£?Éve Education 7 Administrator Rtaidetthtna F Commissioner AGENCY 4

.33 . ---- L.1 3.11.1113 For - - i. ,4 Printing _ United 4 Division oace, ythe States of a 0.; by -= Government r 25.Washington a Elementary Effie D. of Pr1,61- 4 C.. Earl and G. . Documents. Mice, Oscar w yv uhirkti011 - James FEDERAL . Office R. Secondary Bathurst 4 Price 8. ao, of Ewing, Bulletin 25 - McGrath, 1950, Government _ cents 195e SECURITY No. Schools £?éve Education 7 Administrator rtaidetthtna f Commissioner AGENCY 4. 't at 41 r` Leads to Guideposts AreFoundinCommunityLife LEADS INCURRICULUM In HomeandFamily In In Fjealtl In Use The Suppose Bill So HOW CURRICULUMS Bill A Maybe C-N1 One BILL Bill FOREWORD Contents ., Arts andHandicraftsof CoTneraLiss - j11.E_:10 Local Industries Climate Makes Resources and Se The PartofParents Personal Needs Budgeting, Safe andHappy Children Food iSettioof Surroundings Recreation, Re "Our Community" Understanding rye," 44127 L Curriculum rv A Social tean w7.-' nen cp. nderstanairatil V -4k = .._ hkc;a1 Groups ICI, t & :73- fn00. = L:- Kaewns Place .any = of =21 = ,4 s --. v T S ok- 0_4 L ana and Nutrition S A 171 T and S'np,raiuSurroundings T People Belong - cult., AR a Av.- We Acquainted _- I Lives Children Where Lariculum AreFoundinCh g_.- ara VT Improvement and Its SE, '=-.1 4 Earning, and w Begins Lives Travel" .A aiie nL I S I Back TO tntL' I V.0 I!! ..... Problems intheEnvironment a u en--_here Ur t,X(L. t 4 alsi61;;;rt Young Children the 0 in 1,!- L-A - * _ Difference A rition ft ston, Living nihuren Service in SCHOOL THIS Neighborhood Its A Homemaking Minnesota With Value ofCivicImprove- S . Texas wing to VARY S oriether ox LH Alert .. Different 3teet) LIT the Live S . and TO - g 4- 0 ia Lies g AA- S * -er 5' 5.5,5.V4 . ww , . LipEl 15m11 r 4.; Teacher Clothes S Environmen Affects Money a. a . , nnei a S a . tFwfl Cultvral t S MORNING .. . S I . aStAX: . t . . .. S ...... n's ,,, n N: or . , . . .01 . _ 13aue r 47 60 58 49 47 57 60 G4 43 41 40 38 00 00 84 32 36 35 32 27 25 31 a 25 t, n 11 iv 7 8 7 5 4 3 3 4 4.0 2 s 1 1 41,11211ffitim llll m 1, ir 011311 1111m1m ni IIl frnrill 11,1111/11.71111, 1191??? III PIM? MI TT, 'y 4 SOURCES Learning MaterialsAreBeingMadeMoreSuit- AvEADINGS ONCURRICULUM A State Local Teachers Cf"t4-rwArt-V-.1 P' When FORWARD LOOK k/f.t.Irt i t; ,& .. s terials able -..-- i . Education 1 ----. Y ft-Ow-s-V--C1 - *. f i6 ... . ard . .--_-_S lee I vNFORMATION of Supply of As 4 4 Education Take 14 s Departments IftiproveMa- .-4-0 t CD ***** Things ToLearnFrom nors . a ... a Fa- a . Hand a * iii rage 76 0 66 $4 64 63 63 62 f V 4 - 0 '1 . 1 1- hindlisimminurnliollimmuAlim.iiihilimilikin 4 - 4, ., . / - iv portant are the are No two . eluded. and particular than the the activity illustrations, towns, and and magazine The schools cipals? and of Education teachers geographical activities which nature ofthe asked to where county and ways acteristic of and folkways. level, social history, are and neighborhoods often different children It shows problems and Foreword L Sample For the Among the selected pupils the only some places geography and illustrations dren andtheir boys andgirls. 400 HIS bulletindeals of living curriculums children fields here That ancestry and number were obtainedfrom contribute engage activities are State. that thecurricular coanty rural were consideredof and classified bulletin, kinds status, not inanother. and there the of location, articles does large regions. ever exactlyalike. made staff home are mentionedoftener influences that in different curricular were sodevelopedbecause Some ofthe commqnities. have in solving nature and superintendents of vare representativeof of For this not race, from that really where the members some progressinsolvingthem. may illustrations illustrations teachers in curriculum community, natural were It. showshow tgachers havetackled real-life or culture, wealth over mean thattheoexamples with everyday and community to illustrate some 30States the culture. be found on drawn activity. real-life problems reason, regions, cominunities, the "appropriateness of curricular activities influences resources, greater who children live. Others meet the activities inwhich superVisors, In the curriculums country. in those on selected of their the homes, and from drawn from Contributions .in were groups s9m.e occasionally. than others. certain im- selection of importance one problems of are Names of or needs of are industry, attittides visiting are States. 'income States schools city pupils' of chil- cities, Books simple of the Office prin- char- were such in- the are or a

5011CCC Cc [5 VT IMP r IIPtl'1111111 ; Although the'activities described in this bulletins were'selected because theywereneeded by children living in certain places, the fields of subject matterarethose generally accepted by schools everywhere. So alsoaxethe principles of learning. Some leArning is gained through books,some from* people,somethrough, observation, much through first-hand experience. Chapter I describesatypicalyoungboy's in- troduction to the curriculum.Chapter II gives examples of curricular activities which belong to the everyday lives of children in different places. Chapter III contains suggestions to help teachers discover leads to the kind of curricular activities described in the precedingchapter.Chapter IV contains steps for improvement of curriculum in line with the problems andresourcesof the place where the children live. In general, the bulletinis aimed at curricular improvement rather than sociological analy- sis. We hope it will be useful to 'teachers,supervisors, and others whoareresponsible for planning curriculums.

. Director, Division of Elementary and Secondary Schools..

r--; 4 Bill starts tO school this ornino v. er = a:MIE - r .s. t). Ar4 e 4.

111111111111111MHIIMMIN f, developed. is Bill village ofOurtown, to the most fromdaytoday.Now experiences ing thatsomething No. 11,March1, needs Eduraticm. problems r, I Kepr-A.Frz-deriekP. ON A.MONDAY a Bill's fatherandmaherhave hapilen FIAST story ofhowcurriculums as Bill of as study haretheirusefidnesq parallels on ourmaps school, but it The li lie isinhisdevelopment, v 'January. Life's Aeie Wk./then the days i4C(I1' 1.071,andvertically at ure to him,heremembers, 0.4 Starts DAY OFSCHOOL. at home,experiencesofthekind In Ourtown, 1941, University the I 1041, well toremember Nak6._3st orlatitude and proper dividing go ?I A p. 58.). U. S.A.,the ?termed by, and important isgoing morning ineat-1. ta ce never to r y time. of 6-year-old BillJoneswakes , education h Rural Virginia, ExArmion Division School This cooperate inhelpinghimsolvehis secync. they knowthattheschoolwill 4 Community. They have that improvechildren'sliving the meridiansof tried tohelphimhave'happy,rich find them t as Charlottesville. story ofthisbulletinbegins: according to try tounderstandhischanging r(64icu4tin certainly. r- his mindbecomesactive. these latterexist September, inthetypical '..(gnoted Pubiffsztion, .14wDominion to happen. ( not beenunduly on he hasseemedtoneed r 1 7 from Th.JournalofAdmit flee c. t if the faceof subjects ITA . and longitude, I yr11 t (141re adult with It ono pre- our of 1 is going 1 a appre- feel- &prim take new are It's It k -1 - Oa ,; 2 WHERECHILDRENLIVEAFFECTS CURRIO/LUM

N hensive - aboutschool.Butthere's.beenan undercurientthat has causedTHE-SCHOOLto loomlargein Bill'sthoughts.. "Doyou IN to SCHOOL, my little man?"peoplehaveaskedhim. "Whenare you goingto start ==1 HIMtoSCHOOL?"he'sheard calleysinquireof hismother. To Bill,suchquestionshavehadcertainportent.. BillGetsAcatsaitedWithTtie ab Teacher

a Hopefully,yet afraid, asthismorningmoves alongsomuch / has%seemedto beexpectedofhimBillfinallyarrivesat THE SCHOOL.He . cla'sps hisbriefcase tightly.In it,along withhis pencils,tablet,andcrayons, he hasputsome security-giving mindersof re- home.Hemoves his handover theoutside !; feelstheshape "lbwand of hisbeanshooterand ofhiscomicbooks. BillmeetsTHE TEACHER,MissWilson.Hehasmet herbe- fore,andthathelps. Shewasn'tTHETEACHERwhenhemet her.ShewasjustMissWilson,a pretty grown-up who hethoughtwas andinterestingwhenshecame toseehis since she is mother.Now' familiar,kind,andsmiling,andgladtosee him, he forgetsaboutTHE TEACHERandthinksof heragainasMISS WILSON.He feelsgoodto benear her. SeMussy mt-3 Bill seestheOTHERCHILDREN,more'boysandgirls his sizein ofabout oneplacethanhe haseverseenin hislifeandthat strange.Hehas feels seen several ofthembefore.Hhasplayed7ith some of them.A boy sittingnear lives in thesame block. :LILA at first,amongso many strangers,Billhardlyisconscious childrenheknows. of the Graduallyhelosessome of thestrangeneu. Whenhefindshimselfwithjusttwoor three children, witha wonderful playing train,he'shappy.Hebelongsto thegroup. A NewLifeRegion Fromthis dayon,theschoolenrichestheexperiences home.It adds Billhasat new ones---experiencesthatbeginin theschoolroom perhaps,andreachintohishomeandout intohis of Bill's community.Some schoolexperienceshelp himlearnhowto workbetter thechildrenand with adultswhomhemeetsevery day.Othersgive himnew understandingof hishomeandhis him communityandhelp.I graduallyto becomea more usefulmemberof each. inwithhislife Woven experiencesare the skillsandknowledge forfurtherleirning. he needs MissWilson knowshowuncertainBillfeelstowardhis experiencesat first. new Billsenses that sheknows.Sheconsidersit

7.;

. '4 . r t-: 4 f .rn".$4_ ' I' %...e fr '.41.s, a OAT!. t ....; 4 r*. It...! ;-tc - iJ ' ." 4 k I Pit Prri4,41 C ,41-1n4.'' N,A4,..c.,irreAtror IT, i - :C! arranging the interest good school wor( understanding. comprise Bill's experiences, that 0*.on-cgai table thepicture ful through them and the all theteachers her the schoolbus S U./11E ence of theschool community and lunch, marking ana toys of things,"min,a include knowing trees Billoftensees experiences. around climate ismildinwinter, strange tohimand in theordinary and flowers place Hsu. bonnets like bread,vegetables, °operate n The experiences Bill's experiences Bill's experiencesfromyear Bill t r: big job he first big . without goingto together, in wja w 0.% g He may his ; school gs or and clothes s"r-..of with WHERE CHILDREN may ME= ecause otiler MU the chairs Draw horns there may 2 to ma..es - asj L,1%,,E6 . c4.-Actn and understanding are other Bowerscover include getting ,Aaff helping himget oti...14`4° understand driver, the he lives. go as thein like bill willmeet the playground Lives 4et CURRICULUM. become La adapteC re business the mailcarrier, und P the a books about Spanish. and undexstapdiRg Each which everyday experiences and useful new tortillas and include activitits clusters ofmistletoeor "na with for several years pass rorn Buy school, Mithe may every a to hisparents. richer is and ale If and meat R" janitor, L of and tohelp the °=-- a ncr hot in Bill Lizenjoh -" be fieldsof nnturp to LIVE AFFECTS acquaintea The other succeeding day,so am groUp in the E,L&&iT.4 appropriate new lii havewith v to lives the for that make school. .are boys andgirls chili assUi .ow tney year tIi suminer. untilled fieldsinspring. Bill a day's years to buy in .07C% n&-%ei might have everyday ; earniner game, or what the Around him I with otherchildren, wv dairyman himzto this to eat. central Tev.nsfor depend somewhatupon IIro A Loto I. boys andgirls would have V004 ,,0 richer andmore incipal, andall - with be Bill'sC' pencils, In fact,thatis e. . E a a ne itr special interest. to I clirrieltn groceries forthe CURRICULUM life worth a = the helpof help him 1 0 happiness, andunder- . many omer lives in rieia Spanish come. grown-ups, arranghlg experiences. money, assist t=o .47 in to use do had themwithout a onneVc facts, skills, and t.at\each experi- the branches an and tothe may ,Apa a had others in HMI moss. Par and howto city his teachers in planning .;:dle. speak Eng- taking why. x../1 t-, and lunch, the others the jobof meaning- ail 11\11L'P example, be on Q RiTif gardens, some children through such such hpsses, , school Other Am. Blue- ways They They care A. soil. The The and low the the as of as of 3 . S. ..14 I 0111110MkAMMIIEMAMOSMMNWMMOIlinNARMIgmModrINIPTI nalmbillownwilimidii t ) 5 . ' well. resources ; what . influence plans spending best to stories flmlzes, more things the iron known life. learn in culture as w Per Probably ent from State States Bill same - happily, cist He needsthe him w life. to langT1Jagf Wherever affect aUIJOLUOb1IS 4 The Texas Bill his usual In slaps ierL thanthe he tinning, ' The must about. his in the :eeps Around ut mo to around him different. ic'ok of the he as - in t1ie family. Minnesota schob1 may livein knows of to around his money when on skate e ie1sthekind timall they arid belonged inaustries kind Texas. writes Bill if his yet behimself, the overcome that America. have a pcture he a, them part I His ins hrp WpD he They tne he life in North in lumbering, are ofthe people him Bill feels and the and Lives kind )f lives, streetcars, him the development. He home Ter or and the + education There have climateis ciiore; he are and extend reflect to ski. Minnesota. Texas other kind Central may nothave likes and 1;o solvehis ChTILDI;!EN S Texas of around him around But in he is Bill z . trees were to : becomes curriculum different _L paints, same are occurfJo! of businesses lost. he to hav children probeng a of grovv illhessesoda with just his older, his fine et1iicatfo or Span1shse! in - He ha:z; might region, BI1 and plains: his life curricu1u in /Vert ace-s him different. racial know4;ei1g s*ortgea:or background dcrfl,ec1. in LIVE appcjtko The"otlier tne hanoiciajs Texas; tlis; jirfjJP7YI stores; better requires and aohs more the . ways. Iiiciee1, speaI at similar told have tnv in the there exnerjences related fewer of and new in AFFECT wiy heL'j1i home, orôer tint and of his cities. to difficulties Minnesota, balanced he the if he and big national anc Eill fx:Pennces exper!ezce are thingsthsit and has him, parts . months helps People still child_ more interested of tue to them. park in same th czj flowers churches, industries for lived in ways ofliving at ieet CUñICULUM has opp;ortufljjg group there. been eerience have the w irk lives in that Bill hi of the he through the 4 origin ass 1u-guage 1.-: are employed in language and 'S or for maiciiig LII1 OVVHit5 books Urlviiy - ---. produces, an don't not that his may have certain ways inwhich in help him he in The begin . the gardens, many people that equally and using Southwest. money earns his some other commonly the are differ really learning he likes and apeak hi toys outdoor he It - culture in the do are te 4LV: United with places t better. the does. the -, Its fit in not and More or good he help In in . to

1111111111111Il"" "19t ' r''" .1"11111111111 i1"1" rAirirtr- rimminpii - ,iTir,1 1 , ilipintg11111111riumi?f it !RI itT ,,,,, ,,olint1111111ITITII 1,1 ?It-1r ,Th 711 r MITIIMITIVIIIVII911111,111 it r -' "IF; , ...-'-' -tlr!Z -Okt,. . :?-vs* 'aii.tt et 4 .- 1-ftSftlt$ 4.. ... t - :.4.,.3. ei-. )c,...',., ,' . A ".."Pi. ,. . . . . G A .' t'" ' tc,M A1- . ; . 4 .74" 2 , . r .. , 7 '1". , , : . .d--- . . I"N.4. - M 4' M WHERE CHILDRENLIVE AFFECTSCURRICULUM 5

by the EducationaloliciesConrniszio2 in IA followingobject- ives: 1. Education for self-realization,whichmeans: Are the children getting wsonal satisfactionout of life? Are theyhealthy andhappy? Are 4 3_ they able toovercome pettyannoyancesordisappointments?Are they achieving theliteracy skillsneededto handle life inamodern home andamodern community?Are their knowledgeand tinder- standing becoming deepand broadenough for themto adjust to the social and physicalworld around them? 2. Education for hwinan relationship,whichmeans:Can the children wet along with others? Arethey courteousandolite? Do they enjoy 'wing with others?Can theyignore personal grievances and work with others? Do theyput hunai welfare aboveother goals? Can -;=" Lneeecompete pleasantlywhen competitionseems!desirable?Coop- erate when cooperation is neePssftry?Are they earningto improve =2; their home and familyrelationships?

8. Education for economice u pwhichmeans:Are the children

kat-fling howto handlemoney.and buy wisely? Toearn or to pro- duce? Are they learningto plan their lives well? Are they learning to understand,use,and imprswe theeconomicservic-es of thecora- munity? 4.'Iducation for civic responsibility,whichmeans:Are the boys and girls learning howto perform civic duties efficientlyand with in-

- terest? Are they beginningto understand democracy and dosome- § 1 thing to make their servicescount in its fulfillment and development in their community and inthe wider communityabout them? Are 9 . they growing in loyalty to ideas ofnational an4 world democracy? 3 Bin apri- rthe kind of educationindicatedythe objectives 1 tated-4-1174 keeps his teachersalert. They study not only Bill, but nice-- his homeanahis community and thewaythese affect his life.Inaewhen the Se----Asofcor0 n.09oats, and cottonare p flt;Dd a a A and selectedto fitnarucularregions,it isnotsurprisingE79 rf4.11:4 Bill's t-Leachersare*acinglenbemphasison ne-arir.w coursesof I 0 ± e g. _ L. 9 1.& , study., andtryilbtohelpeach select .%.#._. curriculumexTeri- , . encessuitable for 'nit'indieD flee." l'a.....-11"re he liA es. ,The Placew-jare Chtf=rr-n-Use c.,19 Cc:4r am k All children's activitiesin achieving theobjectives stated above aredifferent from school to school,community to community, region to region.Theytaredifferent because the placesare different culturally, industrially,geographically.Childien'saces tivitiesarealso different forreasonsof individual andgroup ....41.4wwwwww.tnalla '01- IIduratWisel PeZL Coussaislim.Th. Purp000m of Educationis A _eritun Otkr000rsop. ..,1 = (s,..Natimal IrldesWessiAssociation.1938. 157p.item inManesGayam qw:Aedfrom report.

I . . , if. r-a-1- 4 '4 t 7-1e;44.: 7 t4'...e4i...,_8tl';;' i . . orf =%, . VI AYKAA.P-'7, '."'I 14 C. f - ." : _17_ .71;,,,igi.....m.17,..a.,,,,..4,...., ;;, (P--07.,,,,7; r k `2._ :AT:11s f171.501.t11411;r1 Fztt:...- PIs .4 777 ..w- ;*---t i i.i!!'; .s'..,..i l':',': -.-*.i.. 1; ' a .4 ...... 1 .-. -,.. L E.:Y., I" 4' S. _ . r ,L14140,c7!41. ;.'4*2*::#- . ."NLVVIMAId. 1.414A- q; ,- 4 --;"4=12" , ' . IsViiid -_,4,----.'-_- .----- 1948. Evolution of ington, U.fi. earch and a . 1;;"iia.;""71c-r- significance" to the 5 Bossard, than the ., is being affect 20 a Hobbs,S. 6 Sooalso: pupils' new activities munities conditions. naturli In each Soil is such needs, * .6 i Regional In p. 527. subregions c..2../..1. .. 1. Conservation e k different curriculum. . Eiwial &knee, James H. behavior " . needs, the Regional interests, a Regional SI region resources, community IL, Jr.,Rural 1:,4-1-_,--.1=L-!._- community increasingy Government with big 4 .i . 1 WHY= influences A4 _ one. Every -= 414 .- interests, B. Facirffe characteristic in the for ways regions of Ido,. development The __ 1946. and t Printing Office, curriculum * a CHILDREN Communities Service All .1 .. Sociology in Nationzi and of living major identified South.4 .4 resources. p. 5142. of are interrelated. ;._,-1- . and life - perhaps Jj, ' ". income the divides of Child . region of the i ways Planning. are differentbecause LIVE S 1I 1915. from 4. structures, of United in cultural a problems. t lima. Chapel level, D4v-eopt. more generalized the chile r t, That is 4. of living. AFFECTS the ELy chapter 7 has I day to National s , States t 4i 1- country eg, culture, .3 I T smaller Bossard 1.11-0, industries, PO why terms. day . b Resources New York. Hobbs3 CURRICULUM it is Hill. N. In ways k- I/P as into Bill's a and i these, regions s says, "Theregion XL N 1. IN: they study .... of ;. "11 of C., Institute :4 Committal,. in its Larger in of living refers - : 4 71.-.5t-A4 seven regions. family The Harper Aer-Mo and differences '; considerable teachers' J. ; teachers Natum " lf,re and relations economic b' to Jj of Ro 1111 status t* f4.10--4/1ro 4,te some their vary. com- enb size see job i L. in t p. 1111111PIIIIIIIIITI3TMI 73 ===1 111-Prit are They making he and familyliving. tion, socialandcivicservicehumanunderstanding, cludinm- Use areas or nity, are 0 as as ours this bulletin belief Inpur for allchildren 1 ea ,nn, In- The fouraspectsoflivingdonot MOST in4ividue- A "Ilea g- illustrations of Use andoUGat ff. ea Ai ' t a sane purpose. neighborhood, are r --;0 3weet T and e q it; itnourishes it Almost swims nor the the trip WOTS) & EFU gag' their 41 mg t=-Y should haveequaleducational school andcommunity living. gives AMERICANS think examples only,suggestedbyrecentstudies. ow try new like schools eh M, rE H he tiri MU' perm 7-1 K. have run A V W _ en- and are E C"fr& in goes on new Adult 7 no the ms day the That 'W" L.,-r M A ea iv) it it, OW ea come a to grouped around improvement ofenvironment, e.3 FL, child FL- vti ways _ titkevv03 parents, He IT drinks V LA_y s. same , A ei to a provme a the or rtr he Tas was may groan living oL. ..im can escane j VA-. w-§ ffif '6, ==f# region _ in whichcurriculums - its toll substance about .agg were or - CM ;CI.. i i A M ..-, practice it, C74 Ai the # ff ,tr needs - New people ff- similar experiencesinthecurriculum. early learn or the kindof goes to in still about dead. the neiahbors curriculums startes pf.Loce Fe7 that children.of York. TborimY.Cri--w-AlCo, t v=1"&°@e of et are place toliveandwork.Improve- a under of his 9 which for areas or o rot) community. the boys andgirlsinthe EVW F important curriculumtasks. But he _ A -%- cover community. He understand him, E .ts n«V% ..ley and allheis.' opportunities. him. Hebelongsto the L up *"-fteironsient A . foul life. arning g. take responsibility are attempting toprovide or 4 live. the totalcurriculum. goes on aspects oflivingin- or vary (messes a poisons and taking L44 .L or pure; g, 4S-4A .-'' the a And inthe time defeatedits The lifeof ff experiences ealth andnutri- democracy such The reportsin children within thefour wakes a a ways g living, of liv- p. hold. him; may From this 19. Following he of 7 to commu- better .e,- - Lome that &.& IAV cjrk.ty. for %, - - .r . miMMmdmismililedmummahmilmEHHEHEnom k+F f:k:14- 'Lk te;.. F-4,4 5A'. 919 M .4, . se , I ,4*1' a to be = Children of the need be If in the map that haVe,been quiet venient for other health the items 9 tage. orderly answering display should be greatest benefit equipment. other study shelves, use. jars, tubes, study paints, chalk, orderbulletins, + " cooperation through his child who there dren should attractive, Screwed-down help service school is Schol 8 parents Boys and In the Helping For 6 -,74 work? poor corner questions use improve their library? learns to Collections of equipment, are made for be needed? place in have and filing Surroundings headquarters. 1-5 for they should its facilities; or stored hours of classroom things about also the such the things girl,/ labels for precautions? Which to appropriate materials other Tyyp certain through Where to sit not be own pencils; hard for arrange arrange thethingshe special the- How which questions their can seats to all? when II ; apronsandsmocks. t. such books, cases havetobe *HI too patrons critical groa- the day CHILDREN pupils' The school * should called kinds of should have are materialsand rocks, can itbearranged planning consider comfort and tools, such of the I they need practice to live, as not inuse? them, such are offendersin a that is, a group For these to the and school microscopes, Which classroom a partinarranzing environment How or if they long in -laboratory, upon todothework are comingtohelp planning. the school all these ...ave opportunities flowers,. environment magazines; work. pupils LIVE work, will first, or community, working can by the which as hammer,nails, are needed to do? help from as them. are tomakethe convenience? purposes boysand need A,---11EC".17S they put :. How today will .such is They re-acung skills,number and works mosses, weeds,beetles, . be can .A is the magnets, recreation a t 1. teacher and keep Easels, ti, somewhere a .', make the I arrangements together. equipment placed in materials, .-. child's and learn to They Which long will i_...4,-;..1. m.,.. - I group great deal as too only be are prevent children 4 and in with -' T the tv.,,' CURRICULUM safety, . children's . every day? .,.- let what . many classrooms. seating. part of need today, extra chairs, tb cause thelighting and the - to sA jt ., ,;,11..her t_ 'edtkt,:t7...1,,r;:lat...aili. magnifying of experiend.--Chil- house and of ffroups ... to best These ,:, the best handled room most center, and - consider. 1 p ."4%..;.' scissors, . order this Oder. for a tir.aP a such children ... 1 lighting, to be classroom of ..7, - "Ltvv janitor. long w...at plans girls learn ' , the school's practice in convenient home. The particular ... A% on things i1). are some What pupils. advantage neecr lici- as paper, is I. to beof ; ' by those -L' .. \p,: periu, . .. advan- kept in grounds ..., Which : from facts, best? pliers; 7.9. boxes, ,1:1 '1, glass, 1 F. con- learn and .d, : -),-'.vw-l the are I: and ...... civic . - ::;.--- an Yet - b , : le 4. . l' A to , .A' ,.., - 111O, il VIII FM Rif MI !tti ttln [IMP Illtirlt 1 ffit-c ..o.ft,V.;V ." , 1111, r AVr,c, 4 t

= CHILDRENLIVE AFFECTS mammal 9 seeing the other children duringclass discussion.Some schools findwaysto get movableseats and desks whenoncethey face the difficulty.These schoolshave madeoneof the first steps towarda v better schoolprogram. Even kindergartensvary.----Schools donot all have thesame kind of kindergartens.Takeonecountry school,anungraded school, whereoneteacher has the opportunity ofworking witha groupof children ofmany ages.Ina-city all the children might have to be separatedinto isolated grades.But in this country school the kindergartenwasjusta cornerof the single bigroom. The teacherdescri!esit thus:2 Ourcornerisaseven-by-nineactivityspacewith adjustableseats form- ingoneboundary,the walls makingtwo, and the homemade sand 4_ble the fourth. Thisspace, accommodating nine thisyear,is furnished with bookshelves, small table, andeasel. A long table withnine small chairs is arranged just outside thecorner. A small blackboardhangs fromtwo nails.Toys andsome materialsarebrought from halve.Jigsaw puzzles and picturesor rhymes thatarewithin the experience ofcountry childrenare provided. Older pupils help initiate littleonesinto their school environment, tell them stories,seethat each is constructively occupied. In turn, the olderboys and girlshave the learning experience whichcomesfrom working withthe littleones.They feel the responsibility of starting theyovngerchildren correctly andso aremotivated to be better andto do better work themselves. They gain in leadership abilityasthey try to help the little children. Many peoplehelp.Inacertaintwo-rwm school where the groundswerebadly eroded, 4-llClub boys became interestedina better schoolpird.They wantedaballground.Using their pub- licationsonscience and .conservation,the 'children studied the causesof erosion andwaysof preventing it.They discussedsome of the techniquesof grading and levelingthe slopesonthe grounds. They invited theassistant countyagent to talk with them about theuseof kudzu inpreventing erosionontheir schoolgroundand to help inplanting it.Several boys plantedkudzuonthe eroded spotáneartheir homesand in their home yards. Aonewroomschool in thesameState hadabadly eroded ground. Ugly, gulliesand rain-washedbanksmade the yard useless and

.9Farrington, CatherineILRural Kindergarten.National Education AssociationJournal, S. U: 501407, October1949.

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*.*1 t t .. . .1*5t 1 ' e ,*. 4.2 ).." ,41 ' . . r 1-Ita -4.1.: IV 1) . u"-p""e 10 '4 Boys make. and plan We asked commissioner ground. Lid - , The children A46 ehot:-T 7, planned hrI anu Lo__LbPrwe -" V Z.4 V%_ V:1 111 . girls WHERE -IC' At 1' ---i 40", .-- ,' 4k = zor leArn how to 4 ..ue - I Vied esu A 111 .44, and Idiscussed as, shrubs. Elart to thinkof Club }jTTflP T is what set outk&u the schoolground U-OvrR to R&M, howtoplan proservo Via th LIVE awWW-a, the unattractiveness &ffl, L IPnener A-1-1 441 nv the eawasyr. At %dr a on V \=-1.Z; improving Ni Club bandy oftheir for the rolling = II _ wrote: ff=o M planting a nrriVes A C' native Oft"Ewa*,N.I. -nt, andI it w ea-a Es of theral k=.1 w crass wt. = La2 _ V neighlwhood. w- p-kejthe road of W agr---a on e and -Aruba,' the wanteu an. 7.1 .washed ground t- ". - to 610111" a Rio RION in 01 liuillking PIN op.R ml ill01111111111J11111 III , m IHMINIMENIMIIMONE111111111111111111111111111111111Mmummin s-

IVHERECHILDREN LIVEAFFECTSCURRICULUM 11 Inaconsolidated school in*motherS.Lte,oneof the important curriculum activitiesone year wasthe transplantingofmorethan 125 native dogwooeVa d redbud trees to the oolground.'For this job, science and natu- A. materialswereuseful.The -YiPrs and pupils madeacooperative card catalog of the books ariapamphlets availabletothemonthe subject andalist of people in the community who might be willingto help them either with informationorlabor. Inacertain city schools the members of the Boys'Sixth Grade

Civic Club workedhario._Tr% extend the usefulnessoT eimuanuris__I A 9 They chose thei-o holmuseumas astarting point. With the V help of their Pr a committee fivebo wasappointed to collect informatv related to certainexhibitsand ..daneir I usefuh ness,and topreparespeeches andreports to aid other grades in

2 = I--I ir=A-55 theiruseofthe -a They helpedtkeepthe entire school b-0111 .noriea available I They F-114.. to siv.ead infor- a z 1.1 t t a=a- a MUseurrigin the city. vney offered aid to other _hools intne u 3theirown ibits and in obthiningadditional exhibitsrromothermuseums.# 7 Schoolsat carriedonthe activities just deEA?ribed haddifferent kinds of workinsituations. Throughearly establishing. the habit of making ihuirsituation the be:possibleplace in which to wor: nhy the boysand girlswere CA L L askill that wouldadd to their pleasuresand efficiencyinsved ks. "OurCONSINIML =3-3 3 3 1 Vgmuch "Our community" eahmeanto the children !The

; ff33rsand grirls C---fs uponit'Orinformation and fomaterials of ei ning.The-0+Ficly thecommunity sproblemsnutryto do theirill tacitizensin making itbetter placeto live. Andhow 6 15 differentare rnunitles,theuses = a a E Make ofthem in di

ent p1 aa,the st. they have for n,the things dna tears. A 31 -4 J -r A daatthebeach w ee-ongrad,co' LPlearnmore.bout NEE y rJyfl 9 tILIt delicate3 a called thecoquina,tisecondgrade a T F. 3 t .A Tk,w_ -y planned U-S ts theách a L ft? -7 a 10thebest LOgoa the1 uestionthatthe childrenhad A decideLa planning. The childrenncr t waters hi theGulf aMexicoare chsn I 0 '0 E = br =_A ,2 _ Ci3`Sh atime. ey V a Higheronin Cal.d g 9 .a A V 1 a a 2 22 E aa =3= 4.1 AI Ia rtt. - recede tuelarotide tnouv_later, A I =_w 1- d=3- about10 o'clockinthemorning. CI m. a thechildren a Starrsithaski, og &Alum Cincinnati, 011ie, PubJk . /WeaklyN t.3 3 J IA1111111. p. a. Ip _jr...1 1 , 3 be relics sequence and in Indians for pumpkins, living. raising have there with Indians States new being children trip plan the lunch travel, and the ence had used crackers, each child seated washed collect themselves coquina's 4 flott trip, and tion. and debris. could ranged secured from 12 Variations beginning "The Indians By By this After the The "What's group experience. was anopportunity publications as commonly together contributed for the for are differences adapted no Indian see a and pretty -shells. Those mothers, who on have wax the-coquinas to reachthe air nutrition-conscious instructional means the supplemented out ofthe time the Rase, and had where the the children had WHERE the the beach, preparing the best after the rce with children. plains emphasis. it behaves, usually of th planning lead, and tribes of the to the white children been brought of food, once liveditere."In Institute, was weaving, local United to getalong interesting CHILDREN children had were collectvd,mostof 1 not to been way one once place Northeast the beach high tide wet sand and,sweet and among regions. receding were servingas.smtill foods, Others with use.4 period for Indians, Lawrence. were servedwith States The teacher and and Its of by and from Children for the eicursion of the to gather interesting prepared lived. where different basketry, contribution a sandwichand e.t that a sourceoffun.The Indian completely a teacher such and and LIVE AFFECTS home. Kans. little together water had had reached and it before taught the- returned potatoes, pupils first &e.rvire, a sensitive Stories the are morelikely as acceptable r first-hand the time. When just them for . i about the coquinas?" had other regions, squash, were and jeNi?elry children lived.' to boys many regionsin steps toward is easier t they had Washington, D. teacher to increase Indians and was different a from shell passed and the class haphazard the shown how to coatsof early a motet down have by theline CURRICULUM the sweet but a group leadersforthe cooking. and girls. lesson piece of ocean t aims in cranberries. subject to get coaufna at her,beach was of the itort; more effectiveby they arrived, to differences a settlers over a to be discussion to C. A content their corn, chance good 'making took collecting u aIneanof about the the our waysof local = play . fruit, u them mind. She the United food. Southwest interested to pick prL of seaweell about the broth and , next ability time in a Yet popcorn, ways Inc thins, 211.1*W Indian droll to bury experi- )15. t-sv. list about which about 1,,. these house even ques- f -`i4.% way and, The tide they OA in of the to to a Is _- :- 1_ .1 nmillEIMM11111111111211ININEllin 111E1101111MORIMINUMEIMIMII10111111111 I.:- -4-1\1_11 -1,':eiztvi_.-1 =, irstoot _;y ; -/

:* les WHERE CHILDREN LW' AFFECTSCURRICIMUM .

A rccent. 'utilletin4 mentions points of Se= which belong in a T-- 11 n riv y aa yof bi C: YV ,9tatechildren:

The-toryof'hea UR anintegral part ofthe history of New York et=,-Sonronouncf-as naebeentheinterplaybetween Indian culture and

- fa thator theAltamanthat it is quite impossibleto regard them *. ris A A-A The t-a-e-ta andskyscrapers ofsw.v-trk City take their in Q1-11 once - to maim andsquash. U " roadbeds,jdwater- s& y Waysfollow routes traveled long L_WZ-.1 Vthe"A.4 ofstzamand -71 farmer inany cornerof eStatecan, wout too much surprise, a pickLID an a+mar---"A -2-true 77AUL L la Nor is the atom- entirelyoneofhe past.Within the boundaries of

aateWecAn'ft4cint toV- I&.4 %_=_' tr six9* which maintain I s g S R__'%-.0" I r = E 1 At AA 1-v- y Scsi i;j0 - rill it EveryNew.s ity has at ie

aSew Indianfamiliesas if-P ofanestimated total of 1O,GGQ Indians -AA tiroughout the =0-tia-ae=- In Brwk1 we dasiseabl hawk community. p . . . . Indian .ations, I viun treatynegotiations and egames are nolesscommoninsone.NewYork State communities thanare city cou.mi mft ings orstrawberry = 'afii inothers. From the stories about Indians thatonceliv inanycommunity sy comeleads to study of Indianzroupsin otlez regions and tt, the problems of the Indians of the United Statesasthe responsi-

bility of *citizens. Conservation begi--,eat home.Since 1920 schools haverealizid how important it is that children learn the national significance ofawiseuseofournaturalresources.Many teachers have provided for their pupils opportunities forparticipationnd instruction in conservation of the naturalresources.Interest in conservation continues to increase,yetoomany prog ams are inforpationai only, yithoutgiving dren anopportunity ttake pert in 4tiecons."on ac in theirown comrrtnnues. A I- 4tiff w 7-,1.-% Congervado of_ na-.._.,...1esourcesisoneof theaspectsof living inwhich curriculumactIvitiesvary monfrom place to place. aziefor example e conservationoiwater. Some regions have * = ty ; & - Y a plenty'of waterin thereisa 7 asiRourSouth- A _ff 7-s 7-=---* and' inthe NOr' Great.,ins Region.ml. 4- xAA VA Z-; 18 VI,' V variety&L"- inthe In UHL CI tr."platestLILinaof I A w - 'ffft-T1ft B=67_ ±.--2 .,st IAA control Uat-11 anndistr _esupply.A TheCH: CIS0 Jemis e 7 = a eV = VT1 PA 4. one rt A j w .0 ft tr theconditionand -74 7 ofthe localwater4-=,-=, 14 I .1 I t ¶ E v I ,-,Eaassa V A Y vw g----._ 0- v --V yin aw W6-1-11tt_74 ==m A-- g n & & rathrur ageneral studyof w7. e a a a w to. g_g A 77- e

=1 AsALJL A. other: naturalmammas, inruralandsubtv74 r;-1==. 1EM 7-7 =2;71:a0I a-es- a t. --_== areas rinVA s a g A exrer with aplci c=t, aa.V.-s ant, flowers n andforests, whiche.refromschool to n..11Ca- from--27;-4rion to

A-4- region.Iron, coal,gas, othert--t concert 1 people. ==.0. 4 isliono dWorkbagin Indian Coln unniitidia.Albany, N. Y., New York stateFAas A 6im Dn-virtmt-10_40 p. 8. 0 general follows: the State based report 'from _ 14 No Oconto Taylor Monroe Iron Barron two counties on information the needs . shows that County WHERE 410 Wisconsin Learnt's of have the CHILDREN Activities in Conservation Fifty-six Topographical Organization in the schools communities the schoolyards. soil Rearing cates timber, conservation says hat plowingdoes improvement. same curriculumin that acres plantedto C LIVE AFFECTS and t-= nine school tours forsvventhand of student maps of eight swamp, marsh,andlake conservation releasing pheasants. and regions. have points V 'o4 of TarresskDepartamm in which 1 to topsoil. ranger patrols. forests. counties in CURRICULUM tree tfi OA education a conservation. One color scheme of emphasis Beautification by the eighth grade& report from 64 Cammerimsida. addition *- County-wide arras. 41 children. there is indi- of as to A _ ii 111119 111 NIA in II UK 0111111fiE 111J. HMI Po II, 1111101114 '! 'II' 11-11111It rIll!tt!Ill ff1 t!fflIIIIltirr

. . t-A=Lqk',..t;.!,-3 . so, : ;, , ,attenflOn. find develop ture, clothes, in of oi On' OM rap regular no .onger that . g A , kins, spent atth vaLing for half 16 A te_= use. Whether 4.. The place a A %, . ;n 41 it live. heat,t16 slow supply the people A * the .2 sweet children's. The nines to should educational ifil V'w% 071. as needed. a a -a CA summer boysand ke e (.4 Mimi WH iey , day of a I pro g n equipment. kr can corn, IV, - farm. la rEgardfd e uponthe bcri ,* -; to haVethe responsible _ .1 with the practice fa, f 4 u live learn of en tied reervinci i.J,; "±_ in work popcorn, wash, w sa nes a CHILDREN .1 :if.) experience r water. .r.7-1-,y; 4-* -e n 4 -A a A in fOr 1118 1S 1,0 real --, r* not to =_-- as stop . me city learn i conservation. g resource NFAct.L4 vaaic,:-.L_ natural . -ra, fLp e gl-vr S to thefarm . for the -11'4'. in en MOODon ti4 ofrirLm waste food. 2 ra v... 4- a-- Yet other LIMICOYA t e lel Cr - LIVE Lo aim ijII g---7, 1...4 e time of ffr.--rioneo or ac C I; kina e0r4V-2T-S-142,61 or rA= Iref°1 4-4t_pliipit.h:f are v -wain C-E.77-Ceg tiCS A # fall the undertaking *,..0 *# Vr4 V 4 A 1 n %A and .I,. , Ir*'` a. thel ^ VC, &V4 till oi 41 ws & gain inother V :toys Of S.- harvest whiert V WV 1 2 The rie ir a.. Ar'N rg-1 project Cal NA N## rArlotheeb Toossemeo. health is -carves! _ potatoes. ,They efa j alff ut rattler V school ground. , C' v , they transported , . and girls. thinning, c . A 7. & a&.= the e r,, h I #10 _ Deportation to for , qzi... can tv half E program. f -CA " A Sp A._ . ail .7ft= j ; -04AW-L'agA the _ le? Val ga, 1. a=a 2 ,II tomatoeq should so care at t when . ta and I A&j Tr...4i A1t4 day of . TT aP; that a . , 1 erarr'SW=L-- _ . place hoeing, 4.1 enthusiastic at a_ 6 = part t in the 17= . Ceouarveties. t4 = thus , , jt 7, ""tlk 'w V 'V" gapara iES a_ need &at s motive = S_F - " where work nal k is ;.e 4,10:PA )...rt: * VI=. &, 11a pump- have g have time laid , culti- form not CA , the to iv 4; p4. i , is = _ 11, .. - a L , . _ , =____---- _ . --,--- , , , , ----= _ . , - i _ E . . m "- .-- . . H1l 1 PII III '0111 Il OP,' III iT I711111 Yt. t. "*.X2 *: it"I -% -.447,-.661511 rt .I At, sir.C;.*V..:r # . : ' .4 1 't !

5. will=CHILDREN LIVEAFFECTS CURRICULUM 17 isnotanythingthatcanbe isolatedandtaughtth all alike.In- _ 1. E Le4U I waV itispArt of person'sa incv LHniluenceoneverything "-trio 11 7 -CAVVesr Iva he w V V V., /a hemay J.,m. I.... at 2..._ . W shouldhave the kindof healthprogramtha*reaches into Vi E..the lives ourchildren, id the principalof the elementary _=. 77_,' 4- -.! V-Zr,b.-,i 9tt . .school of1 ever--;ourg,W. w cf&e p VIS IA.Iplanning theyear's workwith ihis staff.Heret83Iso" Psomeof theA the boy _ and girls didthat .wereadapted especially 4 ..._ to theirresourcesandwaysofliving: .-= _a Seventh and eighth-gradegroups initiated theprogram. _ Allgroupshadapart in the work. i et VI rt r4 * A ThiW.AA A A--=-V# had WW-ft k-A A A nz--trs ---:=1T-"alIITIITIT committees efor ne- =134..-6- w experi- a arb enePR I So 1theschwal couldao somet..:1.6about.Thqseincluded:

Improvingram disposal methods. .4

a A-. '17%7 gtudying g 7- -v-3 eV situation. Street cleanliness. --it.774f the ,s2r---a

1.4.1.4 Runnly. * = V't _v 1 L T-11 tAc---4bivis

Gettine- ridoimice andrats. b V A ing astudy of schoolaaaaam.nem r Aga ueiucingcolds and otherdilwaqeswhich interfere withseno at- Blenuance. r Studyingwaysin which thecity restaurants handledfood.Getting rid of flies and mosquitoesand conditionswhich breed suchpests. . Studying the situationwi ,______...__-q-rc ..tolivestock withincity. limits. a.. LaA &*aal# 31v. Gettingmorerecreationfor 1 V, tri3 W LS. Studying the situationw regard to restroomsand makingrecom- mendations. Most of the pupils hadpart in making questionnairesto fit the study. Learning how to make anduse mapsof parts of thecommunitywasof practical help to theyoungerpupils. Older pupils learned howto represent the school in communityorganiza- tions. "Mess weTravel" .t'rt0 .AnrTinnr A - Lg. uktaAA.4%.#-4a continuouslygrowswider. roin an A urna aa P V 3 g e-0 .aa " A -3-2* A 2- Itni lajf 34. tof.iS3OflI V.:# -, & a_r tep vw " toother classrooms with- a "Mi.V.4 t'V.-.47 el eltu = intheso= mayfolA.F V .8evbA -EAromP_az wlittle La it I I °C.;4Y tothenewn-.. a A V- ff borhood Litepost o1ce,01 L. Lar;bank.Insomegprinni" I A A 0 up ex =--ga a-a a_a vala , a a.) withthehomeMin isMALI- La States rA ,ayfollow.Parksareimportant.Some schools pla 3Jtheirtravel to kelpnechildren A understanding not Pirov'd.bybooks. A 'm AA A ea A a ra §- s 2 a I =-1:e111-3÷ .,._ a -a4%.-4, = MsE EVfi Othersuse tripsA to local uh A ejneed -=__ffa do rri 3 3999...A A a E E.=-5 _ - - = . A t% g A a -=-1 and kind oftravel thatralsetko. cansponsordepend;1_,altaa anaan.o.....303aaa-

A3 a 7. a_..as a V AY., 33, A s tpregm=.We_shington U. 3.Governmont PrintingOffit5;1411. A CM ag 44A-te Bulletin1,619,Oa) i. P.

4 01: .riTtts,

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--__A_ ,C1= -A 4 Children got whistles of tracks, suggestions kinds 4-011"lgt the effect citizens? to t.he Fo had two to live? citizens useful. aimless. A lie t 1:1' ni . 4. ) : kft 1',"..-",.. upon -0!:"` examples: '"... ; r. 18 . .,,.i:, ;1:4.; ef %int: :14.,11 Information .4?.., It ... a,et so, . co p .4 .3, .... Here and nuTacitu. . ,it.,....- ... s'' . fr ..., 1 4,.f.,:j.,, roffaosloPS Era AA : 4...4 ).,,,,t--. 1.; ,.:A: of 1 - L . 4..,,-.,t, ,,'Vtiiiill , ).. 1, 1 the community 0i. -; ,' t.i' anu A .14-:-, k- .... f : itre.*?.' work t-.,-, 4.-4.A... problems that In studying . - 4:;"- WA . the i 'V t* places .- . (b) of the g= 'I .....), (a) How c" -4\ .4 the tr"nirea WHERE .) "t: .!..; ' . the children 4 ror c _.-$:` a 0 it .:. . trip there es -`* _-. v -- 6. '4,....0c1..-.-+C.'..tio7, 1 4 ; ' cndaJOS ------' ana N'N'i job ..).' How on ..,T, 'Th t. 4,1 41k -.2.4*.---;=,14,..-k, . ..r.t...V.n.P.r.! .--.15AIMr,f,f.,0.rare,...... rip..-viemp,o,s \ -4'f,2 ?7%.*; tv '11:111" LransriorLaLion the . ., -... .4-'ik, 4-4" to I I Contributions can ' thered :',, *4- people's .,V! 1 at gaterna4 A. , near home.Excursions ' .1,0*--'r" roduction of Vi... ..i4',S Ia w CHILDREN LIVE 1;."-. r c7-':...... "0 , can -. It can we a ',...-.ii:* help pupils .. a 7:44 4.4''''".0*."CI'--V1 1 eiji--, gP near their city, ** for . ,,,- t\,... 1,14..dll'.)..,).)1.4,i',A.,4.).1.; were especiallyimportant 1 ..-fv T.eady for suggestions foi J"- Du ri, .. .4.- ...)k..-71_, z.-`t;,.1/1!1-',._,- 10 ,..410tr'''-' tr t...L,, Long Beach irom - oiLeL , -, - 4. npirr_ traaeS, rPPron anifun. I incomes. - at handandfarther 2 ,c. -.. . ';71;v4.. , Cc 1., ;ff -'.'-' , help make r V-41 7-:.' ,, -et... os 4: .. . .1* et, excursions - __ 1 : P -.01' ' *-44,:'%1-'..` -'. ... i _ by r4.1111M1F.,.,...0,,;.,.,...7- .1 I 4 safety and the which ilk& . 4 ----76-....: ,, - _T.-47AL oil and an maraca. ..-04>-' t,..1,,....;f,' 4... . ". 4: A % v t w get information a 1 ',4 4>t 4iti 114 .44 R 1,, 1',.., ,,,k, 4.... T.' 1 v itE.L.*A41,4, 1 , a AFFECTS CURRICULUM seventh grade war --_.-' , :`,"2, i-s, e . '-'.. the ffg Then .1.1.. , ,.. be VX , '! i-51-% 't4.1'.. ...I-- 5 arhtTII:e4 ' a `. .(+. ' .- Luc i - 1. AI 4,4.: -.~,.. :, Long , '?...'* "i-344: =` ,,- *1;.,1k-i ,i.,._.-4,..5,44..% the :, Li' 11`,A '.. A i %1 ti..7 .,.47P...1.(2 Loots. snorts, , ..- V 4 r;. reg.% - 11,:7:-..":1.."if.e-i - . ID le:1, ' .4.:, et.' 4 els . u;, 5 I . :7176 4.. .'..141-41% -'"-. they . . about town a -4 1 .; . ,'''''' -d 0, ..,4.. 11 meet a ,,Nss r.4.-. ,....2..' ...,..,, ...s.,... HAoLrier a .: "'C Flou r-1cl ."; ' .z. .1. IM 1 00. 'ali A A.1 ,B 5,..,. ' guidebook Beach _ a iS , .. :_:,..;? ' - jobs, 16 ',re-.1 A A.. ior ' . Z ' . out. ft- - 1.7 -UV . :L.- ..- '' 1- 1,-'',- ) ,;_, ABO 4 0 v" 4-Ets,..._:.:4.4.t4 - -4 Pr? %,;..., -..- '- . -c .0'4. to them 1.. , w.A s . 4 ' ...... +1. of or 1 '',*, tt 4. a I IF &..- L= e : . '"--,V-...1.---):1". 4 ..4.-. - -1-1,-.:-...1114."0 4- 1 a ;. in Long 3 . p made T... .. 4, -:;'''' , I 11R!I ., an .1 === of some, 1 -.m '` =.1 , do somet .1.-. 54`..1.44:X Following " v"- , i %.' 4 S ....: t+ 4/ r n , t- A 1 sr.fAS.4 - 77. better 0-5.4alp !., I- l' n .. one )--4 ...4' --AA:4.7'1'41.. -,4-- 1,5:1p into iv --, 6 hotel of 1 4 ":"...". as young LE .44.4 t riM Twee refr . to I a 4 AV- ,,.. QUe V.A.) A'''. things of ....._ Beatz-r7 .-*.. not .-.', stud . othtz gtionll of it n , place , Ci' .., d'' #,I i.. ea "a the ....., gincr nd . -4 i' ri as are . be . ' ---: ._ ;. 1 f ' 0 1111 Il ipi III F7., IIIIMIIIIIIIMIIIIIIIIMIlliffilliimatinnamiiiiiitalimiiiiiiiiiiiiimittillimisommtmutii p-!w tt'

W1!ECHILDRENLIVEAFFECTS CURRICULUM 19

theschool. itwts agrandsightfor fourt1iders toseeher control the traffic,windingrJcvn the gates id= stopping all the traffic VJj t;te trainsFOJ;tjbt?orraising hegatesandpermitting the tr4flC to howagain. fourth = Astudyofrailroadsat workwasinevitable forus graule, L1I 1I1eV1t$ aLO wa' atripto therailroadstation. EverythingtI;e children saw hai fCig flCflflI1, Atthe Express:wilding, theysawpackages tagged and readyto be Si$pp-;LL They:,=vv UiIfifL&!:;t4packages. A dog, pigeons, and rabbitswereinbo:es iae=ytogoonthetrain.

U a a _-_ ,9 '= vYlL:1ffiudid.theU(J IIu ttJ:t jithe study?There . no

_II?-(r ?b- t.jrtq (t - wayofLtLjUW LiA orLLI-tAL cI the members ! 1 thisclass(jjtj.Lchildrengot,butyJLi J1LI5wereevident Car- ri e-Ie(' 1Tfl tainli book 4Yof havegiven the . e - . , " , ( i ! tVF f TJ -Y=f11 _'i % 112 LzZLLAei1and-JJL -IAJLLofL', *Li-L of - .- thct . ,ni7i-!t'. - thisstudy a o . own -=- V them.Asfor S 4 tt IfV f1 'j. etyprecautionsin;II?A4i £ VJL -4 thechildren !i cameto TU( O saietyas awayOi ilie among'perm %VflO'wVO11 - on i . w- (cprn!)z1r1Fzen LzvprtI: flh1jrable a took nLjirc?L::i.tr into theirowniie::-aiiQ I.e*y iiLiavv1/ 01 .IVIiI LIJL themselves.

Gettingbetteracquaitzted witi sthehome county.Insome piaces tre aotirmaries =cnacminty iiave socialas vvii as govern fleri-tr-LI significancewith which childrenfind it useftil to be-ac - LJ,7 quainted. arepassagesfrcnareportby Victoria L::Ies, director of euJucation, York, I elementaryandkindergarten Pa. Theecerpta1are included atsorn length in oi-;Jer to giveaniu1ea of prejceth-r-sip i whatproved to beanexceptionallywortIiwhi1e experienceo tcchildren.

1:T #_ . n IiUJ PTP!I (f tyit _, -S - - -- . =- A J £ I-The children= 'wereon a quaintedwifli Ii their county.)They hoped:

.To visit ?it. Barrett, ride in herjeep,eeher early home. i American

i Tovisit LLvQUAKER CHURCH. Tovisit 1r. CarlNelson,Teacher, and WELLSVILLEPUPILS. ,rI seewhateverf}w aniit qh YorkCounty. 1 roPZ a'bwith UncleEr],Major (thebi C Amation),Rags(the little dog), thehay,gruss-crabs, "blood suckers,"thechildren,the bonfire - _4 _#LTTkY P,havea OL A

* - - .' - , - - - v-ro give a and uzuri-D Aj=zj:sprogramatWellsville. QUAKER To lear a ) choo1program bontiiherschooltrips which theVie

Vork & villet=kIrcn had niaiILu J1,nlslnirg pand y I A

rV 1. , 4- . . - j :9(-% i _ -4 .* -.-- .- .- - . - - - .,- - - - _ .444 - ' 41.1.11-114*,r-fiZr:::ift-===--=------' - 4-7421A:.171-; 2i tO4' , A!..

20 WHERE CHILDRENLIVEAFFECTS CURRICULUM ' Pupils andteachers togetherhad plannedhow tohandle the experiences theywouldhaveas farasthey couldforesee them. Hereare someoitheagreements reached:

O. Dress: Anytylvof dress inwhichto play and haveagood time. wannersonnye: a.Stand in lineanadon't pushwhenyou ci-ez on. D.raketime about tting inseats: don'tevershove. C.Don't talctoo loudorlaughtoo loud. d. Remaineated and don'tput headsor arms out of windows.

'*-4'.e(--1_,I a. Getoutof bus and waituntil introductionsare over. T-2 A 4 _1 D.klz 4-EA 1 and Mr.Nelson. E s a g = ss C. of V V Li. tobeintroduced. 9 .---- A4 viIT el 2 g _ Otheroint a ,o a AZIAt.1=-5s CAD e ati g aria are:ALitinoh = ^ s § 2....AA t.s Vern Y Ivt= = =-. ; ==, Things0T_ a.AI_ - ok _ els For.; - ' - - *2 1 .--- . 4 -7; . Visitto 18V:I- .2__. ;Visit L=1-# FriendsMeeting. --.--= FE - t StI A (QuakerChurch) k LeavingT V I C7 Va a tj ofThanks L fta Ant r&D Eri th,c1:--2 to 9 ' 1 1 . zvpirIvIff 9 I _ Afteran-aas4 A. 2 2 *0 1 ,iva . andawarm fromlo all * h(tld a======s A*. . Lcy =a 2ff- -:- =F including the weiIs CH at Itlz- and 171--1 .S1 b:2,: .71 _ evizs o-og nc - thelittle dog,raNdalotoffun :w_TiruiYacquainted, g's V 'T a=A the children 110,e1 V C-4 to --a. found ti --= THE MENDS'MEETINGHOUSE All thechildren were qu,,.,reverent, andrespectfulasthey sat in nk.--; old a Quaker church.'They.newabouttheuaker;---+how theyhave always orked IR ana ._.2 ror ace,nue-mensober and thriftyand charitable. P-4heyIfittOd:

That the.-t-..Ging was organizedin1746. That thepresent housewas udisin 1769. Thepegged floors andbenchesthewide floor boards. Themen's side ofthe churchand the women'ssideanda fireplace on the women ideonly. The hand-hewnrmws; ;111- a the giantkey to the churchdem. . riu rt*.--1= Back at homene 4.-- ..s-1 AO 2 2._it, a tirof writing _ 2 2 2 s - report% ta 001 &I wt. attheir f ` 9 Pr news re. A - A 7* 7-I 1 Tj_ IMs leasesfo s z a s.A *- A their papeichecking JJc-._ of money It:flt and balancingaccounts, _Z:., 2n wnien experiences -"Lel impressedthem mostalxv-the trip.rrhTheir; QLtai -&liv.v -g7=2 ==. = - 1'_;.;- of nt1ZtOtiC81eventswas = a r Ep eS=Ss"...= a 0 Emir ., cia of YorkCounty, muchincreami. OM asmallett. loalargerone. 4:a7s, a A g a everywhereare c !Or ,- r. =2 a ' A';k eA op for to avail9u the hmoe community.

1 -a-'_, 3.

r-. 5.40

V . A 9 :1) t 1./. : A - 3 -.1;..;titelii_t*t{ , 4. . 1,tc., . -leet 47. '4/AT 't _41t!f. sF- A .

-,1:14v 4\1" A. ; . ,

- =

4 Wi-A,EKR DpEr4LIVE AFFECTS CURRICULUM 21 N- t

el Here isastory ofatrip to New YorkCity made by the sixth grade of the Brackett Srho1, H,iOd,uonn. It (the trip)wasto beon aSunday andanyoneinour roomcouldgo .-ta Ern wLiuhadpermission OM nis rrmaren Those w could wereover- joyed and could hardlywait for the excitinglimy,with all, its promising ad ThusacommitteewrouP ancthen told how the terieilerandthe class had planned for the trip. Theywrotethat the boysandgirls hadexplored encyclopedias and other bookinthe library-000 2 4 thatmany Lhem had not bothered look intoheretoforethat ; theyaisequestions in class anddiscussed what they had read,in 4 or 4,0decideuponthemostinterestinuthingsforther6-(Troupto

A- 4

Withafeelingior ff ecommittee described arid drew it A ill VI% iia. 0 1 ff fa-N 4, 1E. Lz_ n Arj " experencesingetting 0"AS E a the train,ha* (1 A bag- I - I .g7.3 r,a =A- ulFE g.fl gate ,IA=a tickets,eating breakfaston-lc :cit1311 eltr, the g sa? ramp1 aFin a led from thetrain to the Gm flGrand Central Station, the .deonthesuuwayfrom Grand Central Station to the d a g I * Battery, Lhe boat ride to BedIoe A AO and the Statue of A,er

reti-xtp 110 et gjl A _ WV T-- i At thenext and fqrseveral Z "I""nt.t Crn 1et T1 C A aat_,A m to makethetrip the c:-=---(!oeorsome X.1..aaa _-6,4Ata . i a 1'la *m --- * t a- -. 144, E x,ts i Hill -=---_E U 3 g ,- ab NewYork tV d and %." iigrew.

A A

_ ofpdy E &.l;uzue, wascarriedon 4=1 sagatheanswersto 4 How did the Statue of Libertycome toks built? HowwasNewYork City settledandwnmade ita greatcity? How has New York City becomeso . I. rich? 1

W IF W:iereelates New art.a g Cit-V get he food forso manypeople?What

pazhasConnecticutirk v food for New a City?-Ly How t-ms

% 11C?city a4 u aav.... L. o nConnecticut? .4. countrieu . From different did F.---,-op.ewho live in New York City, ortheilancestors, first come

-S .Loci, P VA % Vlliat if New -ffrA W aa keepongettingsobig that thepeoplecould notget_enotl----1 aufrom allthe region around it?orfind places for , everybody to live? J .!: 4 i:!,,' rt ca etA _,..._ To parks nearby and-= a-74ff...."*"."-11R-ariait AnLU =tnn 4=.40 . , A a .9..,.. toourState and National _-ks.InSarasotaCounty,.Fist., for ..,._.,

AO, e-s. ,.0L-Pb sP1 PYaimploteachers have pupils U-1-1 akka= _a.e,7 r II* .41-#4, 11.1 *46 i 1jr i--s-1.flitvisit 4 7 hasenriched the schoolproj Thoughtfuland . efts ..0,.. cal Miding, -t-Ja =a--. 11" n nro originalthinking, and_civic .... * , :4 I . 6iist ffrl tyn1.10.41 .-..4 .7 4 activitieshavecomeof the 1Pf Children I W4 Lneir t' .3 .,--'-: libraries and Likw_le paintingsIiUcollectionsas OM result 'ofsome ...... / .?' , - -it411.4 '-'.&

. .,1.1:i41" rr, :.. . : .. 4,. -:,..r, -' ,, , , -75:;it' : t, ,... . , . , . 1.. 1 ...,..,_ .,-. , ,..;,k J1P. ... C . . 1- . 14.4": .1.4::%-1.4 t'. vr :). -!, -t ...t.- %..t.;,,; .,40,'ttl -.... . 1..- 4 ,IA 1.-4..---:4---11- -,:s.,1:-. ,:i,1.tla' 'i.71Es- N e'..-fi'-4114.1"A ,,,,,.._ %:..i. ..,,"Pi ...1.ti.' :/,-"' .',. - )1*./.," :.-- f '': . `-'7:*r t:r 4.'..4e.'..c' -1;.,-, ..'"e, I fi " .0--Li_ii; _,-:k_,,:-Ilfu,i- =_`.1r..;,_ .i44K.#.14, tilL. .4..4. ;472 1 4 fw- f-f ) 747 't ,te-0,-ea 41'4 ;:t I. 4 - ,

Cr* V r=i i' - L ,g =ft '22 a = A la LIVE AFFECTSCURRICULUM

ALEAa a a =-4A-- 2 g E.222. ofthe 4""1Li 9 "sand A A have writtenlettnrc about their: M A Vir;erree,A Rte wT r C2) Some schoolshelpprepare children andparktsto getricher experiencesfrorr Lravelbycallingneir"= *A. *ionto historical o landmarksand memoria;." NV= they standtor.History classes listenedith interesttoreports that childrengave afte week-end trips.Peopleat nomelike toseesnapshotstakenon trips, and childrensometimes studyin schoolabout howto improve their photography. Boys and girlswho livein citiesare especially fortunatewhen their.narents tr-;Fieihemonweek-end tripsto parksana ouner outdoor spots.This is oftenoneof4.% fewways which they haveof learningfirst-handabouttrees0,1111wrncleaand Lheirusefulness; about soil androckformationsand howtheycameto be;anout *a ournaturalresourcesFinn Lneir conservation."Sleepingout of doo"sin a tem oracabin isan na experience to citychildren. 0 -.nnle ovine.1.11 arrangetor ciniarenwho havevisiteu parks Lo help other childrenandtheirparents toplan week-endtrips. Eltraveling-can lex up helpfulroirsg-woII often a Z1orother infor- mational t Material whichtheyCCA nometobeuseful1-0 ta evIs whoare fe planningsimin-Ir tripsA .-AL whoIt,familial!' wi4.1 tcanbe learnedin theparks of thelocnregioncanhelp chil- Gran YtEl paren nave tripsLilat, areeducativeand thatadd interestto the Je rogram and re meaning tothe children's study.Informationaboutspots foi "and huntingandgame s r e dngthem ishelpfultonoo planningtrips.Many people liketo know-od tocf places all nightn It isa L.P andinterestingexperienceforLnu wren tosupply thefacts." Toplaces ofgovernment.----W?ientalepupilsunuteacherina rural schoolinIowa A-_- werestudyingnewroads -GA t-.4- systems01'high- ILL'? 11 caj rstrolandnewlawsanaregulationsgoPA flingautomobile 4 M A travel, wv = ou L 1 1 a-Lnoneofthe A AdrenhadeverLpeen outside TV Since SLudy part oftheir ic far concernedwith =aa a= E fl= v A.., =1'41 la - where thelaws ofIowaweremade,AlAva.a a"crt.4 v 6 A * te the QL. r*E.E 11)1 VA a% s 9 W* building,it as ou %AA A i_Ne" seemed tocompare Iowa 4 4 a e-r-S* a 6 A s s Nebraska.Lut to E = make comparisonwasnot TV A A g** 1_ *I V outteeing hras 'east& rx Vr-- 4_ kaat that theL11111.41 k ithough: Could theytake A V A a = a trip toLincoln,Nebr., and s P capitol A V. a and gettheir 4% 4' at I A- own iniormation aboutsomeof M' %.0 theyware alDa alMIMSID 1 0 0- else:CC2,--Vw -S6-V6/§VWVA-#I#222 6 0 Ar6., ; Washington.U. S.Government #A A Printing Nike,1 SF #=1, Federal 6 r- a I, ---i-gzeruw. Mae*of g A o. -11p. s AAA A e =--Z-= deo:TA pkveof in & Curriculum. W!gt=g U. t Print- Me0 Vs A FederalSecurityAg---_-7y,((Meeo 2) 14-111.. p. - A =24 # - isovt r "4`# r v-11, Tv, -1.4, t - - 4r7s b *: : # . 1, l .4t . = . 4

W =.=a. EE=1 1 A h-n7r:::0Tfa LIVE 4.A. A: ea...ria A. La CURRICULUM 23 curious about? ihey couldand did.It requiredthree iJ to takeL..9.e school-4t.lieteacher'scarandtwo familycars'. 4 It N re- 114 c':-#-Afl -v-U wp a aweek end.hut A"t g expenenti, itwuI Th-childrensawthat the fineroadswhich thelikedsomuch to travelonin Iowaextended intoNebraskaa tff-xv-1cl highway kr-etc-ling faraheadacrossthe levelcountry,onandon.Where? Ontieir United Sta-esroadmapthey lookedat the States ahead Colorado, Utah, Nevada,California!Whatwerethese Stateslike, they wondered. Now theywould haveanincentive forrea-li= to re-t nn learn whai, theyco! not 1-44.44-144:(4- learnthrough travel.They a would hvea use ff mapstudyTheyniguldimprove their = ability to understandandtisaboth booksandmaps. rt a- V CP thewaytheuo #-4 ffatE girlsOoe'rvPathewide level MISP no0+-1 ,no, vii4 rai the broad manycattle. r o r It-4V saw'moreacresof V 2 A A wheat 2i a _anthey ever seen.Theypa, fields ofcorn, C-4 A als W = = pht. r- oats.They wv jhogsand%e ah.qa:Ft.,,aa 3. LA_.&= When rT I th Capitolspreadut irethem, thechi4.4g.4rOn v*.e 6 mon t am tt=1-1 ft Ash0 s AA I inappearance. A "It'sAAV.: _anours,7theysaid. it is lowallexcept 4*- r Fr tAlt E

hg .1 _7 The ithatthe buildingw'pb_nntdto look y IA A cr'yip. r-r1 'EN v4 a a thelevel a-aE a E M___Cda She told them e 6 &I n _A=1.4 a had "*.a,La (IL g rated one thetenmostbeautiful lingof LErde g ii - - r--1 EP! rIT States.She saidthatunusial in.na w ofcon- - _-a.L_ a * ha=gLg -a a E fa-ft a couldbe t-T'3 yits;DeinqbuntATt1111aWY len A artistswere I(iIgspecial to suit -Line buildingsL.0the n1I nrid usesthat wouldberequired, of themas V V asLO-the ocationCa'Li landscape.

'La _,,....__...._ Insidethe building,the pupils into the f--1 i a -.___S- OIthe = officials.-TheYcomp:=4. the organizationof the -n 6 & Legislature 11.1Ethe iz-ationof theIowa ^eel a21 wvt 'They 0 ff ff .W-4. trZIO: -44 VI AAAr&--1 U I a 0_11ELL rae-1vs? theNebraska and 41.4A the T a a 2 hi k 2 - * p i I -a - -res ng a the emphasisonpioneer es.4.4a -a of theplains.

=== A L. r1 V iedrelies fries.the A-a-= Jflijfl c&- once 1 .4 2M re-a_et 4-6 1ivJ in a. aa a,a%aeoy were rtj lefossilized of prehistolicpfee

Tr:ru Wesr TA-B:1 4..6a Thepupil madenoteofpoints toe- : about.

I r .1 421 4#.=; ft414 They frequentlymet people who helped tie the tCC St-_., *mires, operatorsof filling stations, theguaraai Le-_ Cillip_.= inthe State Capitol. Merewere new opportunitiz_;.3for observingthe courtesy a officialsand business peopleatli for beinzcou .eous inreturn. Therewere many Ineidents and questions which would it"t-wA. send the boys andgirto their books formoreA- -mae-ion'a_ at

. A 1. " f.# f. NA:tn./Y. a IimaInallIaaaNamagg Bulletin, 4 community found ,---their & A want 0 friends with bet*een their outside world community and having to home, e=j1t of ii C:----4;-.11 vt 4a._,---a.-. standing of southern slopes. variation of streams, a- boys and in 4 I framework, the camp ,n States !n 0 1--,repolt a r large children to b more a home. f% a-° . = a . ff% ..,-_,, ,_ The travel k A MaekinW: e doing things a e ye i n a. "a I .Ata -- . ceing responsibleforthe The "m- # " ne t g a . different. hop.G larger U. eiernen . 1 some tos tne experienceofplanning = aNag 1947, No.4.) and boys a in getting. better percentage of in the significant camp go eiezi uff own. Suchknowledge a EA-a. ti. ,---1 0" 8C _=-= gocd place be kinaand the Their home Government recently part mountain tO0i -1-.: girls have k WHERE Helen I - eiLy, travelingtoparks, I through had campin.: the le _,== thee activities have vegetation ArA new L4 II experiences of Lances boys Pi, N 1/1."%0 plants and -,it./1.14Ec--S1 A T icK:al & enro p. 3. L - fire some 4. 14-' the world school. Va na schools -rip Pdmaing Mee, xnericnces ofindividuals opportunity a some They - camping % 1%. to-live inwhile = CHILDREN LIVE r eurric sunset..., which children made 1, environment helpful. 'They the children. environme___ acquainted opportunity 0-perience--have 12, L = nes Hi ii in va NJ rftv a A- - .11 public _ p _1 a ;-mn visit r Oki schools get their '="" Tils-.LF -a a 4 and lookout 14. a just comparisons. and girls s E jEJ Ln They = V wiLh a T rule experience. ffer who particinatea kr rm. books camp V the a --a==a_ I a-A . chore.s gives to share for A 6 describedvisiting places p A#. aa =our s ofthe with the nonscimei tne topogranny & their are - - E=. A learned _or everyeh- / to observe tail example, they campinc, ArFECTI3 C V In in became altitudes the get theli looked 1 seeing a aA* a fa.A ride ife private eticitca including nece.-:sa tower. camp, indeed liseurity r been 1"- a with are tere. r to prog A." --7- ii;="A jT re, e ou V 1SI It at,g4.4n I inings that .W` that home b./aye a a E. 4-1 at other *laces -48%.,1 a E. L. about CURRICULUM 1,00 n A . ,_,I.rere has gencbz A h grhil aa-aJ p kr__ n part of Li a_aLL trees .'" living the Schcw made the of, r* y,w he T n L a Long Beach. a a oter people, of pc_ /SF zt a AC has been county, traveling- They to and and gain on people athome windows 1 jLILL1. Usually _ of week 5 separate Th glimpses of A 6 uinm efore he nave a the = places around and 4- V'a keeping a-Z_O fait peope's percent ofthe a v Ft northern and fa in theUnited government a conservation e 7 =2 yoni a had discuss the vf I real effi _ first step bi- or B is located ey VT .A.,=" her,_ snit = -A- a made for provided th ox ider this has ure -1 so similar of the vaults under- two t made a_Tt ways There their I their 1ff a _ g W_ -a 71-7, A too V a C77, art f -"" an a 1.4_=, and nd -ia4 M gr. in a _ I .-- I P_ I fa ! 1111111111111M111111MM isruntrniimmirminffmr miltertimrmr im -11 '44 _' r :14....f4. --- te-- ..4-4 ;.:, -4,!rf.,, 44IT -- r 4 , *. 11-- i ; ,'T , i.-,..,. t.,.. - ... :4, i i- . rr, Nr- I T i._....Nit... -7...,: 17 g -Mr_ 7- 'r--fri .3.., .41.----i,.,- -..y ,_ 7. IS ..sy--.... .ey-- 4-... \ 7 ,_ 4 4 'is .4: I :41 4 . 7 r-

:-. i

A A- EC T--- = To T WHERE .2214LIVE = tIT 25

z 4 = ;.. --- A rtr 1 Eri tr phases AA -A theirexperience.Ontheir some wrote st C^-44-441 -1= toneir friendsand fain' lackt whet theygave of eh;:._ ta S 111--=-=SE togroups who _4 L.7 the trip.They I 44, W- 4 1-- -'rta t-e _Or = travelnews theschool Theirexperiencescri424tra v

a a --1$'ng interestinwhat..z., L- m_ ff . '42 === stbeprepared for 4=-4- planneap-

ove V vcpriatey for wzate pL tin A-. v is there of importanceto visit;_carby Willatrip helpthe boysAnd girls silvA problem _:___rtant to th-_-"T Thesequestionsmust be WWI usonsiderk-nindmiding vIWKAhe4t h tozeatrip.

I A- -r-z_ItfrandNutritionkegs

_c a ne movementardmaking goodhealtha waye living rather thanasubjectof instruction,many -itoo-z workout

4.1

.4;

_ _ f4 -11-4 11.- '4 r . ----- 4 ws,t , ., k.4-* -1 ;, . r ' nrnrr IA 1 - j . - Awash*.U.L 10. r. N A faewT.rkcitY Se value ofmilk. , ac= = that fit I situations .N A flL=N ir P 4 ,..=onlocal a madethaigeneral nfteds.Areasof emphasisnereinclude: r - .,,,, y a I. - , iift:474 ram,_ don briocl and sani- T v w-virepment?and and happy_living. =_-=- A 1 questions of 01. chi and the foodin having we emu Their woula said Js g I means of meetings ewerschool progra Sta hood Grandfather= acquainted with foods availableintheUnited come meals. to develop pupil. balanced Signs ofmalnutrition ning ticular attention z6 L41.1v.-ziegi 0-* 1 T-.A-==p- A -a is intameriitata r t cd.= Lar still, The 4 "Mother "What's 4 In Denver, A Spanishspeakingschool" easily the m. E A 1-wa. 16.) rftl_ "=.= 'a Er .a= rt -=aa a res r pn they nen E.(a a 3 stores. work. with cognizant ofthe sad parents dolt_ .m-a- mothe to parneu:, ulAr p, = I ff we 9-S-91 *-A a .mnd extra could n o a. & mothe. m =Ma-'-- 100 A W" -IL.- .-v rat we can I a the a g proposed ren have pa g = Harvest to p. 1 hist and tri would Children heal }-sc-7-tening school. E and Udó6 t II -t# zht =- farm. They T-Pople aroundhere N VLF 47 * D WV= m thpn InVe VT men -a a Am g y- Y1 -I e baltanc ways a Dina Ul t. CHILDREN LIVEAFFECTS Parents me fruits suggested thatthey think learning more4aboutgooddiets pic as a studying aboutbai.nc about a a th kettles n I fruit rt and a W7 =frethbles, money. a how u in were means rden project £11 9 prepare school-community Lime of a_VA c ard- St77 sixth-grade and a_77_2 many were of the all goi. I 6 on and getvegetabllp it the f to can dinner as - titirt-4-_,:zi I - ar don't 111 viva - for S - the QTfa_ v - cook iti - a a W a-- :ve vv the schoolstore needed ef 41erionstr- of -t0hechildren .ng Pv.p.r.to the schoollunches _ ,-- L-es in SanM t a on said school lune_ a = pnrly strawberries,- , m g I, _nutrition or ga A I 4 a a_ to to 414-,,. aa- as aa a V in in them with 0 of and class available i a breakfast." m ..aven't enough were improve ourmeals La_a children nome V They ;4-1 &yam?. Mea study -4-1 _ all children . na ything." grades e like 1. ping sixth grade. health was n,7-4-0 A number 4 borrowed gardens L jArs P ill k es. U tion bre-zr- "Sh 1--,t TM V from nearby lunch. us us le weals?" I -2 I =planning itshealth room were the parents proper --- WW _ g a A p aa a_r.- said anothergirl. frequently to talkabout value ofbalanced to W.* lunches, program, of the can or Je . 1 %I'm a Washington. Miltcaute 310-1%-to in in and neighbor- nd was e s from homes loc. Qfaq of chains la! money fiat school staff the diets from them fro -7,- 4_, A to .Je t A I I_ aA4 ,ked a preserve -= 4-3 -without even .1--4 further ve par- LI v. supply 41-(Atz. school. pa Tit begin- to Som nited f-4.1ne U. it 7" g_ one one for be- a t'rgr ,. _e V if & n -- IMINVINIVIWIVIIIMMICINIUMMIHRWIRIMIummumuutuffiRM 3 3 _-4 Ji z 1 3 Eflueatlos activities. The grade. 7". community planned Was changgs, needs auu clean° to me a program ..L== tious _ in the them learned of or =:-4_,,Trean these couldbe In breakfast of breakfast inthatcommunity.All themsei% iU \vtre in 14 C- nna val .. - As get critical Ti - it ..#4.,,:. tomato, potato, Character stiesof *E. Population t Geret.l B Eductionai Family survey L._.d = 11. sanitary n s .ie _ they meals. a were in the and and Series). w uly =we res ... a A )-fore It=t 1:77s A participation in improves teachers and for thetrait 7 pupils and having survey _ 4 membership put the schoolbuilding nature ofthe se7 The ndive, salad, %.0aw.... _ AiOt ft to be VA.! v for betterliving, V facts n _ Parents e characteristics, population .1 ot Together of: the sind anu bLI I following recipes, nspia!tion. _ subject fieldsused COi Momentary its Curriculum. relationships. grown pie lookandfetl. ussing house )ut how met there have to They were CHILDREN 1- Jtural in keepingthem dwellings. the community or activitv as in c--1 tt..4----.f children V split CI "S------%1 ana act _ _ community. menus, at home. I _ - iLIL tasting, they learned was comi_..unIte gathered they -C-= _ ways before the 4 nd Sc_ry8:-_,-,-h424A and to worktogether. decid4:4 that be - status offamilies. -n Li cereal withmilk In 1 aafIsrk_voms usually I 'A V .....A We,--hington. D.C.. coffee, - enlisted ifthe that A that work for "ni 4-ki A=A. LIVE - ti apple a some and grounds 1 - tn and cooking v I AIP vf blecome outFias; e West the better w soup, nr a oldei the he The childrenmade organizations balance AFFEC to know "Lost A studyof learned ai of the br--51_1(fikst ofapple Pupils, sauce. children mobility, sizeoffamilies. that so. a the est4 bread, butter, conscious oi I, iLMI!tLL pupils tookthe Irep reu every- clean and were were left-overs, the Me. Ferti school. a A wInt more tie more teachers, and They learnedthat mes were CS d got ii WOJlLltiOfl 74 W day's meals. AL= reading andhealth. used intheschool they teacher and and elsewhere. are school," he community Security Aency,Qiica ren's problems 11 walue p. ICULUM about theschool. home they sTh new and better thanthe (New the first looked their environ- of at" on. carrot lthful school ideas a more i Enterprises a leadership or tomato .difference cookbook. luncheon parents at the LI more inning of the every places to clean nutri- sticks rn 4- was ome und 44 A. tI a'd nu all fa 27 I

Om-0711nm - '-? - ' t ' * I -' 0 h

. d

. 7 )9 w1t 1i1-Tt v t_ L IV'wrEcTsCURRICULUM

WhentIetimecame,the peoplewerebetter retiredtti tenar ifl i etJ!:cirflpaigi lOr ctiImnunhi=yziiuxovernra.

Take thesa:r :t:oniitt 14:I j1L;iii flColorado ii few yearsago. Waterforthevillage hadto be 'If:rrWrmsspring

- mai

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*NUJ lin cf--- . 'fil?t,f'.

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* 6101.81.0W±T::: P-j:=rairst. km. Wb Billlatheeeintryhas liskamid baske--

above thevillage.. Therewas rioolunThliw in the viIhi-t 11(T) ni;th. fljtjf sewag:t dis:;xis&I. ThebUtckMlflZ1hrf car-1 drinking waterwas great.f}e dangenof disease:irc!InamcpeI E;o-:!urct t

_* Wr[13 CHILDSZALIVE AFFECTSCIRRICULUM 29

the springmi-from Lackofsanitationerserious.Here Was a Y which Iciti decided )dosomething t_f Couldn't ewAter from the spring1Ye piped intothe fl Laborof carryingLiter wouldbeeliminated, idm water

_ -

~r=ribFah., 1111101111 1 10 Mt/MO. ruedrams of funhemnhave likethis. would trysome extent improvenitation.Helpinstudying the situatio-1wassou.ghtvial Governmentspecialists. A "of theamount ofwaurto keobtained TM adeby theupper ades

L = t 4 r !a. 4 . - ' 7 PO , !e, tt.;c -mito A 4 A' CP ;T. I a - Mr!, $ ,7.. r4 iit\f.$.:. .,,r. c'.,.., - , .. f= -; ..t. .... J.. -. . ,'; -A-N.* ..t. :7' 1 6 7'..:;*-: Government ganized 1946, No. . or skatingparties. .school, but most boys and II I. to dance. of the I a said children gested for corners ing about high-school school, school is riculum IlL neere_,, part of W. Va.; of ing homes their 1 CO 15 toter-A the purchased home schools o"94T-LT ;-7 ninR of town. of the 30 TI In other mw. BM teacher , .4... In 1 ri Learning Other vet eu. SCitoui 4 In the sewage in water. I that they . importance of - I graceful , an Alabama surroundingli ,zyl 4...4 16.) or streams, .z hig me ritan(Jnderrttawfina so a school. Printing names ot or there .. didn't know needs 15 u the kind the more restroomsinica dranl- girls flT examples as Club much th 1,0 communities children was employedand p. same vicinaLy in small Some for in ". i in Hillsboro, WHERE in both .pupils needed for school couldLarn4,1 71. In how to well . - education which drugstores a was no dancers. needed Office: %," to be for some some gm. =. from is 4. . A time, interest irrigation o Eventually , elementary tn - 4A as outofschool. (-) the ;4,1: town the CHILDREN groups inschool. A 11. artnei the Coa -niGr wore better. 1946. of have A , adjusted c.mdren of ff LUUL how of the villages, ditches. a sAi fl'"vntr. Siff 0 .1. Pa.; ,s--10-1117(2, f WO 9 sixtlj ommuni ext A i , N. C. dancing te curriculum ar25 4 I.. Z =Ey were otherproblems .k4 water, ( To- t. sanitary nigh Steep after school. recreation to do . something t.., iat the ericAr -47-W.17-7 . V.4.7 1, ,Ilps ditches, and . schools. a save the grade' t ana secondary older LIVE to improve a in them the supply !.., A school . After o E rpa = %-s-,S1 Security Agency. 4.; water. ,M=e a ,Af square dancing.One aunr 1 period as quiet boys 4 tme upperelementary Aft are teacher, s>44Yor'i,: yOUgir uaihm. , 1 children *ere used.- V,= depends -rt trer and :le .'. sources Ian t k AFFECTS $ , elementary in If the or c--4 and and fun 4o. r today. teachers more iearnea of ot: lagged expense more dne w '- wo was 4-44----& p Pupils V'. S of Teachers. a Lta water the children's and the ,!;:\ .!Ael open wells. In this w A aTa 1 .t like to Li of 11 A on of the recreation c N.:7e ' aA and water ".et .1!."-f S # CURRICULUM 0 ' set aside 1 II g because group; Sometimes the where a water firt.1 children wic _ A S tAAL -4 ni0 A _ connected __ =am- curt enta-y of together J. was if) school in and James, were itir_ j of call engage way phui organize result ,..... --oen 40 a , in rla 1:5;=:- mninria Wg i=5 ;. . piped were one 2 _ .1-area 'E&.? ' 9 in th I many oi the dances. became of than provided during Petersburg P pupils and water from nr-v =fel have levels wells recreation in In E. 0- eon, on ' .______lives wg ____.., . L:z with in out -= = A as-u- or ' the re.T. a into the a caller, studied D u stand- C certain 442 ., Lfl U. = city a 1 r4 hi 11.1-C4*-14,: ,_.,__, -=-= sug- ,__;., aiaL4 virt_tro cur- the A "a the -ere . . Ut.11- is the run- lack g - _ .1.-. S N 1 & ose or . in n = a

L=7:- 1111111111111111111111111111111 111111111111111111111111111111111111111111111111111111111111ManamIUmounimunfflffinal ...... nummummumumiummiwommomm 2 IL v. :;,;";4. .1; " , a.

. , wHERE'CHILDREN LIVE AFFECTSCURRICULUM 81

suburb hasapingponget andtA.efamily hasalarge-sized base- ment.After schoolor onSaturdayeJtAgp-'people gatherto work a *4 A E for greaterskininwe&fia. fascinatinggame.In the country,young- 1 . sters love horseback'ding. ;a and handicraftsarefun. Theyare morethan that, becausethey gifordarelease_Tor emo- tions.If such recreationsare not provicEdbyL..efamiliesor community clubs, theschool should provideopportunities for the -ca. Fa childrentotake ff g inthem, accordingto theresourcesof the a a- 9 V-E C 1gVey Inaddition to recreationand fun of the kinds justillustrated,

.&"39 99 childrenneed shorto aAi torelaxduring theday. fle- timesachange of activityis" = as necessary, sayfrom librari worktahandicrafts.Other times boys and girlishouldIt-t somethingmoreactive. A swighwhichalltakepartmayhelp 0 ti4 .ffa vs a Lrroupof children :o relax."fattening to autimusk is L-Q1-r _a matto-relaxation. Veryyou children11.4?-.01a --iod in the A % afternoon in whichtoR.epn LIA vcan.In 174%schools where aa a 5 g a'W young I LtH gthavetoW-q t A ENES-ff= rbusses, sleep I re& C°a`a 7a. U El B 1a or E reViiei whenneeded. Theschool'sreaptioroVity for 9 children learn howto homeadequate .funand recreationwouldhavejusti,i,k E W ad fore- my, going Chit S ButJe hLdr:earnedmore.- increased.

their abilityto plan r.Theymade socialcontaca a. . A v La 9 -.am had outletstorasTi expression.InsaneofLaeat LI VI*LIMIthere A A 9 'PV: VI werebusiness experiences.Selection of such 0.41, riesnsthose just deacriW sometimesdependsonwhat kind cl onthe a L - community willaccept. A W* it a a *L_- children do bdore and after schoolmaymakeadifferencetc-o.Recrea,-"melon, fun, andrelaxa- A 1 tionarediffereiwhen adaptedto theneeas gfrandboys 4 1

1 where they live. 4 - &-V NappylAvini AA

AA ea. A 2_ a 6 6 p = .4- a E . ;. e 4s. LEE ,0---,-palags all be .= A A fffluzit. hahealthprogram 6 Ma a=a .=4 =ff p.=;g_ 0 .S :=F_F a -a, to satisfyitsown Aawithaschool _ clinic AL. a firstamti byn"4- 4-414-7,..-a. Cross.One ggEN clinic n to givetie thrgdieexperienceIi skillZre.firstC-S School ea* * 7=-...a A to C gm R. pupils keeptheclinic at sti.4 414-M IOa AA-- es A toinform p the community A services. 4 -The 4schoolsof aes_ Ar:a=. art, city recentlyunaervil-onto provide si era? n factsrorsafetyeducation rof4Plaatudy of 4 a-e a aLE the et4 T S-,SS. f' a community. AA 7,*71,4 wa rion ays a L . --a -.e= aa=a= See dwar TwA I in CiviI. U. R. ar r.. A n- 1a 11-41 I 11-47 "Wendata- mit? p ofMata%km. Bylktin 0 A-4 %.--* Ea 1p. 14-15--2S-27. le == _ _ . . 41 1 i k %-, , , , ... , ' e, ' s ./ . fr*IL,: WM. , V . 1944. - information the tcw:n the cIiild:ren people ltrioxJ some fever Children in Was organized." tion of wrotebu1Ietin carnpa:gn TUOhIfiS ofschool children . I T aCC!(ertS 4ce i0 . ' In , Arkoswur The . . , p. i:U ;L an ... doctor-u Lr in the of OZ. . . : from hazards Iowa safer. They the Corn*eniL a lest because x7s . doing .. were 7-eI)cJrteUj VYIDiRE O1iIUM neighbohoj: 4 town and . to students . They display nade and %ILtLI care 1 setioo. oo town the . and SUC .06 to.safety. girls Sccg4 , for t a to of blood /.4 distributed study of - come vicinity. things one planned Programs. computed of the , 3 of 0 schools iii mmes. in other. t , together ; teeny child. 18 :riad . r ti, for El posters In specimens. as . ways '. , 1AV accidents-1121h Little Ro programs cuitu:rnj tests. sterilizing each Junior them were in the 'luie: c)'isse. Lernüw . O1iPfl atSChOOl, : 1 D . rA APFt$ V of mall - elsewhere. . of maker in theIicnne, ey Im' hakw:r-unds AIor high choo} ': Ark 1ecidi1 the schools aiicl nil1rtirw. TIe: xiedi:: C, , 4 ij.31 to heIi . * CURIUCIJL'JM , . . I rnazie of vitt= ' ! S.104.0".N (C__O / _____& flue ni11 ' to , 1 % k Sr. xr . telephoned days, = T1fiVS are carry E n-cI tikIng children helped these urging iii - a combat Malta 4,-2, it . .1 Scheth. : learning to1Iv the- - saJetv 5 %f1Ii:fl srcg 1=+-e.; I bore to 1j1 r 1. vt on , .e. r on aa!y sw,=piy of of E±t 4d 11;14. icl:t°VI A activities 1 . " ge was ' TO?H r elimina- -. the 17.-1 . to .- 4. IIuflj 5 CI 4 104 . c-tt?r ra = _ : . 4..,...,- [iie-y tbeF . k tro1 let of viy f. the. _ -; . 3 6 (.7 1 I IIIIIIIIIII11111111111111111111111111111111111111IIIII111111IIIII III? ?III liii 111 III nh till LALa = -Ar 71==_ L F-1 -41 El 5-6 _ , L*:

- WHEWCHILDUN LIVIIAMMOCURRICULUM -===. :.r

.1 I k'. a 0 a a a* g=a A s iblvw13.1N I 1 SN-3 ETAlAs A N 2.---mr2IA e isa =- a -6- =57 part of- theoAa 9 AA: = u a A # ffi - _ r = '6 6 = well k owleda e,adaptedte theplace 0=Lf 4FA.A5L=0 A P 00

inSocialandChpie 7 and Stelaet--

a ' * p a %ai 01 a A V BUM E # UMIN Children tobe m 4=-if &t- m and u 0 6- = ele 6_4Fit --4=_= aa a 0 a..-a. 1 =.. = a 0 aP-=- 5 0. = 0AF .,0 L E A V 6 6-4 ara kaf takingpea ---5- - a a aciviclife. tjust tofollow but tothink,tounderstand, and a AE atb-t withdueregard tor thecomm s A 1 ...V V 74-5 Eff VI I147t.a.....Nn A"A ffoodarecommonlyaceer, kraalgot 6 6 6-4 A 4Ae- 44 a e. aI a-, 4---# AL a V A Siff E "V k M citizen cooperatesin n:_. whatis good the uti V., A . ri. _---,.-.wl acceptsresponsibintyimetiershelp theira.-44- LA 0get 'exceL F- a aoa= a A . ... I _ _675 ---; ..-----= M 2 N.- I I gamAa I .-n a .--.--A- aav AL- a E encesthatimprovetheirabilities 7.- 11 I r A am vrpLiiis L4 L4 toleri 77-1c7;11 ghe O 5 A 5 9 9 ;7'1 F I wi,th expe._...-a v , .- .T.ma vary Tv is VA if.communities.

M A ---- -=. a M _ ,L=L= W =b110 M =. 7_ = 76 7. -6e 5 A 9 BelongtoDifferent Racial Groups

A L_a= (gemI =4-a 4 v0-aaa-.-eg A .6 = aTs aAL- = m.,==. 0 ===-1=4.a 5 -- af Inmany E peoplea areofdifferentraces,

_ . A =-- .6-76 a 9= all 66-6 1-1 A a a ===_N .af -a LsiV and order that jai A- work together for . a * a 6 aa g Z.; P=a- a=71. Virlr=5-7. -27i a I = Emg; AAA L PACA. ,Or° P good,e -A schoolshelp the e=-=a a or a 6 * :1!1 _ 44 a 5 =-=- A - ffi N A A 56A ffi WV Z66 !A6 -6. 66 PT 'era= =-A T-FY = pr-L=_-sEs theyma, the - LvJLotherg 5 6 4- 4'4-1 = 6 6 E. and66 5 gain vid174-- understanding a== another. L 415 5 0 E a N A * N=-= Va E 1"-- In A forex *ile. from the A A a = = = = = ---= -.a-- = 4- -A a through 54- aa 4 5 a A I a .65 -7-1- =a- .66ag _ FE ZEE- E 5E =.- rE ilrEn e-ea_Aaaaa school,thepublic =a--- V the N SA-A A_ # a 4 N5.g a a A * 5 ; ff r-D rewoeof a.A Jews and the leet! city LLund Table in th =476 = of BrotherhoodWeek.zasixti gindbaseball P.M7 6 6 6 a 6-6 r_ -= = - teams inviteplayarsregardlessdrace cr= ochooi eaEA 1 1"- s and facilitiv,aresharedazzEr. Amummercampisavai, a aft: a tochildren of allma,=, ar e 56 . e0 4 a r 6 `e g=.5 e 0 _ 2_====.= = a e_ -4 164 .5 5 assesandother workinggroups a - dy 6 A A 6 _65 6 A 6 N7- 76 2 =5 56 ff-A 0-1 boys and girls E IJver = ofother N A 7 I aa-gZ IA A -6 0-0 6-4ea ff.5- E. a.rtiey learn their:songs,enjoy their sth, lookt =- 5 m a 0 E g a =55 =--=--e--3of their national '10 A 4.4 -..=.--=.=J4 MuchLem. 01tkebeliefs of ashington and Lincoln and of their regard for Le peopleof all g .A a 4- a aa ==..awk k-A&L.-==vv I'races.ToMI theiideasonthe -Ler AtreILIZT31htr-1111' dren make statements and writerecommenaationsA fortheiryeAr- books and schoolpapers.They lookupartic: innewspapers andmagaz::::-s.which showwhat. peo,aredoing about human relations.They appraise their pract of democracy. Staffertn7nentsgive evidence4[Likttheprogramhas value. _9 V nv-T:-.Till!enctia way tn,basketball teamat e ir--Ji;-1 Penn

7:7-===a High School .getsalong, andtheayall pupilshonor their 4 Negro players along ivith the --Arsisoneofefine outcome oithe Erothiz program," saiaprincipal. "F-,oplearebecomingmoreB rhood conscious. A PA. A F --, A-A pAA A ; rentracesand L appeartogetherinPu 66 = = .=-- 5 criticismPeopleare -= 44-4, thatxauseof inventions, swift .1

w 5

-= 1A.m. = Za= 4 v 7." 6 - children Cigiiirdie characteristic ivaya hill for ship in bMin but raci ing taken ance programs, and girls they E 6 foreign t families y,as clams featuring central characteristic "n U a A different # ki as o g ff" economy I:),a communication r. St 9a# VV, a=7.- U- ,j. %ILAaAtA No two a Mere kei=1-: _ 6 n Kmasfestivities. M rt. a = 0 A the part,. "Can A 7 'A 44 a I A E between taw tea-a 00%.-0 ff I - ; barriers. ii trees. of the = ti needecL # 2 CU 1 E in the 4 tr-9 9 tit - to a a 000 ' gAA t the boys' - = whool misting toncn Christmas a Christmas countries, went to 4 9 and a theme not Li-411i 1 in come toschcoland _ ri curric-:-= 0' awl I g 0 A I you communit children planned A n _ nationalities =a a the A %0 a A Aa aaS, a 0. 347 I g_A _ 6 e r Va. / a In the vacant A #. 4.k.* understandink le food. T wore only ta schools adults aa- 00.- catch, neighborhood (those Mar of the vi ginning are Adjaska of the , ways V For p ^ff. 0 I 0-e 20a% Lgan61-.* too." a Z-=:==Z ff in decor w a communiff w baze ff radio a Not, A. g =12 between a .t* or program the a. V- nd to rA nd transportation, w t or Aa-am customs ace neic tzt Tar -4 a locality. of r as nativiA All get together E0 can -410_ middi- in Tigedsor who Nay nlMe 9-.9 6 " All a, A a=a IMN!.=.,v^ or watt "Ar 0 pitch, many are Con,-Jmu C4 %. interdependent. 9L costumes concerned, live, 0 IL Jt411LL sS Aar Lg _ 00-_*#,Jsa L4 = A. Za=.-=ee=0..e s =aa= 1.3 I Boys, tbir-t team. :A=M = participate. in enncv_ E = had * a k_7-:---, 7&_m_am A, 'exactly with satisfying countries, v = 6 y az heir= y a m.;. a It is a gave grade of the a n A.= a V scene 00.a EKE - a or COU a-a e E yVar w a- -0 0 -v &J traveled g 0 a tram4t'l. A 1#a ig a. As .# 7 E ILA V a.A. 0- ellja w a A6-46 ==. the children VW A0 a a- 0 AC-10 a a '_ = of its aa_ -0..00 e s -AAtAs.-F = I 1 anicl g AE 0M it.th. school Effsa--a g the E g 2r-a 2,a0 part oftheir aLai-99=9 I Ar'L a_.A A simphast: 7_ 9 , AFFECTS A Aw tiE M ga -= =a- = aa A 2 a 124; ,=L7 14 - 400= O A-6 MS a ======.-a Aa eta% ^ A Es th 1.AVi==0 = --=a 0a a A 0 aaa - who had _ #2E # A= = r- same S. the - grown ff %A. 6 1 Ti g in learn j 0 special LI tiOrI a and g A .=a" fia9 A- a Ea .s.= visit, other 4 -a-7=z a o . = F A a_A J S g adults TIT r MAZES E 9 .0. ** a 0.--aaa Ma a0IgEg z A 9 neighborhood a- a s a a = ff E 3 - ff 4142 9 a E r- Georgia, white, a- -- A 0 a in requisite = LI z, a e g ;40)-zit 1 E nele;-,!,rhood 6)1d A (-1-1 V= CURRICULUM ger4,1R p. experienc lEZEi to _0 -71^ decoration a g a Nit = A WW 1.-U&O u E a&W & repr a= 0 g =a aa different Lhe - a -o-Ak I communities = = ,. _ a- a- = a .al a originally a in A aa a ma am --= A 0A 2 L va#- .a,---, resulting unferstand a- AaM occasions; wa E a our where a i 1P4 ae a nLrnatiOnal t* or .c_-L-.2= 5-1-a= A emphasis ways wnI =--77E. 7l 9T3 ._a_ A & a A A its si sa e 0 # are # 4 y. find F I = - _ = count a Amarican FP A * a7- nnaing by gj& Mehl(X) ea, t w a '9,p a.- a-a - - songs, E4 aj _ea** tik 4Uat was of Christ,- In square. trig -evii P helpf a 4_6%9g-0A 0 4 gab -a," an gpixr- Through that & fk activities people of the kru- ivenhig lived area =a E U complex .f0 tan Is .47 ELAN aa a A what t eaZY.: to givc' -,t;it out a , .A=EL 55656A 'were may at= Ed dari- is, i- are _ a 0=a= T.- r a such was ere the g aa, or . 0 a- asa. the a as a A 2 a in 4,1 ld -a, CD In A =a a". i I I I i ttt IIII !III 1111.1111'111 III III' till IIII III! I III IIII rt1,1111,111111 /// /III I I 111 ,/ till rkii killirt11, I -Sr % ; 1

". ;if!

WHEREgILDREN LIVEAFFECTSCURRICULUM 35

0 . a a A. a.. %r.7"ff A IP Ts- Pe e w a .1AvI Etag I r 3II...W. e. tWrt1, - = - Onesmallschool New am, A AA w=g 7, 7,7 V w V T V a A A . -' -. .ff, t ft-- &ft- .-% .L. .. rt ft% :-ffiitgff 1111 v tAL" Iftf_._.- A e communityto .- m, - -..-..- .a -. -, a a == ,,, =ft . / A . a ft . -ft- . -= v v 'ft- - _ft- V Theaim for a 7 ML4L 7-1* z-*N &.a a aa--- theboyscigirlsandthe adultstoe acquaintid. aaa_ a -a a aof k=77 = = - __fa tff = ty ^la..1gfm 'theyhim ===.,= children ,at The tell of a t a 0 * IV A. I., = A- - e aft V A = et - g & . I_ I V VIJV-a-A-A A 0 7 7 ae ks-L Glav_# interesting a= ti school a & A == c-v = - Et:E;Eg eiffkg V' W Lii a: =a, ma -.a...Or PM %AA %..ta.ffa andCJIMMLIII IT= the 64 7= 7 - £7. '7 7 7 ctr Ix? = V' a -41 E I V Inaneighborhood school a a _ v city, L44...x -ctAe Aiv7e g 2 a a e 1 V A 1 V W.77 = w 1The-ri EZ* nrff.ff-Thi a a E ii ff V-4 a A, - - = = I- V_ the childrenof V..*fl A a V_ _ tO -ita9 reF 00 a a T T g_- =- I wa_ff A-k i f---1 A ff g;.; gT--=g ==g a- kg one -A A A A_ A gkfi= te= partly toget with- .7. a A . === *--ffaVV-1t-fffs-A V-A I n-1-7 _4 m e0 itnI E a - AatiadA, TA WA. Calta-0 LOA V .1m. ta-arag dren's A -0andwiththe of the

A A A=t 0V A A a g el rt =1 t Ift4 I IA-,31 I g 47 e, -e onecity schobl'="a'formal a 2 7=£ + E v C,$31.1rQ -NtAidy a,:= A A flfi1?tYaaaaIai w helpersIA A newand a A Ta 0 let i ftVa V a...--..A A. 1 -, g ,ww_affa alaa n ... activityd.pteci Wt.= -AA A A owuicommunity. a _==.4--%.: A Y.,- nd -0Ae AAA.a. A= a.- 7. -4. F .A3. = EIZ vAgra a = plannedtheir 01;14together. ..- nude forwa*km. A * .a-a- a = - 'W`''SI ^As childrento getacquainted 1.--gfft2 1 ir -apfiranenand A -re -4 ,a La a g g -"="t .1*. I I A-.! e-z = z _ rST1 ff I :--A g 4*.i1J I.A A V7 A2 to-4,tt-t V, %a-a = 0. 0 A.-V tar, A-A LItheir * A _ _ =. MI - = g = g = A-- A- Ts O.other E ===.5 aaa .04 AS asked the post- V a At E IV ff g Vta Littafffffi Em-aiEff aiffgzV"---2 couldhelp him,toad V.' I them va a aa a a af it A a V;g .=-: eas = ==0.- evAm ff A 7 g E. -- = = YA v to &0 ==1..0.-7. a aFj a." carefully. - V the toffice, aA . gas W==. =A4letters,andsawa_W the mail w qz---wrtia and pute nA a boxes g v 0-- - arA aa =3 aA E g g orsentonitswayou-=-; the city. A a *y childrennow a a -= w a a %L., _ 1 a E gVa ==. ff-M Neff A fT I 11 E_Z a a = = -AAagaE ,nk, hv names um t w74 city a a a a_-*eif =..7 A A A-= _ ___. = --= 1"" kni VAT gtEt a , E a ff .v.V. a name. IfITV ,..._:. -a a and -1of AaAA a g A _=-A Ift 7- e_g 2 2 _ la- _Est E ; = = 0-_00 N ff A TI!1Tff; ffj boys well-organizedcity tae 4*. I. girls in school. It A SchoolandTit_sNeighborhood Amidwestern city revh----z---riagardening activity bythe cIiil dren ofacertain school. Afl1fw,5 Imatednextdoor t,the school, and the., bakerwassuchalover of flowers and birdsthat he keptagarden back of his bakery adjoipingthe schoolrounds. This gardenwaswell kept andlovely.It attractedmanykinds of birds. The children often stoppad, tolisten tosongsand calls of the birds and to be curious about unusual plants. Latt:r the baker died.The family movedaway.Yard and gardenwereneglected, makinganugly spot in theneighborhood. So greatwasthe chann that the boysand girls and their teachers wereconc=r.ed about the ,iituation andwanted ta'do something. Arrangementsweremade for the school children totake charge ofthe len The children orderoxl seed catalogsand bulletins and spentmany hours reading them.Th_--y formed committees forplanning and work. Therewassatisfactionaswellasreal learningin restoring

*4, 444. I.

. 4 ! ?s . tX 4 ..1! 7 - 1 , = *, i..? 1.441:55 4 fi - 1. 4 s i; _I 4,1 r" I It L 4.. . . I - At. . t ;.t A ,:Y. I. 444-4mg, I aIra "We've boy in ryw_ I/ a page children g to ho Now th grass, 1 that the for parents e 1 clean 46 I 4 ing * ba pages curriculum unpainted ter and its place. class inthe was other vegetables rt had orderliness and 86 iculurti a "Vt...Ey don't These v_ wadi a 111-Th, ,=aa In There - In the VT The third used A more productivesoil 0=et te of school up S. 5'4". _et T-N-- (1-P some i to - rejoicing been in - York, in 'the article" youn Areas,and been wondering IP E 14-* v. n t .! L Glom 0. on to study 441P-.1, frrawff_siff=*" to 41* Loki eE.-3 nnra -6_6E 4- = V a because Aind of ni schoofr v_n WILA +IN art hrr . yard, gull 1. .7W_. tion, 0-4 -te planned 4 6Th 1. 6 r-svp- ugly building WHERE a . -17 The children's live and , like C 14 r.47. Pa., 4, . CI community - -relianon 4.Durric t beau year sixth IL no V isA _ A we teacher ana o D I rg j = v..0 gem in the opportunities r on A The It N A and I a curriculum Al like °I as n __.. *0 6 S IVO the shortcomingsat study about nere AA,e) to-rether - v ecomea-FOUt -To _ neighborhood another the property school Adore CHILDREN ilitim to -I. wrade . es the class MLLA the community is lF spot. anu 43r, ricA to dines SIAI the I II= school and . where harvesthd through where have orck. n in theSoot now haveelectricity. L . and gardens. c-r.1 ireaute to t for . Li eit interest in in. Firuts. LLIA1121 L aad into . like ,eimme LPUA4 L.; L-4. When beets for for ii 11 . rtfl Civic more k * Wauet made there arose A LIVE -sewage?" canning for waste and 6 * - Best . A those in v n n ae,O, more was community o Le children su- ty--=. CS 4, the satisiaction and . two% w to b, Notitmot office. profitable A ot: AFFECTS -4- an -A plans to C a for boys to in scilool, are ref7,.. hf.11 to 3 er_ -= riecc sold and A 3 _ 6 . , %..1 vary- crardens A = liw%a =1/ 1 -7k:2' LA 'n im make = the n (-3 B 0- %- grow desirable :71 AtA. t'"F'4==. the schooiffround. tA Edismairm activity for54---;,,.2-fIVItt' suggested '2 water finally =and DO ." ti C.7 These pet- Lg IV Ist 4 be ferr getting Ln ,. of or and garden die 2 communityits rtn t Uat: wuere CURRICULUM A," start is that ,6_, -t0 A. b g crops. Oneresultis over _ Cm-7..14 jfltrj and girls and 02 in ÷ v.1 graze, noshrubs, tomatoes r a a * all is, continue,. a school Cr- school lunch ik.,1 cosperw *tees - problem. that m- gat build.ng A 44- - T taLe-the-next-ten the neighbur_ and oid storage Y1° t7 fl a newactivitT. _ to thehome ce Fn. I I a arn s rt of -14A many or. rt. an other 3 art-NEE...7 *s. children sixth-grade 6 7.. --c go." -T " g .LinT Tel w: A .= hborhoM. an stni _ . 4J Journal, N: _ r. could not put e in nowever, the vt=1' A some- V . needs clean- a a loose, rwm inpir up there ww had %. r. S ,ince zne bet- arth set v's . few tAl A W- on e ff an of 14 ii 4-,' . II IllinI11111111arrffilill III là 11. ` Ihr - _ r It:41 4 ,71` - 4 p81 9.- 4 .1 -0 3 -1--A_ s 't .

o vranz CHILDRENLIVE AFFECTS CURRICULUM 87

*- 7'- t 1' children fe nu fri a i9-1ii ,4LI imagine whatcoulubecome sucha rn LI = largevolumeof water and natter.'19 ,fl=4e, Lni--boys and girls anu,their Leacher talkedover-ossibilities of suchastudy. When thequesions, suggestions, andproblemswereall considered, the group et prettywell launchedon astudy of York's seftge system. ALe:tO the Yorksewageplantwas oneof the first activities. On thewaythe teacher noted materialand subjects foradozen . ,,-..uent studies of interest to the children. A steelgirdered . , b:) everthe four-lanethAtcexc.!. considerable interest A 1-= f t Therewasabuilding withthesign v m aw neysczw

61-46 sewing factory,aflour mill9 DLPFLant courtry fulland barns, v "fields turningg.een,trees burgeoningwithbuds, birds calling :rnrst kpring notes, farm vehicles of unfamiliarpatterns,hills, 3 windmills, signs." ,Rut such thins.._ werereserved for"future =A! reference." The children's first impressionof thesewageplantwasthat of "":_

5 arich man's estate: Beautifullawns, shrubs,ficl&erbeds, trees. '-34101', Everything showed the work ofaskillful landscapegar...e w..._re V"?41 and soil conservationist.Therewas noodor,nogarbage,no disorner. .0' , Inside the plant, muchwastold the childrennew facts,new ideas,new words.But theywere alittle disappointed. Not much of whatwastold them had meaning forthem. The teachersaw the difficulty. eyhad not brought to theirvisit enough well- defined questions. a the childrenwereinterested.Backatschool they tooka newstart.Committeeswereformed.The boys and girlsread 1 books and other referencaBythe timeasecond trip to the !ant, couldbe Warmed, thegroup wasbetter organized.Com-

3 mittees and individualshad become responsiblefor certainques- Cons.After the secondvisit, they returnedto school with the facts they neededto complete the study. Andwhat, werethe results? The childrenhad madeprogess toward the civic understandingwhich they neededtoliealert citizens of York. Theyhadlearnedwhatagreat amount of labor and knowledgeandmoney wasinvolved in making andkeeping

forka _ niafp in healthy left tolive. . In tnore generaltermsotbe"'krsocial living,'the boys and girls had becomemorenensitive to their envi7-17 They hadmore knowledge of cikysanitation, andwerethus better equippedto

Erf-4: r 1 1 A Unit of inaSiztOral.:&woo 'fork,Pa.,Departawat V.ft- 1 n A norm- &kW% 9 ET-, aft.WJ3

.4 . . ( /.43 I ' t . at ;". i4e .? .r, / % - 1_4 :"1 rI -4 - r 6 1 . .._ .., 4 ? . , classroom signed to homes ences are made ,n a Arrancr in the part ofout ences children some Lney or btAn books. ek-m.-4.t map%r_.% and dren ,.,,-... sponsor Understanding Young to using clothes; ences munities, ,-1-- ferent becausehome They shouldhave performed by 38 of scientific vote intelligentlylater. were --s..s =,IaV-..it n (10rt= A .v bath. VI rw Supervision of Certain schools In small Useful !It borne make Many children AL tI _ girls talk rralen oi v-fluei wit: with paying----zi 4 m Ay Pei with nrn neal a to the This take otner on th 10 toys,- play,taketicii Tor They schools select housekeeping more easier _ 4 have preparation teachers teachers undertak cultures, IS v., vvrv---:-.-= 0=4 a tmn gain V 4 co A. oi young I.; 1 41 FoiC IA&14 N committees, . T--iiar="r(7-2 . kind sewage tht real ,compare A It, the elementary a Al =4 ..-. civic services younger ,4-ixur- glv-A 1 el, = boy and play something . =4. - iad Problems = 44. a wy tdie for izi en -7A nirpas r school a=s e-- e a dvities inhome IS t._ a experience 01 a in pupus exwrience encouragement Wa rs 4- C41 fr-lother -e- A A children k..1-44 u-=.3 ol iti and income schwi. - A 0 . and girls. Eaddg 18ecz either where -1 VII(a _%.,._ disposal in a 4e 1 ni _ O. A allot --4"-g learning for I E .1 a 7 . A -4 w .. A and , sponsor workwith ne=-1 on Childress V.ARINN or ,,y iu S may children. , 'on toproviding PA -Yr ft'`- P _an rieir observations of needed n or selected lernizg. groups, &:-4 in to t- 'CI They drew and .observe of _ family situations teachin.f k ..v 1 as -tai to there homemaking; ; pvprv ., fi 111,-, 4 than ,v viA 14 to "T get . selecting, wit 1AP LA the life. rest, groups ..,-. school. short trips. o"' J. V (.1 levels. Mildren ,w teaching v __ . terms ofwhatthe poise sponsor in c A -1 grade. v.= are very and family are n those reported or 11 Lievme, tax dollar with the in rt. A-r youna They help pu:, on 4- T"*.-L7. Vo Children's experienc x_1-7-- -I 4 the older w entire recordings, n- or the kindthat -with the with conclusions about _neir civic contribute to her feedthe trt using, II e e=4 individuals. T---pQ a today fields. to their budgetin E security,and young young for ijigri90* younger V- thosewhich young childrenis They Va., classes tovisit a A-La PITT-10T vary was "e' living includeexperi- = E children. ap .%4 4 and taking t. 1 help of 'ff I-a wraps. are Li activities. -- for example, spent the in thissection A.22 IL boys children,: in diFtc in xi F s a_A t-77e` baby ,,.., are people ofYork active citizens. tn select P: younger they Ir teacrt Some schools Such experi- "_-ood where earning, the a I ri a on sewage. ..nUe i their lunch the interesting I i es They &thool. specialist the worti of. Twitters 4.. you =71 helps 3 are care picture experi- feeling Eli. rWl Tre home rri rls si p t- , they rpad com- chil- boys who and lias dif- T=F as i the are 2 it of 4=,. r illill III IMIIIIMVIII! IMMORTIMMIMIRMIMP MIIIIMIllwrIll IMITIVIIIIIII MI PINNIIP.111141111101111111MIMmMimmmne, ir* -It rqat'- --4WA

: . i:

. j_

JtTtY Y Y1 A TTTYi'iT vy Ir4rxT LjAV £ ItL 1 1& L ULI1iU1JUjt1 39

I inhEOflif economics education wIoserves asconsultant.Similar plansarereported forafev,othercities. From =ifl( cornea reportthat older ghisn anelementary hooIaswellasinahighschoolaregetinJexreriences with youngchildren through the cooperationoi tehomeartteacher and the teacher ofvouncdeafchildren.Each older dr1arrives in time to I1Pthe teachergettheyoungerupii readyforwork onefllØrfllflJ j week.SheODCrVfSthe teacher'swaywith the Ehiidren ashehep: withtheirwrapsard in the lavatory. Sheserves them1dnrnIngiuEcn and assists tne teac;ner during pLiytiire.

A fQt-4ic r1*-flQ(nfl - In schools51I J - j L1have J J PJI IA=L aid guideyounger ones..The rural kirergartendiscussed on page9 issnexample.

.AL. A certainWashinztc!n D.C.classroom hitsmungradedclass. rficrfl forblind boysand :iilsbfdifferentage_ andgr;i:es In tfliS cas-srociinmuch ismade c= theci1th:=n' c to help thoseyounger. .7.2 aresult, thepucjllsinDroveIn Ueirscii:l UiILCasie1LvsinLCL LUULV I tfr - b''r;-n'ntrir a* Bulletinsandt z- arerbeiniZ 1 ' partmAlte anti othersourcesto help schools teach the pupils hw toguide andcareforyoungchildren.The State Departmen of Education of Alabama in Education for flow and Family ,ff..4 ing,° for example,sugicesexparienc in "Family 1.41411,1.-7and Sharing --- t i ofi ' . -i ' Y L1=L1- - schooliCallprovidefor =- 4 E W i + _; =- i - =- - - .. . f _ffiw I L.; , . J%.y -; andtheir A helped & - # & I --- - - 4 -:_ ------z_ to mostof their JL VT 1 young &.1tL L.inLIt&I ---v fit I I homes, school, !.(JiUfflVijLitjjL1UL1U So 7Jt71V fnfl-1 irc:-rn 1G to 12areuiderrakJi'gthers-ciorii I L A : t - I!, i -== = ;ig: _jof sittingthatsome --: ' the

I. . - ,. . I '= I , w - -' ------'- - & #. #A _ A gI - I I I I vy '= I be=4 iL*AAschool. TheLikIL* kJ AtJ - -- a * : T '( flI f : g ) ! = the£iILL& Fpi iiiiL ti.&.& tinit uiuihave publishedn - F Tt!c ttiij ptti ' J,itt,nI j- ??'Q bulletin 1 wtf; I1. L15 i'- Baby . ' ai = --- - -= = =-- 2 ___ A A w1icLiis intiiLiat:simpleenoughfor ff__ of to12years. . , _ Tt iicq=q Af cid f(.VE1fltY tmrtr -_ A A waysJ egliing J'- . A I _! # I - & j I '% ( suggestionsforIVi1ILLXstories,iLCILJLZi young"'' n"" ? fl ' rA -I 4 I 1 =Y £1 L T fit I l aL1L UL1 LLIii L1L4 O=L'Y and their koala t A - 0 - :- -_ -= - --- = _ig AoW . -= I0 d might said - j the 0 I ., fr!-ei 1TTI 'nJ-m7 f1IIo1rPfl -E V W S . - _ -w -'- J , _ - . those justdescribed. fl 7

t nL3)I jy' filia '1r1Ltc!w! s *J-tJJ and glen way ' to deVelopleadership

toEducat':on for Home 4FamilyLevine.Bates)Rouse, ou1au SttSupsi

IF# 11G i ei --= 0 - 1I -z _'_-$ I- No. 0 F wit=3a._

i ;eT Idi: D-1,Gertrude; t d. TrodlQuat)..0-v--,iI. The ladlana Stat. Sod ofRItb =.4 0 , -=- - -- = -- -w I-= -= =_ -.4__5 the 4r j . , Puling: . -4 .

I -° I g

-r ". .. . -. . -4 - -4= .0 Iare INAM D A P. clothes and in using bulletins, They gain arianged children along anti b uing. gt, s-.udy The., ana help the grou Children 4- t weatrin!=e others, made A bought family fi they men-; E*Ige they want. " " a tasks. over 40 _ Sloan teur everydayactivities One The - ka---a B ey e_. LiCI which T' Tna A 11 ataMalaandaalaa _aa =r--- a- 2-7 T.A. a.. slaw aa arrangements do not 4= learn part inseiee e F I Foundation ir- 1 hard e For atizzutui inn before C _ care caphool f r_S1 right kind - are aa a sane are too, had The They qualities, it. children L 0V im to to E catalops, M facility in 4 ea i I(7- a a 'R some 1 a 1= Rout Takla* t-; A_V = E WIME aa ot being e F how toclean 1 9oyarrange places helped in s I learned lige. and help ti hay enough of U or AA. -- school 0m- needed by T rfhey Clara the I thi4=]. they c*. how = aura ehtlii n earn when shoes clothes En this e :y their school it = things wale trip OI W, Sati= gs. to build including cos t to at CHILDREN *fa form the e- A newspaper advertisements,and as = were war --:,ants to'IA_ locating theinformation the CI _ pupi through sehaiji .7_ are vash T I ,g_ A E.-- . pie NFL- se. 2 .k.s: well .0 e=-2 Ze is "each:. their shoes. w standards Fletcher. W- they A A When children this %on for gkti- 'ST-4M on more oria A--* that I of t-aa important. of needed. ff A i S -.=t t aria _ ade for dressed were a makes wh,u the to consider learn uarcLs. the children the schools LS *amp. u a a ft j_IVE AFTWIT _ this alms deere _ habit of f f Clothes an Norma* D. went those whodid V..., 0-A press So e places 114 for #. UI Mff. ing buttons The t* inquiry Wa.== of making kind chi of nowes- of -c a 1411- a LA the repair as Careful permit nryi u LLa #7-al simple clothes: ar't ag different kinds for their sw--10 =sr 1.-arents voun selection, irereikvo,,, of a prt.* bought. 7 in possible at ye t r---. a # A A e giving Loam could -Le some o , r- A Consume. garments. Whenpupils qualities .=7=-1, detergents, -had that the 7" Amit4 done in*deicing .r L-4 a I e 0 Li U.. h dren SOMe a = I V; !? way cr clothes CURRICULUM 474 a on or " th,ey need not L---;# ought and those . the buyin of something garments taa, EaF t. Lin.1 attention totheir in ant_ care is * IN:12. Live. n ,Ifich-en to r such a - a*A, E *uststest E A neecl __,Le the !4-.-if! ona course a a busy withother and uren of children = A mending holes child's develop. problem in cost they - to other children a'a uw *- A 4 W the principles of of materials a a saaa. gr me starch, and price lists. to refer ,_111te . be brought ilftl4trade fit. L. u ev, who a in of shopping trackers had Nvw York. it, style, L-7,t ty% concrete required 0 2 a0a Pu well have clothe& schools because air school. nd the C7* -0 _A ite home. A could ad can been nt-.4 A_ff a tite gs the a- to _ all t A MIST lillwililltuinil EilIVIIMITIOn IT IIPM gill 5 IIIMIMMI1 D ill M1111111 lig aleirICIEHITHIP11 ;= -V : ------1-,-L i

I WRE CHIWUZNLIVE AWECTSCU1UUcUL'd! 41

afford. i'._Qe,trdevelop poise aiulkeniw&in buyingthe kind a' thi::gsthat chIdreneed. Theyuse wrattheylearnin t±e phice

hereth2 live. Ki;sk.e snd 2..WN..MNq\ cI:i:c!;in:rorn 10t 12yearusuallyhiivesomehouseholdshores to do. Aftt-r thenevvxe8shas ___. wormoff andthe skills have been --, leanecLhi1then b-eoe i?d ofEch t&ks.Theynae=yhave little 1 : S . . partinp1annng,inseectr orraient, andin d:ratiig,yet r . tne±euesoneO tile tflItWB trEt rniUce ee%tYOLt)flffl ,_.-- ai %Vhen La:k:s reunderta:enet schoI andchi1dre he plarb, .-" int-retandnieai:g ai-edded.Childrenuselocal materials in 1Thy sa:ety d eflici !T thiL:z. are o umwith ia ecy z the£i1U4 Ij %1LL1ALL iItIa.aL1LJJ tPJtL.

- I C.

_ ' i

_ I

s ' . c: 4kç5i= 5: L±t'y N4 C. , GivIigan1ectrIc k=k to old =111am ofacou$ry tim-uily that ka fJr$tJme.

e;;-rpupilsdiscuso income levelsin the corniminity and their j reLaticizito rlc!usmg. The Ieanito i-ianimprovement of housing at the f jevA intoifi. in c}i1ch ripM of the children'shomesare. - o-:tKrpum.saL'o con!1der thecosts of FIOUiIg ilIG liOUkPifl ,

Ei ip=:=± E - i facilities iiui; -1;_j Iiithi,- IVYur ,ce thy live. . f:, In AIar----k r!.' i:1, S*airiCe) Yr. ashooI.commuriity Irc)ject 1aE:arcflI82c1 k:ET1 in the Home Makers Club, oranze3: wfth theIieh of cctiverviothers. Iuie c1ubmeets

. , ,. . r T 1t1 - ¶- f--4 $'Y amontk. -I bto one YQJ r

e% b

.o. p .'- I I I .7 --; : z ' 1L - - ' LJ P ScAmAs. 4114444.1444.sopoinstp. (404e a for of Ws Ii a-a a- wer made games enj records p in b"--=': suiting pupils 1411110,.. them rooms to irons antI family bawd farnqie4, a tram ested looked g= = the be,st of these lamps " ticular houses. instruction and the 42 Li Llmohliatt, Providing fin: .r=A t Stimulatkin d Iovic a E7*- Le= y. devehopin5 --:==r Almo---3 6 e V_ a -I I a . a (gi lt 11 La 1 i1-7 --- girls part a surveyoffavorite things . of fun ff Eihavwdem6 =i-;; -and that Aty formed the because elect ehildren's to am nobd Liu 0 ci-xlwra ca g tile Coflimuflity. which At -- INA pg.zea were looking., skill _ I r tAr_ many frnilieswho !V prett 01 neva. U. cookinc ---=L-TP electric 111641 is t_Z-- 7w everybody t -=a th A family whole to --3"" -., which a Lhe fun r good g atAL - nomp safe f_r_ Bulletin 1004 and for r in electric children s V c and --L a K. ion er a n family be Oki] corntLE JI:slate to ones r & L oaf stenciling, habit of for family ways utensi ctvitie fixtures brtm-o- or a en in1 learning. a OUL ed.UG learn t 1:7 _ a lam The thin Tamil ' many 'ty in Alarka I _ in I IT:ay§ kfe place krL The iZt girls 0-= Vine, Nod eg find of living. "*-41 The t had -nly Illtant Prti M , win about faatiL t--`- cdd and each readin adults A C------rirstwat to irni.t washing to - cti rinces ff jgyed. might 4 birthdays m_el t mail e. Iecic rin croc I d teAcher LIVE en. I ts.raa 4 had UV I $1 = the ham: tam r to towns have = girls. .4% *a a E the they - p. wed 1=--7-:=7--7-. =-Z= community 7 a a_ care games g recent is in Alarka * AFFECTS .--=t1,--uw A who live enjoy n Those never and making w. oil new specific bulletins s ----. is Ii °Mak Me-- i _ 11.-ff =- a ways cost. = g 6 the E.iy and 1 E I Guido for a Lc The a_ ;-= = Eampz of electric E- Dv: -n ji school the p ufble ;tie =t7 a.-_- nt W kinds of commun or y and d and woeful. 6 . worz Ilatrt, rought. of the r: 6 of liv been introduced. The "4, - are -6 fl certain ea of !led -_- - such ;. Th, Fire 111-7 - and are :ago_ recreations. the , Z r". rekral these ..._,_,_ of the er 3% -a traaa--4 useful ior their is , gn & pumps, i pisn for -0- together carry-over ofthe 6 .a= _7-- Ju. Wets, for jr. 'IT fl r- school r- CY suitable magazin,_ a being VA experf.s beauty and appliance, a er- , , _ ec_oraun a ,-- J Children opportuniCi;t- poll ofhouse- made Le trila A = =. things. -fui. jAkij n se U have phonograph &choir 4 _ upplyP ,?1 " er ii _ 1-N * a e Activities a and made into 7= 410.-inv Skseeetatwg -11 ÷t-Leil t oi for Lren 1-- learned open into the buy c oppor- ne ILf_ Amain 4. _ lamps later gifts bath- i of oil t who eram eve- con- boys and The ;en par- and o c-71 The L_ L-0 Le LA) " = 1111711111 1111V111 11111 111111111 MilMr W CILDIUDI LIVEAFFECTS CURRICULUM 43

Thhou eeping andhomemakingac,t jt 4 described are t1-.1- inlitferent places.Theycontainvarseopportuni- ties Forchildrento ake theireveryday tasksand experiences

E morerneaningfuW Boysnd § discussions,snareexperi- emelt,tryewideas. They :;'L, f 1 44wfacts. Theyget inf tionoverf-;,-veradio andtry it forusefulnessnileir -n . evread r"ofnew KSand lookat rtising pictures. == _ - Vsgel C' _ Earn lag; 7-- =

o h home_ume rdrt.n'a-st,nomiL experle _AR. From the nertheymayreceivean al owancemoney presumably to7 be spentasleywish.With theirmother they--Toshopping. Tev -seeative.sementsshowWindows, temptincartons,and comiL umez oncereal boxes, v-sized automobiles.In the

w W- t*=----_ -v famil thamonthlyincome:, OT r- childrengain their first id_aofmoneyu aIs4=-Asibmakeorkr-v::, f harmonv of money assometh f:0be shared,budge edand ua§id. rth :,od A. of familyCrro CA related toachild% h-- andlocal

-nvironm aretheways # learnstousehismoney.

ff 31-0 In the rural.home, t-Z- inthehome of the farmciw,--tw e is not t_x toceamonth-income. Thefamilyreceivesits incomewhencrops or =Aaresold.Moneyia:Tnr4rirot prodocingor'4-Toug's=givingarvice Inthe I the country chill earlyleT*.rnsw it 7.4 taav a crop oranimal .forsaie.

ie ear ins,not to, receive A buto eArn one.

-AB 1 e4--innort r ert -= RuthWood .allaptly the __ ot th,childa sunb -j-fwith those ofthe =AA whoyesinthe city.0_ ft The countrychild,U Incomeearned,spen.=it inasmall t/ kr 0 ,70. townorthroughamaile:.:Lar 0. A, Opportunitiestoselectare A E Since h 00 moneyat irregularnten U 0- lag V= sisngisessential. A A -Lat-t-[e 7qacity schoolput into stuovof lr Corn- munittr andit,ft.-fr rm cein using its services.

.=t Forexample,viriez)they tUdi f0-= farmers' 4 == V- they vied . _-s7A a W. k c== ri ilia4At--17 4_a. 7 %,4 talked aboutcosT:is and pricw.'wpmfarniersw 1 htrckiuce 4the markettobta sold. itelesawcabbage, ii watermelons,andDo re'-'1 untAkd fromth,trucks. e- ana u aPiv..- la arrangedwithparentt%0Acne of theChildren

--0= todabit of shoppingfor 7_:[le family. This = 1,4 a soncvisit w I-_ 0 I _ g _ cooperativeplanning.,Prat_-L1.._ metic,and .-=t,i_\.1onofaflopçIng etiquette.Family bua=---e-T-4were u

-Gisvisa.Ruth WL Ws _0-s for goesumnits Co,petesieeis Gra IseI to VII. New Y Oita Tossiney OdissikOviuntibki Uivmity. 1 947- p.3

I. i F I 14' , 3 3 _ 4 s' 1' , S T% 1 . ` 1- t. - l t . - centuby wear toschool. es!Decial I,. Jives. The ..."' = _ Xe .. 4 % g Selection 44 I t , Medea t. fi , r S g, : 'Ir. calf i j 1 _ O. APg I 14.41 - co., _ ) -44Tritir4: ..1r e_ 417 In bait 4 _i attention . ia. : . 4 r one . a grc=wgiatk , .: I Jazne , of thet}th-iz; WHERE 41', - srjiooj ri . . :i The G74. E., andEãn . r , to clothes 4 1. -.1 children CE1LDRN . r: 5 sixthgrade . : ; ; C . S I necomat i. i'S (qj e . . frny, which t )etrned te . S bUVS28 cft:ep ?", .4-, 4 , LIVE .1 r 4. a .1 4ier4TtV :;. Conemor aptecaY pujis p1aiiiec: 8liould eewa :S: . AFFECTS ,:v(1 the . L 4 . atiosom S coot of 1 :"..; ; 'aY b - . depends . 4 . Wes CURTC:ULIJi , ' articles 5 itth1e .wew , ,. . . . . Ed ii--=:;.u:k .,; várdrObes yh 4. op vhere A 1ór Ar.ce, reaM OM. by IP. 4:: 1:114: I them App1e. ways *z .'. b kIng vviti ;fa4 '4'c o-rie ....V . 'a,1I1;:''.;jc- ". to iif )1" ..,. :j'14.4'' . t ' s7.- A 41 P1 1 S I .= - A. II 111 IIII III ill ill IIIIII 1111111 II" . a ,er ''..- ,'' r Vtlri It 4 44 0[11 %.014' 01 1,1 -rm.. 2 .. "V10' AZ: .,,st-1--, Z' ...),,ri 71:1. : T t! vb., .._ .4 7 4. .:4U4: -4i '* k4,4t k .0.. ,74. f .: 37 y L ../...... r .....t.i'8 7-f," ;i . - 11 , ;.;,--,..,.,'- I " . , ... t. it rla 4 4.1 ..e -'-^.44 Ai*"/ 4- 1..3. -..-.,- . '-? ,,,1 " 17--.1 A ., . . Vt."' a f, - p,. ,e ....`) ,,*,;.* . 1 , V1111:1111 CHILMN 4. LIVE AMMOCURRICULUM 45

4 I *1 E E ff a _.24 ata oraercatalog andtalking rrA a _ in the

neighborhood. When 2 _ ern. thchildrenaddedut cuts e 'Tar .a k a 'Y a § E 2 2 ff e7=_ 2 menta.they 2 a 1152----'et9 wanted,some thattheirfamily Paff A A 2 j A V V ff 'T --V- rg = a A Tr= '.4-3 A a A h V r a 1. not havewii-hd , V & I Ai.w A revi -.4r- efr E toinclude and letsexpensiveclothes. 7, 4 L A As Studying-thevilu wtypesf goods A fortheuse one Al a_a aik-aff2 a +- 7, 1 writs orforthemoneye.1 a a hasLAJ -eis OI awise ... . * --Mv-_--_,4 =---2 Am% = _ M V-- .0 2 et,a of tss.A L i A 2 A .a-01-. A I1-42,-.E117:7-vile.m. 4 -= In heV-a use money. Ina = AA AA intocon- A A. I I-_ = 61. versationa both,Laa-_1)rei of ofA - onC-= y. wondered A vt.-7 -a 0 rg,4 ....._W 2 E 3 -7- Z-V- V a A- =. Aset,,, ti L-1,) A..a g a 1, 1-CI it buy thesmall; LA.6-.------Ior g_a . size for

a` 2, .-- =a A a _Tn g "" A= g"rn = 117 juice.Theyboughtsix 0..7 soldiLL a Lam-s-affmgh inrme A A Ae e*- S,* g Sr = hood gRaw Maff2=_-,-g squeezed .,mejuiceiiidweighedit. ey .00a0a A e v-e-*- _F a r-='`'S. 1 the a- ounce LILA F 22# A*-4a 4E2: Ar.A -0, '4_,a2 The

s a=-4. Q-4 4 A e_. . 0, izew& s.beat forthemoney, EAr-'E affEa uded.27 A 0 a It (-47- a bI W 7,11) Through & inthestoresand0.st_o where theylive, girlsand boys rnmost aboutselecting thepu-----0'"LyraL ases they need. TheyItIfl to budget themoneythey haveto spend and to buy thethings that willhave bestvalue for them.Through closecooperation with thehome, theylearn how familiescanplan together andthat eachmud .work for thebest life of theentire family. -Ways ofbuyingvarywithcommunities.Children wholive in certain typesofcountry communitiesneed help inlearning to huy andsell ingroups.Thereforesomeschools include inthe curriculumastudy ofcooperative&Through appropriatecur- ricuiumactivities, boysand girlsget the ederienceof working with theirclassmates andof cooperatingwith thecommunity,as in thecaseof the childrenina one-room school where itwas arranged forthe pupilsto buy and sellpencils,papers,and paints .cooperatively and forthem to extendthis serviceto parents who wishedto get such suppliesat the school. In learningto plan with thefamily,country children needhelp in understandingabout Warmingahead-andbuying in largequan- tities whendesirable. Ohthe farm thereareplaces tostoresur- plus suppliessothat the family-maysavetheexpenseof frequent trips to town andalso seconomizebymeansof quantitybuying. Some ruralschools providespecial guidanceto childrenin learning howto build theirincome inwaysadapted totheircom- munity. Thishelps tHechildrento getafeeling Pofmcependence andself-reliance. In thecountry thereareincome-buildingoppor- tunities inraising livestockor crnnsfor sale.Pupils learnhow

71,

use 1, 7 rc=_M p. 7g -70. ;

I IAli

, ..

A. 0 Nic1[114. s... , I I ..,. -. r. . y-sti;:41.1., 4114, . ,,, i , e". ... - .. . 44 ' :, --..t- , ib 'il'i.:. 'AI! ;at, 4. 4 1 112114 -(),'h...illi!,:c.i.;4_4 f4 ' L4-41.4<;,,,td,t4.1i A 4-4.4*.w. (.. 4.:%.,.. 44. ..,_pr:,,..,_0,1, :...,....1...... !ii,., ,I1sr.r- .t;.-1' . I.vl' i r :' ..n.a..-,),?to. I', ",.."`Z..!T -,,,- .,.-r.. -, ,--_ ...4 4:,.,,,V,-(a.:,,%.,1 ' N''N: ,...-'441.1 ..'.!:-,.% ,...,,,,.. ,,,...... ,_:-. - -,.1 ..,A.I'lr. , ..:1 '....r "''';'''r tt'...5'. I .0*. -....t I. '' ..4' .... - Prto II Or. .1 1 *r- , ., --).1. 1 , .-,--I t .1 't'Y .-- .4.-...\''-':': e .4.:kl ' ?...:V :.-''' .' ; : 44; -444-,66 .110akti. 1:A . :' tf.' '''. .1. '''' --f :''2. 1 r .1 . "41 4t .._*4 . ' .4;fr 4'40 2 . .-. . 430-= r. * n 46 WHERECHILDRENLIVE FEcTscum/Cu/in toprovidefor feedandothercosts andselltheirproducts profit.Theyoften ata can havefair-sizedincomesinsuchways. Building . theirown incomethroughraisingand .4 of the seimig t.t_4Uts farmprovidesopportunitiesforchildren touse the wholive0"farms servicesofthe 574 r economics: stenFor theAga__ E ein§-,. EROM , andinvestmentof money, banks,UnitedStates s andinvestmentof Bonds, proceedsin , I 1_4 p ,or newcrops or livestockare convenient.Guidancein the is useofsuchservices goodexperienceforchildrenanyoung . people. Wieenschoolstake onin.6LASVIEZE Lig intoe neeconomicnatx. of yq nrtngirlsintheplace wnerewev67 just nve,asinme illusi given,many opportunitiesareavailableto h. in ieip children differentplacesget theoi p. fhgty g. 4. .5 OI experience W ingmore skillful becom- intheir e V useof theYr. n.A Themore close'.the N.wast._=1.2.1-4.0 4L/ La curriculumcanberela ii.thechildren's ways of livingoutov au -1-31qe9 sehml in&rvielabg) g wl 551 themor Vita. &, %, A V whibethelearningwhichrnpV'achieve.

4r+

":,-7

. tVfe 7 .';*14 .4 -4k _ `11.;Pt--7C4t1A-t ." "io:';'45 -.1.'4' .1kri Xn-rst- - .,,-* j. - -.t ;

....

.,,,, L_v..4. in Curriculumunding nere was ach went fortheveryday,

A S V A A a A V " D A = 'm "awmuckv first(FLP_I Cr J. helook'dupon,that object rbecame, .., a 5 N p v 45 "...5 a 5,f 4g CV-9 LE 9 =ff ell LI . g E F f-R object rue, Vpart himfor IT KwD dayor a certainpartofteday,

V' L.ff -Aga=a-t ra Aff eff ,A__ A 57-. g-d itir 0 /VS* _ 41 gcalasins n_1 g 4,ea Orj ur Many Li u, ru 0 To of1 4U- 0

C I A-4 A HOWARE v..) tw- I built tonLchildrenwaysof life _...,..... "l . indifferent places?patcheratiapupils Vi=5 a .... side by side.The 5 teac is themaster Iherkuo andtwinlin, 1-1 er have prenni herasthey should, sheIlLz three, kindsof es. g-za-AA=-.12A* 7 ANE First,shecanunderstand children.Sec5 she_nowshowto s aff and understand their environment.Third,she 1aL!A1LL tu-0 qg A tdimanytypes of 'learning materials andknows how to b r-r-i Kikvt_p L i a% I " ff g to A I 1-1.74 c-v ALit,g1areofrez-L.. useto ff.5 A 5a.boysandgirls. 2 a A g 7 Wir a g. It 5 A A ea. aar55 5 555 sa. ff,255-'-,-N I 9--A E E Li LS- ni - ... --. a -A Aff 1131 ne this = to _ leadsthat "3F3 L ff taii=a A 4=. = A' 9. r A 5 L- A,A a a bie give to experiencesA for the children. V tfitju ili 2 0 a 1.1 = a aft.. a 5 ,A_-Eft-ler-2Pa a A a=ffaa a, nr of for the mostpantOP. leftto the

_ , L._, w..-... . _E .------zetanneAre Found _ sPersonal Needs

A A 5 A A E -==k=a _ 52 &- a a A a Ti MN If -a --a E. ff C' ia,A A & Aaneedsare - = 5 -2 2. 5 5 theynrpmetindiffer-

° M -ff er. ft 2 A A ways. A 2' A Eff2E5 E a ala,=a - = A 7 ffk-Effff tgOff oracademic, s L LI = rty1Pci or take 45 - a. 5 5 a 55 mel. motionaltag ym

5 W .4 5A5 5555 E.5 0"V. 5 k-1 I 2 ,1=s ; 5 A 5- =A 55km.555--5 rg and along W V LIA thearOA V 9 5 VI, 5 9 9 95 5C.and resources. e. -a v A_ net.n Allchildrena a- certain C.-1L andemouonaa0-5.U14. _AEA. - - aa ;74 A 1 a _ A 1 ff r A 5 9 t_ flI a a = A A 9 9 7.-9 9 99sickness, A A Tr ...it A 9 Iam,_ &Await.,.V.1 CI LT- Os LE ' bodilyorgans.They isthavemotional g 5 _5 A tr.t. via5E Ea a balance IA in goodhealth.U thesoilv.a OrAAO 0 m cr. t AAA-a _40 _ mA &L'.1= g = A_Ali _ af-c plants it rata= legs ff = vinuT g V V' A-4 LI_ affa=-ff-a 1 T pg- need iorhe A A 0 the w Me A A. 50 99 N h 2 v LetAS A n an M his fluorine,the 1-7t e = -Ad AN who uririlcait A .9 -a -A -VA 1 c T 5 .a ...A 1 bepoor. EV Er water ofaplacelacksA %ff the who A a a5a em! . am -9 g A 7=r-7-tg there...... mayh mbala tobe f, 7-= for.

,-ft dal DU1 IWhites**,Walt. Groom. A ffff DavidXelov.111114.

47 A .the predation the contribution Italian aline" Itli_73- conr ected accepted time may nothave _11 to because she is home Spanish-speaking in the selected quirements among pu ments selected Quicrunto for home can discusshis helps belongs should DovArty, nationality, 4 group ofcultures In into in he is must wishes iecart_ 48 a Itkabei help California =u g Every " orauidance Every 4.A well- the she a junior 4---.1ca '9 which ways ofthe as vo.4-a.il a him feel curriculum. are metinthe f V _C-4 rejected FS !Aa Isabel their be neig-hbor needs and are sometimes to is tnough 1W." to his 131,g-t_ by well poInt. ways. child u7-2 n nome criv, compen0 unhappy talced # v have Wit WIIZRZ U., filles' 10 which -v * a *4- he -a- th- of organized ways arc- s .01.4f her school -v. as f tannreloinfn to I teachers, F' and hi._ shciuld Italian home im-ffi gr.) his Italian , ae-sure and 4 ' wants his what he Ould the -4. ownership, nroblems. How : other all I: that security in families personalities, are "different?' :helps can --Q=1----=-= al *==_ boys and 0. _ Spanish-American CHILDREN -(.. school and :; parents ref-err-till' child g-a---4 173 ° her .4°1.. kl4ipcgt place be able E improvement ,ctors takes into -444 and 4, g or children be recipes family that an children. for A C-*, the 1' ' and sensitive .0, There give V VW family -61o% her 2-, a 5 " communit himself. handled - km toCalifornia each where will where .1. in the e%-ri 4 or recognized. es C-7; I. throug . answer. and in his 1 parents to I occupation, her to lido irIs him Al r-b, parents' 1 LIVIC were , said Ant, 4. E should "%di be were child's EtNying on page61th the by - s=E. ; "1 fr rejected home because have such * he ways in nn him. ng confidence. Ty-1 n community loved by e=a In social AMMON fi:-1141 IL lb his Isabel that his EE-- W'j. 41.677'4101:4;tf_41,K. requirements lives? A % in LI of givt . 1151111 a Nut = . wise culture. t-e VAAL r ==. learning aa threatens& broCner whatever them by _ Luc in-Grig .4.. 4= r-ro Z to the OI ri is At, eduction _ and her ,Avana _,- order by - there ma A curriculum uri MI 11 _I valuable " 0216;.0 selection Suitable matter CusiscuLang = s A history n L:du fAillU'AV 7 e qe personal family -A- AZ--- artily the _ he cultural ' with the Isolation, a in 7 - other ag.E nfl A-!*- Z=.4-&-k4 contributions experiences -1Ani IsAbel that children _-_= are personal KB "..7.t kit! .. ized shogli experiences j Li other community through FeeR e-. d b. r1.4 with - LAO many of of the was At the in sisters. -a Mationships -3illuiremen-:4 nea3 is of race, region kj 4a I 4-4 lunch. hP 4. " status, the feels ori-% of th r=t--n-. 1 LUC metin T activities 0 tha. whom wealth Aivities - children 0-4" ha th -Tray are 4_ require- a g in that le school their culture AREA _ _ same = Sl AA be -= ITtnn 9. that ,a Xmas she the of In sEAS 4- Lus 9 v and are of be Pr and that re- the - so he s= or he :_- aka -444 r

11111111111111111111111111111111111111111111111111111111111111111111111111111111114 IN 1111111111111111111111 11111 1111ig Ilglii Filint I 31)11111311111111111311111111111117 11 IT li 111T1111111111M1M1117 7 r1171" - a. trat4.47.1 r - . -- C b' . ,

-a" f e AF E A g WHEREC-`1' V (M-.ff AFFECTS w-Ar 49

9 E In hildren find solutionsto theirpro with C. 3 L -17:;----* A V 4o.--4.1-u41 eh recognitim,aschool in St. Petersburg, Iala&v.a =0_payear

V V- ---=-2 4 WV't VM-Va. V d practical instructionin good Manners.inLIie 11111 andintermediateff-zrEdes rules of etiquettewerewee outiNe committees of teachersand children for the situations whichwere 4aracteri8ticof theschool and communi The ruleswere grouped intoaseries of 10 c° Every 2weeksoneofthe

==.772 qrA - Va kwasdramatizedaspartv.'aprocrr= LAVA1-"for generalna°n Theaeriesincluded: Manners in the homes Tablemanners

Correctwaysof receiving_e-711 s4t5 Goodmanners everyday in school and home Monitors in public Eachlessonwasmimeogrphed._z;echildren were encouraged toftakeitsC;*ffiee Parents thus had opportunityto add emphasis orhelp the childrento gain experience in 'goodmannersat home. YelP I 0%esu rs weregratifying. Ihiicirenhadfun in in learning andDrac-. t'- everyday courtesies. I 71 :timestiozie4,1&t. tito knowwhatleindividual problems of nn arein the homeC-4-12 communities Where they live.But untilateacher does knov,-this,snecannotprovide eachchild with 03' A thecurriculumactivitieswhich help him. L Lf--- 11 CN., V'T21-"&I-Ara C24 tr 1 = V Hatatgr b. tgS Thestar 1-Li-Owavv."C viofireAvenueElementarySchool,Chatham County, Ga., for example, becameespeciallyconcernedlastyear . bout their need forawider understanding of thewaytheir children develop. Thestaff, parents, and superyisor r.Tanmzeti studygroupsfora3-year study of the children in their c' 41.

W- The 9 E9chosen for studywas:Is there wide enoughrange ofChoices zyr- .z,----73riencea hereto meet the learning requirements 99 9V ofeveryeffit N?Their goalswere:(1) A growing understanding ofthechildas an individual, his interest, needs, desires, physical t:I, mental ability,and emotional status; (2) cooperation of ents, teachers, andci ildren in the schoolprogramafriendly iool;and (3)ansenvironment in which childrenmay growand develop andareencouraged intne.t amount andnatureof their progress.

a .0 w ----=------====W-7.-:-_-7fittt Fund soup _iUi

a clar3na=3oYn In community outside the Naos) well 'as ithe . .1

the teacherili find leads for children's curriculum activities, e:

-' Thereare resources c.iproblems in thei community's culturvi1.01.1 .aa= a environment.Parentscanmake contributions tAi theCiMULFcti b

41 a e: _ 'M - 270.:,414 t l`" - 1.4 4 " Kinzs 43: developed. r- me-:7:t 0- ant, base riculuin for farm with ho 4- as tapf introduced later tural ws I Husking, incv her to ba of -VI' L1011 them. result c a = regional , 6 A- and in the exaoriences. 50 Dr. "The G 'Dr. living A p_ff 64 ox, LoremeK. Lorene tg- The basic the a-0 tne Corresponding Crown education . 9 ' -nu wiAis T-or children. on the heeds 4 te2 them which the ownerships ;- the ling ofcultures, Fox tr...%."Fa p Fox nncK "`" purposeof aware 01 111 Ertel 0-0 &-.3 environment. rowth of PTO= an 1 L 1- V.7'n ITO I in the words of much curriculum March in elementary r R. V.r.Needfo,Re.ional V &-=:--ff in . L yo A. K. barriers of together." suggests t Ar-i18 resources ofthepeople A the understanding WH A set kind - round , +=. real-life 01 in 1943.' culture.Teachers of .Fox, 1848. P 9 t rC in their oi same The Following of boysand en Art, the conditions people which diverse Ili -LA f a 2 the the -9 PrL4- a .C4AAL &ALEL.E.A WS of -k- 6.au P. Rurcl to r_ New York rL:kiT'e al..- CIA matters for and 1- recent article2 va. a Ul o C21314REN or activities: order of problems the a-, school way rThn Cr v 99 regional program inwhich - u nn activities andicraft§, A I they forces that day, the g and 7 anu riot Community sadIts . example, any ways 01,IIV as a. teacher its development " isle practical are examples 9 livelihood their thei ta.,out the cf ,ig., ines 4... in the high are in , girls in early schools - 1 W.13. learning . : sand. AA" State emphasis 'T and outlooks Instruction the Nation the present are oiL,nfound 1 of the must ILI histories schools of LiLun totheir a studied qtu industries, nature of on are can c. e bases for A M-21 The communitu Chautauqua should i4.S.1, the 4 things close r_74iczi know her att3E-Thcamotag of.curriculum be drawn helping School. community, the M° Lsh- -C :o before o need for I -a, aLev Agricultural subject: -11 purpose istodeepen A'S .en the e wider forces sue . studies that met thechildren's 4 or 4.- education 4 . the A community t provide the A- As0:3 the economic which have. . Morningskie Heights, ,i the situation public the world CURRICULUM curriculum ttiL-LIL,IXY_Vi I early .7 and Mom:atom Wr=-,"i to they county. community for rural aca:Li 1 8 into the a ':fri rA' In .n . a shoe kdount at hand." L. as if functional 9 vies the her %. Ca services, begin their pride Li V.o L L6 homogeneous is activities occupations, 4. 7, 'of Li A I satisfaction and School have . at largewill and itscul- culture, 4. the lives report, s not toerect structural curriculum. tended 4.4 4.- frigapt activities. patterns 8 resources She will be S working demands 0 events, _cc; OA"' in order 1- 4 Journal, a # needs N. Y. stores, bear- cur- agP- ail " she 4 to the in to the of Z .41.1" JrZVOLI: 4 . 4 11111111 1111111 1111)111 ii11111111 11111111 !Mitt ?MIMI mrlf,!lirflt Iliffr NII ?In!, llt 7 -1?-1- W' 4.7titt!tl wikilt:1.16r ,;* - A v7 int. Ipt .-I ".. jr- t,l, - ..7 ;I.',,t..614,1 't ': -:61 ifta6 -1. " ....k 't.t ...4 :+44- . , 7 ..N. '4- :t Jr-. 1,..., . iV.):41''°;".:r`.4'L"-'-91;;:414,14 . ' 0.. . , . . . i .. r . s -4 . : WHERE fjir1ij LIVE AFFECTS CURRICULUM 51 e

¶ f'_A 4 Inother instances,Icurriculum:Jj--k. writeabout t- of the S;cn-=rct -Arizona,west=i-xColorado, Utah, uid 1ew iiexico. 111EVIOCJkfirst at the local communities, their natural resources,their nisthry, the nationaland cnirbackgroundot the peop4e.Julia Tappan and Ann Raymond write: 'fleSouthwest isaland where the delicate balance ofwater, soii vege- taten, and ciimate re=uirf undertar:g;aland where eamwerk is necessaryfor survival, fornoindividualcancoriti1ordevelop hisown resourcesalone;aland vheresevere pressure iflSbeen and is being placedonits resouress--inc-iasittpopulation,lack of outside labor markets, e sLLttF1resources. ,'I children of this land, in cityorcountryarewareof theirsiir rounding's.Towering peaksarenot far,from the cities; bridgescross great sandy river beds whichever sooften become boiling, muddy rivers; tv..4111 ditchesarefamiliarto all;torrential downiourare rarebut L-,-',=ir;;Ctte ignore. T}e struggle for survival,the dependenceonunand rain, cold and he-tgoouL:or no grass,andwater, is notfr from theCGflSCIOLIS nessofeveryone.Conservation of human ]Lfeconservatior ofour re sourcesfor livelihood isa par-u o:education. natural p

. Andso%LrhfnCOUfltrYc}ilr1rn (and certain citygroups aswell) 4. in tne region referredto studywaysof making their communities better places to live in, it is with the problems of livingin suc}an en:nnentthatthework ofimprovementhas to begin. Themingling ojct43:liiaUthIorrha communityaflUJJ1C schoolieqLL!LIyfacedvvIuaij&u=,,iu n.jA"uIfl.foru= u,L tiinsoint50 to 60 children of Spanish language andcultureirom aPP1tII rhqirhadpreviously beensegregated. AL1I-', C %1 L='L1ii hadatwofold DrObiflfleMir3t. eacnt,eat:Iier tried to haveevery a newcomerA:;4Lthat he hAd somethingUIvalue to give too the uuui. qP 8 & Second, helped the English-speakingh;i1rnL%4 a'4Ato the contribution made by theSparaisill4ginakki 4'-111yorgift. une or the uiirs wnicn IIeIne!1to uzuly tfle two Tf'US was. a

v c;_, u study_j rf'.t*''-wQtr1ifr; A TV Uvø Iwasplannefl to begin a vith the 1 TheO}:I$1IUiI L1Camino Realniiii wasthe site of the village.Thiscozicreeconnection withteearly history ofCalifornia providedtheopportunitywhich the in coming pupils needed formakingaunique contribution.The ;:r;CLAeALzLallifl iimportantiijii-iiijj (iL-:___AtseSpz10 peakingJ!3-V fld-girls theiraricez=t:rs inearyCaliforniaand

,- :° 4'L - Mexico. A j1L -i % study *asdI1iUonwithtziiziuSiciufor - 4Taws%Julia B, dRaywiixLAnne. TwangSouthwestern oivatjt.i Cementation dutionMRural &hook Yearbook 1918. The ptiient of Rural EthieMlen igagad:ztI 092eistraioofthe the States.Waibington D. C.T1 AoJMl 19;12.p. . '

a 4 ;

"-f

: --:-,, 4 -- t -_-______,._i_.__ 1__ ,_ _.__ -- -'-- _,__j4-_2._ _ _). a r ' ofthe f-* other in the taught zoo, which include speaking t lay nutrition. school to attention. taticr Lt rooTlfJ native LI aCa atitl WL-0 quainted with the cultures and cultures. them had 4 a and would teachers the e_Pt, community. contribute the tures Mexican program. to select several 52 In the All L..Liun. When -71 In and boys A children 41. appreciation Li children museums, libraries, I objects teachers '1 aria 1111 f-N from city invited three to theEnglish-s Albuquerque, c! are wovenintothe r aa VA/ nd 3r Incija =a3a,iaa:AAS have value e 6 id A C ael A school & Z 41- E 3a- # &-- 1,1 y famili prepare ."4 weeKs. icVS4 n visited, -La and in plants. t-3. They their E Aq a A for a WHERE i Mexico arts and . to the mothers or IL& r riuui IL1011had a 0. of art cr the organize g A Amerian V might places and They Al made so thrri people. 4-r slas four pottery. They Indian began, p 5- .øI 4Lv1I Va ElTT Lffica_ 2 e o es gm observed most _-4-& A 0--0: or a g b king A Fies A sixth grad in lopal they .3 In curriculum. rylLe e CHILDREN culturesiii CIALCS Patti and b_ visited Spanish crafts. ara this N. M., a a surveyof of A-A learn A -ft .1-7a_ aea_ .th helping ea vset the by o ; on e almost C homes. excursions, -0-4 important 4 I tr v a ".A. A vc a Inree ways ofliving. rs-i VP handiwork -a aA"k discovered more type 7- t; Ln a %1634 and use § teachers La.> _ COIF-40 basic transitions fourth a 4a 6406 invit from a II a* homes, _ _ many children %. 4.71 a=raLA V _ a Through t _ a of e ea ggeeffi *ai every police Day oz the cuieura w Vafs_41. LIVE experimented A a - LLPjL4 . es Ds of Geveloninc %Indian, raoviers a g to .1* A011 and American art.. er 18- 'W"% One e I a v.- them. E' tie curriculum wr1eF lit-kr-go exneriences .-4 !heals stud a of for study into 4.'6 gave t business AFFECTS ram.. woman from 1 headquarters which & 1 ifl usefulness.' vvi v=v--- helped summer during tti-44, ted Intl being groups. alaIa nu .3j PhOr =t-1 A V && 4- ER- I pupils E et. en 14!axic e Lne classroomsto Tr. a 1 e - In now and In the ' the I and Lit One Le and '1 children's to the A 22 the Mr A-1 ss extend way t they in in the to aJ children, va was ey a curriculum ve firms pi niade A V to h,?e boys .-AA a chi,dren a.. UI ft which 00 l Spanish A ff=_-t Vleg A '6 Indian 0. for the W 0A r 7 a r SparthihmArn r IVYIaeafor E 000 I - ready to had A t I. of this p ad plans 41- ar J'A ile4I I a-a_a a necil and dyes Dail to resources ofthe school d e their and 0.a- aLA A between ITT es a I s. vv. = then -licrafts a a and V-a. A 0 a I OIIA -ox.fteldiz the Engll.n brought _ a 0 3 horn and their r&--Lit rel.. Spanish a i1,1 3 made. opportunity of E Meta nd "iv knowledge homes (Ivor e ma is came a_a *--) _ are Mexican of (non t * AO v 3.2* C--0r stor a E= 070 town. get work. to These ILE bent: cxnerieyi 1 nn which good fro were 0 inter- UP n46.0 vi=ki *A and what igh.A Si from help use A use Day Ca and ac- c"11 3 ° the 3 a to ith A op, to e4- ._ -""111111E11111,1111111111111 71711111791m mrimnin 1111111111101IIIIIMinh...nin - f-* "4 ple_ 3. ,gAitg ,i, Py C r r 4 " p.

V WHERECHILDiENLIVE AFFMTS CURE I

71:11 Inturthese peopleinviLea thechildren toheir placesof business as afoliow-upexperzeii,e. M1 Afs er V_1-a via examples of mingled culturesave fromNew Mexico whereSpanish,English,.ndIndiangroupsliveclose together..In other places different cultures Minnesota and other North CentralStates..avetheir SwedisharmSwedish- American cultures.Boston, New YorkCity, and othereastern cities haveBrAishgroupsknd South European cultures,resources,' andoakground.In the absence ofmaterials from the latter - grOups,t Southwestcultures are presentedmerelycaoa7g CV I IIu._= I Li a- tions of the needs forannropriate curriculum experiences in places where culturesareinterminoied ,;renres in economteresources.Agroupof eaucators in Kentuc.tt heldaconferenceon eCOflOifliCrindhuman resourcesor 1 7=-4 ..ev e-s the In the = oftheconiI U22k-, qued=t---- which A- - -70 A E. 3 ff-a sa^.. eLs em ea E canwell leads toa - curriculumin Ken- A A A 1 1 vn ei To,"rt g s V Let d tucky,orinany o State If they fk, kr a 1 A A ImrV oftheCit i Idre n-ztnct the problemsof_ thecornr-nu-,i-Tyr4 %. ay TeachersoftenuseRuc,questionsror sucrve,tions,thenmake rr p to niv,t theirownsituations. aresuggested v-# A_ I Tg. tO LionsofI no section Le 1. Howwc-ls, ourcommunity settled? 2. Row didour lam ne to behere? 3. How do all ofusinour community makealiving? a.-ghatkindorAjobs :here? b.What is theaverage income of .he families? c.Are there enough jobs forall the people who need then? d.What doanox usspendour moneyfon? A Ely ,. Row . a-w arewe? t a.lioW mum mi.edo allhe children lose by" sickness?

et A.17 b. Ho a a-A rethe lives oftherieople in this community, and how dotheycomparewith thelenALof life in other communities? C.What 3 people dotoxcepwell? 4

(1) wa"- nd offood dothey have,and whatmight they have? frVte-A1g re TA ea ea ,n (2)WhatFL a madeforcareof V.= 0P haresick? (3) Do the children in schoolhave enoughrest and sleep? (4) Areour townand school clean and attractive? 5. What abo*ourschools? .-km are they paid for? V 6 V V 'tn." -; &ea ,&9 b. SJ,all go ,;t=sikniiallLuc; ift e. %.? thethingswelearn at schoolhelpus tohave betterwaysof living?

NEMIND.

IKentorkleResources: TheirDevelopment rig VA". Buiktiof theBur-z-au of SP.h-tx4 gardm Coati* tit EciRsation. Uniwrsity of Kenu-- 18:818-137,December1945.

E .7=1- frequently, on ile on varieties, tostudy munity bypublishing knowledge of)lant A school childrenthet s-Nti could aboutthings ? in September. understand the parents,learn their community their homeandcommunity Teacher helpful inviting thethtothe consu,_, f311,_ to parepts make vying with lum, homework-isnot of whichparents not rete_he. children talk 0: where theylive. for them. ship° illustratethepoints as Parents Homework isrelatedto 1950. C-2 a r' Another parent ¶.Even--tt. In theLakeview local an t.ne Sc'hools ; his the rootsof helped thechildren - 414 merely thechild's6 OA z*, e ow use ume. early' newspaper * t o of childrenwho , a,a V__ neip 1 Marcia A.What the Association helped modern ye A Instead itis of. parents as a encoula,e anew used botanicalterms a a ; A TX more Ent] Children one many In use over chi: eir The teachers old. 4eachers 01kindergartenar ; or "14 ysician, family and CHILZKEN LW° another about thechildren the of plantsby v Excerpts from the soil,tostart raised varieties and services. helped unifythe staff people School, St.Petersburg,Fla., ie new the children rewing and conference. About be ableto well names what thecomicswriters try with --theprimary articles about . Such experiences A. Wr a . tesf-71:ers and adultsOf hours inschool the problemof link school would attend out a. Slamt-erk? as over ideas theyget kind ofhomework the background. of thechildren, teachers Ln in the follows: Lmcvve-c-ii wantiA tobecome the sxhaol of the Indians the grades gave do together nurse, home ideas an :,-,4 A Inemenuuiy, theconierencewas might alreadyknpw ings theschool a." a the Educational of camellias or seedlings, tograftnew _t . 4 article in activities of the children's undertaking by who wouldattend 141-, them the communitytA) as be interested Kelped' school and ,,. and child _2- school inthefall -a it increased the _ the children plan in schooland teachers Mothers inthe CURRICULUM - gave mem a . Lm4erip 7:131-3s4.February and findout on , the th happy social and .the they learnin d make it nsvehologist, them L-32-acahodna.1 today. ways or OM. school days, firgct a " 442 , and local r cPnnot do acquaintei mothers of school and boys and experiences. to to get 4. .me DyineariS in° becauseof incivaing ale with parents visiting the life curricu- opportunity Parents and Spanish in the help them on the school what they children's regarding enriching, know the e A contad. shrubs. Parent- Leader- the iob. stories and by e and to' plants speech so but school. corn- with p girls pre- well - 55 ..fL/ in all 't - ?' - 4 'V ). Pt 7.1. , imo I. -*i' a '45fi help answers, Ask them schools ornrrinity. Parents V their children she- patien board This the I grate) fther' vario-u family and and he's W' Whydon't learned on maywalk pe o her A çh1d The they learns \ choe1 younger child on Mondaytheboy but nay - hrnerk needed. what they have get for children or WHERE crosscut kinci at Our climate bettr than have 1?i iney their tey room, S. grandmother's e-m a help of help pICtQ,rv the choo1. over theirland If of like in locating names and get can giveleacs entrusted tx-. ll can ee talk nr to largest saw (theolder father nd we ages Want information. homework of more cnnor "DaL. n'a She you , OVOi permits - ometime: call a go te=their goes 4 baby cr,m4=7. mutt s for their think' mt:rier?s Lk stake in tie innumerable up uses. S\lth their wj I to her te future think bach LLf t4gther, the fftrm eating as the cupboard ror children's -*r he make= , a.et he asks -,.- :i±e Or father. They WI So oy armaking father sire. father, to candlernold AFFECTS were petka. Saws the Nation's parents children. cereal awe on parnt the chc'o1 discussing typc agent? borrow explain Saturday hei a unQ 0! that of one but 31a plowing or drinking progress herself. 777.- if he eakeriOr to bringhimthe o: r:tiaI their in for her nd oth=cr they getting or -'t the uncle's He school. They have - program tna i the problem Mother's or Us a our new need schools. se boys andgir'=s w tz11 wiser house for Sunday to t*ko a cupboardmade in hone orangi= *, niorTnton. fie1d and kindof members of ida microscope a J p and Comm Co* t cupboard latest . choo1 te1y for father arid the no of erosion, to tools and they hive 'J juiee' and t the school. f.ding and glib mgs wrong V1iI the very :up for the test nd 'RIR\ 0,111.40401LIIIRRomp 4i 1014 III .

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3- a is' Cli LIVE asra-- CURRICULUM 57

F. 6 Ey' Nakaoabittereace

Foritztillustra-cion of ercectx: of teoncurriculum,look at C4 _ . eregionof. ern Ucis.warmmost0- Aitheyear.

-= In the schoolhouseflOwersin windowsdoI Ireeze.Pets

A--4 14%,-vt-x. eQ, es 4 Canbe ke in ta- Gardens I kJ VI'duringschool months not in spring and artieronly,asinmore rthertregions.

a-aa -1 a 3--.1 _ One Octoberthethird grade inaschool oft. I -- A Ca A foragardenpiot.-1 they thought they _LW US-eto raisevege- ta:flea .for the school cafeteria.-7Lh iiegardep 1-4 on 01 %AR curriculum projects, the boys andgirls found theyad.hep I i I r _ LI a- alaw ta a A CMof w ontour plOwing,and Z a aII 1-1soil.High- school seniorswereconsulted for advice.Thechildrenstudied a aFl II 1 avs anacosts of irrigatintheir.particularKrofIan vw.- V a. a a7A learned # w_- :Andof 3 plowing hatwi best1:(_-)rtile slopeonwhich their rtiem plot lay. eV.?stedso)byscientific

4 sa. - o[iN -anddecidedwhatkindite_ r w needed. .4-a -w la 4 a eigh e grade boyanhis father plowedthe land VV-I atractor 3 3r 3, I t_t-3- t and 1_J VA-4-1- the fertilizer..&Oralmothers 4N1. seed A t _1=1 .1 ce Radishes, chard, -4.1e, QflIOn8, turnips, ii beets, and. A A wereCu

A =3-.- .5-== a a- I5Ifa, onzwith learning = 3 theirgarden, eight of the en

a-7w tolearnmoreabout rv These boysamgirls, 1 w--aflf-f= rt - %.- also in set duck PA_ under 5-;; hen, and,aweek later,

1-1 irait-P-e:eggs.Only 3-= of he r.iuc$eg I I :4 L-1_ I I Donald I 1 w thename-eiiildren chose for theirfluffynewpet. a_ be-

44 W-7 11 i I I Llijil L=I L__ came.-Je inspiration for diets, onlyIF for ducks, but for children.

N A % -5-53 (1E1 wYet faat-A e-E '3% - 3,3 y f girls. aa ga- 4 A of - %414. Rani- V a 6 3 - 3 3 Aw tary gILII LA in raising poultry. A A .&--P _A the hatchingof t A t A A .5._ =- 3, F 1 f I 4 Ea gt eggs; w w feedbabychicks,older V *a, Aa fryers;

w 3y ,34 a 1 a r ar3 1.1ea *-= the A 3,= of frailclean 5 3 a They learned the 2 1 1 ofeggs asfood for bo_si nd girls. A E fz-1-7-1 aam I- x = A X_ -_g_N.- garden w-a poultrywtIstudie[s dr r. 3-3- A A I -S3-a3 - Iy '33 A U-3-3 3,3.3 ot 3 - and 4,1a4 were Z-7-a- L. 3 awereWwI IL A a- , ,1-Kra- -,-M = _3- 33_ w r i- = 3-_--i 33a , LI_FP 3 a.3,--a a E, a iI.: prepared. 4-714 consulted.In a I

= ===1. a-Y V = -% 53. MW. 5,-E _33a _ I L $ItT _ t--7 a. -I was A - for entire Themainfoods A A A chicken CI= amixedgrr ! g w-4a. a1 the r pro- t giFconsis ofstoriesabout the tbrief an. of thingsaccomplished. a 1 1 ID at 53, 353 Ea._ _ --i =Es. 33I33 VD-11A = = = Y. er The foregoing v on is one V. 4 1 I Z 4 I a a m=--- r, ryt w = i p exampleofanexperience a_ I 14 makesa taaa * a c=-.- ik ..11imateocten makesa a in of the klrrrfs == = 31 E 4- #a -33 3 A a 1 a -3 (In T 1 re Cr 3.it ill; _ in experiencesill La andbuying 4.4L I I1;5,CA inie

(1el

*4 4: c- f' . Publication U. S. in artistic summer da around material near herhome Thanksgiving. took heads, and school hand their homes. can families,for abilities, of and T neighborhoods ideas. Rural of the type of realize in child Arts the these and industries 58 EatotirAlkn. The . art A pupil Other A Shells Pine Seeds Some art Government Printing and made activities galleries Chicago them experiences. parents' work. aged outdoor and brown G in productions. fields the No. 610.). HandiArafts skill. needles her people. City art shade pulls. the were usedin for As schools were usefulin schools and IA p and 1 North in n WHERE decorative and Crile, home or handicraft carried or heard a expressing camp made most from schools another They school on ree=s-ult, She community-centered to extend were asedin abilities that will experiences, from 40 in Carolina, use the Teachers teacher are recognizingthe paper spreadtolook tementpr" and p. later did example, Lucinda. modeling Office, CHILDREN For gained making lapel on A in the in handwork often local the which school in or turkeys making they ef in their a were appreciated. a example: mean mosttothem. these 1946. children their use looks for read certain personal may Communities materials. making Rural for draw poise in United the pupils some outstandingwork -capitalized were usedfor of the in their School, figures xural (U. LIVE jewelry, activities, .Hasdiera/f pupils' example, about. be the and pins. home with on B. Department neighborhood because a part'ofthecultural did pin interest, leads States,' curriculums. same AFFECTS resources ofthe the other regions trays and and St. more attractivepainting sticks community, Value of appreciation A third animais,thandkerchief come conservation like Through cultural i collected on to help teachers vicinity they felt relics and objects the United tAersDurg, feathers. this to be the and of CURRICULUM will find for legs, table baskets. Affriculture, grade in art of student children's background use tne use large used To help a which she in their Mexican-Ameri- otates. first learn anti handicrafts decorations and their rich local articles vz--t* activities. environment of this w The Fla., the A I g necks, and clia background ._.; pine WI Miscellaneous tl knowledge -3 a country WrAhingtou, -ren eV source of own museums clay. children -P holders, bulletin, children camping artistic g at its found in the of the cones local select SEW what and and LI at In

II 111111111Ili 1111151111 111111111111M III 1111 III III IIN IliIIIIIIII 111rIfill 12111 ffi

n 3E (f. 1- af.;. J.4-4S(V 9-161 "A7'; : D. C. Guide toArt iTM;;c,atic Ptudim, 1945. C University, 1947. Studies.° brought for borhot: Someiimes Lra; termine the art activities, things they tive can that really to_ the use with the west, and are weaving Colorado Francisco York 1p craft places natural to Magazine of 60 &t See Curriculums One Nor is rade' ramtpien their teachers in Chicago have the need will architecture a be the rejoice, self with Mexican world happy, for Art Bibliography for the living, skill are Italian,SWedish, way togetthemost place have Humln out in of rejoice, and istic Films. and dyeing artistic apes Cummings.Howard Both more beautiful art of Art, 22 are Spanish-speaking about case of other &nisi Stmdits g are Chinese,Japanese, Schools wHERE Southern the difference affects them for blessed on buy----such 441-36 of fitting ,c-teteries -92 but through local Old human:resources it. where the are are pubi.s==-1bytho Rtio. of and other it will p. publication ea ofart regions ior ne which are him but, ---9-t 60thStreet, regions, If it low4ncome everyday life. understanding many in efforts in the (EL Arthur Italian, CH LiaD are help him his product often or wool. has all Bulletin enables is the Highlands Bixtnth national TT the school as garments,utensils, as trying to sAf-Pxnression what is mines. to houses of chijdren live. and to arai on our day,hishandicraft Indians Spanish-speaking rooms, hoines,andyards; well out ofartistic Mexican, different arises No. 25.MS express theirfeelings man whohasfound N the privilees H. Young). of the not only In New National Cwinell everyday R. (ed.). him New York,N. in FroDP- Yenrh-fxlk oftIi Polish, LIVE for into the groups with man's as Some improve life to Art is and Indianpeople region the might well, a programofhandicrafts. help M have from National and ancestry and the earn AFFECTS to pzarceiye England, the goad T greatest privilege, a because I and other market. New and ?rept for living. of the help cruieren understand .4 Mexicans. interesting community Y. of his his daily Thus, boys =-- effort is meaningful for theScia York. p ing ----. k= National Council _ ar Chinese Bee eiweially toward C44 a backgroundof peoples. a CVTIZIW-VONTIT TT'M much of to and basic fellow-craftsmen ff around his work; eapita1izc.9 only place of TeAcktre College, is uncle M Zi of W-4 T.-FAA& ni-k-1 les V * I not E to deal . groups. RV and local culture help A about West, the furnishings. a fullerlife,he 7-0 al V - /9 Studies, ; 1, , In San handicrafts. Nelallone. comid ,m neighborhoods. -EftA E Lor a wayofmaking beauty in and girls fej in th- beauty Veal 9 ft a 9 when the Issue- to more attrac- with skill them. group vs9, In but if, .. q_on ha f industries. the practically identif- L11 something TEL Lhat with the southern the Antonio In New .rela Columbia In San ., lei" w - South- - prob- wititivi without haiuii as They Many ...P-$.4A should of the gh are 4-'h' can t de- ial mm- E. & - wilt In 1 too in - 't 1 1111111111111111111MINEMININICIIIik 1 : 44. 4b. 1,11`;' (,". pt ?.;:`;''.1.ti4-1 str; t. t :4:**?-ner!;::- 7t-Th - t` 41 4 .t 1' 't '. - .; 1'. 41' s '1 ' t r , ,

; WHIM' CHILDRENLIVE AFFECTS Clri *Mau 61

Of ^ nTdi lerns whicharise and LAJworkout whatsimple 01111 com- ML-41.11 improvements theycan.

P. 2 = yami VA Ga. A LI= KA- 1er and improvementare ram a an achievedbygiischools,asdescribed inthepublicationsrpfar 71s to.Elern= V LV schoolsattacktheir objectivelynd

simply,P et'asdirectlyashigh schools,ana as HitA,..ineeDing * A e eiEl= Ey 1W11 1 LI a the needsof the yrsand I and thene-g._ %FL WA in which they live. all oneof the elementary Vas of Cambridge,Ohio, forex- rei D twew eE 0%90 -4 P orboysangirlsstudied the industriesin which g their A3 = m E.0 ormotherswereemployed,someof whichwere located'intheneighborhood of the school. Whenabond issue for new";1(M1 zie% wasto he votedonrecently,,boysajiugirls in ajunior highschool made listsoz-votersin -the district and a, plannedwaysof helpingJai-ff90 befree togoto the polls,soiiie times baby sitting,sometimes helping with housechores.The S. children in thiswaylearned techniques of communitywork.They -became acquainted withpeople.They learned lirst-hal COU oneofthewaysin whichtheir community brougabout im- Pu-lent,

== - ck,a, 1 _ .Amore.LJI-111-i-c4 study which drewon 'V..0 striesa,LA was r v% A V n fl!!Uêflceficc-11 tTr' was astudy of toolsand machines of V- I ford,A.; Rmkford isone(r---ourindustrialcities,ana manyof ta children's parentsareemp.osied by its factories.itwas natural for.the childrenfirst to makeastudy of their fathers'and mothers' jobs.The:-.? visited thosefactories where childrenwere allowed, observed thetools and machines with whichtheir fathers and mothers worked, and lookedat the tools whichweremade. Since not all of the childrenvisited thesamefacto: groupsof children workedoutwaysof letting othergroupsknow what had beenlearned.Posters, sketches, sthries, and snapshotswere used to tflii the storiesto othergroupsin this school. 4 .4 Qu anis . peoplePear gotlong without e 07-e-7-0 a'a the AA I mad The U m .t -a Aturnedto books tomot or-4-c" L l = 0 0A a carer-AILff a _a g if S=.9 en TA V=-4&==- y the tion v. industrial 3.4 94 LEA A.ALL9.,A. ways gls of life.riayaskedtheir R=== thtell themhow had s e e h 11TE__ 9 crA ÷hg:t withintheirAA To 1.0 children studywas 1 9A_ E t_-ca Li I L! _ "0_y vE-L- ., u;ritreached in, .= lives&Ittook w %. of 9 . A EN 1 T7-1- things on14theeg-rnE &yto helpatheA1 Itwavetheir 0 0 AL, = t V: if Ir VI ts help.

1,4 e."A Aschool--7naNew Jersey dairy regioner w York City madeastudy of dairying in thecomrilunit,0 A inmiler communi- r =-

.. .; :' 4 Va . - ' ..- - .4 -,-.- "-. .f* . I. :-'=-t;1 : .% I s . . .I- --_ -k - : .

62 WHIRS CHIJ-iOKENLWEAFFECTSCURR1fULU]1 4 tipsin th neon.Herearetwooftheconclusions dr'n thatthe ehi1 rt'h,ri=*

aiI7ing i desirh10 in Va1ieyViewbothfromthe reburns standpointof anacori:e1-a1ona ... 1her issomethingwrong with the , methodofdistributiOn'whenmany peoplein thecity Cannot have milkto drinkbecausethey andfarmershave ean5t buyit, a surplus andcan't sell1t k Suchprojectsandactivitiesas thosejustdescribedbringschool andcommunitycloser together. Boys ridgirlsincrease.their amilty tothinkcritically aboutlifearouriaznem. Fact;trom foks,bulletins,radio, specialists,worcmen, andfarmersmust ?:egathered,discussed, organized,andreportedinterms ofwhat theiflioInuttIGn nanso thecoimnunit.yor theregion. RTS- MaterialsAreBeingMadeI.reSuitable Forcurriculumsadaptedto local needsandresources,children

Zt. r*-4

Niktle WAN Wellhavemothtotalk strjdy and abo-ut whenwe gbackto the cityfro thistriptoaCaliforniaranch. Oa shouldhave more informationandamid thantheycanget by asxng people in ute3flIflUfl1tV and byusing tne nooks - andotner _I *1 Werner.Julia.M,Cowan?Sho Diary. New lork,Harpernd Br,1848. p. 141. I. . Er

"=.. 1,7

iiTzwpr rausDREN - 2 ww UV APFErMS . otruLUro 14,

a e="aret _I-Pd.1" 21221 2 etI I cyennrnl = AOavailablein Textvrj .0tAow..ix3r aretoo to tu..11 cri help tz' and AA" a&J Improve'livingorevenunderstandliving A. t 1 (A a' a - IN:="N.A A inany rEsi.e." rregion. 14k> and pupilsmay-afind bLet 1_e - ..172 iii A -that the and p 2.4=1.-gtheyneed 'love tebeenwritten. riFarmorebooksaire Gaboutparticular regions,sucn as songbookswiththesongsofregions in thembooksks aboutabout-Lieart 6 ,8. .0% CrOi and--ndicratts of regions,H.L_Lui with ffi&a l II -LI that LPL to v n COM MunitieSA Me LACgrowthidbackground ofregeons a.a.a a-.11 A_..,A.ir---1 Progress is bring made 10LIVif tisomething better.Teachers, pupils, State ents ofeducation universities, and boards of .5 educationarecontributing their best in the productionofmore effective materials. Localoornetad AsAuthors

Vn4 und Sometimesw- write booksthathelp children snd o Vval2 2 their.orne communitiesand findways ,7-ciaLheecanLifyr-of service.InGrandRapids, .1the teachers felt that tlittle informationonthechildren's reading ievei,hadbeen blished e A. Stela yencyarli 11 6.-nv TIE.rti FTIted == a 1 twv the v-c-4 I .aTheyziau utiLgand a-committee of 10 to writeabook obout t itspeo. ple, itsindustries,and its history. Mh result wasabook at

fourth-gradereadingC.2 levelentitled, Michigan ff-7Michigan." 11 bookisillustratedby largefreehand sketches ofinteresting ffe r se. E. a ovo.elvirlair is MLPw*.it AA a a madeby %.11%., 6 a C --;7z-4munielesSupply Things 7'. LearnFr-f_ Mt,a a 4.L-1 pioneerisanintriguing character to mostchildren.Of onrAmerican pioneersnone are morecolorful than thoseof the rificNorthwest.Ordinary textbooks,which have omitted details,fail to satisfy children'scuriosity. "Original journalsanare:portshave the stuff children want PP ratP toKt.AU V,9 said Nrrteacher, "but the wordsaretoo hardfor the tr* I Pa eilVA,read." Thene Lyleidea of using journals oflocal history for the

A ° facts 11 at thesame timeWritinwritingthestoryin cnil rPnslan- .e A n r-111.7 rirt c21 v..00 T;,a4isMit,- VW"To rjrthPacific happened to1 -#t_VYI 4- ALt-1 vo =ny cmiurenoftneNorthwestin grades 4 to 6 enjoy this13WE...72 0 Acollection of short storiesof the Northwest entitledLooking Northwest" forchildrenwho live there is useful;Itwascompiled

.01MIMMemo

-. 1949. . : Is Michigan Mw Michigan.Grand Rapids, Mich., Boardof Education. . 26Tucker, h To North Pacific Shores.Seattle,Wash., Frank McCey.Pub- :.. ,r, p1938.202Lt 24 r Frank :""1"' LookingNorthwest.Portland,Owe.,Binfords apd Mort,Publishers. 1938.201p.

A es

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A 64 WBEit! CHILDp LIVEAFFECTSCURRICULUM

bya teacher };ig}scrooi withthe childrenoxTTeittt1e the?i;-rt1i. %vestifl mind. mecoiiectjonisSeLectIve, literary 141cflstoi-ynascei1,a qualities. :F;:1myinterestsandmany : cluded. writerarein-' i1oi1thecollectionisnotcomplete, - the bookintro- auces cnIIorertoa rich zertasze ofnovere,, Itwas atitnorz bySeattle'sBoardof Eciucation. . \ -= v f , Pupils inthetownorNorthSalem,N. k Y., boysEfltjgirlsfound theirschool in bookstoo littleabouttheir towntosatisfytheirin , terest. TheyIfltfrvnie%Vedolder residentsandaskedthemques- Still tions. theydidnot haveefloUg:1 facts. "NorthSalemhadan importantpartintheear&!. our country," historyof idone of theteaehf=rs "Thetroubleis,thein- formationisavailableciieiiyin libraries,someofthemasfar awayas £ew Yoriculty. "YouchildrenoI:HLWwrite yourownhistory,"anotherteacher told herclass.

"You ahisto--, %FcL took? meanboysand iris,Jike us -f-7 WrItea 000ic(' theciiiciren asxeu, IflC?UJGns 7. "oscourse,"wastheanswer. . 2,-!-- EVefltuaI1theseventh-grade16ys and girlsof NorthSalemdid , write aboo4jFortheirfactstie teacherborrowedsourceina, terialsfrontiNewYorkCity r:ot I library. allthechildrenvere . we tore&iuiein r WIt:ii gre-atue-a orus I. ders-_:-nding, j some or i I r j thecniiai-en esreclajiy , ;- could, with crfr5 in,1I1r. 111 With.theteacher'shelp ?': theboysndgirlsplannedthe , booK,dividedIflUCOnzfljtes to cm tzewritiz.selectej iI1ustnt I tions.Thebookisentitled1Vhei Our7oinJacYoung. fle Boardof .' Educationhad thebookprintedand = nowhasit forsale. = . Stage w ff I , -w - t_ ...!., w ,., , The ._ ,..,. NewYorkState dueatior . . Derntxtnjtrntcarriedon an 1E:1 !.,. experiment YflflflOfl()L7rSTjhrecordings ,v... forNewYorkState ,--; . ruraJfnhJ'j:en. .. Sincem rew ñ'ric ta:te-triex-eweremany*Oda ., of interestin the livesofcountrychiIcfrf , t1atWeienot touched '-±---=---l-': uponL'ycommercial i-(;,- phonographrecordings,theexperiment :..ii..;, oi-anized Tas ; __. to produceexperimentalrecoräir ,,..%.. 1nznusic dramna...... NewYorkStatefoLklore, Ii . andstories I t andinformation I ofsj:ciI Interestto . . ,.i Country,boys = , andgirlsox re',vYorkState. .- ; .,4.,..-...,. ChoraIspeakingpoetrywritten ..- ..(v,. bychildren;and thereading 01 seiected =----- .-. poetryweresuoject ..,: .4, oxsomeor ;tiere&-us.mariebr a .. trial.Tworecordint "-uuI ,tualbirdcalls 1fldBonsai c== ' Severalwerearanzatizec . ., or Ne'vioric * t aLe Conse%'1E(J, i' k v

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e ,! :44. . .. I '.. kr:.'IT1.- 7.-i,iY,'- ,,,, I 1 i.k. ,11,,,,..)aa'._- 1--L-....-_,._-.*_.+.,7.-.--r- :y- V* -;

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4, W UEREciuLDRENLin. t I AFFECTSCUrvrtACULO 65 problemswith whichchildren haveexperience.Therearescience records batedon == New York.tate weatherlore.Sixrecordings were dramatizations efactivitiesengaged inbycountry children in regionsoutside ofNew YorkState. The recordsrepresentaneffortofaState educationdepartment to experimentwith thekind ofphonographrecordingswhichare useful inhelpingboys and clirlsof theState tounderstand and enrich theirenvironments.Experimentationof thistype could well beexpandedto includerecordingsin othersubjects and projects.It couldwell bedevelopedfor differentStates and regions. Staff menfbersof theUtahStateDepartment ofPublicIn- struction founda way. to organize andutilize thewriting of childrento meet theneed forvivi&materialsabout thedevelopent of Utah. The fonrth,. fifth, sixth,and seventhgrades from: :1 schools oftheState _i wereinvitellto Sendto -P.- -;-4rtinentt_-_-,--= .....p. stories whichtheyhadvi_ Len about Utah's deiiitipment...... _a

response was excellent, broughL - ana every mail thatsprmg z, .5. thedepartmentchildrer;sdrawing&stories, andarticles about Utahthebeinningsof the!and lorerecordedhisto--vaswell asthebeginnings,development,and- needs ofthepresent'gm-. munities. herewasenoughwriting,not foronebookas originallyconceiyed,but forthree-..The first litMales twi and EarlyPeople.Thesecond, UtahrsCollonurgityBeginnings.The third,MeetingCommunityNee& inUtak. Descriptionslint lesrr=the first bookgiveanidea .of theimaginativeness, erienness,anqthe detail of the ildren9s writing.Forexample, 4 k tellsin differentwaysabouta 1 14 nLi -ISta am. A C4 Wn --. "wonderful V a A 30 million coveri.--rii aZAT2 s,aan M 0 A Basin, into Idaho The I a, M warm', 1 asshown byfossils of V- trees in the old lake E6.1%.0 3/4.4a One chili imaginedhimselfto beanold juniperwriting thestory of the than landduring thetime oftheancient tree'so life. A t. -4-ta * 1 et A7W1h) =et pretendedto the "iiin"kLdu rpaNin a-. a older than the 3 A M Fa f tz Vs%Ael r°'F".1--%anylivinghing today.

= **, 5 WhenBoardsof -- e Take0_Ram! nø Nobodywipreciatesa -Thee muchasthepeople who live A 1 there w-ar- 4 A --asue viurapeoplewhonaveseenchanges Andhave hada.

ffe m_aa in king V=1 tLbt;Jft astne efillarenwhohavewa_igs_euto Al L nooks T 41=_I 0 andcranniesVAIE1 peopleknownothingaR And tostreams andharborsaH.A mar orbooksn 71 L.tikto children

APA I e u f--Wi r &-P VP Er thenorfietown, be it 4 aclcityof thefirst classor muuntain hamlet,some,boards Aeta/cation have decided to hPve z gib 4 ME =iss` jeCTr - Futae. Seattle Pubik District No.1, -improve cause herp neighbors. repQrts of using other information is Building book that Education of of the curiosity 1° Tucker,Edith 17 and girls to children. is Sayre, local one Inviting a 66 The In Seattle, The number experimenting and love plishments, you ever to solve such Chaml Hill, excursions. it is John E.,Jr.; Seattle's J. wove. Board of book entire book their 1836. book: about their to school bask, 1948. is a answer has W *LIrr--1 of local for Its chief city, sources ofinformation, A. Gad Atlanta's saw upon especially is Seattle A about Atlanta's The also, p. 1. N. C. history is home-town city terrorism, This fellowmen." printed 1)--mersii.h, -..a Education others agencies, Keaton, Deipba subject some City CHILDREN and or a has 161 University 'Atlanta. children book has a motionpicture i purpose istohelp learn p. of Ours., city Future." Children useful Nicholas J.:Aana problems, a the a story reviewin, strange because of style matter is books of North and to their book. of radio more aboutwhere B, Seattle in LIVE Seattle, to the Atlanta, as and It gives been e happenings, it is Seattle written by questions Jo Exploring." full of some CrIin This programs, community get them AFFECTS the format B-Mand, Wm-kiro* Wash. Board the kind children scret-n; prepared such Children Go Atlanta. Ga., manuscript of which book 'children drama Pews, is the children as amusing designed following a storyof was responsible CIMRIfir the that to start newspapers, curren' of At of Dirtora, 1948. contains 4 to and E they a 9 nrst ;doting. &lattice people W. arouse children's the city should suggestions understand 305 action incidents, After anta. live. -The Building Lne to be - 44c amusing paragraph p, rtff or pre-clinL activities 1=1 interesting Ettke. fichocd who know, as anything Board help toys 10 leaders, pleasing nas Its title Adonis's sacrince Wash., years accom- for and title te- for to of a 11111111111%1PITImminiiinini 4 Bureau stood. graele a LT_ report ple tovote malnutrition intheSmith related toproblemsof Erosion of changesin LI have memoers more ciose & individual teacher,thefirst changing problemsofchildrenindifferent Iia7can they,introducelearningexperiencesappropriate eta nr=4.-=, I 4 En Fe A school 4AME no/ ! importance made, one of '-ublications, a'ditional t a on a Many mum practice.' must be mingled withthese distinctive and total developmentof boy saidheknew ori thestthooiground ,-=hed to rr' looking Lhe chi.dren'slivesinschoolandcommunity ,ta commanity should SCHOOLS followformalunitsandcourses , even Fie IP h indicate TinU.7 staff integrated. ._- of the are p. _ A I ea sa. Oi _ in with experiences today's or:mew= t. scientfic discoveryto may B 6 LI/ election making important ik:ffue. , re,elst A 1"4 iv ree onways U 11arriffC.omMniLy Movements neednotbe e- widely variedsolutionsto the a vr he two d. vul 'T 9 living in College, formal -7considera _on,.ofpointof wish todiscuss MLA promising i.eeds s orward Next program If theschoolistomakea are people whothoughtthetown as a, children children more may Columbia at ping coral. it st.ep may yip course o she Jr have educaLionalprograms was Lhe positive socialforce & in =u be otht closely rela eterkyriem will may wi . community. one. an- single soon carried mq of study,toward and proceduresesiab- L contributions tothe 1 n Look Zi-Lity, times. Curreht be talked tzet 4 youth. .t progress wish todecidewhat hospital and be toconsider Another to beheld. the communities? Forthe for the, desiredresult. spectacular. Signsof features. 1948. a an .--c=a-cm one noys every major article discussing p. Lo over After that,staff that theschool view anti. may 3. starting point. a Living. their lives. and girls Others maxi-. there prac- ur and under- E be Oliver's in B,,., Lee should be 67. could get of study. ing in what New York, "ogram a for the sixth kind peo- can a 4

===4 illii1111111111111111111111111; la v... '. WM 1.4 4. et)Y% 1' gl:.-tZ-11,g,. -ivA;4 W wrVie Zf)t?1.:V " rt '.4"7"tiqkt - ee`i ; At- rt 4,,,t " II.* . . 4

N. 68 WHERECHILDRENLIVEAT=TSCURRICULUM along withoutahospital.Theteachersuggestedthat thechildren findout howmany hospitals thecommunityhad andthe of people nurnr that eachmustserve.Thusthecurriculumgradually beganto berelatedto theenvironment.Thiswas a small beginning.Itwas a projectundertakenbyoneschool.But small the as beginningwas,itgrewintoastudy thatbrought thelesson of communityhealthcloserItothe childrenthan iftheteacher hadtaughtonly fromthetextbookonhealth. Take anotherexample.Inacity wheresesquicentennialfestivi- ,1 tieswerebeingplanned,a fifth-grade classundertookto write,the history ofthe cityastold bythemonumentserectedthere.Itwas 11, m only oneof theactivitieswhichthe classundertookfor theyear. They wrote andmimeographedtheirfindings.Thenextyearthe following , classused thestudyto helpthemtakepart in theim- provement 1. ofacity parknearsthe school.The boysandgirls' couldseethathistorywasallaroundthem.Theybegap torelate their homehistoryto thatof theirNationand thelatterbecame more real. So muchforexamples-astartingpoints.Whenaschool is its on way toward thekind ofcurriculumdesired,the staffcan' analyzethenature of thelearningexperienceswhich thechadiren need tortheirfurtherdevelopmentand foreontinuedimprove ments ofliving andincorporatemoreof suchexperiencetinto the curriculum.In thiswaya frameworkcanVedeveloOedto guide intheselectionofactivitiesandexperiencessuitableto the communityandenvironmentand preVentoverlappingior groups andindividuals. Curriculumsthatmeetchildren'sneeds wherethey liverebest Oannedby theschool staffas agroupwithrepresentationfrom parent andstudentgroups.Graduallymorereal-lifeactivities canbeundertakenandcommitteesformedto unitepupilsfrom differentgrades.Withina yearor so,some whole-schoolenter- prisescan probably beundertaken. Forteacherswhowant tothinkthroughthe stepsthat might betakenorthat otherschoolshaVetaken,here isa summary of suggestions: 1. Study the childrenin school.Getacquaintedwith theirparents. \ Know, their homes.Learnthe community.Studythe(*alagencies that \share withthe schooltheresponsibilityfor the etildren'sedu- cation.Learnwhat kindofexperiencesboysland girls AN should have ordertofivetheir livesin thehomecommunitywithgreater understandingandefficiericy. 2. ilikkqa , list of the:shildren'smost obviousneeds, suchasthenee a!To havemany experiveesfor differenitypes of growth.

. a.

';:+11/ /w..e -* r . I 11.1.;1,, .. 0..104% If b . 1 :'4-14-77te "re- SIO . v .4

*HERECHILDREN LIVE AFFECTSCURRICULUM 6 9,

b. Tocooperate with the family in buildingbetter home life. 4.14. C.To developapleasing and happy personality. dd To take part in projectsfor communityimprovement.

S. Help the children findsomeof their real problems in living. :=1 4. Begin slowly to change the curriculumsothat it helps the pupils with their problems.Culloden School,page27, footnote, tookupfirst the school and classloomenvironment; slecond the children'sper- a sonalappearance;third, readingas a means tobetter living.In Petersburg, W. Va.,_page17, the seventh and eighth grades started the ball rolling with fact-gatheringactivitieson adifferent problem for each gradeor groupof grades. 5. Spread tework gradually intoot er heidi of interest. 6. Makeaflexible list of Ijelds o4interest in which children's life experiencesoccur.Tsis the framework of the curriculum. 7. Frequentlyivaluatechangin terms of their effectonthe children's waysof living..Both teacher and childrenstupid keeparecord of work done and things learned. 8. Make note ofprogress onfundamental requirements, suchasindividual personality and health accomplishments;social and civic abilities; knowledgeand understanding; and reading, arithmetic, andlanguage skillsindtheir effectiveuse. Once well startedon acurriculum relatedto the place where 07- children live, howcan ateacher know if thenew ways .aregood for Bill,orJohn,orMary? IMUOVEDLIVING is theanswer.Is Bill selectinga morenutritious and adequate diet? Does Johnget along better with the other children? Has hemore,friends?Is Mary happier andmorealert? And Do all the Bills and Johns and M4rysseemto haveanin- creasedfeelingof security and belonging? Are they makingmoreand moie satisfying contributions.to r . the *ell-being of their school, homes,and community? Are they better home.members? a Are they gradually achievingcompetence in using books, in selecting and interpreting radioand televilionprograms, in buying and in handlingmoney,and in all the other skills ofaeducated society? And Are they increaging such abilities by applyhig themtoevery.- 'day problems where they live? II Considering these and other questionsaboutacurriculum that fits It;./ the place where children live will help,ateacher know whether

, PUPILS ARE GROWING IN WAYS THAT ARE BEST FOR THEM.

`V.

P\S

, ..S=4 R". 4 4'. 4* I 74- *LA I t- . tt, . s 11° . A = f FOX, EATON, CUMMINGS, COOK, BURGESS, 13REARLEY; BOSSARD, Background . Crown tion, Misc. its educational ington, U.S. Department photographs.) Russell Sage by the will be cil for National CounCil, understanding LORENE K. development. Inc., in Educational up inhiscommunity. veisity Monorraph for Stui:6 of Teachers, understanding Information Harper Development Good for Contains 41. and CRILE, 70 I ; Useful for LLOYD A se;. ALLEN H. Community *4erwd effect sof 1938. judged by ERNMT Press, eppreally JAMES the Social 11()WARD H. C. a NewYorkState of and Bros., bask ALLEN. dmeript 1945. discussion of on folkartofdifferent Publication needs. list of of social (Near° of the Readings lah No. 54. 397 The the work Foundation, 1948. the problems LUCINDA. Government itnd Tirprr, concepts inthe H. S. two measurements: W., Chapter and of Agriculture Sociology. ions H. (ed4 Handicrafts p. Studies, Leaders. Rural f t author's resource materials 86 1949. et al. Community Emphasises conflict_ 223 1948. of on theproducer." 71.7747 p. illus. Human Press, VI, Family Resintrees The education anti cominunitirs No. Community p. Rural of Southern dr 7 conimunity 168 theme that -.4ct Environment 1937. MARIAN. Printing Improving Bulletin 790 Sociology Nashville, Firit education in Cooperation 610.) , 1942. p. the effects Development of the one bytheproductItself, lourr N17 Handicrafts p. on parts oftheUnited Cu Ittire Backgrounds 370 ed. New 9.^ end literature of different social *ith V. '''The.time will rural Number 'K- 66 of and ItsSchool. p., Office, The Rural iiuman Relations. of Child Southern of family Curriculum nd theChild. Tenn., inaggestions for ethnic and Education. @fetus. illus. p. communities. 4 Series, Vol. in the York, 1946. with Russell 26. (Supkementary and lower-claw kinds. George Peabody of .Education. and community helpful in . P4 (Contains come when Development. ; fib I Highlands. States. South: A Washington, D. United States. McGraw-Hill.Book r 40 Discusses aa isnowdone,the a curriculumthat 41. , New York, p., illus. 1. cleaning materials Chicago, 111., 44 44. * eyery kindofwork Doris group andinthe National C... Sage Founda- March 1942.) life Reading Guide a childgrowialt A New York, A Textbook A .774.F. Educational on College for New York, Ulmann's the child** C. The King's (U. S. Wash- V ""I; 2. Coun- meets other Uni- .4 Co., ".- and -44 , 4 ,r511111,11, " TIMM 0 ' 'N*1441 4,4,140. ';' ;TAT. "rlk1 j, 1 r . 7" 4,1- 14,1 Air .` 44 - - 44. /1.!' 44. Jo' 'I'

WHERE CHILDRENItIVIE AFFECTSCURRICULUM 71

HOBBS, S. H., Jr.Rural Communitiesof the South.Richmond, Va.,Presby- terian Committeeof Publications.1946.111p.,mimeo. Teashow communitiesdiffereven within geographical regions.

13 Kentucky's Resources:Their Developmentand Use.Lexington, Ky., Bureau of School Service,Universityof Kentucky, 1945.361p. (Bulletin of the Bureau ofSchool Service,Vol. XVIII,No. 2, December e 1945.) Reportontheresources of the Stateand theways inwhichthese skould be handled for the rood ofall. Asoon.*book for teachersand other conimuetyleaders_ Large Was Our Bounty.Washington,.D. C., Departmentfor Supervision and CurriculumDevelopment,National EducationAssociation, 1948. 216p.,illus.(1948 Yearbook.) - Swatsprinciples in theconservation ofour natural resources, gives examples of school ctivities, and listsammo. of conservatkon materials. NATIONAL RESOURCESCohnaTTEE.Regional Factorsin National Planning and Development,Washington, U.S. GovernmentPrinting Office,1935. 23.3p. Usfu)hindefining regionaldifferences whichmayaffect curriculum. ODUki, HOWARD. American SocialProblems.New York, HenryHolt and Co., 1945.649p.(Rev. ed.) 1:resents the UnitedStatesas a sinenation madeupofmany culstum in number of differentregions, rural and urban.Definesproblemsrelatedto regional cultures and resourcie.

and MooRE, HARRYEMI.. AmericanRegionalism. New York,Henry Holt and Co.,1938.69p:

DescribesrefionliIn constituent parts of theUnited Statesasawhole.Tellswily* in which regionsculture*aredifferent.' PLANT, JAMES S.Personality andthe Cultural Pattern.New York, The Commonwealth Fund,1937. 432p.

Helpful backgroundfor curriculumdevelopment. '16

TANKBLEY, MARYANN. Your Region'sResources.Nashville, Tenn.,George Peabody Collegefor Teachers,1947.149p. Containsalistot bulletins,books, and other materials.designed foruseby teachers and pupils in the southernregion. Curriculum Development BATHURST, EmitG.Petersburg BuildsaHealth Program.Washiniton, U. S. GovernmentPrinting Office,1949.50p.,illus.(Federal Security Agency, Office of EducationBulletin 1949, No.9.) Tells how bays andefts ofan elementary school studied their town, learned whatthey could about its need:,then Procuredthe helpof the townspeopleins programofim- provement.

Some Films for Parentsand Teachers.Washington, D.C., Federal -Security Agency, Officeof Education, 1950.22p., pi-ocessed. (Elemen- tary and Secondary SchoolsDivision, Education BriefNo. 19.) Contains descriptions ofanumber of Alma forcurriculum building.

AP- - to' r +.7

: 4,4 44cli ;.),11 . -- AAA .1 W-1 mn M7M 5=r,==... mm A . , rDT . 1 . ./.- , f tr;:. 4 ...... -c.kr . *v.. 4. , Free and Family DUBOIS, DAVIDSON, Nip D'AMICO, Culloden Conservation ` BOWEN, BLOUGH, 72 - ,..; _ Surveys and 175 1941. '468 home-living needs den . ie races andnationalities cation, national in thelocal Schools, 1950. Agency, Officeof and developed environment and ment. curriculum through of Rural and other cation resources, tellshowteachers Joint The meets theneedsof Useful in letin kW. 55 solve their while. and Tells'how childred . adapted 1V8. Helps teachers . Tellfnow Describes the Living and The rural p. How - & Eldredge, RACHEL DAVIS. `1) .,:,_-..-_=. ramatization of Your Life 1., GENEVIEVE. Inexpensive VICTOR Macmillan Small-Town Improves Its , LEONE. C6nsumeiss' teacher-parent GLENN 0.,and .. 1949, No. I -...----... :- 19:.203-6, Association, country children 399 to boysand Textbook - WHERE resources. helping -education.) community. Educa'tion p. problems of I Culloden p., i "V teacher and fiield'Siervice5, a curriculumtohelp .AP,-___.11, . p., EDMOND. Creative (Joint situation ofthe of illus. and children Our Schools. finally including --cif . 22 illus. in children 5.) Inc., 1945. Co., April 1942' children. developed -, country children. a children's A- +...- f. teachers studied Schools. Learning Materials: Living and the in the responsibility 'is CHILDREN ço., 1942. girls ofjunior the p. Bibliography of Education, 4.00, ,-*;7...tr-11,L':: 1943. Build Curriculum. everyday life in Rural 1944. Committee of (Federal consumer problemsof can useinformation . her .Country. New BLACKWOOD, ... t (New dovelop f _2 home. community. , - are including a Bee especially sr learn techniques supervisor work Together actual 114 real Cooperative of ,. George Peabody 324 Washington, U. 270 functional United i. Enterprises in New York,D. . meet theseneeds Schools. 416. ii.. curriculum 261 . cooperative p., Learning in Security , high school LIVE their children's and to Division of . p. participation in . material for necessary inbuilding p. . Teaching illus. p., Washington, 11 * States with J. . NEA and Americans. PAUL E. conservation of , chapter IV. reading and AFFECTS Have . illus. 1, i 4P. % York, creatively. Washington, D, actMties inthe and facts ss pAflerned Agency, Office together (Yearbook age. rural :4" '" Nashville, tehn.; `4.` I experiences .,. Centerville. .1".1 "41.--;" in Art. 4")" teachers and beginning' with Appleton-Century a S College for needs intheschool . Education . , Elementary and .. respect to McGraw-Hill 'WS.) zoung people, Government Printing conserving soil, A Rural School. Science Teaching .. .t, school and to develop . CURRICULUM like the New.York, Hinds,'nay-, in thefieldof I 0 .. ( '. the natural a 1943, The :, 1 that makelife C., Federal Scranton, Pa., .. . . o -tetft ty curriculum understanding ofother . 7 . ;-", A. ' 4t children. :P our supplyofnatural FJ of farmers' Progressive Edu- . C. - Series.) i..-': -41'...... 161_11_. Teachers, 1949. .. s'"4- -a curriculumwIlich improvement ofthe community develop- 1 I :i: Edtication, some ofwhich , National% Edu- Book Co., :;:'1Y :!: resources inthe Diyision of trees, wildlife, and community 41"j%i , I science toheir' A. 1.4' Department : coopefatives New.York, .:P.:r:i 1.::,.1:!1)- Secondary that meets , Co., Inc., "(..' more worth- Security P.. in Rural 14a...A 4 . Inter- Pf. IV'P? - .i.9 .._,t; ; 4 . Office, . . : '; I . ... Bul- , Inc., .. are : , ,,_ ,w_.,. ... ------M---- -,------.---- _ ,_----- , ,..-- ,- E_ n , . _ -,:- n-- ._ m ..t ._-._ "5E9E11E111E7 li' "71111111EN 1111111111111111111111111111(111141111111111111111111111111111311111111 1111111E1111E111111111111 DilllIIIIICiIIIIIIIIIIIMMITITI t .-0_71(c. ```";34t-4---- -.S.1.9 Ittttarr-t4t4 -Perfstfrei4.--.-+;.- Nrg-47, s_ .7-Prtirt- "!,-.1 -.:-.,- i h -.; -, cleti[,1. t ; 46:4 = i'4.-, f / Ode:- ttit 1% -J.nt ;. ;'t... - C-A ;El ':,r ... . --*e - A It, .",,I : ; -1 - -''..,-: :,i... ,,.'- i:.- ... . .tris *-;7,.. . . ±--,--. -.1* ' 15...=-:::.i'!....., ., z . . ..,: .r. , . ' i-=_- , rt et: IdraCHILD Tyr "T'H, CtipuTeibAbiv.iITT T 7S

Lists of bulletins, pamphlets, andother low-cmt materials, some of which canbe used bypupswellasteachers. Item ar c11fled by subj:-_--ct.Notations enable readers to knowwhetheror notthe itemsareadapted local situations.

GAUMNITZ, WALTERHt, and WRIGHT, GRACE S.Broadeningthe60-Ci of

7.* A r 9 T IVAfr Small High Schbols.Washington, U. S. Government A= %,-* = Office, 1948. 46p. (Federal Security Agency, Officeof WW1, uaetin 1948, No. 9.) localproblemsand needs. , Tells how school programs are adapted to . GAVIAN,RUTH WOOD. Education for Economic Competence in;rades ILO New York, Teachers College, ColumbiaUniversity, 1942.190p.

Shows how children's economic experiences vary.Includes _compepvfronnintaIdif- ferences. 4') 4 GILBERT, DOROTHYB.(Ed.)'American Art Annual.Volume 37,P I. Organizations.1262 New Hampshire Avenue, NW., Washington,I. C. ut The American Federation of Arts, 1949.. 521 p.

See especially chapter entitled"Art Schools," pages 228-300. . Guide to Art Films.22, E,ast 60th Street, NewYork,N. Y.,1949. 28p.

; Contains Nits of films some of which are useful to help teacre and student*learn

techniques of art expression. in different fields. el ft GOETZ, DELIA.World Understanding Begins With Children.Washington, - U.S. Government Printing Office, 1949.30p.,illus.(Federal Security

(t Agency, Officeof Education, Bulletin 1949, No. 17.) 4 Teacherscan usethis bulletin for suggestionsonworld understanding according to the needs of particular individualsor groups.

, 7_4 GREGG, HAROLli. Art for the Schools of America. Scranton, Pa., International

Textbook' Co., 1941.191p.,illus. e Functional treatment of art, emphasizinguseof materials of local communi&.Bich 1 child's creative expression must be in terms of hisownlife experiences.

HYMES, JAMES L.A Pound of Prevention.How Teachers Can Meet the Emotional Needs of Young Children.105 East 22d St., New York, New

11 0 York State CommitteeonMental Hygiene, 1947.62p. S. v, Consa-uctive and helpfulin developingacurriculum in keeping with the emotional

ft needs of children. 1 6.: LAMICIN4 NINA B. Health Education in Rural Schools and Communities. New York, A. S. Barnes and ,Co., 1946. 209p.

I I "Teaching children healthful living:: is the theme of health education.Resources and backgroundare%pose of the local community. J MURRAY, and LEE, DORIS MAY.The Child an0 His Curriculum. ewYolk,D.-Appleton-Centug Co.,1940.652, P.

?- ,,,,. Tells howastair an&---__:pupiln. candevelopanexprience curriculum with regard for .

denuxtrMie ideals, community and school needs andresources,and the development of *'-.1.....e.;.! the children. . rr , 4,:.,;;;,pi _

. O. 4 : 4 4 ,.; .4 4). a I TA S, : 'i; 4'44 74 WHERE CHILDRENLIVEAFFECTSCURRICULUM

MACKINTOSH,HELENK.CampingandOutdoorExperiences Program. in theSchool Washington,U. S.GovernmentPrintingOffice, 1947. illus. 41p., (FederalSecurityAgency,Office ofEducation, No. 4.) Bulletin194-7, Tells how schools helpchildrenhaveoutdoorexperiences them. in thecommunityaround et al. ACurriculum Guideto FireSafety.Washington,U. S.Gov- ernment PrintingOffice,1946.31p.(FederalSecurityAgency, 'S ofEducation, Office Bulletin1946, No.8.) . . Studyingabout firesafetybegins ot homeand in thecommunitywhere thechildren i live. f E i i MIEL,ALICE.Changing E the CurriculuLNewYork, D.Appleton-Centuryi Co., Inc.,1946. , 242p. i Emphasizesdanger of crystallizationof educationalconcepts. a E Philosophical. p MCCHAREN,WILLIAM KNOX. SelectedCommunitySchoolPrograms inthe South.Nashville,Tenn.,George PeabodyCollegefor Teachers,1948. E 216p.

Examples ofelementarycommunityschools.Summary has community school. characteristicsofa good

MCNEELY,SIMONA.,t and SCHNEIDER,ELSA. PhysicalEducationinthe SchoolChild'sDay.Washington,U. S.GovernmentPrinting 1950. Office, (FederalSecurityAgency,Office ofEducation,Bulletin No. 15.) 1950, Tells howto devflopa physicaleducationprogram that meets the where they needs ofchildren live andutilizes theresources of thecommunity. A MuseumBeginsat ,Home.Charlottesville,Va., Universityof Virginia, 1943. 8,p.(ExtensionDivisionPublication,NewDominionSeries, No. ,27, 1943.r .19 I. A collectionof relics of SouthwestVirginia.Containsimplementh,machines, furni- ture; looms,spinning wheels,flax break,.handwoven linen,quilts,coverlets, dresses; Of whatSouthwesternVirginianswrote, whatthey spoke,what they studied; sang, and what they an exhibit showingdevelopmentof lighting;and samples.

OGDEN,JESS, andOGDEN, .. JEAN.SmallCommunities in"Action.New York, Harper.and Bros.,1946.244p. Thirty-fourstories describing ways in whichschools andcommunities havesolved communityproblems and through self-helpprovidedbetterways of living for theirchildren. OLSON, CLARAM. ACommunitySchoolof SocialAction.Gainesville, Fla., College ofEducation,University IM of Florida,1944.44p. Story of a school where theteachersbelieve thatthe schoolmust improve thecommunity. living in The schogldevelopsa "program in whichre---,.-A;ng, 4. figuring, writing, spelling, discussing,seekinginformatio ft.building, andexpressing one's self creatiiely functionnormallyin the dailyliving ofeach child." PAGE,' RICHMOND. When Daily taivingNeeds AreServed.ChildhoodEde,- cation,26:263-266,February1950. Activities in f =- improvethent oflivingin ME homecommunity reiluireknowledge of arithmetic. m . 4 . .-

, 1 # 1* WHERE CHILDREN LIVE AFFECTS CURRICULUM 75 4-- -

Schools Count in Country Life.Washington, U. S. Government Printing I . Office, 1947.61p.,illus.(Federal Security Agency, Office ofEducation Bulletin 1947,No. 8.) A Hificountry schoolsaredevelopingprogramsthat improvewaysof living.Desc ribes curriculum activities, tells what kind ofteachersareneeded in the country, and discusses reading materials useful in rural schoolsand homes. STEVENSON, ELIZABETH. Home and Family Life Educationin Elementary Schoolt. New York, JohnWiley & Sons, Inc., 1946.309p.,illus. Discussessomeof the activities thatare undertaken in elementary schools for hpme and family life education, showing thecorrelation of in-scl and out-of-school activities in this field.

STRATEMEYER, FLORENCE B.; FORKNER, HAMDEN L.; andMCKIM, MARGARET G. Developinga'Curriculumfor Modern Living.New York, Bureau of Publications, Teachers College,Columbia University, 1947.558p. See especially Chapter V, "The Life Situations Learners Face." =-- TINSLEY, WILLA VAUCillIN.Nutrition in School and Community. San Marcos, Texas, Southwest Texas StateCollege, 1945.64p. Tells how school and Spanish-speaking community worked togetherto have properly balanced meals adjusted to the needs of the children. TIREMAN, LOYD S., and WATSON, MARY.Community School inaSpanish- Speaking Village.Albuquerque, N.M.,University of New Mexico Press, 1948.169p.,illus. A story ofe way aschool staff helped school and community buildacurriculum to meet their - WEBER, JULIA.,leyCountry School Diary. An Adventure in Creative Teach- ing. NeW York, Harper and Bros., 1946.270p.,illus. -Tells how children and teacher developed their curriculum together, with consideration for the need& and interests of the children inaWw Jersey community! WISE, JAMES WATERMAN, and ALLAN, ALEXANDER.The Springfield Plan. New. 'York, The Viking Press, 1945.136p.,illus. Shows how citizens of different cultures, raceg, religions, nationalities, and ages were brought together inacity'sprogramof education. YOUNG, ARTHUR R. (Ed.)Art Bib1iogr4phy. New York, Teachers College, Columbia University, 1947.92p. Contairm publications on-architecture, arthistor),children's Woksonart, handicrafts, a machine arts, community art, and lists of periodicals. JP

; ( 0: .-.,-,.. -. . 1 9.1 ,. . t I ," I Or 1 6.- :. --,. . . r ... i - It . fd:i...kv*...... 4r_L-1114:11Mi.....1.1.-1 p I 1' 4-7 r I- t t 1. f 41;-S ...... - . ..t` -- I 11. - - " $,IL.,- I A, -- - it' A.L...-...', II..;, ' .1_1.."2---11c--,- -.--,...... - -:-.,_:...... ,-.1...... a.L'...1...... = c, .;.# 1 4. 4. it4. *Pt.:. . 4 '41-0. . ".. .. -; t

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oourcesof In_ALL-01-0 6-1 nYag (.10 Bellware sources of informationforreferences andillustra- tionsinthe bulletin.Somesources have beenreferredto oftenthan otliers more beettustawiderselectiopofapplicablematerials was receivedfromthem. AdairCounty,Iowa,Rurt11Schools. AlamanceCounty,N. C., 4, DepartmeptofInstruction. Albany,N. Y.,StateEducationDepartmelit,_. Albuquerque,N. M.,PublicSchpols. Atlanta,Ga., PublicSchools. BatonRouge, La.;StateEducationDepartment. BucksCounty,Pa.,RuralSchool.. Cambridge,Ohio,Public ,9:11 CedarGrove, N.J., PublicSchools. Centreville,Va.,PublicSchool. Chatham . County,Ga., MooreAvenueElementarySchool. Cincinnati,Ohio,PublicSchools. Costilla,Colo.,PublicSet-viols. Culloden, W. Va.,PublicSchool. . a Denver,Colo.,PublicSchool. GilmerCounty,Ga.,OaklandSchool. GlencoeandR9ckford,Ill., Public SchOols. -/Grand Rapids,Mich., Baard ofEducation. I

7 Hammond,*Ind.rfPublicSchools. Hartford,Conn.,PublicSchool., I. I. Indianapolis,rInd.,StateEducationDepitrfment. Lexington,Ky.,Universit7of Kentucky. LittleRock,Ark.,State Depiartrnentof Education. ( LongBeach,Calif.,Public S6h.00ls. Madison,Wis., StateDepartmentof PublicInstruction. Minneapolis,Minn., PublicSchools. MountPleasant,Mich., Central'MichiganCollege ofEducation. Nam)*N. M.,RuralSchool. NorthSalem, N.Y.,Board ofEducation. Pe,tersburg,W. Va.,PublicSchool. Piedmont, - Ala.,Ittii-a1School. PinellasCounty, Fla.,Board of PublicInstruction. Raleigh, N.C.,Departmentof PublicInstruction. St. Petersburg,Fla.,Gulfport, Lakeviewand otherElementarySOhools. . Salt r Lake CitrUtah, , State Ilepartmentof Education.' 4 0 f SanDiegoCounty,Calif., Office,ofthe Superintendentof Schools. ' F.. San Luis,Colo., RuralSghools. 11.4 E-r..44 . 1 Boys and J girls of theHawthorne&hooof Salt LakeCity made thedrawing which insidecovers of thiAbulktin. lines the

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I. WHERErCHILDRENLIVE AFFECTSCURRICULUM 77

4 or San Marcos,Tex.,Public School.. Sarasota County,Fla., PublicSchools. Seattle, Wash.,PublicSchools. Sloan FoundationStudies inVermont,Kentucky, andFlorida. Swain County,N. C.,Alarka Schdol. Trenton, N.J., StattDepartment ofEducation. Warren County,N. J., PublicSchools. Washington, D.C., PublicS ol. York, Pa., PublicSchools. Zurnbro Falls,Minn., RuralSchool. r.-4' 41' ftt. * U. S. GOVERNMENTPRINTING OFFICE:1950.890187

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