varieties of apples as are
available. Keep one raw, bake one, make sauce from one, slice
the third in a custard cup and bake as for apple pie. Taste and
evaluate as to suitability for CL-ch of these uses. T^.bul:te your
results and report your findings to the class.

5. At the store buy paired amounts of four items, one nationally
advertised, the other as nearly like it as possible, but without
the "name brand". Conduct taste tests. Can the class detect any
differences? How do the c-sts per unit compare?

6. Select an article of food which can be judged to som.e extent by
inspection o Consult reference books and list the points for
which the food should be inspected.

20

Arranse to have at least six different examples of f ^ ;^^^^?
class, and let each member of the class practice oudeing ^^^^^^^
by inspection, Grading the samples from poorest to hest. Tabulate
results, o.nd present to the class, explaining the basis fvr
grading by inspection and when the method is appropriate.

Do You See Obstacles?

If the homemaXing budget, the time available or the conditions ^fj
which supplies must be obtained, do not permit projects of the type descrioed
Ibove, if is still possible for students to do -- studies -^i^^ -^^^^^
encourage them to think about their buying practices. Some of tnese couxa
be carried on as home experiences,

1 Compare the cost per ounce or pound of ten to twelve items of food
thTare available in different size containers. Some suggestions:
peanut butter, apples, flour, sugar, oatmeal, vanilla, cereals .
How do you explain the differences you discover? Is i. al;i2yi
most economical to buy the larger sizes? Explain what other
factors must be considered.

2 List all the cereals (whether uncooked or ready to eat) available
• inthfstores. Figure the cost per ounce of each, f--^- ^^^

amount needed to prepare a serving and arrange in order from the
nost expensive to the least expensive. If one has little money
?o speS, which would be the most economical cereals to buy? ^^at
does the size of the package have to do with it?

? rollect food advertisements. Cross out all words which give no

^' infomation to the consumer. What is left? What appeals to ouy are

used? Evaluate the advertisements from the manufacturer's and the

consumer's point of view,

k. Make a study of labels. Collect at least twenty-five and make a
cSrt to indicate the type of ir^ormation which is given on them
Study the differences between grade and descriptive labeling and tell
the class about each. Interview a number of housewives ana ask what
they look for on labels. Design a label for a food container that
gives the information that would be helpful in selecting that
food.

S In When You Buy, Trilling and Nicholas make this project siuggestion:

Ask permission from a meat dealer to watch and listen for an hour
while people select their meat. Choose a busy hour. How many ask
for meat and name the cut? How many ask for a certain grade? How
many ask for "stew" or "roast" or "boiling piece instead of
naming the cut? Do you think that consumers need to oe educated
about how to buy meato VJhy?

21
Seme Other Ideas

Much can be done to JLirprove the shopping habits of pupils. If it is
possible for them to buy groceries for the department, this can be made
a valuable experience. They can be "oausht to make lists, to itemize lists
according to the layout of the store, and to veigh values on the basis of
cost and quality. They vill also become informed on the kinds of items
available. High school students often have little understanding in this
area. But the girl who returns with evaporated milk when the group needed
the condensed type, will not be likely to repeat this mistake I She •vrLll
learn from experience, the value of reading the label.

Sometimes it is possible to give pupils the actual money which is to
be spent for a given meal. In this case they can take advantage of
•'specials" and have a real experience in keeping within a planned expense
budget.

Students may be sillowed to plan meals on a low, moderate and high
cost level. In this case, it is always wise to use actual income figures
from the surrounding community « Allotments made for people "on relief"
give a reasonable low income figure and are often available from newspaper
reports. The average monthly earnings of industrial workers are published
at intervals. So are such items as a comparison of the nation wide aver^^
age food bill per family with state and regional figures, or the per-
centage of the dollar that goes for food out of the total expenditures in
a given city. The teacher who keeps her eyes open for such information
can use it to make class problems more than academic exercises.

Students can figure .costs of dishes prepared in class. One can
point out the additional cost of adding such "luxury" items as pickles,
olives, dates, nuts and marshmallows .

It is enlightening to study the least expensive sources of various
nutrients. A problem set up' for this puirpose is described in The Young
Consumer by Schultz, The tables on pages l66, l68 and I70 may^be used
to calculate the cost of nutritional elements when found in different
foods. When carried on by professional workers, such a check gave the
following results:

Inexpensive sources of six nutrients

1. white potatoes

2. whole wheat bread

3. rolled oats

h, beef or pork liver
5. peas

Inexpensive sources of five nutrients

1, rutabagas

2-, large turnips

22
Inexpensive soiorces of four nutrients

1. spinach

2. "bulk carrots
3o miJJc

Inexpensive sources of three nutrients

1, dried prunes

2o canned tomato juice

3. molasses
h^ pork chops

Most good "buys for vitamin C, furnished only this one nutrient at
lost cost_, which indicates the special effort that must he made to
include adequate amounts of this vitamin in the daily food intake.

Experiences in shopping need not be confined to food. What new
items of equipment does the department need? In one case it was mixing
bowls. A student committee visited a3JL the stores where these items
were available. They obtained prices, noted differences in quality _,
weighed the values of buying sets or separate bowls, auid then made a
report to the class, giving their recommendations.

The same thing could be done with other items — paring knives, egg
beaters, kitchen curtains — most anything needed.

The more one knows about an item, the more intelligently one caji
shop for it. How much do your students know about fabrics, for example?
Ignorance is responsible for many poor buys. The fabric buyer in a
department store of any size is a good source of information. He can
show students such things as natural and s;;>Tithetic fiber characteristics,
the difference between 80 square percale and the less durable variety,
and variations in quality even at the same price. At least he can help
to eliminate the idea that "cotton is cotton" and that all fabrics made
from it have the same properties o

Some Pointers For Field Trips

1, Talk to the person in charge first and make your purposes clear.
It is a good idea to leave a written outline of the points one
wishes to have covered,

2, Prepare the class by some study. They should be familiar with
the vocabulary likely to be used,

3, Don't plan too much for the trip, and try to keep the group as
small as possible. Sometimes it is possible to arrange to
take a class in sections,

^« Always allow time in class to ta]Jc over the new ideas gained.

23

5<, One way to insure "intelligent questioning" is to make
up a list in class beforehand, and ask each girl to "be
responsible for getting the ans-v-isr to one or more of the
questions •

6, Sending a "thank -you" note afterwards is only common courtesy
and good human re3^tions, A student may write this for the
group.

You may be lucky enough to find a frustrated teacher in business
in your town, as was the case with one furniture store manage* He did
an excellent job of pointing out signs of quality in furniture and in
rugs, When the homemaking teacher jc«]3plimented him on the thoroughness
and clarity of his presentation, he admitted that he had really wanted
to be a teachers

Ordinarily, nonschool people are more effective in their own settings.
When a grocery store manager, who had given the teacher much helpful
information, was invited to talk to a class, he was obviously very i3JL
at ease. The hour was not a success. However, another year, when a
group visited his store, he was able to speak to them easily and freely
and they gained much from the trip.

Tradespeople may become more effective with practices The first
time an appliance salesman and repair man was faced with twenty girls,
he found it extremely difficult to concentrate on the material, which
he knew well. He was willing to keep trying, and, over a period of
years, this trip, where the construction, selection and care of
refrigerators was discussed, became a very valuable one.

If You Can^t Go To the Mountain, Don't Give Up

Perhaps the mountain can come to you J Sears, Roebuck and Coirrpany
put out excellent traveling packets in several different categories o
These contain samples of items of varying qualities and varying uses.
The inclusion of the price of each item is a particularly helpful
feature. The fact that one can keep a packet for two weeks makes it
easier to use the materiaJ. in daily lessons. The only cost is return
postage. With a number of the packets, leaflets for the students to keep
are included.

A teacher can build up a collection of items for study. If a few
dollars each year are set aside for this purpose, such things as
lengths of fabric of different qualities, "art objects" from the dime
store, and children's books, caji be purchased and used for illustrative
material in many units,

i^jid don't forget the students themselves. A shop student did a
lesson on furniture const2nction for one group c He had been well taught
and his explanations were helpful. He could demonstrate the methods
clearly, too. After all, he had done it himself I

2k

A CAUTION FOR ATX WORK IN

CONSUMER BUYING

Don't soar too far above student home conditions and practices «

If ve do this, students may reject most of what they learn and our
purposes will not he achieved, in spite of the best of intentions.

A teacher will find it profitable to spend a Saturday studying
the retail stores in the community. She should notice who buys in
each, as veil as shopping habits in evidence and the level and range
of quality of the items sold.

Cash or Credit?

Once we have decided what to buy, the problem of paying for it'
comes up.

There is much printed material available on installment buying.
How much time should be given to the topic in homemaking classes will
depend on how adequately it is covered in other courses.

We will want to emphasize the cost of credit. A class may

1. maJce comparisons of the cost of using various credit facilities,
when buying household articles,

2. collect contract forms used by furniture and appliance stores
and read the fine print.

3. arrive at some principles to follow in deciding when the use
of credit is desirable,

k, learn what is meant by a credit rating.

If your town is laxge enough to have a credit bureau, a representalire
could be asked to explain

a, why such an organization is needed,

b, who its members are,

c, what its purposes are.

d, what services members receive.

e, what advantages are given consumers.

5, understand that one's credit rating depends on

a» character

past perfonnance in regard to financial obligations.

b. capacity

ability to pay in immediate future.

c. capital

amount available as savings, or "net worth".

25

Some good films are available to ehow how the decision to -use
credit nay involve a number of factors^ including one's values.
Installment Buying, available from Visual Aids Service,, University
of Illinois, shows' a young doctor deciding to use credit for nevr
office furniture. It shows how he shops for it, and stimulates
thought and discussion on the part of the audience.

Saving For Rainy or Sun Shiny Days

One would hope that an individual or a family will be able to do
such a good job of planning that there will always be a little left over.
The question of what to do with "spare funds" will arise next. A class
might study the possibilities* Various forms of saving may be listed
and an investigation made of their relative advantages and disadvantages «
Local officials of credit unions, hajnks, or savings and loan associations
may be asked to explain the purposes of their organizations and the
procedures to follow in making savings in each type of institution.

Since many high school students are already wage earners, en^hasis
might be placed on the types of savings most suitable for high school
boys and girls.

Protection for the Family Enterprise

The life insurance salesman is an early caller on the young wage
eajrner. It seems useful, then, to help students so they may more in-
telligently select their first, as well as later policies. The homemakir^
teacher should find out what aspects of insurance are taught in other
courses, so that she may avoid needless duplication. Certainly, however,
the common terras used in policies should be understood. An insurance
dictionary will be of help, as will the study of sample policies.

In all areas of homemaking, emphasis can be placed on reducing losses
covered by insurance. If there were fewer losses, the cost of insuring
would be a smaller item in the family budget. The value of good health
habits and safe practices for the protection of lives and money can
hardly be overstressed. To teach by example, the classroom should be as
free from hazards as the teacher and class working together can make it.
Home projects which involve correcting unsafe conditions may be encouraged.

The Educational Division of the Institute of Life Insurajice, U88
Madison Avenue, New York 22, has many teaching aids in this area and will
send a list of those available if a request is made. The materials
include a set of film strips available on free loan from the Institute.
These are :

Kow Life Insurajice Began
How Life Insurance Operates
How Life Insurance Policies Work
Planning Pamily Life Insurance

26
The Next Generation

VThen you teach child care, remember to include some st^idy of ways

to help little children learn to handle money, A child's attitudes |

toward money and the things it will buy, like other attitud3S, are 1

built up when he is smalla Such questions as these may be considered: j

1. Should children have aJJjLwauces? |

2, \-raen are childrf>:3\ old enough to have money of their own?

3o Should children be paid for vork they do around the house? |

h, Hovr much should ' children know about the family finances? '

5» How may children be taught so that they will avoid the

extremes of miserliness and wastefulness in the use of money?

Two Bibliographies

1, Annotated Bibliography on Money Management, Consumer Education
Department^ Household Finance Corporation, 919 North Michigan j
Avenue, Chicago U., Illinois.

2. Annotated Listing of Free and Inexpensive Teaching Aids on I
Education in Family Finance, National Committee for Education

in Family Finance, U88 Madison Avenue, New York 22, New York.

27

TEACHERS' EXCH;\NGE

M IDEA FOR A "HOI-IEKAKING REVUE"

Emily Keath, Head of the Honemaking Department at Thetford,
Vermont^ vrites that a group of her sophomore boys presented a
skit as part of the annual "Homemaking Re^-ue", The boys had visited
a chef at vork in a hotel kitchen • They repeated the interview,
with one of the boys taking the part of the chef. The others
asked him questions which he answered_, thus sharing the irJ'ormation
gained on the field trip with those who attended the revue. The
"chef", with the aid of two assistants, also demonstrated the
preparation of vegetables for soup or salad and the making of "Roux"
or white sauce.

An attractive "kitchen" for the presentation was achieved
through the use of a table with a simple framework around it.
Copper pans hung from the frame. The "chef" and his helpers wore
large paper chef hats.

THE RAPID lEARNER— KUISAKCE OR INSPIRATIOH?

Democracy, in the best sense, implies an opportunity for each
individual to make the most of his capabilities and to enjoy the
best advantages his community can provide for that purpose. Equal
opportunity, however, does not mean identical opportunity or that
everyone should do the same thing. Denying bright pupils the
opportunity to try their wits on many aspects forever closed to
the slow learners is quite as undemocratic as forcing slow pupils
to attempt things they cannot do.

"Rapid learners" are those intellectu^l.ly superior pupils having
IQ ratings well above 110 as measured by tests of general intelligence
and/or reading comprehension* In other abilities they range from
high to low in specialized areas like art, music and mechanics,
from leadership to isolation in social traits, and even from
excellent to poor in school marks and achievement in school subjects.
Each is what his environment has made him. But the intellectual
jXDtentialities are there. Critics of democracy declare public
schools are geared to reducing all pupils to a "dull mediocrity".
If this should happen, the future of our nation would indeed be in
jeopardy. Empirical evidence is overwhelming that individup.ls who
make high scores in youth ore much more likely than others to
attain distinction in adult life.

Rapid learners are not only quick in learning subject matter
'but also capable of abstract reasoning power fax beyond that of
other class members. They are imaginative and creative in developing
new and original concepts and processes c However, they are also
inclined to great diversity and independence with vei-y definite
ideas about their own needs and interests. A teacher's leadership

28

of rapid learners usually has to be earned through demonstrating
superior knowledge and ability vhich these pupils recognize and
respect.

Like slov learners — indeed, all adolescents — rapid learners
have the same need for meeting "basic personality needs and have
the same developmental tasks to achieve. For this reason authorities
do not often recommend acceleration beyond their own age group but
instead a richer educative experience in mixed classes of slow_,
average and bright pupils. Certain fundamental understandings and
skills desirable for all youth \-rlll be presented in such classes,
with the outcomes differing in degree or quality even more than
in amount or quantity. To handle such a wide range of individual ^

differences in one class is a challenge to the best of teachers.

Sometimes a high level of intelligence is concealed because cf
the difficult' personal problems of a bright pupil „ Hence the
physical, social and emotional background of the pupil as well as
his intellectual capacity need to be knovm, just as much as in the
case of a slow learner. This need of having accurate informati.on
about the two extremes in a class has to^ often taken precedeixie
over studying the background of the average students because, when
all is said and done, most lessons are geared to the latter, hence,
more effective for them.

SOME HIACTICAL KIMTS FOR TEACHING RAPID LEARKSRS
IN H0MEI4AKING CLASSES

A bored and sometimes almost contemptuous bright pupil can
often be a nuisance to a mixed class — and also to herself. On the
other hand, given freedom to experiment beyond the confines of the
class assignment and encouraged by appreciation for the depth sind
logic of her thinking, she can become an inspiration and help to the
class and teacher. In the following suggestions perhaps you can find
some hint that will make a big difference in your success in guiding
some potentially superior pupils o

Goals should be achieved so far as essentials are concerned
but should then be interpreted broadly for rapid learners
in terms of their particular talents (and weaknesses) in mind©
For instance, most superior pupils are reliable enough and
capable enough to work with a minimum of direct supervision^
But if this is not yet so, a project that will keep the pupil
under the eyes of the teacher wi3JL have to suffice until the
individual has learned sufficient dependability.

Pace of the classroom must be set by the abilities of the
majority but a rapid leai-ner can go forward at her o^vn pace
in special interest projects and other types of enricliment
activities.

Content of units for bright pupils includes both the minimum
essentials and the desirable additional concepts and skills.

29

Emphasis should be upon experimentation vhich might lead
to original and creative thinidLng and doing.

Emphasis should also be upon extending both the breadth
and the depth of the pupil's intellectual background,
ultimately leading to the habit of doing logical thinking
vith abstract concepts, rather than the trial -and -error
method or imd.tative learning to which less gifted persons
are limited.

Mimeographed sheets of mdnimum essentials developed in
class serve merely as a point of departure for independent
vork by rapid learners.

The drill necessaiy for most pupils is put upon a higher
plane of responsibi3J.ty for rapid learners if they accept
responsibility for helping the less able class members
reviev fundamental learnings,

Reading should be a pleasure to gifted pupils if previous
school experiences have overcome any limitations in
attitudes and skills engendered by a home environment
vhere facilities vere nonexistent and parents considered
reading a vaste of time.

The less affluent school system may have to be satisfied
with adding more difficult reference books, pamphlets and
magazines to the general and/or classroom librajry.

The larger and vealthier school system may offer extensive
opportunities for viewing films, listening to transcriptions,
watching classroom television, etc^

Pictorial materials are taken in at almost a glance and the
truly"creative pupil then is likely to be ready to exper:j:ient
with making some additional materials that they can share -d.th
class members. Examples of these types are listed under.
"Activities "o

Activities differ beyond the minimum essentials desirable for
all in terms of length of interest span, in independence of
planning, executing, and evaluating, and in diversity
appropriate to individual pupils' talents, interests, and
needs .

Differentiated assignments in reading are most commonly

used.

Increased bread bh of reading that can later be shared

with the class in some interesting form seems to satisfy

most pupils ,<

Increased depth of reading is often the choice of the more

nonconforming (and often more gifted) pupil among the rapxl

30

learners e For example, even a ninth grader, especially
interested in science, has been known to develop through
depth of readj-ng and some simple experimentation quite a
respectable report on "Cosmetics and Skin llygiene" vhile
she -would have been extremely bored and impatient over the
repetitive practicing of good grooming processes necessary
for achievement by slow learners •

Developing, administering, and tabulating a simple questionnaire
before the teacher- pupil planning of a unit cannot only fascin-
ate a superior thinker but help her to realize that objective
evidence is most potent in helping a group to thinlc clearly.

Inviting and making other arrangements for an outside speaker
for her class, interviewing selected individuals for collec-
tion of information needed by whole class, and other commujnity
contacts should be carefully checked beforehand by the teacher,
then are usually about as satisfactorily done as she herself
could dOe

Presenting demonstrations as well as possible at first, then
WD.th correct and incorrect techniques presented to promote
problem-solving thinking by class members can be done by
individual or a group of rapid learners.

Taking leadership in developing dialogues, symposiums, panels,
debates, dramatizations, and resility practice or role playing
cannot only help bright pupils to develop leadership qualities
and skills but also materially reduce time-consimiing tasks of
their teacher as pupils grow in these abilities o

Writing newspaper accounts of class activities. Imaginative
diaries or stories about characters studied in vario^us aspects
of home m.anagement and family life, nonsense rhymes or lisiericks
for use on posters may delight a youngster talented in this
respect.

Writing and making a tape recording for adding to a permanent
collection of the school a dramatization concerned with
debatable topics like "The Use and Abuse of Credit", writing
and putting on a radio script in a near-by station in some
popular form such as a "Quiz Program" based upon fads, facts
and fallacies of nutrition, etc, require more extensive
facilities than many schools have but are fine for not only
pupil growth but also public relations if well done.

The girl with marked interest and ability in art can illustrate
class generalizations with dra>ri?igs of cartoons, comic strips,
posters, and take and develop picttires useful for inteiTpre-
tation of hom.emcking classes. Wliere quality is high, such
pictures may be made into slides for a permanent collection
or even into a film strip which, of course, is more teclmicaLlly
difficult and costly.

31

More mature pupils can often share responsibility for such
community projects as talking a poll among citizens, putting ai
on a "campaign" in the coimiunity after achieving success in
such a classroom or school project, planning and carrying out
community programs, displays and demonstrations as at Fairs,
PTA meetings, etc.

Helping elementary teachers, taking responsibility for caring
for small children at club meetings, churches, etc., require
dependability and good judgment rather than intellectual
superiority but pupils who have developed all these abilities
should be allowed their share of such responsibilities, even
though a teacher always has to keep in mind the need for saving
firsthand experiences within the abilities of slow and average
pupils for these pupils.

Group values always have to be balanced with opportunities for
individual initiative and creativeness.

If enrichment experiences were to be forced upon a rapid learner
by r1 1 teachers at the same time, the pressure upon the pupil
would be too great; moreover, any pupil who secures and undue
number of the "prestige -carrying" experiences in a high school
can easily lose the benefits of group give-and-take and group
support.

Emphasis should be placed upon how and where other less
capable pupils can make very necessary contributions to most
of the group projects suggested.

Obviously average as well as rapid learners can profit from
many of these suggested activities, but superior pupils will
profit to a greater degree.

— — Letitia Walsh

Go through professional magazines which have been neglected and
maJte a note of the articles helpful for second semester classes.
If I don't do this, the unit has been taught and then I find material
I could have used.

At the completion of the first semester jot down things you
particularly wauit to remember to do or not to do when repeating those
units next year and file those notes with materials on the units.

^Ruth Henschen

32

A SHCRT, SHORT STCRY ABOUT A PLEASANT HOI^ VISIT

"I'd like to visit your homes and get acquainted vith your j

parents, I should like to discuss our plans for the year and get
their suggestions. Will you please let me knov when it vould be
convenient for your parents to have me visit them* ^' This was my
request of the freshjnan homemaking pupils in the small high school
in the friendly little town,.

Within two weeks all but three of the pupils had invited me
to visit their homes. So, in class I said, "I have Wednesday and
Thursday evenings free if any of you would like to have me visit
on one of those evenings," Within a few days, all but one pupil
had arranged for a home visit,

Susan alone had not asked me to visit her home, I thought
about this for some time and decided to wait for a definite invitation
from her rather than insisting on making the visit minus an invitation,

A year passed, I had not been invited to Susan's home. However,
the rather ramshaclOLe house where she lived was pointed out by
another faculty member as we went for a Sunday afternoon drive.

The next fall, Susan and her sister enrolled in homemaking
classes again. One day, Susan came into the classroom all aglow,
"Miss Smith, could you come to our house for dinner next Wednesday
night. We have just moved; we h^ave the Granville farm over near
the highway. We butchered, Miss Smith, We could have steaks if
you'd like that. Would you like that?"

I accepted the invitation, I further assured her that I would
enjoy whatever they would have for dinner.

The whole family was lined up to welcome me. Everyone was
scrubbed and neat. The round dining table was placed cozily close
to the heating stove in the dining room. It staggered under an
array of food; a large platter of beef liver was a feature of the
dinner. During the dinner, I was urged- to eat a great deal of the
liver — and it was delicious, I chuckled inside when Susan said,
'Ve decided to have liver because you are always urging us to
have it for our laboratory meals and I figured it was probably
your favorite meat," I made a mental note to clarify the reasons
for eating organ meats — heavens, I laughed to myself, have I given
them the idea that they plan meals to suit my appetite?

After dinner the girls and their brother left to go ice
skating. An offer to help with the dishes was refused. The parents
and I sat around the stove and put our feet on its base for warmth.
Tliey told me how happy they were in their new home, what hopes and
plans they had for the children, how much they appreciate alJL that
their children were learning in school. It was a good home visit.
I was glad that I had waited until the family was ready for my visit.

33

I "believe that vaiting resulted in a better home -school relation-
ship than might have been achieved othei-wise.

Let the Commimity Kno''.;

More active interest in and support of the homemaking program
may be expected from parents and others in the community if they
have been kept informed about the homemaking education program. Use
the daily or weeld.y newspaper as one mxeans of infomiing the community*
Suggestions for vriting the news story appeai'ed in the article,
"New Dimensions in Adult Education", in the October issue of The
Illinois Teacher ♦

Invite parents to visit the homemaking department. They prob-
ably will not come unless they have an invitation for a specific
occasion, but if they do come they will enjoy the experience, VJhy
not arrange several "special occasions" during the year so that all
parents will feel especially welcome in the department at least
once? A pupil whose mother is unable to attend might invite
another member of the family, perhaps her grandmother or an aunt--
or she might invite a neighbor „ You might consider inviting
parents to:

^A tea party

^An apron style show — showing off the aprons made by the

junior high school pupils
■^A demonstration that might be especially interesting for

parents as well as pupils. Perhaps you will demonstrate

"party refreshments for holiday entertaining* "
*A lesson on "qualities to look for when you buy clothing

for the, family".
*A "family fun night" sponsored by the Future Homemakers of

America.

CASE STUm FOR A UNIT ON "LOOKING AHEAD TO MAERIAGE"

The following case study was used to introduce a unit on
marriage. The situation described was typical for the community in
which the school was located.

Mary Summers and Jim Crawford are a young, engaged
couple. Mary is twenty years old. Since her graduation
from high school she has been employed as a clerk in a
local dress shop at a salary of $35cOO a week. Jiin, at
23, has completed his military service and, at present,
is employed in a bakery at a salary of $60.00 a week.

Mary lives with her mother, father, and younger sister,
Joan, who is a junior in high school. She pays $15.00 a
week to her parents for room and board. She has difficulty
budgeting the other $20.00 '^sely. Just now, she is tr^'ing
to purchase clothing for herself and a few articles for her
future home.

31^

Jim is an only child. He pays $20,00 a veek to his
parents vith whom he lives* He o-^ras an ancient jalopy
vhich he calls "Hercules". It seems to be in constant need
of repair. He works many evenings _, so he usually sees
Mary on Mondays, Thursdays, and Saturdays.

Jim^s parents have already located what they describe
a "darling apartment" for Jim and Mary, Both families
approve of the marriage.

After this case situation was presented to the class, the
pupils were asked to list the things that Jim and Mary would need
to consider before their marriage. The following questions were
listed by the pupils --senior boys and girls in a Family Living
Class,

1, Is Jim's income adequate?

2. Should Mary plan to continue with her job? If so, for
how long?

3.. Do Jim and Mary have mutual interests?

k» What chances of success will their marriage have?

What determines the success of a marriage?
5« What does I4ary have a right to expect of Jim as a husband?

TThat does Jim have a right to expect of Mary as a wife?
6. Will Mary and Jim have in-law problems? How should such

problems be solved?
7« What preparations for marriage should each m^ke?

8. What should they consider in planning for children?

9. What are the state marriage laws?

10, Where might Jim and Mary live?

11, How should they budget their income?

12. Should they have a certain amount saved before they marry?

13. What will they need for their new home? How may they buy ■
these things wisely?

1^4-. \Jha.t will Mary need to know in regard to housekeeping?
15. What will Jim need to know in regard to homemaking and
tiupporting the family?

These questions were used as a basis for planning a unit of
study on "Looking Ahead to Marriage", The case situation and the
questions also were used in introducing a ;mit on planning and
furnishing the home.

DEVELOPING CREATIVENE5S IN PUPII5

"...the creative spirit is something more than a
product in clay and canvas : it is dancing rhythmic
living, a laugh, a flash of the mind, strength of
control, s'vrLftnesc of action, an unwritten poem, a song
without words; it is life adding its invisible living
cells to more and abundant life", — Hughes Meai'ns.

35

Creativeness in ■think.iiig and doing is necessary to a free
people in order that they remain free; it is necessary for appreciation
of the vorld about us; it is required for emotional stability. We
nay develop creativeness in the classroom by:

•^Providing opportunities for pupils to experiment^ to
themselves discover some important principles,

•^Providing many opportunities for the application of
principles. Pupils may themselves suggest experiences o:
projects which provide such opportunities o

^Providing opportunities for the application of judgment
to problems vith real meaning for pupils,

*Using problem-solving methods. (The problems should be
ones that are important to the pupils.)

•'^•Using cooperative methods of setting up goals, planning
and carrying out learning experiences, and evaluating.

A teacher vho wishes to develop creativeness in her pupils
will also observe the following suggestions, several of which are
adapted from those suggested by Viktor Lowenfeld in Creative and
Mental Growth:

■^Do not interfere with the child's creativeness. Permit
freedom within certain defined limits. Some limitations
are necessary and help to give a sense of security,

■J^-Don't impose your image::; or ideas upon the child
developing a project„

^Appreciate the child and his "expression". Never show
preferences for the creative work of one child over that
of another.

■*<-Never give the work of one child as an example to another.

^Discourage "copying".

^Provide the materials necessaziy for creative activity,

^Provide stimulus th2rough good reading materials, attrac-
tive bulletin boards, resource people, etc., — also
through carefully planned lessons, including many
opportunities for pupil-teacher shai'ing.

•*^Share the child's enthur.iasms and interests.

•^Watch for signs of special interest. Encourage
creative expression. Give help where it is needed
and wanted— enough but not too much help.

•'♦•Provide experiences with the good in creative expression.

36 s

The teacher should have a creative approach to her job if she
is to encourage creativeness in others. She should see all of the
possibilities in her pupils, should be really interested in each
child as an individuals David Jordan, in an article in "Education
and the Nature of Creativeness", in the Nev Era, June, 19^9^ states
that, "Observation in schools shows quite clearly that the most
important quality in a teacher in this capacity for creative
human relationships. The teacher who possesses it finds in each
successive group of children the source of nev discovery and the
possibility of a nev cooperative venture o"

37

IDEAS FOR YOUR HALL BULLETIN BOARDS FOR THE MONTHS AHEAD

Now is the time to begin planning your hall bulletin boards for
the months ahead. Decide on topics, titles, and general layout. Plan
to change the bulletin board about every two weeks, l-^en you have your
plans made, check your files for appropriate pictures or very short
articles that might be used on the bulletin board. Perhaps you have a
stack of magazines that should be checked for good bulletin board
materials. !«/hy not spend one or two of the long, cold winter evenings
clipping your magazines.

Incidentally, while you are looking at your magazines, notice the
attractive layouts in some of the advertisements. Here are some
excellent ideas for bulletin board layouts. Sketch your ideas on paper,
Decide what materials will be suitable for backgrounds and lettering.
You will find these suggestions helpful in achieving more interesting
effects than may result from just "planning as you go"

Following are some suggested titles for the hall bulletin boards
for the months of January through May.

January

How's My Social Security?
Time On My Hands

(social relationships)
(time management. The beginning of the
nev: year is a good time to '^fcake stock"
and see whether or not x>re are using
our time most effectively)

February

'Boy Meets Girl (for Valentine', s Day, Boy-girl

relationships )
Family Fun In The Holiday Month (parties appropriate to the February

holidays, free dittoed sheets of party

plans nearby)

March

"March Menu Magic

Let's Make A Kite

(new and interesting ideas for good
breakfasts to start the day right in
blustery March weather)
(pattern for a kite for a young brother
or nephew; cooperate with the art
department on this one)

April

"Though April Showers May Come Your Way" (in-door games and other rec-
reational activities for rainy days '
and evenings)

Family Fun At Easter (hints on coloring eggs, games, food

for Easter, provide dittoed sheets
with games, recipes, etc. for pupils)

May

Blossom Out For Spring

Summer Sports — And Some Aren't

(good grooming, clothing selection)
(social relationships)

38
A FOUR- SIDED BULLETIN BOARD FOR 7TH AND 8TH GRADERS

Sometimes when pupil committees prepare bulletin board materials,
you would like to display the work of several committees at one time.
Here's a suggestion that you might like to try.

Find a large cereal box. Make certain that the top edges are
clean-cut. Cover the box with a plain wallpaper, construction paper,
flannel, or plain percale in a soft, neutral color. Use each of the
four sides of the box as a bulletin board.

Place the box near the front of the room. Use it during a class
discussion, turning it as the material on each side is used.

ADULT EDUCATION ACTIVITIES FOR FEBRUARY

Looking for ways to broaden your program of adult education?
Here are some suggestions for February,

•5'- A single lesson or a short series on "Family Fun in the Holiday
Month." Include games appropriate to the season, food with
holiday touches, party plans.

One evening might be devoted to' an old-fashioned "family sing."
In one community this was quite a success. A resource person who
assisted with the program was a young homemaker active in musical
groups. She spoke on "Music For Family Fun." Then she and her
husband and little daughter sang for the group. This was followed
by group singing of popular songs, old favorites, and "fun" songs.
A cup of hot chocolate , a last "good-night" song-, and everyone

• left humming I

* A newspaper article on "Family Fun IVhen It's a Birthday" Ask some
of the community leaders or the best cooks in the community to
contribute their favorite birthday cake recipes. Include games for
small fry in your x;rrite-up. .. .

^f An exhibit of holiday centerpieces on the night when the PTA meets.
Plan centerpieces for Valentine's Day, Lincoln's Birthday, and
Washington's Birthday.

CASE STUDY FOR A UNIT ON "LOOKING AHEAD TO MARRIAGE"

"Not Required Reading," a short story by Margaret Cousins, in the
December, 1957 Good Housekeeping magazine, is a case study that seems
made-to-order for a unit on marriage. It tells the story of Linda and
John, young people who marry while still in college. Their problems are
those facing many of today' s young men and women who mnrry early. Perhaps
you can guess the happy ending from this closing paragraph: "It may be
said by certa^^n cynics that this event was in the nature of life imitating
art. But neither of them had ever heard of 'The Gift of the Magd,'
vrritten so long before they had been born. 0. Henry wasn't on the
required reading list."

39
REVIEW AND DRILL?— OF COURSE I

Suppose someone should tell a mother that she has to choose between
feeding milk or feeding babies. She would be mjidly astonished_, no
doubt, and without replying to such a foolish remark would go right on
feeding milk to her children. Yet some critics seem to imply that
there are two philosophies of education. One says that we should
teach subjects; the other that we should teach children. Of course^
good teachers teach home economics to students c Both are important,;,

To be sure it is essential for us to study learners, as suggested
in "Evaluation Is Insurance^, " and to fit the activities of the school
to what this study reveals. But contrary to some theories, students'
natures and purposes do not wholely dictate the content of what they
are to learn. To adapt themselves to the requirements of the material
and social world in which they live, each must master an organized
body of subject matter in our own and other areas.

Is Systematic Practice Obsolete?

The principle of incidental learning, acquired as projects and
activities are carried on, in some high school classes has led to the
almost complete abandonment of systematic summary, review and drill.
If it is not completely abandoned, it is introduced apologetically or
because the school reqijiires certain periods to be devoted to reviews
before examinations*

One high school teacher, whose students were preparing meals in
which no common pattern of knowledge or skill could be detected, told
a visitor, "But of course J I teach the modem way, meeting every student's
interests and needs," Without being a relic of the horse and buggy
era, one might well question the teacher's abdication of her responsi-
bility for selection of the essential learnings that would best meet
the demands of the society which these young people would soon enter. '

Moreover, these are days of dynamic changes: new dangers, new
products, new responsibilities = These changes come so fast and often
are so complex that even the most able find it hard to keep up with
the Space Age. Never has there been greater need for selectivity of
content. And never have students so urgently needed fundamental facts
and skills on immediate recall.

Skipping Summaries

You never do such a thing? Well, most of us do — and far too often
for good retention by students, Som.ehow time runs out and there is
barely enough to "cover" the lesson, much less to summarize. V.'hen
that occurs, does this not mean that selectivity of important points
has been inadequate? The proud boast of poor teachers may be
"Shakespeare and I never repeat." The slogan of today's teacher has
to be "Teach less but teach it more thorouglily. "

i+o ■

Let's take time^ then, near the close of each lesson to ask such
questions as:

V/hat were the major facts or processes that we learned today?

l-Ihy are they import.ant to us?

VJhat aspects of this lesson do we still not understand?
As students offer what seem to them the most important points^, the
teacher may write them on the chalkboard, arranging them in logical
sequence and occasionally rephrasing slightly if necessary. Of course,
too generous help with rephrasing will tend to give students the idea
that they cannot please you and they'll "let George do it."

Since an oral summary of this sort involves a relatively small
proportion of the class, the remainder need to take their own notes
from the chalkboard summary. In many classes the job of "secretary"
is rotated among class members with the arrangement that the 'notes taken
will be typed and duplicated for all* Even when the teacher emphasizes
the reasons for s tucking the specific material, most students find a
concise summary at the beginning of the next day worthwhile for fixing
facts, clarifying ideas, and recalling the setting for the new lesson.
Remember that students have five or six subjects a day, none of which
have any organic relationship to any other; no wonder they can use a
preview in eachc

Drill in Teaching Homemaking

Used rather loosely, "drill" may be of two kinds in homemaking
classes. One type may provide intensive repetition of such elements
as must be available without a thinking- through each time they are
needed in everyday living. For example, a hurried young homemaker
should not have to laboriously seek out correct proportions in commonly
prepared recipes or the exact directions for how to cut and fold in
stiffly- beaten egg white* Again, selectivity of items appropriate for
drill is all/- important. A second t;y'pe is used when steady, consistent
habit formation is the goal, ranging from making a neat, speedy knot
in thread to budgeting and account- keeping o

Learning is always a cooperative venture. The teacher's role in
drill is usually to make sure the students realize the necessity for
acquiring the facts, skills or habits^, then to provide a setting that
will help to reduce the monotony. For example, adolescents who wei*e
fervently interested in good grooming last September may be backsliding
by January. Perhaps this is the time to introduce Madame X, Every
week all class members draw slips of paper* The one girl who found an
X on her slip keeps this a secret but must do everything she can to look
well-groomed that week. The other students may do one thing to improve
their appearance. Each day the class tries to guess Madame X's identity,
usually succeeds before the week is outo IVhen interest begins to lag,
Madame X disappears.

Review at Close of Units

The object of review, as distinguished from that of drill, is to
reconsider what has been taught in the unit to increase students'
understanding of relationships between learnings. Retention is greatly

aided by such an understanding of relationships, especially those of
cause and effect. For that reason the IVKY of a fact or procedure is
just as important as the HOW.

Students' preparation for review may be "quiz questions" collected
periodically but used at the end of the unit^ Since students quickly
see that the more of their questions in the box, the more likely they
are to show up well in the review, response is excellent. "Te.ams" sitting
o.n different sides of the classroom may draw and answer questions for
an oral review. The unfortunate results of "choosing sides" is thus,
avoided, but enough competition is aroused for interest and attention.

Teachers' preparation for revievj of units that have involved many
judgment problems may be cards on each of which is one problem-situation,
concisely stated and provided with two or three plausible alternative
solutions. The student drawing the card would read it, indicate his
choice of solution, and try to state a principle or generalization that
would support this choice. Any class member is then free to challenge
the speaker's answers. Often the teacher finds class attention and
thinking better if, instead of letting each student draxiT and read a card,
the problem and possible solutions are thrown on a screen for all to read
at the same time* In both cases some type of systematic distribution
among students is advisable or those least needing the review will get
most of the practice.

TO ALL OUR GOODNATURED SUBSCRIBERS

A Happy and Professionally Satisfying 19581 The Editorial Board
would like to take this opportunity to thank you generous souls who
have taken the time and trouble to write such warm commendations of our
maiden efforts. We wish that we might reply to every one of you, but
suspect you might prefer tliat we use our time in improving the issues.

Some of you, in sending in your subscription, suggested ideas for
the "Teachers' Exchange." We hope to write each of you about your
contribution very soon, indicating when we would like to use it. Won't
*"the rest of you be good enough to drop us a card with an idea for the
"Exchange" or "Teaching Aids" sections, please?

Above everything else we would welcome suggestions for improvements.
We are keenly conscious of our most serious problem, but cannot find a
solution. V/e are most apologetic about the late arrival of each issue.
Here is the explanation. In order to make the present subscription
price possible, all issues have to go through the University Mailing
Center. Apparently, the delay is in Chicago and nothing can be done
about it. \-Je realize this delay annoys you. It annoys us too.

Next year we can arrange our production to take account of this
delay. Because our busy authors' schedules can't be changed, this
year we can only "compose our souls in patience."

k2
TEACHIK'G AIDS

Council on Consumer Information is an organization that provides
the consumer xirith useful information not provided by other sources.
Accurate, up-to-date, hard-to-find facts are assembled and distributed
to members through newsletters and pamphlets, A membership of $2,00
per year entitles you to all publications during the year and registra-
tion privileges at the annual conference held each spring.

Examples of completed booklets are "consumers Look at Fair Trade,"
and "Consumers Look at Burial Practices*" Titles of some of the forth-
coming booklets are "Use and Abuse of Consumer Credit," and "Consumers
Look at Home Appliance Servicingo" Information about memberships and
publications can be obtained from Ramon P, Heimerl, Executive Secretary,
Council on Consumer Information, Colorado State College, Greeley,
Colorado ,

Home Living Programs for the Early Adolescent, by Mary Lee Hurt,
is a new publication from the Bureau of Educational Research, Michigan
State University, East Lansing, Mchigan, The booklet's foreword states
that it is intended to be an idea-giving resource, designed to give the
homemaking teacher some possible program and curriculum emphases based
on a study of the problems, concerns and activities related to the
home life of early adolescents. There are nine unit outlines, "Making
Our Pennies Count" and "Understanding Our Growing- Up Process," for
example are complete with possible goals, suggested learning and
evaluating experiences and teaching aids. This material should be help-
ful to both junior high and secondary teachers. It can be secured
from the address given above for 75 cents per issue or 65 cents for
25 copies and over.

The Family In a Money ¥orld, by Frances Lomas Feldman, is published
by the Family Service Association of America, This bulletin is based
on a study conducted by the Welfare Planning Council, Los Angeles Region,
with the help of its mem.ber agencies, its Research Department and the
Family and Adult Services Division of the Council, The contents are
A Money World, Family Need and Social Agencies, Beginning the Cycle
of Family Life, The Expanding Family, The Contracting Family, Varia-
tions in Living Patterns, Counseling Goals and Techniques, Income
Maintenance Programs, Loans or Grants?, The Place of Fees in Money
Counseling, Human Needs and Values, Family Resources, Augmenting In-
come Through Credit, Design for Living in a Money Worldo An extensive
bibliography organized for each of these topics completes the publica-
tion which is available for ;i^2,50 from the Family Service Association
of America, 215 Fourth Avenue, New lork 3, N, Y,

Expectant Motherhood by Nicholsom Jo Eastman, M-D., has been
revised and is available from Little Broun and Co., for s$1^75o The
book is quite practical, easy-to-read and presents a clear picture of
the physical aspects of pregnancy. It should be helpful in teaching
advanced classes concerned with such topics and to recommend to young
adults in night classes.

h3

The Grade Teacher^ December issue, presents a "Christmas Everyvhere"
bulletin board which gives us ideas for bringing the seasons of the
year to the classes' attentions. Near the center of the posterboard is
a globe of the world (or one co'ild substitute a map of the world). Five
Christmas scenes are pictured with red streamers radiating from the
various scenes t^'pical of certain co^Jintries on the globe o It would be
an interesting project for pupils to use this idea for Easter Aro^jind
the World^ The Kevj Year Around the World or Foods Around the World* Some
advanced homemaking classes have a un?.t on foreign cookery and this
might serve as an interest approach t^ such a unit*

This Is For You, the second draft of a Handbook for Education in
Personal and Family Finance_, is available for 35 cents from the National
CommJLttee for Education in Family Finance, J488 Madison Avenue, New York 22.
This handbook was prepared by a post-graduate workshop for education in
family finance held at the University of Pennsylvania, and presents a
guide for the administrator or teacher to use in making education in
f amily*"^f inane e available to all the pupils in their schools.

Good Housekeeping magazine presents each month "The Better Way, "
a service portfolio designed to keep their readers informed on numerous
matters. One section suggests booklets that are worth writing for
and may give you some worthwhile materials for your files. Recent
issues have contained: Insuring Against the High Cost of Used-Car
Repairs; Fever Thermometers: One as Good as Another; Buying lype^nriters;
There's a Difference in 'Insured Savings Acco^onts'; This is Kosher
Food; and All Their Works in a Single Volume — the latter a list of
books containing all the works of one author.

Be sure to see the 75 Best Cookie Recipes in the V/orld in the
November issue of this magazine.

The Complete Family Fun Book is a new Random House publication.
The authors axe Phyllis Cerf and Edith Young who are perhaps familiar
to you through their Satin'day Evening Post writing. The book gives a
wide variety of games and puzzles suitable for the enjoyment of all ages*
There is even a mind reading section! Families sometimes have more fun
together after the rush of the holidays is over so perhaps your pupils
would appreciate hearing about the book or seeing it in the school
library. The price is $3«95«

If your classes have a play school for younger children, or need
ideas for entertaining the children with whom they baby-sit, the December
issue of Parents Magazine provides a wealth of interesting activities
f or the children in the article -'l-Jhat Can I Do Nov/?" The article is
written by Elizabeth Stonorov and Margaret Eacon of the Charleston . •
Play House, Charleston, Pa,

The T)ecember issue of The National Business Wci.^an contains an
article that ve would like to'~re^'^>itmiena'"^ teacliers'I It is ^NTitten
by Velma A. Adams and the title is "Pretend You're Quitting." Pretending
that you are leaving your job to get a new perspective on it is just
one of the reasons for the pretense.

ILLI

I

TEAC!-

H

.,>- i

HOME ECONOMICS
EDUCATION

UNIVERSITY OF ILLINOIS

;C^

t>e 'Si

< ^
( y

TEACHING AIDS

ure

CO-CURRICULAR ACTIVITIES— BOON, NOT BURDEN

Some Points of View
The Role of the Adviser
Evaluation of Activities
A Look to the Future

TEACHERS' EXCHANGE

Vol I No 6
February 1958

^'"-VU..^........:^l^^A^-'^^^^^^^

CO-CURRIClILiR ACTIVITIES— 3COM, NOT BURDEN

Ruth Henscheri;, Pana High School
i'lary Mather, University of Illinois

Hot-; often have you said, "If I could just teach school and not
have so many extra things to do, I would be happy."

I/ould you? Perhaps. Let's look at some of the things you do
outside of class. Are they "extras" or are they part of the job?

It is Thursday, You look at some notes you have T-jritten to your-
self. See F.H.A. president and suggest that she prod the program
chairman so that the program books get finished before the deadline.
Also talk to membership chairman — she has some people to see about
dues. If dues are not paid, their names will not appear in the program
book.

Tonight is Daddy Date Night. The girls seem to have plans well
in hand for that. You have no class the seventh period, but it won' t
be free since some girls will come in to m.ake the chili for the party.

Some time during the morning there is a telephone call from the
committee chairman of the Music Boosters asking you to please put out
the coffee urn for them, to use tonight — and may they also have about
forty cups- -there are not enough in the cafeteria.

At noon a girl asks you to chaperone the G.A.A. dance tomorrow
night. You suggest that she is asking rather late. She replies, "I
know it is late. I had enough teachers to help, but this morning two
of them told me they are going out of tox^rn tomorrow night."

After school, Tom, xo^hom you have had in family living class for
six v/eeks, remains to talk. Ke has decided that he would like to
graduate after all, but he is failing in English. He also has the
second semester of last year's English to make up. He thinks it is
probably hopeless for him to expect to graduate. Maybe he should quit
school and join the army. You had hoped to have time to go home and
changG clothes before the F.H.A. supper, but right now Tom's problem is
important to him and therefore it is important to you.

There are many activities besides the actual teaching of scheduled
classes that are a part of the homcmaking teacher's day. She may be a
class as well as a club adviser. If she happens to be adviser to the
Junior class, her big responsibility might be the Jui:iior-Senior Prom,
or money-making activities to meet the expenses of next year's Senior
trip. Supervision of the school cafeteria may bo one of her duties.
The faculty have regularly scheduled social meetings and because she is
the homemaking teacher, she x^ill be consulted about refresihments and
will probably serve on more than one committee. All teacncrs are

-2-

expected to attend games^ plays, and other school functions whenever
possible as well as give assistance at these affairs. Co-ciorricular
activities will be a boon and not a burden if

(1) activities are correlated with regular class work; and are
used to enrich the curriculum.

(2) one plans in order to use all resources wisely.

(3) the results are satisfying.

«

SOME POINTS OF YI^J

Co-curricular, extra-curricular, extra-class, education beyond
the classroom, the wider curriculum, student activities- -^^/hatever the
term different people may use, the activities concerned may be quite
similar. The acceptance of responsibility by teachers may vary consid-
erably, however. Are these activities to be considered a boon to the
students and a burden for the faculty? Not necessarily. Every teacher
could probably cite instances of students to whom numerous activity
responsibilities have become somewhat of a burden, and every teacher
can remember times when she has had real satisfactions in working with
students outside the classroom. Let us look at the students' point of
view first.

Value of Activities to Students

Taking a look at the adolescent as he enters the secondary school
we see an individual who is rapidly maturing, but whose progress is
uneven. There is lack of coordination and awkwardness. He is concerned
about personal appearance, but is self-conscious and restless. Socially
he is liable to vacillate between childish and adult behavior. There
is great desire for peer status and liking to be in groups. A resistance
to hom.e may be evident even though the need of home and family is felt.
He is likely to be rather intolerant of younger siblings, wants privacy
and resents questioning. Interest in the opposite sex progresses from
ridicule to enjoyment. The desire to conform and not feel different
is strong. Ethical and moral problems; are of concern.

The older adolescent is at the height of his development, begins
to accept adult responsibility, and is interested in sex, morals,
recreation, money, work, vocation and future education. High optimism
and idealism may also characterize him. He needs freedom from
dependence, feelings of self-sufficiency and self-reliance and a
theory for life.

These characteristics suggest the following kinds of activities:

1. Socializing activities — boys and girls enjoy each others'
company in groups.

-3-

2. Administrative activities — students learn to accept responsib-
ility for own conduct and for the school and coorjjinity in an
increasing degree.

3. Social service projects — these appeal to sense of altruism
and develop a feeling of community responsibility.

h* Varied sports and recreation programs to prepare for adult
life.

c

Creative and exploratory activities — experiences in literat'ore,
musiC;, and art give chances to learn self-expression.

Adolescents are probably more influenced by their peer group than
any other group. During the adolescent years_, there is a strong desire
for acceptance by their age-mates for status and recognition which
group activities can give. The answers of juniors and seniors in a
large city school give testimony to thes-e facts.

Why did you join a club?

"My friends were members."

"Provides a place to go"

"To meet people and make friends"

"To make me more social and less shy"

"To get together with people as a group"

TiHiat are the value of clubs to you?

"Helps you understand others and be helpful to them"

"You meet important and interesting people"

"You attend social events"

"Makes you popular"

"Gives me confidence"

"Keeps m^e interested in a lot of things"

"You learn respect and courtesy."

"Learn to understand actions and opinions of others"

"Helps me to assume responsibility"

"Helps young people face problems"

"Gives meaning to what I study"

"A time and place to relax"

"Gives me leisure time interests"

"Feel that I am contributing to something"

Clubs can have many values to students, but perhaps these can be
summarized into two categories — citizenship training and personality
development.

Citizenship training can com.e through all types of clubs. Since
the club is a social unit established for the purpose of better achiev-
ing the objectives of its members, each one must carry out his

-h-

responsibilities if he is to be an effective citizen of the group.
\lhen personal interests are identified with group interests, excessive
individualistic tendencies are curbed. The adjustments a pupil makes
v/ithin h?lmself to achieve group interests help make him a T-;orthy citizen.
Clubs can help to develop both individual and group responsibilities.

There are many opportunities in clubs for leadership roles. IJhen
these are widely distributed, latent leadership talents of members
that otherwise might have been overlooked may be discovered. Broad
participation and frequent activity in leadership roles is to be
desired for good citizenship.

Properly conceived, clubs should give members opportunity for
initiative and self-expression. The student should be encouraged to
try out his ideas for analysis and criticism by his peers, not merely
adult appraisal and approval.

The attitudes students develop during high school are important
to him noxi7 as well as to his future group m.emberships. The basic
contributing factor in the formation of attitudes is the quality of
ervperience the student has had. We learn what we live, and in school
organizations with his peers, the student does a great deal of living.
Club program.s and activities can play a significant part in helping
students learn socially desirable attitudes.

Personality development is often strengthened through club
activities. Undesirable traits could result as well as desirable ones,
however. Students may use activities as an escape from academic work,
or an activity program, heavy on the social side may give a false sense
of values as to what is important. Some students may conceive and
practice leadership in an authoritarian or benevolent r.anner, thus
learning manipulative skills and undemocratic means of working with
groups. Alert and conscientious advisors can change the direction of
this learning, however, as they w^ork with their groups and the
individuals in them.

On the positive side of personality developm.ent, we often see
students "bloom" as they have a chance to express them.selves in club
vjork. Clubs give a student opport^inities to contribute som.ething on
his ovm which justifies his acceptance in the group. Many teachers may
have had a girl like Phyllis described as always doing little things
to attract attention in class, both from the teacher and the class
members. Since she was eager to recite, the teacher called on her
frequently. Although her answers were usually correct, Phyllis wasn't
content .with just the answers. At each opportunity, she would start
to tell of incidents in her life (some of doubtful veracity) that
placed her above others and made her appear as a heroine. As she related
these incidents, Phyllis would look around the classroom to see if the
pupils were paying attention. Some w^ould smirk or giggle, and some
v;ould go so far ^s to say "Oh no, not again, Phyllis I" At times Phyllis
would embellish her remarks with elaborate contortions of face or tody
tc further attract attention.

-5-

Classmates in the Liramatics Club invited Phyllis to join them and
help with their productions. She didn't get the lead- in their school
assembly program^ but she said a few lines, helped with the props and
seemed happy with this beginning. The physical education teacher
persuaded Phyllis to come out for intramural basketball and promised
to make her an umpire when she becam.e a proficient player. Both
suggestions worked well. Phyllis was able to receive attention in a
socially acceptable and profitable way.

Social experiences and parties give a student a chance to try
out new responsibilities and contribute to his personality development,
As adolescents are learning to get along with the opposite sex they
need opportunities to practice new relationships and social amenities.
Well-planned social occasions with a variety of activities and a
distribution of responsibilities can help to put adolescents at ease.
Learning nevj relationships with adults is another task of growing up
which can be aided by social experiences in club activities* Students
need practice in relations with adults in an easy, informal setting,
they need to see their teachers and parents as people as x^jell as in
their us^oal roles.

Activities have- values to the students, but let us be careful not
to overuse the able, responsible student. Young people need help in
making judgem.ents about hovj much to undertake. Ue would not want
activities to become as burdensome as they seem, to be in the following
situation. Are you guilty of encouraging, even unwittingly, situations
similar to this among your girls?

(A conversation between a high school senior and a guidance
counselor about poor grades in math.) Adapted from Case Studies In
H^iman Relationships In The Secondary School, Bureau of Publications,
Teachers College, Columbia University

"IVhat's the trouble, Harold? You've always done well in
math. I remember vjhen you came in at the end of your
freshman year to shox^ me your straight A record. You were
especially proud of your A in algebra. You did x^ell in geometry
and Math III, too. VJhat's the matter? Don't you understand
it?"

"Mo, that's not it, Mr. Stern. I guess the trouble is that
I just don't have time to study. The senior play goes on
in two weeks and you know how much time rehearsals take in
the last two weeks before the play. I have a pretty important
part so I'm on call for all three acts. Then the Oratorical
Contest is being held next month. Dad won it when he was a
senior and I want at least to try out. So far I've Just barely
started xrarking on my speech. Besides it takes time being
sports editor of the paper. I'd be going to all the games
anyway, but it's an avjful grind meeting the deadlines on writing
them up. "

-6-

"Well," asked the counselor, ur.able to keep a touch of
" sarcasm out of his voice, "Do you have any other activities
for your spare tirie?'' "•;'

"Oh, yes," replied Harold, missing the sarcasn entirely.
"Those ifcekly meetings of the student council usually last a
couple of hours and I'm also on the constitution comrr.ittee.
Lately we've been meeting one evening a week trying to get
our proposed revisions ready for the student election in May,
Dad was disappointed when I quit the track team a couple of
weeks ago and the coach was pretty mad, too. Ke said that I '
didn't have much school spirit. He was sure that I could
have picked up some third places in the broad jump in dual
meets and that you never kno'w when one point will mean the .
difference between winning and losing a meet."

"Isn't it pretty obvious, Harold, that you are just involved
in too many things? V/hat you might do is list all the things
you are now doing and then rank them in order of their
importance to you. Then you could drop one or two activities
from the bottom of your list. First of all, let's take a
look at yo^Jir program. IJhat subjects are you taking?"

, "Math IV, French II, English IV, journalism, and physics."

"That's five subjects. Four would be a normal program. Is
there any one you could drop?"

Harold thought a moment. "No, there really isn't. I need
the French, English, and physics courses to get into college.
Math IV is practically a must for the engineering course
that I want to take. That leaves journalism, and I like that
a lot. Besides I can't let Mrs. Forbes and the rest of the
staff down. There's no one else who could take over the job
of sports editor this late in the year."

"I gather that you consider all your subjects essential and
that you place your academic work at the top of your list?"

"That's right," said Harold. "My school x-jork really comes
first, particularly since what I want to do most is go to
college."

"Then it looks as though you'll have to eliminate some of your
other activities. What about the student council?"

"Oh, I can't drop out of that. The council is an important
responsibility to which I was elected by my fellow students.
I couldn't quit now. I can't even resign from the constitut-
ion committee. I've been in on all the discussions from the
very beginning and a change in the make-up of the committee
nov; might mean postponing the revision for a whole year. "

-7-
"IVhat about the senior play?" queried the couxnselor.

"Haven't you ever been in a play?" Harold asked scornfully.
"Once you're cast and you've gone through the preliminary
rehearsals, you just can't quit two weeks before production."

The counselor sighed and decided to try once more. "Well,
you've hardly started working on the oratorical contest.
Surely you can drop out of that."

"But I've already told you," Harold explained. "Bad won that
when he Xijas a senior here. He'd feel ax^7ful if his own son
didn't even try out."

The counselor shook his head. "Harold, I'm afraid I can't
help you. It seems to me that you simply have to decide
whether it is more important for you to carry on all your
endeavors, perhaps doing poorly in some, or to eliminate
some of them."

Value of Activities to the School

As well as activities serving the students they are of benefit
to the school as a whole, to the teacher and to the total program.

School morale is improved. The quality of student morale
makes quite a difference to the instruction and management in a
given school. Factors that favorably affect morale are: recognition
of capabilities of adolescents, provision for student leadership,
opportunity to promote individual interests, provision for the
gregarious nature of adolescents, opportunity to plan and work
with others, opportunity to participate in management, and oppor-
tunities for success. In a diversified activity program all of
these factors are present.

Another factor resulting from a good program of activities
which can contribute to morale is improved student- teacher relation-
ships. In informal club work students learn to recognize teachers
as persons, they discover teachers are as human as anyone else.
As students find satisfactions in working with teachers in club
vjork ,they are likely to try to achieve similar satisfactions in
other situations. The degree to which this is done by students,
hov/ever, depends upon the attitudes displayed by the teacher in
all situations.

The need for disciplinary control is decreased when students
are absorbed in worthwhile activities. Club programs and other
school activities can make a big contribution here. Energies
that might otherwise be devoted to undesirable actions are used to
promote experiences that make a more wholesome contribution to the
life of the school.

-3-

Classroom instruction benefits. Clubs can serve as a supplem-
entary laboratory to the classroom, providing opportunity to
practice skills learned in class. As co-curricular activities
grow out 01 instruction, their benefits should return and enrich
the classroom. Students are freer to follow their own special
objectives in club work than they may be in class. As their int-
erests deepen classroom work will often become more meaningful.

As a teacher works with a club planning committee as they
block out xTOrk for the year she should keep in mind the plans
she has for class instruction which could dovetail with club
projects. Sometimes a slight rearrangement of sequence in plans
can rake for a better juxtaposition. For instance, if one of the
Future Komemakers' projects is to give baby-sitting services at
the time the Red Cross Bloodmobile is in town, why not plan to
be teaching child guidance just before and during that time?
Pupils may be better baby-sitters as well as have opportunity
for the direct observation of children.

If a special meal is on the schedule as a service project of
your club, schedule class work in meal management at the sam.e
time. Learnings from one experience can thus be used in the other.
If the project involves large numbers to be served, include some
instruction in work simplification for repetitive tasks. As
community members, homemakers may often face problem.s of large
quantity food preparation and service.

In studying the development of fashions, the influence of
ideas from other countries may be acknowledged.^ Perhaps the FHA
is planning to highlight world neighbors at its annual banquet
and expects to use clothes-pin dolls dressed to represent other
countries as favors and centerpieces. The designing and execution
of these gives good opportunity to put class learnings into
practice.

If a club or chapter collects donations of clothes for needy
families or for world relief projects, why not schedule the unit
on care and repair of clothing to coincide with the project.
Thus supplies will be available for laboratory experiences and the
donated clothes Tvili be in better condition.

V/ith ingenuity and imagination the homem.aking teacher can find
many times and ways when club and class experiences will enrich each
other. In addition, club experiences may also vitalize home
experiences and make the homo visits of the teacher easier and
more informal than if activities had not been shared in club work.

The holdinr;_ power of the school is improved. Lack of interest
in school is one of the high-ranking factors that cause students
to leave before graduation. Pupils find it difficult to maintain
an interest in class work and feel that the school offers no
particular attraction to them. The pupils who leave school early

-9-

are often the lonely ones who may seek companionship out of school
if they are not getting it in school.

Success and satisfactions in club work can help a great deal in
making a more contented student. If the club program can be organized
to help students find congenial social groups whose interests are
allied to their ovjn there may be at least one reason for staying
in school. As individual capabilities are uncovered the student
can be helped to find meaningful experiences in the regular curric-
ulum. IVhen club activities are integrated with class work new
interests in subjects may accrue.

Opportunities for social participation at school have definite
bearing on the attitudes of pupils, and may promote interest and
attendance. These should be more than just entertainment. Properly
planned they can give adolescents confidence and poise in adjusting
to nev7 social situations, and experiences in developing wholesome
boy-girl relationships. To be successful, pupils, especially the
younger ones, v/ill need preparation for their participation.
Instruction in manners, dating, dancing, and even appropriate
clothing may be necessary. Home room and assembly programs could
aid in this, presentations being given in assembly and practice
opportunities provided in home rooms.

THE ROLE OF THE ADVISER

We tend to think of co-curriciular activities as student
activities but the adviser's role is one of significance
and importance. In one study of why clubs failed, although
a variety of reasons was given, many pointed to some
inadequacy of the adviser. Of thirty- one different causes
suggested, fourteen were related to the personality and
interests of the teacher in charge, vrhile twelve causes
were largely under teacher control.

The following tests for a club adviser may help a teacher
measure her contributions to the success of a school organiz-
ation.

1 . Do I really like to associate with boys and girls of
high school age? A sympathetic interest in boys and
girls ought to be expected of every teacher, but it is
absolutely indispensable in the informal relationships
in club -^O'Tk.

2. Do I enlist the confidence of boys and girls? Even
though a teacher likes boys and girls she may be so out
of touch v/ith their points of view as to make im.possible
a free, natural, unconstrained relationship x^Jhich is
essential to club success. Of course, this quality can
be developed in a teaclier.

-10-

^* ^^^ -^ keen?,,v intereoted in the world aroiind me? If the
club is to develop a constractive program of expanding
interest and increasing educational activities, the
adviser must be keenly alive to the significant events
happening around him ever}.- day.

h* Have I enough enthusiasm to make it contagious? The

adviser who is not the least bit excited about the things
the club is doing is not likely to be a stimulating
companion or leader to the group. Enthusiasm is a flame
which kindles from a contact with a glowing interest.
But the flames must be kept under control; an unbalanced
or unintelligent enthusiasm may do a great deal of harm.

5. Am 1, or can I becom.e, expert in some of the fields in
which the club is engaged? A fund of knowledge and
sound experience con,mands the respect of members and
would be a distinct asset to a club adviser.

6 . Am I able to give c onstructive s uggestions for activities
of the club? The difference between a lukewarm attitude
and an enthusiastic interest on the part of club members
may simply be the difference of a club adviser who is
able to think of something new when interest flags, to
redirect energies into constructive outlets, as compared
with one who has no suggestions.

7. Can I guide without dictating? This is a corollary to
the previous test. An adviser who has many good ideas
but is too insistent that they be carried out in her
way may hinder rather than encourage pupil growth.

The adviser must be able to keep hands off to the extent
that pupils may learn by organizing, planning and
executing. If you are not able with perfect good humor
to see your suggestions modified or disregarded, you
had better not make them.

8 . Am I willing to give time and thought to making club
work a success? A''punching the time clock" attitude
will not go far in m.aking one an effective club
adviser. A club adviser needs to feel that the time
invested with club work pays dividends even though
it m.ay mean long hours. Can you find your chief
satisfaction in pupil growth and not in direct apprec-
iation of your efforts?

9. Am I democratic in spirit? Are you as keenly interested in the
inconspicious pupil or one from a poor family as in the school
leader or the socially prominent? Advising a club gives
opportunity for the development of latent talents of many —

the club should give every pupil a chance.

-11-

10. Have I a sense of humor? No single characteristic may
be a greater assest than the ability to see a joke_, even
when it is on herself. Advisers must be able to endure
the exuberance of youth^ and even its occasional silliness,
without becoming annoyed.

Responsibilities of Faculty Advisers

The adviser may serve on policy making committee with fellow teachers

and school administrators. The adviser, as well as understanding the

program of her own group, must see that it coordinates with other school
activities, both in purposes and scheduled events.

The adviser helps her organization relate its program to the basic
purposes of the school, and helps the group conform to school policies
and regulations. It is especially important for new advisers or new
teachers to become acquainted with the opportunities or limitations in
a given situation before suggesting or approving activities x-jhich may
not be possible, I-/hen pupils are allowed to proceed without checking
policies they may have frequent disappointments.

For a special- interest club growing out of a departmental interest
the adviser has the responsibility of helping her group plan its pro-
gram in harmony XArith the basic goals of the department to which it is
related. This is especially true of an organization like the Future
Homemakers of America which is considered an integral part of the
total homemaking program.

V^en clubs are affiliated with state and national organizations,
such as the Future Homemakers of America or the Future Teachers of
America, the adviser should see that local programs are planned in
harmony with the basic goals of the larger groups. In addition the
adviser often serves as the "executive officer" for the local chapter
in its relation to the state and national organizations.

The adviser serves as a consultant. She should be a person to
whom one can go for information, consultation or advice, but not merely
ready-made answers. She should be a source for program ideas and
materials, and, with the help of the club girls, build a file of re-
source material for organizational use. She should give advice and
instruction about making a budget to fit into the purposes of the
organization. Help may be needed in deciding about the worthwhileness
of money-making projects in terms of what experiences x^rould be of
value to members, and in terms of how badly the money is needed in the
budget. IJhen thinking through money-making ideas it may be well to
have club members consider such questions as the follox-ring:

!vill it be in keeping with the goals of our organization
and our purposes?

-12-

Will it be fun? for a few? or for many?

Will members really learn something?

Will it provide opport'jinities for members to vrork tog-ether?

Will there be enough time to carry it out?

Will it be in keeping with school policies and state l^ws?_ . _■

Can it be completed in a reasonable length of time so
that it won't become a drudge?

Will it m.ake. enough money to be worth the time put into it? /

'Jhen products are to be sold are they really worth something
or will the people buying them merely be doing the organi-
zation a favor?

Students will likely need help in learning business-like procedures
for the keeping of books in relation to the organization's money.
Whether there is a centralized system for all school accounts or whether
the club handles all its oi-m money the example of an expenditures
record shown on the opposite page is an easy form to follov; or adapt.

The adviser usually provides continuity from year to year as
each nevj membership and group of officers X\rorks with its yearly plan.
But a word of warning about too much "continuity." V/hen an adviser
gets a system or way of doing things she may have the tendency'' to
stick to this system through thick and thin and not let a new group
work out its own methods. The adviser may have a definite tendency
to superimpose her ideas on the group rather than to present a
problem and let the group solve it in its own way. Som.e continuity .
in organizational iijork is good, but new ideas and i-jajs of working
should not be stifled. On the other hand, an adviser may have the
opposite problem; that of stimulating the group to new ideas. The
pupils m.ay be the ones to prefer to stay in a rut.

The adviser has a responsibility to develop leadership in her
group. Knowledge of group dynamics can be of help here. The adviser
must be aware of the behavior of the group x\'-ith which she is working
and be skilled enough in the processes of groups so that she can
help members develop an appreciation for and some skill in using
these group processes. The adviser should understand and help the
student leaders to understand the importance of:

a. the feeling of belonging and security of the group members.

b. the assumption of responsibility of all the members.

c. the need for broad participation in planning, solving
problems, and evaluation.

-13-

EXP3K'DITURES RECORD EXAIIPLE
Chapter Expenditures

Period: (From) (to)

Date Check Dues Supplies Meetings Projects Socials

No.

Sept. 25 State & National dues
for So members (25?5
each statej l5<^ each
national). 211 $20.00

Sept. 30 Riggs Office Supply Co. 212 ^ 5.00

Oct. 2!i International Project 213 :!?10.00

Oct. 29 Postmaster (postage for
gifts sent to other
countries). 211; $ [4. 00

Dec. 1 John Doe Book Co.

(for books) 2l5 $ 7.00

Jan. 10 High school treasurer
(for picture in high
school annual). 2l6 $10.00

Mar. 15 Chase's Department

Store (materials for

parent night) 217 0 5.00

Kroger Company (grocer-
ies for parent night) 2l8 $20.00

Daily Florist Shop
(flowers for install-
ation.) 219 $ U.oo

Nary Jones (state

meeting expenses) 220 (^25.00

Sallie Smith (tox^fard

national meeting

expenses). 221 $25.00

TOTALS .>ii20.00 $26.00 051|.00 $10.00 $25.00

Mar. 18

May 15

May 30

July 15

-11;-

d. the need for a climate that is conducive to member
participation.

e. the need for the group as a whole and each member in'

it to have a sense of independence with real recognition
of the individual and her importance.

The adviser needs to remember that individuals may conceive and
execute leadership roles in various ways. Role-playing the autocratic,
the lassez-faire, and the democratic leader characteristics may
help students to recognize and understand these possible differences,
and to develop in them leadership skills that will be beneficial
in life after high school as well as in school organizational work.

The adviser can usually serve best in leadership training by
giving guidance in executive officers' meetings, or by interviewing
committee chairmen as plans are made prior to a meeting rather than
by gix'ing direction at the meeting. She should have a high regard
for the student' s ability to take responsibility. V/hen there is a
good working relationship betx^^'een adviser and student and when
students are encouraged to report progress on projects under way,
the adviser will find it easier to sit back and be one of the group
at the meeting rather than being too dominant.

The adviser needs to help her students run their organization
in a business-like way. Duties of officers and chairmen should be
clearly defined and understood. Guidance may be needed in parliam-
entary procedure, how to keep the treasurer's books, how to make a
budget, or how to carry on any other office. It is not unlikely
that one may become discouraged when you meet a new group of officers
who don't know how to do these things. One experienced club adviser
says it helps her to remember that extra-class activities are like
classes. Each year when you have new students in a beginning course
you have to begin where they are. V/hy not follow the same basic
principle in club xirork? Just because you have helped the two
previous treasurers to learn hoxij to keep books, or have helped
many presidents to assume responsibility, doesn't mean that the new
officers in the years ahead are going to be any better. However,
it is heartening to realize that if we try to have leadership
development as a continuous process for members in o'jr groups, those
in key leadership positions will have "come up through" and then
there will be less need for counseling them when they are in office.

Helping students reach objective decisions is a responsibility
of the adviser who is interested in the development of her students
as persons. When a new group forms they tend to be so many separate
persons with individual ideas and interests. They need to learn to
think and act impersonally, in the light of objective evidence, and
in terms of what is best for the total group. It is hard for an
adviser to sit back and not voice her opinion or interfere, but
students have to learn not to make snap judgements by living with
the results of their decisions. Advisers can raise pertinent

questions about whether or not enough is known about a situation
before action is taken. Yet occasionally some one may .want
to get her "licks" in before the group has time to think, and a
motion id.ll be made and passed. Then an adviser may point out the
lack of objective thinking, but not permit the action to be rescinded
so that students have to live x^ith the results of this quick action.
Future motions may not be passed so hurriedly.

The adviser has a responsibility to help her group and the
individuals in it grow through evaluation. Conferences with officers
can provide opportunity for an evaluation of their performance.
Often a good time to do this is when an officer seeks help for some
new responsibility and you can raise questions about what she has
learned from previous experiences and observations that would help
her be more effective now. As committee reports are made, some
assessment of the strong and weak points of the activity with suggest-
ions for improvement can be incorporated. As pupils assum.e new
responsibilities they should be encouraged to refer to previous
reports about past experiences. The adviser should encourage the
executive group to set goals for club activity and then to look
at the work of the total program and measure it against these goals.
Examples of possible goals might be:

increased membership, or increased membership from certain
groups .

greater participation in club activity by all members.

broader spread of committee responsibilities, not using the
same people over and over.

balance in type of programs offered or in types of projects

undertaken.

improved attitudes and behavior during club meetings.

greater support to officers by members carrying out responsib-
ilities without frequent reminders.

increased understanding of our club or chapter in our school
and in our community.

carrying out our club business efficiently, and doing reports
promptly.

In the new Chapter Handbook published by the Future Homemakers
of America specific responsibilities of advisers are given on page 37-
Many of these have been discussed above; the list will serve as
sioimnary.

1. Know the organization in terms of its purposes, program
of work and relationship to the total horemaking program;
then interpret it to members, prospective members, school
personnel, parents and others.

2. Familiarize yourself vj\th state and national publications
and ctaer resource material related to the chapter's

t'jork so you can refer nenbers, chapter parents and advisory
board members to necessary information.

3. Understand the purpose of the composite plan and the
relationship to the chapter program of work.

h' Help all members develop^ carry out and evaluate their
local program of work.

5. Know the needs of members, their homes, the school and

the community in order to help them plan chapter experiences
that will fulfill some of those needs.

6. Know the duties of the officers and members so you can
help them assume their duties.

7. Understand the philosophy of FHA— be able to interpret
it to others.

£. Comprehend the principles of the democratic way of living
in order that you can assist chapter mem.bers in practicing
these principles.

9' Keep the school, parents and the community well informed
about the activities and progress of the chapter.

10. Provide a place in the homemaking department for filing
records and chapter materials.

11. Work with state advisers and other local advisers in
developing the state FHA program.

In addition, in this chapter of the new Handbook, there are
very practical suggestions for new advisers in case there is no
organized chapter in the school and you x^ish to start one and also
how to get started with a chapter that is already organized.

Does all of the above sound like a lot of work for you? The
"do it yourself" idea has becom.e very popular in the home. It is
often much easier for the teacher to follow that plan with co-curr-
icular activities. If she does that, they are not truly co-curric-
ular for the student. Most of the activities are learning experiences
in leadership for the students. If the teacher thinks of them as
such and adopts the slogan "let's do it together" she will obtain
satisfaction through seeing the progress of the students in accept-
ing responsibilities. Co-curricular activities need net be burdens.

-17-

The Teacher and Assembly Programs .

Assembly or PTA programs are often a "chore" for the hoFie
economics teacher, but -^rhy should they be considered burdens?
Regard these assignments as other opportunities for teaching;
another v/ay to teach your own pupils and ways to reach larger :
audiences about the worK of your department. You are a teacher
in the school iust like everyone else^ and should want to make
your contribution to the total school program as one of the team
in that situation.

Programs nay grow out of club or departr.ental work. They may
be related to holidays, to special emphasis weeks, such as "better-
baby" week, or to certain campaigns in school or community. Usually
programs are planned and executed by the students, but sometimes
your departm.ent or club may sponsor an outside speaker, or adults
may be brought in to serve as resource persons, such as members of
a panel, or to be interviewed by students.

Assem.bly programs can serve a variety of purposes. The admin-
istrator miay expect them to

cultivate school spirit, unify the school, mold public opinion.

correlate school and community interests.

help pupils learn good audience habits.

motivate school activities.

develop leadership.

be an opportunity to recognize worthy achievement.

Through assemblies the student sees himself in relation to
others and°can learn to be socially effective. The following specific
purposes m.ay be served for the students, as audience or as participants;

training in self-expression

development of poise and self-control before an audience

acquaintance with current affairs

development of aesthetic sense

development of ideals of citizenship

-18-

A good assembly program should have a worthy purpose, be of
concern to the group to which it is presented by reflecting their
interests^ have variety and be well-timed. This, of course, means
careful planning. A good audience is also desired if asseinblies
are to be successful.

Rapport between the audience and the performers is necessary.
Students need some preparation ahead of time about the program,
'./hy should we expect them to respond in an attentive and courteous
manner if they have no idea of what to expect? IVhen students
walk in "cold" because of no advance information, or the time for
the assembly suddenly interrupts their daily schedule, it is no
wonder their reactions may be different than when there has been
some anticipation. As a teacher responsible for an assembly program,
make sure your colleagues understand enough about your plans and
purposes that they can give correct information to their pupils.

VJhen students in the audience have a chance to participate
in the program in some way, assemblies are often more successful
than if students are merely observers. A program by outside talent,
or one put on by a school organization, which is primarily for
entertainment, information or edification of the student body may
seem like "you sit still and listen while I tell you." Adolescents
never like to sit passively very long at a time. While, on the other
hand, if each student can participate in some way and have a feeling
of identity with the performer or the elements in the program, he
will likely be more receptive and get more out of the experience.

As well as singing or reciting creeds, which r.ay be fairly
typical for school assemblies, participation could consist of
asking the audience to score results, to render decisions, to ask
or to answer questions. In a panel discussion type program, followed
by general discussion, questions or ideas for further discussion
could be given to key students ahead of time. Another way could
be for each home room to be asked to prepare a question or idea
for discussion to be presented by their chosen representative.

Representatives from certain classes might be selected for audience
participation rather than using home room units. This would be a good,
technique when you are trying to show relationships between home
economics subject matter and other areas in the school. If your pro-
gram v/ere about health or nutrition, science and health and physical
education classes could contribute viewpoints. A program about money
management could bring in viei^oints from business education and social
studies classes.

Vlhen skits or short dramatizations are used as programs audiences
can be asked to vote as to which way of doing something they thought
best, or did they agree or disagree with certain parts. For example,
baby-sitting is a typical activity of many high school students, ilome
economics students could present a program of skits showing possible
ways to handle certain situations. Students could be asked tc vote
v^ich they thought best or least satisfactory and then representative
pupils could be asked to state why the decision v;as reached. The

-19-

buzz-session technique^ if your students are familiar with it, could be
used as an opportunity for them to develop reasons for their choice.
As in role-playing, a situation could be replayed to incorporate sugges-
tions and to make sure the last irpression was a positive one. To
f'jrther reinforce selected principles of child guidance these might be
printed on large placards and displayed as the principle was being
demonstrated, or used in a summary by the mistress of ceremonies.- If
the ideas to be developed in baby-sitting techniques revolved around
employee-employer relationships invite parents to serve as reactors in
the audience.

Fashion sho;is are an old favorite for home economics programs, but
let's get some audience participation into these, too, as well as some
integration with other subjects. The program can be more than a "show"
with some information about fashion and good taste in dress. Art
students may voice opinions about colors and line, economics or social
studies students about how new promotions in fashions contribute to
business, distributive education students on the problem of selling new
fashions, Eecom.ingness or suitabj.lity of clothing could be judged by
the audience. This assumes that your participants would not merely be
showing the garments they constructed, but costumes would be planned to
emphasize or to violate certain principles.

In addition to showing completed outfits som.e short demonstrations
could be combined with the fashion show, or developed into a separate
program. The dram.atic difference the addition or subtraction of
accessories can make could easily be done on the stage. Another idea
is the good and poor com.binations of svjeaters and skirts or shirts and
slacks. Get the boys to participate as performers, too.

It should go without saying that programs need to be within the
understanding of the students. But we have to be careful that they are
not too simple or condescending in nature, othen^rise intelligence will
be insulted and poor behavior may result. If they are too far "up"
poor behavior may also result from feelings of confusion and inability
to grasp the ideas.

There are two elements every program should have - security and
surprise. For those eiem.ents that are already familiar the student
thinks, "Gee, I know thato" But if this were all boredom would soon
result. However, if everything were nei-i and strange, there was no
contact vrith what the students already know, no basis for comparison
with previous experience, no old familiar landmarks, the students may
toss the experience aside, much like rejecting a new food. Students
then may become restless, personal pride is hurt if acknowledgem.ent has
to be made that one has come up against something too unfamiliar to
assimilate. It takes a long time to grasp the significance of a new
idea - don't have too m.any.

Homemaking teachers have an excellent opportunity through assembly
or PTA programs to tell the story of their department or activities in
student organizations. Let us be sure tne presentations give a good
sample of the breadth of the programs. Over a period of ^time plan ior
all phases of the work to be shown. Do not become depencen. on one or
two "traditional" affairs.

-20-

EVALUilTION OF ACTIVITIES

V/hen you v/onder about co-cui'ricjLlar activities what kind of
questions cor.e to inind? A conscious effort to set down specific
questions and then find the answers would help in objectivity rather
than juniping to conclusions about your problems »

If many teachers in your school think "something should be done
about all these activities"^ suggest a workshop. Invite teachers^
pupils,, administrators and parents. Develop criteria for school acti-
vities based on' purposes the xrrorkshop partcipants think they should
serve.' The following questions could serve as guides:

Does the activity have a well-defined and worthy purpose?
Is it interesting and important to enough pupils to justify

its existence?
• Does it deal with matters of present concern to high school

pupils?
Do its activities fit in ^d-th established purposes of the

organization and the school?

Are pupils aided to discover and develop special talents?
Does activity in the organization develop desirable skills?
Is provision made for group planning by members?
Does it provide for development of desirable social behavior?
Is sufficient rotation of positions provided to enable all
members to gain breadth of experience?

Are membership policies clearly established and based on
interests of pupils and on their ability to participate
in^ benefit from^ and contribute to the activity'-?

Are fees limited and well within the ability of mer.bers?

Is provision made for improving and expanding the activity?
Do benefits from this organization extend to other persons

and groups?
Does the program correlate with the regular school program?

Can the sponsor keep in the background and yet so exercise
leadership that the purpose of the activity is met?

Follov/ing the development of criteria have factual reports from
all activity representatives, and have each club, or group, state v;hat
they think is their biggest problem. Through various kinds of group
discussion techniques or committee work recommendations for change and
improvbiuent can be drawn up.

-21-

If questions deal with whom r.re v;e serving in school activities,
or you arc interested in your club alone, r^ake a survey of the menber-
ship lists over a period of yaars. V.^.o are not members who could be?
VJhy aren't they participating? If this were a school wide surve;^ you
would want to find out x;hat kind of pupil was being missed entirely by
school activities. Do any of the following factors seem to make a
difference in participation? economic level? academic ability? age
level? town or rural residence? curriculum, followed? The same ques-
tion about whom are we serving could be thought of in relation to the
influence school activities have in the community.

A more specialized study right be the relationship of co-curricular
activities to school marks. The school, or you, could make a study of
pupil records including their average grades, their extra-curricular
participation, and scores on som.e test to m.easure mental ability. A
Philadelphia school did this for their seniors one year and found that
activities did not interfere with grades. The better students tended
to be more active, and grade averages were often better when they were
the most active o

In any one club you m.ay want to check whether or not the goals
of development o f more leadership, or wider friendships among the
members are being met, Sociometric techniques are useful here. To
identify potential leaders before a nominating committee makes up a
slate of officers, or before chairmen are assigned for special projects
a sociometric test question could be given. For exam.ple ask mcm.bers
for their first, second (and third, if you wish) choices to questions
like the following:

^'Jhcm:WOuld you like to have as chairman of the social
committee? (or any other appropriate committee)

•iith whom would ;/"ou like to work on the public
relations committee?

Name your choices for the person you think would m.ake a
good reporter for our club (or any other officer).

V/ith whom would you like to go aro-ond on our field
trip to the city? You v/ill be in sub-groups of four who
will stay together for the various activities,

IThen questions are asked for different purposes and in different
ways, but not too frequently, new leadei's and new relationships may
be evidenced depending upon the form and intent of the questions. The
results of the sociometric test must be acted upon. Nominating comm.it-
tees should use ■ the suggestions. If committees are beir.g assigned,
groups should be formed to take pupil choices into account. If social
groupings were asked for, use the data pupils have provided you. If
results are not used students will not take futui^e questions seriously.
The questions should always be real, and tied to an actual situation
when choices are possible or necessary*

-22-

\lhen the results of choices are charted to show the interrelation-
ships of the group one can easily see what cliques may be there^ which
individuals are most frequently chosen, and for what purposes, which
are really chosen and those rejected. On the basis of this information
leaders may be able to improve relationships within a group and tc
assist individuals who are isolated or neglected. V/hen you know certain
facts situations can be arranged which give favorable opportunities
for acceptance.

Another way to look at the evaluation of activities is to ask are
we applying principles of learning to co-curricular activities as
well as to class activities? Do we recognize that:

!• Motivation is necessary. Merely because the activity
is a student activity does not mean every student is
eager- to be in it.

2, Interests of students need to be utilized. And new
interests developed. Students will plan programs
for things they x^rant to do» It is wise to "start
where they are", but don'c leave them there too long,

3. Transfer of learning is not automatic. 'Ae hope students
see relations between group activities in school and
citizenship in the community, or between studies in
class and projects in clubs. But the similar elements
in the situations will need highlighting and general-
izations about the experiences developed to aid in the
transfer.

k» Individual differences should be recognized. Are we
sure we give more than lip service to the idea that a
strong point of club work is that they provide for
individual differences? Are we careful to have broad
participation and seek out new talents? Or are we
glad that the capable ones can take over and manage
efficiently?

5, Experiences should come when the student is ready. We
may expect too much of officers without giving them the
necessary training for their jobs or opportunity to
learn them. Or we may, in our desire ,to let students
m;ake decisions for their group, expect them to exercise
judgments that are beyond their knowledge and maturity.

6o Knowledge about the learner helps us guide his learning.
We probably know o^ir own homemaking pupils fairly well,
but when we are called upon to sponsor clubs or groups
outside our immediate program do we try to find out
about these other students? IVhat are their past experi-
ences, their motivations, their environments when out
of school? Even with our own students their interests .
for club activities should be surveyed from time to time.

-23-

?• .. '/hoever does the doing acquires the learning. Are we
s^jre pupils are actually getting chances to learn, or
are they merely being yes-men to ad-jlt authorities?
;Are 'pupils having experiences in setting goals, making
plans to achieve them, working towards them, and evalu-
ating the results of their plans as well as of their
work? Life after graduation will have problems that
need to be faced in this manner* Practice in such
.skills in club xvork is possible. The attitude of ex-
pecting to meet problems this way can also be encouraged
in club work,

8, Concomitant learnings come about as well as direct

learnings. The kind of concomitant learnings depends
on the way an activity is conceived and conducted. For
example, x^rill the student find it pleasant and profitable
to think things out for himself, or will it be more
appropriate to let someone else do the thinking for
him? vrnichever method brings approval or success is
likely to be the more thoroughly learned and used in
later life.

If improver.ent is sought in club meetings, these sixteen
questions suggested in the FHA Chapter Handbook could be used by any
club. Some of these are factual, such as 11 and 12, but others may
be a matter of opinion. For these a check list asking for members'
ideas could be circulated, and the results then compared to what the
program corrimittee thought they were accom.plishing.

1. Are meetings well-planned in advance?

2. Do m.eetings really help you achieve objectives?

3. Is there a good balance between program, work, social
and business meetings?

U, Has every member had an opportunity to participate

individually or through group activities such as singing,
relaxers, or saying the creed?

5, Do meetings provide opportunities for members to work
and think together?

6« Have m.any members had opportunity to serve in leadership
roles?

7. Are meetings imaginative- -full of variety?

8, Are persons participating in meetings adequately prepared?

-21;-. .

9« Do meetings challenge each member to greater efforts
toward broader objectives?

10, Have some meetings given emphasis to devotional or
inspirational material?

11, Do meetings start and stop on time?

12, Are meetings held on regularly scheduled dates?

13 <• Are provisions made for physical comfort at meetings?

lU* Do meetings have a "cooperative" atmosphere?

l5» Has good parliamentary procedure been used xrhen necessary?

l6. Has time been used wisely?

Another suggestion for evaluation is the following outline which
was developed by the executive group of a student club who wanted to
improve their organization. 'Questions were circulated to all officers
and committee chairmen who were asked to answer "Yes", "No"_, "Perhaps",
or "To som.e extent". The group then met to discuss their opinions.
For every item that received a number of answers other thaii "les"
recommendations X'/ere drawn up for future action.

"Evaluation Of Our Club"

1. Membership:

a. Have nei; members joined the group?

b. Have the sam.e members returned to many meetings?

c. Is the group interested in working on the plans of the club?

d. Hay anyone who is really interested become a member?

e. Do members volunteer to be on committees?

f. Is recognition given for helpful participation?

2 . Aims :

a. Are the aims clearly stated?

b. Are the aims attainable?

c. Do you check progress toward aims?

d. Are m.ee tings planned with aims in view?

3. Programs:

a.
b.
c

. Do you have a long-time yet flexible plan for progra;ns?
. Is la , copy of program made available to all club members'
. Is the program developed from suggestions of the group?

-2!;-

d. Is there a progra.n coFirr.ittee consisting of members of
the group as v;ell as the adviser and officers?

e. Is there a vholesome variety in the programs of xTOrk,
play_, and doing for others?

f . Do members have an opportunity to make new friends?

g. Are plans made to include many different members on
committees?

h. Is an attempt m.ade to find each member's special interest
or special talent so that these may be used most
effectively?

i. Do programs show variety from year to year?

j. Is ample time provided for working out details for well-
organized individual mieetings?

k. Is there a regular time and place for meetings?

h» Administration:

a. Are officers elected early enough to make plans for the
following year?

b. Are members initiated and dues collected early in the year?

c. Is a plan for financial needs developed which includes:

(1) Dues to national and state organization?

(2) Contributions to special projects?

(3) Expense of delegates to state and district meetings?
(k) Vioney for local program needs?

d. Are reports sent in promptly to state and national
offices on forms provided?

e. Is a place provided to house club m.aterials adequately^, as:

(1) Newsletters (h) Scrapbooks

(2) Magazines (5) Secretary's books

(3) Handbooks (6) Program supplies

f . Is there a plan for securing desirable publicity for
the club which includes:

(1) sending in well- organized materials to local nei'.'S-
papers,, or state and national magazines

(2) displays and exhibitis in school or community

(3) programs for larger audiences

i/hatever the method of evaluation remember that data must be •
'summarized and interpreted before valid recommendations can be made.
Critical judgment is necessary, cause and effect relationships should
be established v;henever possible. Evaluation can help us improve co-
curricular work, and it can also help us get satisfactions from t>ie
program.

-26-

A LOOK TO THE FUTURE

Change is ever with us and growing more rapid. But let us
hazard some guesses as to hoped-for trends in co-curricular activities.

The wise use of leisure time will receive much attention.

This may be the area where school clubs make their most significant
contribution. Thus far little has been done to prepare students for
the age of leisure that lies ahead. Our young people need education
for the challenge of leisure as much as they do for earning a living.
Since time made available by the furthering shortening of the working
week will be daytime^ it is to be expected that interest in outdoor
recreation will continue to grow rapidly. But leisure involves more
than physical recreation. The mind and spirit need exercise, too.

As groups with similar interests band together hobbies may be
explored that turn out to be a fascinating investment of time. The
current "do-it-yourself" movements have been a type of hobby acti-
vity vzhich have also made the use of the hands respectable and have
increased the social status of able craftsmen. With new leisure,
everyone, not just the aristocracy, will have time for the creative
arts. All forms of these could well find a place in the leisure age.

As learning to live fully becomes an increasingly important part
of education all those features of school life in v;hich children live
as well as learn are justified. These can include sports, music and
art, gardening, dramatic and literary clubs, civic and international
projects. The "Families Together" projects of the Future Honemakers of
America give good opportunity for families to explore and practice
leisure time interests.

Opportunities will be provided for more pupils to learn more about the
world in which they live.

This v;ill include an extensive study of their own comm^jnities,
visits to other communities near and far, round-table discussions,
lectures, contact with people from other countries, reading and exhibits,
Goals of the Future Komemakers of America include these ideas in the
objectives of understanding our neighbors at home and abroad and prepar-
ing for comm.unity living. Do you recognize these goals as real chal-
lenges in preparing your pupils for the world of tomorrow? Increased
communication and transportation make broader understandings imperative.
Do the assembly and club programs and the service projects you sponsor '
contribute to these understandings?

-27-

Kelping youth to become_eff'e£tl^_l_e£ders and followers will be en-
couraged more than over boi'orec

Many practical experiences rust be employed, not merely talked
about. It is here that hone rooras and school councils as well as
clubs can make significant contributions. Officers and comiiiittee
chairmen should learn the qualities df good leadership and exercise
leadership responsibilities. Will you as an adviser encourage and
aid this^ or will you retreat to being "just a teacher" and want to
keep the reigns of managment and enforcing of rules in 2^0 ur hands?

The hom.e room will come into its own.

Here the major emphasis will be on guidance— both individual and
group. Teachers will look upon the home room as a valuable part of
the program important to the total efforts of the school, not just a
supervisory period or another study hall. Will you as a homemaking
teacher welcome this opportunity/ to be of service to your school and a
portion of its population? Will you see this as an opportunity to use
2/our skills in guidance and understanding for others besides your
homiemaking pupils?

Cooperation rather than intensive competition will become the keynote
of activities >,

There will always be a place for friendly competition but the
kind that engenders bitterness, encourages unsportsm.anlike conduct,
and results in broken hearts should be brought to a minim.um. Coopera-
tion lends itself to effective growth of individuals xijhereas competi-
tion often hinders such development. In cooperation, everyone con-
tributes in some way, but not in the same way. In competition, too
often, everyone tries to contribute in the same way.

To illustrate, suppose a County Fair Comjnittee invites the home
economics clubs in your area to prepare exhibits for the Fair, and
announces that first, second and third place awards will be given. Let
us further suppose that there are only four clubs to prepare exhibits.
I'Jhen the' representatives of these four clubs get together to make plans
it is evident that one club would have to lose; they wondered how the
girls in that group would feel. Consideration was given to the kind of
exhibits that might be prepared for competition and to the kind if they
arranged exhibits just to tell their story. The club representatives
also considered the amount of time and money each kind would take and
the way the exhibits could be related to their program of work.

As a result of the above deliberations the girls m.ake a counter
proposal to the Fair Committee. They would put up a series cf four
exhibits telling the story o£ the work they were doing, but would not
enter competition. If the Committee wished to divide the award money

-28-

among the four clubs thev would be glad to accept it; otxhen^ise they
would Just consider the exhibit a contribution to the Fair. The
Comraittee agreed to give then the space needed and the money to
the four clubs. Tne exhibits were planned by representatives from
all four clubs, snd when completed' all agreed that the series of
exhibits told of their work better than any one could have done.
The girls had a lot of fun and each club had a sense of satisfaction.

If we believe that unique abilities should be recognized and
encouraged, then we will be thougntful about the kind of competition
T^re encourage. Competing' with one's own past achievements, for
example, is a commendable type of competition. The individual,
however, shoiLld not consider himself alone without regard to the
welfare of others. Cooperation highlights the fact that individual
and group welfare are dependent on one another.

Perhaps home economics teachers, as well as others, have complained
about undue emphasis on competitive sports, music contests, or the
like, yet these sam.e people have probably been proud Xirhen the school
representatives won. As teachers and advisers let us use gcod judg-
ment about the kind of competition we encourage by our attitudes or
by our conscious planning for certain experiences. Let not the
taking part in a contest be a thinly disguised exploitation of
pupils to enhance the reputation of a sponsor or department.

Participation in contests can be educational. The ideas supplied
and the standards set can make for worthwhile learnings. VJhen the
emphasis is on the learning activity, on what happens to the girl, or
to the club, through the process and not so much emphasis on the end
product, or who wins, contests m.ay have value when discriminately
chosen. Let us remember that there is a difference in an award given
on the basis of a contribution made or to some student who shows her-
self worthy of special help, and an award given when winning the prize
was the only pijrpose.

Let us set the stage for many opportunities for cooperation, tlie
kind where each class or club member can contribute, since cooperative
endeavor is one of the keynotes of American family life.

SUGGESTED REFERENCES TO HELP YOU AND YOUR STUDENTS IN CO-CURRICULAR UORK

Books

Bailard, Virginia, and McKnwn, H. C. So You Were Elected. New York:
llcGraw-Kill Book Company, 1916, $3 .9b'

Blumenthal, Louis H. How To_ Work With Your Board and Committees.
New York: Association Press, 19Sh~ ^iil.OO.

u'zan, Rose T^arie. Practical Parliamentary Procedure. Bloomington,
niinoist Mc Knight and Mc Knight, 1933- IW^O

-29-

Eisenberg, Helen and Larry. How to Lead Group Singing. New York:
Association Press, 219 Broadway, 19"5r. :|lTcoT

ill| EiiliiiX^ LHlI ^£2iS' ^-^w York: Association Press,

1953^" ^2:9^.

. The Fanily Pleasure Chest. Nashville, Tennessee;

Parthenon Press, 1951. ~11.00T

Frank, Lai^ence K*' How to be a i^odern Leader, New York: Association
Press, I95I1. <^1.00.

Haupt, Enid A. The Seventeen Party Book. New York: J. B. Lippincott
Company, 19^17 ^.IS.

Keltner, John 17. Group Discussion Processes. New York: Longfuans,
Green and Co., 1937^ ^k»SO,

Klein, Alan F. Role Playing in Leadership Training and Group Problem
Solving, New York: Association Press, 193^. $3.^0

Knowles, Malcom and Hulda. How To Develop Better Leaders. New York:
Association Press, 1955. $1.00.

Mcintosh, David S. Singing Games and Dances. New York: Association
Press, 1957. $3.00.

Roberts, Dorothy H. Leadership of Te en-Age Groups. New York:

Association Press, 1950. $3.00. • •

Partners With Youth: How Adults and Teen-Agers Can Work

Together.- Ne'w York: Association Press, 1936. s^3.30.

Sorenson, Roy, Hox^r To Be_ A Board Or Committee Member. New York:
Association Press, 19^3^ fT.OO.

Spicer, Dorothy G. Folk Party Fun. New York: Association Press, 1951^.

Strauss, Bert and Strauss, Frances. New Ways to Better Meetings. New
York: Viking Press, 195l. ^^2.93.

Sullivan, Dorothea F. How to Attend a Conference. New York: Association
Press, 1951^. $1.00.

Sutherland, Sidney S. When You Preside. Danville, Illinois: Printers
and Publishers, 1952 . |2750

Bulletins

Adult Education Association. Leadership Pamphlet Series. Chicac;o:
Adult Education As,^ociation of the U. S. A., 7''43 N. Wabash,
60 cents per copy •

-30-

#1 How to Lead Discussions '

#2 Planning Bettor ?r0p;ra.n5 ^

#3 Takiiip KCtion in the Conmunity •.

irh Understanding: How Groups Work '

r^S HoT-j to Use Role Playing; and Other Tools for Learning '

*- #8 Iraininp; Group Leaders I

#9 Conducting Workshops and Institutes I

#11 Conferences That Work 1
1

American Home Economics Association. Hone Economics - On Stage ^ Family-
centered Scripts and Programs for Radio- TV, and Other Presentations^
Washington, D. C: American Hom.e Economics Association, 1600 T.-:en-
tieth Street^ N.W. , 19>7. 50 cents.

. For You - A Double Future in Home Economics. Washington,

D. C: American Home Economics Association, 1600 Ti-xentieth Street,
N.W. 1957. 25 cents.

Dearborn, Ned H. and Andrews, Bill. Your Safety Handbook. (Junior Life
Adjustment Booklet.) Chicago; Science Research Associates,
5? West Grand Avenue, 1954. 50 cents.

Haithcock, Mary D. Improving Learning Through Pupil- Teacher Planning.

Danville, Illinois: The Interstate Printers and Publishers,

19-27 Jackson Street, 1952. I

>
I

League of Wom.en Voters, Tips on Reaching the Public . (Publication #126).
Washington, D. C: League of VJomen Voters, 1026 Seventeenth Street,
N.W., Septem.ber 19U8. 25 cents.

„ C.

. Tips on Television. (Publication #2l8). Washington, D,

League of Women Voters, 1026 Seventeenth Street, N.W., 19Sh» 25 cents.

McDowell, Nancy E. Your Club Handbook. (Life Adjustment Booklet).

Chicago: Science Research Associates, Inc., 57 West Grand Avenue,
1951. 50 cents.

National Recreation Association. Let's Plan a Party. New York: National
Recreation Association, 3l5 Fourth Avenue, 19U9. 50 cents.

. Parties A-Z. New York: National Recreation Association,

315 Fourth Avenue, 19hQ- 75 cents.

Osborne, Ernest G. Exploring Yo^jr Community. (Junior Life Adjustment
Booklet) Chicago: Science Research Associates, 57 West Grand
Avenue, 195ii. 50 cents.

Science Research Associates, Inc. Guide "bo Good Leadership. Chicago:
Science Research Associates, Inc., 57 VJest Grand Avenue, 1956.
50 cents,

Sondfil, Bess. How to be a Better Speaker. Chicago: Science Research
Associates, 57 West Grand Avenue, 1950. 50 cents.

-31-
Kote on a S^oecial Reference

Many readers r.ay already have seen the recently published Chapter
Handbook from national headquarters of the Future Homemakers of
America referred to earlier in this article. But in case you have not,
it is vjorth your wliile to know more about it and to get it for use.
VJhether or not you have a FHA chapter you vjill find excellent sugges-
tions for club work in general.

The section on meetings is particularly good. Differences between
a work session, a social hour, a business meeting and a program are
pointed out with suggestions for ways to execute each. Ways of working
to develop leadership is also excellent and written in a way to appeal
to high school girls. Specific suggestions are given as to how group
discussion can be carried on successfully through such devices as
buzz-sessions, brainstorming, pop-corn sessions and role-playing.

The chapter on committees suggests wa^'^s committee work can be
divided in large and small organizations so as many members as possible
can carry responsibility. The delineation of possible activities for
the committees is clear-cut and well presented. Ideas for interpreta-
tion of club programs of work are many.,, including tips on TV, radio,
news stories, displays, assemblies and banquets.

This Chapter Handbook can be obtained from Future Homemakers of
America, Department of Health, Education and Welfare, Office of
Education, Washington 2.S, D. C. The price is 65 cents.

TAKE TIME

Take time to work — it is the price of success;

Take time to think — it is the source of power;

Take time to play — it is the secret of perpetual youth;

Take time to read — it is the foundation of wisdom;

Take' time to worship — it is the highxNray to reverence;

Take time to be friendly — it is the road to happiness;

Take time to dream — it is hitching our wagon to a star;

Take time to love and be loved— it is the privilege of the gods,

-32-

TEACHERS' EXCHAMJE

up/'

PAY"— ABO^/E AM) BEYOND THE SAURY CHECK

Teachers who make that little extra effort to be warm^ friendly,
and thoughtful are repaid a dozen times over in closer relationships
with pupils and their parents,

-;;- VJhen 12- year- old Martha said that she wanted to make a birth-
day cake for her mother, but she was afraid that her mother
would see it before it was ready, her homemaking teacher in-
vited her to come to her home after school and make the cake
there. The result of their combined efforts Xv-as a lovely
vjhite butter cake with snowy frosting and pink and green
decorations, Martha nearly burst with pride as she presented
the cake to her mother. Her teacher was equally proud and
happy i

"-'" Grace was a little unresponsive in class. One day her teacher
heard her mention her music lessons and how much she enjoyed
playing the piano. The teacher also enjoyed playing the
piano. She mentioned in a casual conversation one day that she
', woifLd like to find a particular piece of popular music, Grace
said, "Oh, I have that. I'll loan you my copy." The teacher
said, "Suppose we work out an exchange, I'll bring some of
my music for you." Through txhis interest that she shared with
her teacher, Grace became more responsive to the teacher and
even to other pupils.

Mrs. Harrison was irate because her freshman daughter, Harriet,
had received a lower grade in her homemaking class than she
and Harriet might have liked. After she understood the reason,
she appeared to be a little embarrassed about her tirade.
Asking the mother for the recipe for her famous chocolate
cake helped to heal the breach. This was the beginning of a
friendlier, more cooperative relationship.

It was quite a struggle for the Smith family to find the money
for Shirley's clothing project. She bought red and white
tissue gingham and a more com.plicated pattern than the teacher
had expected — or wanted. Her brown eyes fairly danced when
she showed the fabric and pattern to her homemaking teacher.
The teacher hadn't the heart to say, "No." Shirley was eager
to get the dress ready to wear on Easter morning. She and her
teacher had several after-school sessions in addition to the
regular class periods. Finally, the Friday before Easter
vacation, her goal' was accomplished; the dross was beautiful.

The kind high school principal, who had taken an interest in
the project;, called an "assembly" before school was out that
.evening. He asked Shirley to stand and said, "Here is a.,.
young lady who has set a goal for herself and accomplished it,
Shirley, let everyone see that lovely Easter dress." Ever;/one
in the T^rhole school rejoiced with Shirley,

!^en Mrs. True blood visited her son's teacher in order to
discover how he was progressing in the Family Living class,
she was delighted to find that the teacher had saved the boy's
papers for her to see, had plans for the course ready to
share with her, and even asked for her suggestions regarding
the content of the course.

I-JHAT IF I HAVE SIX "FMILIES" AND OMLY FIVE KITCHENS?

^Tien classes are crowded, a teacher needs to use ingenuity to find
ways to keep all of each group busy. Once, when faced with the above
problem, a class and teacher worked out a rotation plan. Six girls formed
each group, instead of the usual four. With a carefully planned menu,
all were able to share in the preparation of the mealo Then, while four
were served, the remaining two acted as waitresses and cleaned the
kitchen. Of course, they were also able to sample the food prepared!
Because duties were rotated, each had valuable experiences in addition
to that of preparing foodo And the class always finished in the pre-
scribed time.

The method described above absorbed ten "extra" students into a
class. If only one additional girl per kitchen is involved, rotated
activities might include

— serving as a waitress,

— rating the work of the group on a previously developed scale,

— planning the next meal to be served, subject to final

approval by the group.
— figuring the cost of the meal served for later reporting
to the class.

Or an extra family might be formed and given tasks which had educa-
tional value even though not directly related to the meal being served.
For example, this family might

— put up bulletin boards.

— work on consumer burying projects, such as comparing flavor,
appearance and cost per ounce of \j.<o cans of the same
vegetable that sell for different prices,
—make objects to use in centerpieces, such as vari-colored
candles.

;#iatever the extra tasks students do, they should be planned to
make an obvious contribution to the worthwhileness of the class, so that
the label of "busy work" is avoidea. That they both learn from and enjoy
the experience is also important.

-3h-
THE TEST 0^ A GCOD TEACHER

He must be a person of character and integrity beycnd question.
vmat a teacher is, as a hura?n being, is as important as what he knows
or can learn*

A good teacher has a first-rate, orderly, creative mind. Teaching
is hard work and people are impressed by the zest and spirit with vrhJLch
a healthy energetic person tackles a difficult but interesting job,
v;hether the person be a teacher or the President of the United States.

A teacher must be enthusiastic about his subject. If it does not
interest him, if he does not consider it one of the most important things
in the world, he is not likely to inspire young people.

A good teacher -m.ust have a sturdy personality. A teacher em;bittered
by personal disappointment can hurt and repulse with corrosive wit the
timid and groping student,

A good teacher teaches for the right reason. He has a friendly
interest and lining for young people,. He believe that there is no more
certain way to better life for man than through the improvement of the
young by means of education. Teachers who don't like students are as
misfit as doctors who don't like to m.ake sick people well or the business-
man who would rather lose than make money.

As a good teac?ier develops, he finds that he is teaching more than
he knows. Alm.ost any subject vjorth teaching is a growing subject which
man is only beginning to understand. A good teacher tries to show his
students the relation between what was known and what is urJcno^.m.

A good teacher is almost certain to have some view of life and the
universe that to him "makes snese", and that is a part of his way of
life. He has som« firm convictions about what is worth living and
dying for.

A good teacher understands the nature of the learning process, and
tries to help students acquire critical and creative habits of mind by
thinking about problems that have meaning and urgency to the students.
The good teacher frequently asks: liJhat does my subject m.ean in terms
of the student's experience and life? I'.Tiat can I do to help this young
person see the significance of these facts, this method, this point
of view? And when he sees the significance, how can I help him to lead
a TiOre effective life?

,,, according to D. H. Morrison
former Dean at Dartmouth College

-35-

mVJS PUSHES ON YOUR BULLETIN BOARD?

Have you thought about devoting a section of your large bulletin
board or preparing a special one to feature current news items of in-
terest to homemaking students? It can be made especially ^jmique and
outstanding by color^, captions or an attention-getting drawing. High
school students can be encouraged to read their daily local and city
newspapers if you feature the picture of someone prominent in the local
or national nex>:s picture and underneath the picture place questions
which can be found in the local papers. Be sure you make them "teasing"
enough to bring about that trip to the school library or a "long"
look at the home papers. The homemaking teachers would occasionally
want to feature the article or person especially interesting to students
studying a specific unit. Directions for making something might be-
ccm.e a "news flash", A good example of this type news could be the
"Fun with Spuds" directions from the first page of the November 1956
issue of the TEEN TBIES m.agazine. Students will usually want to
assume the responsibility for at least some of the surprises which greet
their classmates each day.

PLANNING A YEAR'S PROGRAM OF WORK IN FHA
A Suggested Pattern

1. Have the planning committee consist of officers and class
representatives.

2. Equip them with old programs, state handbook, newsletters

and TEEN TIMES.

3. In preparation have them review the eight purposes of FHA,
the four objectives in the current program of work, state and national
project ideas.

i4. Select a major theme,

5. Use the nine standing committees to be in charge, one for each

month's activities.

6. Consider comm.unity customs and school activities.

7. Select potential leaders from the active members for the

important jobs.

8. Have everyone contribute ideas, Chapter Mothers and Ad^-isers, too,

9. Present the proposed program to the entire Chapter before
its final approval.

Some Generalizations About Planning Programs of Work

1. Make tentative plans- before school starts; later let all
members have voice in the final decisions.

2. Set up all committees at the beginning of the year. Give
everyone a job.

-3^

3. Collect materials and resources needed at beginning of the
year. It may take time to obtain some materials,.

ii. Check programs to be sure they contribute to the p^irooses of
Future Homemakers, the goals in the state program of work, and the state
and national projects.

5. L'on't try to do everything in one year. A few well-selected
and well-done programs and projects will give FHA members a greater
feeling of satisfaction than many things which are poorly done or which
become a burden.

6. Advisers and members should read TEEN TD^SS and state news-
letter regularly for new information and for program ideas. Copies
should be kept- on file for ready reference^

7. Programs should be planned for the local Chapter and consider
local school and community conditions. Future Homemakers Association
is not a " keeping- up-with- the- Jones" organization.

SUGGESTIONS FOR SOME WaYS IN miCE THE HOME ECONOMICS DEPAxRTMENT MIGHT
COOPERATE V/ITH OTHER DEPARTI^NTS IN PROVIDING LEARNING EXPERIENCES

FOR STUDENTS

A. Home Economics and Art

1, Art instructor may serve as resource
person for lessons on color and
design in areas of:

a. Clothing

b. Home furnishings

c. Food

2. Cooperative projects such as plan-
ning furnishings for a room or a
home might be carried out. (Other
departments, such as Industrial
Arts, Mathematics, etc., might also
share in such a project.)

3. Hom.emaking and art students may
cooperate in prep.aring an education-
al exhibit.

h» Homemaking and art students might
meet together for a study of costume
design.

5. Art students might sometimes -use
facilities of homemaking department
for dyeing materials, drying pottery,
making costuir.es for puppets, etc.
lAfith help of homemaking students.

n'7

B. Home Economics and Music

lo A music student rr.ay play the piano
for: dress revue^ "play school"
activities,, etc.

2, The music class night plan the r.usic
for a style show or tea or other party.

3» Komomaking students m.ay assist with
costumes for music programs.

C. Home Economics and Health

Ic A short unit on "Clothing in re-
lation to health" might be co-
operatively planned and carried out.

2. A survey of students' diets m.ight be
cooperatively planned and carried
out. A follow-up school and com-
m.unity nutrition project might be
worked out by the two departments,
(other departments such as Art^
Agriculture^ English^ might also
share , )

3. The Homemaking and Health classes
might visit a Red Cross Center or
hospital together.

D. Home Economics and Physical
Education

1. The two departments m.ight share
in sex education. For example,
junior high school girls are fre-
quently concerned x^rith understanding
their own development. The two
departments might share in helping
them to understand and accept their
maturing bodies*

2. Most physical education teachers
have had a first aid course. They
might, therefore, help with lessons
in this area,.

3. During a grooming unit, the P.E.

teacher might aid the students with
posture problems,

ii, A study of folk and national dances
m.ight coordinate well with a study
cf national foods.

'38-

Honie Economics and
Mathematics

1. The mathematics classes might deal
with such problems as:

ao Dividing recipes,

b. Adapting recipes for large
quantity cooker;-^,

c. Figuring ins'orance premi'jms,

do Figuring the cost of f'jrnishing
a home.

Hom.e Economics and
Social Studies

1.

e.

Working out personal or
family budget problems of
various types.

Figuring costs of carpeting,
painting, papering^ draperies.

Number of calories students
need in relation to body weight
and physical activity.

h. The amount of material to b'jy
if one must allow for shrinkage.

The homemaking department might pro-
vide some materials for practical
problems in mathematics — e.g.,
butter, flour, milk, measuring cup
and spoons for a problem in measuring
ingredients ,

A unit on "family and comm'-inity"
might be cooperatively planned and
carried out.

G, Home Economics and
Foreign Languages

2. A study of such problems as "how did
the four yards of material Nancy
bought for her dress reach the shelf
of the department store?'' might
offer possibilities for cooperative
activity. The same kind of ques-
tion applied to butter or margarine
might lead to some stody of food
laws in the state, problems of tlie
dairy industry, etc,

1. A 'jnit on foreign cooker^'- might
be developed cooperatively.

-39-

2, The homemaking teacher night assist
with laboratory preparations for a
Roman banquet, German dinner, etc.
She might also ser-^/e as a resource
person.

3- As part of a unit "Family Fun at

Christmas", foreign language students
might report on Christmas customs
in foreign countries •

H. • Home Economics and English

If students give book reports in
English class, som.e might read and
report on books aealing with subjects
related to home economics — grooming,
etiquette, "family life" stories,
etc.

2. Reports of hom.e projects might
also serve as creative writing
experiences.

3» A unit on "entertaining" might be
cooperatively planned and developed.
English teacher might give special
help with writing invitations, etc.

ho The speech teacher might assist in
planning comm.entary for a style
show and also help prepare the com-
mentator.

Home Economics and
Agriculture

1. Agriculture students might exhibit
and report on different types of
apples, potatoes (or other produce)
and their uses. Later, the hom.e-
m.aking students might prepare the
food correctly and invite agriculture
students to "sample,"

2. Agriculture -home economics exchange
classes offer good possibilities
for real cooperation.

3. Future Homemiakers of America and
Future Farm.ers of America may plan
cooperative activities.

hf. A stn&f of ir.eat cuts might be a
cooperative ventures

5. As part of the house planning unit,
the agriculture students may share
in a study of landscaping,

6, Gardening and canning-and-freezing
projects may be cooperatively
planned and ca.rried out.

J.

Home Economics and
Industrial Arts

lo Industrial arts students might demon-
strate simple home repairs — might
in turn be taught how to make simple
repairs of a sewing machine,

2. Preparing equipment for a play
school might be a cooperative project,

3. Industrial arts students in some
schools build a house; homemaJking
students might plan the furnishings.

h» Students from both departments might
share in making Christmas decorations,

5. The industrial arts teacher may
teach a lesson on "features of
construction" to look for in bid-
ing furniture.

IS THIS YOUR NUMBER ONE PROBLEM?

Research reports indicate that the problem to which nearly all
beginning teachers give ■•first priority is that of improving pupil be-
havior through improved classroom management. Perhaps you would like to
check yourself on this list that supposedly represents the direct in which
success in this area seems to lie.

How Are You (Doing?

In Establishing Certain Desirable Personal Habits in Teaching

Making adequate preparation of daily lessons, putting first things
first in your use of time?

-1.1-

Sensitizing yourself to awareness of those trying physical condi-
tions (e.g.^ ppor ventilation) that can be corrected?
Meeting each entering pupil with an alert, cheerful expression?
Keeping every ir.ember of a class within the range of your vision
and attention at all times?

Pitching your voice low enough to be pleasant, loud enough to
be heard by all pupils?

Recognizing and accepting behavior that is good for each age of

girls?

Seeing something interestingly different and likable in every

pupil?

Talking as little as possible for maximum effectiveness as well

as to ti^^ to avoid becoming a "nagger"?

Making necessary demands quietly, reasonably and firmly, but with

no threat to your friendliness to the pupil?

Maintaining respect for your authority and integrity by consistently

following tlirough on any statements made to pupils? •,

RevieT-d-ng any weak spots in your pupils' behavior at end of each

week — why each occurred and what might be done about it?

Developing gradually the ability to make quick but reasonably

wise decisions with a minimum of strain on yourself?

In Establishing Certain Desirable Habits in Classroom Procedures.

Basing yoirr units on socio-economic practices in hones as well

as on pupils' needs and interests? . • ■ :■
Using planned interest approaches to each lesson, even thaagh

very brief?
Varying your methods so that different types of pupil ability

can be recognized and sincerely praised?
Having a system whereby every member of . a class is held responsible

for all that takes place during daily class periods?

Starting and stopping classes on, time? , .

Saving unostentatiously the easier questions and jobs for the

less able pupils in each class so that they, too, will enjoy

their homemaking study?

Avoiding vague and non- stimulating forms of questions, frecuent

" repetition of pupils' answers, concentrating attention on only a

few class members? i : :., -
Foreseeing possible problems and xirorking out solutions with pupils

before they go to work?
Expecting pupils to progress gradually from accurately following

direqtions to more and more self-direction?
Making systematic and periodic checks on pupil progress so. each

may knov; where she stands and how to go about improving?

-a2-

Providing for and encouraging every individual's desire to
improve an unsatisfactory record?

Trying to work out your own procedures by analyzing why each
pupil behaves as she does_, but seeking assistance on baffling
problems before they become complex?

OH, FOR A NEl-J IDEA I

Pupils and teachers alike are firmly convinced of the great value
of "putting into practice" what has been learned at school. But when
anyone tries to think of a specific idea for that worthwhile practice —
well^ that's a different matter! So here's a long list of ideas other
pupils and teachers have liked. Some are hardj some are easy. Some
are managerial; some are manipulative. Some take a long time; some
very little time.

Of course, choices are cooperatively determined by the teacher
and pupil, after the latter has talked over possibilities with her
mother. And in the process of discussion, ideas in this list can be
so adapted and developed that they will hardly be recognizable. But
sometimes a mere start on an idea is still necessary and helpful.

Child Care

1. Baby sitting

2. Plan and make playthings for my little brother or sister

3. Care for a young child

h. Assume responsibility for bathing, feeding, and/or dressing
a young child

5. Make garments for a young child

6. Plan, select and buy clothing for younger brother or sister

7. Select, make or buy some toys and play equipment for organized
groups ,

8. Make inexpensive, constructive toys

9. Make over garments for a young child

10. Help a young child learn to bathe himself

11. Plan wardrobe for a young child

12. Entertaining young brother or sister — story-telling,
playing games, etc.

13. Help a young child learn to play with and care for a pet
lii. Make mealtime more attractive for small children

15. Help a young child learn to appreciate nature

-h3-

Clothing

].• Care for my clothes

2. Kake seme of my clothes

3« Make clothes for other members of the family

li. Renovate usable old clothes

5. Take care of family mending

6. Buy accessories and make accessories
?• Take care of family laundry

8, Plan and make a stain removal kit for family use

9. Make a clothing budget for self and family
10. Store the seasonal clothes.

Foods

1. Plan, select, prepare and serve adequate family meals

2, Plan and carry out family party or entertainment
3» Improve eating habits of myself and family

h» Plan meals to save money, time and energy

5« Plan, prepare and serve refreshments for party

6. Plan and prepare m.eals for special occasions — birthday,- etc,

?• Plan an emergency shelf for the family pantry

3« Plan and prepare special diets

9» Plan and buy groceries for the family

10, Store and use "left overs"

11, Assume responsibility for table decorations

12, Care for the milk

13, Do the "family baking"

ll;. Budget time and energy in meal preparation

15, Plan and keep food budget for family

16, Keep record and compare cost of canned, fresh and frozen
foods for famdly use

17, Make gifts "from our kitchen" for Christmas and other
occasions

18* Make our kitchen a "safe" place to work

19. Plan and rearrange the small equipm.ent in the kitchen

20. Plan meals based on home canned or frozen foods

21. Make a canned food budget; label and store canned foods

22. Raise and care for poultry

23. Care for a calf

2U. Prepare and freeze foods for busy days

25, Plan and prepare meals to be stored in the freezer

26, Prepare and can food for the family

Health and Home Nursing

1, Care for the sick room

2. Care for the patient

3. Improvise sick room equipment

1. Prepare food for the patient

5. Plan entertainment for a patient

6. Kake and eojoip a home medicr'jie chest

7. Get rid of njisects in and around the hone

8. Improve sanitary conditions.

Family Relationships

!• Help my family in planning responsibilities for various
family members .

2. Organize a family council for discussion and solving
family problems

3. Plan family "fun" nights

li. Plan a hobby which m,y family and I could enjoy together

5. Get up' a TV schedule for my family so that each member can
see his favorite program

6, Plan a "special" day for each member of my family
?• Entertain relativ9s--grandparents, etc.

5. Plan ways to share a room with a family member

9. Plan a trip or outing for the entire family

10. Make and keep a budget

11. Learn to be a better friend with brother and sister

12. Plan and carry out a family reading hour

13. Plan a recreation room or nook at home

li;. Plan and give a party for family for Chris tm.as

Home Im.provements • .

1. Care for yard

2. Arrange flowers

3. Room arrangement for convenience and comfort to meet the
needs of each member

li. Reorganize my closet

5. Arrange a utility closet

6. Arrange a suitable storage space for young child' s toys

7. Clear and rearrange all clothes closets; add necessary
accessories

8. Clean out and rearrange the drawers in tables, dressers and
chests ,

9. Arrange a serving comer in some convenient nook

10. Create a study center at home or in my room

11. Create a recreation room out of a basement or unused room

12. Plan laundry storage arrangement

13. Make an improvised closet in my bedroom

Ih. Convert an* old radio cabinet or other pieces of furniture into

a storage unit
15, Make a dressing table for my room

16. T-!ake spreads^ curtains and dressing table flounce for my room

17. Make place mats, napkins- table cloths and other linen

18. Plan and care for a flower garden

19. Reiinish furniture

20. Select furniture and home accessories

21. Paint a room, or waD.lpaper a room

22. Decorate my home for special occasions

23. Daily care of house

2ue Decorate home for Christmas

Home Management

1. Assume responsibility for care and cleaning of house«

2. Assume responsibility for care and cleaning of equipment

3. Find most ef fie lent- x^ray of doing household chores
li. Study cleaning agencies for efficiency

Personal Improvement

1. Im.prove my figure

2. Kake a small grooming kit that can be used in my purse

3. Select color and style of clothes best suited to me
!;• Plan and carry out a good grooming schedule

5e Take care of my clothes- -daily and weekly

6. Care of skin, hair, nails and teeth

?• Improve habits such as being more punctual- -overcoming

slowness in dressing and working, being on tLme for all

appointments
8« Im.prove habits, such as: courtesy at home, school and

public places

THE FUNCTIONING FUNNEL BOARD

The flannel board is a many-purpose teaching tool. It is useful as:

— a teaching aid. For example:

in a discussion pointing up furniture arrangement, the
"furniture" can be moved with the discussion,

the color wheel can bo b-jilt up as secondary-, tertiary, cr
harmony of colors is developed or explained.

i

i K black flannel board is one of the most versatile of backgrounds and
scraps of corduroy hoarded from class sowing projects provide a wealth

of backing material,

— Isabelle Reynolds

Marseilles High School

TMORiiOik OF TEACHIHG AIDS

ManageiTient ^ for You by Cleo Fitzsinmons and Nell Y/hite of Purdue Univ-
ersity ±3 just off the press from J. 3. Lippincott Company and seems
to fill a long-felt need because it applies principles of managenent
to specific aspects of home economics. Its h22 pages contain applic-
ation chapters to personal development, foods, clothing, laundering,
and cleaning and caring for the home, as well as more aavanced. mater-
ials on managing and spending the family income. Throughout the
approach is experijnental, a necessity in a world of such rapid changes.
Since most enrollees in home economics classes learn best from concrete
phenomena, this book of specific applications of principles sho^jld
greatly enhance the value of our present teaching of home m.anagement
in secondary schools.

Home Economics, Curriculum Bulletin No. liQ, Grades 7-9 and Home
Economics C'drric^jlum Bulletin No. kl , Grades 10-12 aire tvro exceptionally
helpful courses of study that are available to every teacher at v3.50
each. So fev; city and state courses can be purchased that the avail-
ability of such complete curriculum materials is most vrelcome nev.'-s.
Although prepared for a city system, the ideas are adaptable to any
size of school. Remittances sho^ild be in the exact sum of money to
cover cost and should be addressed to the Clerk-Treasurer, Board of
Education, 608 East McMillan Street, Cincinnati 6, Ohio.

A Curriculum Guide for Foods is another of the small bulletins prepared
at Iowa State College under the sponsorship of the Iowa State Vocational
Board, i/Iiss Louise Keller, State Supervisor, and is available from the
Iowa State College Book Store, Ames, lov/a for $1.00 per copy. Previous
buH^letins in this series are the same price and are guides dealing
vd-th the teaching of housing, clothing, and child developm.ent and
family relationships.

Creating with Materials for Work and Play, Bulletin No. 5 is a public-
ation of the Association for Childhood Education International, 1200
Fifteenth Street, N.¥f. , Washington 3'^ D. C. ^^^ile it is designed
mainly for primary teachers, it is of most practical help to home
economics teachers who provide experiences for their child development
units through cooperation with some elementary teacher. Developing
the philosophy i-hat "the best toys in life are free," twelve leaflets
offer a wide variety of inexpensive, how-to-do-it ideas. If your
elementary school library does not include this recent portfolio, you
may secure it from the Washington address for 75 cents. Single leaflets,
such as the one on "Cooking," cost ten cents each.

Your Food and Yotjt vreight, Division of Nutrition, Department of Health,
Commonvrealth of Pennsylvania, Harrisburg, Pennsylvania is a most
appealing four-page leaflet prepared specifically for teen-agers.
Based on the philosophy that weight c:>ntrol should start at adolescence,
humorous sketches and catchy slogans help to bring about the sound
knowledge and wholehearted acceptance of the eating changes necessary

-hi"

I" or reducing cr even maintaining desirable vreight. A series oi"
corridor bulletin boards might be devoloped from this b'jilletin as a
contribution from a nutrition class to all iiigh school students.

Food Choices of Montana Teen-Agers, Circular 263 of the Extension
Service, j.ionLana Soate College, Bozeman, Montana is a 19^6 bulletin
but is mentioned here because its graphic presentati' n of nutrition
findings is so exceptionally vrell done that it offers a teacher a good
idea of now to secure facts about the eating habits of her catl teen-
agers and especially how to make charts for displaying the results for
use on programs or in exhibits. Few changes can be made vxithout the
cooperation of parents, hence the importance of such programs and
exhibits .

Quip-Quotes, collected by Jo Lee Rogers, edited by Herbert Prescott,
and sold for IjjJl.OO by J. Vfeston Walch, Box 1G7>, Portland, i.-Iaine may
be in your administrator's or general school library. If so, you
m.ay find a few suggestions for clever headings for bulletin boards.
Some that may be useful are —

"The Girl or Boy Vifho Succeeds in This Day and Age is the One
'■/ho Gets All He Can Out of V^ork, Instead of Getting Out of
"fork All He Can," page six.

"The Person ^Vhc Knows HC17 YJill Always Find A Place in Life,
but the Person ''fho Knows ^'ffil 'Till 3e His Bess," page seven.

"A Successful Person Keeps Looking for 'Vork After He Has Found
A Job," page sixteen.

"".Tith Responsibility Resting Upon One's Shoulders, There Is Ko
Room for Chips," page tvrenty-four.

"Be Sure You Take an Interest in the Future; After All, That's
"mere You'll Spend the Rest of Your Life," page twenty-five.

Space for Home Se'Adng, Bulletin 619, Research Publication 138, Agri-
cultural Experiment Station, the Pennsylvania State University,
University Park, Pennsylvania is a most complete analysis of space
needs, adaptable to planning clothing laboratories as well as hom.e
arrangements. Advanced clothing classes usually have members vrhc,
due to special interest and aptitude or necessity, will be likely to
sew a great deal v;hen tney establish homes of their own; for them the
facts for problem solving supplies in this bulletin could be of great
value .

Fundamental Procedures in Hom.e Furnishing

The Story of Table" Service

Inf rntc ' ' and Cnildren's Clothing, Equipment and Toys

ApnareiTtiy all Illinois teachers of home economics received tnese

three fine bulletins from the Consumer Education Division, Berneice

Dolling, Director, Sears Roebuck and Company, Chicago, Illinois.

-1.8-

They offer such excellent teaching material, well illustrated and
free fror. advertising, that they are mentioned here just in case some
one failed to receive her copies.

Potatoes in Popu].ar Ways, for sale by the Superintendent of Documents,
U. S. Governjnent Printing Office, ITashingtcn 25, D. C. for l5 cents
or possibly available free at the office of your county's Home
Advisor, is new and pertinent when some families are trying to reduce
their food bills, yet maintain good family diets. Every person in
the coontrj'', according to this leaflet, eats an average of p - 6
medium potatoes each week. One of these potatoes can supply vitamin C,
thiarain and niacin in considerable amo-mts, plus lesser amouiits of
the minerals iron, phosphorus and potassium. A high return for
money spent I

'^New IVorlds in Education: Television, Tape, Travel and Teaching,"
Saturday Revievf, February l5^ 19f>8 gives an up-to-the-minute picture
of trench in education toda3r, both on secondary school and college
levels. Perhaps the most, fascina.ting section for teachers of home
economics is the description of how a high school is using tapes
previoujsly prepared to provide for the special needs of the three
levels of abilit3'' found in most classes. Although the deveiopment
of these ideas in hom.e economics v/ould require money for experiment-
ation and the production of tapes for general distribution, almost
any teacher who has the use of a tape recorder can adapt a fevr of
the ideas in her <Dwn school.

"The Middle Way Is Best," The Sat^jtrday Evening Post, February 22,
195^ issue, is a description of the type of high school curriculum
recommerided by the President of the Illinois Education Association,
Dr. Earl H. Hanson. Illinois education was honored in being invited
to present this middle road between education extremes, complete .with
reas/*.ns, in so mdely read a popular magazine as The Post. If your
ideas are in harmony with Dr. Hanson's, why not write him a letter
of congratulation? If you believe that Dr. Hanson missed some point
that. you consider vital, he v/orked within tne restrictions of
limited space.

MYSTERY OF Tllffi

This seems to be
The usual plot;

The day is done;
My work is not«

._c

tephen Schlitzer

ILLINOIS

HOME ECONOMICS
EDUCATION

UNIVERSITY OF ILI.INOIS

H

±

<<!%

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ma
•1

THE PLAY SCHOOL IN TEACHING
CHILD DE^/ELOPI^NT

Reasons for Having a Play School

Seeing Is Believing

Bases for Success

Suggestions for Operating a Play

The Administrator and the Play Sc

Introducing the Unit

Common Denominators

Achieving Major Goals

Equipment for Play School

Schedule of Activities

School
hool

Vol I No 7
March 19 "^S

TIE PLAY SCHOOL IN TEACHING CHILD DEX'ELOPMENT

Irene Liebig, Alton Senior High School
Marjorie Savage^ Ed. D.^, University of Illinois

Miss X looks at her calendar and discovers that the unit in Child
Care is scheduled to begin in three weeks. Her deep sigh reveals a lack
of self-confidence with respect to the goals she can help pupils attain.
Miss X feels that maybe she needs a vitamin pill to combat spring fever.
She vaguely remembers a principle learned in one of her courses which
had reference to the value of accepting a child's feelings and helping
the child express these feelings constructively. At the present tim.e^,
she realizes that her own feelings of insecurity are difficult to accept
and express in desirable channels.

At a recent meeting, she heard som.e educators expound concerning the
values derived from a play school. Miss X reviews her notes from this
panel with a bit of skepticism. First of all, a play school entails
responsibility for young children assumed by the high school students in
her second and third year classes. Some of her students have been very
irresponsible in past situations. Did she dare to assume that each girl
could be responsible for her own job in the total program of play school
activities? After all, the cakes which did not turn out well x>7ere still
consuraed by the amateur cooks. A good job of pressing corrected some of
the sins in those skirts worn in the recent style show. But the reactions
v.'Ould be an entirely different matter if a child xijere hurt or received
improper guidance in the play school.

Teen-agers seem to need so much supervision that Miss X wonders how
they could guide anyone else. From all that has been said about the
importance of generalizations. Miss X is puzzled as to how a teacher or
her pupils would have time to think of any of these in a play school
situation.

Will it be wise for Miss X to take some vitamins for spring fever and
try her first play school or skip the idea altogether? To read subject
matter out of a text with occasional case situations and movies would be
so m.uch easier I

Miss X decides to consider the possibility of a play school to provide
interesting activities for her child care units. According to the bulletin
by Mildred Weigley Wood, Play School in the Homemaking Program, "A play
school is used as a teaching device; because, in this way, high school
students learn faster about children, about personality development, and
about getting along with others, than they do by the method of class
discussion alonel"

-2-

EXCELLENT REASONS FOR RA.VING A PLAY SCHOOL

In order to explain the needs involved in directing a play group^ it
is necessary to illustrate and thus define the purpose of play school. It
is possible then to take one teacher. Miss X, and see how she copes with
typical problems. Within her scope, must be understanding of the high
school students who are learning the processes of good sound play along
with their own emotional development. So rewarding are these real
experiences to students that the play school, once tried, is accepted as
a must, no matter how much additional work is involved.

Seeing Is Believing

V/hat one sees and does impresses more than what one hears. When
Billy overturns his juice that first morning at play school, the teacher
shows that she is really able to practice what she tells students. Susan
believes that seeing her high school teacher. Miss Smith, in action in
the play school is adequate proof that she really accepts the feelings of
children.

Susan has little difficulty responding to the problem which appears
on the weekly evaluation sheet. In fact, she enjoys a test for a change.
Billy, a three-year old, overturns his glass of fruit juice and the juice
lands on the table at Jane's place next to him. Billy does manage to
catch the cup before it reaches the floor. Select the statement or
statements which you feel would be most suitable for the teacher to use.

a. Have Billy remain in his chair while you clean up the juice.

b. Tell Billy he should be more careful. Ignore the fact that he
caught the cup.

c. Give him a towel to help clean the table as Jane is using his
paper napkin to clean the spilled juice.

d. Teil him that nice children keep still while they are drinking
juice.

e. Say to him, "You reached for the cup quickly. That's fine.

Together we can wipe up the spilled juice in no time."

Even though Billy and Tommy each had separate accidents at juice time,
Susan feels she understands certain principles which will transfer to
future situations. Thus evaluation can be seen based upon real happenings.
Real life situations which accompany reading and discussion can give new
meaning to many generalizations. Without the experience with children,
Susan feels she would have had some difficulty understanding certain
principles.

Another example of the value of real experience occurred. The
excitement over an earthworm which one child found at school could have
resulted in a quarrel because several children x^jho ;jere near claimed the
worm. Class discussion v;as directed toward ways in which this incident
could have been handled.

-3-

Cne spring morning a group of five children who viere digging becor.e
quite interested in the worms they are finding. At one place where they
all appear to be digging ;, an unusually large worm comes to the surface.
All the children are fascinated with the size of the worm. Each one
wishes to take the worm home l,^^ith him. Select the statement or statements
which you feel would be most suitable for the teacher to use.

a. Explain to the children that around the stump is the worm's home

where he lives. Therefore, it is best to let the worm, stay there.

b. Scold the children for spending time digging in the dirt.

c. Use their interest in worms the next day at story time.

d. Destroy the worm in the presence of the children.

e. Provide opportunities for the children to discover and to observe

insects of different kinds.

f . Require the children to transfer to another type of activity since

they disagree about the ox-jnership of the worm.

A teacher's action will establish within the child an evaluation of
his own seeing and believing. If the teacher contends that the worm should
be allowed to live, she will influence the children more positively than
if she were to scold them.

Susan had read that the attention span of children is short. Opportunity
is provided at play school for Susan to recognize that activities such as
clay and marbled sand are well-liked and result in holding the attention of
the children much longer than some other activities. One day Susan
notices that the children are enjoirlng marbled sand for twenty minutes;
another time, clay is enjoyed for twenty-five minutes.

The grocery store idea provides another activity which helps Susan
'jnderstand how happy children can be in their shifting play groups for some
time. She is surprised that empty cartons, boxes, and paper sacks from
hom.e can provide the materials for a grocery store.

Susan finds that she has fun and learns a great deal from observing
the grocery store activity. As a result of her observations on three
different days, she gives the grocery store a high rating on most of the
items in the following check list:

The activity allows the children to have freedom of movement and
expression and is not definitely restricted to one type of movement.
Excellent Average Needs Improvement Comments

Activity provides opportunity for the child to broaden his environment

with a variety of things about him.

Excellent Average V.eeds Improvement ^Comments

The activity is one which bears repetition.

Excellent Average Needs Improvement Comments

Opportunity is given to verbally express and convey his ideas and

experiences to others.

Excellent Average Needs Improvement Comments

-h-

Activity provides opportunity for the child to express needs and

feelings.

Excellent Average Needs Improvement ^Comments

The activity provides for spontaneity on the part of the

individuals in the group.

Excellent ^Average Needs Improvement Comments

The content of the activity is familiar in the ever^'day life of the

pre-school child.

Excellent Average Needs Improvement Comments

Eye-opener for Parents

The entire homemaking program gains respect as a result of play school.
One mother said she never realized that home economics was m.uch more than
cooking and sewing. Another parent_j as a result of visiting the exhibit
of toys at school, was stimulated to make some of the same equipment for
her children at home. Some teachers have found time spent on informal
publicity is a way of interpreting the breadth of the program to the
community. Informal cues to interest adult classes can stem from parents'
contacts in play school. Miss X found that a frequent remark from parents
was that their children seem.ed to enjoy eating a hearty lunch after
attending play school. From the group meeting and inform.al conversation
over coffee, she recognized that the child's appetite at the age of three
and three and one-half was a real problem to parents in the group. ^Jhat
an excellent opportunity to schedule the film which has been widely
accepted by educators, "Food as Children See It," (General Mills Company).
Miss X already has the interest and basis for discussion at an early
meeting of her adult class in the fall.

Adolescent Interests

As homemaking teachers, we recognize that the child development
unit will fall short of the needs it can meet if advantage is not taken
of the adolescents' interest in children*

After an analysis of adolescent characteristics, the Nevada Course
of Study concludes that a major objective for the young adolescent in
j'onior high is increasing ability to undertake responsibility for baby
sitting tasks. For the older adolescents, who feel that they are close
to marriage and a home, a major objective to be emphasized is that of
performing effectively with young children-, In the process of play
schools, both ages of adolescents inevitably learn to better understand
themselves through their growth in understanding young children.

Adolescent Needs

Adolescents are groping to understand themselves, their own feelings
and aspirations. The adolescent has certain needs which will be im.por-
tant for a teacher to recognize in every phase of her program. Much of
the adolescent's stri^/ing occurs because she is interested in satisfying

-5-

these needs. The environment of the school can provide for each of the
following needs of the adolescent:

a. The need for security*

b* The need to love and be loved.

c. The need for companionship.

do The need for ego satisfaction, that is_, for a sense of worth

through accomplishment and through the regard of others »
e. The need for variety*

Under adverse or insensitive conditions, an adolescent can be deterred
because of lack of ^onderstanding.

Concerning the need for security, the envirorjnent of the school nay be
too difficult for the adolescent because scholastic requirements are beyond
her ability, the teacher is sarcastic, and discipline is too strict and in-
consistent. With respect to the need for love and comparJ-onship, the
school environment may picture unfriendly teachers and very foi*mal class-
room situations. This type of environment in a play school situation
woiild inhibit learning of young children as vrell as adolescents. The-
need for ego satisfaction could not be met in the school if the work is
too difficult, leadership positions are given to only a few, and the
grading system forbids success to some. As for the need for variety, a
classroom environment in which \^e find unimaginative teaching and sedentary
activities seem to discourage learning.

Spot Light on Young Children

cal.

interesting and satisfactory experience be provided vrhich is geared toward
meeting the needs of young children.

Needs of Pre- school Child

This paper will not attempt to fully list all the possible needs of
the pre-school child. The pertinent ones are listed. For a fuller ref-
erence, cons^jlt the small book Understanding the Young Child by James
Hymes. (it should be in your library).

Some needs of the pro- school child which may be satisfied through a
play school are as follovjs:

•^-To develop a feeling of belonging

-;:-To develop habits of eating, resting, dressing, and toilet habits
vjhich represent a sound foundation for further growth

-y-To use his imagination and express his ideas, needs, and feelings
through use of materials

-6-

-x-To begin to solve his ox-m. problems and to think independsntly

-)'-To learn to share

---To learn to do what is important for group welfare

Values Derived From Play

Pupils must be helped to realize that play is the media through
which the child achieves physical, mental^, social and emotional development.
Dr« Ernest Groves has stated that "children do not play because they are
young; they are young;, so they can pla3'-." Charlotte Garrison once said
that the child begins his study and mastering of objects around him when
very young. The value of these early childhood experiences depend largely
upon the wisdom of adults in providing him with materials which stimulate
desirable habits of thought, feeling and action.

Play is a time for experimenting, attempting to reproduce a world he
can control and conquer* To the child, play is a serious business. The
child gains much through play. Play provides:

-"-Development of muscular co-ordination

-x-Opportunity for self-expression

-x-Ability to solve problems

■JT-Habits of caring for materials, for neatness and orderliness

•^-Habits for developing social adjustment, leadership, co-operation,
self-control, consideration of others, self-reliance, resourceful-
ness and independence

-"Opportunity for corredt concept of things.

Toys are the tools of play. Just as adults need the correct tools and
materials, the child needs appropriate play materials for productive play,

EASES FCxR SUCCESS

Before trying to sell a play school to others, some teachers learn
the hard way that they must really believe in it themselves. This is a
simple idea, but it is important before expecting others to identify with
the project and to be enthusiastic! Most teachers enjoy the lift given
to high school teaching when they include spring units in child care,
centering around the play school. The tson-ager perks up, and there is
no time for spring fever when true-to-life experiences with children
give meaning to and reinforce what is presented through reading and
discussion^,

-7-

Personal Attitudes

A teacher's attitude tov:ard children influences the success she can
hope to achieve in the play school, Tne degree of success or satisfac-
tion the teacher has derived from her oivn past experience with children
"ill determine whether or not she has a genuine liking for them.

As young children are quite sensitive to the attitudes of people
around them^ it will not only be important that the teacher have a genuine
liking for children,, but that the students have wholesome attitudes also.
At an early date^ the teacher should determine how the high school students
feel about young children. In order to obtain valuable information con-
cerning the attitudes of students^ the test, "Bringing I^ Children: An
Inventor^' of Attitudes^," by Remmers and Stedman is quite pertinent.

Varieties in Past Experience

Although past experience in working with children will vary for indi-
viduals;, some teachers are able to utilize knowledge derived from such
experience in planning a play school. The high school teacher may have
had pleasant experiences with children in college nursery schools, church
nurseries and/or summer camps. Married teachers can profit from experiences
they have with children in their own homes.

Information Concerning Students

Some information concerning a group of students enables the teachers
to plan more intelligently the nursery school schedule and provides oppor-
tunity for the teenager to have some degree of success in working with
small children. Furthermore, the teacher can feel more secure as she
recognizes or takes into account the assets of her students, A number of
items on a personal data sheet would be available as a result of the
teacher's having worked with students in other aspects of homemaking.
However, a summary and tabulation of information concerning the total
group would help the teacher have an over-all picture of what the grouD is
like.

The hypothetical Miss X decides to take a look at the past experience
of her students with respect to pre-school children. Students will vary
in terms of their past experience with young children. Different oppor-
tunities will have been available to individuals.

Personal Data Sheet

From examining a few personal data sheets. Miss X finds that being
able to hold the attention of children with interesting stories and musical
activities has been a part of the past experience of several of her students,
Often students have regular jobs in community baby-sitting; these girls
seem to have received a variety of experiences, while other students reveal
that they have had only limited experience with young children for short
periods of time.

-8-

An example of the personal data sho-it she used with her st'>jir.ents is
as foUoT-Js;

Personal La-Ga Sheet

Kow many sisters? Their ages?

Kow nany brothers? Their ages?

Ai"e there additional young children living in your home?

Tv^iat age children are they?

Are there young neighbor children?

Do you have nieces and nephexirs? ;__

Do you earn any money by babj^- sitting?

Have you taught a beginners' Sunday School class?

Have you cared for childjren while the parents were away?

Do you like to play with children?

Have you bathed and dressed children?

Have you directed play activity for childreri?

If so_, what was the type of activity?

Did you ever teach finger plays to. children?

Did you ever read a story to a pre- school child?

State the greatest problem you have had in dealing with children?

As a resijlt of summarizing the information from the personal data
sheets,, the teacher finds particular assets revealed for different students.
In cases where specific problems and limitations seem evident concerning
other students^ Miss X decides to utilize these results to advantage in
early planning.

Unless some data sheet reveals h highly personal problem^ a student
comjnittee can be given an assignment to summarize information from thj.s
sheet. Then, both teachers and students have "commom information wixJi
'..jhich to work.

Good Mental Health

According to Redl and Wattenberg^ a person who has cental health is
well-ad j us ted_, mature^ and normal. They further state that complete ad-
justment is very rare: perfect adjustment is unknown. Most people seem
to fall in between the tv/o extremes o Yet_, it is x-^iso for a teacher to be
aware of the conditions which foster good mental health.

Miss X is interested in trying to meet both the needs of young
children and adolescents in the play school experience. If she and the
high school students have learned to achieve reasonably good mental health
in their day-to--day relationships with others^ they will have more likeli-
hood of succeeding with the children. Then,, Miss X and her students will
be m.ore able to give attention to the needs of the children rather than
to concentrate upon their own unnet needs i

Recent Course VJork

Miss X realizes that the recent suinmer workshop which she attended
at one of the state universities gives her a basis for feeling secure.
Knc/rledge derived from her undergraduate courses in Child Development,
plus a Xvorkshop on the graduate level, better enables Miss X to under-
stand and explain to her high school students ways of dealing with
behavior situations.

Access to Available Materials

Resource materials can greatly enrich the thinking of a teacher who
wants to succeed in the play school venture. In the following references,
suggestions can be derived. Some of these recent materials which Miss X
asks for her library before attempting to plan with her students are as
follows:

Books

Landreth, Katherine, Education of the Young Child, New York, John Wiley

& Sons, Inc., 19h9* "^

Read, Katherine, The Nursery School^ Philadelphia, W. B. Saunders Co.,

1955,

Pamphlets

Baruch, Dorothy, Hot7 to Discipline Your Children.
Source: Public Affairs Pamphlets
22 East 38th Street
New York l6, New York
Price 25^

Buresu of Maternal and Child Health, New York State Department of Health,
The Pre-School Years^ 19^7. ' ■

Source: Health Education Service

P. 0<, Box 7283

Albany 1, New York

Price 60^

Colina, Tessa, Fing;er Plays and How to Use Them.
Source: Standard Publishing CoiTipany
Cincinnati, Ohio
Price 50^

Extension Service in Agriculture and Home Economics, Your Child and his_
Money, Circular 7^4-1^ Your Child the First Six Years, Sex Education
for Young Children, and Caring for Young Children at Adult Group
Meetings o
Source: University of Illinois

College of Agriculture

Extension Service

Urbana, Illinois

One copy of each bulletin free to teachers

Grossman, J, S, and Leshan, E, J., How Children Play»..for Fun and
Learning.
Source: Science Research Associates

57 West Grand Avenue

Chicago 10, Illinois

Price 50^

Jackson, Janet, Finger Plays for Little Folks.
Source: Church School Press
Elgin, Illinois

Langdon, Grace, How to Choose Toys and Children Need Toys.
Source: American Toy Institute
200 Fifth Avenue
New York 10, Nex>r York
Free in quantity

Michigan Inter-Departmental Staff on Children and Youth, Baby- Sitting.
Source: Gerbers Products Company
Freemont, Michigan
Free

National Safety Council, You're ij\ Charge and Truly Yours.
Safety Educational Data Sheets:

No. It - Toys and Play Equipment
No. 29 - Play Areas

Play Schools Association, Inc., How to Make a P].ay School Work .
Source: Play School Association; Inc.
119 West 57th Street
New York 19, New York
Price 35^

-11-

Ridenour, xYina, Some Special Problems of Children A^ed £ to 5 Years.
Source: National Association for HentaT Hygiene, Inc.
1790 Broadway
Kex^r York 19, New York
Price 30(;S

Taking Care of a Pre-School Child.
Soijrce: Child Care Booklets

Box 125, Martha Van Rensselaer Kail
Ithaca, New York
Price 25^

Utah State Department of Public Instruction, Observing and V/orking
with Children in the Homemaking Program, and Let' s Equip a Play School
Source: Utah State Department of Public Instruction

223 State Capitol

Salt Lake City, Utah

Price $1.00 each

United States Department of Labor, Children's Bureau, Your Child From
One to Six, Publication No. 30, 19U5.
Source: Children's Bureau, U. S. Dept. of Labor
Washington, D. C.
One copy free from County Home Adviser's Office

Tests

Army, Clara B., Dyer, Dorothy T., and Proshek, i-iargaret P., Minneso-ta
Tests for Household Skills— Child Care.
Source: Science Research Associates

57 West Grand Avenue

Chicago, Illinois

Price — IS^ for entire set

Chatterdon, Hester, Evaluation Materials in Child Development, Ninth
Grade, Price 50^, Evaluation Materials in Child Development,
Eleventh and Tx-:elfth Grades, Price 60^.
Source: Iowa State College Bookstore
Iowa State College
Ames, Iowa

Rem.mers, H. H. and Stedman, Louise A., Bringing Up Children; An
Inventor^^ of Attitudes.
Source: ScTence Research Associates

57 VJest Grand Avenue

Chicago, Illinois

Price--.ii)3.00 per 100 copies

-12-
Co-operation Necessary

Plans must be completed to a point where the help of others has been
worked out in detail. Co-operation from the following will be necessary
in most situations:

Administrators

Students

Other teachers from whom, help is requested

Custodian

Parents

Sometimes a form letter to other teachers and parents is the most
effective and time-saving method for reaching these people.

Alton Senior High School
2200 College Avenue
Alton,, Illinois

Dear Parents: ...

The first and seventh hour Family Living Classes are setting up a
three week play school on V/ednesdays and Thursdays^ beginning VJednesday,
May 1 and ending Thursday, May l6 as part of the Child Care unit.

Ue are inviting your pre-school child to participate in our Play
School, which f/jill meet in the Living Room of the Home Economics Depart-
ment on the second floor of the Olin Building.

In order that both first and seventh hour class members can participate
we Trn-ll conduct the Play School from 8:iiO - 10:20 on Wednesdays and from
l:l40 - 3:20 P.M. on Thursdays. '.\fe hope your child will be able to partic-
ipate in both !/ednesday and Thursday sessions for the three weeks.

Eighteen girls are enrolled in our class. At each Play School session
half of the class members will observe and half will help with the Play
School.

V/e are hoping to have an enrollment of 10 to 15 pre-school children.
Since we have classes following and preceding the Play School period, we
would like for you to bring and come after the children. There is no
charge in connection with the Play School. If you have any questions
regarding the Play School, you can contact our teacher. Miss Liebig, by
calling at the Olin Building, 2-0093:» Extension 5.

We are hoping that you will find it convenient to participate and
help us make our project a success.

Very truly yours,

Addie Ilch, Class Secretarv

-13-

Frei'ention Better Than Cure

Some points that have been suggested from experienced teachers have
been enurieratedo From people who have had successful experiences^ one
may see Lire the following pointers which help to avoid trouble:

-)c-Provide a conveniently placed listing of names of the children with
addresses and telephone numbers -

^v-Check constantly on mothers' whereabouts in case of an emergency. Try
to encourage a mother to tell you if she expects to be away from
home while the child is at school. Also secure information as to
where the mother can be reached.

^-Have an awareness of daily absenteeism.

•JJ-Encourage parents to telephone of the child's absence with reasons.

•«-Have suggestions for the children's needs at play school.

-"-Emphasize the value of treating in the strictest of confidence
children's personal information at school or revealed in their
behavior.

-"■Give parents some help with respect to marking and identification of
children's clothing. In one play school, the shoes were so much
alike in shape and color that one child wore another child's shoes
home« Another incident was quite vivid when one little boy screamed
all the way home because he lost his cap,

^<-Leave out of sight those play materials which will not be used until
a later time. In one play school, the free play period almost ■
became a free-for-all confusion because there U3.s so much to do.

■«-Provide labeled temporary storage for each child's clothing.

•Jj-Emphasize to the parents that children must not come to play school
X"7ith colds, fevers, or disease symptoms.

•j;-Secure knowledge of school liability in case of accident or injui'y
to a child.

■K-Plan to alternate play school sessions with class meetings so that
adequate educational value is gained by students as well as the
pleasure gained by the children.

Other problems will arise which will have to be cleared according
to the individual situation. No one answer covers all questions. The
individual problems must be met an they occur.

SUGG3STI0N3 FOR OPERATING A PLAY SCHOOL

TiJie Period

The time period usually lasts three to six weeks, llany teachers have
noro satisfactory results if children come two or three days a week» The
remaining days_, then, could be used to evaluate results, to analyze how
generalizations were applied, and to plan the ongoing program.

Bases for Selection of Children

Ages th-ree to five years — It is best not to have too wide an age
range among the group of children. Some teachers find the problems con-
nected with a play school too difficult in terms of supervision when
children as young as two and one-half years are included in the group,

Namber of children — Limiting the number of children to a group of
not more than ten or tv:elve is recommended for the average-sized high
school class. Most room arrangements and physical facilities in the
high school laboratory will not accommodate a larger group. According
to the purpose of a play school, the teacher is not only attem.pting to
guide the sr.all child but also to assist the adolescent who is assum.ing
responsibility. It is. therefore, very necessary to limit the number
of children*

Toilet habits established — A number of toilet accidents may occur
in the early days of play school. The teacher, however _, should find out
for certain from parents that the child has established bladder control
before she enrolls him as a member of the group.

Division between sexes — An approximately equal number of boys and
girlFj'"is the goal of teachers setting up a play group. This division
miakes it possible to see whether or not play interests and abilities
differ between children of the opposite sex.

So^jrce of children — The plan for securing children will need to be
carefully worked out with the administration and explained to students.
Other arrangements m.ay be quite simjple and satisfactory. Each pupil
could be responsible for securing one child of a given age.

Transportation of children — The administration may require the
parents to transport their children to and from school, l^Jhatever the
policy recommended by the school. Miss X vr±ll need to have it defined
and clearly understood- Serious consequences could result for a teacher
if high school girls have this responsibility.

Physical Safety

Protection of the children is of utmost importance. It would ba
Gxtremely helpful if a unit on first aid could precede the play school
frxpericnce. This unit woijld probably be taught by the health or
physical education teacher.

-15-

Some of the foihlowing suggestions are adapted from tho b-olletin
Takinrr Care of a Pre-Schoo?u Child published by the National Safety Council
and are very important .f

■/-Do not plan to take care of a child if you have a cold, or know
that you have been exposed to a contagious disease. A teacher in
charge of a play school should be responsible for the high school
students and herself in the observance of the above rule.

-"-Disco'orage planning of field trips for children attending play
school. There is usually enough of interest which can be provided
within the bounds of school itself,

■J'rControl danger spots in and around play school. The teacher and her
students will need to determine the safe areas in which children may
play.

-"-Be sure that refrigerators are within your sight when little children
are present. Be definitely sure that the lock cannot be manipulated
by children.

•?rPay attention to the child when he is near a stove _, hot water heater,
electric cord, sewing machine, windows, or stairs.

■«-Avoid any use of balloons at play, school. Children have been known
to suck a balloon down their windpipe.

•^•Check sand in the sandbox and have it strained periodically for
glass or other hazardous m.aterials.

-x-See to it that horns, bubble blowers, etc., are strong enough to
prevent the user's sucking parts of it into his throat,

■}c-Check frequently to see that crayons and paint brushes are not
being held in the mouth. In case of a fall, serious mouth or
throat injuries could result, or part of the object mdght be
sxrallowed.

•>"-Be s^jre that blocks and toys are not within the passage areas of
the roome.

■ffRequire the children to wear rubber- soled sneakers, if the floor
covering of the room is such that wax is used or there is 3.ny danger
of falling.

-x-Have available short blunt> edged scissors if the activity of cutting
is to be provided.

^-Have children help you pick up toys, such as blocks, after they have
been uscd« V/hcn toys are left on stairs, floors, or sidex>:alk, it
is possible for others to stumble over them.

(

•^Be aware of the danger involved in a moving swing «, The sirpervision
of children in a swing plus those moving in the direction of- a
moving swing is a hea^'/y responsibility requiring constant attention.

-x-Check outside play equipment,, such as boxes on which chJ.ldren may
be climbing. Play equj.pment should be dry because wet pieces are
often slippery,

-"-Sterilize bubble pipes with proper disinfectant if they are to be
used for blowing bubbles.

•5'-I0iow what first aid supplies are available and where they are located.

•^■Have some knowledge as to how to treat a slight burn, scratch, or
bumpe

•K-Always remove pins, matches, medicines, and cleaning agents from
the child's reach,

•5?- Inspect grounds daily for bottles, nails, and other harm.ful
rusty metals.

•K-Restrict pushing and rough-and-tumble play, which is unnecessary.

■5^-Koep children away from strange dogs and cats. Do not allovr
children to play in areas where there are wild squirrels,

■^•Check all the locks on doors. Be s'jre that it is not possible for
children to lock themselves in the bathroom or any of the rooms
where play school is being held,

-"-Children who seem to be showing the first signs of a cold should
not be left with the group.

The bulletin. You're In Charge, a part of the National Safety Council
packet, asks the question, "What safety reminders are most frequently
needed by children?" See this bulletin for the answers.

Thp, Administrator and the Play School

Encourage the superintendent to participate in making suggestions
regarding policies of conducting a play school. In addition to helping
with a policy concr.;rning physical safety, administrators in the local
school need to understand the educational goals of a play school, budgetary
needs, plans for space and equipment, method of selecting children, and
the place of the play school in the total yearly program.

Prior to a play school venture, let your superintendent help
evaluate the policy regarding safety and react to these suggestions:

a<, Parents who wish to send their children should have their family
physician sign a health record sheet prior to attendance at
play school.

-17-

b. Parents should sign a slip saying they do not hold the school
or teachers liable in case of an accident,

Co Services of the school nurse should bo made available for the
informal inspection of the children each day.

Discuss your plans for dealing '-71 th parents with the administra-
tor. Follcv his suggestions^, because he is accepted by the cor„m'jr.ity as
the administrator. Moreover, once he has approved your plans, he is
responsible for supporting these plans in ever-/ way possible.

Consider the suggestions of parents. Often a teacher finds
visiting the home of each child extremely helpful*. Hox%rever, in other
instances, the teacher may ask each parent to come for a conference before
a child is accepted as a member of tha group « At tho time of the confer-
ence, a personal information sheet is filled out.

Nursery School Information Sheet

Name of Parents *<,,oc. .•

Street Address. ., o.,.., .Telephone

Name of Child, , o.«. .Dato of birth

Child's sistersand brothers ....,, ,i..,..

Names and ages. .... ,••••••••.•«•

Does Mother ^or}c outside of home; if so^ during which hours

?. . . .

INTRODUCING THE UNIT

If the Family Living course includes a unit on Child Care, and if
the Play Sc?iOol is a traditional part of the unit, the teacher needs to
spend little time on an interest approach. The young teacher, or the
teacher who is contemplating the play school as part of the Child Care
unit for the first tim.e, may be hesitant. However, if she recalls the
fact she so well knows that "adolescents are groping to understand them-
selves, their own feelings and aspirations," the child development rniit
would fall short of the needs it can meet if advantage is not taken of
the adolescents' interest in children by means of a play school.

Throwing the spot light on young children is one of the most practi-
cal, profitable and stimulating ways to help adolescents meet their need
of 'onder standing human relationships „

Preliminar;/ Steps

"Bringing Up Children," form A, by Remir.ers and Stedman, is helpf^jl

-18-

to the teacher and interesting to the class members. After having com-
pleted the inventory, each pupil scores her own test and determines her
o\n percentile. This score which tells hox^ she compares with others of
her o\-m sex and age arouses interest and serves as an incentive for
further study,

A bulletin board display of "Play-School Activities" is all that is
needed to arouse interest in having a play school as part of the Child
Care unite

Understanding the adolescents' interest in children^ we recognize
why high school students are impatient to set up the play school. The
teacher knows the type and amount of study, understanding^ and pupil
preparation that must precede the play school period. Therefore, before
beginning a play .school, the teacher must help students recognize the
need of a basic understanding of child guidance principles so that a
happy experience may be provided for the children and a worthwhile,
educational experience for the class.

I'Jhat Students Must. Understand

A brief ■ outline of the requisites in setting up the play school may
be an aid in helping the class members understand the need for careful
planning, the amount of work that is involved, and the need for an under-
standing of the child guidance principles, which means reading and study
on their part. ...

As previously_ discussed, there are certain im.portant matters to
clear with the administration, such as:

1, Available space

2„ Insurance in case of accident

3o Transportation of children

ho Securing certain basic equipment

5, In emergencies securing cooperation of other teachers if necessary
to release students from another class

6. Securing permission for a student to be excused from assemblies

during the play school time

Class members should realize the need for committee work as well
as assignments. The class will undoubtedly have to be reminded that the
first question they must answer when contacting the facjilty and other
students is "Ir^Tiat are the objectives of a play school?"

This brings in the matter of available books and pam.phlets for the
unit. A suitable bibliography of books and pamphlets needs to be in
readiness. The class needs to know where the m.aterial is, whether in the
school library or the classroomc

-19-

Cver-all Ob.lec-tives

From class study and discussion, pupil interest, and unit goals, the
following over- all objectives for the play school would evolve:

1, To better understand how growth and learning take place in

young children.

To achieve this objective the class would realize that another
objective would be:

2. To provide a good environment for children in the play school.

3» To help students realize why children behave as they do, to
learn to see things from a child's point of view, and thereby
guide children more intelligently »

To attain these objectives requires study on the part of both the
teacher and her students « The point of view of the authors is that both
the teacher and her students can work together to determine some of the
principles of child guidance from film^s, filmstrips, and pam.phlets.

C0M40N DENOMINATORS

The m.aterial presented in this section deals with what is called a
"norm" or average. Some understanding of the characteristic reaction of
children who will attend play school should be helpful. VJhat can we
expect of children at certain ages?

>v1iat the Experts Say

According to Franks', How to Help Your Child in School, "growth
charts are general guides onlyj they are statements about averages, not
about individuals," The common denominators, if used wisely, can be of
value to parents and teachers of a play school. It is helpful to knox^r •
that certain behaviors are characteristic of a particular stage of growth.
If we know what to expect, vje may plan the environment or set the stage
for children to exercise their grox^ring pox-rers, as well as guide unde-
sirable behavior into constructive channels. At the same time, parents
will become more willing to accept a certain range of behaviors on the
part of the child.

Dr. James Hymes speaks of the sequence in the grox^:th process in this
way: "A child must be a complete and utter capital? /^t when he is first
developing a sense of property — 'Mine, mine, mine' — or there are no
grounds to nourish sharing at a later stage, . ," "Messing and dirt and
goo and goosh xj-hen you are small are the basis for accepting cleanliness •
later." Certain behaviors which are annoying are often necessary for him
to really grow as he normally should.

-20-

Individual Differences

The fact that there are inaividual differences in the tL-ne at 'uijhich
each child arrives at a particular stage in the growth sequence is most
important. Emphasis is beinp; placed on the right x:hich each child should
have to live cut a particular stage. Although every child will go through
each of the stages^ the time for arriving at a particular "turning point"
will vary according to the rate and pattern of growth of individual chil-
dren. Therefore, any anxiety on the part of parents may be due to their
lack of knowledge concerning this range.

The importance of the "Common Lenominator" needs to be recognized;
however, there needs to be developed an understanding that each child is
a unique individual whose own individual characteristics must be respected
and aided toTvard optimum development,

A logical goal might be "to learn what can be expected of the 2-3
and four-3'ear old child." Pupils can be guided to work out various pro-
cedures by Xijhich the age characteristics of the common denominator for
eacn age level is ascertained.

After a discussion of film.s and filmstrips, and after studying books
and pamphlets, individuals or committees should prepare written reports
on the characteristics of each age level. These reports must be carefully
read and analyzed by the teacher.

Use Filmstrips

An important generalization is that a mature behavior exists at any
stage of development. In order to arrive at this generalization, an
essential requirement on the part of the learner is some basic understanding
of the maturity indicators. Through the use of a filmstrip available
from. McGraw-Hill text films, "Child Care and Guidance", which shows the ■
growth process, the teacher enables students to get a clear view of the
special learnings which are tj'pical for a given age and the order in which
they occur « After the film.strip is shown, there is a review of the major
principles of continuity of development and growth sequence. The filmstrip
is shorn again to the class and at definite intervals the teacher stops
the filmstrip and gives opportunity for the class members to suggest
problems which m.ay normally arise from a particular stage of development.

At this time students begin to think in terms of how they believe
certain problom.s should be solved on the basis of former situations. This
discussion may lead to some difference of opinion among students. Near
the end of the class period, the teacher lists problems on the board and
suggests available resource materials as a means of guidance in the so-
lution of these problems. She plans to use the problems for later les-
sons in development of the un5.t.

Later Use Films

The viewing of the films, "The Terrible Ti>^os and the Trusting Threes,"
and "The Frustrating Fours and the Fascinating Fives," will also help in
understanding what to expect from each age level.

i

-21-
Three-Year Old

Lar.;:ua;:!;e — One cf the child's achievements about this time is his

ability 1,0 use language effectively and to be responsive to verbal guidance.
Since maturity of the nerve centers which govern inhibition has taken
place, the child does not get lost between opposite extreraes as he formerly
did and can make a choice. Certain words like surprise, guess who, etc.^
are attractive to him. Many children respond well to Xirhispering when
there is a group pressure situation. At this age, the child seems to be
able to solve his problems more successfully than earlier.

Routines — P.outines are enjoyed and fairly well accepted by most three-
year-old children. It is interesting to see the child at this age do
many things he does not particularly like to do if he is given a reason,
along with the fun of participating in a game and some adult help. Patience
is needed in helping the child develop independence as he participates in
certain routines, such as dressing himself. Since the child has advanced
so much in language development, he frequently has difficulty combining
dressing and talking- Therefore, he may wish to pause and finish his
story before he completes an activity.

In regard to toilet habits, the three-year-old seldom has daytime
"accidents." Usually he makes known his desire to go to the bathroom by
action or speech. The three-year-old can wash and dry his hands without
help. In dressing himself, he can usually assume some responsibility.

Schedules — In adapting to the sched^jle at play school, the child
seldom, experiences difficulty in miaking transitions from, one activity to
another, provided the one guiding him does not pressure him and warn
him, of the need for changing activity, A schedule needs to be flexible
for a child of this age.

Activities — The child at this age needs some time for "free" play
when he can exercise some choice in terms of what he would like to do.
In activities, such as draxiring with crayon, building with blocks, dressing
dolls, looking at pictures, and working a peg board, the child tends to
keep him.self occupied without too m.uch supervision on the part of the
adroit. Of course, the stage must be set to stimulate the interest of
children in these kinds of activities.

Children at this age like to take part in group activities, such^s
simple games and m.usic. They like acting out or "let's pretend" activities.

Sociability — By this time, the child seems to be arriving at a
friendly and sharing "we" stage.

Although sharing or taking turns may be difficult for some children,
it is accepted by most children of this age when they have had adequate
past experiences. At this age, one sees a glimpse of cooperative play.
Yet many children engage in. and enjoy parallel play, which is often quite
helpfijil when tensions seem to be evident^

Three and One-Half — Growing Pains

The parent and teacher of play school begin to say goodbye to
the delightful stage of equilibrium which was present at three years.
The degree of dis-equilibriani manifested by individual children at txhis
tir»e will vary.

Language- -Children may begin to stutter when no previous signs of
stuttering have been evident,

Routihes--If parents and teachers understand that insecurity and
incoordination characterize the child at this period, they can understand
the value of patience and can more wisely guide routines «•

Schedule and Activity — The children at play school often respond
better to a planned activity, such as soap bubbling or m.arbled sand, to
start the early miorning play time. Outside active miotor play needs care-
ful supervision as motor in- coordination may be evident* The child may
shox^r a tendency to stumble, fall, or fear heights.

S oc lability- -The child who may be uncertain and insecure during this
period, may discriminate against other children and give annoying com-
mands. Sometimes he resorts to hitting and pushing and displays extremes
of behavior.

Four- Year Old

Language- -At this time, the child becomes very curious about his
environment and frequently asks "why"' and "how"» He responds well to
verbal direction. Sometimes, as he boldly uses language, he may wish
to exclude certain children from the group. Guidance is necessary for
the talkative, lively four-year-old who may engage in tattling, disputes_,
and have difficulty distinguishing between fact and fancy.

Routines — The four-year-old engages in routines more smoothly than
he did at th"e' age of three. A certain out-of-bounds behavior may occur
in connection with toileting. Therefore, adult guidance is needed in
connection with this part of the rout'ine. At this age there are few
daytime "accidents". Most children are able to go to the bathroom alone
and without help*

The child of four years has achieved more independence in dressing
himself. In certain instances, he may need help with outdoor clothiiig,
close-fittin^ clob::G3 r.nd' ohoo laces.

Schedule — The child needs more carefully planned activities « He
shows~improvemsnt as he engages in group activity. The schedule should
still provide for alternating periods of active and quiet play because
he has a high m.otor drive nowc

-23-

Activities — As the child at this age is imaginative snd vex'satile,
he likes to engage in dranatic play. Children often like to act out
certain stories^ such as "Little Red Hen" and "Billy Goat's Gruff".

The fact that at this age the child is usually able to drai-j with
pencil and crayon a simple^ but recognizable picture of a man_, animal.-
etc,_, shows that maturity is taking place.

Sociability — The child is highly sociable,. However^ g-jidance is
needed to curb his characteristic out-of-bounds behavior^

Four and One-Half — Pulling in from Out-of-Bounds

Language- -They like to discuss various things in the envirorjnent as
well as stories they hear. Their desire for realism is shown in their
response to certain happenings and in their desire for detailed information.

Routines- -There is less need for adult control, Dhildren show a
tendency to stay with a routine much better than at the age of four years*

Sched-gle and activities — Again the tendency is seen to stay with
activities, such as block buildjjng, and achieve a certain goal. Children
at this period sometimes need more time to complete an activity in which
they are interested. They are interested in making their drawings look
more like the real thing* Increased motor control is seen in outdoor
play as vjell as in drawing pictures »

Sociability — Since the child at this tim.e seems to be pulling in
from his out-of-bounds behavior which is characteristic of four^ he
seems to be a more sociable individualo

Sometimes it is wise for a high school teacher to secure her first
group largely from five-year olds. This reduces her problem, of guidance
and parents appreciate the opportunity for their children to experience
play school before attending first grade^

Five-Year Old— Deli ghtfifL Equilibrium

Language- -The child has a good command of language and talks freely.
He seem.s to enjoy talking and expressing his ideas.

Routines— Abilities, such as washing, dressing, feeding, and toileting
himself are often seen on the part of individual children. However, the
child may need occasional help.

Schedule The child needs alternating periods of active and quiet

play. Although the child is noisy and vigorous, he may become tired
rather easily. At storytime, he likes to hear stories concerning the
here and now v7orld„

-2li-

Activities — His activity seems to have definite direction oi- be
purposive at this tine. The child enjoys some group activity but he
nay becone tired of the group o Although he nay enjoy playing in a small
group of five or six children, his interests are still self -centered.
Dramatic play is enjoyed by the five-year old child^ Children need
opportunity for plenty of activity.

Sociability- -At this stage^ there seems to be a good balance between
self-sufficiency and sociality. He is interested in staying near the
hone base.

ACHI3VING MJOR GOALS - . :.■../

V/hen a class decides to learn about young children^ the goals of
the class vary in accordance with changing aspects of interest in early
and late adolescence. The objectives and desired outcomes' for either age
level night be to help the students get an understanding of how grav'-th
and learning take place in young children and provide a good en-'/ironnent
for children in play school. Since the juniors and seniors are interested
more in preparation for the care of their ovm children;, the objectives and
desired outcomes for this age lex'el would be to help them realize why
children behave as they do and hbw to guide children more intelligently.

A'pplication of Principles ■

IrJhatever the age of the group, the primary purpose of the play
school is to provide opportunities for obserx'ation of small children
and to apply the principles of child guidance learned. The class members
must be helped to realize that a basic understanding of the principles
of child g^siidance is important in order that observation and guidance m.ay
be as HieaningfiO- as possible.

The m.aterial which is featured at this point stimulates thinking in
terms of the kind of emotional climate which is suggested for children.
It is, however, important that teachers and high -school students have
som.e understanding as to the use which can be made of this type of
setting by individual children.

Adjustment-Maladjustment Scale

Because of the nat'jre of the background of each child, there may be
either acceptance, rejection, or utter frustration by individual children
who are present in the play school situation where the following principles
are applied. It is im.portant for teachers to help students recognize that
variety in types of backgro^ond will color the individual child's reaction
to the situation and produce different behaviors. In a home situation
where the child has been unfamiliar with anyone saying "let's" or "shall
•i-xe" do a certain thing, he may experience a great deal of arjciety in
the absence of the commands of his parents or others. Some children may
experience a certain amount of distrust in a setting which has entirely
different expectations from those of the home base. Other children may
display a tenconcy to be negative in the new situation at play school o
In other vjords, a child can react anj'^^.^rhere on the continuum of an ad-
jus tmont- maladjustment scale o

-25-

Individual Differences

Informng students of the fact that children may not only be from
different kinds of backgrounds^ but also have arrived at different points
in achieving various degrees of learning inay enable them to work ir^ore in-
telligently x-jith the children. One child,, who cornes from a democratic
family, m.ay feel very secure and have experienced the feeling of owner-
ship. . Therefore_, when he comes to play school, this particular child
may have little difficulty participating in the business of sharing^
taking turns, or giving up to another child. Whereas, a child who has
been reared in an atmosphere of complete freedom may not have any ax-jareness
of social values, such as sharing. Therefore, 'it is quite understandable
that he behaves the way he does.

Emotional Climate

Finally, in absence of any scientific documentation, the principles ,
below on licw to Handle Yo^ungsters are those which we have found worthwhile*

Do This

Plan for opp or trinities for children
to feel that they belong to the
group. Each should have a chance
to be a leader in the band if he
wishes.

Not This

Allow certain children to assume
responsibility repeatedly.

Look at the child's life as a whole
to find the reason for undesirable
behavior and try to eliminate the
causes.

Work on the s^inptoms and fail to
find the root of the orobleme

Help the child feel that he can do
some things well.

Have him develop a negative picture
of himself.

Let the child know that you like
him, even though you dislike what
he is doing.

Say "I don't like you if you bite
other children."

Have more than one of the m.ore
popular and much used toys. Re-
member that duplicate toys sim-
plify situations.

Let children have a chance to ex-
perim.ent and enjoy the process as
they engage in creative activity.

Permit the child som.e freedom of
choice in joining a group activity
as long as he does not disturb the
larger group «

Demand concepts of sharing before
children are mature.

Furnish a model or standard for
children to follow^, e»g«^ teacher
asks child, "What are you making?"

Pressure the child to participate in
v:hat m.ost of the other children
do.

-2S-

Do This

Keep your hands off the children
■iirJ.es s they initiate the contact.
For exar.pl e: steady the equi"D-
nent instead of the childo

Not This

ln;mediately help the child or show
a distrust in the child's ability
to use the equipment.

use positix'e clear statements when
a request is necessary. For ex-
ample: "It is clean-up time."

Allow a choice if it is really
possible for the child to exercise
choice*

Ask him^ "l/ould you like to clean
up?" which may resijlt in a "no".

Insist upon certain action at pre-
cise time.

Appear as calm as possible. Show
no outi-jard irritation no matter how
trying a child or group may be.

Manner and tone of voice can in-
vite the co-operation of the child.
For exar.ple: whispering is effect-
ive with three and four-year olds,

Rememiber that words like "let's"
and "shall we" help children want
to carry out suggestions,

Rememiber that a few reasonable
clearly defined limits help child-
ren feel secure.

Become angry because the group dis-
played out-of-bounds behavior
(maybe there had been too much quiet
activity and this was needed).

Invite resentment by the quality of
a dictatorial tone' in giving a
command.

Give a forceful command which may
invite negativism.

Furnish complete freedom by absence

of limits*

Form the habit of re-directing
unde s ir abl e ac t ivi ty .

Use the positive approach^ "puzzles
are used at the table »"

Enforce desired action by physical
presence and direction^ ©cg,^ even
though the teacher might say^ xto
take it easy going down the steps _,
one at a time — her presence and
the reminder m.ay be needed.

Forestall undesirable activity by
making desirable behavior attrac-
tive. The teacher sa;ys to the boys
approaching and preparing to burst
the cakes of sand^ "Maybe you would
like to »be the guests and come to
Janic's birthday party."

Say imriediately, "Don't do that, "

Say^ "Don't use puzzles on the floor,"
and encourage negativism.

Expect each child to remember correct
performance in the excitement of
leaving the building.

Give the child opportunity to get
reward through being destructive.

-27-

Co This

Suggest to children desirable social

technioTies to use.

e.g..

The child

seems to want to join the group but
needs help in making a constructive
approach.

Channel the child's energy and
interest, "Here's something you
might like to do,"

Differentiate between "indoor" and
"outdoor" voices by setting an
exai-:Dle,

Not This

Allow children to fail to be in-
cluded and accepted by others.

Punish him for inability to wait
his turn.

Threaten the child by ridicule,
sarcasm or shame.

Help children want to learn new
things because the process of learn-
ing is fun and interesting. New
textures in foods can be exciting^
e.guj, the finger foods at juice time
are crisp and easy to handle «

Let child approach a new activity
through watching,, feeling some secur-
ity and wishing to participate before
he tries it. e.g., children often
like to observe the finger paint or
clay being made before they have
opportunity to use it. The first
approach to paint at least for
awhile may be with just a poke with
one little finger.

Use rewards like stars to bribe
them into better eating habits.

Have child feel he must immediately
participate.

Be willing to observe children and
let them proceed in their oim. way
as long as they are playing safely.

Try to see things from the child's
point of view.

Treat the personality of little
children with the same respect that
would be given an adult.

Remember that a busy child tends to
be a happy child.

Mot only accept a child's feelings,
but also help him express them so
the desirable feelings can take the
place of negative ones.

Hover over the children; interfere;
try to do something when help is
not really needed.

Expect children to act as m.iniature
adults •

Shame or ridicule a child into
Drescribed behavioro

Provide one activity at a tim.o only,

Fail to provide opportunity for him
to express negative feelings in a
constructive way.

-28-

go This

Set the stage for constructive play^
so that participation is possible
and attractive for children.

Not This

Make it difficult for him to parti-
cipate by having to use carelessly
mixed easel and finger paints, in-
adeouate materials ^

Respect and appreciate differences

in- performance among individual
childreno

Give child opportunity for re-
sponsibility.

Encourage competition among the
children or respect only those child-
ren x^ho excel in certain ways.

Do all com.plicated jobs for the child.

Be willing to make adjustments in
the schedule to meet immediate
interests.

Have too definite a schedule^

Direct child toward another

actix'ity if he is upsetting the group.

Enter situation where quarrel is
brewing and help children to settle
difficulties themselves.

Scold him for being uncooperative,

Decide for the children v:hat should
be done.

Remember your promise that the child
who needs a scarce item will have a
turn, see' to it that he does have a

turn very soon.

Allow, each child to look out for

himself.

Attempt to show without punishing or
scolding, that blocks, for exam.ple,
are for building, not for throx^ring,
except in special cases.

Threaten the children because they
are incorrectly using the blocks.

Assist children in putting their
things away, e.g., "We need to put
our blocks away, because we will
soon be going home I"

Command the children to take over
the tasko

Assure the child of acceptance and
approval whether he is a success or

failure.

Encourage an atmosphere of competi-
tion and being first among children.

Respect the personality of each child,

Carry out routines without evident
fuss, commands, or tense preparation.

Form the habit of labelling behavior
as good or bad and using these teiTis.

Use command and expect sudden adjust-
ment to new activity.

-29-

Do Th5.s

Not Thij

Avcid using pressure in introducing
children to nex-: experiences. If one
child does not >;ant to join the group
he may play quietly ax^^ay from it.

Have patience; children make many
mistakes when they are trying to
learn.

Make an issue about the child who
refuses to join the group.

Blame children for making mistakes,

Frequent punishment is unwise 5 use
it cautiously.

Remember that the experience play
school gives can only be supplementary
to life at home.

Believe punishment can have the
ppposite effect of reward.

Try to place too much responsibility
for a temporary experience.

^-Remember it is easier to prevent
problems rather than try to cure
those which have occurred.

Remember that the child learns
through enjoyable activity.

Give opportunity for children to
express their feelings.

Offer a substitute when a squabble
begins to brew over use of a toy.
For example, "Can't we find a special
toy for Janie

9tl

Set the stage and plan arrangements
so that the child enjoys being with
others.

Realize that many difficulties
children get into are a part of
growing up.

Realize that children need positive
help, such as genuine praise.

Help children want to take responsi-
bility by making certain kinds of
activity fun. For example, make a
game of helping them pick up blocks.

Fail to set the stage for construc-
tive activity (adequate space for
block building, etc . )

Allow dissatisfaction to be the
result of activity.

Have behavior problems as a result
of bottled up feelings.

Expect disputes to be settled
according to adult standards.

Make sharing an issue in itself.

Scold and be cross when certain
difficulties arise.

Be critical and set impossibly
high standards.

Challenge his ability.

-30-

Evol^dnf: Principles or Generalizations

Because of the enormous information which is available, generalizations
must be evolved. Mo one individual can retain more than some selected
generalizations that might be expected to apply to most situations! To
test the validity of a generalization, it must meet specific criteria:

must be clearly stated

must be true

must be significant enough to influence behavior

must apply in most situations

The teacher is faced with the question of how to teach principles or
generalizations. This can best be accomplished by means of the problem.-
solving method. Case situations from filmstrips, films, and books can be
presented and pupils encouraged to discuss their ideas of desirable solutions
to the problem. From these solutions, a general statement can usually be
form^jlated. The test of whether it is a generalization is to try whether
it applies to two or three other, but similar situati,ons.

After student acceptance has been achieved, the teacher should arrange
that periodically these generalizations can be applied in new situations.
Only through the three steps of problem solving can principles or
generalizations become working knowledge for each student.

Generalizations to Support Selected Objectives

The following material presents only some of the generalizations to
develop the selected objectives.

Objective

1. To better understand haw growth and learning take place in young
children.

Generalizations

a. A relaxed atmosphere is conducive to learning in a play school.

b. Young children learn by example, imitation and experimentation.

c. The attention span of young children is short; however certain
kinds of activity enco'jirage a longer playtime,

d. Toys can be made to encourage learning if they have the following
characteristics: safety, sturdiness, suitability for age, interests,
and abilities; stimulating to active participation on the part of
the child.

e. Each individual faces particular needs as he grows and matures.

f . Simple stories about familiar things help a young child to better
understand his world and the people in it.

g. A child learns through having a variety of play materials: for
large muscular development, for sensory, experience, for developing
his imagination, for engaging in dramatic play, for stimulating
interests.

h. Growth and developm.ent follow an orderly sequence,
i. Each child has his own individual rate of learning.

-31-

Objective

2. To provide a good environment for children in the play school.

Generalizations

a. Children should not be interrupted in their play as long as they

are achieving some degree of success and not interf erring with others.

b. Children like to engage in different types of play according to
their particular stage of development.

c. Young children frequently engage in parallel play.

d. Shifting play groups are characteristic of the pre-school child.

e. A good schedule provides for alternating periods of active and
quiet play.

f . Dramatic play will take place both inside and outdoors if appropriate
materials and climate are provided.

g. Dramatic play fosters good mental health by providing opportunity for
a child to express his feelings, protest against certain conditions,,
and better understand adult roles.

h. Acceptance of children by both teacher and students is the first
requisite in setting the stage for constructive play.

Objective

3. To help students realize why children behave as they do, to learn to
see things from a child's point of view, and thereby guide children
more intelligently.

Generalizations

a. There is always a reason why a child behaves as he does.

b. The same behavior may result from causes which are entirely different.

c. The same cause may produce behaviors which are entirely different.

d. Most children are sensitive to the feelings of people in their
environment.

e. Children often appear stubborn and negative in an atmosphere of
hurry and pressure.

f. Bad feelings need to be expressed before a child can be expected
to have good feelings.

g. Children need to express their feelings but they also need guidance
in directing their feelings into constructive channels.

h. In order to help a child, it is most desirable to deal with causes

rather than external symptoms.
i. Each stage of growth has particular characteristics.

base Situation

Objective: To better understand how growth and learning take place
in young children.

Generalizations: loung children learn by example, imitation and exper-
imentation. A child learns through having a variety
of play materials: for large muscular development; for
sensory experience; for developing his imagination;
for engaging in dramatic play; for stimulating ini■.ol^or^t.r:.

-3S-„ .

John is playing at the ladder bar, falls to the ground, and gets -a • •:•
slight scratch on his knee. ■ It has .taken John longer than the other
children to feel at ease on the ladder bar. Select the proced'jire v/hich
you think it would be wise for the teacher to follow. Place an X to the
left.,of the statement or statements xirhich .you choose.

^1. -Smile and say, "That's rightj up you come," as he examines the scratch

and asks for a bandaid like his mother uses at homie, say "That's right,

we do need some merthiolate and a bandage!"

2.. Say, "Mean — bad ladder bar.'" "^-/e will play somewhere else."

3. If he cries, tell him to stop crying. V/hen he asks for a bandage^

ignore his request and scold him for being careless.
_li.. Shoi^ John ho\-j to hold on and sxving his feet so that he v;ill not be as

likely to fall next time, ■.'/ith a little help, enable him to experience
.. success. :.
S' 3e, abrupt .with John while placing the bandage. Also spend time talking

about how terrible this accident might have been.

Objective: .To help students realize why children behave as they do, to
learn to see things from a child's point of view, and
thereby guide children more intelligently.
Generalizations: Bad feelings, need to be expressed before a child can

be expected to have good feelings.

Children need to express their feelings but they also
need guidance. in directing their feelings into
constructive channels.

A field trip to the neighboring farm had been planned for a week and the
children came to school with the intention of going.. Unforeseen circumstances
over which the teacher had no control prevented the group from going to the
farm. One child named Kenneth, who had many pressures at home, was much more
disturbed than anyone else concerning the change of plans. Following the
news, he hit the teacher and started tormenting the children. Place an X
in the column to the left of those sentences which you feel would be helpful
to the teacher in handling this situation.

1. The teacher, after. taking Kenneth to her lap, said "It looks as though

you are feeling mean. It's all right to feel mean. I knoxv' you are

angry with me because I told you we couldn' t go to the farm today. I

know how you feel."
2. The teacher said, "Let's play nicely today — you didn't really x%^ant to

go to the farm."
3. The teacher has the janitor go to the special storage room early in th.e

morning and bring a surprise which is a group of car seats for bouncing

which the children have not used for a long time.
U. The teacher, .said to Kenneth, "You are a naughty boy because you hit

the teacher ,and bothered a part of the group.
5. The teacher constructed the play situation with blocks in order that

Kenneth might play with two children vjlth whom he liked and got along

well .

-33-

SQUIPMENT FOR PLAY SCHOOL

If kindergar-ten tables and chairs are available from within the system
or from a near-by church school^, one big problem of equipment is taken care
of. If such equipment is not available, the boxes, orange crates, benches
made from boards or children's chairs brought by class members, may be the
answer.

Booklets of play school equipment may be of help in getting assistance
from the industrial departm.ent in making some simple equipment. After
several years of conducting a play school, several suitable pieces rdght
be collected.

From the compiled list of equipment the class must decide what is ess-
ential equipment and what are some of the articles and equipment that mil
m.ake the play school more interesting and contribute to the greater
development of the children:

Needed Equipment

Basic Furnishings:

Toilets equipped with step arrangement for children.

Two to six tables.

Twelve chairs.

Boxes for storage toys.

Two wash basins or washing facilities in or near the room.

Rag rugs for resting, or placing heads on table for resting.

Play m.aterials:

Easel painting paper, newsprint 18" x 21;", wrapping paper, or

back side rolls of old wall paper.

Easel and paint — red, yellow, and blue.

Shelf paper and finger paint.

Aprons or smocks which girls can make out of daddy's old shirt

or plastic .

Paint brushes.

Old pie tins, spoons, and sifters to be used in play icLth marbled

sand and in dramatic play.

Dress up clothes--hat3, shoes, purses, etc.

Books and scrapbooks.

Blunt scissors.

Colored chalk.

Sand or salt.

Clay.

Three dolls.

Colored construction paper.

Paste.

For outside user

Wooden savjhorses and kegs.

Boards and packing cases for playhouses, boats, and cars.

Holiow blocks (^J" X 11" X 11") for furniture or seats on ti^ain.s.

Supplementary toys to enrich block play; cigar box tra:ins.

Old car steering wheel mounted on a vrooden block.

-3U-

Transportation ttys — source, cheesebox

Wedgies and standpatters — source, clothespins on wooden bases

Airplanes — source, clothespins

Sandbox made from tractor tires, plenty of shovels, pie tins,

large strainers and cans with edges smoothed
Provision for water play — large tub with floating toys
Bouncing apparatus such as old car seat

Be Resourceful

V/ith such a variety of suggestions for equipment for the play school,
the initiative and creative ability of every class member can be challenged,
A class requirement might be that each mem.ber contribute either a piece of
equipment or work in a committee to prepare and be in charge of som.e type
of activity.

Securing Needed Equipment

Visit to the local junk yard

Tractor tires make excellent sand boxes and provide opportunity for
parallel play. More than one tire can be used with a group of eight
children. T^to or three children can play in one tire.

Old inner tubes with a leak and pieces of old hose may be used for
dramatic play. These materials when combined with an old pump provide
excellent opportunity for children to assume various roles in dramatic
play. Such activity can last for as long as twenty-five minutes with
the same children participating. In fact, this activity is so popular
that two sets of such material is recommended for eight or nine children.

Old car seats provide experience in active jumping and bouncing.
The children will like to take turns bouncing and will enjoy playing
"follow the leader,"

A steering wheel or old car wheel can be mounted on a wooden block.
The wheel will need a shaft 25 inches long. One- half inch water pipe
can be welded on the wheel for the shaft. After the wheel and shaft are
attached to a box, a crutch tip on the end of the shaft will guard against
cuts from the end of the shaft. An old radiator cap on a round block of
wood can be nailed to top of the box for realisjn. Hand tools are adequate
for all the work needed to make this simple toy. An entire car without
wheels can be made for $3 .00.

Visit the local paint store

Broken lots of wallpaper can be used for easel painting and coloring
with crayons. Many dealers are glad to give away broken lots which they
do not plan to re-stock. Old wallpaper books furnish miaterial for paper-
cutting and pasting.

Visit the school cafeteria

Obtain large size cans (No. 10) which can be used for drums. Large
glass containers may also be secured for storage of finger paints, easel
paints, etc.

-35-

Band instr'jments at little cost

Maraccas can be made b^ parents saving old light b^olbs and the
cardboard rolls from inside toilet tissue. With these two items, plus
a recipe of paper mache, eight or nine instruments can be made in a
short time. The socket end of the light bulb is broken off and the roll
from the toilet tissue inserted. The bulb and roll are entirely covered
with paper mache. I^Jhen the exterior is thoroughly dry_, it is necessary
to beat on the light bulb section vjith a hammer. The last step results
in an attractive sound. Girls will like to decorate each m.aracca v:ith
attractive paints, etc.

Rattle-paddles can also be fun. Save your coca-cola bottle tops.
Another easy way is to hv:y enough old-fashioned roofing discs for each
child to have his ovjn paddle. Enough discs for eight or nine children
wo'jld cost about fifteen cents in some hard-.-xare stores. Dimensions of
each paddle should be approximately 3" x a" and can easily be cut out
of scrap I'jmber by the Industrial Education Department. Girls would
have fun painting the paddles, nailing on the discs for each paddle,
and supplying simple decorations.

Xylophones may be secured and excellent opportunity provided to
experiment with sound when three milk bottles are filled with varying
amounts of water and tapped with a spoon.

Drum.s may be made from old pieces of inner- tube. No. 10 fruit
cans open at both ends, a large needle, and cords for lacing. Children
may bring pieces of inner tube from home which is pulled tightly over
each end of the cans. These sections of inner tube are then laced
between the ends of the cans.

Tambourines can be made fromi paper plates, jingle bells, large
needle and heavy cord. Tx^xo paper plates are placed so as to have flat
sides outx^ard, joined together with threaded needle and jingle bells at
both top and bottom of plates.

Toys Can Be Evaluated

Name

CHILD CARE

Score card for evaluating the suitability of toys for children
1 is superior^ 2 is adequate; and 3 is poor

1

3

Score

Safety

Rough edges, sharp
edges and corners,
poisonous paints,
small pieces that can
bo swallowed or put in
ears and nose.

Smooth edge, blunt
edges, rounded corners
non-poisonous paint,
large pieces

-36.

Diirability

Easily broken^ chipped or bent

Sanitation

Paint peels, material falls

apart, fades in water

Attractiveness
pull, muddy color

Sui-tability

Mechanical toy that is only

to be T-jatched. Fanciful.

Size

Too large and awkvjard to be
handled by the child

Cost

Too cheap; too expensive
in relation to type of
toy. Difficult to repair

Solid pieces, not
easily chipped or
bent.

Easily washed, fast
color

Bright, clear colors
realistic (life like)
in color and design

Leads to constructive
play, stimulates child's
interest, makes noise.

Easily stored, sm.all
enough to be handled
easily by a child but
also large enough to
be interesting to him.

Inexpensive in rela-
tion to' value child
may derive from it.
Easily repaired.

Construction

Wobbly, unsteady, corners ready

to fall apart, loose screws

Steady, solidly built,
nicely fitted in
corners, tight screws.

SCHEDULE OF ACTIVITIES

It is advisable to have a day, or better, ti^o days, after the play
school is equipped before the actual opening of the school. During the
time other committees are at work, one committee works out a schedule
for the play school period. In case there are two Family Living Classes,
the two-hour sessions must be dovetailed with the foods or clothing
laboratory sessions. An afternoon session of play school is not advisable
as it will mean that children will miss afternoon naps; however, if the
Family Living Class meets in the afternoon, that may be the only time
a play school can be scheduled. In this case, each class works out its
individual schedule.

-37-

Exa:nple of Schediile

Opening time
N^jrse Inspection
Bathroom
Drink

Free indoor play-
Rest — ready for lunch
Lunch period
Story telling or
Records or
Music or
Ho vie

Walk or outdoor play
Drink and bathroom
Ready to go home
Class members put room
into order

Preparation of Room

AoM.
8:IiO

8rliO-8:ii5

9:;10--9:1^
9:15-9:30

9:30-9:ii5
9:li5-10slO
10; 10-10:15
10:15-10:20

10:20-10:30

P.M.
I:h0
I:a0-l:li5

l:[j.5-2:10
2:10-2:15
2:15-2:30

22 30-2:i45
2:1.5-3:10
3:10-3rl5
3:15-3:20

3:20-3:30

The arrangement of the activity centers of the play ' school must be
given som.e consideration before articles begin to arrive. A rough sketch
on the chalk board or on a large sheet of paper may be helpful. If an
adjoining foods or clothing laboratory is available_, more activity
centers may be provided.

If the regular Family Living room is to be transferred into a play
school, consideration must be given to the clearing out of the regular
class room furniture.

ASSUMING RESPONSIBILITIES

A very im.portant experience for the class members is to work out a
class schedule of student observation and participation.' After experi-
ence with several sessions of play school, it has been discovered that
the play school session is more enjoyable and more profitable to the
student if she participates for fifty minutes as well as observes for
the same period of tim^e.

Participation- Observation Schedule

Class members are scheduled for participation and observation
before the play school starts. If there are few absences or schedule
changes, the class schedule shoiild work out quite satisfactorily. All
members must understand the work involved in each job as set up. T'-ro
girls x^ork at all jobs so as to inter-change at the end of the fifty
minute period or to replace the one who is absent. A summary of duties
for each job is worked out and placed en the bulletin board, "
serving as reference:

thus

-3&-

■ Date

■ Participate
; Observe

' Register
i Toilet

Lunch

Play School Schedule
Housekeeping i Boys Corner

Corner

-j-

1.

jarge

Equipment

Paints
Color
.„Glax_

Recreation
Stories
Records

Attendance

The registrar has an important job. She must take roll^ have the
sheet of names of enrollees, parents' names_, and addresses and telephone
numbers in a convenient place so anyone can procure the sheets in case
of an emergency„ She must at all times keep her eye on the school enroll-
ment. Of course the teacher also does this, but the registrar must feel
the responsibility of being able to account for each child in attendance.
This last requisite means that all class members have been instructed how
to call and inform parents in case of an emergency. The teacher does the
calling in most cases_, but students need to know vjhat to do in case the
situation arose.

Attendance Sheet

Parents ' Names

Address

j Phone jAge j Child's Name , Girl's Name •

Role of Observers

In order that class m.embers can derive the greatest benefit from
their observation periods ;, they- need guidance in how to observe and wh^t
to look for. The observer should be seated on a low chair so she is on
a level with the children. The observer should not disturb the children's
activity by ' her-" movements or conversation with other adults, either
observers or participants.

Hints for Observers

The observer should remain in the background, at no time giving an;>'
indication of amusement or making comments or conversation ^^J■ith the chil-
dren. If the child asks questions of the observer, he should be answered
in a pleasant matter of fact manner.

Observations should be completed during the observation period. It
might be wisest to have observation sheets turned in at the close of each
observation period.

Students observing the sane child m.ight find it interesting and
help to compare observations. Opportunity should be provided for tlie
discussion of observations.

-39-
Observation Secord Sheet

Since high school students need much help in interpreting their
observations as well as in preparing for their participation duties, play-
school should meet every other day or only two days a weekv,

The teacher needs to be present at all times, first to be of assis-
tance in problems pertaining to the children and secondly to observe and
make recordings of student observation and participation.

Observation Record

•eneral Instructions

The chief object of your observation is to give you a greater knowl-
edge and better understanding of little children. You can best gain this
by (1) remaining in the background, giving no indication of amusement,
making no comjnent, and starting no conversation with the children or with
others; (2) locating your chair so you are not in the way of the children^
and not hiding any of the playthings; (3) not disturbing their activity
by either your coming or going,

A, T'/hat does the child do?

1, Kow m.any different activities does he engage in during the period
observed?

2, How long does he engage in each activity?

3, Does he play contentedly and satisfactorily with others?
h* Does he play contentedly by himself?

5» VJith whom does he play?

6, I-/hat toys does he use?

7» Does he imitate someone else, or do others imitate him?

8. Is he enthusiastic in his play?

9. VJhen he changes from one play to another, what reason do you see
for the change?

10, V/hat appear to be his favorite activities?

B, To what extent can the child help himself?

1, V/hat personal care is he able to give himself?

2, >/hat personal care that he should give himself is done for him?

3, Does he get out his toys? , .
li. Does he put them away?

5. Does he often say, "Do this"?

C, Kow does he act toward other children? (Give specific example.)

1. Is he bossy?

2. Does he interfere with the play of other children?

3. Is he selfish?
J4.. Is he generous?
5. Does he show off?

~i;0-

6. Is he shy?

7. Is he irritable?

8. Is he ■quarrelsome?

9« Is he s;i^pathetic? ' •

10. Does he tease and annoy others?

11. Is he cooperative?

D, T-/hat guidance mea-sures did the teacher or mother use? ' '-

1. Did she give verbal instruction?

2. Did she tell the child to stop doing something? or_,

3. Did she suggest he do something else?

h» VJas corporal punishment of any type used? Ivhat? VJas it desirable?
VJhat other means of discipline micrht have been used?

-t.^

TVhat conclusions do you draw concerning the characteristics of the child
observed?

PIAI SCHOOL ACTIVITES

In this section, some activities are presented and discussed with
respect to a few of their values, needed student responsibilities, and
materials.

Easel Paints

Values': Provides opportunity for gradual development of skill •

Provides opportunity for the release of feelings and emotions

Provides opportunity for manipulation and experimentation

with colors

Provides opportunity for freedom of m.overaent

Materials

Non-poisonous, x^ashable paint

Newsprint, wallpaper, or other large unprinted paper

Long brushes (3A" ^ 1") s-nd long handles (8")

Easel with rack and proper height

Aprons and smocks

Student Responsibilities

Display paintings on ^^rall with each child's name on his pictiu-e
Limit the number of children who easel paint — recorataended

number to paint at one time is two
Avoid asking what child is m.aking
Provide full colors, large paper, brushes, containers for

paint so that each child has his own equipment
Avoid hurrying children to finish

-la-

Finger Paints

Values: Opportunity for experimenting with color and messing

Opportunity for expression of feeling and release of tension
Opportunity for maximum freedom of movement
Opportunity to experience a feeling of rhythm and real

satisfaction
Opport^onity to directly handle material of different con-
sistency

Student xlesponsibilities

Arrange adequate table space

Lim.it the number of children who finger paint at one tim^e to

three children
Provide proper materials: adequate supply of finger paint;

paper xij-ith wax-like surface
Provide for auxiliary materials, such as mops, sponges, and

water
Display painting on wall with each child's name on his oi%tl

pictur-^
Avoid hurrying children to finish
Cover some types of table surface X;rith oilcloth
Immerse shelf paper in water or use spong to wet paper
Sm.ooth paper before child' begins
Provide place where children may wash
Never ask what they are making

Materials

Aprons and smocks for children and students participating
Paper with slick surface
Deep pan for wetting paper
Non-poisonous paint, clear in color
Sponge for additional wetting of paper

Recipe for finger paint:

1 Cup Linit Starch 5 Cups boiling water l/2 Cup soap flakes

Mix the starch with enough cold water to make a smooth paste. Add
the boiling water and cook mixture until it is glossy. Stir in the dry-
soap flakes while the mixture is warm. Cool. Add vegetable coloring or
powder color. Put into jars. This m.ixture will keep a week or longer if
covered i-rlth a tight lid.

-o-'

Blocks

Values: Opportunity , to develope balance and coordination

Opportunity to grov: fariiliar vrith sizes, weights, and shapes
Opportunity to provide basic play material

Opportunity to have e:q)erience with a medium which may stim-
ulate dramatic play

Student ResDonsibilities

Enforce simple rules concerning safety in use of blocks
Point out to the children that a few may be removed from

the shelf and carried at a time as needed for building
See that children respect other people's building
Provide adequate space for building
Provide for accessory toys

Materials

Blocks and accessory toys
Cabinets for storage of blocks

Housekeeping Corner

Values: Provides opportunity for children to engage in dramatic
play and to act how they feel

Children have a chance to better understand what it is like to be big^
feel closer to adults^ and look forward to assuming adult roles at a later
time. In one house corner, a little girl_, who was pretending to be the
"mother," told the child who was playing "da^dy" that she didn't like
pouting "daddies." The little boy from the point of view of the teacher
seemed to be in a good mood« This v/as not true through the eyes of the child.

Student Responsibilities

Sit near the doll house corner and be aware of what the children are

doing.
Make it possible for the child who wants to play i^jith the group but

is unable to do so alone to be accepted.
Redirect a few children to som.e other activity in case the house

corner becomes too crowded.
Re-arrange the house corner at certain times.
Provide special activities, such as washing doll clothes, washing

dishes, or giving the doll a bath.
Allow their placing blankets and doll clothes on the floor, to be

picked up later
Discourage children climbing on furniture in house corner.

Materials

Old clothes, furniture made out of orange crates and boxes, dolls,

tables and chairs.
Accessory toys, such as telephones, dishes, cooking utensils

Clav

Values: Provides opportunity for release of tension through pounding, etc.
Provides experience with a solid mediam and m.akes possible

alteration of shape and size
Stimulates constructive parallel play
Provides opportunity for children io enjoy each other, and

exchange ideas

-U3-

Student Responsibilities

Set the stage in terms of adequate space and clay
Provide protection for clothing
Encourage children to use clay at table
Avoid furnishing a model for children to follow
Sit so you x:ill be on child's level and try to enjoy the progress
of manipulation

Materials

Adequate amount of clay for each child
Aprons

Recipe for cooked clay:

i-:ix 1 cup flour and J- cup corn starch with 1 cup cold water in large
bowl or pan.

Eoil h cups water and 1 cup malt in large-based pan.

Poijr boiling water slowly into bowl mixture. Return milky- looking
fluid to the pan and stir on low heat until thickened (3-5 minutes). Cool
and stir in U - 5 cups of flour. Color now if using powder paint. Separate
into batches for different colors. If vegetable coloring is used^ add
color before flour 'is added. It takes a considerable amount for a good
color. Knead in U - 5 cups of flour, until correct consistency, pliable
and soft, but not sticky.

This play-dough is spongier and less drying to the hands than uncooked
salt dough. It is more usable in that you can add flour to it if it dravjs
mioisture due to weather changes while stored. If it becomes too stiff
with flour from use or drying, work more water into the dough. It keeps
indefinitely in a covered crock, pottery jars, foil-lined tin or pliofilm
bag .

Note: Takes more water for Faultless.

Dissolve Faultless in more cold water; l|- cup

Stories

Suggestions: Stories may be offered informally if children ask "for them
See that children do not bring playthings or other books

to the story group.
Children who do not wish to listen to the story can find

something else to do in the form, of some quiet activity
which does not distract the story group
A check list can be a motivating device for story- telling.

Check list

"Responsibility for Storytime"

Gcals for Storytine Excellent Average Needs Improvement

Mechanics

1. Opportunity was provided for each
child to sit comfortably in the
circle and get ready to listen.

2. The student was able to hold the
book so that it was within the
range of each child in the story
group.

3. The student seemed to ha\'-e the ■
essential points of the story
well in mind.

h' The story seemed to be a part of
the student as she was able to look
away from the book and communicate
with the children.

Selection

5. The content of the story was
familiar in the every-day life of
the pre-school child.

6. The children were able to enjoy
the story through repetition,
familiar phrases or rhythmic effects.

7. The pictures or other illustrative
material contributed to the enjoyment
of the story.

8. The length of the story was within
the attention span of the particular
age group.

9. The story was one which increased
the child's ability to listen.

Feelings

10. The experience was one which seemed
to be enjoyed by the student.

11. Ideas expressed by the children
at the completion of the story
showed appreciation, understanding
or intellectual curiosity.

Goals for Story-bime Excellent Averaf^e Iveeds Imorover.ent

12. The student was able to use a
positive approach in the event
there was likelihood of a
behavior difficulty.

l-iUSlC

Suggestions: Music is offered informally in connection with other activities.
There may be a scheduled music period each day.
Children who do not x-dsh to participate in the music can find

some other quiet activity.
Children at the age of three and 3|-- years enjoy playing
instrtments like those in-, a band. They also like to

march to good rhythm records.
Games which provide activity related to the familiar in the

environment are lots of fun when accompanied by sim.ple

piano miusic and singing.
Interesting records can be used when a piano is not available.

Listening to Records

The following records are suggested:

Sunday in the Park
M^jffin in the City
Muffin in the Country
Little Firemian
Little Grey Ponies

Source: Creative Pla^^hings^ Inc._, 5 University Place, New York 3, N. Y.

Singing and Dram.atic Play

Book needed: Songs for the Nursery School, prepared by Laura KacCartney.
In this book there are found many interesting activities for children
connected with simple piano music. ¥illis Music Co., Cincinnati, Ohio, $2.50

The series of records entitled ''Childhood Rhythms" is excellent for
dram.atic play. I-Jhen familiar subjects in the child's environment are used
in the musical experience, each is free to inteipret the music or dramatize
in his own way. Write: Ruth Svans, Pox 132, P.O. Branch X, Springfield, Mass.

Again, a check list may be an incentive for evaluation and motivation
of students.

" Having Fun With Rh^/thms"
Goals for Rhythmic Activities Excellent Average Needs Improvenient

Individual Difference

1. To what extent did the activity
allow for spontaneity on the part
of children in the group?

2. Did the standards set by the
students allow for individual
differences in children?

J 3. Was there evidence of children
becoming tired of the acti\'ltv
or going out-of-bounds?

Reward

h* Was there appreciation on the
part of the student of the
performance or contribution to
■the activity on the part of the
individual children?

5. Was there opportunity for
children to assume any
leadership or offer suggestions
as to the activity?

6. Did the time for rhythms give

the children opportunity to express
their feelings? (Release of tension)

Preparation

7. Did adequate plans seem to be made
toward having arrangements in
order for the activity?

8. Did students who participated with
the children appear to enjoy the
activity?

9. Did there appear to be enough

variety in the rhythmic activity?

Type of Learning

10. Had the children learned to
associate a particular rhythm
with special music?

11. Did the student appear to
emphasize the experience of
doing rather than perfect
performance?

-Ii7-

As can be sceUj this paper's purpose has been to establish the
reasons for having a play school, bases for success,, suggestions for
operating a play school^ introduction of the unit, corariom denominators,
achieveinent of major goals, equipn^ent for play school, assaying
responsibilities, and play school activities.

It is hoped that these suggestions prove helpful in your preparation.

Finger Plays

Beverly's class of four- year-olds watched with eager eyes as Sxhe made
a circijlar motion with both hands to show how little bears tumble out of
bed, then run out to play. V/hen the little bears started to run, each
hand was used separately with the fingers and the hand moving. The children
beamed. Before Beverly could say, "Now let m.e see if you can do it" the
children had started making little bears tumble out of bed. Beverly
noticed individual differences as some of the children were slower in
rem;eribering the movemxcnts than others. She also needed to stop occasionally
and help a clumsy child. However, when they had completed the finger play,
the children all chorused, "let's do it again."

The children also x^anted to repeat one of their favorite finger plays.
This was no surprise to Beverly. I-Jhenever time permitted, she liked to
repeat some of the favorite finger plays already learned by the children.
It was fun to repeat their favorites.

For a discussion of values derived from finger plays, see the bulletin.

Finger Plays and Mow to Use Them, by Colina.

Examples of Finger Plays:

Five Little Teddy Bears

Five little teddy bears

Snuggled in their beds

With the warm cover tucked tight over their heads

Then all at once — they tumbled out of bed

Let's go out and see the world, they said.

Little Turtle

There x^as a little turtle
He lived in a box
He swam in a puddle
He climbed on the rockj

lii .

He snapped at a mosquito
He snapped at a flea
He snapped at a mdnnow
He snapped at me.

He caught the mosquito
He caught the flea
He caught the minnow
But he didn't catch me.

-kQ-

Funny B^-inny

This is a bunny \j±th ears so funny

And this is his hole in the ground

V.Tien a noise he hears_, he pricks up his ears

And then he jumps into the ground.

Singing Games

For these singing games ;, children join hands in a circle and walk
around to the music of the chorus. After the chorus, children stop and
pretend to do activities in verses. Children may suggest various activities
which are carried out with appropriate gest'ores. No attempt is made to
insist that each child do exactly the same thing in the same way.

Here vie Go 'Round the Mulberry Bush

4

Ik Here we go 'round the mulberry bush
The mulberry bush_, the mulberry bush_,
Here we go 'round the mulberry bush
So early in the morning.

2. This is the way we wash our clothes_, etc.
So early Monday morning.

3» This is the way i-je iron our clothes _, etc..
So early Tuesday morning.

h» This is the way we scrub the floor, etc.
So early Wednesday morning.

5. This is the way we mend our clothes, etc.

So early Thursday morning.

6. This is the way we sweep the house, etc.
So early Friday morning.

7. Thus we play when our work is done, etc.
So early Saturday m.orning.

Looby Loo

Now we dance looby loo.
Now we dance looby light.
Now we dance looby loo.
All on a Satijrday night.

1. I put my band 'I'jay in,
I put my hand 'way out,

I give my hand a shake, shake, shake.
And turn m.yself about.

2. I put ny two hands in, etc.

3. I put my foot 'way in, etc.
h. I put my two feet in, etc.
!;. I put my head 'x>ray in, etc.
6. I put my whole self in, etc.

JL^ -1

kom3a: economics
education

university of illinois

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TOWARD RESULTS THAT COUNT
IN TEACHING CLOTHING

page
What is "Quality Teaching"

in the Area of Clothing? 3

Consumer Education, R^^ for

Emotional Buying , 13

Teaching Textiles • « 22

The Best of Care for

Longer Wear 23

Good Grooming as Part of the

Clothing Education Program 2U

Toward Quality Teaching of

Clothing Construction ..• 25

Teaching Aids in Clothing ii7

Teaching Thinking Through a

Study of Clothing 50

Editorial, . . * 55

Vol I No 8
April 1958

ttl^k^y:<JJ/^:f4^^MMi^M^^^^i^

TOIJAPJ) x^ESULTS TIIAT COUI^IT IN TEACHING CLOTHING

Isabel RcTnolds^ Marseilles Senior High School
Elizabeth Si.Tipson;, Urxiversity of Illinois

Frances Snith^ Homemaking teacher at Valley High School^ stood
at the back of the school auditoriuin. She saw the lights dim and heard
the sweet strains of "Alice Blue Gown" fill the air. Her pulse quickened
as the curtains parted. The annual homemaking e:-±iibit was about to begin.
Tiny Rose Giapella walked into view. Frances whispered a prayer for her
and the others.

Rose took her place at the microphone. Her voice wavered only a
little as she began^ "Welcome to our annual Homem.aking exhibit. As most
of you know, each year we emphasize one phase of homemaking in our
exhibit. Last year, it was foods and nutrition. The year before, it
was child development and guidance. This year, we would like to share
V7ith 3v'ou som.e of the things we have been learning in our study of
clothingr" Rose took a yellow placard from the table and held it for all
to see. "The freshman girls have made skirts and blouses this year.

Among other things, they have learned " She pointed to the placard

as she read, "how to use the sexijing machine, how to select pattern and
fabric, how to prepare the fabric for cutting, how to fit the pattern,
how to place the pattern on the fabric, how to cut out the garment, how
to stay-stitch, how to make darts and seams correctly, how to hem, and
how to finish the garment. "

Rose took a deep breath. "May we present the freshjnan girls wearing
their ovjn creations. First, Helen McCall in her flox^rered skirt and pale
blue blouse. Helen will wear her new outfit to school and for family
outings this summer."

A committee of pupils had planned the sequence in which the garments
should appear. They had considered the difficulty of the projects, the
colors and their relation to each other, and the general appearance of
the garments. They had planned so that each garment would show to the
best advantage.

Helen looked lovely in the pale blue that matched her eyes. The
flowered cotton of the skirt was a feminine pink and blue with a touch
of olive green. In her pony tail, Helen wore a sprig of blue flowers.
Frances Smith smiled at this I It had been difficult for Helen to
achieve one of her 'developmental tasks" — that of accepting a feminine
role. Her tomboyishness had persisted beyond the time when most of
the girls were ready to become young women. Tonight it was evident
that Helen was feeling wom.anly. Frances had sometimes questioned the
wisdom of having a style show, but as she watched Helen, she thought,
\"A style show is essentially a very feminine kind of activity. It gives
the girls a real opportunity to practice being ladies. I think it helps
thorn, in some small way, to accept themselves as women." An then she
laughed happily. This was an idea to be taken out and looked at a little
more closely later on.

The style show progressed smoothly. The sophomores wore tailored
dresses and were proud of the new things that they had learned. Setting
in sleeves had presented real problems for some of thegirlSj but no one
would know it to look at the garments. Sleeves were on-grain and fit
smoothly on young arms and shoulders. Grace looked particularly
attractive in her red cotton. It had been such a struggle for Grace to
complete a garment.

Grace was a slow-learning 17-year-old sophomore. No hint of her
low level of mental ability was in her flashing brown eyes. She was
happy, cooperative, and generally well-liked by the other girls. But,
when it came to her school work, Grace x-jas always behind. Frances had
demonstrated, told, re-demonstrated, and provided visual aids of several
kinds for Grace. She had patiently x^rorked with Grace in two or three
after-school sessions. It had been worth iti Grace's smdle was "pay"
for those extra help periods, Grace had a feeling of achievement; she
had learned a skill that would be helpful to her in the home that she
was planning. Frances saw Grace's 19-year-old fiance applauding Grace's
appearance with the vigor that her achievements deserved.

Phyllis wore her violet suit with charm. No one would ever know
that it was made from her m.other' s old coat. Turned, cleaned, and pressed,
the fabric looked like new. Frances and the senior girls had discussed
the clothing needs of the family and how the needs might be met in
various family situations and on various incom.e levels. Values in
relation to clothing had been considered in the serious discussions." .
iihe girls had arrived at a list of "guides to wise planning for the
family's clothing needs." '>/hen the time came for pupils to select a
tailoring project, Phyllis asked for a conference vrith Frances Smith.
She explained that, in view of the fact that her father had recently
lost his job, she did not wish to ask her parents for money to purchase
the materials for the kind of project that was expected. Since her
help was required at hom.e, she could not even expect to earn the money.
Therefore, she thought that, since she had had several very successful
sewing experiences, she might be able to make-over a coat of her
mother's rather than to buy new material. She explained, "I want to
learn how to make a tailored garment. I think that's important. Miss
Smith. But, right now, it wouldn't be right for r.e to ask for more than
my fair share of the little bit of money that we have. Other things
are more important than new materials for ny suit. Mom and I talked it
over. Ker purple coat doesn't fit her any more and I know I can find a
pattern that will w^ork. May I do a 'make-over' project?"

Frances' eyes dimm.ed just a little. She felt proud of Phyllis and
her mature acceptance of the home situation. With only a little extra
help, self-directive Phyllis had achieved a garment that she might w^ear
with pride. Frances knew that she was now engaged in making-over one
of her own skirts for her little sister. Phyllis was on her way to
becoming a responsible, cooperative adult.

Finally^ the style show was over and the guests visited the other
clothing exiiibits — anong them, an attractive display of new fabrics
with inforniation regarding their use and care, a display of various
garments vrith "buying pointers" for each, and a pupil demonstration on
the care of the sewing machine.

Parents visited with Frances. They spoke of their daughters'
projects. They were pleased with all that the girls had learned. The
mothers expressed appreciation for the duplicated sheets on neX'X clothing
construction methods that Frances had sent home to them.

As Frances turned off the last light in her classroom and moved to
close the door, she sai^r the high school principal and his wife approaching.
I-Ir. Hansen said, "May we give you a lift, Frances? Anne and I would like
to have you join us for coffee on the way home. It was a big evening for
you and yo^jr pupils. Anne has just put into words what I have been
thinking all evening. She said, 'Fliss Smith m.akes such a fine contribution
to the school. She does what I would call quality teaching. ' "

'./ould we not agree with the Hansens' evaluation of Miss Smith's
work? It was evident that she was making a real contribution to the
school and to the lives of her pupils. But this phrase that Mrs. Hansen
used — quality teaching'. VJhat does it mean? Suppose we consider the
meaning as applied to the teaching of clothing.

WAT IS 'EQUALITY TEACHING" IN THE AREA OF CLOTHING?

If we are doing such teaching, will we not find that our pupils are:

1. Gaining new learnings.

2. Aware that they are learning.

3. Gaining personal satisfactions through an awareness that they
are learning.

h* Developing self-direction in harmony with their abilities.

5. Developing creativeness in harmony with their abilities.

6. Developing a sound sense of values and realistic standards
in respect to clothing.

7. Learning how to cooperate more effectively with others.

If we are doing such teaching, will we not find that the curriculuTa:

1. Is based on the needs of pupils, needs of society, and the
needs of the local comm^onity.

5

The muscles grow to represent hO-hSf^ of body weight.

The face may begin to develop unevenly, with the nose
especially prominent.

Post'ore may be poor, usually due to self-consciousness and
tiring.

. Pimples and excessive perspiration are apt to be disturbing.

By 13, the rapid growth of childhood is usually finished and
the changes of adolescence have begun to take place in practically
every girl. The mat'oring of the sex glands is the most
important single development of adolescent growth.

Coordination

12-13 years old

Motor control continues to develop, both in fine coordination
and in total bodily skills. At 12 or 13) as at all ages,
large muscle control develops first.

Fine finger control is not usually accomplished until 12
years of age or later.

Large muscle activity is on the decline.

This period msiy begin a time of poor coordination.

Awkr-jardness is caused by uneven maturing. Children who are
unlike their companions in size m.ay be very self-conscious.

Some girls this age will have a great deal more ability
for sex-jing than others.

Senses

12 years old

The eyes of the 12-year-old can usually read 11-point type.

The average vocabulary of the 12-year-old is about 12,500
words .

The time sense of a girl this age usually has improved to the
point where she begins to plan ahead and organize her time to
carry out her activities. However, she is still apt to lack
time sense in terms of the adtual number of days or weeks it
takes to accomiplish' a task.

13 years old

The vocabulary of the 13-year-old has gro^Ti to about
15,000 words.

Girls this age are more likely to choose color wisely than
boys as rr.any boys are color blind. Girls' color preferences
are: light blue_, pink, aqua, black, and red.

Line and design preferences of girls this age are: tailored
dresses and suits, skirts -and blouses, shorts and slacks,
fluffy evening gowns.

Sensitiveness to shape, size, color, texture, etc., can be
developed by good teaching. (This related to art objects, books,
fabrics, etc. It is not scientifically known, as yet, whether
sensitiveness can be developed in regard to choice of color,
line, and design for oneself. )

Thirteen-year-old girls are very apt to start work and think
of a plan later. Mhile usually able to act promptly in an
emergency, they tend to lack foresight.

By disposition, 13-year-old girls are often very excitable,
impulsive, and moody. They easily feel hurried from outside
pressure.

Abilities

12-13 years old

Some girls of 12 and 13 are able to plan the use of sm^ll
amounts of money with skill. Most of them are interested in
earning m.oney. (Small earnings help a child to become
independent when selecting clothing.)

Some 12 and 13-year-old girls are able to do very complicated
tasks 5 others are unable to do anything but the most simple
jobs.

Most girls between the ages of 9 and 13 are able to assume
responsibility for caring for some of their clothes, such as
shining shoes, washing socks and unden^^ear, and ironing
simple clothes.

The 13-yoar-old gir] is apt to be doubtful of her oxm ability
with regard to the proper things to do, say, and x^rear.
Blushing, stammering, and trembling are comm.on.

She usually finds it much easier to pick out becoming line
and design of clothing for others than for herself.

Considering these characteristics, Fay Moeller and Katherine Tingley
suggest the follo>n.ng guides in teaching clothing at the junior high-
school level:

1. A clothing project for girls this age should require a short
period of tiir,e to complete.

2. Girls should not be compelled to achieve a standard of perfection
which they have neither the maturity nor background to achieve.
This results in making them dislike^ rather than like, to
manipulate materials.

3. '.-Jritten directions should be simple and written in large type,

h- Most girls of this age can learn to run a sewing m.achine more
easily than they can learn to do fine hand sewing.

5- Girls in thds age group should be expected to do little fine
hand sewing.

6. By 9 to 11, most girls are able to select a few articles of
clothing by themselves, such as socks, hair ribbons, etc.
This ability usually xvill increase by 13 in a girl who has
had wise guidance.

7. A 12|- to 13-year-old girl needs help in choosing a pattern and
fabric with color and text'jre suited to her coloring, size,
personality, and use. (However, a teacher should not necessarily
expect a girl this age to agree xv'-ith her and accept her advice).

8. As girls become interested in clothing, they may be expected to
hang their garments on hangers after they take them off.

9. Certain steps in sewing directions should be demonstrated:
laying the pattern, cutting, marking centers, locating front
and back, placing pockets, etc.

10. The girls should repeat the steps in the demonstration under
supervision.

11. liost 9 to 13-year-old girls can learn to adequately appraise

their own work if g^uided by the teacher.

In one .junior high school classroom, one may see girls at several
different stages of physical development. Sharon may be proud of her
developing body and emphasize her new curves by her choici? of dress or
sweater. Helen may hunch her shoulders in embarrassment to hide the
fact that she is maturing. Elaine, who is a bit slow in developing, may
wonder whether or not she is "normal."

8

One hcmeraking teacher regretted her choice of a model in dernonstrating
hov: to take measurements for a dress. She avSked toothpick-thin Vera if
she would stand before the class and have her measijirements taken so that
the methods might be shown to the group. She stood behind Vera and
suggested at one point, "Place the tape over the fullest part of the
bust." There was a moment's silence before Vera said in a tiny voice,
"There isn't any." Obviously, a model of about average height, weight,
and physical maturity for the group would have been a better choice.

Thus far, we have concerned ourselves with the characteristics of
the junior high school pupils that have implications for the teaching of
clothing. What of those a bit older, the lli'to l6-year-old girls, and
the 16 to 18-year-olds?

Fourteen to Sixteen Years

Characteristics''

Implications for the Teaching of Clothing

Interested in being healthy

Health as a basis for attractive
personal appearance may be emphasized

Period of "rapid growth and
development

In clothing construction, garment must
be completed in a reasonable length
of time or pupil m.ay outgrow it before
it is completed (also true at junior
high level)

Pupils m.ay need help in accepting
new bodies. Kindly, understanding
attitude on part of teacher will help

Very conscious of smells. Heavy
perspiration a problem for m.any.

Provide information about deodorants
and non-perspirants*

Enormous appetites » May suffer
from digestive disturbances, poor
skin condition.

Em.phasiz'e importance of diet and
cleanliness in attractive appearance,
Teach causes of poor skin condition
at this period.

Improvement in physical coordina-
tion.

These pupils are ready for som^ewhat
m.ore dem.anding sewing projects as
they are better able to achieve the
kind of results that they desire.

Cliques are likely to develop.

Use sociogram as basis for organ-
izing first work groups. Gradually
make changes in groups so that
eventually everyone in the class has
an opportunity to work with every-
one else.

■^'Kost of the characteristics taken from How Children Develop, by Faculty
of the University School, Ohio State University, l^U^^.

Although the individual is striving
for independence, he still clings
for security to some of the standards
set up by adults, and still needs
the security of an understanding
adult.

Especially anxious to conform to
standards of age group in matters
of dress, dating, and allo^^^ance.

An accepting attitude toward the
pupil is important. Teacher-pupil
sharing will provide opportunities
for pupil to share in decisions
that affect him.

Hold to certain limits on pupil be-
havior. Limits help provide needed
security.

Treat pupils with same respect that
would be accorded an ad^ilt. A
cheery greeting and smile from the
teacher at the beginning of the
period helps set the stage for a
good learning situation.

The teacher should not feel that
she has failed in her teaching if
the pupil selects a pattern or gar-
ment that is not especially becoming
but is what everyone else is X\^earing.

These children desire the privi-
leges of adulthood, but still find
it difficult to accept the respon-
sibilities and personal discipline
vjhich go with, these privileges.

Most pupils of this age v/ill not
reject the idea of u^ing the sam.e
pattern for all in tiie clothing
construction unit of study. They
will like som.e variety in fabric
or trimm.ing.

Be patient, give reminders of respon-
sibilities that must be met. Expect
them to "come through."

The social value of physical attrac-
tiveness grows in importance during
these years. Personal tidiness has
become a m.atter of importance, where
it was formerly held in disfavor.

Teaching along the Ij.nes of groor.ing
and dress will be readily accepted.

These adolescents show a growing
concern for their immediate en-
vironment. The more m,ature ones
develop greater understanding of
their school and begin to investi-
gate such problems as adequacy with
which the school serves the community,
pupil- teacher relationships, and how
a school can be better knovjn.

Pupils of this age may especially
enjoy arranging for a pupil-parent-
teacher planning session, organizing
and presenting a style show, and
planning and arranging an exhibit
to acquaint the comjnunity with their
work or to present new information
to community members.

10

Sixteen to Eighteen Years

Charac teristic s

They continue to have large appetites
The girls become interested in diet
and exercise because of their weight
and figures.

Some of these young people feel
av7ki-;ard and embarrassed because of
their increasing size_, skin eruptions,
and body odors.

The physical co-ordination and
dexterity of these young people
equals or exceeds that of most
adults.

Im.plication for the Teaching of
Clothing

Ask a medical doctor to speak to the
pupils on the subject of dieting.

Arrange with a qualified physical
education teacher for a cooperative
lesson(s) on exercise for pupils of
this age.

Ee accepting of them as they are.

Don't presume to "solve all of their
problems for them." Frequently
what the teacher m.ay perceive as a
problem is not a problem to the
person herself. (Frequently you may
help most by being an accepting
listener.)

Provide reading m.aterials that will
help them understand their physical
changes.

Continue to make inform.ation on
matters of personal grooming avail-
able.

They are usually able to undertake
more complicated sewing projects.

They are engaging in a variety of
social and recreational activities.

These young people seek to establish
themselves as independent and mature
persons ■.

They usually become more interested
in personal appearance and in the
many v;ays of making the best of
v;hat they have.

Interest in correct dress for the
occasion is high.

Most of them are able to assume a high
level of responsibility in the class-
room. If they have had previous ex-
periences in sharing in planning,
carrying out plans, and evaluating,
they are now able to participate in a
very mature way. Such experiences
\<r±ll help provide the opportunities
for choice-making and recognition
that are needed.

Selection of clothing for becomingness,
as well as conformity to the group, i:;ay
be taught and will probably be bettor
accepted at this level.

11

• Since personal grooming was probably
taught at an earlier levels class
timi shonj. d prcb-^.bly not be taken for
further s':\)dy (j.n inost situations)
but ref^rer.ces on an adult level may-
be apprec'latedo

All of the-^e you-^'g people continue Prc^'ide opcortiLiities for problem

maturiiif in ability to reason. Some- solv-rg (^:rpe:rjdc.e3 jsi the clothing

time? uhey der.ir^M.strate an unusual un.itr <'S£-'^! .?. l^ter section of this

qu3.1ity and d^pth in abstract article for suggestions)
thinking and problem solving o

r<r ■>,:■ -y- -Ji- -rr -k- ^- ■;:- -;;- -)r -)c-

¥9 are keenly aware that space has permitted 02->ly a rather superficial treat-
ment of the characteristics of adolescence and :heir implications for the
teaching of clothing. We have tried to include those characteristics that
seemed to us to be especially relevant to the teaching of clothing in the
junior and senior high schools.

Understanding Social Change — A Prerequisite to Quality Teaching

A teacher needs to understand her pupils, their characteristics,
problems, needs, and interests. These serve as bases upon v/hich
curric'ilijm decisions are made. She also needs to understand the society
in x-7hich her pupils live, for the needs of that society also serve as a
basis for ciorriculijm decisions.

In Principles and Procedures of Curriculum Improvement, (Ronald
Press, 1^5'^), V. E. Anderson lists nine social changes that have
implications for educational programs. In this section of our article,
those changes that are of particular interest to the teacher of clothing
are listed along vjith some implications for teaching in this area.

"' Increased production of goods

In the clothing area, vie find many new fabrics and finishes on the
market. Keeping up-to-date in this area is a real challenge to the
alert homemaking teacher. There are many choices of fabrics on the
market, which means that we must educate pupils to make wise
selections from all that is offered them. Patterns have been
improved and a wide variety of styles is available; therefore,
pupils will need guidance in making wise selections and we teachers
will need to keep our instruction up-to-date in terms of both
fashion and the adequacy of the direction sheets that come with the
patterns.

There are many types of sewing machines on the market. Therefore,
the homemaking teacher will inform herself regarding the various machines
and will make the information available to pupils and parents. She m.ay
wish to use a resource person to demonstrate the operation and care of a
sewing machine — particularly if it is a new model.

12

A iride variety of ready-to-wear garments is available in the stores.
Consumers need education for wise selection of clothing.

'"* The modification of the home from a self-sufficient family unit to
one of inter dspendence

Again, since the family is very largely dependent upon outside "
sources for the goods required for its existence and operation, the
need for education for Xi:ise consumer bu3n.ng is em.phasized. In
addition, pupils may need to increase their appreciation for work
that v;as formerly done in the home. Visits to plants where goods
to supply our clothing needs are produced m.ay provide valuable
learning experiences.

""• More reading matter

VJe can find up-to-date informiation on styles, textiles, construction,
and every other phase of clothing. One task of the teacher is that
of keeping her reference materials up-to-date. Another is that of
making certain that the materials provide reliable information. In
addition, she must help her pupils learn how' to discriminate between
the reliable and 'unreliable sources of information.

"" -^ increasingly skillful use of propaganda

One evidence of this is seen in the area of advertising. \-!e are
bom.barded with appeals to purchase various products — via television,
radio, newspapers, magazines, signboards, and the movie screen.
Subtle appeals to our "hidden desires" are made — as well as the more
blatant appeals to our conscious wants. Cur responsibility is very
clear. Ue must help our pupils learn how to evaluate what they read
and hear and to make their selection of products xx^ith their
intelligence rather than with their emotions.

"''' Advancements in the field of medicine

This social change has been a factor in the increasing life span.
There are more older people in our society. Their needs should be
taken into account in planning a homem.aking education program for
adults. Various phases of clothing instruction x^Jill interest these
more mature adults, among them, clothing construction for themselves
and other family miembers, clothing selection — perhaps on a reduced
budget, and leisure time sewing activities.

Advancements in the field of medicine have also resulted in the
conservation of human lives that might have been lost in less
enliglitened days. However, related to this, is the fact that v;e
have more physically handicapped people in our society. This means
that we may have to adapt our instruction to meet the special needs
of pupils with physical handicaps. Sewing machine manufacturers are
making progress in the development of m.achines especially adapted
for these pupils.

13

Increased ar.ount of leisure time

If people are to have more leis^ore, we will need to educate then
to make wise use of this free time. Since so much of necessary-
goods is produced outside the home^ horaemakers may fail to find
desirable creative satisfactions in much that they do. Such
satisfactions m.ay be obtained through clothing construction activities;
thus a "mental health need" may be met when the homemaker uses her
leisure for sewing.

Perhaps more leisure will result in more activity of a social nature
and the consequent need for planning clothing for various social
occasions.

Progress in transportation

iiobility is characteristic of life in our country. This means that
we need clothing that meets the special requirements for travel.
As hom.emaking teachers, we have the responsibility for teaching our
Dupils how to select such clothing, how to pack clothing, and how to
care for it.

Progress in transportation has also brought the people of different
countries closer together. One way in which v:e may gain understanding
of people of other countries is through learning about the food they
eat, the music they enjoy, the custom.s in their homes and schools, "
and the clothes that they wear. If we have students from, foreign
countries in our schools, they might enrich our classes through
their contributions regarding the way of life in their countries.

.'e have not aimed at making the foregoing discussion of social
changes and their implications for the teaching of clothing a comprehensive
one. It is m.erely suggestive. You will think of other ways in which
these changes have meaning for the teaching of clothing.

In the following sections of the article, consideration is given
to 5e"!l-e<j'-^Jo'd phases of clothing and methods of teaching each.

GONSUi^iER EDUCATION, R^ FOR EMOTIONAL BUYING

'■•le are indebted to Mrs. Wilda Ash, Homemaking teacher at ••Jenona,
Illinois, and graduate student at the University of Illinois, for the
title of this section and many of the ideas presented, iirs. Ash read
v/idely on the tppic of m.otivation research, interviewed department store
managers and buyers in the Champaign-Urbana area regarding the types of
appeals to which consumers are most susceptible, and talked with the
instructor of a University course in advertising layout in preparation for
writing a paper on this subject.

II;

Vance Packard's recent sensational book, -The Hidden Persuaders, has
given us an increased ax%Tareness of the motivations for buj'ing and the way
in v:hich consumers are sometimes m.anipulated, through their hidden
desires, to purchase various products. Ke states that, "Motivation
research is the type of research that seeks to learn what m.otivates people
in making choices." It is concerned with people's behavior in respect
■to advertising, marketing, and communications. This kind of research
was developed when it becam.e evident that sim.ply asking people about
their reactions to a product or an advertisement was inadequate as a
basis for predicting consumer activities.

Of m.otivation research, F. J. Van Bortel, in his article, "i-lotivation
Research and the Confusing Consumer," in the January, 1956 issue of the
Journal of Homie Sconom.ics, says:

'"vTiy do consumers say they want one thing and then b'jy another?
Just how can the research scientist get beneath the surface?
Hov7 does he go about getting at the real wants and desires?"

"Motivation research came into being when research scientists
began to look around for tools and techniques to answer these
questions. These tools and techniques collectively called
motivation research have com.e largely from the social sciences.
Originally, these psychological tools were developed for the
purpose of getting a better understanding of people and the
reasons for their behavior."

"The basic facts that gave rise to the study of psychology are
also fundamental to motivational research: Sometimes people do
not want to reveal why they feel as they do, and sometimes they
simply are not aware of their reasons. In either instance,
special methods m.ust be used to obtain this kind of inform.ation."

The "special methods" of motivation research as described by VanBortel
include depth interviews that "are used to bring to light certain
hypotheses or hunches about basic consumer attitudes toward a particular
product," and projective techniques of various types. The latter,
according to VanBortel, are "largely adaptations of such psychological
devices as the Rorschach (ink blots), the Thematic Apperception Test
(TAT), the Sentence Completion Test, word association, figure drawing,
and a variety of others."

In addition to these methods, the more traditional market research
methods of structured questionnaires and interviews are being used to
ascertain the "vrhys" of customer choices.

Information regarding consum.er motivations, obtained through the
use of various methods, has been put to use. \Jc see the results all
about US'.

Shoe m.anufacturers sell us "lovely fcet"-rather than shoes. Just
notice the shoe advertisements in your magazines and newspapers. The
motivation research people found a significant amount of narcissism in
personalities; hence, this type of appeal. Also, notice the use of this
appeal in advertisements for lingerie and foundation garments.

15

It vras found that a woman' s desire to look and feel feminine
motivates her to purchase products that satisfy this desire. This type
of appeal may be seen in advertisements for clothing, cosmetics, toilet
tissue — and even laxatives.

"Snob appeal" is used in advertisements for automobiles, clothJ.ng,

and even certain beverages and chewing gum. It was found lacking in
effectiveness when used in promoting dog biscuits — since most people
who have dogs own un- snobbish mongrels.

Vance Packard reports that a study by Louis Cheskin of the Color
Research Institute tried to isolate the motivations working inside a
woman as she selects an evening dress. He says that, obviously, functional
need for the dress did not really count in such situations. One of the
most frequent comiments of a woman in this buying situation was that she
Just loved the dress, V7hich he interpreted as related to the libidinous
drive.

"Psychological obsolescence" is an approach used in selling us many
products that we do not actually need. Examples in the clothing field
are num.erous. Ijrs. Ash found that the buyers of clothing in the
Champaign-Urbana area, whom she interviewed, were unanimous in their
opinion that something new sells easily, even if the customer has much
more than an adequate supply of clothes. Witness our purchase of pointed-
toe shoes while perfectly good rounid toes gather dust in the back of the
closet. And the new, stylish feeling of the chemise that we purchased to
wear in preference to our tried-and-true (and probably m.ore becoming)
dress with the fitted top and easy skirt.

Desires for leisure, ease, and comfort have been found to motivate
people to purchase various products. For example, one manufacturer of
home perm.anents appears to rely heavily on this type of appeal. A rather
lengthy TV com_mercial plays up the ease of using his product.

Studies concerned with color choices of consum.ers seem to lead to
the conclusions that, in general, women are attracted to red and men to
blue. Notice how these colors are used in the advertisements and in
packages and wrappings. Baby blue is the "selling" color for baby
products. Pink is the preferred color for cosmetic wrappers.

Packaging influences customers' choices of products in various
ways. Attractive color, convenience, and ease of handling are all consid-
ered important. Also appealing to the consumer is change. The idea,
according to Business "-Jeek, is for the manufacturer to change his package
as often as he switches advertising copy. Robert Bendiner, in an article
in The Reporter for April 17, 1958, points out that Revlon follows this
guide and changes its cosmetic packages every time its scientists
discover a ne\-r lipstick color like "Kissing Pinkl"

Only a few of the findings of motivation research have been mentioned
here. For further information, read the references listed at the end oi"
this section.

16

Cne hcnemalcing teacher was convinced that^ if her pupils knew the
kinds of emotional appeals being made to consumers, they might make their
choices more intelligently and be less swayed by their emotions* Therefore,,
she fo^ond advertisements that exemplified the various types of appeals.
She mounted each on a page of an inexpensive newsprint pad. This teaching
3.id was used in presenting a report on motivation research and the res^ilts
to her pupils. Pupils were much interested and had m^any questions.
Following is a list of the kinds of advertisements that sY>.e include:'-:

1» A shoe advertisem.ent which appeared to aid at selling "pretty
feet" rather thsji shoes. Very little information about the
shoe was given,

2p An advertisement for a well-known bra. "I dreamed I was a

in my bra." G. H, Smith, in his book, Motivation

Research in Advertising and Marketing says that, "One can
be sure that the girl in the ..o bra acts out somxe important
need on the part of the female readers."

3« Food advertisem.ents using the colors of yellow, broT-xn, and
orange — found to be "selling colors" for foods.

li« An advertisement for a pink soap in a pink foil wrapper.

Pink is the color that appeals when the custom.er is interested
in cosmietics. This same ad emphasizes "comfort and luxury."

5« A baby-pa jama ad making liberal use of "baby blue."

6, An ad for sanitary napkins. This ad featured a red coat -
red to catch a lady's eye. It also emphasized the femininity
of the fabric used and made use of a sentence completion

technique: " because ©" You are almost forced .to

complete the sentence.

7. Two ads for men^s products - shaving lotion and hats. Blue
to catch the man's eye was featured in both. A cold outdoor
scene with much blue and aqua gave one the feeling of coolness
that men prob-^.bly like in connection with a shaving lotion.
The hat ad showed a lovely Indian girl in a blue sari stand-
ing behind the man in his broxv-n hat with a dark bluish band.

8«f The idea of "psychological obsolescence" was shovm in -b.-jo
ads - one featuring a lipstick ("In a moment every other
lipstick will be old-fashdoned-") and one promoting a deter-
gent ("It's new. It's pinko ")c.

9, A home permanent ad appealing to our desire for comfort and
ease. "Just brush out and go out - no re- setting I"

10« "Snob appeal" ads featuring automobiles and a beverage. "IJe're
not wealthy. ..wo just look itl"

17

!!• An advertisement for a well-known soup appealing to our desire
for participation. "New idea for creative cooks — Kake a new
soup from two soups 1" (You pour two cans of soup together
and heat them. )

12. An ad for a foundation garment with an appeal to narcissism,
"...knows every beautiful scene-stealing way to keep you
the center of the stage,"

13. A cigarette ad featuring the k-ind of "relaxed and virile"
man with whom men apparently like to identify. Anyway, it
seems that his rugged good looks and tattooed hand have
helped increase the sale of a cigarette.

lli. An ad sho-wn.ng a teen-age pa jama party. Four manufacturers
have combined their efforts to get the teen-ager's dollars.
The motivation researchers have found that the teen-ager
has a considerable amount of spending moneyj we m.ay expect
that more and more sales pitches will be aimed at the young
consumer in an effort to develop the kind of buyer who is
easily swayed by em.otional appeals.

After the teacher reported to her pupils on the motivation research
studies and how the findings are being put to use, the pupils were assigned
to bring an advertisement to class and analyze the type of appeal and the
kind of helpful information provided. Finally, the pupils and teacher
arrived at the following guides in respect to use of advertisements by the
consumer:

1. Advertisements are helpful buying guides when they present
information about a product that will help us make a wise
choice rather than mere appeals to our emotions.

2, If we are aware of the factors that indicate quality in the
products that we buy we are less likely to be influenced by
appeals to our emotions.

3» If v:e plan our purchases carefully, we are less likely to be
influenced by the emotional appeals m,ade by the sales pro-
moters.

!;• Since periods of loneliness, stress, and crisis are periods
x-7hen we are more likely to do impulse buying, we should be
conscious of our emotional states and avoid being unduly
influenced by the "hidden persuaders" in the advertisements.

VJith the foregoing guides in mind, the teacher gave the pupils several
case situations involving the purchase or anticipated purchase of garments.
The pupils discussed the situations and the ways in which these guides
might be applied.

18

Cne of the case situations follows:

Cindy is looking fonirard to college next fall. She and her
mother have decided that purchases of clothing made during
her senior year of high school should also be ones that are
suitable for college x-:ear.

Cindy plans to make the following purchases this spring: a
coat that will be suitable for spring and fall wear_, a cotton
school dressj, and a purse for general use.

I'lHiat procedures should Cindy follow in planning and making
her purchases? How do the guides that we developed apply
to this situation?

Qther Learning Experiences for Consumer Education in Clothing

The following list of learning experiences for consumer education
in clothing \-j3.s adapted from a list developed by l-irs. Wilda Ash after
she had made a rather extensive study of the ways in which sales of
clothing and other products are promioted.

Suggested Learning Eixperiences for Consumer Education in Clothing

A. A check list to help determine individual and community
buying practices.

B. Cooperatively prepared bulletin board with the title, "More
Sense — More Dollars." The purpose of this would be to motivate
interest in the unit. Problems which might be typical of the
students' could be written on the bulletin board.

C. Advertisements collected by both students and teacher co'old
be studied to analyze their appeals. This should help the
student learn to recognize what constitutes a reliable advertisement.

D. The girls could be asked to bring in examples of good or poor
buys in their own clothing. Analyses could be m.ade of the
reasons why the purchases were satisfactory or unsatisfactory
and generalizations about making clothing purchases formulated.

E. One day might be termed "White Elephant Day." Each student
could be asked to bring in something from her wardrobe which
was in wearable condition but which had not been Xi7orn recently.
Then an analysis could be made to learn how wardrobe m.isfits
might be avoided.

F. Following a vjardrobe inventory, each girl could decide on one
purchase she needed to make. Then role-playing situations
could be set up in order to show good and poor practices to
follow in purchasing these articles.

19

G. Shopping field trips could be planned to give the girls the
real experience of buying the articles they need. A store
buyer might explain so:ne reliable practices in buying.

K. If it is evident from aralj'-zing the data obtained through
use of the check list that a great deal of shopping is done
by mail;, sources used could be brought in and this method of
shopping evaluabod. Again, the girls should, if possible,
have something in mind that they actually intend to buy.

I. The students should have an opportumty to study and evaluate
a collection of labels. Motivation for this phase of the unit
might be to select garments which are the current teen-age
craze. The class could then be divided by interest in a
particular garment. Each group co'jld draw an attractive label
which would be the best for the particular garment they are
interested in buying. The labels could be utilized in a bulletin
board with a title such as, "Good-Bye Poor Buys."

J. Some time might be spent on preparation for buying men's

clothing. Each student co'old select an appropriate ^ift for a
male member of the family. Guides for selecting various
articles of m.en' s wearing apparel might be developed.

K. Buzz session might be held on various family problems
involving clothing purchases, for exam^ple:

1. Should the sam.e am.ount of money be spent for clothes of
each member of the family?

2. Should a teen-ager be allowed to select her own clothes
without advice from the family?

L. For evaluation, the following suggestions might be used:

1. Report on a clothing purchase made since the unit started
and the buying principles that were applied.

2. A written test \-j±th problem.- solving situations that call
for an application of the generalizations taught.

3. An assortment of advertisements and labels to be evaluated

by the principles learned.

k' A display of poor purchases with the students giving
buying principles which had not been followed.

5. Articles written for the school or local newspaper on such
topics as:

a. Stretching the Clothing Dollar

b. ^Jhen Is A Bargain Not A Bargain

c. Labels and Buying Practices

d. Buying Tips for Teens

20

Recent Illinois Studies Emphasize the Importance of Teaching Cons'jjner
Suying of Clothint^

A recent study carried out by the horiemaking teacher at Marseilles^
Illinois High School was a survey of parents' and pupils' opinions
regarding what should be taught in the high school homemaking program.
Consumer buying of clothing was considered by a very small minority of
parents only as unessential. Fifty per cent or more of the homemaking
pupils in all four high school classes and a similar proportion of
parents thought that it should be taught at both junior and senior high
school levels.

In a study of clothing practices of appro>cimately 1000 Illinois
families ;, with adolescent daughters, the question was asked, "What person
or persons usually do the buying of clothing in your family?" Thirty- four
per cent responded that the mother and daughter together usually select
the clothing. Twenty- six 'per cent ■reported that "each selects his <y.m but gets
approval of some other famdly member." Twelve per cent stated that
mother and father together buy the family' s clothing. Seven per cent
said that "each person buys his own independently" and "all family
members shop together, especially for large purchases." It is apparent
that, to a considerable extent, the teen-age daughters shared in famly
clothing purchases. This emphasizes the need for education that will
prepare them for assuming this responsibility.

Mothers, also, probably need adult education (either through form.al
classes or through non-class activities) which will help them to shop
wisely. Perhaps a series of lessons on "Today's Clothes and Fabrics"
would meet needs for many homem.akers.

In this same study, imen asked, "How is the am.oun,t of money spent
on the family' s clothing usually decided?" the homiemakers who responded
to the questionnaire used in the study responded in this way:

93% reported that no amount is decided. Family members buy as needed.

2% said that a certain amount is decided upon; then each person uses

his share.

S% indicated that a certain amount is decided upon; then each person
buys what he needs.

This seems consistent x^rith the findings of other studies — that
little pre-planning of family expenditures is done. The need for
teaching pupils how to do such planning is emphasized.

Seventy-two per cent of the mothers reported that the clothing of
the teen-age daughter usually costs more than that of any other family
member. This raises an important question: Does the teen-age daughter
need som.e help in recognizing that other family members have clothing
needn, also?

21

The findings mentioned in the foregoing paragraphs of this section
seera to emphasize the need for a study of consumer buying of clothing.
This might be taught as a separate unit of study or the plan employed
in the Chicago high school homemaking departments might be used. In the
Chicago city schools _, consumer buying is integrated with a study of
clothing construction. For example, when pupils make a blouse as a
first clothing construction project, they also study the quality features
to look for in a ready-made blouse. They compare the cost and quality
of similar blouses purchased ready-made. Consumer buying is related to
other clothing construction projects in a like manner.

Following is a list of references on motivation research that will
be interesting and helpful to the teacher of high school a.nd adult
homemaking classes:

Books

Cole, Robert K. Consumer Behavior and Motivation. Urbana, Illinois:
Bureau of Economic and Business Research, College of Commerce and
Business Administration, University of Illinois, 1955.

Editors of Fortune. '.Jhy Do People Buy . New York: McGraw Hill Book
Company, Inc., 1953

Packard, Vance. The Hidden Persuaders. New York: David McKay Co., Inc., 195?

Smith, George K. Motivation Research in Advertising and Marketing.
Mew York: McGraw Hill Book Co., Inc., 19^1;

Magazines

Changing Times. "Ads and Advertisers" (April, 1957) p. 29

Changing Times. "Do You Buy on Impulses?" (January, 1956) pp. 13-19

Changing Times. "How to Spot a Bargain" (March, 1956) pp. 7-10

Changing Times. "Slick Schemes to Sell You Things" (September, 1956) pp. 7-12

Consumer Report. "Beware of the Fraudulent Markdovjn." (September, 1956) p.U60

Consumer Report. "Some Notes on Selling (And Buying)" (September, 1955)
PP.Uj55-U37

Consum.or Report. "Teen Age Consumers" (March, 1957) pp. 139-11^2

Consumer Report. "VJhat Happened in the Market Place" (January, 1957) pp,h3'Ul

Fortune. "Motivation Research" Stryker, Perrin (June, 1956) pp. 1/4^-1148 and
222-232

22

Journal of Horiie Economics. "Consomer aotivation Reconsidered" Hoyt,
Elizabeth E. (November^ 1956) pp,6Ql-6Qk

Journal of Home Economics. "Motivation Research and the Confusing
Consumer" VanSortel, F. J. (January, 1956) pp.22-2ii

Journal of Home Economics. "Social Climate of Decision in Shopping for
Clothes "TFebruary, 195i^) pp. 86-88

Pr interns Ink. "Sell A Woman, Sell Her Family" (July, 195?) p.lU

Sat^jirday Reviex-j. "Beware the I. T." (August 3, 1957) p. 22

The Reporter. "It's All in How You Wrap It" Bendiner, Robert (April 17, 1958)
p'pTB-i^

TEACHING TEXTILES

A study of textiles may be integrated with a study of clothing buyman-
ship and clothing construction. The following suggestions for learning
experiences related to textiles were developed by Esther Rupel, a member of
the Clothing staff at Purdue University,

-X- Gain understanding of term, spinning, by spinning a thread from
absorbent cotton.

-X- Count the ply of yarn found in various weights of thread and yam.

-"- Take the thread count of swatches of cotton fabrics to compare
quality,

-"- Make paper samples of various types of X\'-eaves.

^c- Perform simple tests for discriminating among various textile
fibers,

•jf Perform simple tests for discriminating among various qualities
of textile fibers-

■{;•. Compare the hand and drape of various sxv'atches of fabric.

■>/- Compare effect of pleating and gathering on texture and design
of swatches of fabric.

■K- Compare finishes of various textiles.

rr Demonstrate methods of dyeing small pieces of cloth by using simple
block prints, paraffin resist, or tie-and-dye techniques.

•e:- Identify fibers and fabrics that classmates are v^earing.

-):- Identify an ''unknown" sample of a fiber.

23

^c- Plan a game for identifying samples of fabrics.

■JJ Prepare an exhibit of labels that refer to fiber content or
fabric •

■?;• Use flip charts of different fabrics classified for easy
identification.

•w- Compare effects of wear on various fabrics.

■?r Prepare a swatch page of fabrics suitable for each construction
project,

-jc- Prepare a swatch chart of interfacings suitable for a tailored
project.

•?{• Take a field trip to a department store to study fabrics.

•«• Plan a construction projects use- a fabric which you have not
used before.

^- Do a library research project on new fibers, fabric s_j and finishes.

THE BEST OF CARE FOR LONGER I\rEAR

Perhaps thrift is an old-fashioned virtue. Even so_, many of us
would agree that it is a virtue that should be taught in our homem.aking
classes. One way in which we can achieve this end is by teaching pupils how
to care for their clothing - how to wash sweaters, blouses, socks, and hose;
how to patch and mend; and how to darn* Care and repair of clothing results
not only in longer wear, but also in more attractive wear.

Younger pupils, who are just beginning to assume responsibility
for their own clothing, xd.ll profit from instruction in simple laundry
procedures, pressing, and mending. The older pupils may be taught family
laundry techniques and care and repair of clothing for different family
members.

Senior pupils in one high school homemaking class enjoyed seeing a
demonstration of family laundering. A homemaker who was known to observe
good laundering practices demonstrated on a day when the pupils had a study
hall period following homemaking class. They were excused from the study
hall and were able to learn a great deal about doing the family's laundry
in the double-period,

A trip through a dry-cleaning establishment may be a rewarding
experience for pupils. In one such establishment, the oi'mer-manager spoke to
the pupils on, "I^/hat I wish my customers would do." Ke gave such practical
suggestions as: "Write the name of any stain on your garment on a slip of
paper and pin it over the spot, so the dry-cleaner x\all Icnow what type of
spot- remover to use,"

Care of shoes and other accessories might be demonstrated by pupils
after they have read on these topics.

21;

A mending kit for pupil use might be placed in a con-
venient spot in the honemaking room. One teacher hangs a gay red
pincushion near the bulletin board. It holds safety pins, straight
pins, and needles T-Tith black and white tliread.

Rather than repeat lessons on basic care of clothing
for older pupils (who, unfort'jinately, sometimes give little
evidence of having learned these lessons )j it is probably wiser
to make available to pupils pamphlets and booklets -on clothing
care, stain removal, etc. If needs in this area are very evident,
student attention may be called to these references •

GOOD GROOI-ITNG AS PART OF THE 'CLOTHING EDUCATION PROGRAM

Grooming may be taught as a separate short unit or it
m.ay be integrated \n.th the teaching of clothing construction, A
Chicago high school homemaking teacher explained to one of the
authors that she always teaches grooming in relation to the
clothing construction project.

That is, after the pupils' garments are completed, they
and the teacher discuss "wearing the garment to best advantage,." "
The girls are helped to realize that good grooming will contribute
much to the appearance of the garment they have made. Then,- they
are ready to study related phases of personal grooming. For
example, after pupils have completed a blouse, they are ready to
study deodorants, depilatories, and the importance of a correctly
fitted bra. In relation to the skirt project, the importance of
a well- fit ted girdle to the appearance of the skirt is em.phasized.

I'Jhen the pupil is ready to wear the completed outfit, •
she will be interested in a study of hair styling and care, care
of skin, care of clothing, and good posture — all of the things
that T-rill help her to appear at her best when she appears in her
new creations!

Reed-slim and wholly innocent of any curves Today, I saw' her dreaming
She sat before m.e, In my classroom.

One of twenty. She was miles away.

Not quite yet a teen. She bent, small body

Yesterday she brought her doll to school Disappeared beneath the table.

For me to see I dropped a paper, curious to see

And we spoke of a new dress that Heartbreaking sight of child,

One might make from scraps, Alm.ost a woman.

She was busily fingering perfurme
Behind her ears and to the nape of nockl

-25-
TOWARD QUALITY TEACHING OF CLOTHING CONSTRUCTION

Deeply satisfying to many pupils are their clothing construction
experiences. Catherine Gate Cobientz, in her poem, "Feminine Secrets,"
expresses something of the feeling that many girls and r-romen have in
relation to sevring:

"There is a peace that women know^
Turning a seam and knitting slow,
Till the worry smooths to a

calmness — S05
There is a peace that v/omien know."

Yes, sevdng may be a source of much happiness and satisfaction.
Such desirable results are likely to occur when there has been
"quality teaching,"

An aid in teaching clothing construction effectively is Classroom
Guide, Interpreting Clothing Construction for Beginning, Intermediate,
and Advanced Levels, by Dorothy Waltz and Elizabeth Jones. For
information regarding the availability of this publication, ■write to
I.irs. ■.7altz at 1302 North 12th Street, Vincennes, Indiana, or Kirs. Jones
at hrOh East South Street, Lebanon, Indiana.

The sequence of projects that they suggest for clothing construction

units of study may be particularly helpful. They are as follov.'-s:

First Level — 7th and 8th grades

"<• Learn to thread and stitch with the machine

-"- Make a head scarf, a project which makes possible the
follov/ing learnings:

Recognizing and purchasing suitable fabric for
the project

Understanding sewing machine operation

Using tape measure

Preparing fabric so ends are grain perfect

Making fringed edge

Knovdedge of terms: selvage, lengthwise threads
and crosswise threads

Understanding ho^;^ threads are woven together to
form fabric

Alternative projects might bo a tray mat and napkin

-26-

-"- Make a v.Tist pin cushion
Nev/ learnings :

Stay-stitching

Sewing two pieces of fabric together using a
given seam allowance

Using guide on machine

Trimming seams

Using point turner

■«• Make a drawstring apron
Nevf learnings:

Preparation of fabric grain perfect

Lock stitch

Hemming

Making a casing

Inserting a drawstring

-J'- Make a dirndl skirt

New learnings :

Blind hemming by machine

Making casing for elastic (around waist)

RELATED PROJECTS suggested by Vifaltz and Jones are: place mats,
halter;, clip-on head scarf, variations of the drawstring apron,
pleated apron, baby's terry bib, and oven mits.

Other projects reported by experienced teachers as successful at
this level include: sleeveless blouse, simple skirt, a Valentine
pincushion for mother, and a terry cloth beach coat.

Intermediate Level — Freshman

■y- Make a simple blouse

"i's Make a simple skirt

Several choices of the same basic design may be
given. Since these projects provide the first
experiences with commercial patterns, there will
be a number of new learnings.

-27-

Other projects reported by experienced teachers as successful
at this level include: pajamas, shorts, pedal pushers,
jumpers, housecoats, and dresses.

Advanced — Sophomore or Jujiior

--- Ivlake a tailored dress

-;:- Make a garment for a child
Tailoring

-X- Make a tailored garment, as coat or suit

Of course, the difficulty of this project vrill
depend upon the experience and ability of the pupil.

'.'/hatever projects are selected, we should remember to plan a
sequence that Vv-lll enable pupils to learn something neir vfith each
project and to be aware that they are learning something neiv. This may
mean stating clearly to pupils, "In doing this project v/e will gain some

new learnings. They are " In addition, we should also make

clear to pupils the application of old learnings to new situations.

How m.ay vj-e help pupils select appropriate patterns and fabrics for
their projects?

Graduate students in a workshop on the teaching of clothing at the
University of Illinois, Summer, 1957, suggested the following:

^c- The teacher m.ay make and vrear the garment, using appropriate
pattern and material. She may shovr the pattern to the class
and discuss the fabric and why it was selected.

45- The teacher may bring several suitable patterns and sv^^atches of
fabric to class and discuss them with pupils.

""''<■ The teacher or teacher and pupils might write a letter to parents
describing the clothing project, giving the name and numbers of
suitable patterns and suggesting appropriate fabrics.

One Illinois teacher who uses this plan pastes a bit of fabric
of the type desired for the project on the bottom of the page
below the letter.

■^- If the teacher has some idea where pupils may buy their patterns
and materials, she may talk with the clerks and inform them
regarding the project and suitable patterns, fabrics, and findings.

•;;- She might take the whole class to the store and supervise their
purchases. This is feasible with a small class.

-28«

One teacher, vrho had several non-English speaking pupils, found
that this plan yrorked exceptionally v/ell. These pupils seer.ed
to need the support of her presence as they asked such questions
as, "Is it 'sanforseezed'?" in their charming accents.

vJ- The teacher and pupils might role-play the shopping situation.
In this case, the role-playing is a sort of practice for the
real thing. Role-playing the situation may come about very
naturally.

Let us suppose that you are teaching a junior high school class.
You and the pupils have been discussing some of the things to
consider in selecting fabrics. Perhaps Janie has just voiced
the feelings of the group, "I'd feel pretty silly asking those
questions in the store." So, you say, "Well, let's see hov; it
might be. Guppose vre practice shopping for our fabrics. I'll
be the clerk in the store. Here are my fabrics all displayed on
this table, Mary Ann, suppose you are the shopper. You ivalk up
to the table." (Mary v;alks toward the table.) "May I help you?"
The role-playing proceeds easily and naturally. Follov.dng the
role-playing, the good buying pointers are discussed as well as
the "things to improve next time." Another pupil role-plays the
shopper. Pupils practice until they feel at ease in the situation,

;'- The teacher might keep in her file swatches of suitable fabrics
for each project. These might be displayed on the bulletin
board as guides to pupils.

Methods in teaching clothing construction

Probably the most effective method of teaching a construction
technique is the demonstration. This requires careful planning and
organization of m.aterials in advance. Usually the demonstration plus
guide sheets listing steps in the process and charts or other illustrative
m.aterial will prove most effective.

A supervisor visiting a high school homemaking class v;as much
impressed by the excellence of the teacher's demonstration on setting in
a zipper. Following the demonstration, pupils v^^orked on their garments.
The supers/is or became av/are that pupil after pupil stepped quietly into a
little room off the classroom, stayed a few moments, reappeared, and v.-ent
back to work. The room appeared to be dark and the supervisor v;as
puzzled. She asked the homemaking teacher for an explanation and found
that a film strip projector was set up in the little room. 'J-'he film
strip v/as on zippers. Pupils turned the film strip to the place where
the directions that they needed were given, reviewed these, and then
returned to their construction. DOES THIS IDEA SUGGEST SOiviE POSSIBILITIES
FOR YOUR TEACHING SITUATION?

In the usual clothing construction lesson, a combination of the
demonstration and laboratory methods will be used. SUCH LESSONS SHOULD
2E CAPFFULLY PLANNED. IT ISN'T GOOD ENOUGH TO JUST V^ANDER AROUND GIVING
;STION HERE AND THERE, QUALITY TEACHING DEFJU\DS MOPJi::

/•> ' tf- r'-

-29-

Let us see hovj- a teacher might plan a lesson of this type and
yet do it in a reasonable length of time. First of all, she v;ill need
a place to keep her plans in an organized way. A spiral notebook for
each class is kept by one experienced homeraaking teacher. Each notebook
contains: (1) unit objectives, (2) unit block plan, and (3) daily lesson
plans .

Another prefers to keep her plans for each class in a folder with
pockets on the sides. These may be obtained for about l5^ at most office
supply stores.

Still another likes to use 5 by 8 cards for lesson plans. A separate
brovvTi card-size envelope with string ties holds the plans for each class.

Nov;, what will go into the lesson plan? Following is an example of
a plan for the demonstration-laboratory lesson. This lesson is planned
for freshman pupils, most of whom are ready to plac^ their patterns on
the fabric. The plan is given in some detail. The experienced teacher
might require less detail, particularly in the demonstration outline^
but she still needs a olanl

EXAl'.ffLE OF LESSON PLAN

DAT:

GOALS :

1. Understanding of procedures in placing the pattern on the fabric.

2. Ability to place pattern on fabric correctly.

3. Increased interest in sei^ring.

PART I-Demonstration: Placing blouse pattern on fabric

ACTIVITIES AND PROCEDURES CONTENT

1. Greet class. Take attendance
I'ake announcements

2. Briefly review preparation of fabric
and pattern for layout and pattern
markings .

3. Introduction:

Explain imxportance of using These layouts have been planned

pattern guide for layout. to require the minimum amount

of fabric.

Help each pupil locate the guide Pattern style, size, and fabric
that she should use in placing width determine v/hich pattern
pattern on fabric. layout will be used.

(Pupils circle layouts they
will use . )

ii« Temenstrate pattern layout.

00-

a. Follovr the layout suggested
in the guide

b. Heasure equidistance from
arrovi'-s or perforations to
edge of fabric.

c. Pin a-.vay from cutting edge.
Place pins at an angle on
corners of pattern,

d. Chalk mark Tnrong sides of
plain fabric.

This insures that the pattern will
be placed on the straight of the
fabric .

This helps eliminate ivr inkles in
pattern or fabric.

This results in easy identification
of right' and YvTong sides.

(Follovj-ing demonstration, pupils work on own garments. The teacher and
pupils have planned together for the vfeek. Each pupil has handed in
a plan for what he hopes to accomplish each day of the vreek. The
teacher has also checked each person's progress daily and made a few
notes as to vrhat each should be doing on this particular day.)

PART II-Lab oratory work

PUPILS

Helen

Cheryl

Linda

Sara

Mary Lou

Shirley

Anne

Martha

Verna

Alice
Harriet

PROBLEl'iS

Placing pattern on fabric

TEACHII\^G AIDS

Pattern direction
sheets pp. Reference
book

Straightening grain of fabric

Cutting

Wall chart

Dittoed direction sheet

Dittoed direction sheet
pp._, Reference book

Lorna

Fannie

iJlEAl^S OF EVALUATION

Do not have materials as yet
Work on sewing project for
department

Classroom performance in placing pattern on fabric.

Performance test.

Pencil -and-paper test over guides to follov: in placing

pattern on fabric.
Pupils comments regarding their enjojTnent of sewing.

Reports of sewing done on own time at home.

I/ATERIALS TO lUiW. READY;

Demonstration pattern

Demonstration fabric

Pins

Tape measure

PREPiVRATIGN FOR CLA.SS :

Get materials ready

Prepare dittoed sheets

Kang chart on straightening grain

.-31-

Content in this lesson plan is taken from pageI-8 in the -Class-
Room Guide by Waltz and Jones,

To be sure, the foregoing plan is rather detailed. lOU may not
need this much detail. However, remember that the teacher vrith a plan
is more likely to be the effective teacher. vVithout a 7:ritten plan, a
teacher may forget some very vital point.

Perhaps some explanation of PART II of the plan is needed. Listing
the pupils and their problems or tasks for the day helps the teacher to
be better prepared to give the required guidance. It also enables her
to save time and energy by ivorking ^rith several pupils at once rather
than vrith each individually. She also knows just what teaching aids may

be required that day in order that pupils may become more self-directive.
She can provide help where it is really needed rather than "spreading
herself too thin,"

The teacher may provide reference books that will give pupils help
in solving their construction problems. She may insert slips of paper
with the names of those pupils ready for the help provided by the book-.
Pupils seem to like this procedure. Not only are they "reading with a
purpose" and finding answers to their problems, but it is a way. of
giving recognition to pupils — a way of letting them know that you were
thinking of their needs vrhen you planned the lesson.

Use A Help List

The HELP LIST is effective in most laboratory situations. Pupils
list their names on the board as they need help and make a notation of
the type of help required. For example, one chalkboard held this list
of names and problems:

HELP LIST
Anita - skirt zipper
Mary - sex^ring machine stopped
Helen - waistband
Anna - skirt zipper

\-Jhen the teacher walked over to help Anita, she called Anna to
watch since their problems were similar. Anna was able to proceed i^rith-
out further help. Eoth she and Anita erased their names from the
board and the teacher m^oved on to help Mary,

Shall They Be Permitted to Take Their Work Home?

This is a controversial question among homemaking teachers. If
pupils do all of their work at school, the teacher may be able to keep
a tighter control on the situation. Perhaps standards of perform.ance
vjill be higher. On the other hand, what a splendid opportunity for
mother and daughter to share an interest if the pupil is permitted to
do some of her work at homei

«32-

.Most mothers are intensely interested in the pupil's clothing
construction project. They x^ant to have a part in it. Here is a way-
to provide for their participation :^t not sacrifice yoijr own ideas
as to hox^'- the job should be cc-ze.

At the beginning of the clothing construction unit of study^ invite
iDothers for a coffee hour either in the class period or after school.
Serve coffee to parents^, fruit juice to pupils. Add cookies or some
"nibble -refreshment" such as candied ^;inger and nuts.

. Then,, explain to parents that you would like to tell them about the
clothing construction unit of study and ask them some questions about
what they wo^old like to have their daughters learn in this unit. Give
them the outline of units for the year so they may see where the present
unit fits into the picture «

Explain briefly the methods of clothing construction that you plan
to teach. Let us suppose that you are going to teach some of the short-
cut r^ethods. Explain about these methods, how they \\^ere originated,
and what advantages they have. Offer to send home to parents copies
of- the dittoed direction sheets that you give pupils so they may have
them available when the'pupils take work home.

Ask the parents about their daughter's seT'jing experiences and
what they think the girls need to learn in order to help with their
clothing at home. Have a pupil serve as secretary so that you do not
miss any of these suggestions. Insofar as possible, follow up on the
mothers' suggestions. ■.

Thank the jnothers for their cooperation, ASK THEM TO VISIT CLASS
AT Alfi TIl-lE. ASK THEI^I TO CALL YOU IF THEY HAVE QL^STIONS OR SUGGESTIONS
FOR THE CLASS. ' ■ • ,

Have Any of Your Pupils Ever Said, "But. My Mother Doesn't Do It That Way" ?

If you are a mat^ire, experienced teacher^ this probably doesn't
bother 2/ou. If you are a beginner, it may cause a little knot to start
deep in your stomach and seem to come right up to your throat. You may
nutter inside, "This is ''my class. I know how it ought to be taught."

There is a little prescription that works very x^ell in situations
like this. It goes something like this:

Mary Ann says to you: "Ky mother certainly doesn't go to all of

that bother when she sews. Stay- stitching
is something I've never seen her do and
she sews a lot."

Now, YOU say: "There are many ways of doing things, Mary

Ann. Your mother teaches you one way at
home. Perhaps I teach you another quite

-3>

different way here. Isn't that nice? Now^
you know two ways. Then, when you have a
home of your own, you may choose the method
you prefer,"

But, beyond knowing a pat answer that works in this situation, we
must think through our own problem? 'ihy do we get so upset i-ihen Mary
.Ann appears to be questioning our judgment? Is it not because \-ie want
approval for ourselves* We want appreciation. We want to be the
authority. We don't like the implied challenge.

Let us put ourselves in I^i?.ry Ann's mother's place* She would like
the same things. She may not be able to discuss Mary Ann's chemistry
assighment vjith her. Mathematics may leave her cold. But, homemakingl
She was looking fon-jard to the day when Mary Ann would become interested
in the various phases of homemaking. Perhaps sewing is her special in-
terest. She would like to teach her a few tricks that she has learned^
SHE FAS 'ETORY RIGHT TO FEEL THIS WAI AND SHE V7ILL LIKE lOU VERY MUCH
IF YOU ARE miDERSTANDIKG OF HSR FEELINGS AND MKE HER A PARTNER IN THIS

SE;^^:NG venture.

She becomes a partner when she comes to class and talks over the
sevTing unit with you. She has a better idea as to what is expected of
Mary Ann, If you keep her informed regarding the methods that you are
teaching, she will not be embarrassed when Mary Ann asks about a
technique that has been taught at school.

Granted, many mothers are very secure and can freely admit that
they do not know and that it would be well to check with the teacher.
Even these very secure mothers will appreciate your thoughtf ulness in
including them in your planning.

Mothers Might Enjoy —

-)'<• Coming to class to watch an especially interesting demon-
stration of a new or difficult technique,

•r<- Having the opportunity to use the sevjing machines and button-
hole attachment at a specified hour during the week,

■;:- Sharing in a Mother- Daughter style show. This might be a Joint
project of the adult class in clothing and the high school classes,

Fast Learners in the Clothing Laboratory

In most cases, the fast-leCuTning pupil v;ill especially enjoy
library study. She may read all of the references you have in the
homemaking classroom and request more. One of the authors had the ex-
perience of having one of her mentally gifted pupils come to class the
second day and say, "I've read our textbook. It was interesting but
what m.ay I do now?" A short discussion with the pupil revealed that she
actually had read the book. The teacher enjoyed finding other reading
materials for the pupil throughout the semester ^

. . -31;-

A filn on the history of the sewing machine was especially inter-
esting to one group of gifted children. They followed this by library
research for further information and^ in one case, by visiting a local
se;d.ng machine center with an interview schedule in order to gain more
information about recent developments in the set^/ing machine.

There appears to be one problem of which the teacher should be
aware in working with gifted children in the clothing laboratory'. They
may set too high a standard for their own accomplish-ment and then become
frustrated and unhappy because of inability to achieve this standard.
This may be especially "true with the jurJ.or high school pupils who may
not have reached a very high level of developm.ent in respect to eye- hand
coordination. One U-year-old pupil, who was in the seventh grade, said
to her teacher, "My mind tells me what to dOe I know very well. But,
'somehow, my hands just won't do it."

For these pupils, understanding on the part of the teacher is
especially importanta She may give help over a difficult spot. She
may provide sex'jing aids that will help the pupil to accomplish at a
high level.

One very bright seventh grader brought all of her friends to the
homem.aking room to view the wonders of the buttonhole attachment. She
said, "It gives you the most wonderful feeling. lou Just sit here and
put your foot on the pedal and this machine makes a buttonhole of the
right size right before your eyese" ' ■

These pupils m.ay enjoy the opportunity to be original and creative
in their sewing. They may vary the commercial pattern by 'adding their
OKTi touches, A few suggestions from the teacher may start them on their
way. One group enjoyed creating their own cross-stitch designs on
gingham, draw-string aprons. The aprons were made in three class periods
at school, the embroider^' done at home following a brief demonstration.
An exhibit of the completed aprons was held.

Most fast learners will enjoy experimentation. They m.ay prefer to
find some of the answers for themselves rather than being told. There-
fore, the teacher will provide many resources--reference books, pamphlets,
magazines and the like.

Many bright children will have broad and varied interests. It is
not unusual for them to introduce some of their interests, Xvhether re-
lated to class work or not, into the classroom situation. For exam.ple,
Barbara, an unusually brilliant seventh- grader, brought a box of tin;y
white baby mice to the clothing laboratory. She said that she had not
had an opportunity to see baby mice so closely before and she doubted
that the other girls had had this opportunity. The teacher calmly an-
nounced that Barbara had the mice and asked whether she would tell the
class about them. Both teacher and pupils enjoyed Barbara's report,
after which she passed the box around so that everyone might see the
babies. Then, Barbara' took her new pets to the biology classroom and
work on the garments progressed serenely.

-35-

In Modern Methods in Secondary Education^ Grambs and Iverson
suggest, in relation to the fast-learning pupil:

"Encourage indivi.dual initiative and a variety of student leader-
ship. The bright student may acquire leadership roles often
just because he is bright, not because he is a sound leader.
Responsibilities of leaders for being sensitive to the needs
and feelings of the followers is an important aspect of the
education of the very bright. Such understanding comes th-rough
being given opportunities to take responsibility."

Very able pupils may assist with younger pupils in laboratory-
situations. One teacher acquired a fine helper when she asked a bright
- sophomore to assist her v;ith a seventh grade clothing laboratory. The
seventh grade class was very large and the facilities were ILmited, so
the teacher really needed the assistance. The sophomore had a study-
hall period at the time that the seventh grade class met. It had been
reported that she apparently did not need this study time and was wasting
it in various ways. The principal approved the plan before the teacher
talked with her sophomore pupil. The girl took her responsibilities
most seriously.

Of course, the bright pupil should not be exploited. Such an
activity as that described in the foregoing paragraph should not be
imdertaken merely to provide assistance to the teacher. In thJ.s case,
it seemed to the teacher and the principal that the girl might gain
increased understanding of others, especially of those who were less
able; that she might gain increased insight into her own actions
through understanding others; and that she might gain a greater apprecia-
tion of the responsibilities of leadership. Her participation in the
class was planned vjith her needs, as well as those of the teacher and
younger pupils, in mind.

In the sophomore homem.aking class, of which this girl was a member,
the pupils were asked to give their choices of work partners. Then a
sociogram was prepared. This had been done in the freshman year, also*
Each tim.e Lou, the sophomore laboratory helper, named Elaine as her first
choice. Each tim^e Elaine named Lou. This interested the teacher,
Elaine was of low norm.al intellect^jial ability. She and Lou had very
different interests. They did not appear to be special friends. How-
ever, working together in laboratory situations they got along very
well* One day, the teacher said casually to Lou, 'Tou enjoy working with
Elaine, don't you?" Lou replied, "Oh, yes, she has had so m.uch experience
at home. Her mother always lets her help with cooking and se^ang things
for the family and the house. Well, it's like this. I haven't had much
experience. So, when I lead in doing the work plans and she leads in
doing the laboratory work, we get more done. I guess you might say
we complement each othero"

Grambs and Iverson warn:

"Do not allow bright students to m.onopolize the teacher's
time. Sometimes the response of the briglit student is so re-
warding that the teacher gears a whole class to these few..

This does the rest of the class a disservice and, moreover, is
apt to interfere with the optimum development of the bright
student,"

Sandy was an attractive and able freshman girl. She appeared to
be enjoying her sei^ng immensely. BUT, it was "Itiss Sm.ith, check this,
please." "Miss Smith, is this seam the right width?" ' "J-'iiss Smith —
Miss Smith" from the time Sandy came in the classroom door until class
was over, ffilVE lOU HAD A PUPIL LIKE SANDY?

Sandy was a perfectionist-plus about her sewing. If a seam were
off a sixteenth of an inch, out it camei The teacher appreciated Sandy's
high standards, but the girl's lack of appreciation for the needs of
others was disturbing. Sandy appeared to think nothing of attempting to
monopolize most of the teacher's time*

Sandy's first project was beautifully done. She was very proud of
it and made no secret of the fact that she believed her performance to
have been very superior, indeed.

One day, Sandy's mother visited with the homem.aking teacher at a
Parent Teacher Association meeting. The mother said, "We are delighted
with Sandy's work. Her new blouse is lovely. You have been so patient

and helpful x^rith Sandy, But, you know, I can't ^et two feet away
■from the child when she sews at home. I have to check every last thing
she does."

The teacher replied, "Yes, it's m.uch the same at school, Sandy
knows the basic sex-xing techniques. Perhaps a thing we should v;ork on
now is to help Sandy become more self -directive. Learning how to
make an attractive, Xixearable garment is one goal in our clothing unit
of study. Learning to be self- directive, to plan and v7ork independently
is another. It seems to me that, having achieved the first, Sandy
is ready to m^ke progress on the second."

*

The mother thought for a moment, then smiled delightedly as she
said, "This interests me. I never thought of that as a goal in her
homemaking class* I think that I .could withdraw bit by bit and let
Sandy learn to be more independent. I'll sort of watch it from nox^ on."

The teacher was careful to provide aids that would help Sandy
find answers to her own questions and to label some of them x^rith Sandy's
name so that she didn't feel left out. The second project was completed
x-rith great strides in the direction of the new goal on Sandy's part.
Later, her mother talked with the teacher about Sandy's progress and
reported that she was becoming less dependent on constant attention and
approval at homeo MUCH MORE WAS ACCOMPLISHED ICETH THE COOPERATION OF
THE MOTHER THAN MIGHT HAVE BEEN ACHIEVED OTHERI^TSS,

For further help in working xcith fast learners, read Chapter 11,
pp. 261-279 in Modern Methods in Secondary Education by Grambs and
Tver son.

-37-

Slov Learners in the Clothing Laboratory

Featherstone;, in T^^chin^q; the 31oa'' Learner^ says that the slow-
learning student is one v/hose IQ^ as ascertained by standard intelli-
gence tests, is between 70.-91. He states that abstractions are difficult
for this childo She works from one concrete situation to another con-
crete situa':ion. She can seldom make the generalized connection between
them.

The implications for the teaching of clothing are fairly obvious.
In clothing construction^ step-by-step demonstrations that are brief
and cover a fevj points at a tir.e will be helpful. It is interesting
thatj in an Illinois study, three-fourths of l6ii high school home-
making pupils stated that demonstrations by the teacher were most help-
ful when they were learning to 'sew. Pupils of all levels of ability
will profit from a good demonstration.

The flannel board has been found particularly effective in teaching
slow learners. With the aid of the flannel board, an idea may be developed
slowly, step by step. For example, laying the pattern on the material
might be shovjn in this way or a plan for a coordinated outfit could be
developed.

Film strips may be used to good advantage with the slox^j learners
since it is possible to pause and hold each frame until the idea
presented is clear to the pupils. The idea suggested previously (that
of having the film strip set up in a darkened closet) may be effective
with these pupils.

Grambs and Iverson point out that:

"...It is tragic but true that for many of these
slower students, school has become a place of
terror, of boredom, or cruelty, or painful em-
barrassment, or all of these."

Reasonable standards of achievement must be set for the slow
learner. One teacher was made aware of the importance of this guide
through her work with Rosellen. Rosellen x-jas a l6-year-old high school
freshman. For her clothing projects, she brought a flowered cotton for
the skirt and a plain white cotton for the blouse. With much help, she
finally completed the two garments. The teacher, in evaluating the
garments, followed her usual practice of writing a note to the pupil,
commenting on "good points" and "things to improve next time."
Rosellen' s latter list was lengthy. The teacher, in short, was not
much impressed with Rosellen' s achievements.

Shortly thereafter, the teacher visited the elementary school
which Rosellen had attended. The principal of the school said, "I'm
30 pleased x^dth what you have been able to accomplish with Rosellen.
She tells me how hard she is working in your class. Oh, and she
brought her skirt and blouse to shox^r me. Really very well dohel"

-38-

The teacher was taken aback. She studied the face of the principal
and realized that she xvas perfectly serious ♦ On the way home^ she
gave the ir.atter careful thought. Yes, the projects really v/ere good
ones considering what Rosellen brought to the situation. She was aware,
as never before, that the girl had been giving her best to the class.

The next day, Rosellen wore her new outfit to class. It was the
most becoming thing she owned. The fit was very nice even though the
part that didn't show might leave something to be desired. The teacher
said, "Rosellen, your new skirt and blouse look very nice on you. It
is quite an achievement to make a whole outfit that you can wear to
school. Yesterday I was talking with Mrs. X at your elementary school.
She told me that she thought your skirt and blouse were very pretty."
The teacher patted Rosellen on the shoulder and smiled.

Three times in the next two days, Rosellen smiled shyly at her
homemaking teg.cher and said, "I'm plannin' to take Home Ec next year,
too."

As important as special reading materials for the fast learners
are those for the slow learners. Dittoed sheets with simplified direc-
tions may be prepared by the homemaking teacher. The SRA Reading Ease
Calculator may be used in ascertaining the level of difficulty of
printed materials. The principle of the Calculator is simple: The
fewer words to the sentence and the fewer syllables to the word, the
greater the reading ease.

In Modern Methods in Secondary Education, the following suggestion
is given: .

"Use group techniques to provide the slow learner with an
opportunity to learn by a kind of osmosis. If he finds it hard
to answer problems or do assignments, much of the assigned work
can be done in small study groups made up of both bright and
slow students. The slower ones then can benefit by observation,
association, and actual assistance of others."

The teacher must be prepared to go over the same materials many
times for the sake of the slow learners. One teacher found that, in
teaching a new process, it was effective to (1) demonstrate the pro-
cess, (2) provide direction sheets and/or wall charts on the process,
and (3) give individual help in the laboratory. It x^as also necessary
to re-demonstrate some of the m.ore difficult tech-niques. She found
that infinite patience and kindness were rewarded by greater progress
on the part of the slow- learning pupils. Frequently this teacher found
it helpful to remind herself that "telling isn't teaching." She would
whisper inside, "Just because I sa.id it dc.-^jn't m.ean that they know it.
Now, how m.ight I present it so that it is more readily understood?"
THE lOTERESTEG THING IS THAT THERE FREQIJE':^'TLY ¥PRE BETTER V/AYS Iv^HEN
THE TEACHER FORGOT TO BE FRUSTR^ITED AND LOOKED UPON THE SITUATION AS
AN INTERESTII-JG EDUCATIOI^'^vL PRCBLEI4.

-39-

For nore infornation about working with slow learners^ see Chapter
11 ir. i-:odern i.ethods in Secondary Education by Grainbs and I vers en.
Other helpful references include: "^

Stone_, Mary Eloise,, "Let's Help the Slow Learner", Practical
Home Economics, April 19Sh) PPo 13 pl^-S

Fouracre, "Planning for the Mental Retardate", Journal of
Home £:conc.~ics, April 19^ky pp, 231-232

V.'e Also Have Pupils of Average Ability in Our Classes

In our concern for the fast learners and the slow learners, let
us not forget that we also have those of average ability in our classes.
Each child is important^ each deserves our respect and special consider-
ation. Each child has her special something that sets her aparte Each
nust be considered as we make our plans.

Needle Talk: Suggestions in Brief for the Teaching of Clothing Construction

•?c- Make an apron to wear in the clothing laboratory. This is the
original idea of Anna Amsbaugh, head of the Home Economics
Department at Elkhart, Indiana, High School. The apron, made
of a gay print and bound in bias tape, is about nine inches
from the waist to the bottom. It has pockets of the appropriate
sizes for shears, thimble, packages of needles, etc — any of the
"tools of her trade" that the teacher might like to have with
her as she m.oves about the laboratory working with pupils. It
looks something like this:

Teachers with much experience tell us: Buy a sturdy sewing
m.achine for use in the clothing laboratory. They say that you
might have one of the m.ore complicated, can- do- every thing models
to serve as sort of "honor m^achine" for pupils who have proved
their ability and are seeking a new experience.

If at all possible, have a sewing machine for every ti\^o pupils.

<■ From Thinble Talk columns 'in Practical Home Economic Sj we got
the folloAdng ideas frorr. Frances Mauck and would like to pass
them along to you:

"The stepped or graduated shelves for spice Jars and the
rex'-olving "Susan" are valuable aids to the storage of
sex-;ing supplies. We are utilizing the hinged-top^ small
. . tins ill vjhich adhesive patches are soldo Labels indicating
contents may be placed on the side or top of the tin*
!'/ith a stepped set of spice racks or a Lazy Susan, small
supplies are neatly stored and readily avsdlable."

"V7e enjoy our wool slipcovers for sleeve boards and
tailor's hams* They are made of wool jersey which stretches
to a smooth surface^ They make it easy to press a wool
suit or dress wathout leaving glossy marks on the right
side,"

"Remember the suggestion that buttons be sex^jed on with
dental tape? Recently we used dental tape to tie, not
sew. buttons that were fragile and non-v7ashable . We
looped a strand of tape through the shank of the button^
then tied the loose ends 'on "the wrong side of the fabric
with a bow knot«, It was easy to untie and remove the
buttons, too»"

"Do you still rip in such a way that you have short ends
of cut thread to be removed? If so, try using s strip
of adhesi\'"e tape to pick up the ends. It may be wound
around a finger or across the back of a brush. Need we
add that the adhesive should be sticl<y-side out?"

"Frequently xv^e hear complaints about dull pinking shears*
Too often we notice that the persons complaining do not
take good care of their shears. One essential for keep-
ing shears sharp is to brush off the blades after each-
use and to do this occasionally during a long pinking
job also, especially if the fabric deposits much lint*"

-X- In the Ilarch, 1958 issue of Practical Home Economics, there is
an interesting article by Ruth Cc ilcGolly (pp.. 12-13 plus).
Mss McGolly, who is Supervisor of Home Economics in Allegany
County, C^jjiiberlandj Maryland, calls her article, "We Stream.-
lined Our Clothing Program." She lists the follox^ing "Keys to
Success" in the clothing laboratory:

Be style- right

Prepare the fabric with grain perfection

Letermine size before cutting

Cut garment with perfection

Use a tracing wheel

Stay- stitch

r^ake the machine do the work

Complete each section of the garment

Fit with perfection

Use pressing techniques (that help eliminate the
"fireside touch")

Explain and demonstrate

^'r Highly recommended ty one of our homem.aking- teacher friends is
the following:

Coats' and 'Clark's set of steps in putting in skirt^ neck,
and dress zippers. The cost is -ii^l.^O per set» Included
are matching zippers, thread, fabric, and display cards
on which to mount each step after it is made. Purchased
with samples made up, the cost is $7»50. Student explana-
tion sheets are also available.

-;'- Do you know about the following teaching aids?

Sei-j Easy, A Complete Audio- Visual Course in Sewing with
25 16mm sound films produced by Iowa State College,
Extension Division, distributed by

Almanac Films, Inc.

516 Fifth Avenue

New York, 3^y N. Y.
For complete information write to Almanac Films.

V- A leaflet. Sewing l^chine Troubles, Cleaning, Lubrication,
and Adjustment, prepared by F. '7. Andrew and available from
the following source, is almost indispensable for the teacher
of clothing construction.

Department of Agricultural Engineering
Extension Service in Agriculture and Home Economics
University of Illinois College of Agriculture
Urbana, Illinois

r<- Another leaflet that you will x^rant to have as a ready reference is
Buying Your Home Sewing Machine, Home and Garden Bulletin 8, avail-
able from

Superintendent of Documents

U, S. Government Printing Office

Washington 25, D. C.

Price: 10^

iJoV;, we may have o.Tiitted a favorite teaching idea or teaching aid
of yours. If go, ve are sorry L He have tried to include those that
'i-:e thought ycu just possibly might not know about, Won't you write
and tell us about any idoas tiiat you .niight be wiJ.ling to share with
other teachers, V/rite them in sufficient detail so that others will
be able to follow the suggestion. We will give you credit for the
idea if it is used in later issues of The Illinois Teacher,

Evaluation in the Clothing Construction Unit

The following device for evaluating a completed garment was developed
by Bonri.e V. Goodman,, Associate Professor of Home Economics, University
of Alabama, and first appeared on ppo 62-63 of Forecast for Home Economists,
September, 1956« She gives the follomng suggestion for its use:

"When students are styling their garments, one student may check
another's garment as to appropriateness of design, color, fabric,
and general appearance — such as fitting and pressing. . .she
checks 7;^es or no answers in sections II and III, This evaluation
sheet should be attached to each girl's garment when she submits
it for a grade. The teacher then examines the garment for con-
struction details or workmanship and places a check mark in Yes
or No columns accordingly,

"V/hen both les and No are checked, this indicates that one item
among several is correct and another incorrect*

"Every item will not be checked, since not all garments will
■ have every item listed,

"...Many girls express a desire for a copy of the evaluation
sheet when they begin construction of a garment, to give them '
a basis for standards of construction,

"Teachers m,ay wish to use this evaluation sheet as a guide for
arriving at marks or grades on garments made in class. It may
be mimeographed, omitting or adding parts as desired, and a
copy given to each student,"

DON'T FORGET TMT CxREDIT MUST ALWAYS BE GIVEN TO THE SOURCE V^JHEN YOU
USE ANOTHER'S IDEA. THEREFOxRE, IF YOU DUPLICATE THIS EVALUATION
DEVICE, MKE CERTAIN THAT APPROPRIATE CREDIT IS GIVEN PROFESSOR GOODimN.

-1;3-

Evaluation Device developed by Bonnie V, Goodman-"-

Ka.Tis

I.

COr

CSTRUCTION DETAILS OR V/ORKMAx^JSHIP

Yes

Grade

No i A - Seams and Seam Finishes

; "Straight ly stitched

Sean alloi-rance even in width
i Edges appropriately finished

! for fabric

' iy?g seam suitable for fabric
I Seam correctly turned

Yes j No F« GatherSj Pleats and Tucks
! Gathers evenly distributed
• Pleats and tucks well made
! Go Collar and Cuffs

Easting thread removed

Seam well pressed before
to another seam

joining i
i

B^ Stitches j

1

Machine stitches correct
for fabric

length j

Tension correct for stitch j

Ha^nd stitches well

made

1

i

Co Darts 1

Pouches at tapered

end ■

Stitched straight

Threads tied at tapered end
Vertical back darts turned

toward center back

Large curved dajrts slashed in
center

D. Fitted Facings

Seam trimmed and clipped before

facing turned

Fit neckline or armscye^ or

lower edge of sleeve

Even in width a.nd smooth

Edge finish suitable for fabric
Correctly .joined at seam^s

Correctly fastened in place

S. Bias Bindings and Bias Facings

Desired vjidth

Even in vjidth

Cut on the true bias

Joined correctly at seams
Edge neatly turned under
Hand-hem.med to dress incon-
spicuously ■

Cut on correct gra;

of fabric

: Edges smooth in appearance ana

; outer edge seamline pressed to

, underneath side^

■ Corners flat and turned to a

' fine pointy or a well-rounded

c 'orve .

: Properly attached to garment

H, Sleeves and. Sleeve Finish

I Top of sleeve fullness well
regulated

. - Sleeve cap drat'jn in appearance
Armscye seam properly finished

for fabric

Hem even in ividth

Hem stitches inconspicuous on

right side of garm.ent

Hem tape at edge evenly stitched

1„ Fasteners
Bound buttonholes even in width
and correct length for buttons
riachine-worked buttonhole
stitched tvjice and of correct

length for button

Slide fastener at underarm seam
set underneath overlap l/8" to

lA"

Slide fastener evenly stitched

from folded edges

Buttons correctly sewed to

garment and evenly spaced

Loops well made and fit size of

buttons

Type of placket suited to place

on garment

Snaps or hooks and eyes cor-
rectly seized on and correct
distance apart

^•Goodman, Bonnie V., "Evaluating Garments Made in Clothing Class";, Forecast,
September, 1956, ppo 62-63.

-hh-

lesl No

}

Slide fastener at neck evenly

stitched and smooth

Buttons suited to fabric

J'' Waistline Finish & Belts

Seam lies flat and smooth

Correct seam finish for fabric

K« Hems

Seam open inside hem

Edge of hem finished as suited

to fabric

Edge finished with correct hem-
ming stitch, and inconspicuous
on right side

'j. Pockets

Patch pockets cut on correct
grain and properly applied

to garment

Lips of set-in pockets cut on
correct grain and even in width
Flaps and welts well-tailored

pockets stitched

ijar'Gs ana seams in waist cor-
rectly located to darts and

seam.s in skirt

Belt too narrow or too x\'-ide for

individual

Eelt made on grain

Belt ' buckle correct for belt
Bj

II. appropriate:^iess of design^ color,

FABRIC AND TRIPjICNG .

I . ; ., ^,

,Yes I No !A, Design

j i i Suitable to the wearer

i I I In fashion at present date

: I !b« Color ■ - ■ - - -■

Appropriate for personality

of the wearer'

Enhances beauty of eyes_, hair_j

and skin

3e Fabric

Even in width all aro^ond
Seam of hem meets seam of
garment

Good quality and suited to the
garment and person

Suitable to design used

Combination of fabrics well
chosen

D» Trimm.ing

Appropriate for the type of
garment

III. GENERAL APPEARANCE

lies

NoiAa Fitting

Free from unnecessary wrinkles
Easy in fit — not too tight
nor too loose

B- Pressing

Wool fabric over-pressed until

crisp and shiny

Pressed on wrong side of

garment

Pressed at too high temperature
Seams well pressed

In "Evaluation Devices for Clothing Construction", an article appearing in
Practical Home Economic s, October, 1953, Mrs. Reha Cr®ss TTUggested the following
"nounekc>n-ninpn^,Vifto.k (Thrrr+, for Cl^othi ncr Classes; "

nous eke GpjjngnCh.eck C"hart for Clothing Classes;
Period Clo.sc-

I — —r ! J

NAME

LEFT OUT-
ARTICLES

FACHII^ffi
LEFT UP

FORGOT
EQUIPMENT

LOCKER
NOT TIDY

NOT
BUSY

HOUSE-
KEEPING

P^rf'^'ct performance means that a pupil has no checks. Leaving cut articles
r'-;'iuj.t3 in a check in column one, etc

."■Meeting Discouragenient in Clothing Construction

'.vith the best of planning^ there may come a day when yo^jr pupils are
a bit discouraged. Several have had to take out stitching. A machine is
acting up J You're just a little tired and cranl<y yourself. Then is the time
for a good laughA The following "Kome Economics Report" by I^ois Duncan^ age
16^ appeared in Seventeen Magazine several years' ago. It has been enjoyed by
r.any pupils and teachers©

HOME ECONOMJCS REPORT

Name: Lois D'oncan
Age: 16
Course: Sei-ring
Project: Making a skirt
Previous Experience: None

1st day: Started project with great vigor* Spent ten minutes tiying to
thread needle_, because was unable to decide which end of needle
thread was supposed to enter. Bit off thread three times.
Chipped front tooth. Swallowed last piece of thread bitten off,
and had to be excused from .class for drink of water. Returned to
class greatly reJTreshed^, and, found .that I had been threading
straight pin instead of needle, which was reason it had not worked,

2nd day: Successfully threaded needle,

3rd day: Removed pattern from envelope. Found I had been cheated at store,,
as pattern had little holes in it<> Mended little holes vrith
Scotch tape, .

lith day: Pinned pattern to cloth.. Cloth is a plaid. After cutting, found
that plaid on -front of skirt goes up and down, and plaid on back
of skirt goes sideways.

5th day: Basted skirt today. Sewed all period before discovering that I
had forgotten to knot thread,

6th day: Played safe. Knotted thread at both ends to be sure it held.
Chipped other front tooth,

7th day: Cut out pocket. Was so careful to match plaids that I had to cut

it from the middle of a five-foot sq'oare piece of material. Showed
resulting pile of scraps to Home Economics teacher, who advised
m.e to purchase more material. Am furious xvith man at store who
sold me original material with assurance that it would be enough,

8th day: Discov^^red to my dismay that I had not been sewing front- of- skirt
to b5ck-oi~skirt after all, but had been sewing it to the other
end of front" of- skirt. Home Economics teacher came over and
watched me for a long time without saying a word. Then she went
out and got a drink of water.

9th day; Am ready for sewing machine. ...

10th dayr Sewed on sewing machine. Had difficult time. 'Discovered that
machine had no needle. Tried to insert needle and sor.ething
broke,

11th day: Tried second machine with better results* Front- of- skirt is

now sewed to back- of- skirt. Tried on skirt and it does not fit,
but I shall not let a little thing like that worry me.

12th day: Sewed on pocket and zipper.

13th day: Rem.oved pocket and zipper^ as they were sewed upon inside of

skirt. Hemjned skirt. Took remaining scraps of material and m.ade
little frills all over side of skirt, so as to waste nothing.
I shall, m.ake some man a thrifty wife I

liith day: Project Inspectionl Home Economics teacher inspected skirt.
Then left room and stayed ax'jay until the end of class.

Expenses:

, Pattern c$ .25

Material, 3 yards c| 5* 00 ,Z" .

2 more yards of material *»♦«$ 30311

First thim.ble.. $ .50

Second thimble, after losing

first thimble.'. $ ,25

Repairs for sex^■^ing machine. ..*, ,.$ 7»50
Dental work, chJLpped front

teeth ,,. 425-00

Pins, needles, bobbins,

shears, etc., »..,#.•$ 8.32

EXPENSES $50.l6

Cost of same skirt at store... «.•$ 2c00

Time Spent: Two Weeks

IrJhat Has Been Learned During Project: Never to trust a m.an selling patterns
and material, he will cheat you»

Future Plans: To make a blouse. I need it to go with the skirt. I con-
fided my hopes to the Home Economics teacher, but she is
planning to leave at once for California for her health,
and so I shall wait until she returns. The End.

'In The Art of Teaching, Gilbert Highet says that, "The wise teacher
will,, .introduce flashes of humor o.. because he knows that fifty- five minutes of
work plus five minutes' laughter are worth tx^ice as much as sixty minutes 'of
\Lnvaried vrork."

He also says^ " A very wise old teacher once said, 'I consider a
day's teaching is wasted if we do not all have one hearty laugh,' He
neant that when people laugh together, they cease to be young and old,
r.aster and pupils, workers and driver, jailer and prisoners, they become
a single group of hunan beings enjoying its existence."

TEACHIIMG AIDS IN CLOTHING

A teaching aid should be just that — not something that is merely
colorful and attractive. Each teaching aid that we use, each piece of
illustrative material should serve to promote learning.

In their Classroom Guide, Jones and Waltz suggest the following
teaching aids and illustrative materials as helpful in teaching junior
high school pupils how to miake a simple head scarf;

Swatches of suitable fabric

Completed head scarf

Bulletin board display (of completed scarves)

For the simple blouse, project they suggest:

Swatches of suitable fabric
Pattern possibilities

Suggested variations (collar, trims, etc.)
Hoijnted illustration of layout, cutting, marking
Bodice front of woven checked fabric to show grain,
and direction of stitching

As you plan for teaching various clothing projects, why not list the
teaching aids that you might use to promote pupil learning? Such planning
is a part of good management in teaching,.

Especially helpful to your pupils will be step-by-step illustrations
of various construction processes, V/hen you prepare such teaching aids,
always be s^ire that the fabric is suitable for the process shot-in. Also,
make certain thai, appropria-pe thread and other findings are used.

Ah, yes, some of us have used white thread on red fabric in order that
the pupils might be sure to see exactly what was done, ^-Jell, we must admit
that the stitches do show up nicely,. .But, then, we have to teach them that
one isn't really supposed to use the x\^hite thread- on the red fabric^ we just
did it so it would show!, How much simpler to teach the correct concepts in
the first place,

REMEIffiER THAT CORKECT INITIAL CONCEPTS PREVENT SUBSEQUENT
ERRORS Am OBVIATE THE NEED FOR DIAGNOSTIC AND REMEDIAL

TEACHING'.

-Ii5-

There are many excellent (Charts and posters on clothing construction
processes^ pattern selection,, and fabrics available from commercial con-
cerns. Many of these you will be using, But^ you will find that these
do not always satisfy your puiposes. You will wish to use some teacher-
made or pupil-miade teaching aids tailored to your specific needs*

V/hat are som.e sources of good ideas for bulletin boards and exhibits?

-;;- Look to your clothing reference books. For examples

See page 29 in Dress by Bess V. Oerke*, The whole bulletin board
is there before your eyes.- Cut the dresses from red construction
paper^ add stick-figure legs, arms, face. Use the headings Are
You in This Picture?

Use the, bulletin board to motivate interest in a lesson on
posture which you teach with the cooperation of a well-
qualified physical education teacher,

. See page 37 in Dress. At the lower right hand corner is the heading
for yo^or bulletin board: Look Taller, Cut the letters from bright
wrapping paper. Beneath the caption place pictures of di'esses that
give the appropriate effect*

This may be one of a series of bulletin boards: Look Shorter,

Look Thinner, Look More Ro^onded, etc.

See page liiO in How You Look and D^ess by Bryta Carson, Here is
an idea for your exhibit co.se--ar. att?.'active dress with placards
pointing out the various quality features to look for when buying
a dress. Use as a heading the caption that Miss Carson has used:
T^Tiat to Consider V.Hien Buying a Dress.

(When you copy ideas in this way, place a little card on the
bulletin board or in the display case giving credit to the source.)

^r Look to your fashion magazines. For example:

See page 33 of McCa3.1'_s Pattern Book for Spring, 1958. Use the
heading?. The Coloi-s that Bloom This Spring; You might e^'-en copy
the daisy, leaves, and pot using cut-outs of construction paper.
Also place pictures of the garments that pupils xvill be making on
the b^jilletin board.

See pages 70-71 of Vo^ue Pattern Book^ April-May, 1958. The entire
layout is there for you. The caption: I-lix Your 0\m.. The pictures:
use somewhat less sophisticated blouses and skirts. The general
layout might be just the same.

-X- Look to advertisements for interesting lay-outs. Start a scrapbook
of ideas for the bulletin boardo

-■ -k2-

Look to poemse' Perhaps you have' started a collection of poems on
home and family. Here is one tha't' might be featured on a bulletin
board on miending: ■ '■

To a Woman Sewing

l.nienever there are clothes to mend
• For little arms and knees and toes,
A beauty and a peace descend
Upon deft fingers, with an end
Of darning thread held near the light,
To catch the needle's eye at night,

A ragged edge becomes a place
To change and fix — a woman knows
The eager urge that forms and grows--
There is a charm and some rare grace,
In one x-xho mends and darns and sews!

Wherever little children start
Their carefree games and romp and run.
Wherever their high hopes are spun.
Ah, there is mending to be done.

For a tiny garment or a tiny heart

May know grave hurts that tear and smart.

And there is loveliness in those-

Who heal sm^all hearts and mend small clothes J

— Peter A. Le'a

Look to songs. For example, the lines "...and it wore and it
wore and it wore" from Alice Blue Gown suggest a bulletin board
on made- overs.

Look to quotations. The following suggest some interesting
bijlletin boards:

"The beautiful is as useful as the useful, and sometimes more so,"

— Matilda Be tham- Edwards, Heart of

the Vosges

This might suggest a bulletin board on beautiful party dresses
that. might be chosen as construction projects by junior or
senior pupils. Doubtless such a caption would arouse some
interesting discussion, also.

"Genius begins great works, labor alone finishes them." — Joubert

Near the end of the clothing construction unit, use this
heading for a bulletin board on the finishing touches for
the garment under construction.

^50-

One honemaking teacher we know vjorks with pupil committees in plan-
ning and preparing some bulletin board materials. She prepares som.e of
the bulletin boards herself^ believing that she has a responsibility for
helping to set a standard for a good bulletin board. She says that pre-
paring illustrative materials for her classes is a leisure time activity
that she especially enjoys. She cuts out letters for captions and clips
magazines while enjoying her favorite TV programs. She plans bulletin
boards as part of her preparation for a new unit of study,

TE/ICHIKG THINKING THROUGH A STUDY OF CLOTHING

May a study of clothing provide a vehicle for the teaching of THINKING?
To this question^ we would reply with an emphatic YES I Well-taught, clothing
provides m.any opportunities for teaching sound ways of thinking. Let us
illustrate. Suppose we take the well-knoT;m steps in the problem-solving
method and see hoiiT these steps might be illustrated with an example from
the area of clothing care.

To structure the situation a bit, let us suppose that we have a junior
high school homemaking class — eighth graders. There are twenty girls in
the class. A unit on clothing construction is near completion. The
next unit of study is "Caring for ¥iy Clothes," Three weeks have been
allowed for this unit. The class meets three times a x^reek for 55-J^inute
periods,

]_
Steps in the Problem Solving Method Illustration

1,

The problem is met and recognized
as such.

One week before the clothing construction
unit is completed the teacher prepares a
b-olletin board titled, "The Best of Care
for Longer (and Prettier) V/ear," One day
a sweater that has been properly v;ashed
and blocked is displayed side by side with
one that has been carelessly laundered
and is matted and shrunken, A second day,
a sock that has been neatly darned is
placed beside one with a hole. A third
day, a neatly pressed skirt is displayed
beside a wrinkled and sagging skirt. Under
the neat and attractive garment is the

question, "This?" printed on construction
paper. Under the untidy garment is the
question, "Or This?"

The bulletin board stimulates the
pupils to ask how they may care for th.eir
garments so that they look more attractive
and last longer. One pupil says that her
x<roolen sweaters always mat when she washes
them. Another reports that her mother
x^ishes she x-;ould learn how to darn.

1

As stated in Homcmakinp; Education in the High School by
illiamson and Lyle

-51-

steps in the Problem

Solving He t hod

Illustration

After the clothing construction unit is cor.-
pleted_, the teacher meets her class at the next
session and discusses with them the importance of
caring for clothing so that it vdll last longer
and look m.ore attractive. She and the students
list on the board some of the problems they have
had in caring for their clothing. Pupils are
guided to recognize these problems and the over-
all problemi: How m.ay we care for our clothes to
look our be

^st at

wear from them?

times and to get the best

2, A decision is made
to find the solution.

The teacher believes that it is important for
the pupils to be aware of the steps in problem-
solving;, so she writes the over-all problem on the
boardj and says^ "The first step in solving any
problem is to be quite clear as to the nat^ore of
the problem* Here is our big problem. Now, you
have listQd som.e specific problems which might fall
under this larger problem." She points to the
specific problems that the pupils listed.

By this time^ pupils are volunteering advice
about caring for various ganments — some of it cor-
rect and some incorrect. The teacher says_, "I have
a pre-test on care of clothing prepared. Suppose
we take the test and see what we really do know
about. caring for our clothes. If vie know how to
care for a particular garment^ perhaps we don't
need to spend class time studying about it. If
we don't;, we will need to plan how to get the
right answers."

The pre-test reveals that pupils are lacking
in much of the information needed to properly care
for their clothing.

I'Jith interest thus further stimulated, pupils
and teacher are ready to decide to work on the
problemc Their purposes have beeh clarified b}--
the discussion and the pre-test.

Conditions are analyzed. In part, this step has been achieved by break-
ing the large, over-all problem into the specific
problems regarding the care of particular garm.ents*

In addition, the teacher and the pupils decide to
limit the study to home care of garments and to
include the following garments; sweaters, blouses,
skirts, socks, undergarments, and shoes.

J

i

-52-

steps in the Problem
Solving Method

Illustration

The facts are assembled.

5.

These facts are
evaluated.

6.

A trial solution
is found.

7. The solution is tested.

They plan ways of attacking the problem.
Pupils share in deciding to have committee reports
and demonstrations on the care of various garments.
The teacher plans to meet with each comjnittee
prior to the class presentation.

The teacher summarizes the progress of the
group to date. She sayS;, "Our problems in caring
for our clothes are clear to us* We have decided
to learn how to solve these problems. And we have
analyzed the conditions of the problem. VJe have
limited our study to something that we can achieve
in the tiniC that we have and we have decided some
ways in which we might attack our problems. I'Iow_,
the next step is to get the information that we
need to solve our problems , vie can't very well have
good committee reports unless the committees have ,,
the inform^ation that they need."

The homemaking teacher provides reference books^
pamphlets^ and leaflets on care of clothing. She
provides class time for committee work. She gives
help where it is needed.

The teacher^ working with the pupils in their
committees, leads them to weigh the facts and de-
termine which ones are of most value for presenta-
tion to the class. She helps them to recognize
that this is a step in the problem.-solving miethod.

Pupils prepare their presentations, including
oral reports and demonstrations. They select the
methods of clothing care that se^-^m most practical
and most likely to give good results. For some
types of care there is little choice; for others,
several xmethods may be suggested in the references p

The presentations are given in class. Com-
mittees report on the care of various garments a
They also demonstrate proper care — test the solutions.

For example, one group demonstrates hox^: to
wash and block a sweater according to the method
decided upon.

-53-

steps in the Problem
Solvir.q; Method

Illustration

If the solution is

The class determines whether the suggested
'-•rorkable^ it is accepted^ methods are practical and desirable in terms of
if not_, another is tried, the results,, If one method seems unacceptable,

an alternative is sought and testedr The teacher
reviews the steps in problemi- solving to date*

The solution is applied
vrhen similar problem.s
arise.

The teacher helps the pupils see how the
solutions may be applied in caring for garments
similar to those used in the demonstrations »
For example, the pupils are helped to see that
the principles that apply to washing and blocking
a girl's ■sweater also apply to caring for a man's
sweater, a baby's wool sweater and cap, a man's
socks » Home practices applying the new learnings
may be carried out. Thus, provision is made for
transfer of the nex^ learnings.

You will think of many other x>rays in which the problem- solving method
may be applied in the teaching of various aspects of clothing. Helping
pupils to become aware of the steps being taken in solving problems may
increase the likelihood of their using the m^ethod in solving their own
problems in daily living.

'•Je Use Language to Think

Language is our tool for thinking. Therefore, pupils are more likely •
to think clearly in any area if they know and understand the language that
is used. In the area of clothing, we have many special terms and familiar
terms used in specialized ways. Pupils should becom^e familiar with these
terms and their m.eaning in the field*

Therefore, it is appropriate to include -^^.cabulary study as part of the
teaching of clothing. Terms such as bias of the fabric, grain, stay stitching
and armscye among others should be carefully defined and spelled. A quiz
over the terms, their spelling and definitions may be included in the evalua-
tion program.

One Illinois teacher suggests that a bulletin board with the heading,
''••/e Use Language to Think" might be helpful to pupils. She suggests that
the heading be followed with this question: Do you know the meaning of these
terms? Below the question she would place appropriate pictures xvith the new
terms beneath. For example, the term bias might be given along with a sketch
of a length of fabric and an arrow showing the direction of the bias. Each
term might be lettered and pupils might consult dittoed sheets placed on the
table under the bulletin board for the corresponding letter and definition
of each new term,,

-5U-

TraTTing Sound Conclusions

V/e are much concerned \<rith the teaching of generalizations in homemaking.
Pupils might be helped to develop sound ways of thanking if we would take
time after a "generalization" has been stated by a pupil to discuss such
questions as the following:

Do^ we have sufficient evidence or sound reasons for the conclusion?

Kow did we arrive at this statement?

How do we know when a conclusion is a sound one?

Sometimes Ye Stop Short With the Generalization

Sometimes we stop before pupils are helped to see ways in which
generalizations and principles may be applied. After sound conclusions are
reached^ the teacher may ask pupils to suggest applications. Or^ she may give
case problems_, the answers to which require applications of what has been
learned,

A CLOSING NOTE

Clothing is a basic hum.an need. From the beginning of time women have
been concerned about the clothing needs of their families. Doubtless a study
of clothing T'jill always be a part of the homemaking program. But each year
we must take a critical look at what and how we are teaching in this important
and interesting phase of the total hom.em.aking program. We need to keep our
programs up-to-date and practical in terms of (1) family practices in this
area, (2) the conditions and needs of the society in which we live^ and (3)
newer developments in techniques of teaching. Quality teaching demands thisl

AND, OF COURSE, LIKE ANYTHING V70RTH DOING, IT TAKES TIME AND EFFORT.
But the rewards! Ah, herein lies the reason for our study, our constant
efforts at curriculum improvement, our patience with our pupils, our care-
fully prepared lesson plans, \flhen we see Susy in the beautiful new dress
she constructed with our guidance, when Mary Ann grows neater and more
attractively groomed each day, when Peggy shox^^s her awareness of the clothing
needs of her parents as well as herself, when Helen applies what she has
learned about consumer buying to the p^jrchase of her nev: spring outfit —
we have our rewards! We have our rewards I

55

TO OUR READERS NEAR AND FAR - LET'S TALK IT OVER

Not ijntil subscriptions for 1956-5? began to arrive this month did -^^e
realize that it is^ indeed, "later than we think!" Only one more issue of
'^^-^ I^^-^^ois Teacher remains*

This has been for the editorial board of the Illinois Teacher a year
of trial and error; as novices we grossly underestimated the demand for both
subscriptions and single issues. Now that oijr readers- have some idea Of the
character of our miodest little publication and we have 'a clearer idea of the
1958-59 demand, we'd like to discuss with you a satisfactory way to compro-
mise between our desires and our department's possibilities.

May we say first that we'd like to accomodate every single person who
would like to have a subscription next year. But when a subscription list
climbs over the thousand mark and x^re lack facilities for setting up a pub-
lishing business, we are forced to ask the understanding cooperation of
o^jr readers in 19^Q-^9o Herewith, we are offering a subscription form,
which you are in\dted to fill out and mail in with a check made payable to
the University of Illinois at the rate of $2 .,00 for nine issues. This
price of $2,00 is inflation with a vengeance, \<fe realize, but subsidizing
two or th-ree hundred issues - our earlier expectancy - and miany tim.es that
nur.ber has become impossible, particularly in the face of rapidly rising
costs. However, we believe that we are prepared to take care of all sub-
scriptions at this price next year.

We are largely indebted to our readers for the following suggestions
as to ways we m.ay work within our other limitations next year. Some of our
readers have followed these procedures in considering their Illinois
Teacher subscriptions for next year, and we are finding them helpful in our
planning .

1» Individuals and groups who wish to be sure of subscriptions
should send in a check and an accurate address before
Septem.ber 1, 1958 o

Any number of subscriptions can be accepted before this date.
No subscriptions can be accepted for 1958-59 after this date,

2. City and state supervisors have already started to send in
greatly increased num.bers of subscriptions so that they v:ill
have sufficient copies to adequately care for their teachers'
interests,

3, Teacher educators have written for sufficient subscriptions to
provide library copies for the use of students in their classes
during the current year and later.

All these suggestions have grown out of the fact that next year we have
to regretfully annoyance copies -of single issues will be unavailable. Such
requests have run from one to six hundred thds year, and because we had not
warned readers, we have tried to oblige in so far as was hur.anly possible.

56

For next year we had to choose between serving all comers with subscriptions
or cutting back our service to Illinois teachers only. Your subacriptions
wor the nine issues will be 'heartily v-e loomed.

We hope we ha.ve learned enough this year that next year's issues will
be improved; already high school teachers are completing informal studies
in their classrooms that will serve as sound bases for feature articles,
•'Je have eagerly seized upon every constructive suggestion so kindly offer-
ed by readers and hope many more will come in with your subscription
orders. KTiat ,are "felt needs" of Illinois teachers seem to be those of
others, also. So let's hear from all of you^

SUBSCRIPTION FORM FOR ILLINOIS TEACHER^ 1958-1959
Name

Address

No. of Subscriptions Amount of Check Enclosed

Make Check or Order form payable to University of Illinois

Mail this form and a check or order form to

Professor Letitia Walsh_, 33h Gregory Hall_, University of Illinois,-
Urbana, Illinois. (Attention of Illinois Teacher)

ir^PORTANT - All subscriptions must be in before September 1_, 1958.

After that date, all subscriptions will be ret^arned to sender,
Sorry - but absolutely necessaryi

Name

SUBSCRIPTION FORM FOR ILLINOIS TEACHER, 1958-1959

Address

No. of Subscriptions Amount of Check Enclosed

Make Check or Order form payable to University of Illinois

Mail this form and a check or order form to

Professor Letitia V/alsh, 33h Gregory Hall, University of Illinois,
Urbana, Illinois o (Attention of Illinois Teacher)

IMPORTANT - All subscriptions must be in before September 1, 1958o

After that date, all subscriptions will be returned to sender.
Sorry - but absolutely necessaryjl

KOJv-IE ECONOMICS
EDUCATION

UNIVERSITY OF ILLINOIS

TEACH E

0k

km

...-.'^^

* i *
W

¥

'^^^ik

N

URBANA O
JUiNOIS

EVALUATION AS INSURANCE

Page
Building Psychological Security . . . U

Increased Recognition of Importance . 7

Let's Not Duplicate Our Efforts ... 9

How Illinois Teachers Are Evaluating 12

Evaluating Performance Through
Observation 13

Appraising Achievement is an Integral
Part of Teaching 25

Suggestions for Improvement of

Illinois Methods 32

Observation and Recording 33

Object and Performance Tests . , . J)

Vol. I

No. 9

'WW^^^W^^^W^

. .ii;ii2;?&i2:Il^-

,'i-,i,-:,y, '■/'/.•y,A'://A- '■/■, .■ :•; v^ . ■.-'■. /',/:■ >,'['■', ■

-1-

TO OUR READERS NEAR k}K) FAR - A -FRIE^JDLY REI^NDER

In an editorial in the April issue of Illinois Teacher^ we tried
to explain the reasons why we xi:ere being forced to make v.-io changes- -

— An increase of the price for nine issues to $2.00
— Limitation of distribution to full subscriptions

Buried in our "chit-chat" about reasons^ these changes were not always
noticed by busy teachers and 1958-9 subscriptions are continuing to
arrive at the old rate. This necessitates a little extra correspon-
dence but we do not mind because of the heartwarming notes that accom-
pany so many of the subscriptions.

We'd like to share with you. some "tricks" being passed on to us
about the x-jay supervisors, teacher educators and classroom teachers
are proposing to adjust to being limited to full subscriptions. A
state supervisor is buying an extra full- subscription for binding and
use as a permanent reference, in addition to the subscriptions ordered
for all staff members individually. Some college teachers and city super-
visors are having several subscriptions sent to their libraries where each
copy csji be checked out just like any other reference in the library.

Several states and universities have sought large numbers of a
single issue this year. May we suggest to all of you x^hat i-ie have
x^rritten to these persons - that, upon request, we'll gladly give
permission for anyone to duplicate the copies desired. (VJe ask only
that due credit be given to the authors and the Illinois Teacher, ) IVe
have been so hard pressed for time this year that x^re did not think
ahead far enough to retain these requests. Next year we hope to do so
and think it would be fun to enclose in the file a copy "of your dupli-
cate, if iron x-:ill be so kind as to send us one.

Classroom teachers have been so uniformly enthusiastic about de-
voting most of each issue to one m.ajor aspect of teaching homemaking
and family living that we plan to discontinue the short articles next
year. As one teacher expressed it, "It's such a comfort to have every-
thing about a topic in one place. I am alx-rays hopelessly behind in
clipping and filing magazine materials I"

Instead of the section on "Teaching Aids" \<:e hope to present nex-;
ideas gained from recent exploration in Home Economics and Education,
coi.plete with implications for use in teaching. We were advised by
many people that such up-to-date ideas x-zould be far more valuable than
lists of teaching aids that could be located elsexvhere.

We shall be eap'^r to hear from all of you as to how you perceive
these changes as you use the Illinois Teacher next year. We have built
tentative programs for the next two or three years, based upon the
dozens and dozens of suggestions received from you this year.
But remember they are definitely tentative. For example, a series of
four features on "Evaluation" are planned; this issue contains the first
of the series. If some of you should request x-jhat we had planned to

-2-

offer in I96O-6I according to our beautiful theory of "sequence of dif-
ficulty," we'll see that you receive your rea_uest in 1958-9 if at all
possible. This year requests for single issues ran from one to nine
hundred; we are using such facts to guide oiur planning for future
issues, Hox-jever, with no single issues available next year,, we shall
be dependent for guidance upon requests for re- duplicating and the
letters you may send us. So do be generous with your suggestions, PLEASE I

So many requests have come in about extending our last possible
date for accepting subscriptions to September 20, 19^8 that we are going
to try to do so, at least for this year. The clinching argument used by
our respondents was that many beginning, nevj, and Junior high school
teachers might have no opportmiity to hear about the Illinois Teacher
until after schools had opened. But think how helpful it will be to
find a feature article on teacher-student-parent planning ready to
greet you when you arrive at your school next fall. We plan to mail
out the September, 1958 issue about August 20th to all x-jhose subscrip-
tions have arrived hy that time for we want as many readers as possible
to have the article in plenty of time to use it this year.

All of us at the University of Illinois join in wishing each and
every one of you a restful but stimulating vacation. Yes, that's pos-
sible, believe it or notl And all good things in 1958-9^ including as
many copies of the Illinois Teacher as you and your co-x-rorkers may
desire.

Most Sincerely,

Mary Below
Elizabeth Sim.pson
Letitia Walsh

Editorial Board
Illinois Teacher

Name

SUBSCRIPTION FOPil FOR ILLINOIS TEACHER, 1958-1959

Address

No, of Subscriptions Amount of Check Enclosed

($2.00 per sub.)
Make Check or Order form payable to University of Illinois

Mail this form and a check or order form to

Professor Letitia Walsh, 33h Gregory Hall, University of Illinois,
Urbana, Illinois. (Attention of Illinois Teacher)

IMPORTANT - All subscriptions must be in before September 20, 1958,

After that date, all subscriptions x^rill be returned to sender.
Sorry but absolutely necessary!

EVALUATION AS INSURANCE

Lila Eichelberger, Champaign Senior High School
Letitia I-Jalsh^ University of Illinois

A certain church janitor seemed amazingly successful in pleasing every-
body. One of his "evaluators" asked him how on earth he managed to get along
with the many different kinds of people with whom he had to deal. "Well," he
said, "I just throw my mind into neutral and go where I'm pushed."

In some situations that may be a commendable method for achieving that
"inner security" necessary for sound mental -health but hardly to be recom-
mended for teachers. Writing in the January issue of the National Education
Journal, Senator John Kennedy states, "In the dark and despairing days
ahead, o^jr youth shall need all the light the teaching profession can bring
to bear upon the future,"

In past years we teachers m.ay not have been very well paid and certainly
not overvalued in our communities. Perhaps partly because of these condi-
tions we tended - yes, even we homem.aking teachers - to jog along in our
familiar teaching paths. Now that x^^e find education in the white spotlight
of criticism, all teachers may tend to grow fearful or resentful and feel
like seeking the safe haven of "what we have always done." And therein may
lie our greatest peril.

A wise man of our time, Dri Alfred North lAJhitehead, made an interesting
observation about the future. Writing in 1925 in one of his essays in his
Science and the Modem World, he says, "We must expect that the future will
disclose dangers. It is the business of the future to be dangerous."
According to him, all of the great ages in the history of mankind have been
unstable ages.

Wnile it is distinctly uncomfortable to be living in what must be one
of the most unstable of ages, history tells us that a dangerous future m.ay
awaken a spirit of adventure and a willingness to lay aside old stereotypes
and old prejudices. If home economics teachers can meet today's challenges,
we may find home and family life education valued more and more in the years
ahead. No, let' s put it this way, - because home and family life education
is so vitally important to everyone, we teachers must meet today' s challenges.

A Dangerous Future Com.pels Choices

Wishful thinking and pious hopes are outJ "Som^e more of the sam.e" is not
good enoughi Using increasing emphasis upon science and mathematics educa-
tion as a scapegoat is not constructive. As citizens we may see a tim.e when
we'll be sincerely wishing that all of us had had more functional education
in science and economics. Public understanding tends to prevent public panic
in a period of radical changes in our way of life.

-^•u^.'oQo Mnr^over. one cannot limit himself
Himan existence requires choices. Moreove , o.it.

to co.te.plating,alternatives--ha..n exist^

:::;enr %Srriii ;:w1-; a^/if ^:;::oes3a.. Lger 'oeca^e of a poUc.
of merely drifting.

But Choices and action must be in^lligent. /^^^^^^^^^d
af-tion are based unon evidence— evidence collected, analyzed ana i...erpre
fs accu^Itely as possible. And that is >,here evaluation comes .n.

vnt nne of US in today's atmosphere of tension and urgency, wants to do
anything but ^hat^is wise for our students, our school -<i --^-~; ■'"

feel that we are acting wisely in our tf =-'^'^g,='^-°f f^^f ,?f .^";^^^^tf are
sou-oe 01 inner security. For youth and parents "oo xeel .h»t stadenos are
maVr' progress in an education that is ^o'^^-'hile lxkewi.se co^^^^^es to
their sense of security. And that is where evaluation offers insurance to
teacnecc^ r.tiic'ents and parents.

BUILDING PSICKOLCGICAL SSGIHITI

,,^,.^..v. T vr^ TT d-^nturbed the security of all Americans more, appar-
,, ^^^J:'-';J ■ V^.-r.palized. Immediately the educational system ..^s

zn.e o-jjc-..-. oi atta^^ ctb ^^^n^ R,,oo-;a-s in aTDPlied science. Looming

could complete successfully with ohe Russia, s m a,.pj--.e .^^.^nts and

er-oHments and stiffening of entrance requirements J^l^^^f^'^^f^;™

t .x^^ .^.n^^ f be-inff excluded from the college o^ tneir

IS ^S:S^^:^S^^ - ^g:r-f SiSg^to

gft e"|lo;^en" so ;;rents, students and teachers- ar, feeling uncertain and
at least vaguely threatened by the future,.

Students Need to Feel They Are W^^4mII2I^ZV£■

4- i,^v-i-4-^^-ical student is now coming up ^^dth an occasional

..ow.rrd:^n.r^^r^:w:3^ted^i^^^^^

sa.e. one student "P'-°P°^?-*^;^^f „^f 4:.^"" Another, having co^leted
she tnight know <=°-s*^*'*^;y,''°L ^^lYLe "nT^^ r=cc-d book to the teacher
St^%^ ?S?;^d;^t^S^Xi.rr;^rdcwn ^hat grade before you

forget it?"

v,-.!. .vipni.. of -improving home and family life, perhaps we may
.ave oferdSn": oufhorrfr^f -^Sng Lrely for grades." High school student.

are grad'jally - X£2L gradually in some cases - corning to realize that doing
just enough to get by r.ay seriously interfere with their future^ no matter
vhether they hope to enter college or secure employment. >/henever 'je see a
youth sincerely trying to uproot old habits and improve his school work^ i-:e
surely okc him help in -

Knowing exactly what is expected and when
Understanding why this is necessary

KnoTvdng how learning is to be evaluated before starting work
Comparing his self- evaluation with that of the teacher
Deteriiiining cooperatively the causes of his difficulties
Planning for such improvement as may be possible
And on and on ad infinitum I

Definite goals, frequent self and teacher evaluation, accurate records,
- and yes, improved grades - spell progress to a student. And recognized
progress increases everyone's sense of adequacy.

Parents, Too, Need to Feel Well-informed about Their Children's Progress

Studies indicate that parents want more and better education for their
children than they themselves had. They have been slowly but steadily
increasing educa.tional budgets in a desire to have schools of which they may
be proud. They long to be proud of their children's progress, no matter how
minor this grox^rth may be, relatively speaking.

A recent Gallop poll, reported in the Education Section of Time, indi-
cates that parents have not been stampeded into excesses in criticizing
schools as much as have some educators. If this attitude is due to sheer
apathy no one would contend that the outlook was hopeful, for apathetic
parents who fail to condemn are apt to likewise fail to support even the
best of schools.

Have you noticed, however, that parents are being criticized pretty
roughly in some publications? Any run-of-the-mdll parents who took seriously
the imiplication that they, too, should work in.th the intellectual and
aesthetic growth of their children in the ways recently reported in Life
by one unusual couple might well feel inadequate.

We may probably safely assume, then, that parents are feeling not
apathetic but pressured. Many will undoubtedly warmly welcom.e more oppor-
t'jnity to work in partnership with their children's teachers. They need -
Information on certain concrete gains in an individual student's

achievement and growth
Cooperative planning for improving specific weaknesses identified
in an individual student.
Facts about progress and a concrete program of action will help to build
their psychological security as they view their children's future.

Today's Teachers Also Need Security

So vitally important is a teacher's feeling of adequacy that Schxv^artz
and Ticdeman present in their last chapter a special section on the rela-
tionship of evaluation to the ns^'-chological security of the teaching staff.

D

A few inforr.al investigations have left the impression that teachers'-
evaluations are too frequently influenced by extraneous factors rather than
the real achievement and growth of the student. For example, some studies
have suggested that, after five years in the same community, teachers'
grades tend to be unduly affected by their feelings toward individuals be-
cause of the family from which each student comes.

Even today students and parents have been known to blame low evaluations
upon lack of acceptable manners and appearance, lack of money and social sta-
tus. For instance, a graduate of a private college which enrolled only
girls with a high degree of these assets was shocked to the core of her
being when a new student casually agreed to an assignment with the careless

words, "Oh, go to H i" Later the teacher learned that the remark was only

a figure of speech in constant use in the student's home and neighborhood,
and actually had none of the meanings which the teacher had attached to it.

Not only do teachers need to learn to be shock-proof but also to rea-
lize how essential is complete evidence about a student to the teacher's own
feeling of adequacy, V.Tien the teacher mentioned above suspended her judg-
ment ujitil much evidence had been accumulated on this troublesom.e student,
she was astonished to discover that she was working with one of the most
eager and receptive minds she had ever knoi-m. This girl's progress ultimately
provided both the student and the teacher with a strong feeling of pride
and security.

This year critics in the public press have been enjoying a Roman holiday
castigating the teaching of homemaking and family living as intellectually
worthless. No home economist enj.oys reading such charges or watching a
nation-wide television program on which "Coed Cookery" is put in a ridiculous
light. We more or less realize that our psychological security is being
jeapordized and feel that "something ought to be done about it."

Constructive Suggestions of Evaluation Specialists

Student and parental satisfactions in education depend a lot upon the
skill and wisdom of a teacher. Schwartz and Tiedeman in their book, Evaluating
Student Progress in the Secondary School make some concrete suggestions on
how a teacher, burdened with such responsibilities, may best cope with the
psychological hazards of teaching. Here they are in brief form.

•^* — P"^-^^ yourself - recognize what you can and what you carjiot do^ use
your positive characteristics to their ma.ximum and work to over-
comes any limitations of knowledge, skill and attitudes that are
evident.

2, Know what you are trying to accomplish - clearcut objectives pro-
vide a sense of direction which is very important to the development
of security.

3. Know what you have accomplished - record keeping may be laborious
but a great comfort in knowing how far you have progressed in
achieving your' objectives.

7

h* Know the limitations of the teaching situation - discover as much
as you can about students and the environments in which they live,
make realistic decisions about what can and cannot be done_, work
hard on what can be done- but accept what cannot be done with a
minimum of inner conflict.

■ ^' ^-Q"^'^ how you can improve yourself - thoughtful, constructive action
can minimize many of your difficultives; one of the best means by
which m.ental health can be maintained is by engaging in a con-
tinuous program of self- evaluation.

And here we are full-circle and back to evaluation again I Som.e one has
stated that evaluation is likely to be the common denominator of education
for the next decade,

INCREASED RECOGNITION OF THE Il-IPORTANCE OF EVALUATION

Did you notice that in the April, 1958 issue of the NEA Journal the
''Special "eature" dealt with evaluation? This is only one of the many
available evidencesof the emphasis being placed upon m.easurement and appraisal
of the results of teaching. Even the most popular type of magazine includes
some self- evaluation device in almost every issue. If the "man on the street"
X\ra3 not perceived as vitally interested in such devices, you may be s^jre they
would not be published.

Professional educators are recognizing an equal interest on the part of
teachers. Let's take a look at a highly selective list of recent books
devoted entirely to evaluation. Ideas in this article have been checked
against all of these publications but, of course, can offer a most limited
presentation compared to any book of li0Q-600 printed pages.

Books 1 Books i Books!

First of all, we'd like to recommend two books that are so very helpful
that we believe at least one copy of each should be in every school's profes-
sional library. Both are just off the press, have been written simply to be
of specific help to classroom teachers, and are so up-to-date and comprehen-
sive in scope that they include ways to appraise the .m.any types of objectives
characteristic of home economics teaching. These books are:

Schwartz, Alfred and Tiedeman, Stuart. Evaluating Student Progress in the
Secondary School. New York: Longmans, Green and Company, Inc., 1957 •

Noll, Victor. Introduction to Educational I-Ieasurement. Boston: Houghton
Mifflin Com^pany, 1957.-

Three earlier books that you may find in your school's library are also
worthwhile examining for help. The Wrightstone book is rather general but
based upon an excellent philosophy in terms of our own beliefs -in home eco-
nomics education. The Adams book has a fourteen-page section specifically
" focused upon evaluation in home economics and written by Dr. Henrietta Fleck
of New York University. The Greene book is being displaced by later publi-
cations but still has many fine suggestions to offer.

8

Uprights tone^ J, Hayne; Justman, Joseph; and Robbins, Irving. Sval nation in
Modern Education. New York: American Book Company, 1956.

AdamSj C eorgia and Torgerson, T. L. Measurement and Evaluation for the
Secondary- School Teacher. New York: Dry den Press, 1956.

Greene, H. A,; Jorgenson, A. N.; and Gerberich, J. R. Measurement and Eval-
uation in the Secondary School. New York: Longmans, Green and Company,
195U.

For schools that are setting up over-all programs of evaluation (and
Tiany are), two m.ore technical books are well worth thorough study* Both
include far m.ore m.ateriais on statistics and research, hence might well be
used under the guidance of a well- trained counselor. The Remm.ers book in-
cludes Fiore specific, practical helps- the Bradfield book more statistical
interpretation •

Remriers, H. H. and Gage, M. L. Educational Measurement and Evaluation*
New York? Harper and Brothers, 1955 •

Bradfield, James M. and Moredock, H. Stewart. Measurem:ent and Evaluation in
Education. Nex-? York: The Macm.illan Company, 195 7 •

Ti-:o other publications, neither recent nor readily applied to home
economics, seem by their sheer x-7orth to m^erit inclusion in this list of books.
One is a 19h^ Yearbook of the National Society for the Study of Education
that marked a "giant step" in the history of evaluation in that emphasis was
given to the pioneer measurement of outcomes other than specific knowledge
and skills. One chapter offers examples of the application of this emphasis
to home economics.

The second volume is written largely in terms of industrial arts but the
types of objectives are so similar to those in home economics that the book
offers m.any helpful suggestions to us, particularly in the measurement of
perform.ance.

The Measurement of Understanding* Forty-fifth Yearbook of the National
Society for the Study of Education, Part I. Chicago: University of
Chicago Press, 19^6.

Micheels, VJilliam J. and Karnes, M. ■ Ray, Measuring Educational Achievement,
New York: McGraw-Hill Book Company, Inc., 1950.

Prepared Just for You

Home Economics as a field has been very fortunate in having two brilliant
womion devote much of their professional interest and energy to the evaluation
of o^jr teaching. As early as 19^1 Virs, Clara Brown Arny of the University
of I^nnesota published her )4-6l-page volume on Evaluation and Investigation
in Home Economics, which she later revised as Evaluation in Homo Economics,
New York: Appleton-Century-Crof ts. Inc., 1953 • Mrs. Arny also directed
the preparation and publication of several devices which will be mentioned
later. For years her book and her devices contributed the major part of our
literature on evaluation in home economics, and undoubtedly every one of our

readers studied a book by I-irs. Amy while in col].ege. Indeed^ the 1953
volume is still the classic reference in most undergraduate programs. If
you do not o\-m this book, don't -.v-ait another minute to order one for yo'ur-
self or your department,

Iliss Hester Chadderdon at Iowa State College is the second woman who
has contributed much valuable thinking to the problems of evaluating home
economics teaching. Ker special interest in developing paper-and-pencil
tests to evaluate the ability to apply generalizations in home econordc-s
has continued the progress made by Mrs.Arny. Instruments prepared by
Dr. Chadderdon in all four areas of home economics are recommended later in
this article*

Although Dr. Henrietta Fleck has not concentrated her interest so much
on evaluation as have the other two. she has written several magazine articles,
the section in the Adams book previously mentioned, and a small paperbound
publication which is inexpensive and especially oriented to the home economics
teacher's role in guidance. This book is How to Evaluate Students, Bloomington,
Illinois^ Mc Knight and Mc Knight, 1953.

A second booklet concerned with evaluation in home econom.ics is Sval-
uation for the Improvement of Family Living, Merna A. Sam.ples, Editor and
Peggy Marcus, Consultant. This is a 1955 bulletin of the Department of
Home Economics, National Education Association. It m.ay be secured from
Department of Home Economics (NEA), 1201 Sixteenth Street, N. W. , Washington
6, D. C.

LET'S NOT DUPLICATE OUR EFFORTS

Unfort'jnately, although the importance of evaluation is being demon-
strated so clearly through an amazing increase in the general books on
evaluation and featured articles in periodicals, actual instruments for
appraising hom.e economics that may be purchased by teachers are still lim-
ited. To try out and revise instruments to the point where they may be
generally acceptable takes a long, long time. For that very reason the
Illinois Teacher will not be ready before next spring to offer a portfolio
of devices in the various areas of subject matter.

Carefully chosen books and bulletins from the many recent volumes pub-
lished were deliberately mentioned first in the belief that an understanding
of the basic concepts of measurement and evaluation that underlie valid
practice is fundamental to the wise selection and use of all available
instruments. Standards appropriate to evaluating student achievement and
groT'th must be used as criteria for deciding which instruments will be used,
and when and where best used. Ways of working with students and parents
in cooperative evaluation can enhance or almost cancel out the worth of an
instrument. The two books published in 1957 specifically recognize and
discuss this problem constructively.

At the time of publication of this May, 1958 issue the following instru-
ments were reported to be available - and unfortunately some of the e-arlior
instruip.ents are out of print, hence the importance of this statem.ent. With
the feeljjng of "living dangerously" we have also tried to indicate the

10

current prices of as many of these instruments as we knew and to suggest an
approximate price for the others. In these days of scaring inflation^ the
costs of printed materials may change overnight.

Tests That May Be Purchased

"A Test on Manners" for junior high school boys and girls and "A Test
on Social Usage" for older students have been prepared by Margaret B. Stephen-
son and Ruth L. Killer. The latter test has a Form A to use as a pretest and
a Form B to use later as an equivalent form. A single copy of each of these
tests costs ten cents. They m.ay be secured from Mc Knight and Mc Knight
Publishing Company^ Bloomington, Illinois.

"Minnesota Tests for Household Skills" by Clara Brown Arny, Dorothy
Dyer and Margaret Proshek are four in number and are focused on skills in
foods, cleaning, laundering and child care. A complete specimen set of
tests and directions may be purchased for seventy- five cents from Science
F.esearch Associates, 57 V/est Grand Avenue, Chicago 10, Illinois, Each test
takes about 30 minutes to complete, except that the one on Foods requires
closer to liO minutes.

Indiana is a pioneer among the states in setting up "State High School
Tests in Home Economics." All of the following may be purchased for five
cents each from the State High School Testing Service for Indiana, Purdue
University, Lafayette, Indiana, Approximately 55-60 minutes are required
for each test.

For use in grades seven and eight -

Clothing Problems

Food in the Home

Housekeeping

Care and Play of Children

For use in high school classes -

Clothing I, Forms A and B

Clothing II

Foods I

Foods II

Home Care of the Sick

Housing the Family

Child Developmient

For sex'eral years the extensive resources of Iowa State College and the
State Department of Vocational Education have been concentrated upon the pro-
duction of four curriculum bulletins to guide the teaching of high school
teachers in the areas of Foods, Clothing, Housing, and Child Development and
Family Relationships, Incidentally, all four of these are available at :;)1,C0
each except that the bulletin on teaching Foods costs $1.30, From this
curriculum study Dr, Chadderdon and her assistants selected generalizations
and painstakingly formulated, tried out, and refined "application of princi-
ples" items for each area. Our current interest in emphasizing students'
ability to think makes these tests of unique value. All the curriculum
bulletins and tests are available from lo^va State College Press, Am^es, Iox%^a.

For use when teaching Family Relationships -

Evaluation Materials in Family Relationships, Grade Nine - IiO cents
Evaluation Materials in Family Relationships, Grade Ten - 3S cents
Evaluation Materials in P'amily Relationships, Grades Eleven and Ti\'slvo -.
ho cents

n

For use when teaching Child Development -

Evaluation Ifeterials in Child Developnent^ Grade Nine - 50 cents
Evaluation liaterials in Child Development^ Grades Eleven and Tv/elve -
60 cents

For use when teaching Clothing -

Evaluation Materials in Clothing, Grade Nine - 55 cents
Evaluation Materials in Clothing;, Grade Ten - 60 cents

For use in teaching Housing -

Evaluation Materials in Housing, Grade Nine - 35 cents
Evaluation Materials in Housing^ Grade Ten - U5 cents

For use in teaching Foods -

Evaluation Materials in Foods, Grade Nine - Price not kno7jn

Evaluation Materials in Foods, Grade Ten - Price not known

(The reason the price is not quoted is that these tests will not be

available before Fall, 1958. At that time write for costs.)

Collections of Various Samples of Instruments

Dr. Hazel Hatcher in 1951 collected the work of graduate students into
a paper-backed bijlletin, Evaluation Techniques as Effective Teaching Techni-
ques in Home Economics, that has had a steady sale ever since. It may be ob-
tained for $1,00 by writing to School of Home Economics^ Pennsylvania State
University, University, Pennsylvania and requesting "Publication 115.'' The
msrterials in this collection shoxv evidence of im.agination and a keen appre-
ciation of the importance of motivating students to do constant self-
evaluation. No sam.ples of test items.

Another collection has been recently revised under the committee co-
chairmanship of Miss Muriel McFarland and Mrs. Phyllis Kinnison Lowe of
Purdue University as a project of the Indiana Hom.e Economics Association.
In this bulletin, Evaluation in Home Economics, breadth of objectives and
of types of instruments is emphasized. Samples of devices are suggested for
high school outcomes. Future Homem.akers of America and home projects, adult
teaching, and even a few examples of ways for students to evaluate the
teaching of teachers. The cost of this bulletin, also, is $1.00 (plus
postage) and may be secured from Miss fAiriel G. McFarland, Home Economics
Education, Education Building, Purdue University, Lafayette, Indiana.

Snecial- Purpose Instruments

Casual observation in foods laboratories seems to suggest that everyone
is familiar with Mrs. Clara Brown Amy's Food Score Cards. Many instructors
like to enclose a set in a cellophane envelope and place one in each unit
kitchen. The 57 foods for which score cards are provided in each set not
only offer refined instruments for m.ost commionly prepared foods but also tend
to stimulate an interest and respect for standards in cookery, as well as
reminding students (and perhaps the teacher) that no foods lesson is com.-
olete until products have been evaluated and guides for improvements estab-
lished.

ir-

The Educational Tecting Service, ■ Princeton, New Jersey, has been se.lin^
one set of these score cards for 50 cents. However, sale is to be
officially discontinued on ^^ne 30, 195.8 when the Service expects the present
supolv to" be e^^Ki^Iit^fS^^'TfT^u are not now the owner ox a packet, you
might'^like to :-^nd_an_ord2r_at^_once before the opportunity is gone.

^r-i ngin^ Up ""^^^oren bv H, H« Remniers and Louise A. Stedman, 195U edition,
is anS^fcrlS-t^uI^^nr-bhi^t represents, -the result of extended research. Tnere
are two forms of this inventory of attitudes, Forms A and E. Everyone taking
the Inventory can see how rd.s score compares with scores of other people by
studvi^^- the percentiles for adult wornon and for boys and girls m gj'a-des
nine, ten, eleven and twelve.- Tnere are hS items in each form and aoout 35
minutes are needed for administering the inventory. These items are con-
cerned with

Attitudes toward problems of discipline

Attitudes toward motivation

Attitudes toward moral training

Attitudes -toward family-ct.iild relations

Attitudes toward emotional response

B-y administering one form of the inventory at the beginning of instruction
and t^e other form at the end, you can appraise achievement and identify
ar-as that need additional emphasis. This inventory does not, of course,
d^al with all the problems in bringing up young children, nor Goes it cover
+.he adolescent periodo But it can be of great value to high school teacners
of ch-51d development classes and to leaders of parents' study groups. A
sample set consisting of the two forms and an excellent manual on adminis-
tration, scoring, interpretation and use in teaching can be secured for
approximately 7? cents from Science Research Associates, ^7 West Grand
Avenue, Chicago 10, Illinois.

HOW ILLINOIS TEACHERS ARE EVALUATING

The caption of the previous section, "Let's Not Duplicate Our Efforts,"
cl^ar^y sugpests that available instruments should certainly be purchased
and us-d— but that there is still much for individual teachers to do. Nor
is that only because hom.e econordcs, compared to academic subjects, is woefully
short 0^ standardized instruments. In some fields educators worry that
teachers, given an ample supply of instrujr.ents, might let the test items be-
come the course of study. Obviously, such a danger is very rem.ote m our field.

Not too long af-o teachers of hom.e economics in Illinois were surveyed
on th- methods they used in evaluating results. Contrary to expectations,
the particular area being taught seemed to make no significant difference
in the techniques used x^Then six areas were studied separately. One could
only speculate that teachers felt at home in these few tecnhiques and
used them on all occasions.

The m.
appeared t^

lethod of arriving at individual and group evaluations that
wice as freouently as any other was observation of class work.

13

Obviously^ this technique may be rewarding or worse than useless, de-
pending upon the skill of the observer* Lack of tine nay be considered
so serious a problem by most teachers that they have recourse to general
observation as the only method possible.

Next high in frequency was the perform.ance test. Since check lists,
score cards and rating scales were reported so much less frequently, the
suspicion grew that perhaps the "performance tests" represented only some
slightly more focused observation than did the previous "observation."
'.Jell-done performance tests are richly revealing but so time consuming
as to be expected less often than was reported^

Essay tests ranked third high in use, ••followed in descending order
by short answer or completion, true-false, and matching type very far
below the others. The other six m.ethods suggested on the survey form were
reported in use so few times as to be relatively negligible. Most of
the latter six techniques demanded more time for construction and use,
hence lack of tin.e m.ay be the controlling factor here, also. As Julian
Stanley indicates in the May MA Journal, knowingly or unknoT-dngly,
the teachers were actually trying to prepare paper-and-pencil tests
that are difficult to construct, Dr, Stanley miakes the flat statement
thst "Despite popular opinion to the contrary, a high quality essay
test is mxore difficult to construct than is a good objective test,"

Faced with the limitations of space and recognizing this article
the first in a series, we decided to concentrate on those methods most
frequently reported by Illinois teachers. This decision was largely
based upon the premise that it is desirable to help teachers to do a
bit better whatever they are doing anyi^ray. To that end we are apply-
ing the specialists' m.ost recent recommendations to this limited number
of techniques.

EVALmTIKG PERFORMNCE THROUGH OBSERVATION TAKES SKll

^L

The intimate and personal character of homemaking and fam.ily living,
the trem.endous and immediate impacts upon family life of socio-economic
changes, and the sharply etched differences of students in home economics
classes undoubtedly lie back of teachers' feeling that primary emphasis
must be constantly given to observation of individuals and occasionally
of groups, Helen Hefferman, I'.rriting particularly about evaluation in
the elementary school, points out in the same NEA Journal "U^e live in an
age of automation, threatening to individual personality. Education
must continue to becom.e more personalized and humanized " Perhaps in
no subject matter field in secondary education is this need so earnestly
accepted as in the field of home economics •

It Can Be D-ne

In attempting to evaluate the multiple impressions registering upon
any teacher observing any class^ there rriay be grave danger of inaccuracy
on the part of the teacher ., 2>/en more serious may be the lack of student
cooperation engendered by the mystery of such a teacher's grading. One
teacher reported this year that she solved the problem of an increasing-
ly unruly class by talcing time to develop with the students the one daily
aspect of learning that she ^nd they would watch for, identify as to
worth in terms of agreed-upon criteria, and then compare aften^'-ards so
that all would understand how to iiiiprove in that specific regard the
next time« However, that summarizing statement may give a false im-
pression that this was achieved easily and quickly* Far from iti

At first the students were doubting Thomases, impatient with that
kind of "fooling aro'ond, " and the teacher Xiras not flattered when she
finally unearthed their reason — they didnH believe for one minute that
a teacher would respect and even accept a "kid' s idea," After she had
convinced them of her sincerity, the next obstacle raised v/as that they
didn ' t want any of their "enemies" evaluating them. So each student
gave the teacher a confidential list of her "enemies*" The teacher had
no illusion about the group being "one great big happy family" but she
was shocked at the length of these lists ^ She herself had to watch ti-:o
hapless rejectees for a. timee

But the students finally accepted that everything was "on the
square," and that it was great to be able to see how much progress they
T-r^re makings '.■■Tnen semester grades were due, the teacher gave the plan
the truly crucial test. She arranged the list of students' na-mes into
the top one-fourth, the low one-fourth, and the middle one-half in
light of individual and group evaluations over the weeks. Her sense of
adequacy got a big boost when the list was submitted to the class for
approval and only ti-jo dissents were offered. Since one of these was
due to an error in her own recording, and the class supported her judgment
on placement of the other dissenter, a pleasant time was had by all — or,
at least, by all but one person.

Differences Between "Seeing" and "Observing"

Schwartz and Tiedeman point out that "From the beginning of time,
man's senses (especially his eyes and ears) have provided him with the
inform.ation about his environment upon which he based his evaluation of
people, places, things and events. Observation is the most comjnon of
all the evaluative techniques used in teaching, but it must be done pur-
posefully and used with understanding if it is to be of the greatest
value to the teacher and the student."

Seeing is general, observing is specific.

Seeing is casual, observing is goal-directed, purposeful.

Seeing may involve perception, observing must involve perception.

Seeing ignores check lists or other fonns embodying criteria or

guides, observing uses som.e type of guide to know what to -look for
Seeing is not recorded, observing usually is in some form or other.

15

Coimon Faults in Using Observation .

Because most teachers^ like those in Illinois' homemaking labor-
atories, depend so largely upon observation in the classroom for their
student evaluations, a listing of common faults may be 77orthwhile.
"Forewarned is forearmed." Micheels and Karnes offer particularly ap-
propriate warnings, even though the list was actually derived from
studies of industrial arts teachers. Ideas from other sources are
also included.

Fails to relate purpose of observation to objectives of learning
Fails to be wisely selective about what to look for
Fails to focus observation upon a sufficiently limited scope
■Fails to put clearly defined standards on paper .and use these

in observing
Fails to adequately enlist the cooperation of students
Fails to keep his own attitudes, biases and prejudices out of
his observing
This fifth fault is so omnipresent and difficult for all of us that it
merits serious consideration. Investigations have shown some common
tendencies of teachers to give ratings to certain students without ex-
amining critically the quantity and Quality of work done. Depending
upon our biases, these students may be —

The student who always seems to be busy

The student who has a reputation as a good scholar

The student whose family is im.portant, especially kind to teachers,

close friends or relatives, or what have you
The student who is quiet and unobtrusive
The student whose sister you have taught (happily or unhappily,

as the case may be)
The student who is extremely likeable — at least, to you
The student whose work space is alvjays kept and left neat

And so on ad infinitum..

Accent upon the Positive

After all these dire warnings of the mistakes other teachers have
made, it is high tim^e to get specialists' recommendations on what x^e
should do. Most agree that we should usually give consideration to the
following problems.

Wi.a.-t objective can be agreed upon 'by those involved as miost ur-
gently in need of improvement?
What behavior (s) might indicate achievement of this objective?
How can cooperative evaluation be utilized?
IVhat procedures should be used in observing?
V/hat recordings of behaviors are advisable?
How is improvement actually achieved?

VJhat are the rewards of such cooperative evaluation through observing?
What folloxj-up should usually be planned?

16

Since all the authorities seem to believe that teachers are nore
than a little fuzzy vihen they come to measuring achievement through
observation, a first genuine effort at improvement might veil be con-
cerned -iCith a general behavior pattern that can be broken dom into
specific behaviors, can be used in different units of o^or teaching
until pretty firmly acquired as a work habit^ and can be seen as overt
behavior by both teachers and students. In next order of difficulty
might come evaluation of a completed project^ large or small. Anyone
v7ho has graded a finished product in foods as reasonably successful
simply has no idea of the errors made during the process from looking
at the product,, so after product evaluation would come process evaluation.
Finally, recalling the many students to whom we have said, "Your class
recitation is weak," perhaps we should look at just how we are deter-
mining it i£ weake

Objectives are a MUST

Objectives and evaluation complement each other and are integral
parts of a whole. Unless objectives are defined, we do not know what
to try to evaluate. And unless we do evaluate, it is impossible to
tell whether or not, and to what degree, objectives have been realized.
In a deeply troubled world, wishful thinking is all too easy a habit
to acqijire. Yet students and teachers alike have sufficient intellec-
tual honesty to recognize and fear wishful thinking. That way

psychological security does not lie I

But objectives are not selected lightly J Only a very sm.all pro-
portion of what adolescents need to learn about homemaking and family
living can be taught in today's high school, as we all know. The Hay,
1?58 issue of the Journal of Home_ Economics reports an investigation
of differences in a knowledge of meat between homemakers who had been
exposed to some home econom.ics training, and those who had not, according
to their own statements. Most of us would agree that the results
point up the great need for adopting the slogan, "Teach less and teach
it m.ore^ thoroughly,"

In trying to decide on an objective of somie general behavior pattern,
the research reported in 19h?- by Eugene R. Smith and Ralph ¥. Tyler in
Appraising and Recording Student Progress offers concrete help. The
criteria set up for selecting such characteristics of behavior are that
each should be important, observable, independent, and, taken together,
would constitute a reasonably complete picture of the student. The six
finally chosen as meeting all these criteria best are:

1. Responsibility

2. Concern for others

3. Adjustability
li. Serious purpose
^o Influence

6. Creativoness

17

A large group of classroom teachers of home economics was asked
what characteristic or work habit appeared to them most important for
their students to develop. There was an amazing concensus on one —
responsibility. Employers of high school students^ also_, gave respon-
sibility their top priority. This characteristic seems particularly
valuable as an objective because it is improvable through the student's
own efforts J a fifth criterion.

Defining Objectives in Terms of Student Beha^/ior

Most publications on evaluation contain suggestions for appraising
growth iji student responsibility. A "Self-Rating Character Chart"
*-used in Los Angeles City Schools has broken down this general behavior
pattern into specific^ observable student behavior appropriate in any
classroom;. Students are instructed to rate themiSelves from 0 to $j
according to the degree to which they meet the enumerated requirem.ents
in the area of responsibility, A rating of "0" would indicate that at
no tirie does the student display the behax'-ior^ at the other extreme, a
rating of "5" indicates very frequent display of the behavior. The
student selects the number which, in his opinion, best indicates the
degree to which he displays responsibility. The folloxd.ng is an adap-
tation of the Calif or ri.a form,

A responsible pupil does the following:

!• Develops an interest and a i-rLU. to learn

^_ 2, Com.es to class on time

3* Brings necessary x^jork materials to class

II, Follo^njs directions in the use of tools and materials

5» Does what he agrees- to do

60 Finishes his class work and does not give up easily

^ 7o Hands in school work on time

8» Works independently during supervised periods

pa Asks for help when it is really. needed

10, Finds his own materials for reports and other activities,

whenever he can

Smith and Tyler are among those who suggest, instead, that for the
characteristic of responsibility behavior can be defined in a different
way.

Level I Responsible and resourceful - Carries through whatever is

undertaken and also shows initiative and reliability in ac-
complishing and enlarging upon undertakings.

Level II Conscientious - Completes mthout external ccm.pulsion what-
ever is assigned but is unlikely to enlarge upon the scope
of the assignments.

Level Ilia Generally dependable - Usually carries through undertakings,
self-assumed or assigned by others, requiring only occasional
reminder or compulsion.

' 18

Level Illb Selectively dependable - Shows high persistence in under-
takings in which there is particular interest^ but is less
likely to carry through other assignments -

Level IV Unreliable - Can be relied upon to complete undertakings only
when they are of moderate duration or difficalty^ and then
only with much prodding and supervision.

Level V Irresponsible - Cannot be relied upon to complete any under-
taking, even when constantly g^aided and prodded.

Stimulating Cooperative Evaluation

Do you recall the experience of one teacher reported back on page
la? The teacher realized that evaluation that was not participated in
by the students would be useless in furthering their growth. let how
was she to secure the necessary cooperation when the dull and rather
hostile group had rapidly succeeded in closing channels of communication
between themselves and the instructor? She decided to submit five in-
complete sentences with the directions that the students complete each
sentence quickly^ putting doT>m their first reaction. Ker first incom-
plete sentence was "This class in Homemaking . . . ." Almost unani-
mously the class completed this sentence with one word;, "STINXS."

The next day a vigorous discussion helped to clear the air. The
teacher ass'ured them that she was just as dissatisfied with the class as
they were. The question was asked: "I'^nat can we do about it?'' After
a thorough airing of gripes^ largely against each other rather than the
conduct of the class 'aj the teacher _, number one priority was given to
everyone doing her o>m housekeeping Job "decently." The diversity, of
opinions on what constituted "decently" led to a thoughtful -analysis of
reasonable demands that miade even the teacher reflect upon some of her
"holy home economics standards," as one PTA leader has called them.
After a compromise between what their homes permitted and what sanita-
tion in a public school required was reached, "fool-proof" guides to
doing the few simple jobs "decently" were placed in cellophane envelopes
for ready reference in each unit kitchen.

Obviously, the Smith and Tyler form quoted earlier would be far-
beyond this class in vocabulary, .concepts, _and the fine. .discrimination,
implied in six levels. Ultimately by the end of the school year the
students had attempted improvement in several of the specific behaviors
suggested in the adaptation of the California instrument, but generally
working on one at a time. In fact, ' later, ;the students thems<^!lve3
recomm-^ndf^d that they work oh- some of these aspects as a' part of
coconing increasingly responsible,

Procodiires Used in Observing

Basically, these students had to learn to do what they had agreed

19

to do, in the T-:ay that they had accepted each task should be done_, and
when it vas their assignment to do* Recognizing the limitations of the
class, the teacher had likewise limited the housekeeping duties to the
irreducible minimum. Consequently the major purpose in observing v;as to
riaks sure that each student was reliable in doing her part of the house-
keeping.

Sometimes habit can be a ball- and- chain on the progress of even a
well-intentioned youngster. And these youn.gsters had grox-m up believing
that it was smart to "gyp" a school. Even a friendly partner's obser-
vation at first failed to prevent premature departures until the teacher
formed the habit of standing at the door and collecting an evaluation
card from each student before permission to leave was granted.

Instead of an imposingly elaborate rating scale or score card, the

students proposed that this form, be used.

is a member in good standing of the Clarksville Union of

Sink Cleaners. I certify that —

The sink is clean, without spots or grease

The cleaning m.aterials are in their proper places

The shelves in the cabinet are in order and dusted

The towels are hung neatly in the drj^'ing place

Signed_ Date '

Of course^ similar cards were available for the other housekeeping duties.
The vocabulary and number of details were kept to the minimum.

Other aspects of the observing that had to be built up very grad-
ually were for a student to take responsibility for checking more than
one person and one duty and for checking an increasingly larger number
of items. Some of the check lists with tl^renty items are not realistic^
even for students of average ability. We teachers should be willing to
acknowledge that elaborate rating scales call for a level of discrimi-
nation that we cannot actually make in a croxvded^, busy classroom. The
trick is to aecide the few points for which we'll settle when students
are beginners^ then deliberately add to these as the same students
advanc e .

Some Records Are Essential

The teacher's tLme and energy are limited* To attempt miore re-
cording than time permits would merely be frustrating to all concerned.

Yet psychologically definite evidence of progress is essential. Ihe
solution for many problems seems to lie in having students do the
recording. Too often, however, when this plan has been tried the teacher
has assum.ed too mu.ch — then been grievously disappointed in results.
E^/aluaticn of results is done continuously in real life; learning to
evaluatf^ as a m.ajor objective of education, is therefore worth the time
and effort put into it.

20

Objective evaluation has to be taught Just as does any skill, even
in the rather intangible aspects of huir.an relationships. Responsibili-
ties of a teacher include:

Discovering students' present standards for the thing to be

evaluated, preferably through a written report. An example
vrould be asking students to examine the sinks in the classroom,
then write out a statement of what conditions they would

. . expect to find left by the previous class.

Presenting a lesson on the subject, for example on maintaining the
cleanliness and order of a school sink and the sink cabinet,
if there is one. Depending upon the level of ability and
maturity of class mem.bers, this presentation could be limited
to efficient techniques with reasons for doing the job that
way to reasonably controlled experimentation by class members
on such debatable decisions as —

liJhat tools are m.ost efficient to use?

l^Jliat cleaning materials are most economical and efficient?

VJhat storage changes might increase efficiency of workers?

l\Tiat organization of work might reduce time and effort
of workers?

Formulating a class version of a check list in light of thinking on
standards and methods. These should be duplicated and used
consistently until correct habits have been firmly established.

Providing opportunities for students' second thoughts, in light of
thoughtful experience in using, to be incorporated into the
original check list. Logical thinking and perhaps a convincing
demonstration m.ay be necessary to achieve acceptance of all
the students. ,

Requesting reproduction of the whole check list in tests until it
is thoroughly learned by every student.

Applying the same process of formulating a class check list for
use in other areas, alvjays with the over-all emphasis tb-at
behavior in carrying out apparently mJLnor "chores" consis-
tently well will increase employability and efficiency of
every individual. Seen in this light, students ultimately
come to understand and appreciate such experiences.

How Improvement Is Actually Achieved .

Learning is a cooperative process. The teacher sets the stage for
learning; the students do the learning. Without their cooperation,
learning will not occur. Research also indicates that acceptance of a
goal is necessary for their cooperation both in the classroom and in the
later use in unsupervised situations.

21

In addition to the many techniques suggested previously — actually
methods employed in most good teaching — two others were used by the
teacher attempting to maintain interest in becoming more responsible,
'■So All May Know" may be the heading for a bulletin board used early in
the long struggle toward mature responsibility* On this bulletin board
will appear _, after each laboratory lesson^ the "certifications" of those
students who had a "clean slate" on the previous lesson. Since the
records were changed every lesson^ the interest x^ras maintained better
than it is with many bulletin boards. Occasionally a record was
questioned but everyone recognized that future performance would have
to establish proof. The result was that some careless lorgetter put
forth extra effort to vindicate herself through displaying responsibility
thereafter.

Another method was demonstrating from, records on file that the
evaluation on "Responsibility" which appears on m^ost report cards was
truly based upon the facts of performance^ day in and day out. Since
even college teachers of foods report that they have to check on house-
keeping duties of students,, a high school teacher naturally must be
sure that facts are recorded. At first she may need to check on every
single "certification" turned in at the door^ and pena3.ize inaccuracies
that are more than errors in judgment. Later a spot check may be
ampler Still later "Honor" students may be assigned the responsibility
of checking on an entire unit kitchen. "Honor" students are usually
those who have been so reliable that not only the teacher but the stu-
dents recognize them as such.

Rewards and Follow- Up

These two ideas are deliberately combined because each is so depen-
dent upon the other. Unless a student is convinced that^ for example^
responsibility is_ paying dividends, her zeal will disappear. On the
other hand_, being adolescent, unless she is given support at school
for continuing her growth, new interests may displace responsibility
in her mind.

General behavior patterns like responsibility and the others that
com.e to mdnd actually are the "best bet" for showing rewards from
learning because the same characteristic applies in so many different
situations. Perhaps students may be encouraged by noting that the
criteria for candidates in FHA or other school offices emphasize
responsibility. Sometim.es a teacher m.ay request an employer to talk
to a beginning class about the improvement he perceived in students
who had experienced the rigorous training that girls received in home-
making classes and boys in shop classes in previous years. If evi-
dence that responsible behavior tends to increase income exists, so
much the better.

Another area of rewards for the teacher in a vocational department
is the great improvement in home projects at least partially due to
increase in students' responsibility. Both students and parents are
willing to acknowledge this facto

22> ■

Follow-up^ also^ will vary with different individual situations.
Every instructor is a teacher of groups. Group teaching of all
learnings has to occupy most of^every teacher's time. But she can
often provide for individual groTA^th^ after group instruction, right
along with the regular class x^rork. After such instruction^ too, the
student is in a better position to cooperate intelligently through
self- evaluation.

Such follow-up on individuals usually involves acquiring some
additional pertinent information about' a student. Limited time,
therefore permits special help for only a few. Again, the practice
of selectivity becom.es of crucial importance. So complex is any
individual that the causes for the failure to learn are often hard
to distinguish. Yet eventually they must be identified if a teacher
is to be of much help,

Ko Ki-ml All That Trouble?

\-Je can hear some of you saying exactly thati If the efforts to
contribute increased responsibility through- education involved addi-
tional work, we, too, would say it would be unrealistic to expect
teachers to add more hours to their working day. Limitations on
teachers' tim.e and strength must be accepted.

Frankly we selected "responsibility" with its varied interpreta-
tions and ramifications because parents and other adults in one city,
polled to learn what seemed to them the one learning most needed and
presently least achieved by adolescents, gave first place to assuming
and carrying responsibility. In another state home economics teachers
were asked, if they could have one wish for their teaching success
next year, what outcome did they most desire. They vjere almost unan-
imous in naming "responsibility in students." Now ask yourself, "If
the elimination of my courses should be proposed, what changes in stu-
dent behavior could I cite in their defense?" Tvould you not feel for-
tunate to be able to cite evidences of growth in responsibility?

Moreover, this lengthy description serves to illustrate practically
all the fundamental facts we need to know about evaluation. Vv^e'll
summ.arize them here. Go back to our illustration for examples. Then
apply them to your evaluation problem.s henceforth.

Basic Guides to Effective E^>'-aluation

^c- Evaluation is the process of judging the effectiveness or worth of
an educational experience as measured against instructional ob-
jectives and through both quantitative and qualitative methods.
Because educators have come to realize that education is expected
to help students in achieving human values and desirable behavior
changes, as well as in achieving knowledge, the ideas of measure-
ment and evaluation have been joined-,

23

-"- Evaluation is an integral^ necessary part of all instruction. Pupils,
parents, public are evaluating your teaching results all the time.
You as, teacher, can surely not afford to skip collecting of evi-
dences of growth,

-X- For greatest growth, evaluation should really be planned and carried
out cooperatively/ — by teacher^ student, parents and any others
who nay be seriously concerned with the growth of that individual,

-;;- Evaluation should always begin viith a list of cooperatively arrived-
at, definite objectives of instruction. A high degree of selec-
tivity is essential in determining these objectives. Student
formulation may serve as a means of encouraging development of the
ability to discriminate and to make decisions. A list of coopera-
tively agreed-upon objectives can serve students and teachers as
a g'oide to learning and as a fair focus for evaluating what has been
accomplished by all those concerned. But it is important that
objectives be clarified so that they have the same meaning to all,

-«- To be most useful, objectives should be expressed in terms of
desirable changes in behavior, immediate and delayed. Stating
objectives in behavioral terms indicates the kind of evidence
that will show whether the goals are being realized. Em.phasis
upon changes in behavior indicates that major value is placed
upon the learner's ability to apply the knowledge, generalizations,
abilities and attitudes taught in school,

^- Individuals must be expected to reach different levels of attain-
ment in these objectives. This does not mean that any degree of
proficiency which satisfies the learner himself will be acceptable.
Learners should not be protected from realization of low attain-
ment for they must acquire an accurate picture of their limitations
before they encounter the hard realities of the competitive world
beyond the classroom. But, teachers must feel also responsible
for helping learners set liigher standards if they are subject to
improvemxCnt through efforts of the individual.

-"- Different objectives require different forms of evaluation. Any
device which provides valid evidence on the progress of students
tovrard agreed-upon objectives is appropriate. Both inform.al and
forrial methods, objective and subjective judgments are needed.
Subjective appraisal of progress toward important objectives m.ay be
of more value than objective measurement of minor goals,

-" The more evaluations are allowed to be self-imposed self-criticism,
the more their instructional function will be realized. For
validi.ty teachers will need to definitely train students in carry-
ing out their self- evaluation. The task is to inculcate in stu-
dents the teacher's concept of socially accepted criteria of their
achievement, then help them to develop evaluations that are valid

21.

in these terms. This applies to rating scales, written tests and
all the other types of instruments.

--'■ Regardless of curriculum design^ successful teaching involves
evaluation at every step. Always evaluation should be comprehen-
sive enough to appraise all major objectives, concerned with both
means and ends or both product and process. Since the learning
and fixing of understandings and abilities tend to require much
time, evaluation, too, has to be lengthy and reasonably continuous.

-"- The learning outcomes should be a habit of self- evaluation and of
as much self-direction as the individual may be capable of achieving.
Individuals and groups grow in self-direction if they —

Have a chance to figure out where they want to go in the first

place
Concentrate their attention on these specific objectives
Take stock at appropriate intervals to see what progress they

are making
Understand the definite standards on which they are being eval-
uated
Gain skill and independence in problem solving and decision
making.

-"- Since the primary purpose of all evaluation is to promote further
growth in students, the value of any device can be judged from the
results in furthering individuals^ progress. Consistent repetition
in the use of any device aids in effective learning as vfell as
effective appraisal of progress.

^^- Information secured from careful evaluation should always be used.
Sincere self- evaluation m.ust be taken seriously by teachers in
distributing awards or it Thrill lose its good effect. Remember that
the concept of self, whether or not it agrees with the facts, may
provide clues to the better understanding of a student.

-"- Results of evaluations should be drawn together periodically and
studied in terms of;

VJhat are the unique and limiting features of the situation?
IVhat is the relative importance of different outcomes?
"iVhat replanning of content seems indicated?

I^fnat is the comparative effectiveness of different procedures?
IVhat additional informatiun has appeared that may give clues
to the nature anCi causes of difficulties?

-;;- A wholesome adjustment by students, parents and teachers to the
realities of the results of evaluation demands:

The ability to see things and people as they really are
The ability to meet situations constructively as they arise

in terms of their own requirements
The ability to accept the inevitable with a minimum of conflict.

25

Teacihers can only be expected to extend and improve their programs
of evaluation as they gain time and skill. Perhaps carefully
thought-cut, rather complete pre-preparation of the objectives and
evaluation devices for the unit which most troubled a teacher last
year might be a good place to start, A second unit might next be
tackled as time perm.its and skill increases, A realistic focus is
alxijays beneficial for any plan of improvement.

APPRAISING ACHIEVEi^iENT IS AN INTEGRAL PART OF TEACHING

The same guides should be used in appraising learning achieve-
m.ent as in evaluating growth in general behavior patterns. Let's
summarize these from the illustration on responsibility.

Take Tim.e To Thoughtfully Determine VJhat Students Must Learn

Decide Evidences In Behavior That Would Indicate Such Learning

Plan Appropriate Ways Of Collecting These Evidences

Organize And Teach Minimum Essentials As Well As You Possibly Can

Use Appraisal Devices Before, During And After The Class Instruction

Analyze Results For Causes Of Low Achievement

Revise Procedures In Light Of Causes Determined

Reteach To A Safety Minimum Level Of Attainment For Even Slow Learners

Provide Individual Or Group Variations In Teaching To Meet Differences

Take Tim.e to Determine Minimum Essentials to be Learned

A survey of homemaking teachers' practices jjn Illinois high
schools showed that half of them spent three to five hours per week
on personally keeping the home economics rooms clean and orderly.
Over 10/^ spent as high as eight hours per week on these m.echanj.cs.
Can we afford to distribute our time in this way? Time and patience,
as well as good organization would be necessary to teach, review,
and drill students to do such tasks. But students need such disci-
pline, speed and skill if they are to cope with their ox\Tn future of
concurrently acting as a paid employee, a x^rife, mother, and household
m.anager for an average of 25 years of their adult life.

Selectivity is certain to be the primary element in all curri-
culum building of the next decade. We are going to have to force
ourselves to be more highly selective than we have ever been before.
Every additional evaluation device that you may use on your students'
achievements is bound to bring bad news I "The fault. Dear Brutus,
lies not in the stars" can also be assumed about your situation.
Better to consider with the best insight you can muster whether such
difficulties as these prevented reasonable attainment of the objective.

Was the learning an absolute "must" for daily living in

the future?

Was the objective accepted by the students as worthwhile?

V/as attainment possible within the limitations of time

alloi'jed?

V/as the objective within the scope of the students' ability?

Was the organization of instrucbion efficient and sharply

focused in emuhasis?

26

Decide Evidences in Behavior That V/oTild Indicate Learning

Like teachers eveiyr.-here, according to many investigations, teachers
in Illinois tended to put great faith in the overt behavior which they
could seep But even the Bible points out that there are many who 'have
eyes and' see note Unless we have a definite notion of what we are look-
ing for, accurate observation is unlikely. To decide right after setting
up an objective the behavior expected from, such learning sounds too
idealistic for our crowded world. But it worksj

For example, let's take that fam.iliar principle, "high heat toughens
protein," Those who have truly mastered it will, in old and new situations

Recognize the presence of protein in the food
Recall this basic principle of protein cookery-
Control the temperature to secure a good product

Plan Appropriate Ivays of Collecting Evidence

Of course, after a few exposures most students can reco.gnize common
protein foods on a paper-and -pencil teste They can do m.ore; they can
recall suitable temperatures for cooking certain foods. Put to it, they
can even organize their knowledge when in an essay test they are asked
to list in order the five main steps in scram.bling an egg. But turn
them' loose with an egg in a performance test and the temperature control
may and may not be practiced. Actual application of a principle in
action and in many different situations is, obviously, the most valid
form of evidence.

Undoubtedly that is the justification of teachers' dependence upon
observation for evaluating all kinds of achievement and growth. Life
being x^hat it is, however, paper-and-pencil tests of the recognition,
recall and essay type, occasional performance tests organized for care-
ful, objective measurement of results must be utilized to save everybody's
time. And costs being what they are today, com.mon sense tells us that
we must get the maxirnijim learning from every dollar spent. VJhy provide
students -^Jith even ham.burger unless they have shoi-m first on paper that
they know what to do and why,,

Periiaps the most flagrant example of sheer waste is to be found in
the v;ay some teachers try to "teach foods on the meal basis." A visitor
to a six -unit food laboratory found every family hurriedly preparing and
gulping foods, then runhing through sketchy cleaning. Since the pattern
of every m.eal was so different, the visitor asked what meal was being
taught. The reply was that the class was studying dinners and each family
had its ovm choice, unhamxpe red by any guide lines as to costs, types of
foods, kinds of techniques to be used, or principles of cookery to be
practiced. This same teacher (let's call her Miss Smith), asked about
how she and the students planned to evaluate results of the lesson, stated
that her concern was to meet individual differences, not to measure any-
thing I Her opinion of the visitor as of the horse-and-buggy era was
painfull;/ apparent.

27

Org:aniz8 and Teach Minirmim Essentials

I — ■ ■■ — ■ ■■■■.—■ "•- ■ ■■ ■■■■!■ I '—■■—•■■' I ■■— I ■■!■ ■i^iawiMi -lldB III ifcy

The above example of misunderstanding of modern educational princi-
ples had the root of its difficulty in the teacher's failure to identify
'>JSTS'' for her students to Imow in the future. In another classroorr.
in the same city a teacher, I-liss lavis, had decided that competent vege-
table cookei^f vjas essential for her potential hoir-emakers and "^rage earners
to knovr. Let's cotnpare her teaching vo-th that of the first teacher.

During the last part of the c3.ass period on a Friday she ad-
ministered a short objective pre-tost to discover >:hich of the
facts and principles she Has considering the group already knew.
Needless repetition is bor^jng and profitless.

On Monday teacher and students Trent over the group results on
the nre-test and decided what they still needed to learn, even
though vegetable cookery had been studied the previous year.
Students are "from Missouri" vhen propositioned on repeating
any topic with vjhich they have had the slightest contact but
triey can "be shoi-m," and then cooperate willingly enough. After
deciding on definite gaps in their !<no¥ledge, students used
text books in locating and writing dcim correct answers to all
the questions they had missed.

On Tuesday written ans>iers were verified for correctness in
class discussion, then formulated into an informational out-
line on the chalk board. The class secretary made a copy
of this outline for future duplication. The teacher, select-
ing the vegetable cookery practice most resisted and argued
about on Monday, presented a brief e^iperimental demonstration
on the local practice ajid that recommended by authorities
which proved convincing to even the most doubtful.

On VJednesday the class opened viith a snappy oral review on the
limited number of facts and prin.ciples listed in the outline
prepared Tuesday. Copies of these informational outlines were
then provided to each student and from these plans for prepar-
ing a vegetable plate were made by the family group in each
unit kitcihen after the class had agreed upon certain criteria
that -the plate must meet. These crite2i.a were as follovrs:

Vegetables prepared 'roast represent the minimum essentials to
be learned. For exatrple, one basic principle which, curious-
ly enough, students had never before recognised was that
"Vegetables provide the maximum of their nutritive value
when eaten fresh and uncooked." Therefore, application of
txhis criterion required that one vegetable on the plate
should be fresh and uncooked.

Vegetables must be obtainable at a reasonable price on the
local market. That vjord "reasonable" was interpreted so
differently that the group's final decision was to agree
upon a total sum to bo spent for the plate.

Vegetables must be able to be prepared within the agreed-
upon number of minutes available on Thursday. Since each
unit kitchen boasted a pressure sauce pan, this posed no

28

Vegetables selected must include tv;o cooked (of diiTerent
types), one frozen and one raw. The. frozen vegetable was
. included because the pre-test indicated that overcooking
of frozen vegetables was all too prevalent, yet the
teacher had never before suspected that preparation of a
frozen vegetable could possibly go wrong. She made a
mental note to continually emphasize the necessity of
reading directions on every food package henceforth.

Vegetables combined should present attractive variety in
flavor, texture and color. Variety in temperature was
automatically provided. This principle of meal planning
could be glibly rattled off by even the dullest student
but the teacher had observed that continual practice in
applying it was essential for some time to come.

On Thursday each family followed the plans for division of labor
in prepai'ing the vegetables ordered on Wednesday. The students
-j^'ho had only to prepare a raw vegetable gathered at the chalk
board as soon as these vegetables were in the refrigerator to
write the criteria for the plate in the form of a check list,
supplemented hj a score card for any cooked vegetable which the
teacher had resurrected from the study on vegetables during
the previous year. As soon as all plates vzere ready for in-
spection, these evaluation devices were applied and reasons
for unsatisfactory results were discussed in terms of the
facts and principles on the dittoed information sheet.

On Friday a challenging review was provided by asking every
student to write on her own information sheet additional
ideas she had gained from the Thursday practice. These were
shared, evaluated, and summarized by the teacher on the chalk
board so that "every student would have a correct version on
her sheet, A few significant applications were suggested for
home practice over the weekend. The remainder of the class
period was utilized for a short objective pretest on the
next topic to be studied.

At the close of two or three such teaching units the teacher
took class time for a longer objective test over all facts,
principles and practices covered, omitting- items known on
the pretest, including items not known before class study,
and adding questions appropriately more difficult in light of
the class study. She reported that delay forced students to
again review their information sheets and to form the habit
of retaining knov/ledge over an increasing length of time. Un-
til this plan was fully accepted, students "lost" sheets which
had to be replaced. Ultimately, once they all decided the
teacher meant business and that any student who knew what X'jas
on the information, sheets could pass the final exarrdnation with
flying colors, they frequently used these very sheets to recom-
mend the course to their frionds. "I tell you, in Miss Davis' •
class you know exactly what you have to learn; in Fdss Smith's
class you just cook,"

I

29

Use Appraisal Devices and Analyze Results for Causes

The description of Miss Davis' teaching well illustrates the fre-
quent use of evaluation devices not only before, during and after teach-
ing but, also, one more practice that is so efficient that one can but
v;onder v;hy more teachers do not utilize it. This is the practice, once
a class has managed to formulate a device, of using the sam^e device
over and over and over again. That is the advantage of keeping food
score cards readil;/ available in each unit kitchen. Without Miss Davis'
guidance, her students might never have recalled the last year's score
card. But time and effort were saved and standards fixed more firmly
through the use of the previously used score card than if a new and
perhaps slightly different one had been formulated.

Today's students tend to be optimists about one exposure being
adequate for any learning. At the close of a thorough unit on color,
line, design arxd selection of textiles, a class formijilated an excellent
r. check list on what to look for in examining m.aterials for purchase at
Iccal stores. Over the weekend daughters and occasional mothers had
put these dittoed check lists into use when buying materials for the
next project in clothing construction. Purchases justified by indi-
viduals in class the next Monday gave proof positive of how very valu-
able txhese reminders had been. Students expressed enthusiasm and re-
ported the respect displayed by store personnel for this method of
buying.

Yet into the wastebaskets went these same dittoed sheets at the
close of the period. Nor did this appear wasteful to the young teacher
who explained that these students would construct no other garments this year;
a final unit on selection of readymade clothing would finish the cloth-
ing course. With rapid turnover in teacliers some of this waste m.ay be
inevitable. But surely this teacher could have guided her students
to apply the samie check list to materials in readymade garments, at
least L The check list represented in its stated standards a sharply
focused condensation of the most vital principles taught throughout the
previous unit, hence offered a subtle form of reviex^r through application

3W situations.

Let us assume that this clothing teacher had led students to tr^'" to
apply the check list to selection of materials in readymade clothing. A
summ.arizing assignment often used for each individual is the presentation
of a minim-Jim wardrobe for herself, any aspect of which m.ay be challenged
by class members <. Inevitably students, faced with this complex problem^,
will make errors in applying the check list. At once the teacher must
analyze whether the fault lies in the check list or the student's fail-
ure to apply a standard correctly.

Some student, struggling with applying the standard of a "firm,
close weave" to bathing suits, decides there must be "something rotten
in Denm.ark" or in the check list. Through class discussion students and
teacher decide what two alterations must be made in the check list. The
standard about x-jcave is broadened to read "Is the weave suited to the
use and cleaning to which the garm.ent will be subjected?" Then, since
the idea of a "firm, close v;eave" as a standard had stemm.ed from, the
students' lack of sewing skill, a new standard was added that included

30

application to materials in both readymade and self -constructed garments,
"Do the characteristics of the material indicate that it will be within
your ability to sew and/or alter?" Obviously, learning should be cumu-
lative and every time an evaluation device is used, some refinement will
be achieved through meaningful experiences.

On the other hand, applications of devices to new situations usu-
ally also bring to light misconceptions of individuals and occasionally
of a whole class. For example, one standard that nearly all teachers
emphasize is that the grain line of any material purchased for con-
struction in class should be readily apparent and correct. Too often
beginners, unwarned, bring embossed materials in which the crosswise
thjreads may or m^y not be at exact right angles to the selvage. Not
even the teacher is able to distinguish the grain line. Unfortunately
sometimes it is all too clear after laundering has reduced the em.bossing.
Properly warned, students buy correctly calandered materials for con-
struction.

But whole classes have been kno>7n to assum.e that, of course, all
parts of a ready made garment are cut on the grain line, and to ignore
this criterion completely. Such a misconception rea_uires time and addi-
tional teaching with practice. Even so, the learning is far m^ore ef-
fective than if the teacher failed to relate this principle of grain
line back to construction while teaching the unit on readymade selection.
And next time that she teaches the principle, she will m.ake sure that
students understand how it can be applied in m.any purchases, not m^erely
to buying material for one construction problem.

Revise Procedures in Light of Causes and Reteach As Needed

From the preceding illustration, the conclusion might be drawn that
always the causes of low achievement stem from the teacher failing to
develop the minimum essentials through inadequate content and/or inef-
fective methods of instruction and evaluation, Som.e over-conscientious
teachers do conclude this and thoroughly wreck their psychological
security.

Actually, learning must always be a cooperative enterprise. No
m.atter what advanced training the teacher m.ay have acquired, all she can
do is to set the stage for learning. Students must do the learning.

Occasionally something happens in a school's schedule that so comi-
pletely directs students' attention elsewhere that Solom.on himself would
have his difficulties. At tim.es even the weather can cancel out the
best of teaching, Buu m.ost often the causes are inherent in the diffi-
culty of teaching a group of individuals, each of whom is different
from every other.

Common sense reminds us that m.ost of our teaching has to be group
instraction. The selection of content must be meaningful to the majority.
The m.otivation devices must appeal to as many students as possible. The
methods of instruction must include all students in the learning activities,

31

Pro vice for Individual Differences

However, not only common sense but also research clearly indicate
that the speed and quality of learning carjiot possibly be the sarr.e for
all members of a class. V/hat bothers home economics teachers - and nay-
be should bother us far more than it does - is the fact that the slow
learners are certain in the future to have greater need of "built-in"
homemaking skills than will the more independent thinkers* Th^ are less
likely .to view educational programs, to read, to study in Hom.e Bureau
clubs or in adult classes. Consequently a "safety minimum" level of
attainment for slow learners seems imperative ♦

In some schools homogeneous grouping permits a class of slow learn-
ers to work at their o-vm speed, staying with one aspect of homem.aking
until some degree of understanding and skill have been achieved. This
simplifies the instructor's task. The standards expected, as well as
txhe speed, can be adjusted to the student^ s ability. For example, if
slow l3arT).ers have set themiselves the task of learning how to make a
hospit.'l ■bt:;d_, evc^v type of visual aid will be helpful and so will
shor-, coacit:e o-a.lvat-!on devices. In one case, in spite of individual
and group cs-'i'-.nstratior.s, posters for m.otivation, step-by-step charts
for clc,rlj":c.?,r,ior_. r-.i-r: the most patient, faithful plodders began to
falter In thair z<?3l for continued practice, VJhen a simple score card
with arbitrarily?' assigned numerical values was presented to stimulate
their flagging interes":, the result am.azed the teacher. They under-
stood those numerical values of levels 1, 2 or 3i

In other schools the reading abilit;^^ of students in one class may
range fron fourth grade to twelfth grade level, Reading ability appears
to correlate highly w:.th general intelligence as schools are operated
tpday. The range "aiO. quality of previous experiences in homemaking
may be equally varied. Ir. such classes the use of self -evaluation de-
vices is of even g.j-ea-oer importance than in a homogeneous group. The
fast learners can recogni7 3 -.vhen they have achieved, and set new and
different g.D?.ls fc^ theiT.selves during the class tim.e rer:iaining. The
average students Droiit from the clarification of what is expected im-
plicit in an evaluation instrument. The slow students learn to limiit
their expectations to what is feasible for them in the time available.
For example, fast learners m.ay explore and report to the class in-
teresting but not essential facts about hosp:i.tal beds and bedmaking.
The mjajority of the class m.embcrs should bo able 'uO acquire the necessary
understandings and tochni'qu'-^n :.:::. the time £li•J^t?d, The slow learners
may achieve a passj.ble rosal" with extra ^cccy'.ce at hvome or in school
while other class riiembers are studying anooher topic less basic than
bedm^king.

A student's reactions to the standards on an evaluation device de-
pend upon her previous experiences and asp"^".rations . For example, a
fast learner is often the "i;pvardly mobi3.e'' tj'pe, determined to learn
and adopt vjhat "nice people do," Her in.terest helps her to learn, her
ambition encourages her to go beyond minimum requirements. Yet her
psychological security depends upon her o\ri and others' recognition of
hor achievement. Consequently she \'alaes highly every type of instru-
ment that enables her to appraise her oi-m growth and achievem.ent.

32

Another student may be acquainted with the details of her OT.jn well-
managed home yet have the habit of "doing just enough to get by" so
deeply ingrained in her that she sees no reason for altering her study
habits in her home economics class. Able to do better, she should be
encouraged to improve her standards of achievement in every legitimate
fashion. Again/ concrete results on evaluation devices offer positive
but impersonal encouragement, and tend to be more convincing to the
student straggling with poor work habits than any number of exhortations
from, the teacher.

A slow-learning student is often plagued with lack of the m.otor
coordination to be expected, at her age. Consequently her mitered comer
on a hospital bed may be a quite different fold from that demonstrated
by the teacher or visiting nurse. Student and teacher have no choice
but to accept her best effort as good enough for her. However, there
is wide difference of opinion as to whether a student should be m.ade
aware of her limitations.

Actually, a slow learner must be very slow indeed if she has not
recognized her own and others' differences. Many now believe that each
person should be guided to accept inevitable limitations with a minimum
of conflict, to set her vocational aspirations within this realistic
frame-w'ork, and to seek substitute ways in which she m^y find self-
approval. Student-teacher conferences that give time to explore match-
ing the student's characteristics with different job requirem.ents are
essential for the student's security and continued effort to succeed.
Incidental but deliberate help can often be given by the teacher, such
as comim.enting favorably upon the immaculate cleanliness of a student's
hands and ignoring the idiosyncrasies of her mitered corner.

Such descriptions, though tjiDical, can only serve to illustrate
a teacher^ s problem.s. Every student you have is different in many ways.
Every person, young and old, has her strengths and weaknesses. The
trick is to perceive both clearly and try to determine the underlying
causes of any significant difference. Rem.ember that "Hadam 0' Grady and
the Colonel's lady are sisters under the skin." Lookback to the recom-
mendations ochwartz and Tiedeman offer to teachers on page six. The
m.o re successful we are in applying- these suggestions to ourselves, the
more successful are we likely to be in guiding students, according to
the groat psychiatrist, Karen Homey.

SUGGESTIONS FOR IMPROVING ILLINOIS METHODS OF EVALUATING ACHIEVEMENT

The field of evaluation is in such a pioneer state that the avail-
able research is limited and, as shown in recent publications, sometim.es
even contradictory. Yet a survey of the literature does offer positive
suggestions for improvements on which most authorities appear to agree.
These suggestions are limited to the common types; in fact, to the types
m^ost often used by Illinois teachers of home economics.

Emphasis upon ways of improving these common t^^-pes of appraising
achievement seemed basic to further progress of teachers. Most of us
ha'/e some instrumiCnts on hand that need improvement; even student
teachers hoard their o\^ devices and exchange with others, fully recog-
nizing the need for revision before their use in a new school. More-
over 'even purchased tests that are constantly under revision like those

33

distributed froni Purdue University can often be improved in terms of a
different time and place.

Next year another featured art?.cle on evaluation will extend the
scope of techniques and illustrate each in detail since they are less
familiar to most teachers. In the meantime do purchase the series from
the Iowa State College Press next fall. They utilize a promising new
form that merits your consideration.

Evaluating; Intellectual Achievem.ent Through Improved Observation and
?.e cor dins:;

Learning experiences in home economics may be roughly divided into
two general kinds: intellectual activities and manipulative activities.
■Since knowledge and problem solving are expected to precjede any truly
educational manipulation^ observation of intellectual activities will be

Systematic observation of intellectual growth is necessary, orga-
nized and included in time schedules of lessons, OtherT/;ise teachers
may become so involved with the tangible aspects of home economics that
study habits and intellectual growth may not get the careful look they
m.erit. Then, too, students imj.tate their teacher's attitudes. If the
meal itself seems more important in her eyes than the problem solving
involved in planning the meal, students acquire that attitude. If the
teacher shows interest in and respect for problem solving, students are
likely to catcii- her enthusiasm and put forth increased effort on the
planning process.

Behaviors Considered Evidences of Clear Thinking

As always in evaluation, the over-all objective of clear thinking
must be broken dof/jn into single specifics which are stated in the form
of observable student changes. Choice of these will depend upon the
educational level, the present attainment of the students, the possi-
bilities for teaching reflective thinking in the current unit. Som^e of
the behaviors that might be considered evidences of clear thinking are
seen when the student:

---Identifies the problem.,

■5'-Callects ideas pertinent to the problem

Selects and accepts word of sound authorities

Suspends judgment until adequate data are collected

Interprets data accurately

Analyzes proof critically
■'''-Organizes a tentative conclusion or plan on the basis of data
-"-Trios out this tentative idea and evaluates the results
•'--Revises idea in light of these results

Perceives cause and effect relationships

Summarizes specific facts clearly

Formulates valid principles from specific facts

Keeps personal bias to the irreducible minimum

Stays "on the beam." in presenting ideas to others

Defends own convictions in reasonable argument

Understands v/here conformity is essential, where non -conformity is
feasible

Bal.ances values in decision-m.aking

Applies pr-inciples to nev: situations

3h

Steps Involved in Simple Proble:n Solving

A star (-"-) appears before the five behaviors usually involved in
problem solving in its simplest form. You will note that one requires
evaluation. These steps can be taught and utilized over and over from
the beginning of our instruction in*home economics, A seventh grade
class, studying the techniques of baby sitting, finds a varied collection
of simple household articles and some odds and ends such as string,
spools, etc. arranged about the classroom. Asked for vhat these might
be used, they quickly identify the problem by inquiring whether some of
them could be used as playthings for children.

VJhen the teacher challenges them with the reply, "Perhaps some but
not all," they realize that they must get some ideas from authorities
on how the suitable playthings may be distinguished from the undesirable.
The teacher sets the stage by providing texts and references. Instead
of the traditional guide sheet of questions, she proposes a check list
for practical use in judging the assembled articles as playthings*

When they have read on characteristics of playthings appropriate
for different ages, small groups in buzz sessions organize these stan-
dards into a check list, using the form suggested by the teacher. An
example might be -

Standards to be. applied Baby Young Child Older Child

lies I No

(5

Yes

No •

is this plaything safe for a child fYes ; No,
to put in his mouth? | j

f f

To avoid congestion" students "number off" before moving from their
seats to judge each article according to the standards agreed upon in
class. If periods are short and this judging takes place the second day,
check lists may be dittoed. Other-v%Tise each student uses her o\-m hand-
written copy. Of course, difficulties in applying the check lists arise.
Differences of opinion appear. Changes in the check list seem necessary.

In class discussion the check lists prepared by each buzz group are
presented, conpared, and evaluated to the end that all may agree on at
least a tentative uniform check list to use in judging the worth of each
article displayed.

The group discussion that follows usually represents a far higher
level of thinking than the previous one. Most of us can improve our
thinking after subjecting it to the crucial test of practical application.

Situations Where Observation is Possible

If a teacher is really serious about helping students to improve their
thinking, she will plan in every teaching unit the specific situations in
which she will have opportunities to observe and evaluate their behavior
in this regard. The teacher who uses a supervised study period or a judging
period to Xv^rite a personal letter is not a 1958 model.

35

Properly prepared for and evaluated, almost every learning activity
provides sorr.e evidence of students' thinking - or the lack of it. "But
surely not in drill and review lessons?" you exclaim. If drill is de-
fined as the experiences required to fix facts, opportunities would be
limited, it must be admitted. Review lessons are quite a different matter.
They are designed to increase the skill and speed in applying known facts
to new situations. Practice in such thought -provoking processes is the
purpose of review lessons. Certainly this type of practice offers un-
usually good opportunities for observing ability to think.

Utilizing the teaching on children's playthdngs described above,
let us try to identify all the situations that offer the teacher sn
opportunity to observe and record students' thinking. Would not somie
or all of these be possible?

Students' identification of standards embedded in reading m.aterials
Students' acceptance or rejection of standards proposed in buzz

sessions
Students' comparison and evaluation of standards proposed in class

discussion
Students' inform.al but often highly revealing comments while judging

articles
Students' discussion as they resolve conflicts and reach agreement

on the ultimate content of the check list
Students' answers on an essay test requiring reproduction of the

check list and its application to different articles

Techniques of Observing and Recording Students' Ability to Think

The eighteen beha-^/iors selected to illustrate aspects of thinking
are clearly of different levels of difficulty, hence the teacher's first
problem, is to match the difficulty of thinking to the maturity and ability
of her students o i-Iaturity greatly affects students' judgment, but those
of lesser ability will rarely attain the highest levels, no matter how
mature they may be in some other respects. Nevertheless, studies indicate
txiat very few people work up to their actual capacity and this serves as
a vjaming to a teacher who may be inclined to accept too low a level for
her students. Probably the first necessity is to acquire and study data
on their capacity as well as on their previous record of achievement.
Such records in more or less complete form are available in every school
administrator's office; if the school has a counselor, not only the
records but appropriate interpretations will be available in his office.

Observing and recording should be done so that norm.al activities of
the individuals or of the groups are not disturbed. One teacher of family
living is (privately) knowTi as "Miss Clipboard," Deeply concerned vrith
students' progrejsin the abilities of communication arjd thinking, -she places
on her clipboard a chart for recording certain selected aspects to which
she is giving specific attention at the time. She attempts to observe
only two or three at a time, and for best results finds that these aspects
should be related » For example, her students are preparing for, experi-
encing buzz and class discussions, and attem.pting to formulate conclusions
as "guides to action" on the question of xjorking wives. The three related
behaviors that she might select for recording evidences about students
could be -

36

Keeps personal bias to the irreducible minimum
Defends oxm convictions in reasonable argument
Balances values in decision making

At the top of each record sheet that she uses is a blank for in-
dicating the date, Down the length of the sheet of paper are dittoed
names of class members. Horizontal lines are also dittoed so that each
person's place m.ay be quickly identified^ no matter what may be the
aspects being observed. These aspects vaiy from time to time as different
topics offer opportunities for observation. They are written across the
top of the sheet. In the example, each aspect headed a column, making
three columns in all. As the lesson progresses, any student who displays
strength in one of these aspects is marked on the chart with a plus sign,
any weakness is recorded with a minus sign. Space is always left at the
bottom of the paper for brief notations if these are necessary.

Students are so used to this clipboard recording that only rarely do
they even notice it. They are satisfied to know that she is trying to
make an accurate record - and that eventually they will get to see anything
about themselves that is worthwhile. Indeed, on the occasional days when
she offers opportunities for individual conferences on student progress
while the rest of the class work on independent projects, interest is high
and eagerness very evident. To maintain this willingness to leam about
themselves and plan appropriate ways of affecting desirable change requires
objective evidence and considerable skill in guiding students but it can
be done, A nd remember the stakes are very high.

In conferring with an able thinker, the evidences of strengths ' m.ay be.
used to reduce the student's feeling of competitiveness and interest her
in helping som.e one else, introducing the social conscience that leaders
should have. In discussing the evidences on a student with limited intelli-
gence, the report should be equally objective BUT different. Evidence on
at least one aspect vjhere the student has made some progress should be of-
fered, Du.ll normal students, for example, find "staying on the beam" verj?-
difficult. But they can gradually discipline themselves to do so. Some
evidence of progress in this regard will be accepted joyfully no matter
how long the struggle to im.prove goes on. But perhaps a brief class report,
while limited to strictly relevant facts, was none too successful in the
actual presentation. Together teacher and student can plan practices that
would help to overcome the lack of clarity.

But what of the large "middle" group who have few either of plus or
minus signs? l^Jhen a teacher discovers this^ she is alerted to become
more observant of these very students because she does have her records.
Often the below-average student is working more nearly up to capacity than
the average student. The importance of being sure to help students in
this group is intensified because, as Abraham Lincoln noted about the com-
mon, people, "the Lord made so many of them," Often, too, they are the
easiest individuals with whom to work because they represent no difficult
extremes of behavior, ' Yet teachers still tend to overlook them unless
records are kept.

Ar

.derson,

Mazy

V

-

• • •

■

R

-

li

\

37

Another guiding principle for both teachers and students is that the
quality as T-rell as the quantity of learning effort should be recorded. On
a seating chart of a class a student can record the number of times each
student contributes to discussion, x-g^hether these contributions vjere volun-
tary- or requested, and whether (in the opinion of the recorder) they were
major or minor contributions. For instance, a square for one- student on
the chart might look like this at the end of a class discussion, ^ _

\ AnriPr.^^on. vx^T^ ,^ Key to symbols used -

V - Voluntary contributions R - Required contributions
• - Minor' contribution --- - outstanding contributicns

One result of giving students rotating experience with such recording
that can be guaranteed is a tremendously stimulated interest in contribu-
ting in class. A m.ore difficult outcome to achieve is judgment in hastily
evaluating contributions in order to determdne which are. major contribu- ■
tions of outstanding worth, relatively speaking. Some students can only
judge the length of the contribution. Others gradually grow able to per-
ceive differences in the clarity and originality , the accuracy and com-
pleteness 01 students' statem.ents. "

Every experienced teacher can recall being astonished when an out-
standing paper or written examination was received from a student who in
class was always silent durjjig class discussions. Student-made records
open the opportunity to early confer with such a student upon the basis
gf objective evidence to try to discover the reason or reasons for her
reluctance to talk in class. The reason m.ay vary from m.erely a deepseated
xhabit to a critical personal problem. "Silent participators'' m^ay be ac-
cepted in the voluntary education of adults, but the teacher's responsi-
bility for the development of adolescents is quite different. And the in-
fluence that such an individual: may exert all the rest of her life is rich
reward for the cooperative efforts expended.

Another aspect of observation and evaluation in which students may
participate is concerned with getting an objective view of individuals
in their actual interrelationships with each other and

V7ith their environment. Within these interrelationships may lie the reasons
for individual difficulties in thinking or clues to how each can be helped.
Some observations along this line may be -

VJho seems unable to participate effectively, hence substitutes

aggressive behavior?
VJho stays in the background during discussions, just listening to

others?
Who waits her turn, then makes her o-wn suggestions?
Who displays a highly competitive attitude, trying to mionopolize the

discussion?
VJho makes distracting remarks in order to get the group off the topic?
Who makes such dogmatic remarks that no roomi is left for further

discussion?
V/ho questions a popular viet-jpoint when questioning is desirable?
Who has acquired the art of originating new and helpful ideas?
Who is able to disagree with others in courteous and kindly fashion?
VJho shov;s a tendency to defend ideas just because they are hers?
U'ho shows a tendency to accept or reject ideas according to whether

she likes or dislikes the individuals offering them?
VJho shows leadership in moving a discussion forviard?
Viho is able to reconcile diverse points of viexv'' in the group?
Who abides by a majcrity decision vdthout resentment?

Do We Have T-?hat It Takes?

One of the most exasperating charges recently leveled against
fields like ours in general public criticism has "been that students
could not lean?, to think thTOugh home economics. We all knov that
homemaking and family living prohlems today present one of the most
challenging areas for sound thinking. But at 3-east a pa.rt of the
public iras not giving us credit for livjjQg up to our responsibilities.

One teacher, who had accepted this challenge and vas persistently
•wDrking with her pupils along the lines suggested here, found it hard-going
at first but by the end of the year had many heart-"^ra.rming experiences.
For example, she had teen working long and earnestly -vrith one group of
thoughtless, impatient youngsters toward the behavior, "Suspend .judgment
until adequate evidence is available." By the end of the school year,
several parents hs^ taken the trouble to thank her for this effort. The *
remarks of one mother were tj^ical, "Vte have been so surprised and pleased
at the way Marjorie has settled down this year. She used to be so flighty
we couldn't keep her from doing cra2y things. But now she waits to think
through the thing. At first we thought she was ^just groining up, but
Karjorie gives you and your class all the credit."

As general guides for action for all of us, let*s spell out what the
teacher had done to help Marjorie and her classmates.

SHE HAD

studied her students to determine their most

crucial common needs,
identified, from the list of behaviors that evidence

ability to think, the very few that could be

expected to show progress before the end of the

school year.
attacked first the one or two most urgently needed and

most likely to show progress that students could

recognize in themselves,
had the stamina to stay with these few goals until students

had time to break old habits (bad ones) and establish

good new ones*
reduced deliberately course expectations in order that she

might have adequate time for planning and the class

time for necessary practice,
kept interest alive with constant self -evaluation and

teacher commendation.
s.ccepted her co-workers' invitation to explain her efforts

and elicited valuable support from other teachers

instructing the same students,
developed gradually enough faith in the results in herself

and the students that she could start to provide

for further development in the individuals who had

made the greatest progress in achieving the class goals.

TN^

39

?c for 0"b,1ect and Performance Tests in Home Economics

ilvaluation of students' abi3.ity to think—Vital as this ability vr.dou'bt-
edly is in today's vorld-.-has limited value unless there is parallel eval-
uation of students' grovrbh in hcEemaking skills. Reimiers and Ga.^e point
out the extensive studies at the University of Minnesota that .led to the
conclusion that in foods classes the correlat5.Qns "between -a knowledge of
*-th2 scientific principles ijnderlying cookery and the quality of the food
cooked or the ability of people to man- their laboratory Trork vere very
i9.'£' '^^^ attainment of one particular type of objective cannot be inferred
frczi the measured atta^inment of a different objective.

Even so, object and performance tests have been sloy to receive
nuch attention. Discussion of these in books is still confined to the
subject matter areas vhere the use a:nd often the laanipulation of
physical objects, and the application of physical and motor skills are
involved. Music, art, business educa.tiohV physical education, and notably
industrial arts and home economics are such areas. Bradfield and More dock
offer a scholarly smalysis; Micheels and Karnes, a most comprehensive
treatment with illustrations from industrial arts, and, of course. Amy's
book is a "must" for home economists. Indeed, most co3-lections of home"
economics devices, except in ths aspects of family life education, are
heavily weir^Jited ^rith illustrated object tests and the check2.i3tc, rating
scales, and other instruments used to appraise the process and product
of performs-nces in homemaklng.

Close adhierencc to reality increases the value of the contributions
made by "activity" subjects. An authority has just published the flat
statement tha-t not over l6 percent of this country's youth can cope
successfully vith the iiighly academic high school curriculum that consists
of mathematics, science, English, foreign languages, and social studies.
Probably there vould not be appropriate jobs for more than that proportion
of people, anyway. Yet emphasis upon an object, skill, or work habit
that is very cJjLfferent from those needed in the future life of students can
be every bit as academic in its value as higher mathematics. In a recent
sur'/ey not only the drop outs but most of the graduates of a certain high
school recommended, for example, abandoning preparation of expensive,
time-consuning recipe cakes as utterly without worth in the kind of
situations which they now faced in their fuU-timc employment-homemslong
careers.

Su/;gestions for Improving the Object Test

Object and performance tests are grouped together because they both
use physical objects in testing situations. The "object test" merely
means that articles, prints, photographs, sketches are incorporated
into a paper-and -pencil instrument to tie in with reality. The paper-
and-pencil tests may be of the essay or objective types.

Micheels and Karnes state that the advantages of an object tests are:

i;0

It provides a dir^^ct and valid measure. There is a distinct
difference "between "being able to tell lioy to identify, select,
make a decision, or do a piece of vork and teing al^le to
perform the act — actually identifying, selecting, making the
decision, or doing the job in a realistic class situation. The
items in an object test are designed to minimize the effects
of reading and ■^^riting ability upon a student's score.

Students' reactions are favorable, perhaps because the less
gifted realize that this type of test is practical and fair
to those who are academically limited. In home economics we
always have some students who find reading and i-rriting answers
difficult and laborious.

It has important instructional values. Of course, any achieve-
ment test, properly administered, has' some instructional and
worthwhile ("making sense") is exceptionally effective as a
teaching device.

It can be made highly discriminative. Because of the
spelilficity of the articles or representations involved,
small differences betx-jeen students* replies can be detected.
This is esiXDcia-Hy true where any type of recall question is used,

It can be adapted to measure numerous outcomes. Identification
of tiie names, characteristics, uses and care of kitchen Icnives,
for example, can be accurately measured because the selected
articles a:.*e so much more clear cut than any word pictures that
couia be d:-.vised-> Llko;--'iGe the thinking invo.lved in ranl:ing
these sam-^ knives in t>fv order in v*:'.ich they 'should be purchased
by a bride in a given situation can be accurately measured. A
sep^i-'^gte qii;-,stio:o concerning the rejj?tive costs in terms of
cha^-aocerictics <:an be used if these same knives are supplied
with clearly marked price tags.

As was mentioned in. the earlier description of a lesson on selection
of toys in a uni'i on b:-f by sitting, -articles us<k1 are placed about, the
classroom at vai.'iouG "r-.tati'.vn.B", and students fellow a pre-arrangod plan
for distributing t:oc-m-~:vlver. about the room. Eo.ch article is labeled irLth
a capital letter^, each stav.ir-n is iis^rked xrJ.th a n-miber. \Tricn accurate
measurement of achiev-rxii-nt is sought, no more tl:an one student should be
at a station at one tiLir. and the trme r^qT-ired for recording answers on
the paper-and-pr^ricil tf •■?!:■ r>;') ?;?.ch t-:'cation shoxild be as nearly equal as
possible. To in.sure 'Sri.z a;.!/-, to 3^:10. ti-ne :ln g^.-ading, objective tests are
more desirable for use thar^ cbjay, except for short-answer recall questions.

If the class is large, the number of stations small, and considerable
time needed at each station, part of the group can work on something else
while others take the object test. Tliis suggestion is not meant to imply
that object tests require no supervision. Quite the contraryl Directions
should be detailed and, if this technique is new to the students, should be
thoroughly taught before starting any test on which a grade depends. During
the test the teacher needs to time the students and see that each moves on
at the designated tim.e. If the teacher does not call the signals, some .
students will lag at the difficult stations, rush ahead at the easy ones.

^1

If papers are collected as soon as each student reaches the station
i,^ere he started, there will he no tejnptation to return to vhere^he
encoiuitered trouble. After every student has coznpleted ajQ ohject test,
a discussion or "re-teaching" session should follow as soon as Dossihle
while the stations are sti3JL intact.

In spite of the odiq.ou5 advantages of using real articles or
representations of objects or situations, the time saved when "word pictures"
vvlll suffice should certainly be considered. For example, .let's suT^TDose
that a class has learned to utilize odds and ends around a home to make
simple toys for the children whom they will invite to a play school. In
a test at the end of the play school unit the teacher wants to use this
essay cuestions,

"June, who is U years old, has almost no toys. The following
supplies are on hand in her home:

2 dozen spools of various sizes
2 o':.'ar)ge crates
2 cheese boxes

1 dozen cans of various sizes

2 chalk boxes

2 old brooms

3 cigar boxes

Small pieces of scrap lumber and plyboard
2 wooden coat hangers
Small amounts of paint

Describe through words and drawing one toy that would be--
Possible to make from these supplies

ijifferent from the toys constructed for the play school
S-ji.ted to the developmental needs of a ^-year-old girl."

Clearly it wo^old be unnecessary* for the teacher to collect and
display the actual supplies for such a question. In this case the word
pict'jres are sufficiently concrete and realistic.

Another alternative to real articles, as has been suggested, is to
use representations of these in the form of sketches drawn or traced,
photographs set up for the purpose, illustrations from magazines, comjnercial
'•cut-out" sheets, etc. For example, in teaching a course on home fiornishings
and equipment, teachers may use in tests sketches of choices in lamps and
decorative accessories, photographs or colored slides of choices in living
room furniture made at store displays, illustrations used in magazine articles
and advertisements, "blown-up" house and room plans from free booklets
secured from lumber companies, cut-outs of kitchen or bathroom equipment
or even paper models to scale provided by commerical companies or government
bulletins. Indeed, the possibilities for appropriate representations of
real articles in testing every area of home economics seem to be limited
only by the imagino^tion of the teacher.

No object test--or any other test, for that r.atter--is worth much unless
it actually tests what has been tauglat. This characteristic is called
"validity". Sometimes a teacher tries to use the same objects or repre-
sentations that were used in teaching to test studenTs' judgment in m.aking

k2 , , ■

choices. She cannot knov whether a student merely rememhered
the conclusion dra^-Tn in class discussion or actually used the choice-
making ability vhich she had hoped to develop. Since ve are all as
lazy as ve dare -to te, prohably most students would. use the first method
in answering the -question. Rec^uiring the students to justify their
choices helps to make the question more discriminating, hut equivalent
but different articles^ are stiJ.l better in most cases.

Performance Tests Serve Different Purposes.

While object tests evaluate recognition, understanding, and
Judgment in choice -making-; performance tests show whether a person csji
do it. In both tests, thinking is an important element because of the
reality of the situations set up.

Performance tests can be used for different purposes at different
times in the teaching of a ■unit.

To foim some idea of the skills and work habits of
students whom a teacher has never before taught, a simple
performance test may be used at the beginn5.ng of any unit
where doing is going to be important. Results are studied
but not graded.

To interest and challenge students to recognize the
changing level of their ov/n strengths and weaknesses in
skills and work habits, teachers may occasionally intro-
duce a performance test during the progress of a unit.
Although more carefully controlled than a pre-test for
exploratory purposes, such a "progress" test usually merits
no more than a daily grade. This type might be called an
"instructional" performance test.

To secure an objective grade on the m.anipulative skill and
work habits of each student at the end of a unit, a rigidly
controlled perfonnance test is essential. Such a test is
expensive in time and money, but no paper-and-pencil test has
ever been devised that will test manipulative skills. The
rigid control is necessary because of the importance of the
grade to be given.

Why Are Perform.ance Test? Being Used So Rarely?

Relatively few teachers of home economics use performance tests,
at least apparently in Illinois, in spite of the fact that the develop-
ment of efficient homem.aking skills and work habits looms large in their
stated objectives. Empirical evidence suggests that two other tecliniques
are depended upon for grades.

One is the method of observation of students at work. But, for '

i

grad.ing, such observation should be careful, focused, systematic, objective, ]

■y.'lth results for each individual recorded at frequent intervals on scrr.G foiin j

of progress chart or record. Even ^vlien a progress chart is constructed in j

good faith, entries are often discontinued after the first few lessons. i

1

its

The other method used to grade students on skills and vork habits
is the checking and evaluation of finished products. Vfnen a class in food
preparation has prepared products_, too often little or no time is left in
the class period for evaluation. vJhen a class' in clothing construction
has co^ipleted garments, this checking is usually recognized. All too fre-
(iuently_. hovever, the checking is hastily done, permitting the teacher's
subjective judgment or, as the students' charge, her "general impression
of the individual" to influence the grade assigned to the garment.

Let's Make Sure of Our psychological Security

Surely it is not mere che.nce that so many school systems have
selected some aspect of evaluation as the topic for study during next fall's
pre-planning conferences or for staff meetings during the school year. In
every field of subject matter, teachers are recognizing the value of evidence
to support the grades they give. In no field do parents feel more qualified
to judge results than in home economics. In this very fact lies a psychological
hazard for the teacher.

Many teachers sincerely believe that Individual and group evaluation
in class steals time better devoted to "learning". The fallacy in this
reasoning is the proved value of self -evaluation in clarifying and fixing
learning. Some teachers vill gladly spend miany out-of -school hours pre-
paring for a style shov of class garments, only to be too worn out to give
more than the sketchiest exam.ination to each garment when grading m.ust be
done. Whether parents of students will be more favorably impressed with an
elaborate style show or with a careful rs/cing, supplemented with a constructive
note phrased to g^Jiide future practice and improvem^ent, sent home with each
garment is debatable, of course. However, m-ore and more leaders are concluding
-hat the personal, constructive criticism and detailed rating are more valued
by the parents because they better interpret the real educational objectives
of clothing construction.

Improvement in keeping up-to-date progress charts on individual
results and the use of students' and teacher's time for consistent, intelli-
gent evaluation of products seems caviled for if each teacher is going to feel
secure about her own results and the grades she gives. Moreover, such care-
ful checking will impress even irate parents.

One industrial arts teachers, just out of college, struggled to little
avail with the twin sons of the richest and most influential man in toivTi. Ul-
timately he discovered that the boys had been given good grades all through school
by teachers intimidated by the father. Convinced that such treatment was unwise
for the twins as well as unfair to the other students, the teacher reported
failing grades for both. Almost imm.ediately father arrived. But father left
very shortly after grimly reviewing progress charts, imfinished projects, and
the appalling results of a rigidly controlled perfonnance test taken just
before grades vrere issued. Faced with so much evidence, the father "worked
over" the twins instee-d of the teacher I

The Essential Element in Appraising Skills and Work Habits

Progress records, evaluation of major projects, and pcrfoiTiance tests
have one elem.cnt in comm.on. Without an adequate instrument of evaluation not
one o£ these can be used accurately. These instruments for evaluating process
and product usually take three basic forms. The "check list" embodies
accepted standards, often phrased as questions. Columns are indicated at the

ill;

right for reporting on tio more than three levels of attainment. Many home
economics texts include check lists as self -evaluation devices. They are
veil-adapted to this purpose and to evaluations recorded on progress charts.

But no matter hov veil- selected the standrds_, hov satisfactory the
wording, a check list is only as good as the person using it. The accuracy
or reliability with which it m.easures depends upon the skill and ohjectivity
of the checker. Evidence on this is so overwhelming that the implication
seems to he that time would he well spent on instruction and practice in
the use of check lists for self -evaluation. Most homemakers will, consciously
or unconsciously, use a mental check list in evaluating choices and making
decisions in their homes and in their employment. They might he expected to
more nearly approach critical, objective analysis if they have learned in
school to use check lists intelligently. Hence, thoughtful teachers do take
class time for students to develop and phrase descriptions of the standards
that are desirable before starting the process and/or product, and still
more time for using the device on themselves and others.

Score cards or the more refined ranting scales are better suited
to accurate appraisal, because they include descriptions of different levels
of Quality from low to the high stated in a check list. Numerical values
may be arbitrarily assigned to these levels and a total score computed.
Students like the definiteness of a total score and fail to realize that,
due to different weightings of the items on the score card, any such score
can be only an over-all approximation of worth. Nevertheless, both' teachers
and students can learn to rate with score cards far more reliably than they
could without them..

To increase skill in using check lists and rating devices on
procedures and products (even your own), authorities suggest the following:

Deliberately "sell" the truly sound reasons for using
definite instruments by demonstrating how inaccurate
\inguided observa,tion m^y be.

Occasionally take class time to set up devices not
otherwise available; at other times encourage thougihtful

criticism of an instrument made by others.

Carefully adjust difficulty of device to ability level
of students in terms of vocabulary, number of elements
described, amount of discrimination req.uired.

Consistently repeat use of devices on basic procedures
or products, or build a complex instrument upon a simple
one thoroughly familiar to students.

VJhat Characterizes a Performance Test?

The true "performance test" differs from the evaluation of
procedures, habits of work, and products in that all students are tested
on their performance of the same carefully specified task. It is an exercise
planned primarily to measure slrills rather than to provide laboratory

h3

experiences to teach these skills. Mrs. Clara Brovn Arny has directed
nost of the research concerned 'v'Tith performance tests and is accepted
as an authority "by those within and outside the field of home economics.
Eer 1953 text offers a great nun'cer of examples developed through her
research.

The veil-constructed performance test is designed to measure,
speed. Quality, and procedure. The relative emphasis placed upon each
vill depend upon the needs and abilities of the students. Micheels and
Karnes define these important elements of skill as follows:

"Speed - the student's rate of work compared with a pre-
determined standard

Quality - the precision with which the student works and the
extent to which the completed job conforms to pre-
scribed standards

Procedure - the extent to which the student follows the

accepted method in completing the job and demonstrates
his ability to select, care for, and use properly the
tools, materials and equipment required to do the job;
his observance of safety precautions; his application of
essential facts and principles; and the confidence, delib-
eration, s-nd self-assurance \T±th which the work is performed."

Examination of a we 11 -construe ted performance test usually shows
certain essential parts have been included.

Blanks at the top of the test where students can write
name, date, class or unit, time performance was started, and
time by the clock when perfoiraance was finished, leaving a space
for the teacher to record total time consumed.

General directions to the student that indicate the purpose of
the test, the fact that both procedures and insulting product will
be judged, and a suggestion that they "work as quickly as you can
but take time to do a good job."

Specific directions to the student that designate exactly the
supplies, equipment, and procedures, including labeling product
and turning in to the teacher with the direction sheet.

A check list of procedures in doing the job with concrete
statements of standards grouped around certain major aspects listed
as the left, and at the right of the sheet perpendicular coluimis,
one for each student. A "key" at the top of the check list
indicates the symbols or numbers by which the teacher will record
various levels of performance.

A rating device for completed product, usually in the form of a
score card or check list which has a numerical value assigned to each
standard so tha.t judgments about observations can be quantified,
even though very crudely.

i

h6

A check list for evalu^-ting characteristics of the vorker^
i • desired. Personal characteristics may include 3.ppearance_;
vork hahits, stability, cooperation, or whatever seems to be
in need of emphasis. Management behavior may include or<3.er
of vork, use of time, use of equipment, condition of vork area.

Hov Is a Performance Test Prepared?

Obviously the most crucial problem in constructing a performcince
Lest is determination of the operation to be done--an operation so im-
portant for student mastery that the development and use of a test is
justified. Considerations recommended in making this decision are:

Does the job selected represent what has been taught or,
if a pre -test, vhat must be mastered by all students?

Has the operation been demonstrated to and practiced to

approximately the same extent by all students to be tested?

Is the job sufficiently difficult to reveal significant
differences in achievement of individuals?

Can every class member complete the test in the time allowed?

Does the job demand application of ]'nowledge and understandings
as well as manipulative skill?

Does the operation involve familiar tools, materials, and

equipment? Are enough uniform sets of equipment available
to permit a number of students to be tested at one time?

Can relatively inexpensive materials be used, since in a test
these are necessarily "expendable"?

Can the procedure and product be scored in objective terms and
according to standards appropriate to the group?

Cs-n the laboratory be so arranged as to limit the students '

observation of each other's work to the irreducible minimum?

Can constructive activities be planned for those class members
not being tested at any given time?

Although all of these considerations are important, the first is
f fOTidamental to success. The student must feel that the test permits him to
give a typical sample of his work, and that it is fair because mastery of
the skills involved has been accepted as essential. The teacher has to
analyze the skills involved in real life situations as to their frequency
of occurrence, significance for homemaking now ajid in the future, and their
proper sequence of difficulty. In Evaluation in Home Economics, Mrs. Amy
gives excellent lists of the most fundamental skills and abilities in food
prejjaration and clothing construction. By checking a proposed recipe or
clothing operation against these lists a teacher can quickly identify the

!;7

n-JT.^er of "basic skills that vill "be tested. Other things being ecual,
the incre numerous and difficult the abilities involved^ the more
vcrth while will be the test.

Performance Tests Should Not Be Endurance Tests

Insofar as is possible,, pressures should be avoided for both
students taking a performance test and teachers administering one. Fear
and tension can inhibit even able students. Trying to check an impossibly
long list of standards during a test may lover the Quality of all a
teacher's judgments.

Mrs. Arny on page 73 in her text insists that, "The testing
situation sho'uld represent one met in real life. For example ^ students
should be provided with recipes for the products they are. to prepare in
a practical test in foods. Otherwise it is difficult if not impossible
to inte2rpret failures. They may result from inability to recall the
Cycact ingredients or proportions quite as much as from. lack of -skill in
preparation. T-rnen classes are scheduled on the single period^ students
should always be told the day before what foods will be prepared. This will
save time on the day of the testing and will give them a chance to m^ke
advance plans for their work, thereby eliminating strain and worry."

Micheels 2.nd Karnes in their volume ;, Measuring Educational
Achievement; point out that the teacher may well list every minute step
in the procedure but should certainly not expect to check several people
at one time on all these details- They suggest that four factors should
be considered in deciding which specific items should be included.

''1. The relative importance and relationship of each

item to competence in the performance of the operation
of which it is a part.

2. The objectivity and reliability with which it can
be m^easured.

3. The discriminating power of each item..

^-!-. The availability of means for its mieasurement."

Performance Tests Can 3e Improved With Use

Like aU. other testS;, our performance tests can profit from
revision and more revision. Before results can be used in grading, a
test should be used on a tentative basis with at least one class of a
typical range of abilities. They may also be criticized constructively
'oy fellow teachers. At first gross errors will show up, ultimately
experience will enable one to make competent judgments on items in the
check list, based upon the difficult-to -apply factors recommended by
Micheels and Karnes.

To save undue waste in refining a performance test, many teachers
use their present form for a pre -test, announcing that no grade is to be
involved — merely an exploration into the strengths and weal-oiesses of
individuals. Hazy as some of the conclusions m.ay be^ the teacher can gain
from a practical pre-test som,e definite needs of her group. Moreover,
students too can see these needs and usually assume increased responsibility
for achieving such clear cut goals. Concreteness of objectives is

hd

partictilarly valuable f *r slov learners vho may be limited in their
ability to understand the "theory" in nutrition, textiles, etc.^' but
can make marked improvement in their skills and work habits. As one
student remarked after a pre-test followed by class discussion on
improvements, "Oh, I getchal That's what you -vran-t:" And she delivered,
tool Possibly not the highest m.otivation, but perhaps all of us leam
a lot more through imitation than we like to acknowledge.

Follow-up For Realizing Maximum Dividends Fk^s^ a- Perf ormanceTeBt

-■Yxr-TKiiKx^

That evaluation is an integral part of teaching has been mentioned
before. In no type of eva3.uation is this more clearly evident than in the
use of performance tests. The attitudes and habits developed might almost
be said to be habit forming.

Students, who have never before evinced much interest in their
own progress, start to become do-it-yourselfers in determining how they
are doing. They begin "oy being curious about what the teacher is checking
on that clipboard. Their curiosity satisfied, they are likely to inquire
why they can't check themselves. "How good am I?" appears to be of almost
inexhaustible interest to people. Witness the innumerable self -checking
features in popular magazine s-

Teachers report that the rigid controls set up for perfoirmance
tests give students a new concept of concrete '(•Tays in which they can
njake improvements. Some of the student -suggested checks stimulated by
weaknesses discovered through performance tests are:

In food preparation thoug-chles s little seventh graders set up
the pr3.ctice of each person listing on the chalkboard the
total number of utensils used in preparing the same dish
until they could keep this down to a respectable figure.

Eight graders, racing around headlong in rather crowded unit
kitchens, decided that they had to find out why the kitchens
seemed to be so much smaller for them than for the older
students. Working in pairs, one carried out the assignment
for the day while the other recorded on a paper map of the
kitchen the "going and comings" of her partner. After
conferring together on the resulting maze, they exchanged
duties and repeated the operation. Ultimately students
derive great satisfaction from such tangible evidences of
their own improvement.

Older students raised the question of how the som.ewhat limited
number of sewing machines available could be used to the best
advantage. They appointed class "reviewers" from the bright
students who were aliead of the other class members. Not only
did these reviewers come up with some recommendations for
more efficient use of equipment but also raised s-ome neat
questions on ethics that the teacher had never noticed--and
might have hesitated to investigate if she had observed the
transgressions. For example, two or three girls were seen
to consistently "cash j.n"on the work of others, as vrhen a
student turned on an iron, returned to her seat while it
heated, on3.y to discover someone else U5in.g it when it was
heated, P^n airy "^nanics a 3.ot" by the CQiprit Tras considered

k9

an inadequate eiccliange for the time vasted in vaitlng "oy
the girl vho had originally turned on the iron.

High school students in clothing construction decided they they
needed to see standards more discriminatingly than they -were
ncv capable of doing. Their first effort was to ask each
student to study her practice sample of an unfamiliar
technique, rate the sample on a device provided hy the teacher,
then write out her own analysis of the reasons for the lack of
quality. After all these had "been critically studied by the
class, the decision ^■Tas made to mount typical samples that
\ had "been graded in a crude type of product scale.

Interest in their own progress is essential if cumulative
record folders are to return dividends comparable to the time necessary
to maintain a folder for each student. Individual experiences that give
students satisfaction provide a cumulative effect only when records are
kept for future examination. The youngster who views her practice sample
of a seam of last yes,r with the delighted remark, "Really, did I make that?"
is building her o"V7n psychological security as she compares the sample with
her improved present product, even though the actual quality of both may
be mediocre. The cer"'Gain evidence of grot-rth is what counts T-Tith her.

Students inclined to do only enough to "get by" are likely to
be unimpressed vrith a list of skills in clothing on which the teacher
has checked off the processes already done by them. But this same check
list kept up to date by the students themselves \r±th checks of three

colors to represent high, medium or low a^ttaijiment is quite another matter.
They respect the record because they themselves participated with the
teacher in the rating and recording. They reluctantly agree that a blue
check repeatedly appearing on a process strongly suggests that a new

learning is desirable or, on the contrary, that a record of low achievement
indicates clearly that some more practice is called for. In such "VTays,
slowly but surely, the habits of self -evaluation and of striving to
work up to capacity more nearly than at present are established in students.
And not even her o'^m growth can be as satisfying to a teacher as evidence of
the establishment of such habits in her students I Parent, too, can
discern that kind of improvement and understand how much it means in
future employability and homemaking for their daughters.

To be Continued in the Future

We hope that what has been written here -vrill be of general value to
each of you, psycho3.ogica3JLy and practically. Next year we have definite
plans made to follow up this article in two ways.

In the November, 195B issue we shall have another
feature article which ivill disuuss further the methods
of evaluating used by Illinois teachers, with special
emphasis upon paper-and -pencil tests.

In all other issues we shall include actual examples

of evaluation devices appropriately used in the tj^e

of teaching being presented. We hope that in this iv'ay

the devices may be put to :i_Tmediatc use, while more

general concepts can be offered in the articles specifically

devoted to evaluation.

^0

A Happy and Profita"ble Summer to All of Our Readers

We have heard from many of you that you will te spending
this suimner in Europe or in some other distant land. Others of us
vill he in summer sessions; still others hope to just stay home and
catch up en sleep.

We sincerely helieve that evaluation has much of security and
satisfaction to offer to you as teachers^ and to your students and
heir parents. So we trust that sometime during this summer you will
find leisure to think carefully about ways in which you can .put eval-
uation to use in your teaching next year. The ILLIITOIS TEACHER is all
set to help you to keep your good resolutions.

-A Little Song of Life

Glad that I live am I;
That the sky is blue;
Glad for the country lanes
And the fall of dew.

After the sun the rain
After the rain the sun;
This is the way of life^
Till the work be done.

All that we need to do.
Be we low or high,
Is to see that ve grow
Nearer the sky.

— Lizette Woodworth Reese

P.S. and GOOD l^'lSl

The courses of study for Cincinatti junior
and senior high school classes in home economics, incorrectly
reported in the February issue as costing $3.50, are rea3J.y
available at $3.00 per course. Our apologies for the
typographical error.