FLORIDA STATE UNIVERSITY

SUGGESTED HOME ROOM PROGRAMS FOR WOODROW WILSON JUNIOR HIGH SCHOOL

BY Louise Elizabeth Sipes

A Paeer submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Waster of Science.

,_,_ ,_,_ ,1 1 i ., I. , 8~ ,/~_ ,'-I. , "-'-.:'L"~~' - Approved : ~.,. Professor Directing Paper

Minor Professor TABLE OF COFTENTS

Chapter Page I. TILEPLAN OF THEHOMEROOM . . - 1 Introduction Description of Wilson Junior Hi&h School The Home Room The Home Room Teacher The Home Room Program Conclusions 11. EXANPLES OF HOME ROON PROGRAMS...... 11 Introduction Suggested Programs List of Other Programs 111. CONCLUDIITG STATEhIENTS . * . . . - . . . . 45 BIBLIOGRAPITY ...... 47 CHAPTER I THE PLAN OF BO703 ROOM

Introduction.--The principal of Woodrow Wilson Junior High School selected a tentative home room committee of teachers during the post school planning period. This group discussed the problem at hand, the purpose of the home room and the home room program as well as the guidance to be derived through the home room. The writer, as a member of that committee, has collected materials, studied the home room and through this paper has tried to give some suggested home room programs. These will serve as a guide for the pupils of Wilson Junior High School. The plan is that the children will become interested in these topics and will suggest others for consideration in the home room. These materials are organized and presented in three divisions: Chapter I deals with the organization of the home room; Chapter I1 offers examples of home room programs; and some concluding statements are given in Chapter 111. Description of Wilson Junior Hi& School.--Woodrow Wilson Junior IIigh School is located in Tampa, Florida, on the corner of Swann Avenue and Edison Street in the center of Byde Park, the district which it serves. Under the 2 guidance of Miss Bush, the principal, the school has progressed from a small traditional school to an institution that embodies the latest curriculum improve- ments. The pupils attending Wilson come from five elementary schools. Wilson has approximately twelve hundred boys and girls and thirty-six teachers. It offers the regular academic courses and electives for five periods a day plus the home room, which is a forty minute period after lunch. The are made up according to grade level and age with from thirty-five to forty pupils in each class. The Home Room.--It is necessary that the home room meet daily for a short period of time in order that the teacher may keep contact with the group and carry on the routine work. In Wilson, the plan is to use one period a week for the home room meeting plus the program as a distinctive activity, with assemblies, clubs and similar activities occupying the period on the other days. The faculty feels that the home room period should be regularly scheduled and should not under any circumstances be super- seded by other phases of the school program. Only by such regularity and inviolability will the home room period maintain its proper emphasis. 3 The home room concretely defined as a 'means of providing pupil-teacher contacts! was in exis- tence as early as 1874 and received an impetus in the period from 1920-30. The home room has today been firmly established in American educational philosophy. We find that a progressive home room program provides the pupil with an experience behind every thought predicted on the assumption that our educational goals are set higher and higher. In short, a means of providing pupil-teacher contacts that will contribute to the growth and development of the pupil. The whole history of the home room program has been an fver expanding horizon of educational thought.

Guidance is the process of helping pupils to plan their own actions wisely, in the light of all the facts that can be,gathered about themselves and about the world in which tYley live. All of the resources of the school, the home, and the community are considered as aids in guidance. The Home Room Teacher.--Nuch of the guidance work is carried on in the home room and the teacher is of particular importance in the lives of these young people, because of the lack of an organized guidance program with a trained counselor in Wilson Junior High. The home mom teacher guides and counsels students on an individual and group basis as much as is possible within the year. In the beginning the student begins to feel that there is one teacher who is keenly interested in him and

lRapond G. Mogill, "The Educational Value of the Home Room," The Bulletin of the National Association of Secondary School Principals, Bulletin Ro. 35, (May, 1951) pp. 143-152. 4 his affairs, and through the home room, there is an opportunity for the school to study each pupil as an individual and so provide for his many needs. The role played by the home room teacher is summed up in the following quotation from the Report of the Committee on Guidance: The home room teacher functions in all phases of guidance. It is in this capacity that she comes to know each pupil in the room more intimately than any other teacher. She alone has the opportunity of knowing the pupil in all his relationships--his studies; his difficulties with teachers; his problems of discipline; his home conditions and environment; his associates in school and out; and his attitudes, interests and abilities. Therefore, whether the school be large or small, it is with the home room teach r that the foundation for guidance must be laid. E

The Home Room Program.--The purpose of the home room programs is to give guidance on a group basis and to help the boys and girls adapt themselves successfully to the complicated social times in which they live. Their personalitles must be drawn out and developed to enable them to become well balanced and useful citizens of their community. These home room programs will offer a variety of topics and ideas to be presented by group discussions, quizzes, plays, questionnaires, and other means. Each

2Guidance in Secondary Schools: Report of the committee on Chidance, National Association of Secondary School Principals, Bulletin No. 19, January, 1928, p. 16-17. 5 boy and girl will have an opportunity to take part because of the varied nature of the programs which should be planned to meet the needs of adolescence. The home room teacher must encourage each student to give of his best in every undertaking, both in service to the ,.school and in scholastic attainment. B,cause our boys and girls come from so many different elementary schools, the home room programs are planned to familiarize pupils with their new environment and to add to the effectiveness of their work in order to make them more comfortable and at home. The plan is to help pupils to want to carry out cheerfully the regulations because they understand the reasons as well as to increase smoothness and efficiency of operation so that embarrass- ment through misunderstanding of requirements may be avoided . In the first few weeks of school, election of officers and committees within the home room gives fine opportunity for pupils to practice judgment of personality., The organization of the home room provides opportunities both to lead and to follow. It gives experience in using the position of offices for the benefit of the group. Wide distribution of such responsibility, through the use of many officers and by changing these officers at mid-term, 6 makes many pupils beneficiaries. These officers assume definite duties for which they will be held responsible, so that the home room will have not merely form but reality. Topics for the home room program should vary according to the needs of the group. Among the different grades, there will be a wide variety of interests in the personal, social, civic and economic areas. !She seventh grade will probably be concerned with orientation and participation in the life of the school, while the eighth grade is interested in self-discovery and self-evaluation, and the ninth grade will be seeking information for educational and vocational planning. The students should feel that the program is theirs and not another subject to be endured. The Student’s Hand Book, which is presented to each pupil, is used by the seventh grade home room teacher to point out many details concerning Wilson School. It gives pupils infomation about the daily schedule, attend- ance, student government, the advantages and rules of the library, musical opportunities, the cafeteria, school letters and awards, traffic and other material helpful for orientation. In Wilson it is the hope of the faculty to be able to plan with the students for a democratic society 7

within the school so that these boys and girls &an be living as good citizens now instead of waiting to be citizens in the future. After the officers are elected, the committees for housekeeping, defense stamp sales, Junior Red Cross activities, library and other school projects are set up. The home room becomes more vital to the pupil if each one is selected as an officer or a commitee member. The child will then learn to feel a definite responsibility for the success of the home room. The home room is the place for practicing parliamentaq procedure, for citizenship training, counseling and guidance. From business meetings held in the home room, pupils should learn courtesy, open-mindedness, and above all the responsibility o the whole group for the decisions of the majority. 5 The purposes of entertaining the group, of bring- ing about certain social attitudes, of informing as to practical problems, and of satisfying intellectual curiosity will usually be accomplished through the home room program. The teacher's part will be that of advisor to the group. She will help them plan, collect materials, supervise rehearsals, and will assist in final evaluation of the program. These home room programs will continue I

3A. D. Hollingshead, Guidance in Democratic Living, 1 p. 25. New York: D. Appleton-Century Company, Inc., 1941 8 through the year and probably should include such topics as : 1. Qualifications of officers 2. Parliamentary procedure

3. Why have rules and regulations in the school? 4. Good manners in school 5. Observance of holidays 6. The six ideals of Wilson Junior High--persever- ance, honesty, patriotism, self-control, fair play and service 7. School spirit 8. Xow to get along with others

There are many ways of dealing with these subjects. Probably the discussion method where the home room teacher stimulates thinking, interest, and participation by a large percentage of the pupils is most used. The boys and girls are not striving for grades--they discuss, debate, explain, interpret, and evaluate. The program is a starter for a heart-to-heart discussion. If the pupils are actually interested in the home room, they will want to take part in the planning, in carrying out its activities and in the final evaluation. Committees of pupils should be able to present material about the topics suggested and others in various ways, such as: Quiz programs, 9

sociodramas, debates, hobby and talent shows, exhibits, demonstrations and panel discussions. Although the guidance program of our school 1s carried out by all teachers in the classroom and at physical education during the day, the home room teacher who has the children one hour and a half and in some instances, two and a half hours should how the children best. This is one of the greatest values of the home room--that it provides opportunities for the teacher to become'genuinely acquainted with the boys and girls in her group. As she learns their individual differences in ability, needs and temperament, she increases her respect for them as individual human beings. She is able to comment more easily when writing reports about pupils or notes to parents because she knows her pupils and will have something to say about each one. The two factors of pupil interests and pupil planning, which to some extent are brought to life by this guidance program, will spread to other phases of the school curriculum.

One of the chief aims of education, according to Thomas Sriggs, is "to teach pupils to do better the desirable activities that they will perfbm anyway."'

'Thomas E. Briggs, The Junior Hi.& School, p. 157. Cambridge: Houghton Mifflin, 1920. 10 The home room that is well organized with pupils assm- ing responsibility and the teacher ih the background, guiding skillfully, makes possible the realization of this aim. Conclusions.--The faculty hopes that the home room at Wilson Junior High will be a place where boys and girls may learn many things of value and interest to them. The stimulation and strengthening of an attitude of intellectual curiosity is a most important aim of our school. The home room teacher might well be gratified if the ambition of her pupils to explore certain fields became keen enough to set aside a previously planned program. The teacher must be ready to follow such leads of pupilsf curiosity and interest. For this reason, a list of topics for home room programs such as is contained in this paper should be used only as a guide to help the pupils in getting ideas in order to plan their own programs. CHAPTER I1

EXAMPLES OF HOME ROOM PROGRAMS

Introduction.--These programs are presented to suggest a varied range of activities that will be use- ful in Wilson Junior Righ School. These activities will surely not all appear as desirable to every class, nor do they cover all the possible fields. The list of topics here presented is simply the nucleus of the larger list that may well be prepared by gradual additions contributed by pupils and teachers. The presentation of these topics as home room programs may be carried out in various ways. The class discussion is used to give pupils experience in forming judgments as to social, ethical and personal problems. The debate is a form of program that is very popular with pupils and it may be used with a wide variety of subject matter. Junior high school children are especially interested in plays and these can be given easily with simple costumes and dialogue. Group or individual special reports may be found useful for the presentation of matters of information. “he use of the blackboard, charts, projector, and other methods of illustration should be encouraged. The following programs contain materials which may be used as a guid%to boys and girls and teachers in planning home room programs in lvilson Junior High School. 11 Suggested Proerams.--

Qualifications and Duties of Class Officers

A. Qualifications: 1. President and Vice-president: (a) Ability to lead (b) Self-control (c) Responsible and considerate 2. Secretarx: (a) Accuracy in taking and following directions (b) Accuracy in keeping class records (c) Legible hand writing 3. Ushers: (a) Neat appearance (b) Alertness and level headedness (c) Courtesy, affability and good bearing 4. Student Council Representatives: (a) Ability to take notes on important matters discussed in Student Comcil (b) Ability to make a good oral report on any question considered in the Council B. Duties: 1. President: (a) To lead his class in living UR to the ideals of Wilson 9 12 13 (b) To preside at class meetings and conduct them according to parliamentary procedure (c) To direct and assist other officers in the performance of their duties (d) To appoint officers pro tem (e) To assume control of the class in the absence of the teacher (f) To attend the President's council and report to the class any decisions of the body 2. Vice-president: (a) Assume duties of presir'ent in his absence (b) Conduct ticket sale for benefit of the school (c) Assume the responsibility for conduct of students outside the building and report any cases of bad conduct 3. Secretalyy: (a) To record the minutes of every meeting (b) To prepare a copy of the mtnutes for Miss Bush (c) To serve as president pro tem in the absence of both president and vice-president (a) To attend to all correspondence and to carry communications such as notes or reports (e) To collect absentee slips at the close of each day

I .- (f) Post all notices 14 4. Class Ushers:

(a) Answer any rap at the door quickly and quietly (b) Introduce any visitor to the teacher (c) Inform visitors about work of the class (d) Lead in class in all passing in the corridor (e) Observe all traffic rules (f) Lead the class to the proper exit when the fire bell rings. If this exit is impassable, lead the class to the exit which seems best. Keep cool.

(g) Sit near door in all classes . 5. Student Council Representative: (a) Present any question brought up in Council Meeting to the class (b) Take the homeroom% opinion back to the Council (c) Serve as committee chairman

(a) Take the bands of Southern Maid note book paper to council and keep all record points Rules and Regulations of the School

1. Why should the rules of our school actually be studied in the home room? 2. Why is it advisable that certain traffic rules be enforced in the school where all classes changewery period? 3. Why should all pupils be thoroughly familiar with the fire drill regulations of their school?

4. Name situations which you think call for some specific regulations which should be understood and respected by each pupil of the school.

5. What school regulations do you think are most fre- quently broken? Can you suggest means of remedying the situation?

6. What are some of the things which you might do when you see mother student breaking a school regulation? Which of these alternatives do you think best?

Answers to the following questions are contained in Student's hand book: 1. What should a pupil do who is tardy? 2. What must a pupil who his been absent do on returning to school? 3. If you became ill while at school, how may you

15 16

obtain permission to €0 home?

4. If your parents wish you to be excused from school for part of a day, what should you do? 5. When may you go to your locker?

6. Where should your bicycle be left during school hours? 7. Under what conditions may you get a permit to go home for lunch?

8. When should a pupil ask permission to use telephone? 9. when nay a pupil go to infirmary and what procedure should he follow? 10. What should be done with lost and found articles? Your Mmners Are Showing J

Chairman: When the subject of good manners comes up, perhaps some girl or boy might think, "What do 1 care about having good manners? What difference does it make if I don't have them?"

It does make a great deal of difference to the people with whom that girl or boy comes in contact, and should make a big difference to the girl or boy because onels manners tell the sort of person one is.

The basis of good manners is courtesy, which means the thoughtfulness of others, a kindly feeling toward people. It is natural for us to like others and to want to be liked. But how can anyone like a selfish, thoughtless, and rude person? No one enjoys being with that sort of person. No thinking person will deny that life is much pleasanter'when one's associates show politeness and consideration. Everyone appreciates these qualities, and opportunities for pleasure and success naturally open to their possessors.

It is not enough to know what is the courteous

17 18 thing to do at all times. One must do it.

Each one should be so careful to show his good manners that they would be like a sign carried around everywhere saying, "1 am thinking of you, not myself." This attitude is what the Golden Rule means--"Do as you would have others do unto you."

Some of our classmates are now going to remind us of a few important points of good manners at school. Suppose we all take out a piece of paper and check up on ourselves to see whether

we have been as courteous l8tely as we should want to be. No one will see your paper when

you finish.

Chairman : will talk about "Manners In the Halls."

Pupil: Number your papers from one to five, Section A. 1. Everyone should keep to the right and pass quietly and quickly through the halls. Do you think to do this always? 2. If you accidentally collide with someone, do you say, "Pardon me," or "Ilm sorry?" 3. If you cause another pupil to drop his books, 19 do you help to pick them up? 4. Do you remember not to rush out of a class- room ahead of people who are seated so that they should go first?

5. Do you remember never to whistle, shout, or

hit others in the halls?

Chairman: will remind us of our manners at assemblies.

Pupil: Number your paper from one to five, Section B. The auditorium gives u8 a splendid opportunity to contribute to the success of the program. 1. Do you enter quietly and take your seat at once without pushing?

2. Are you perfectly silent the instant someone appears on the stage?

3. Do you give your undivided attention to the

persons on the program even if you cannot

hear or see well or if you do not like the program?

4. Do you remember not to eat, chew w, or fidget during the program?

5. Do you applaud just enough to show your pleasure and not to make noise? 20 Chairman: is going to help us check up on our classroom manners. Pupil : Number your paper from one to nine, Section C. If you wish to be a helpful member of your class, you should think about these questions. 1. When you enter a classroom, do you enter quietly, go to your desk at once, and then sharpen your pencil only if it needs sharpening?

2. Do you see that all your waste paper goes into the waste basket and not on the floor? 3. Are you careful never to interrupt a teacher or a pupil?

4. Do you try never to answer a question addressed to someone else? 5. Do you remember that it is rude and unkind to make fun of the mistakes of others? 6. When you are reprimanded by a teacher, do you accept the criticism quietly? 7. If you are reprimanded by a teacher and you know that you are not at fault, do you wait until after class when you can see the teacher c in private and explain the situatlon? 21

8. Do you wait until the signal for diSmiSSR1 is given by the teacher before gathering

up your books and rising? 9. Do you remember that it is the height of rudeness to be inattentive while the

teacher is giving instructions and to’have to ask for a second explanation? Chairman: will ask us about our lunchroom manners. Pupil: Number your paper from one to six, Section D. Good breeding requires that we be quiet in the school lunchroom just as we would be in the dining room of our home. 1. Do you remember not to push rudely or elbow your way for first place in line? 2. Are you courteous to those who serve you?

3. Do you watch where you are going so as to avoid collision with another?

4. Do you leave a clean table and clean up anything you spill?

5. Do you put dishes and trays in their places before leaving the lunchroom? 6. Do you eat silently, remembering that it is the Japanese and not Americans who think 22 smacking the lips or chewing with the mouth open shows that you like your food? Chafman: Letts add our scores, now, giving four points for each yes. A perfect score is 100. If you have less than perfect, try to remember in what way you need to improve and begin to work right away. Dontt forget--Good manners, like insurance, pay dividends I A Play

Christmas, Christmas everywhere tonight; Christmas in lands of the fir-tree and pine, Christmas in the lands of the palm tree and vine; Christmas where snow-peaks stand solemn ad white, Christmas where corn-fields lie sunny and bright. ------$hillips Brooks

Characters

Peter Joseph Teacher Fred John Penny Bridget Jose Serbia Martha Margaret C e cille Katrina Hermando Patricia Alan Annette

Scene I

Time: Just before Christmas Place : Wilson Junior Bfgh School, Tampa, Florida

The teacher and the children are sitting around the

room, discussing the meaning of Christmas. Teacher: Thanksgiving's passed and Christmas will soon be here. The stores and streets are gay with decora- tions and lights. The counters are loaded with interesting gift suggestions, but I wonder how many of you how what Christmas means, besides a

23 24 time for exchanging gifts?

Patricia: Christmas is the celebration of Christ's birth. Giving gifts is just one of its traditional customs.

Teacher: Where did this custom originate? Does anyone how where any of our customs originated? Peter: My parents and their ancestors, who were from Gemmny, say that the Christmas tree is an old German tradition. Cecille: I never knew we got customs from other countries. Guess I never thought about it. why don't we have a Christmas of our own, without using the customs of other countries? John: When the Pilgrims and others like them came to America they brought their customs with them and soon, as they became united, all their customs

became mixed and became as one. Serbia: Does our Christmas include the different tradi- tions of all the nations? John: No, we a small part from each and combined them. Many of the Christmases are very different. Joseph: Wouldn't it be interesting to find out about some of the places that have unusual Christmases? We would learn the origin of some of our customs and find out what countries donct have Christmas. 25

Penny% I think thatts a good ideal Why don't we form

a committee to trace the origin of our Christmas customs? We could name it "Christmas in Many Lands." Teacher: That would be an Interesting project, Penny, and since it was your idea, suppose you serve as chairman of the committee. Penny: I think I would enjoy it, if the class wants me. Everyone: It's all yours, Penny. We'll help you, if you

need us. It11 trade ancestor stories with you! (etc., etc.) (Bell rings for dismissal and children leave room discussing the countries they consider most interesting. Someone may say, "I'd like to look up something on Christmas in China"--

another, "I think Christmas in Gemany would

be interesting"--etc., etc.)

Scene I1

Eoys and girls are walking home from school discussing Christmas customs. Alan: I wonder what the customs of my ancestors are? My father says that he was born in England;

he's told me many tales about his early life, 26 but I never thought of asking him about old

English Christmas traditions ! Peter: I hope I can find out something ahout our Christmas. One thing I know is that every year we have plum pudding with a sprig of holly on it for dessert. I'm sure that's an English custom, and a tasty one, tool Martha: Ky parents came from the Scandinavian peninsula. Each year we have a typical Norwegian Christmas. Penny: (excitedly) Tell me about it! Martha: Wait till tomorrow, you'll find out then.

Penny: Oh, but I can't!

Martha: Well, you'll have to b ecause here f s my house. See you later. (Martha leaves. Penny Calls 'bye' and hurries down the street.)

Scene I11

(Next morning in the same classroom. Morning devotionals are over and the class is excitedly' discussing their Christmas project.)

Teacher: Judging from the conversation, everyone must have discussed ancestors and Christmas customs

with their parents last night!

Peter: My people are from Germany and they told me R 27 lot about Germany's Christmas. Germany has

contributed a lot to our American Christmas. * The idea of having a Christmas tree originated in Germany. One of their favorite carols is, "Oh Tannenbaum", meaning Christmas tree. It's believed that the idea of having lights on the

tree originated when Martin Luther looked at the

bright, beautiful stars and thought that since a star guided people to Jesus, they should also become a part of Christmas. St. Nicholas doesn't come on the real Christmas date, but on December

6--St. Nicholas Day. Fils black helper, Job, and he go around asking about the children's behavior

and if they are bad, they receive switches.

John : Believe me, if I were one of those Geman child.ren, I'd always say I'd be goo . Peter: Yes1 "Jesf 'fore Christmas, you're good as you can be I" Patricia: You could guess that my family's from Ireland and I think Ireland has one of the most beautiful of all Christmases. Candles are placed in every *window, and the door is left ajar to show that no couple seeking shelter for a Baby who is the

Son of God will be left homeless. The candle 28 light must shine forth all night and may only be blown out by those having the name of iWrg. A cup and saucer is left on the table in each house for the entertainment of those returning from the dead, who are believed to come home for Christmas . Joseph: Irelandrs Christmas is celebrated truly for Chhst's birth. It must be a beautiful sight. Now, the Mexicans have a good time. Their celebrations begin December 16 and end on

Christmas Eve. It's observed like this: Nine couples are chosen from each community and a different couple goes from house to house each night carrying images of Mary, Joseph, and Jesus. The couples are refused shelter until they proceed to the house containing an altar. There mass is held. The pinata is a great joy for the children. It's a huge earthen figure hung from the ceiling, containing candies and such. Blindfolded children try to break it and when they succeed, they scramble around

trying to get the goodies. Bridget: Who wouldnct scramble to get all the candy possible! Christmas wouldn't be Christmas here in America without candy. But in Sweden, where my ancestors .

29 lived, Christmas is not celebrated as we do. In fact, it is not called Christmas. It is "The Festival of Lights"., in honor of Balder and St. Lucia, the god and goddess of Light.

A girl, representing St. Lucia, dressed in white with a halo of candles, goes through town with Starboys to bring light to the dark Xorth- land. Cecille: In France, gifts are given by young and old,

but the time for giving them isn't the same. Pere Noel is the French version of Santa claus. He used to be accompanied by "Father Spanker" who spanked all children who were bad during Christmas.

John: I didn't know there were any bad children--at Christmastime I Penny: The English surely enjoy their Christmas. They have the customary plum pudding, which is

brought to the table ablaze. The Yule Log is also brought in Rnd kept burning all during Christmas. Carols are sung, preceded by a religious service in front of the fire. Alan: Many carols have been written about the holly and the mistletoe, traditional Christmas

decorations used by the English. IiIy father 30 says that one of the oldest English traditions is the wassail bowl. It is filled with a drink made of hot ale and toasted apples. The English are also famous for mince meat pie and roast turkey at Christmas. Peter: Under those conditions, I would gain several

, pounds during the Christmas holidays.

Hernando: In Spain, bazaars and markets are laden with

candies, toys, fruits, and other tempting things. There's plenty of gaiety in the streets as dancing and music fills the air. Children, after midnight mass, dress in ancient peasant costumes and enact Cyristmas as it used to be. Since Spanish children have no Christmas tree and.donrt hang stockings, they hide their

slippers and Wise Men fill them with goodies.

Martha: Even though Sweden and norway are so close together, their customs are entirely different.

In Norway, Christmas Eve begins December 24. Food is stored away and made for the tree long before this date. Since animals were present at the birth of the Holy Babe, they are care- fully tended. Wheat is tied on tall poles to feed the birds. 31 Serbia: Norway has a very thoughtful Christmas, but so does Poland. When the first star appears

in the evening sky on December 24, Fast Day is ended and Christmas supper begins. Straw is placed under the tablecloth to represen€

the manger and one chair is left vacant for the Holy Child. A Peace Wafer is given to the head of the house by a priest and is shared by the family to represent peace on earth. John: Christmas in Italy is referred to as the Immaculate Conception, and honors the Virgin Mary. Shepherds dressed in goat skin trousers

and costumes parade around the streets. The Italian Smta Claus is a friendly old witch, who leaves presents on the hearths for children. "he Precipio is found in every home at Chistmas time. It's the scene of the Manger. Katrina: Holland and Belguim have Christmases which are

much the same. It centers around church services.

St. Nick comes on December 6, and gives gifts to good children. People go often to church to worship.

Jose : South of the Equator there is no Santa Claus as we know it. Christmas comes in midsummer

there. In and ammd Peru there's parading in 32 the streets and dancing. In Buenos Aries a large fair is centered about a giant tree covered with lights. Children receive gifts

at street festivals. After mass on New Year's Day, merrymaking begins again. Joseph: It wouldnrt seem like Christmas if we had to celebrate it in midsummer. Jose: That shows you havenft lived here long. Some Christmas days seen as hot as summer.

Joseph: I like snow at Christmas time. Annette: Then you should go to Denmark for Christmas! You would find that their Christmas is very different from ours. The Yule Gnome, Julenisee, stays with the Danish children all year. On Christmas Eve a rice pudding is left for him, and when midnight strikes, he appears bringing presents for all. Margaret: C,echslovakia has an unusual belief. There the children call Santa Claus St. Mikulas. He supposedly comes down from heaven on a golden cord and wanders around on earth looking for good children. Hers accompanied by his servant, Peter.

Fred : I learned that Russia, at present, so we believe,

has no Christmas. But old Russia celebrated a

type of Christmas. Five piles of grainwere 33 placed on the floor and named after the five

Fates. A hen was placed in the midst. A

fortune was told by the piles of grain the hen wandered over to first to partake of food. That was the fortune of the family for that year. Penny: I believe Fred made the last report on Christmas in Many Lands. It has really been interesting, but I am glad I can celebrate Christmas in America. Teacher: In spite of the differences the world over, we find, during this season, how much alike we are. We all worship, we all give gifts, and we are all filled with peace and joy when it's Christmas, Christmas Everywhere1 Christmas Stcrie s

Pook ...... How and Whr Story .....Around the (iorld With Good St. Nicholas Author .....Gladys Eloise Brierly The story was about the way Christmas was cele- brated in different lands.

Book ...... Christmas Story .....Colonial Christmas Author .....Alice Morse Earle Call Number . . 394 This story is about the first man who celebrated - Christmas. He was a Puritan and a very good one at that. The Puritans became disgusted with Christmas because the King didnlt let them celebrate the way they wanted to.

Book ...... The Long Christmas Story .....The Good Night Author .....Ruth Sawyer Copyright ...1941 The Viking Press Call Number ...394 Told by the Finnish Gypsies.

Book ...... Told Under the Christmas Tree Story .....The Christmas Rose Author .....Lizzie Neas Compiled ....Frances Cavanah This is a story about this woman who wanted to give the Christ child something. She wanted to give him

a flower and she looked and looked but the winter was cold. When she could not find a flower she began to weep and a passing angel saw her.

34 35 Book ...... Told Under the Christmas Tree (A collection) Story . . . . . The Fir Tree Author . . . . Hans Christian Anderson Compiled by . . Frances Cavanah Call Number . . 394 I like it because it had a good plot* It was interesting wd entertaining. Also, it was sad.

Title ...... The Otherwise Man huthor . . . . . Van Dyke Call Number . . . 394 The story was about the fourth wise man. Four wise men started on their journey to see the Christ child.

They all have jewels to give him. .One day as they were traveling, the fourth wise man saw a woman who was very ill and had no money to buy food so he stopped and helped her. The other wise men left him so he had to go on his journey alone. Weeks later he gave away the other gems to various people who needed help until finally he had nothing left to give Christ. As he was dying he felt he had failed his Saviour. Jesus then appeared to him saying, "In your good deeds you have lived with me." Quizz

Select two teams, a quizmaster, a score keeper and judges. Give points for each question answered correctly and the team with the most points at the end, wins.

Famous People Who do you think of when I mention: 1. Flag Betsy Ross

2. Hatchet Washington 3. Steamboat Fulton 4. Cotton Gin Whi tney 5. Kite and Key Franklin 6. An Apple William Tell 7. Dictionary Webster

8. Red CTOSS Clara Barton

Letters What do the following letters represent: 1. C.O.D. Collect on Delivery 2. T.V.A. Tennessee Valley Authority

3. F.B.1. Federal Bureau of Investigation 4. U.S.N. United ktates Navy 5. E.S.T. Eastern Standard Time

6. M.P.73. Miles per Hour 7. U.N.O. United Rations Orgrnization 8. C.B.S. Columbia Broadcasting System 36 Service Round Table Discussion

(The members of the committee take their places and the chairman rises. ) 6

Chairman: In our series of programs devoted to the elucidation of the Wilson Pledge, we have

arrived today at our plcdge to give service. Betsy, what do you understand by the word "service"? (he sits) Betsy: There is almost a page on service in the big dictionary, but I liked the first part best because it is the way I always thought of service. I quote: "Service--the act of serving, labor performed in the interest of others."

John: Yes, but the dictionary also says it is the work of a slave, a hired man or employee. I don't think -that is what they had in mind when it was included in the Wilson pledgel This is a free country-no slaves, you know.

Afary : Well, I think of service as doing your duty as well as you can. 'Nouldn't that cover what John and Betsy both are saying? Ruth: But to me service has always meant doing things willingly and without pay for other people.

37 38 I don't think it's the same thing if you get

paid for it. Paul : Youlre talking about willing or free service, Ruth. We wouldn't need to use such adjectives if service meant that by icself. Eloise: And why wouldn't people get paid for doing a service? Our teachers, our ministers, our public officials, all render service of the highest degree but spend their whole day-- working day--at it. Surely the fact that they are paid enough to live on doesn't detract from the quality of their service. Chaiman: Going back to what you said, Ruth, do you think it means willing service to other people

without pay? The way it is in our pledge, I mean. Ruth: . Yes, I do. I think it means helpin@;other people, like working in Church and Sunday School, and helping make our community better, like keeping the streets clean and doing things for our next door neighbor, or for our own f milles. 4 Mary : But I think that is all included in doing our duty. It's our duty to work hard to do our 39 job well, to give as much time and money as we can to our church work and to cornunity projects for better living. I don't see that getting pay for it makes any difference. It is the mount and the quality of service that counts. John: I agree with Mary. When you do your duty you are serving your community whether you are at work on your job, or just obeying the traffic rules . Paul: But sometimes people do their jobs well because they are afraid they'll get fired. And lots of us obey the traffic laws because we're afraid we'll be arrested, or fined. Surely

the Wilson pledge doesn't mean service on that level. Chairman: I think you are right there, Paul. Service

was included in the pledge as an ideal. Betsy, can you sum it up for us? Betsy: Can'twe go back to the definition I gave at first? "Labor performed in the interest of others." No matter whether we get paid or not, if we're thinking about other people, if we're doing our duty because somewhere along .

40 the line our omunity or our fe lowman wl 1 suffer If we donlt, we are doing a real service.

Chal rman : Thank you, Betsy, and that concludes OUT discussion for today. .

Perseveranca

We are beginning a series of programs on the six Wilson Ideals: Perseverance; Honesty; Patriotism; Self- control; Service; and Fair Play. We will begin with Perseverance. The dictionary tells us that perseverance means constant effort, especially under difficulties. That means keeping right on trying, even when the going is tough. Perseverance is one of the ideals for which Wilson stands. It is a character trait that we all admire. The . Wilson teams keep right on playing their best up until the final whistle of the game. Our teams are not quitters,

they do not give up when the breaks go against them. They keep right in there, fighting to the end. Our nation honors its heroes on the battle field that have won victories by refusing to quit and. admit defeat. Our very nation began because the George Washington army persevered through the heart breaking struggle against the British, until they achieved victory.

Our history shows countless instances where our forefathers . displayed perseverance in face of hostile Indians, unfriendly nations, and the wilderness of the west and south. They I- did not turn back when the road became rough and dangerous but kept on plugging and through their very perseverance made our nation great.

41 . . 42

We admire perseverance in our national heroes and historical people, We frequently call their perseverance

heroism, fortitude, etc. In sports and athletios we admire perseverance, here we describe perseverance by

more catchy names as guts, stick-in-there, fight;, keep plugging, ate. Let us all resolve to practice in the class room,

this virtue that we admire so much in our heroes and our teams. Don't quit when the going gets tough in your studies. Constant effort when your class work becomes difficult will lead to better grades and better progress in your studies.

As Wilson students let us renew our pledge to persevere in our studies, our sports and our home duties. List of Other Programs.--These are a few of the programs the writer has composed as examples under the ei'ght main headings suggested In Chapter I. Other programs the writer has prepared for consideration are: 1. Home room procedure

2. Parliamentary procedure

3. Traffic in Wilson

4. Hobbies

5. Character traita 6. Helpful hints for studying 7. School health

8. You, yourself 9. What are the characteristics of an effective student?

10. Self-control 11. Honesty 12. Patriotism 13. Fair play 14. Thandsgiving Day 15. Christmas Day 16. The new year 17. Good Friday and Easter 18. On being an American

19. The Flag 20. Why we worship God

43 44 21. Religion - the Jewish way 22. Religion - the Catholic way 23. Religion - the Protestant way 24. Choosing hi& school subjects 25. Civil defense

These programs will be considered for discussion by a committee of teachers during pre-planning conferences. CFAPTER I11

C ORCLUD IKG STATEIENTS

The principal plans to select a permanent teacher committee interested in using this material to help set up a guidance program in Wilson School beginning in the home mom. This committee will collect and organize materials and prepare a list of activities which should be made available to all teachers. Few if any of these activities should be mandatory. 9ome room teachers may omit or supplement,at will. This plan allows for complete freedom of the teacher and her group to use what seems best adapted to their needs. To this list every teacher should make additions from those activities originating in her home room that might be useful in other home rooms. Thus these should gradually evolve a very extensive and useful body of material.

It is believed that a program of thfs type will be advantageous for these reasons: i 1. The opportunity to participate in an activity of their choice is available to all pupils.

2. Provision is made for all teachers to contribute to the home room period through guidance of home room ' pupils, faculty discussion, etc.

45 46

3. The home room period stresses the value of extra-class activities by giving them a status almost equal with that of the curriculum. The faculty hopes that these home room programs will help to create interest and enthusiasm for a much needed guidance program in Wilson Junior High School. . BIBLIOGRAPHY

Books

Briggs, Thomas H. The Junior Eigh School. Cambridge: Houghton Mifflin, 1920. Davis, Frank G. and Norriss, Pearle S. Guidance Hand- book for Teachers. New York: McGraw-Yill S ook Company, Inc., 1949.

Endicott, Frank S. One mndred Gujdance . Scranton, Pa.: International TexLbook Company, 1937.

Evans, Evan E. and Hallman, Malcolm S. Home Rooms. . New York: A. S. Barnes and Company, -,1931. Good, Cleva Iris and Crow, Jane M. Home-Room Activities. New York: Professional and Tec’hical Press, 1930. Hollingshead, A. D. Guidance in Democratic LTving. New York: D. Appleton-Century Company, Inc., 1941. Jersild, Arthur T. and Tasch, Ruth J. Children’s Interests. New York: Bureau of Publications, Teachers Collage, Columbia University, 1949. Lloyd, Edith. The Home Room. New York: Houghton Nifflin, 1941. McKown, Harry C. Home Room Guidance. New York: McGraw- Hill Book Company, Inc., 1946. Stevens, Roy nf. Home Room Activities. Chicago: American Book Company, 1936.

Steward, Leo S. Manners for Teen-Agers. New York: The Odyssey Press, 1941. Taylor, John. You and Your Manners. New York: Houghton Mifflin, 1950.

Tennant, Mary. The Christmas Yolidag Book. New York: E. P. Dutton and Go., Inc., 1934.

Waters, Henry C. The Santa Claus Book. New York: Franklin Watts, Inc., 1948.

47 .I

I " 40

The Student 1 s Handbook of vioodrow Wilson Junior High School, Tampa, Florida, 1950.

Articles

Bartholomew, E. M. "Guidance Service through the Agency of the Some Room," The Bulletin of the National Association of Secondary School Principals, April, 1945, pp. 143-148.

Davis, J. B. "The Guidance Function of the Home Room," Education, December, 1931, pp. 195-198. Denning, R. G. "Guidance through the Home Room," Clearing House, October, 1935, pp. 100-103. Esternaux, E. L. "Experiences in the Home Room Class," High Points, June, 1950, pp. 62-67. Estrin, B. L. Il Making Fome Room More Effective," School Activities, May, 1950, pp. 281-7.

Graybeal, Lyman B. "Problems of the Home Room Teacher," School Activities, April, 1942, pp. 291-292. "Guidance in Secondary Schools," The Bulletin of the National Association of Secondary School Principals, Sulletin No. 19, (January, 1928), p. 16-17. Long, A. "Education for Everyday Living," School Review, September, 1941, pp. 498-510.

Mogill, Raymond G. "The Educational Value of the Eome Room," The Bul'letin of the National Association of Secondary School Principals, Eulletin Eo. 35, Yay, 1951, pp. 143-152.

Pease, James E., and Elizabeth Zimerman. "Home Room A Guidance- Center," Nationgs Schools, January, 1946, pD. 49-50. "Ten Duties 'Rotate among Ten Riame Rooms," Clearing Rouse, January, 1948, pp. 266-8.

Woodward, R. E. "How I Attack a Home Room," Clearing Rouse, November; 1930, pp. 176-181.