DOCUMENTS
ROOM
fJu) G_r^>t/
: OCT 27 1941
VOLUME I
^'SparV
GENERAL REPORT
Of The
Conference for the Education of Teachers of Adults
and Nursery Schools
ADULT EDUCATION AND NURSERY SCHOOL PROJECTS
Mississippi State College
July 19 - August 5, 1939
OP 665-62-3-50
WP 5563
November, 1939
JpRK PROJECTS ADMINISTRATION
DIVISION OF PROFESSIONAL AND SERVICE PROJECTS
SPONSOR
STATE DEPARTMENT OF EDUCATION
U.S-F £D
ERAL VpR« AC^eivC/,
Jackson,
WORK PROJECTS ADMINISTRATION
DIVISION OF PROFESSIONAL AND SERVICE PROJECTS
SPONSOR
STATE DEPARTMENT OF EDUCATION
R. B. Wall, State Administrator, WPA
Ethel Payne, Director Professional and Service Projects, WPA
J. S. Vandiver-^ State Superintendent of Education
H. F. Zimoski, Supervisor Correspondence Study Courses
ADULT EDUCATION PROJECT, WPA
Helen R. Crawford, Supervisor Nursery Schools
R. L. Anderson, State Supervisor
A. L. iky, Curriculum Specialist
R. E. Steen, Supervisor Forums
NURSERY SCHOOL PROJECT, WPA
Field Supervisors
J. J. McKinstry, Tupelo
Assistant Field Supervisors
Marguerite Ervin, Brookhaven
J. A. Burris, Brookhaven
J. E. Sweany, Kosciusko
Dixie Gowdy, Batesville
Floretta Wright, Hattiesburg
Dallas Stewart, Hattiesburg
E. E. Allen, Greenwood
Others serving as staff members and consultants:
Miss Bessie Herron, State Supervisor, Recreation Project, WPA
Miss Margaret Langston, Technical Adviser, Recreational Music
Miss Margaret Weisbrod, Technical Adviser, Dramatic Art
Miss Carolyn Conrpton, Technical Adviser, Art
W. B. Evans, Superintendent Becker Consolidated High f.chool
Mrs. D. R. Jenkins, Teacher of English, Bassfield High School
Miss Nell Lawler, Teacher of English, Canton High School
Miss Lillian Haxnmons, County Home Demonstration Agent, Claiborne
County
From Mississippi State College faculty:
S. B. Hathorn, Dean of the School of Education
Prof. J. R. Morton
Prof. J. F. Evans
C. B. Anders
J. E. Stanley
E. H. White
H. S. Johnson
If. M. Crumpton
J. V. Pace
J. E. Tanner
J. L. Anthony
E. J. Roberts
L. 0. Palmer
Prof. Glenn J. Sowell
Prof. F. S. Batson
Prof. L. R. Farish
Prof. T. E. Ashley
Prof. N. E. Wilson
Miss Odessa Rushing
Charles Armstrong
Members from State Board of Health:
Dr. J. A. Milne
Dr. R. N. Whitfield
Dr. A. L. Gray
Dr. D. V. Galloway
Mr. George Felknor
Dr. G. E. Riley
lie, H. A. Kroeze
Miss Frances Bowers
Miss Eleanor Hassell
Miss Opal Regan
Miss Irene Boone
Others assisting:
Miss Ethel Payne, Director Professional and Service Projects, WPA
Mrs. Sylvia Mariner, Regional Supervisor, Division of Professional
and Service Projects, WPA
Dr. Martha Rinsland, State Supervisor Nursery Schools, WPA, Oklahoma
Dr. P. H. Easom, State Department of Education
A. P. Eathereo, State Department of Education
H. E. Mauldin, State Department of Education
J. C. Hblton, State Oommlsaloner: of Agridulture
M. T. Aldrich, State Director, Farm Security Administration
J. M. Patterson, State Administrator, Agricultural Adjustment
Administration
Owen Cooper, Assistant Director, State Planning Commission
J. C. Flowers, Director, National Youtft. Administration
G. D. Humphrey, President, Mississippi State College
Garner James, Mississippi Advertising Commission
R. M, Hederman, Jr., Daily Clarion Ledger
J. S. Vandiver, State Superintendent of Education
Miss Pearl Sneed, State Librarian
Mrs. C. C. Clark, Vice President, Mississippi Congress of Parents and
Teachers
S. L. Stringer, President, Mississippi Education Association
Miss Myrtle Mason, Social Worker, Mississippi Industrial and Training
School
Stenographers and Typists
Birdie W. Smith, Jackson
Helen Moorer, Jackson
Laura Moorer, Jackson
Louise Regan, Jackson
Gladys Armstrong, Tupelo
Elizabeth Gordon, Greenwood
Librarian: Wofford Loughmiller
Chairman, Editorial Committee
E. E. Allen, Greenwood
Chairman, Steering Committee
A. L. May, Jackson
Representatives from other WPA projects who assisted in the conference:
Miss Eri Douglas, State Supervisor, Writers Project
Bene Holcomb, Assistant State Supervisor, Writers Project
Miss Jerome Sage, State Supervisor, Music Project
Miss Bethel Fite, State Supervisor, Library Extension
Mrs. Mary Paine Harvey, District Supervisor, Prof, and Service Proj.
Miss Bonnie Rector, State Supervisor, Nursery School Project, Louisiana
CONTENTS
Page
Foreword ------------------------ 1
Statement from Superintendent J. S. Vandiver ------ 2
Statement from President G. D. Humphrey — - - - ** - - 3
Introduction ---------------- — ___ 4
Section I 9
Program of the Conference
Program
Instructions — 9
Committees -------------------11
Schedule of Classes -- — - — 12
laboratory Schedule ----------------15
Forum Schedule ------------ — -- 17
Section II - - — ------ 18
Social and Economic Phases of Adult Education
Courses
Social and Economic Problems ---------- 19
Rural Sociology ------------ — - - - - 22
Social Foundations of Education ----------26
Survey of the Community ----------- — -31
Section III ----------34
Agricultural Education for Adults
Courses
Farm Programs -------------------35
Gardening ------------- — — --41
Soil Conservation ------ ---------- -44
Laboratory Production ---------------46
Section IV ----------47
Health and Sanitation
Course
Health and Sanitation ------ - - - - - - 48
Laboratory Production --------------53
Page
Section V ---------- 54
Education for Home and Family Life
Courses
Homemaking (Beginning) -------------- 55
Homomaking (Advanced) ------ — ______ 57
Laboratory Production 59
Courses
Parent Education (Beginning) --------- 60
Parent Education (Advanced) Course 1 -- — --- 62
Parent Education (Advanced) Course 2 ------- 65
Laboratory Production --------------- 68
Section VT ______ gg
Methods and Materials in Adult Education
Course
English for Adults _____ — ________ 70
Laboratory Production ------- — ______ 72
Courses
Forums ---------------------- 73
Discussion Method ----------------- 78
Laboratory Production -------------- 81
Courses
Introductory Course in Adult Education ------ 82
Guidance and Adjustment ------- — ___ — 84
Laboratory Production (Included in Problems and
Projects)
Supervision of Adult Education ----- — ___ 89
Psychology of Adult Learning ______ — 97
Adult Education for Elementary Students (Literacy)- 99
Handicrafts for Adult Students ------ 104
Laboratory Production --------------- 106
Commercial Education for Adults ----- 10&
Problems and Projects - -- -- -- -- - 106-
Foundation Fields (Literacy) ------ 106
Page
Section VII - - — 108
Nursery School Education
Courses
Education for Family Life ------------ 109
Homenaking (Foods for Young Children) - - - — - ill
Nursery School Education (Beginning Course) - - - 113
Laboratory Productions -------------- 114
Section VIII 118
Art, Music, and Dramatics - Recreation
Courses
Art, Music, and Dramatics -------- — -- 119
General Recreation ------ — ________ 121
Section IX ------ — - 124
Report of Forum Period ----------- — - 125
Section X ---------- 127
An Appraisal of the Conference ---------- 128
An Evaluation Form ----------- - 131
1
FOREWORD
In planning the summer conference for the education of adult
and nursery school teachers, three points were kept in mind. First,
certain content courses on college level with competent instructors
in charge. Second, laboratory and workshop periods where teachers
could discuss problems, gather material and plan lessons and units for
future class use. Third, a general forum meeting each day with a
guest speaker from different organizations engaged in some type of
adult education work.
Those planning the school thought this type conference would
come nearer answering the interests and needs of the teachers than
any other. Many of our teachers needed content courses on a college
level. Others needed to gather and organize materials for future
class use. A better knowledge and understanding of the work of vari¬
ous state organizations doing some form of adult education work was
needed by all.
To attempt to provide for these interests and needs the sum¬
mer conference for the education of adult and nursery school teach¬
ers held at Mississippi State College was outlined on the above plan.
2
STATEMENT FROM
Superintendent J. S. Vandivor
In the rapidly changing social scene of American life continu¬
ous readjustment Is necessary. By acquiring the tools of learning
and of understanding during the period of youth, these adjustments can
be anticipated to some extent, but not entirely. No education avail¬
able in 1910 would havo equipped one to doal adequately with the prob¬
lems of 1940. Advancing technological achievement throws men out of
work and requires them to learn new vocations. Changing social life,
with its multiplicity of decisions thrusts upon us the necessity of
keeping ourselves constantly informed and re-educated. The necessity
for education is co-torminous with life and to cease to learn is to
begin to die.
The recent economic crisis has emphasized the necessity of pro¬
viding for all our adults opportunities for a continuous learning pro¬
gram. Something along this lino is provided for through other agencies.
Much of it has been provided during the past six years through the Adult
Education Program of the WPA and the emergency projects which preceded
it.
Your organization has rendered and is rendering to the state a
service the value of which vrould be difficult to compute in terms of
social adjustment or of money. To an extent, you havo had to pioneer.
One of the greatest services you have tendered is to demonstrate the
possibility of carrying on a practical teaching program dealing with
vital problems in an informal environment.
You have become a valuable part of our unified state education¬
al program.
3
STATEMENT FROM
President O. D. Humphrey
The fundamental problen in Mississippi today is the re-awakon-
ing of tho State, spiritually and economically, to an independence
that will be a challenge to tho youth of the State and a source of
satisfaction to the adults of the State. The re-awakening must be
brought about through education, and this education cannot all be in
tho formalized school, but must bo as broad and deep as the life of
the State. It must roach all classes of society at all levels and
in all communities. Here then, is the opportunity for th^ adult ed¬
ucation teachers in a coordinated program with the formalized school,
tho service clubs, and all the educational organizations within the
State.
In your summer school you have developed unity of purpose
among your workers, and the work that you are doing is one of the
most worth-while contributions to progress in the State.
Mississippi State College appreciates the privilege of having
the adult education and nursery school group hold its training course
at the College, and we want to pledge to you our continued cooperation
in developing a continuous program of education.
4
INTRODUCTION
Four hundred teachers attended the fifth Mississippi Conference
for the Education of feachors of Adults and Nursery Schools held at
Mississippi State College from July 19, to August 5. Activities con¬
nected with the conference fall under three heads, including a period
of state-wide planning in which all teachers participated, the three
weeks' conference, and a follow^dp program.
The average adult will take time to learn only the things for
which he can see a need. If he can be convinced that the mastery of
certain information, processes, skills or attitudes will improve his
economic status, help him to attain social goals, magnify his personal¬
ity, or aid him in the attainment of any other objectives which to him
seem worth while, he will devoto time and effort to that end. Otherwise,
ho will bo too busy or too tired for the undertaking. Teachers are not
materially different from other adults either in their psychological re¬
actions or in their problems. For this reason, the summer conference
was built, as largely as possible, on recognized needs.
Beginning during tho Christmas holidays with county conferences,
teachers wore asked to analyze and list problems which were causing them
the greatest difficulty. These lists of problems were turned in to the
state office where they were classified and tabulated. Then the list
was submitted again to the teachers who were asked to indicate which of
these problems were of greatest significance to them. /When this second
list of problems was turned in to the state office it was used as a basis
for preparing a tentative list of courses and laboratory problems proposed
for the summer conference. This tentative list was submitted to teachers
who, again in an all day conference, were asked to select those subjects
and fields of special interest which apparently would be of greatest
service to them in the solution of their problems.
With these answers in hand, during the first three days in June,
the field supervisors and certain successful teachers were called to
Jackson for three days to work on the details of the plan for the confer¬
ence, and especially to plan for a workshop or laboratory in which teach¬
ers would have an opportunity to study their problems under expert leader¬
ship. With this background, the staff was in a position to make plans
for the conference which would help teachers solve their problems and
which were largely a result of their own suggestions and plans.
Twenty-six courses and twelve laboratory groups were conducted by
the conference staff which consisted of twelve state and field staff
members, fifteen members of the State College faculty, and five other
specialists. In addition, twenty-four experts in various social and
economic fields conducted forums or led discussions in special groups.
5
The class activity during the conforonco was so conducted as
to provide teachers an opportunity to becomo moro familiar with those
fields of interest which were oibsoly rolatod to tho problems of the
peoplo with whom they wero working and to help them gain new insights
and understandings of facts, issues, and opinions bearing upon their
problems. Problems wore considered under heads such as family liv¬
ing, parent education, community relationships, public affairs, agri¬
culture and farm life, health, functional English, methods of organ¬
izing and conducting classes of adults, and literacy teaching.
The work in the laboratory workshop was conducted in a manner
designed to give suggestions, aid, and assistance to teachers in se¬
lecting, interpreting, organizing, and planning materials which would
be useful to them in carrying on their class activities upon their
return to the field. They were assisted in writing up best practices
in various fields of special interest.
In each of the fields of interest indicated above, and in dis¬
cussion methods, teachers saw demonstrated good practice in teaching.
In practically all fields they themselves had an opportunity occasion¬
ally to tako the load undor expert guidance. Certain teachers were
led in the production of materials suitable for class use in the found¬
ation fields. Other groups concerned themselves with the solution of
those problems of adult education which they had previously listed. In
the solution of some of these problems they worked out particular
projects which would assist them later in tho solution of their problems#
All teachers attended daily forums on subjects related to adult
education, led by speakers who were experts in their fields. These
forums were conducted for three purposes: to provide general informa¬
tion and to raise specific issues in the various fields, to familiarize
teachers with forum procedure, and to establish a closer working rela¬
tionship between the forces of adult education and these related
agencie s.
The conference day provided for each teacher to attend two
classes, to spend two hours in the laboratory workshop, to attend a
forum in the afternoon, and to participate in a diversified program of
recreation.
Reporters from each group kept a narrative report of problems
attacked and of solutions offered. These reports were combined into
mimeographed volumes which were made available to all teachers.
At conferences of county and field supervisors plans were made
to follow up and put into effect the "best practices" agreed upon in
the conference.
6
The purpose of the laboratory can bo briofly stated as follows:
1. To give suggestions, aid and assistance to teachers in selecting,
interpreting, organizing, and planning materials which would be use¬
ful to them in carrying on their class activities upon their return
to the field. To write up best practice in various fields of
special interest.
2. To demonstrate good practice in teaching in certain fields.
3. To lead teachers in the production of materials suitable for class
use, in the foundation fields.
4. To assist teachers in the solution of certain problems of adult edu¬
cation and in working out particular projects in connection with
these problems.
To achieve these purposes, the laboratory period was divided into three
general divisions:
A. Production of materials in the fields of special
interest
B. Production of materials in the foundation fields
C. Make a study of certain adult education problems
and projects
Methods of Work
In each of the three divisions the methods of work and the content
studied were determined by the leader and the group. A loader, and
certain qualified assistants were selected in each division and other
leaders were added as they were discovered and as demanded by necessity.
In general, during the first week a study was made of certain problems with
which teachers are faced. Problems were included that seemed to be most
essential in the adult education and nursery school programs in the state.
The discussion method was used in exploring the various angles of these
questions.
During the second week the group was further divided, according to
various interests, with a continued study of the problems. During this
week much reading, research and investigation were made with reference to
these problems.
During the third week there was a continued study of these problems
in smaller groups. After much discussion the final suggestions for the
solution of the problems were written up in the form that the group thought
to be of most use to teachers in the field.
7
SECTION I
PROGRAM OF THE CONFERENCE
'Sage
Instructions ----------- 9
Committees ------- — --11
Schedule of Classes ------- 12
Laboratory Schedule -------15
Forum Schedule ----------17
8
ORIGINAL PROGRAM
Of
CONFERENCE FOR THE EDUCATION OF TEACHERS
OF ADULTS AND NURSERY SCHOOLS
MISSISSIPPI STATE COLLEGE
State College, Mississippi
July 17 - August 4
1939
WPA ADULT EDUCATION PROJECT
In Cooperation With The
STATE DEPARTMENT OF EDUCATION
Jackson, Mississippi
9
INSTRUCTIONS FOR REGISTRATION
AND SELECTION OF COURSES
1. All students will meet in the Auditorium, Monday, August 17, at
2 o'clock, for general instructions.
2. At 5 o'clock students will meet with their respective field super¬
visors for further instructions, checking schedule cards, and for
registration of new students.
3. Please refer to SCHEDULE OF COURSES for the education of teachers
of adults and nursery schools. These schedules are presented on
pages 4 to 6, All students will be expected to participate in the
following:
a. Take two courses that have been selected, from 7 to 10 o'clock.
b. Participate in the laboratory workshop period, in the field
of interest already selected, from 10 to 12 daily. (A number
of teachers have been selected to assist in the laboratory
and their work will be evaluated on the basis of their leader¬
ship.)
c. Attend and participate in the public affairs forum held in
the auditorium from 1:30 to 2:40 daily.
d. Students are expected to participate in some form of organ¬
ized recreation from 2:40 to 5:30 daily.
4. Students have been assigned to particular sections in the schedule
according to courses selected several weeks ago. A schedule card
filled in will be available for each teacher.
5. Four 1-g- hour handicraft classes have been scheduled at 7, 8:30,
2:40, and 4:10 in the handicrafts shop,
6. All laboratory classes will be held from 10 to 12, except commercial
education, which will be held at 2:40 daily.
7. The remaining vacant hours may be used for any of the following
purposes:
a. Working in the regular classroom planning units, lessons,
problems, and so on,
b. Reading in the library, or
c. For rest
8. Final tests will be held on Friday, August 4.
10
9. Students should keep loose leaf notebooks for reading and discussions.
10. Students are expected to prepare for each class and be able to con¬
tribute to the discussions,
11. Three semester hours credit will be given to those who successfully do
the work, and two semester hours will bo given to students for a
correspondence course completed. A registration fee of $1.00 per
semester hour will bo required for recording the credit.
Classes have been assigned to various buildings on the State College
campus.
xxxxxxxxxxxx
Code for Buildings
Dairy
Engineering
Agriculture
Biology
(A)
(B)
(D)
(B)
Lee
(L)
Montgomery
(M)
Y.M.C.A.
(YMCA)
xxxxxxxxxxxx
Schedule of Meal Hours
Breakfast
Dinner
Supper
6:00 -
11:30 -
5:30 -
7:30
1:30
7:30
11
Library Committee: H. F. Zimoski Lee Hall
Miss Wofford Loughmiller Room 8
Mrs. Selah Carmichael
Miss Mazie Myers
Miss Lois Welch
Mrs. Mildred Booth
The library committee will have complete charge of the
library in Lee Hall - Room 8. Various library materials
will be assembled in the laboratory rooms,
XXXXXXX
Editorial Committee: E. E. Allen Office
Miss Elizabeth Gordon (typist) Lee Hall
Mrs. Sallie Stallings
Dr. Ivy C. Husband
Mrs. Susan Bridges
Mrs. Lucy Whitten
Mrs. Myrtle Robb
Mrs. Mabel Fox
Mrs. Kate Turner
The editorial committee will get for publication a com¬
plete report on the activities and productions of the
conference. The committee, including all reporters, will
meet daily at 5 o'clock in Room 5 - Lee Hall.
xxxxxxxx
Recreation Committee; Charles Armstrong and College
Associates
Tommy Mason
Oscar McCoy
Dan Haromack
Mrs. Rachel Self
Mrs, Marguerite Ervin
James Flynt
Mrs. Ruth Walker
The recreation committee will plan and announce a complete
program of recreational activities.
xxxxxxxx
Steering Committee; A. L. May and Staff Lee Hall
Rocm 200
The steering committee will meet daily, if necessary, at
7 o'clock, in Room 200, Lee Hall. All leaders and
assistants will attend.
21
7
14
2
15
4
1
8
9
17
24
10
12
SCHEDULE OF COURSES
7:00 - 8:00 o^lock
BUILDING
COURSE AND INSTRUCTORS And Room
ENGLISH FOR ADULTS, Miss Nell Lawler M-205
HEALTH AND SANITATION, Dallas Stewart, Dr. J. A.
Milne, Dr. R. N. Whitfield, Dr. A. L. Gray, Dr. D. V.
Galloway, Mr. George Felknor, Dr. G. E. Riley, Mr. H. A. L-208
Kroeze, Miss Frances Bowers, Miss Eleanor Hassell, Miss
Opal Regan, Miss Irene Boone
ART, MUSIC, AND DRAMATICS, Miss Bessie Herron, Miss L-5
Caroline Compton, Miss Margaret Weisbrod, Miss Margaret
Langston
PARENT EDUCATION, Mrs. D. R. Jenkins, Dr. Martha Rinsland L-216
SOCIAL AND ECONOMIC PROBLEM, R. L. Anderson, J. J. Mc-
Kinstry, Dr. P. H. Easom, Owen Cooper, A. P. Fatheree, L-203
J. C. Flowers
HCMEI.IAKING (Beginning) , Miss Lillian Harmons A-lll
DISCUSSION METHODS, A. L. May, J. E. Sweany, Mrs. L-200
Marguerite Ervin
RURAL SOCIOLOGY, Prof. 3. F. Evans E-116
FARM PROGRAMS, J. A. Burris, C. B. Anders, H. E. Mauldim,
J. E. Stanley, E. H. White, Ii. S. Johnson, W. M. Crump- A-218
ton, J. C. Holton, M. T. Aldrick, T. M. Patterson, J. E.
Tanner, J. V. Pace
SOCIAL FOUNDATIONS, Prof. J. R. Morton E-104
INTRODUCTORY COURSE IN ADULT EDUCATION, Miss Dixie Gowdy M-202
HANDICRAFTS, Prof. Glenn J. Sowell (7:00 - 8:30)
Shop
21
7
14
3
15
5
1
20
11
13
23
25
10
13
8:00 - 9;00 o'clock
BUILD DIG
COURSE AND INSTRUCTORS And Room
ENGLISH FOR ADULTS, Miss Nell Lawler M-205
HEALTH AND SANITATION, Dallas Stewart, J. E. Sweany, Dr.
J. A. Milne, Dr. R, N. Whitfield, Dr. A. L. Gray, Dr. D. V.
Galloway, Mr. George Felkner, Dr. G. E. Riley, Mr. H. A. L-208
Kroeze, Miss Frances Bowers, Miss Eleanor Hassell, Miss
Opal Regan, Miss Irene Boone
ART, MUSIC, AND DRAMATICS, Miss Bessie Herron, Miss Caro¬
line Conpton, Miss Margaret Weisbrod, Miss Margaret L-5
Langston
PARENT EDUCATION, (Advanced), Mrs, D. R. Jenkins L-216
SOCIAL AND ECONOMIC PROBLEMS, R. L. Anderson, Dr. P. H.
Easom, Owen Cooper, A. P. Fatheree, J. C. Flowers L-203
HCMEMAKING, (Advanced), Miss Lillian Harmons A-lll
DISCUSSION METHODS, R. E. Steen, E. E. Allen L-200
SURVEY OF THE COMMUNITY, Prof. J, F. Evans E-116
GARDENING, F. S. Batson, L. R. Farish, T. E. Ashley,
J. A. Burris A-218
GUIDANCE, H. F. Zimoski E-104
NURSERY SCHOOL EDUCATION (Beginning Course) Miss Helen
Crawford, Miss Floretta Wright L-217
INTRODUCTORY COURSE IN ADULT EDUCATION, J.J. McKinstry,
Miss Dixie Gowdy M-202
HANDICRAFTS, Prof. Glenn J. Sowell (8:30 - 10:00) Shop
14
9:00 - 10:00 o'clock
Course BUILDING
Number COURSE AND INSTRUCTORS _____ And Room
21 ENGLISH FOR ADULTS, Miss Nell Lav/ler M-205
7 HEALTH AND SANITATION, Dallas Stewart, J. E. Sweany, Dr.
J. A. Milne, Dr. R. N. Whitfield, Dr. A. L. Gray, Dr. L-208
Galloway, Mr. George Felkner, Dr. G. E. Riley, Mr. H. A.
Kroeze, Miss Frances Bowers, Miss Eleanor Hassell, Miss
Opal Regan, Miss Irene Boone
3 PARENT EDUCATION (Advanced), Mrs. D. R. Jenkins L-216
19 SUPERVISION, A. L. May, R. L. Anderson, J. J. McKinstry,
Mrs. Marguerite Ervin L-203
6 HGMEMAKING (Foods For Young Children) Miss Lillian
Hammons A-lll
12 FORUMS, R. E. Steen L-200
8 RURAL SOCIOLOGY, Prof. J. F. Evans E-116
16 SOIL CONSERVATION, J. A. Burris, J. L. Anthony, E. J.
Roberts, C. B. Anders, L. 0. Palmer A-218
18 PSYCHOLOGY, Prof. J. R. Morton B-104
22 EDUCATION FOR FAMILY LIFE, Dr. Martha Rinsland, Miss
Helen Crawford L-217
25 ADULT EDUCATION FOR ELEMENTARY STUDENTS, W. B. Evans,
Miss Dixie Gowdy M-202
10 HANDICRAFTS (2:40 p. m.) Prof. Glenn J. Sowell
10 HANDICRAFIS (4:10 p. m.) Prof. Glenn J. Sowell
Shop
Shop
15
LABORATORY WORKSHOP
10:00 - 12:00
FIELDS OF SPECIAL INTEREST
Workers Education and Public Affairs Education. Lee -200
R. E. Steen 201
L. T. Dyess 213
Mrs, J. W. McKellar
Travis Broadus
Alton Clark
S. A. Wilkinson
Hcmemaking, Home Nursing, Home Hygiene. Health Education Lee -204
Miss Lillian Hammons 206
Mrs. Mildred Gibson 208
Mrs. Donnie Guioe 5-217
Mrs, Artie Timbes
Miss Grace Shelben
Mrs. Emma Legette
Parent Education Lee -210
Mrs, D. R. Jenkins 213
Mrs. Sarah Smith 215
Mrs, Bertha Brookshire
Mrs. Mary McLemore
Commercial Education (2:40 p. m,) Agriculture -305
Miss Odessa Rushing
Agricultural Education Agriculture -111
J. A. Burr is 218
Prof. N. E. Wilson
Mrs. Melissa Hurst
L. S. Montgomery
Samuel McRaney
Gambrell Summers
Guidance and Adjustment Service Dftipy -202
H. F. Zimoski
Miss Bessie Mashburn
Mrs. M. K. Sams
Ollie Parker
literacy Education
Miss Dixie Gowdy
Miss Bessie Champion
Mrs, C. H. Sorrels
Mrs. Mary Watson
Miss Cora Pearce
Miss Margaret McBee
Mrs. Kate Barber
Mrs. Vesta Fouche
Montgomery -202
204
205
16
English for Adults
Miss Nell Lawler
Mrs. Ruth Hearn
Mrs. Rebekah Johnston
General Health Education. Safety, and First Aid
Dallas Stewart
J. E. Sweany
Mrs. Bertha Addison
Mrs. Eunice Hinton
Mrs. Fannie Yawn
Members State Board of Health, consultants
Nursery School Education
Miss Helen Crawford
Engineering -214
215
216
Biology -112
221
Dairy -101
201
B. FOUNDATION FIELDS
W. B. Evans
Mrs. Lucille Harrison
Mrs. Robert Ham
Mrs. Henry Ware
Mrs. Bettie Brunson
Mrs. Grace Saunders
Mrs. Gladys Dempsey
Miss Myra Buckley
Mrs. Annie Bennett
Mrs. A. 0. Griffis
C. PROBLEMS AND PROJECTS
J. R. Morton
E. E. Allen
J. J. McKinstry
Mrs. Marguerite Ervin
F. J. Evans
Engineering -104
116
Y.M.C.A.
Basement 9
Lounge Ap
Lounge A2
Sitting Room
2nd floor
Room 7,2nd floor
17
FORUM SCHEDULE
Held In Auditorium at 1:30 on dates indicated, except on July 26 and
27 at 1 o'clock.
July 19. "Mississippi and her Resources" Speaker, Garner James
July 20. "What is the place of the press in Adult Education?"
Speaker, R. M. Hederman, Jr.
July 21. "In what ways should the Extension Service and Adult Educa¬
tion cooperate to improve the program of Adult Education
in Mississippi?" Speaker, Mr. E. H. White
July 24. "What State College is doing to promote a continuous educa¬
tion program?" Speaker, Pres. Duke Humphrey
"What should constitute a state program of Adult Education
and what should he the relationship of this program to
public schools?" Speaker, Supt, J. S. Vandiver
July 25. "What is the place of libraries in the program of Adult
Education and how can the services of libraries be made
available in the Adult Education Program?" Speaker,
Miss Pearl Sneed
July 26. "What services can the radio render in the program of Adult
Education and how may the teachers of adults use the
services in their classes?" Speaker, Wiley Harris
July 27. "How may the services and materials of the State Board of
Health be best used in the program of Adult Education?"
Speaker, Dr. 3. A. Milne
July 28. "Hoiv may the Mississippi Congress of Parents and Teachers and
the Adult Education Teachers cooperate to reduce illiteracy
before the 1940 census?" Speaker, Mrs. C. C. Clark
July 31. "Can all white illiterates be taught to read and write by
1940?" Speaker, R, L. Anderson
Aug. 1. "What are the causes of juvenile delinquency which might be
modified or affected by Adult Education teachers?"
Speaker, Miss Myrtle Mason
Aug. 2. "What can the Mississippi Education Association do to promote
Adult Education in Mississippi?" Speaker, S. J. Stringer
Aug. 3. "How can the agencies in a community be coordinated to promote
a continuous education program?" Speaker, Mrs. Sylvia Mariner
"Scope of work of the Professional and Service Division of
WPA and how Adult Education and Nursery School programs may
better serve this division." Speaker, Miss Ethel Payne
18
SECTION II
SOCIAL AND ECONOMIC PHASES OF ADULT EDUCATION
Page
Social and Economic Problems ----- 19
Rural Sociology ----------- 22
Social Foundations of Education - - - 26
Survey of the Community ------- SI
19
SOCIAL AND ECONOMIC CONDITIONS IN MISSISSIPPI
R. L. Anderson, Instructor
The purpose of this course was to discuss the social and economic
problems in Mississippi, without attempting a solution, in the hope that
solutions would be sought in some of the workshops or laboratory classes.
Some of the problems were suggested and discussed very briefly during the
first two periods, and later, specialists in those fields led the discus¬
sions. Mrs. Sylvia D. Mariner, Regional Supervisor, Division of Profes¬
sional and Service Projects, YJPA, led the discussion on employment for
women; Dr. P. H. Easom, State Department of Education, Negro problems;
Mr. Owen Cooper, Assistant Director of the State Planning Commission, on
farm tenancy and housing; Mr. A. P. Fatheree, State Supervisor of Voca¬
tional Education, on cotton and marketing, and Mr. J. C. Flowers, State
Director of National Youth Administration, on the youth problems.
One conclusion to which the class was obliged to come was that no
problem can be completely segregated. The South has been called the
Economic Problem Number One, and it is a title which is thoroughly dis¬
liked, but an analysis of conditions shows that it is justified. Refusal
to face facts does not make them non-existant. Many of our problems
would take care of themselves if the economic conditions, standards of liv¬
ing, health, and education were improved.
The presence of the Negro in this state is probably the most import
tant single factor running through each and every problem. In the field
of education this is of vital importance. Ninety per cent of the illiter¬
ates in Mississippi are Negroes, and only ten per cent are white. The
state compared favorably with other southern states in terms of white illit¬
eracy. The Negro also presents a big problem from an economic and health
standpoint.
Dr. Easom said, "If we are Christian people, we must be interested
in this problem (Negro). We do not have to get excited and think about
social equality; the real Nogro does not want social equality. If they
demand it, it is our fault, not theirs.
"Among the Negroes are some of the most law abiding people, especial¬
ly the land owners. They are the ones with whom we must work in order to
get the others. Train them to read, write, talk correctly, and keep clean
and healthy. We should do this in self defense, as they perform so many
personal services for us and our children. Train them to take care of
what they have. We are fair minded people and have common sense. We are
going to do the right thing when we realize the problems and their import
tance. We will never do anything unless we can make the people desire to
improve themselves."
Farm tenancy is a big problem. In this state "tenancy" means for'
the most part "share croppers." Tenancy has shown an alarming increase,
esuocially among the white farmers. In the United States 42$ of the
farmers are tenants; in the South, 55$; in Mississippi, 69$.
20
Nine per cent of the total population in the United States are tenants,
in the South 20$, in Mississippi, 47$,
In the United States, 5$ of all tenant farmers stay on a farm
less than one year, and 38$ stay for over fifteen years, while in Missis¬
sippi 33$ stay for loss than one year, and another 20$ loss than two
years. This condition loads to lack of interest in both home and farm.
It means getting all possible out of the land before moving on. History
shows that it is the hand of man rather than climatic conditions that has
changed land once fertile into barren waste. Literally thousands of acres
of land in Mississippi have gone to ruin because of improper handling.
The tenant homos have very few modern conveniences. Only three
homes out of a thousand have electricity, and four out of a thousand have
running water. The housing conditions in Mississippi are worse than
those of any other state in the Union. The Federal Survey of Rural'Con¬
ditions rated the homes in general at 44, those of New England at 70,
Texas and South Carolina 29, Arkansas 25, and those of Mississippi at 22.
The Home Owner's Loan Corporation, Federal Housing Administration, and the
United States Housing Authority are organizations which should help to re¬
lieve this situation.
A survey of one Mississippi city showed a large number of dwelling
units lacking all modern conveniences. In addition there was a large
deficiency in the actual number of any kind available. There were 17,910
families and only 13,100 dwelling units, thus 4,810 families had to live
with others. Thirty-eight per cent of the homes were without inside
toilets; 12$ without running water; 38$ without electricity; and 45$
without bathing facilities.
Mississippi is largely an agricultural state and the second larg¬
est grower of cotton. King cotton is dethroned. The cotton surplus
continues to pile up while the markets are shrinking. The foreign markets
are consuming more cotton than previously, but are purchasing less from us.
During the period .1930-32, we exported 43$ of our cotton; this year, less-
than 20$. Decreasing our production did not work, so another effort is
now being made in terms of barter and a government subsidy for the export¬
ing of cotton. It seems at present that the most permanent solution lies
in seeking more uses for cotton right at home.
The growing of cotton exclusively on a piece of ground impoverishes
it. The experiment stations are trying to find the least expensive way to
renew its fertility. Diversified crops must be resorted to.
Some of our problems are going to be solved in the school room.
No state in the union has made more progress in education than Mississippi
during the last twenty years. We are rightfully proud of our white
schools. We have better buildings, better transportation, and better teach¬
ers. We have taxed ourselves to the limit, yet are faced with the problem
of insufficient funds to carry on properly — §27.00 per child as against
§75.00 for the United States as a whole, and §134.00 in New York.
21
There are 400 of school age per thousand adults in the eastern
states and 600 here. Eighty-five per cent of the white children fail to
finish high school and only eight'per cent of the Negro children enter
high school. There are over 200,000 Negro children in the first grade
and less than 1,200 reach the twelfth grade. Twenty-three per cent of
the Negroes are illiterate.
Opportunities within the state vary too greatly as between the
rich and the poor districts.
Consolidation of schools has done something to the rural districts,
especially those most distant from the school. It has taken away from
them a community center, the social center. This makes it hard on the
young people and tends to drive them away. Rural churches have been con¬
solidated, and many large communities are now left without any kind of
public meeting place. Since many of these people are tenants or share
croppers without means of transportation, they are left stranded.
Good health is a financial and social asset. The science of
medicine has done much to prolong the life expectancy of humanity, but it
is a long process of education, developing health habits and attitudes
which permit of the greatest possible use of scientific discoveries. There
are great masses of people who need medical care and are not able to pay
for it. Every county needs a full time health unit. Malaria is one of
our most costly diseases, but progress is being made in controlling it or
stamping it out completely. Progress is being made in the control of
tuberculosis. The social diseases are receiving special attention by the
medical profession. This state has a higher percentage of infection than
any other state. Where there are full time health units treatment may bo
obtained free. People must bo educated to the seriousness of the problem.
For years there has been a migration of young people from the
country to the city. This has now ceased to such an extent that there is
a surplus of man power in the country, mainly young people with nothing to
do. Wo must do something to help them adjust their lives in the country.
What can be done about those various problems? All agree that it
is largely a matter of education, and that adult education will help to ad¬
just those social and economic problems. We must learn to live at home,
conserve our resources, especially timber, and reforest a lot of our land,
ceaso to impoverish our soil, and try to rodeem that which can be saved,
give practical education to all, stamp out illiteracy, emphasize the im¬
portance of health, improve methods of marketing, and make life in the
country easier and more enjoyable.
It was agreed by all that adult education and nursery school teach¬
ers have a great opportunity in helping to improve the social and economic
conditions in Mississippi. These people enrolled in classes :Should be
made conscious of the situation and helped to work out a solution family
by family-
22
RURAL SOCIOLOGY
Professor J. F. Evans, Instructor
This course was designed to help the teacher to better under¬
stand the problems of the rural community in order that he may be able
to help solve some of the problems.
Professor Evans used as the subject for his first discussion,
"Building a rural curriculum for rural people." The subject was intro¬
duced by the instructor telling a story of a certain farmer who was so
well satisfied with his standard of living on a small, run-down farm
that he lcept on raising "bumblebee" cotton year after year and resented
every effort that was made by county and government agents to help him.
The desire for better and fuller living had to be created in this
farmer before he would accept help or suggestions from anyone. Today,
he has attained a standard of living that five years ago he would have
neithoa? dreamed of nor wanted.
Situations like those, Professor Evans pointed out, are the ones
in which teachers of adults aro most needed. Ho added that we must
begin with their wants and gradually work up to their needs.
Other topics of discussion as they wore taken up from day to day
were as follows:
I. Standard of living for rural communities
Professor Evans introduced this topic by calling for a definition
of the term "standard of living." It was decided that it is the neces¬
sary food, shelter and clothing to maintain self-respect and be comfort¬
able in the group with which we are associated.
The thought was brought out that where we formerly struggled for
existence, we now struggle for standards. The reason for this is the
change that has come about in the mind of the farmer. New types of
houses are being built, they have new ways of cultivating the soil, a
new type of education, and with it all, a now conception of what they
want to get out of life. If Mr. Jones has all these things, Mr. Smith
will want them also. Hoivever, it is impossible to measure the extent of
poverty since poverty is a relative term.
What is economic sufficiency? No single answer is possible; the
standard of living of one people or ono ago differs from that of another;
and the personal element enters to make the problem more uncertain, since
to know how to use wisely what one has is to double its value. Yet,
beginning with the physical necessities - food, clothing, and housing -
one is blind if he does not see that there are many whose incomes will
not, no matter how wisely expended, supply those primary wants in such a
way as to maintain physical efficiency.
23
Likewise, it is equally impossiblo to fail to recognize that rec¬
reation, education, travel, stimulating companionship, and other aspects
of life xvhieh enlarge and enrich it, arc almost if not altogether unshared
by very many, even if those whose bodies do not actually suffer.
The real test of the evil of poverty is found at the point where
the lack of income begins to narrow or degrade the mental and moral life.
The length of life of those whose incomes are in the lowest grades is
probably not over half of that of those in comfortable circumstances, while
ignorance and often apathy or waywardness are bound to characterize their
lives.
It was brought out in connection with this discussion that the
farmer spends a high percentage of his income on food, shelter, and cloth¬
ing, while the urban dweller spends a higher percentage of his on recrea¬
tion, education, religion, etc.
Various suggestions were made for raising the standard of living
in the rural community, some of which are given below:
1. A fuller educational program
a. religious
b. moral
c. mental
d. physical
2. Rural people must have a broader recreational life if
they are to have a well-rounded community.
3. The farmer must learn to spend his money wisely.
II. Reasons for the low income of the farmer
The following blackboard outline was presented by Prof. 3vans:
1. The effects of the Civil War
2. Waste
3. Disaster
a. storms
b. floods
4. Soil fertility decreasing and population increasing
5. Wasted resources
6. Misguided production
7. Lack of cooperation
8. Lack of education in the technique of production
9. Land values
10. Family management and expenditures
24
In discussing probable solutions to thoso problems, it was decided
that if every farmer would tnaugurato and adhere to the following program,
his income would probably bo doubled:
1. Hate a year-round garden, adequate for his immediate needs
as well as for canning
2. Keep a sufficient number of milch cows for family use
3. Keep a sufficient number of chickens to supply his family
with meat and eggs when desired or needed
4. Raise not only pork but beef as well, for home use and
canning
5. Hive adequate pasture lands
6. Grow all feed for stock and poultry
7. -^ave adequate orchards
The fact was recognized that this program could not be carried out
in its entirety by the tenant, although some phases of it could be applied
even to him.
III. The problem of rural youth
Professor Evans, in his discussion of the rural youth problem,
said he was greatly surprised to learn just how few rural young people are
being reached by the different agencies, and how few children of the ten¬
ant farmers are found in the high schools and colleges.
It is the duty of society to take the individual and make the best
citizen out of him that it is possible for him to become. We can make our
youth good citizens if we organize and plan properly for their welfare.
We have a definite responsibility to youth; we must help them to reason out
their problems. We must teach them a sense of justice. The youth is seri¬
ous about his problems; he wants to know what is right and how he may
know that it is right. Some of the problems of youth were listed as
follows:
1. Choice of vocation
2. Choosing a location
3. Choosing associates
4. Choice of a mate
The youth is entitled to profit by the experiences of those who
have met and solved these problems wisely, yet very few of them have this
opportunity extended to them.
In summing up the course of Rural Sociology, it might be well to
25
add to the foregoing statements that one of the most remarkable things
about the course, in the opinion of those pursuing it, was the class
participation in the discussions. In fact, some of the discussions were
so heated that it was impossible to adhere to the outline of the subject
originally planned for that particular day. However, the informal man¬
ner in which the discussion was held enabled teachers of adults to get a
great deal more from the course than it would have been possible for them
to got in any other manner.
Bibliography
Consumers Guide - 1938
Distribution of Wealth, by King
Rural Sociology, by C. C. Taylor
Elements of Rural Sociology, N. L. Sims
Sociology and Rural Life, by Hawthorne
Rural Sociology, by Hoffner
Personality and Domestic Piscord, by Nower
Farm Life Abroad, by Rranso
Marriage, by Groves
Family, by Groves
26
SOCIAL FOUNDATIONS
Professor J. R. Morton, Instructor
The purpose of this course was to examine the social machine of
which we are a part in order to better understand this situation, in
which we find ourselves today. When we can understand this situation, we
are able to a great extent to live more effectively and more abundantly.
Professor Morton, on the opening day, brought out as one of his
main points, that society is a machine, like any other machine, except for
the fact that it is intangible. It is made up of ideas, habits, and
materials. Ho stressed the responsibility of teachers to work toward a
better understanding of the social and economic changes in the world dur¬
ing the last throe hundred years so that they can help people adjust them¬
selves to this new type of civilization.
Tracing the major changes through this three-hundred-year period,
Professor Morton gave the following main reasons for such changes:
1. New technical discoveries
2. Now sources of power
3. Coordination of these new technical discoveries with the
new sources of power
4. The organization of those for production
5. Great inter-dependence
Some characteristics of this new industrial society were given as
concentration of population in cities; specialization in industry; in¬
creased capacity for production; great changes in employment, etc. It
was pointed out that during the period from 1500 to 1750, production took
place in the home and practically all business was transacted in the
neighborhood. The main idea was to produce what one needed for his
family so that they were almost wholly independent. There were longer
hours of work, but the work was more casual and less strenuous. Every¬
thing was managed on a personal basis.
Beginning of Capitalism
About 1750, people began to realize that power could be gained with
wealth, and the idea of economic profit took place in the public mind.
Moving people into factories developed technological improvements. As trade
increased, business came to be less and less personal. It was agreed at
this point that we are still in the process of transition from the personal
to the impersonal basis in industry.
It was brought out in the discussion that the structure of Capital¬
ism is aristocratic, and that the number of free economic agents in a
Capitalistic economy is very small corpared to the total number of persons
participating. Capitalism is extremely complicated and difficult to pper-
ate, and it produces a desire for acquisition which in turn produces in
27
people a ruthlessness which is antagonistic to a democratic society.
The Capitalist cannot see how his desires are dependent upon the desires
of the group.
Not all of the argument was against Capitalism. It was agreed
that it makes possible great divisions of labor, stimulates technical
progress, and makes quantity production possible.
Until about 1915, most of the capital became concentrated under
corporate control. At this time, non-profit organization began to
operate on the basis of systematic examination of facts.
In summarizing Capitalism, Professor Morton said, "Capitalistic
economy was once controlled by demand and supply, market conditions,
price of goods, wages and profits; but today, the controlling factors seem
to point toward the price regulation by unions and nationalistic barriers.w
Labor and Employment
In discussing the changes in employment, the point was made that
we cannot see our needs clearly because they are dependent upon many fac¬
tors which are not stable. This makes it difficult to plan a career.
It was pointed out also that there seems to be ample employment
for trained persons capable of:
1. Sustained concentration
2. Accurate observation
3. Quick reaction
4. The capacity to understand organization
Some people will never possess these characteristics and they, to¬
gether with the people who have been producers in the society at some time
but through no fault of their own are not producers now, become the respon¬
sibility of organized society.
Additional comment brought out the fact that we are becoming a
society of old people, especially in the rural sections. Eleven per cent
of the males and thirteen per cent of the females in the rural sections
are 65 years of age and older. As the production age group is from
twenty to forty-five, the village and rural area does not have its pro¬
portionate share of the productive age group. The following analysis of
the village was given:
1. There is a high proportion of old people
2. There are many more women than men
3. There is a large number of widows
4. It is made up of a conservative society, therefore
not much progress is made since they reject new
ideas.
Ninety per cent of the unemployed people are untrained, and there
is a decreasing demand for their services, while there is an increasing
28
demand for persons highly trained, ospoctally in specific fields.
Beginning of Communism.
Carl Marx exercised a tremendous influence over the economic life
of Europe after he made his extensive study of Capitalism and then pro¬
posed an organization which came to be known as Communisin. The term
Communism become popularized to mean the violent overthrow of the govern¬
ment, although the Russian definition would probably be, "A form of social
organization designed to onable all the people to own everything and there¬
by to live and enjoy a moro abundant life."
Russia is the richest piece of land on eafch, and has a population
of about 180,000,00. Yet, before the war, 2,000,000 of these people lived
in tho greatest luxury the world had ever known, while the remaining ones
lived in the greatest poverty ever to exist. Force was used to keep these
poverty-stricken people under subjection. But it could not last, and the
peasants, led by some young people who had been to school in Germany and
had come under the influence of Carl Marx' theory, recognized conditions,
moved in and took charge.
Tho first Communist party, organized in Russia in 1917,
pledged:
1.
2.
3.
4.
5.
6.
7.
8.
To liberate the masses of the people
To reconcile all races and all people within the country
To organize a Communistic economy
To emancipate women
To take the control of all knowledge avnay from the church
To use the methods of science for everyone
To reject the artificial life of Capitalism and return to
tho ways of nature
To establish a democratic government
When the Communistic party came into power in Russia, they met many
difficulties. There were many who could not read and write. There was
practicality no means of transportation. A variety of languages complicat¬
ed the atmc care. These difficulties created a tendency to break up into
many smaller rations. A man mured Lerin sensed this tendency and felt
that there would be constant warfare. Ke knew that this would cause a con¬
dition which would be worse than conditions in Che other European countries,
and to prevent this situation, a dictatorsnip was declared about 1920.
Although the Russian plan did not work out as scheduled, Lenin did
a number of valuable things for his country.
1. He brought economic order to the government and to the
people
2. He encouraged food production
3. He established Russia's credit
29
These things seem to be true in Russia today:
1. Authority is in a few hands.
2. True public opinion is unknown.
3. The public mind is deliberately shaped by a carefully prepared
program and there is rigid control of the schools, press, and
radio.
4. Martial law still exists.
5. Free criticism within the party is sometimes encouraged, but
otherwise all types of criticism are completely suppressed.
6. Freedom of thought and expression are outlawed.
7. There has been one of the greatest improvements in national
psychology that the world has ever seen.
8. Technology has been widely introduced.
9. An enormous construction program has been carried out in a
very brief time.
10. A modern industrial plant has been built.
11. Agriculture has been mechanized.
12. The national economy has been socialized.
13. A coordinated system of production and distribution for use
has been instituted.
14. A powerful military defense has been organized.
15. Unemployment has been eliminated.
16. Educational opportunities have been greatly extended.
17. Illiteracy has been reduced from over 60$ to less than 10$.
18. The standard of living has improved greatly, although it is
still low.
19. Numerous other social services have been established.
20. The bitter struggle within the party, coupled with the fact
that poxwBr is in new hands, creates a feeling of uncertainty
for the future, and represents an obstacle to peaceful
dissolution of minority control and the establishment of a
true democracy.
30
Bibliography
Social Foundations of Education, by Counts
The Economy of Abundance, by Stewart Chase
The Chart of Plenty, by Loeb
Reports from the Brookings Institute:
-America's Capacity to Produce
2. America's Capacity to Consume
The Recovery Problem in the United States
The Encyclopedia of the Social Sciences
31
SURVEY OF THE RURAL COMMUNITY
Instructor,
Professor J. F. Evans
The Instructor began this course with a few well-stated
comments on the importance of surveying the community to determine
the needs and interests of the community. He explained how nec¬
essary it is for the adult teacher to have this information before
the program is inaugurated. He pointed out that it is apparent
that each person belongs not only to one social group, but to
many. And it is worth noting, also, that the more varied his
interests are, the larger the number and kinds of groups to
which he belongs. His relation to such groups should not be
thought of as something formal, though at times this may be
so, as when an alien becomes a naturalized citizen through a
legal process, or a student is admitted to college upon exami¬
nation or the presentation of proper credits.
It is both natural and very wise, Professor Evans stated,
that so much of the best thought of our time is being directed
to the study of society, in the hope and belief that only through
an understanding of our social life can the advance in scien¬
tific knowledge really be made to serve mankind. In order to
know the community on the basis of what it has and has not, it
is necessary to make a careful study and draw conclusions from
facts gathered, so that certain specific movements may be begun
for the best interests of all in the community.
Professor Evans pointed out that before a survey can be
made, there must be proper preparation. The cooperation of the
leaders in the community should be secured to lend prestige to
the program. After the facts have been gathered, they should be
interpreted from the analysis of the material. Then a council
or committee, selected from among the leaders of the community
before the survey was begun, will make recommendations as to
the program to be set up. An announcement of the findings
should be made to the public and kept before them until there
is something done toward carrying out the recommendations.
Professor Evans placed particular emphasis on the
seven bonds that tie the community together. They are:
1. Religious
2. Economic
3. Political
4. Family life
32
5. Educational
6. Fraternal
7. Recreational
The following outline was worked out during the course,
and represents the combined ideas of the entire group:
THE COMMUNITY SURVEY
I. PREPARING FOR THE SURVEY:
1« Organizing the community for the survey:
a. Personal contact with, and enlistment of community
leaders
b. Selling the plan or idea to the community
c. Organizing the workers:
(1) Organizing the council or directing committee
(2) Selecting, training, and organizing the field
workers
2. Defining the boundaries of the community
3. Defining the scope of the study
a. General social: Study of the general order
b. Specific study: study of specific community
interest or interests
c. Determining the approach of study: institutional,
local interest, organized activity, etc.
4. Determining the techniques and instruments:
a. Determining the methods: interview, questionnaire,,
observation, etc.
b» Detemining schedules, score cards, tabulation forms,
maps, etc.
II. GATHERING THE DATA OR MAKING THE INVESTIGATION:
1. Historical information
2. Documentary data
33
3. Current conditions and problems
i Interests of the community
III. ANALYZING THE DATA:
1. Summarizing the items of information
2, Correlating the data
3. Interpreting the data
4, Drawing conclusions
IV. RECOMMENDATIONS:
1. Determining the possibilities of the community for
advancement
2. Measuring its present efforts toward advancement
3. Determining measures for improvement
4. Outlining a long-time plan of growth
V. CARRYING OUT THE PROGRAM:
1. Educating the conmunity as to results of survey
findings
2. Enlisting the community in the plan of improvement
3. Organizing the community for the work to be done
(Selecting directors, committees, etc.)
4. Keeping the facts of the conditions and the progress
being made everlastingly before the community
BIBLIOGRAPHY
Foundations of Educational Sociology - Charles G. Peters
What Social Workers Should Know About The Community -
Byington
Surveying Your Community - Edmund De Brunner
Community Action Through Surveys - Shelby M. Harrison
Community Planning In Adult Education - Staff of
Department of Adult Education, School of Education, NYU.
34
SECTION III
AGRICULTURAL EDUCATION FOR ADULTS
Page
Farm Programs --------- 35
Gardening - --------- 41
Soil Conservation ------- 44
Laboratory Production
46
35
FARM PROGRAMS
The course in Farm Programs was conducted by Mr. J. A.
Burris assisted each day by a different spoakor from
the faculty of Mississippi State College.
Farm Oooperativo Enterprises
J. E. Stanley
Mr. Stanley discussed briefly the o«operative enterprise of the
farmer. He made the statement that the sources of income show changes in
the economic income. He illustrated his point in this manner, "All
products of the farm, cotton, cream, milk, cattle, hogs, etc., bring lower
prices at the farm than any other time, and the farmer most often has to
sell."
The solution for this is that farmers must get more actual value
out of these products. How? They must cooperate with all small farmers
in the community to establish cooperatives.
Today Mississippi has eleven cold storage cooperatives. He listed
the differences in cooperatives and capitalism as:
1. Object of capitalism is to make profit
2. Object of cooperatives is to save and make better prices
3. In capitalism money becomes basis of organization
4. The policy of capital is to concentrate wealth
5. The policy of cooperatives is to distribute wealth
6. In cooperatives interest is based on equity and patronage,
also interest in the whole price.
7. Cooperatives are interested and want to make agriculture
profitable and stock valuable.
How cooperatives and capitalism resemble
1. Both invest capital for gain
2. Both need money for overhead
3. Both need labor
4. Both run a risk - may gain or lose
The following problems were raised and discussed
1. More money is needed by the farmer - or more income
2. How to get the farmer to believe in cooperatives
36
In this discussion the adult education program was challenged to
explain the working of cooperatives and tho ways and means of how farm¬
ers in different localities can solve tho income problem.
Farm Security Administration
M. T. Aldrich
Statistics show that there is a trend of the" youth from the farm
to the city and to other industries due to the low income on the farms.
To help reverse this trend the following organizations have been establish¬
ed: Farm Security Administration, Federal Land Bank, Rural Rehabilitation,
Seed Loans, Homestead Association, Farm Livestock Association, Resettlement
Division, and Production Credit Loan.
These organizations made 2,300 loans to needy families of the low
income group last year. In order to obtain these loans the farmer is re¬
quired to keep a record book, meet all the requirements of this set-up, and
improvement. This induces tenants to stay on one farm longer as loans are
made for school books, for purchase of cows, hogs, and horses.
Loans under FSA are on the basis of $43.26 per $1,000.00 over a
period of forty years if desired. The payments can be made variable and
the loan can be settled within five years if desired.
Homestead Association leased land to groups, who elect their own
director. The group is responsible for any member who fails to pay.
Resettlement Division works on cooperative plans. At present there
are 1,300 families under this arrangement.
Soil Conservation
H. L. Hopper
Mr. Hopper approached the subject from tho following angles:
1. Erosion
a. wind
b. water
Erosion has boon a problem in the United States since the beginning
of colonization. In fact, Washington told his foreman to spread straw on
the bare ground and to reduce the acreage of tobacco in order to reduce the
washing of the land. But it was not until 1928 that wo had erosion control
established. In 1933 wo began soil conservation service. Dr. Bennett,
county farm agents, and the vocational agriculture teachers, helped to
spread the information to farms.
37
2* Extent of facilities
a. Demonstration projects
b. Government leaves one man on the project
c. Cooperative agreements
d. CCC Camps
(Here we have 130 technical men and 2,000 enrollees
taking this training. These people will help in
demonstration farming.)
3. Terracing
This type of soil conservation was introduced before the Civil War.
Possibly all farmers believe in terracing. It is the aim of the advocates
of control that every acre of land in Mississippi be handled according to
its needs and adaptations.
4. Reforestation. In reforestation we practive
a. Planting new trees
b. Standing timber improvement - cutting out the
undesirable
c. Release cutting - getting rid of crooked trees that will
harm others
d. Pruning - cutting limbs
A soil conservation center can be organized in any county by twonty-
five interested people petitioning to the governor. At present there are
nine such organizations in existence in Mississippi.
Rural Organization
H. S. Johnson
The first thought in organization is of the home in which each mem¬
ber has his place. With all understanding the plan to bo carried out, each
one must do his part.
Sociologists say that the old rural communities have faded out.
Churches are declining in the rural sections, but the community spirit is
still thero. It is this interest which is creating ^he community centors.
The question as to whether an educational program can be carried
on better in smaller rural communities than in the consolidated communities
was raised. It was agreed that rural people get more satisfaction in dis¬
cussing their problems in their own communities with their own people, but
it is better educationally for the rural child to bo sent to a consolidated
school.
Rural organizations which are working toward one end - "better
rural life" for men, women, boys, and girls, include: Adult Education,
Future Farmers of America, Farm Bureau, Cooperatives, Cultural Clubs,
Garden Clubs, H.D.C., and Church Schools.
38
Land Usos and Consorvation
J. V. Paeo
Mr. Paco gave the following roasons for tho oxhaustion of land
and resources:
1. Homestead Act - under this act land was sottled, stakad,
deeded, and tho resourcos used. Instead of developing
the resourcos they wero depleted.
2. Taxing Resourcos - timber and land were taxod to such an
extent that people were forced to sell.
3. Individual Exploitation - land was so plentiful that as
one piece of ground ivas exhausted the settlers moved on
to another.
4. Killing Wild Life - forests wore destroyed leaving no place
in which the wild animals might live.
The need of organized efforts for permanent land use policy can
be readily understood. The objectives of this policy is to make tho
land productive through conservation and to put the land to its best usage.
Lands of today are being made use of by factories, growing of
crops, grazing, and growing of timber.
The planning of consorvation of land is comparatively new, and it
will achieve its greatest work in the years to come. However, bettor
economic conditions have already begun and great strides are expected to
be made in tho near future.
Agricultural Adjustment Administration
T. M. Patterson
Why the A.A.A.? Many reasons may be given in favor of the A.A.A.,
but only a few have been considered here.
The tariff policy for the past hundred years has constantly dis¬
criminated against agriculture. The monopolies have control of prices,
■^hey have forced the farmer's prices to the bottom. The World War has
caused a great change.
Tho United States before the war was a debtor nation and had a
large cotton export. During the war Europe borrowed from, the United
States. After the war she was forced to pay cadi for the products re¬
ceived or not buy. Erom 1920 to 1930 Europe could not buy because of
the lack of money. The United States in turn had no market for her
cotton. This helped to bring about the depression.
39
Since 1933, the A.A.A. has paid a subsidy to the farmer who has re¬
duced his acreage. It has encouraged diversification, terracing, contour
furrows, and cover crops. The yiold of cotton per acre from 1933 to 1938
was raised to an average of 335 pounds.
Farmer's Cooperatives
J. E. Stanley
Many farmers have refused to organize for fear of dishonest leader¬
ship. Adult education can do much toward changing this viewpoint.
Managers under the cooperatives are bonded. All the books are au¬
dited regularly in the cooperative organizations. The farmers investment
is always safe even if the organization discontinues business.
Under the farmer's cooperatives Mississippi has two organixations:
the Mississippi Federated and the Central Mississippi Federated - composed
of combined small cooperatives.
The working of the cooperatives is based on patronage and capital.
Each member receives 6$ interest on his investments and patronage check.
Farmers are not required to own stock in the cooperative in order to trans¬
act business with them. In this case the patronage check is kept by the
organization until the cash, stock is paid. In this manner he becomes a
stock holder.
Farmer's Cooperatives
J. V. Pace
A discussion of the Farmer^ Cooperative was continued with the
following questions and answers:
Qpes. Is the 6$ interest paid in cooperatives based on capital?
Ans. Yes, on preferred stock.
Qp.es. How much can any one person invest?
Ans. No one person can own more than 20$ of the capital stock. The
preferred common stock is the voting stock. No one can vote
until he owns stock.
Qpes. How many cooperatives are there in Mississippi?
Ans. There are forty county cooperatives which work county-wide
buying and selling.
40
Ques. What are the kinds of cooperatives?
Ans. 1. County cooperatives - buy and sell farm produce
2. Commodity - deal with one commodity as cotton, buy and sell
3. Consumers cooperative - group of farmers or town people who
buy cooperatively, as gasoline. This pays dividends
quarterly.
4. Processing type - cooperative gins
5. Service cooperative - does not buy or sell
Ques. Hbw can we organize our farmers in cooperatives?
Ans. Make a survey of the needs and interests. The farmers put up
40$ of the stock.
Ques. How can the Policy and Land Planning Commission be used by the
individual farmer?
Ans. Farm is selected in the county and adjustments are made as to the
size, crops planted, pastures, etc. These facts are made avail¬
able to the farmers. Plans are being made to select twelve other
counties to survey.
Mr. Pace summarized the course by reviewing the most important
points which had been covered. He brought out the fact that the best
information available on the question of soil conservation may be ob¬
tained from the Extension Department and from the experienced farmer.
41
HOME GARDEN IMP
T. E. Ashley and L. R. Pariah, Instructors
The first portion of this course, under the able instruction of
Mr. T. E. Ashley, was given over to the study of the orchard. The first
step toward a profitable orchard, Mr. Ashley said, is purchasing nursery
stock from a reliable nursery. This will insure the buyer that he is
getting stock that is free of disease. Next, the trees must be properly
set, by placing the male trees among the female or bearing trees. Methods
of securin g proper pollination were also discussed.
The advantages of fruit thinning rare given as follows:
1. Increases size of fruit
2. Insures better quality and color
3. Reduces cost of handling small fruit
4. Maintains vigor of trees
How to thin fruit
1. 'Reaches
a. One to six inch twig, two to twelve inch twig
b. Use pruning shears (preferable)
c. By hand (takes much time)
2. Apples
a. One to each cluster
b. Leave center on if possible
3. Plums
a. Two to four inches apart
When to thin fruit
1. As soon as fruit sets - not later than six weeks after
blooming
Mr. Ashley discussed the different insecticides and sprays for
fruit in which connection he gave the following outline:
A. Insects with chewing mouth parts must be controlled with stomach
poisons, such as arsenate of lead. (Do not use calcium arsenate on
fruit trees of any kind.) The plum curculio is an example of a chew¬
ing insect.
B. Insects with sucking mouth parts, such as plant lice, must be con¬
trolled with sprays or poisons. A spray recommended for this use is
Black Leaf 40, using one pint to 100 gallons of water-
42
C. Sprays for stone fruits
1. Fungicides
a. sulphur
b. zinc
2. insecticides
a. arsenate of lead
b. Black Loaf 40
c. P.D.B. for peach borers
d. oil emulsion
D. For pome fruits (apples and pears)
1. Copper sulphate or Bordeaux jailrtare
2. Sulphur
Note: See spray calendar for instructions in detail.)
A field trip was made to inspect orchards and observe pruning
and training systems used for grapes and Boyson berries. This trip
proved especially interesting to the group. It was noted that in rais¬
ing Boyson berries, the grass mulch system and the flat cultivation
method by plowing are used.
The next subject taken up was "The Ail-Year Garden" with Mr.
L. R. Farish as instructor.
Mr. Farish began by saying, "It is easy to say 'all-year garden'
but it is harder to have it than to talk about it." A blackboard diagram
illustrated the reasons why vegetables are plentiful at some seasons of
the year and scarce at others. In this connection, the most abundant
season is April, May, and ^une. The moderately abundant season is October,
November, and December. Vegetables are scarce in August, September, and
in part of July, and very scarce in December, January, and February. The
reason for this is, of course, climate and rainfall. Mr. Farish pointed
out that it is better to have two garden sites - one on high, dry soil for
early planting, and another on lower soil for summer and fall.
In connection with spring planting, Mr. Farish gave this interest¬
ing illustration:
Two rows were planted on a four-foot bed, twelve inches apart and
the row on the south side of the bed grew so fast that in a short time it
was almost twice as large as the row planted on the north side of the bed.
The two rows were fertilized alike and the same seed were used in each
row. Proper preparation of soil was stressed, especially adequate break¬
ing and fertilizing.
43
Forcing structures were sketched and discussed. These included
green houses, lean-to houses, hot beds, etc.
Late summer and fall gardens
1. What to grow during hot summer months
(tomatoes, egg plants, peppers, corn, okra, beans, peas,
spinach, etc.)
2. Planting in dry soil
a. Open furrow and run water in
b. Cover with dry soil
c. Plant seed and then pour water in furrow
A field trip was made to the bean patch at State College, where
several types of beans were growing.
The third week of this course was given to landscaping and beauti-
fication, with Mr. F. S. Batson as instructor. The first lesson in this
section began with a talk by Mr. Batson about beautification of the home,
and its effect on self-respect, citizenship, ate.
The problem of hovr to beautify the home and grounds was vividly
portrayed by means of a canvas upon which a plain, unpainted house was
placed. Then the trees, shrubbery and driveways were rearranged and
screens for outbuildings were placed to hide the undesirable things and
accentuate the things of beauty. This was strikingly impressive to the
group and everyone exhibited a deep interest. Emphasis was also placed
on the use of pecan and pear trees, since they can be utilized for beauty
and shade, as well as their fruit.
The propagation of plants was introduced by stating the four
methods, namely:
1. Budding
2. Cuttings
3. Seed
4. Bulbs
Field trips were made at every opportunity and they proved one of
the most beneficial and interesting parts of the course.
The course in home gardening proved a most interesting one, in
that the instruction and suggestions were practical and usable, rather than
theoretical and far-fetched.
44
SOIL CONSERVATION
Professor E. J. Roberts, Instructor
Professor Roberts introduced the subject by discussing some of
the interests and problems of Mississippi. He stated that pine timber
manufacturing or sawmills, box factories, paper mills, etc., lead all
other industries in the state except farming. They comprise 6555 of the
value of industries in Missis sippi Survey shows that it is possible
for Mississippi to produce millions of feet of pine timber a year, but at
present it is being destroyed more rapidly than it is being grown. The
causes of this shortage are:
1. Destruction by fire
(Survey shows that fire destroys more pine timber than
the sawmills cut.)
2. Wasteful cutting of timber
3. Lack of replanting
This shortage could be prevented by:
1. Controlling fires
(Fires can be controlled by national fire control. State
furnishes two cents per acre, federal government furnishes
two cents, and owner two cents.)
2. Educating for the cutting of timber
(A tree 14 inches in diameter will scale three times as
much as one 12 inches in diameter.)
Timber can be conserved by National Forestry. There are five
national pine timber reserves in Mississippi: Homochitto reserve,
Chickasaw, Holly Springs, Bienville, and Biloxi. Seventeen counties
have fire protection.
The consensus of opinion of the class after the discussion was
that people should be made "forestry minded." This would be a sure way
to preserve our young timber.
Mr. C. B. Anders
The federal government has appropriated money to be used in soil
conservation. Districts have been set up in Mississippi as experiment
stations to study erosion. They are located at New Albany, West Point,
Meridian, Laurel, Canton, and Port Gibson.
45
The districts have followed the water sheds. Sovoral counties
have been included in each district. Each of the experiment stations
has a committee composed of Director of Extension, Stato Coordinator,
Director of Experiment Station* State Forostor, and Commissioner of
Agriculture.
Mr. L. 0. Palmer
Any land that has a drain should be terraced.
1. On land which has from () - 8-foot drainage for each 100
feet should be terraced on sandy land.
2. From 0 - 10-foot drop on clay soil
3. Above a 10-foot for 100 foot it should be used either as
pasture lands or for planting forest trees.
The symptoms of soil erosion are bald spots, shallow soil spots,
fingers, and gulleys.
Mr. Palmer demonstrated running terraces. 1-Ie adjusted the instru¬
ment, proved its correctness, located erosion symptoms, and located the
drop slopes. By following Copeland's theory ho demonstrated terracing
of the fingers.
Mr. Joe A. Burris
Mr. Burris followed up the previous study of terracing. He led
the discussion on the emptyihg of terraces. It was decided that in the
emptying of terraces it was better to put rocks, brush, concrete, or to
drive stakes in. the ditch emptying into the public road.
Mr. ff. T. McKeel
Mr. McKeel stated that if the soil eroded as rapidly for the nexi;
100 years as it has for the past 100 years it would be washed away. One
of the best ways to protect farm lands from erosion is by oover crops.
Vetch was said to be beneficial but it leaves the ground practical¬
ly bare for a few months. Kudzu was recommended as a good cover crop and
also as a hay crop. Mr. McKeel advocated the planting of thick crops,
such as peas, beans, and even planting cotton thick to prevent washes.
The following facts were given to prove what cover crops do to pro¬
tect fields against erosion:
46
Corn por aero 58 tons without torraoos
Corn por acre 80 tons with torraoos
Alfalfa per acre 17 tons without torraoos
Alfalfa por acre 21 tons with terraces
Information pertaining to soil conservation may bo obtained from
the County Farm Agent or from the Extension Department.
*****
LABORATORY PRODUCTION
A volume entitled Agriculture for Adults including sixty pages
has been published from the materials that were prepared in the labors*-
tory. The materials in agriculture have to do with various matters
pertaining to the farm, such as soil conservation, preparation of soils,
gardening and orchards.
*****
47
SECTION IV
HEALTH AND SANITATION
Page
Health and Sanitation ----- 48
Laboratory Production - - 53
48
HEALTH AND SANITATION
Dallas Stewart and J. E. Swonny, Instructors
Mr. Stewart introducod the course with a talk on educating for
health. Several definitions of health were given and discussed by the
group. One of the simplest and most effective was as follows: "The
healthy person is one whose bodily functions are being performed easily
and without pain."
The physician says that anyone who sleeps well, and who can di¬
gest his food while satisfying a hearty appetite, may be considered in a
good state of health. Under modern conditions very few persons enjoy
perfect health, but the observance of a few simple rules helps to keep
one reasonably well. Sound health habits should be largely a matter of
automatic action on our part, but good health habits can be acquired only
through definite conscious action. Such action must be based on accurate
knowledge.
Mr. Stewart pointed out that nothing is more important in life
than the formation of good mental habits, since there is a direct rela¬
tion between mental habits and health. Every emotion, every nervous im¬
pulse directly affect the health of the whole body- Therefore, the con¬
clusion was reached that education for health includes all education which
promotes the physical and mental safety and vitality of mankind. Tho one
who has learned the simple principles of health habits is well prepared to
play the game of life.
Dr- A. L. Gray, Director of Preventable Disease Control, State
Board of Health, covered thoroughly and capably the subject of communica¬
ble disease. He first defined a communicable disease by saying it is one
which may be conveyed by a specific germ or virus and is spread from
person to person by coming in direct contact with the secretions or ex¬
cretions of a person who has the disease; through infected food or drink;
by use of infected utensils,and by insects or animals.
Cases of communicable diseases are reported by physicians to
county health doctors find by them to the State Board of Health. By this
method tho State Board of Health is able to give definite figures at the
end of the year on tho number of cases and the number of deaths.
In acute cases, Dr. Gray said, those communicable diseases pro¬
duce poisons which weaken and endanger patients. Among those contagious
and produced by germs arc anthrax, diphthoria, dysentery, hookworm,
gonorrhea, measles, pneumonia, tuberculosis, typhoid, and various skin in¬
fections.
Dr. Gray gave tho symptoms of infection as follows: sore throat,
chilly sensation followed by fever; headache or aching body; loss of
appettto;. extensive perspiration; nervousness, restlessness, irritability;
sometimes a skin eruption or rash.
4 9
Infection can be avoided by tho uso of individual towels and drink¬
ing cups and by keeping tho hands away from tho mouth and noso; by the use
of pure water, milk and food; tho propor disposal of bodily excreta*-- and
by vaccination against smallpox* typhoid, and diphthoria. Dr. Gray
stressed isolating tho patient in a well ventilated, screened J*oom and
sending for a physician at onco. Whsto food and other waste should be
burned and the room airod and sunned whonover possible. Diseases such as
jrollow fever and diphtheria should be quarantined.
Dr. D. V. Galloway, Supervisor of Venereal Disoase Control, State
Board of Health, lectured on "Syphilis in Mississippi." He stated that
in 1917 there were 16,000 reported cases of syphilis in the state, and it
was estimated that there were at least 200,000 men, women, and children
with the dread disease that year. In 1937, more than 25,000 doses of a
treatment for syphilis were dispensed through public clinics. During that
same year, a state-wide voluntary organization was formed, following
Social Hygiene Day meetings which aroused much interest and comment through¬
out the state. The membership includes both professional and lay citizens*
Another event of major importance in the drive against syphilis was the
publication that year of an editorial on syphilis in twonty-four newspapers
in the state.
The Mississippi Social Hygiene Association sponsored a bill placed
before the state legislature to provide pre-marital examinations for
syphilis, together with a bill authorizing the State Board of Health to
carry on an intensified campaign to eradicate syphilis. Parent-Teacher
Association groups, civic clubs, etc., are particularly interested in pro¬
viding facilities for wholesome recreation to offset conditions leading
to sex delinquency. There has been no definite program aimed at sex
education and training for marriage and family life, but the Association
and the State Board of Health are planning to work with schools and
colleges toward the development of such courses.
Dr. Galloway gave the following means for the prevention of congeni¬
tal syphilis:
1. Urging all hospitals to refine, concert, and enforce their regula¬
tions requiring routine Wassemnan tests; to follow up discovery of
all positive cases through nursing or medical service; and to im¬
prove the attendance of patients under treatment through nursing.
2. The systematic education of parents and the public in the import¬
ance of blood testing before marriage, before pregnancy, or early
in pregnancy.
3. The cooperation of physicians in suggesting routine Wasserman tests
to their private patients.
4. The provision of free arsonicals to all indigent patients.
Mr, George Felknor, Field Secretary of the Mississippi Social
Hygiene Association, gave a very interesting and enlightening lecture
50
"The Social Hygiene Movement." He began by defining the term "social
hygiene," thus: It is an aspiration toward a hygonic society; one in
which the citizen shall be unafraid of evil heredity, of evil associa¬
tions and disease and thus be free in the truest sense - free to pursue
the straight road toward happiness.
Mr. Felknor said there are thirty million families in the United
States, and that the family is the most important unit. In order that
the family may continue in this important place, we must have venereal
disease control. He stressed this control by:
1. Medical and public health service
2. Legal methods
a. prostitution
b. quackery
c. eugenic marriage laws
d. pre-natal examinations
3. Edue ation
a. early case finding
b. prevention
4. Protective recreational facilities
Mr. Felknor listed the most prevalent causes of divorce, in the
order of their importance, as follows:
1. Venereal disease
2. Alcohol
3. Insanity
4. Poverty
5. Change in social status of women
6. Mental emancipation of women
7. Childless marriages
8. Irrational choice of mates
9. Ignorance
Dr. G. E. Riley, Assistant Epidemiologist, Preventable Disease
Control, State Board of Health, spoke on %ialaria - its cause, spread,
cure, and prevention," Dr. Riley brought out in his discussion the fact
that malaria is transmitted from one person to another by the mosquito
and not through late watermelons, cucumbers, cat fish, and various other
suspected carriers.
Proper drainage and eradication of the mosquito, coupled, of
course, with careful screening, were given by Dr. Riley as the best methods
of preventing malaria. He said that in 1933, 695 people died of malaria
in Mississippi, while in 1938, only 268 succumbed to this common though
dreaded disease. He estimated the cost of malaria at $200.00 per person.
Mr. H. A. Kroeze, Director of Sanitary Engineering, State Board
of Health, spoke on environmental sanitation, introducing his subject by
51
stating that sanitation is the prevention of disease by eliminating or con¬
trolling the environmental factors that may be links in the chain of trans¬
mission.
In this connection he used a blackboard diagram showing how excreta
from a patient or carrier are transmitted by the fingers, flies, or water,
to foods, milk, vegetables, oysters, etc., to the mouth of well persons.
Also, the rat and the flea are two of man's worst enemies because they
carry disease from the sick person to the well one.
Mr. Kroeze said that twenty years ago, the average number of typhoid
cases each year was about 6,000. Out of this number, between 600 and 700
died every year. In 1938, there wore only 300 cases, with about 60 deaths.
This is living proof that sanitation pays big dividends.
Miss Frances Bowers, Dental Hygienist, State Board of Health, dis¬
cussed 'haouth health" and stated that the purpose of her department is to
build healthy mouths and keep them that way. Miss Bowers discussed the
causes and results of tooth decay and the causes of pyorrhea. She stressed
the importance of the proper care of baby teeth, calling them the "path¬
finders" of the permanent teeth. She also brought out the fact that there
is a close relationship between good teeth and good health.
Miss Eleanor Hassell, Assistant Supervisor of Health Education Divi¬
sion, State 3oard of Health, discussed the part the adult education
teacher can play in health education, stressing the necessity for health
education, and naming outstanding health problems in Mississippi.
Miss Hassell also brought out the fact that the public is being educated
through personal service and through printed matter, by the public schools,
the teachers of adults, and by many other groups.
Dr. R. N. Whiffield, Director of Vital Statistics, State Board of
Health, gave one of the most interesting lectures of the course, using as
his subject, "Vital Statistics." In his lecture he described the method of
filing birth, death, marriage.and divorce certificates with the State Board
of Health.
Dr. Whitfield gave many reasons for keeping a record of births, some
of. the most important being,
1. To prove name, place of birth, names of parents and their places
of birth and occupation, together with other useful history-
2. To prove parentage and citizenship.
3. To prove the legal right to vote, marry, hold public office, and
to travel in foreign lands; and in most states, to enter school
and to obtain working papers.
4. To prove legal right to property, the right to enter or not to
enter the military service of the country.
The law requires that an accurate record of the birth of a baby be
properly made out and turned over to the local registrar, who copies the
52
certificate in a book kopt for the purposo and on the tonth of the follow¬
ing month, sends it to the State Board of Health. A copy of this certif¬
icate is sent to the Bureau of tho Consus at Washington, D. C.
Certified copies of death certificates aro constantly required in
courts and olsewhore for nocossary facts in the collection of pensions,
life insurance, etc. Titles and rights to property may bo weakened by
lack of a proper record of death. Dates aro also registered so that
health authorities can learn tho nature of tho diseases and accidents which
causod them. Another reason for the registration of deaths is to prove
the healthfulness or the unhealthfulness of tho locality.
Dr. Whitfield brought his lecture to a close by saying, "The record
of a birth, death, marriage, or divorce may be lost or destroyed, but if it
is properly recorded in the Department of Vital Statistics, it remains on
file for the use of the citizens of the state."
Misses Opal Regan and Irene Boone, registered nurses with the State
Board of Health, spoke on public health nursing. Both stressed the part
teachers of adults are playing and can play in the education of the public
in health measures. They said health education classes were being taught
to various groups who felt the need of them, the groups usually being
organized with a leader, secretary, and executive committee.
Miss Boone defined hygiene as the science of the preservation of
health.
The last speaker in the health course was Mr.Logan McClain, Execu¬
tive Secretary of tho Mississippi 'Tuberculosis Association. Mr. McClain
emphasized the fact that tuberculosis is one of the communicable diseases
and that no homo is safe from it until all homos are likewise made safe.
Tuberculosis is given seventh place in the list of death causes in
the ago group 15-45. It may affect the bones, eyes, spine, feet, or other
parts of the body, although it usually starts in the lungs. It is a very
contagious disease, but it is not inherited as is commonly believed by
some uninfoimed persons.
Mr. McClain stressed tho necessity for early examination and diag¬
nosis of tuberculosis, and said the examination must be very thorough to be
accurate. He also brought out the fact that there is no medicine to use
in the battle against tuberculosis, but that it must be waged with rest,
pure air, proper diet, and the proper mental attitude.
Two people die each day of tuberculosis in Mississippi, and although
there are 425 beds at the State Sanatorium, more are sorely needed. Ten
per cent of the patients there pay above the minimum charge. The actual
cost to the state is $2.52 per day per patient.
Mr. McClain said that we must all join in the fight against tuber¬
culosis by doing our bit to help educate the public to the extent that they
will be on guard against this great scourge. We can also help by using
and urging the use of the "Mercy Stickers" at Christmas time.
53
The Adult Education section was very fortunato in being able to
secure the services of the various members of the Stato Board of Health
and of these other well informed persons to give this series of lectures
on the very important subjoct of health. Tho soction as a whole feels
that the influenco and teachings of those instructors will be echoed for
many months to come in tho Inprovament of instruction of teachers of
adults. This Section is deeply grateful to the State Board of Health
and to the other public health workers for their generous cooperation.
*****
LABORATORY PRODUCTION
A volume entitled Health and Sanitation for Adults including
approximately sixty pages has been published from the materials that
were prepared in the laboratory. This volume deals with the preven¬
tion of communicable diseases, sanitation, safety, and first aid.
3)C9|C9|e>|e9|<
54
SECTION V
EDUCATION FOR HOME AND FAMILY LIFE
Page
Homemaking (Beginning) ------ 55
Homemaking (Advanced) ------ 57
Laboratory Production - 59
Parent Education(Beginning) - - - 60
Parent Education (Advanced)
Section 1 - - 62
Section 2 - - 65
68
55
HOMEMAKENG( BEGIMINQ)
Miss Lilliam Mammons, Instructor
I. The first day of this course was given over to informal class dis¬
cussion of "Why Study Homemaking? H The points brought out
justifying such study were as follows:
1. We are largely a product of our making.
2. Our homes are products of our making.
3. Successful homemaking requires skill and knowledge.
4. Wives and mothers need to realize that homemaking is really a
vocation and the highest responsibility and privilege that a
woman may have.
II. In the study of the financial side of housekeeping it was agreed
that no undertaking can be successful unless it is financially
sound. Therefore, it is important that homemaking be put on a
good financial basis.
Budgeting is a plan for using money intelligently. General rules
for budgeting were decided upon by the class
1. Determine income, if possible
2. Make a list of expenditures
3. Divide income the most satisfactory way according to the
importance of the expenses.
4. Keep accurate records
5. Stick to budget faithfully
6. "Variations will have to be made from time to time to meet
emergencies and conditions
III* The class was given a knowledge of food elements and their functions
in the body, and the necessity for a complete understanding of feed¬
ing the family.
The daily food requirements were studied in terns of food rather
than in elements. A short, snappy test was given in order to
determine the knowledge of the class along these lines:
1. The value of food determined by chemical composition
2. Part played in body building
3. Heat and energy t»alue
56
IV. After a thorough study of the values of foods the following sug¬
gestions for planning menus were given by the instructor and
discussed by the class
1. Utilize left overs
2. Make use of home products
3. Consider needs of family as to age, health, the work they do,
sex, and season of the year
4. Consider likes and dislikes of family
5. Serve foods attractively
6. Serve well prepared foods
7. Plan to serve hot foods hot, and cold foods cold
8. Plan pleasing combinations as to taste, texture, and color
9. Serve sweet things only at end of meal
10. Plan for variety
Each member of the class participated in a discussion on daily meal
planning. The meals planned as to a light, medium, and heavy diet.
V. Realizing that training and background of a person is shown by his
table manners, some study and discussion of table technique and
table service were included in the course. Bulletins on these
topics were obtained from the Extension Department of State College
and distributed among the members of the class.
VI. "How to Know and Select Colors* was the basis of a very interesting
class period. The temis hue, value, and intensity were defined. A
color chart was displayed showing the primary and secondary colors.
Useful materials were distributed in class and suggestions were made
as to where other materials might be obtained at little or no
expense.
*****
57
homemaking (advanced)
Miss Lillian Haimnons, Instructor
I. How much more pleasant and profitable homes might be if more of the
homemakers knew, understood, and executed the meaning of the term
"Homemaker." This course has been an attempt at enlightening
people in this matter.
Factors were listed that contributed to happy and successful family
life. The most important ones being love, understanding, compan¬
ionship, cooperation, tolerance, congeniality, proper attitude toward
family life, and the problems of recognition of the rights of others,
salaries, and budgeting that will insure the future independence of
the family.
II. The matter of budgeting was thoroughly discussed and it was agreed
that a thorough study of each individual income would require the
earnest cooperation of each member of the family if it were to be
successful. The budget "pattern** was discussed and the effects of
different levels of income were considered. The budget pattern
is:
1. Food 25$ - 35$
2. Shelter 20$
3. Clothing 15$ - 20$
4. Operating expenses 15$
5. Savings 10$
6. Development 10$
III. In order to be able to provide an adequate well balanced meal the
functions or uses of food elements in the body and the recognition
of the elements in the every day foods were studied.
Meal planning was reviewed very briefly. The important factors con¬
sidered in the planning were: income, available supplies, number in
the family, occupation, season, value of foods to meet the proper
requirements, variety in preparation, color and variety, and the
attractiveness of the serving.
IV. The class was divided into three groups, each to make menus for a
family of different income. As a result of the discission of those
menus the following facts wore established:
1. The families on "existence" and low level income have
difficult problems to face in feeding the family.
2. Women on these levels need help in meal planning to obtain
best food Value for money spent.
3. Stress the' importance- of" year-round^gardons
58
4, Conservation of surplus garden products must bo taught.
5. Women nood to bo taught how to buy grocorios wisoly.
V. How to "shop wisoly" was tho next topic of discussion
1. The following rulos wore set up for the housewife who goes
marketing
a. Know how much you have to spend
b. Take inventory of tho food on hand
c. Mako a list of tho food nooded. (Memorandum pad closo
at hand during tho xvook will be helpful in enabling
one to remember groceries that are needed.)
d. Mako personal visits often rathor than using tho
telephone entirely.
0. Visit grocery stores to determine which meet your re¬
quirements as to sanitation, quality, ecohomy, and
service.
f. Show intelligent interest and courtosy so that grocer
will also bo holpful and courteous.
g. Learn difference between tho various brands of package
goods and canned goods. Determine which meet the needs
of your own family tho best.
h» Shop early
2. A continuation of "How to Shop Wisely" was brought over in
regards to "Ready Made vs. Homemade Dresses." These facts
were established
1. For a reasonable amount of money better material is
obtained in the homemade dress.
2. An experienced seamstress may give an air of distinction
to a homemade dress.
3. Homemade garments are better made.
4. Some ready made dresses are too extreme in style.
5. Inexpensive ready made dresses are poorly made.
6. Ready made dresses can be bought on short notice whereas,
a homemade dress takes time in construction.
The class as a whole agreed that better values wore to be ob¬
tained in homemade clothes. But some wero willing to sacrafice
value for smartness when the occasion demanded and when the
budget allowed it. All agreed that there was urgent need for
more intelligent consumers of wearing materials.
59
VI. A study of design as an ordorly arrangement of lines, shapes, and
colors was mado.
A poriod was given in which members proraontod problems that they
wished solved,scientificfaots on which they wishod information.
Most of the quosxions rovolvod around foods and cookory.
VII. The following bibliography for homemaking was presented:
The Now First Course in Homemaking, Calvert
Art in Every Bay Life, Goldstein
Spending the Family Income, Donham
The Mode in Home and Dress, Donovan
Every Day Foods, Harris and Lacey
Home and Family, Jordan, Ziller, Brown
Fundamentals of Home Economics, Jensen, Jensen, and Ziller
Art in Home and Family, Trilling and Williams
Advanced Course in Homemaking, Calvert and Smith
Bulletins from Extension Department, Mississippi State College
*****
LABORATORY PRODUCTION
A volume entitled Education for Home and Family Life (Homemaking)
including seventy pages has been published from the materials that were
prepared in the laboratory. There ore three sections in this volume.
Section 1 deals with home improvement, such things as improving the bed¬
room, living room, dining room, kitchen, and farmstead, are included.
Section 2 includes such things as proper clothing for children, planning
for clothing needs, selection of patterns and materials, cutting, sewing,
remodeling, stain removal, laundry, and mending. Section 3 includes
such things as food in relation to health, balanced diet, vitamins, food
budgeting, food spoilage, canning methods and equipment, and table
service.
*****
60
PARENT EDUCATION
Mrs. D. R. Tonkins, Instructor
On the first day of this course, Mrs. Jenkins discussed the im¬
portance of the study of parent education. Each day thereafter some
vital subject pertaining to parent problems was introduced, followed by
informal discussion by members of the group.
Conclusions resulting ;from these discussions were as follows:
1. Parent education is adult education. It means the study
of familj*' relationship with the view of developing under¬
standings, responsibilities, and attitudes that would con¬
tribute to a happier and fuller life. It may mean an
organized effort upon the part of the home and school to
educate children for democracy.
2. Traits that contribute to a happy home from a moral stand¬
point are: love, cheerfulness, cooperation, loyalty,
Christianity, consideration, security, and personality.
3. All habits have a part in the building of character. A
child acquires good habits through satisfactory activities.
4. Intelligence is a trait with which a child is born.
5. Personality training should begin at birth. (Read Link*s
"Rediscovery of Man.") Most of the habits of vice are
instilled before high school age.
6. Effective discipline is maintained through leadership and
help rather than by forced obedience. Pear should be
resorted to sparingly as a means of enforcing obedience.
7. The problems of the adolescent will be negligible if right
mental and physical attitudes arc taught and developed
during pro-school age.
8. The most helpful relationship between the adult and the
adolescent is comradship. The organization of a family
council will help solve many problems. Many of the
adolescent problems arise from the misguided use of
leisure. Parents should plan and agree upon certain stand¬
ards to be met by the different age and social groups. Many
of the failures in marriage may be due to maladjustment
during adolescence.
9. Marriage is an association that tests character supremely.
Marriage adjustment is harder to make when a man and woman
do not have similar social, religious, racial and family
61
backgrounds. A child's homo oxparionco will have a
definite offoct upon hia own marriago.
10. Many failures in marriago may bo rightfully laid to malad¬
justment during adolosconco.
11. Even if the training and environment have boon what they
should be there will bo problems of adolosconco.
12. Tho adolescent of today facos different problems from those
of previous generations.
13. Most of tho vices practiced by young people arc acquired
before they finish high school.
14. In order to help young people hold to ideals and loyalties,
adults should be discreet in'criticizing their misbehavior.
15. Some of the greatest problems of adolescents arise from
their use of leisure.
16. Parent education may be defined as on organized, effort to
help homes and schools recognize their responsibility,
17. A good parent should devote some time to his own improvement.
18. Parent education takes place among parents only to the extent
that they are continuing to seok for understanding relation¬
ships.
19. Teachers of parent education do not have to be specialists
in the subject.
20. Some education for family living may be given by "guided
conversation" method.
21. ^aront education is for all adults.
22. Parent education is probably easier to motivate than any
other type of adult education,
23. Children may be permanently handicapped if brought up in a
home of discord, bitterness and conflict.
24. Members of a family should cultivate common interests.
25. It requires joint planning to produce real home life,
26. Sex education does not consist uf teaching ono to fear the
sex urge.
27. A child's behavior is conditioned by those who live with him.
62
PARENT EDUCATION (ADVANCED)
Section 1
Dr. Martha Rinsland, Instructor
Dr. Rinsland*s opening statement to the parent education class was
that people and work go together. In answer to what is parent education
and its relation to family living, the conclusion was arrived at that
family living grows out of parent education and is very closely related to
it. Everyone must have some form of family life in a civilized world.
Experience is not necessary, but it is a great help in parent education,
as elsewhere.
The members of the class were asked to write six words that each
thought of when family is mentioned. The following are characteristic:
behavior, personality, love, cooperation, habits, happiness, security,
sociability, tact, appreciation, mother.
The material things of family were listed with food placed at the
head of the list. This was discussed as to selection, preparation, and
services. The following continuity was established: that happiness
depends mainly on health; that health is based mainly on right diet.
An assignment of the class was to budget a WPA salary of $13.00 for
two weeks staple foods for a family of nine. The family live on a farm
of his parents, do not pay rent, have fresh vegetables, fruits and meat.
The amount to be spent was estimated at $8.20, the $13.00, or $4.80, was
to be budgeted for other needed things in later lessons. It was stressed
that to give a satisfying diet would prevent, to a large extent, the large
expenditures for tobacco and other nonessentials. Even the craving of
sweets by children will bo provided for, and less wasted for inferior
candies.
The class after reviewing previous lessons divided into three
groups:
1. Study of subject matter
2. Demonstrations and building simple furniture
3. Recreational - as teaching or devising gomes for the home.
A discussion based on the preparation of foods was begun, especially
that of meats. The kinds of meat were listed. It was emphasized that it
should be clean; of choice quality. A menu for a week in advance is wise
budgeting, especially as to the moats. Variety in cooking of both meats
and vegetables will bring members of the family to relish them more.
An outline was placed on the board showing a situation on which
there should be a family council.
63
Disintegrated family
A. Things that create this situation
1. The boy dates too often using the only family car
2. The daughter wishes to have a date but the family
refuses to grant the living room and sit elsewhere;
the real reason is they do not wish her to date.
3. The latter slips off or arranges some other way of
seeing him.
B. The mother insists on spending some extra money on what
she wants rather than what the family needs.
The class was told that no day was jU3t like the day before, and
that no one reacted the same under the same conditions.
Each member of the class was to write a skit for the family of
nine, previously budgeted for, using the following conditions in addi¬
tion to the ones previously given:
1. What to do for family social life
2. What to do about the two-year-old child with the mother
sick
Thirty minutes were allotted a group to present the unintegrated
and integrated family skit.
Menu preparation was discussed and a model breakfast was given.
It was concluded that cocoa, coffee, and tea contained some stimulant,
and should be given sparingly to children. Babies should be given a
mid-morning meal of orange juice if necessary cod liver oil. Model noon
meal and supper were made and discussed. Caution was given that more
fruits and vegetables should be included in the diet than any other food.
A class discussion was devoted to music in the home, and its
value in every one's life. A few simple songs were learned.
The skits dramatizing disintegrated and integrated families were
cleverly given. The first showing what happens when there is no respect
for the rights of others and no cooperation. They were names respective¬
ly, "Will Lit Erate" and "Ed U. Cation.»
Miss Jerome Sage visited the class and talked on the value of
music in the home. She stated that children should be taught music for
the pleasure it brings, rather than to display the child's talents.
At this point Dr. Rinsland had to return to Oklahoma. Mrs. D. R.
Jenkins took over the work and completed the course.
64
Mrs. Jenkins, upon her Return from the week-end, reported on re¬
creation she engaged in within her own family, bringing a most valuable
point in parent education that wholesome raoroation does not depend upon
amount of money spent, but the spirit of the group. This led to discus¬
sions of other problems resulting in conclusions that sarcasm should not
be used with children, nor should they be called mean or ugly. Another
discussion was held on habit formation as the basis of all character
traits such as temper, tantrums, and worrying.
The culminating work of the class included demonstrations of the
subject matter, by the work groups. The first group presented a course
in English planned for six woeks period. Mrs. Smith led the discussion,
suggesting that we be speech-conscious: cling to our Southern accent, but
speak distinctly; acquire more of the six hundred thousand word-store
in the dictionary.
The second .group demonstrated the making of a porch chair, with
Mr. Morgan in charge. He gave instructions in selecting materials for
the chair, suggesting others, the tools to be used, the measurements and
correct way to finish.
65
SUMMARY OF PARENT EDUCATION (ADVANCED)
Section 2
Mrs. D. R. Jenkins, Instructor
I. This course was centered about the six stages at which parent educa¬
tion is needed. They were: the young child; the adolescent;
marriage.; parenthood; grandparent-hood or old age; and the ten per
cent who never marry. As an initial study the question of what are
the traits necessary for good homemakers was presented. Many sources
of available, helpful literature on problems were suggested.
II. An intensive study of adolescence was begun with a request for clip¬
pings concerning it. Thought was given to such questions as;
1. Should the home feel the responsibility of training the emotions
before the child reaches adolescence?
2« Are emotional habits inherited? (Seemingly, the conclusion from
the discussions was, the emotional problems have beginnings in
infancy, even faulty food habits of babyhood.)
3. Emotional habits cannot be blamed altogether on inheritance,
early handicaps, or training.
4. Bad characteristics can be largely changed if one is so
determined.
III. Another discussion topic was why some people of middle age or older,
dress in a manner more becoming to youth and indulge in activities
more suitable for adolescents. The conclusion reached was that
older people are ready to settle down and live their age if their
youthful appetities in dress and activities have been satisfied. If
not, they may go on indulging in things for which they longed and
which they were denied during childhood or adolescence.
IY. As an approach to class discussion, newspaper clippings and magazine
articles were read by students. From one of these readings emerged
the following conclusions:
1. The adolescent wants to live his own life. Adolescents do not
wish to be thought of as babies, or even as children.
2. "It takes grace to rear children."
3. "It takes grace for parents to adjust themselves to the chang¬
ing, growing child, and to help the child to adjust himself to
his changing life situations."
66
4. It is more difficult for parents to adjust themselves to the
changing child than for the child to adjust himself to his
normal changing life situations.
5. Responsibilities must not be thrust upon the child until he has
had previous preparation through training that has been a
gradual, continuous process since babyhood. More and more free¬
dom to exercise care for himself is given to the child as fast
as he is capable of using it wisely.
6. Finally, through having been allowed to make his own choices in
matters of greater and greater significance, he becomes throughly
competent to make all of his own choices, and then he is a
mature individual.
7. Instead of trying to find methods of "Bridging the Chasm", we
should never allow the chasm to develop between parent and child.
Chasms are difficult to bridge, and bridges often wear out.
V. Sometimes children "talk back" to the parents because they do not
understand what is being required of them. Adults cannot solve their
problems without vexation, yet they often expect adolescents to solve
their problems with perfect calmness and emotional control.
At this moment of progress an outline of parent-adolescent rela¬
tionships was given and expanded as follows:
JL. A study of parent-adolescent relationship
1, The parent role
a. Parents are still needed and wanted
b. Adolescents need adults to help them attain
maturity
c. Emotional dependence of childhood replaced
with mature friendship
d. Capacities for mate love developed
e. Capacities for vocational effectiveness
developed
f _ a scheme of values evolved that will make life
meaningful
2. Schools or other organizations cannot supplant parents
(love, security, continuity)
a. Conflicting standards
b. Contrasting philosophies
c. Angry propaganda
B« Parents must be friends of adolescents
1» Youngsters desire their friendship
2. Some conflict natural
3. Parents must act wisely
4. Parents must guide adolescents
67
VI. One class discussion hinged about tha subjoot of emotional maturity,
or immaturity. Earnest Groves was quoted as follows: "When is a
parent not a parent? When is a child still a child?" The tragic
results of emotionally immature adults at the head of a homo was
emphasized, and the general conclusion reached that these people
could with determined effort, correct these immature attitudes and
become good parents, wives, or husbands.
The exceptional child in a home was a subject of study. It was
said that in dealing with the exceptional child in a special way, wo
should take care not to neglect the average child. The one handi¬
capped should be given rich approval for all that he is able to
accomplish; should be given an outlet for activities; should be made
to feel his importance in the home, and in every way helped in mak¬
ing as normal an adjustment as possible to his environment.
VII. A brief portion of a class period was devoted to an original skit,
demonstrating a parent-child problem, and a suggested solution.
On the closing day a class member, Mrs. Mabelle Martin, of Meridian,
offered an inspiring dovotional and a reading entitled "A Mother's
Influence." The remainder of the class period passed while the
roll was being called and each member responded by a personal loca¬
tion and life situation, or family relationship. Most interesting
discussions grew out of these statements. Members of the class
felt a better appreciation and understanding of each other's
problems.
VIII. Visitors to the class were: Mrs. Sylvia Mariner, Regional Supervisor
of Education and Recreation Projects, WPA; Mrs. J. J. McKinstry,
Tupelo; Mrs. D. M. Booth, West Point, and Miss Winnie Buckles,
teacher of Alcohol Education in Jackson. Miss Buckles talked to the
group on the importcoice of alcohol education.
In regard to magazines suitable for parent education groups the
following wore mentioned:
The National Parent Teacher
The Parents' Magazine
Hygeia, Published by American Medical Association
Special features in Ladies' Home Journal and McCalls
Books of fiction showing lessons in family living:
The Bent Twig, and The Homo Maker, by Dorothy Canfield
Fisher
They Come Like Swallows, by Viking Press
Mother, by Kathleen Norris
Jane Eyre, by Bronte
David Copperfield, (Special Sections), Dukees
Prodigal Parents, Sinclair Lewis
Without Benefit of Clergy, Kipling
The Magnificent Obsession, Lloyd Douglas
68
Other authors: Calsworthy, Bass S. Aldrich, Faith Baldwin,
Nova Gardner White, and Tomple Bailoy
Adults who havo novor read books like thoso by Gono Stratton
Portor, Mark Twain, Booth Tarkinton, should road thorn. The Ladies
Homo Journal has performed a groat sorvico in running in sorial form
books lilco "Rebecca.*
Addrossos from which to obtain froo or inexpensive literature
on parent education and family relationships:
National Committee for Montal Hygiene, 50 West St., Now York
Children's Bureau of Publications, Superintendent of
Documents, Washington, D.C. (Home Economics Bureau)
Dopartmcnt of Interior, Bureau of Education, Washington, D.C.
Woman"s Homo Companion
Bettor Babies Bureau, New York, N.Y.
Child Study Association, £21 West 51st Street, New York, N.Y.
Association for Childhood Education, 1201 16th Street, N.W.
Washington, D.C.
National Congress of Parents and Teachers, Chicago, 111.
National Recreation Association, 315 Fourth Avenue,
New York, N.Y.
Biography of Literature for Parents
The Adolescent Girl, by Dr. Artill Hollingsworth
Happy Childhood, by J. E. Anderson
The Child's Heredity, by Paul Popenal
Growing Up, by Dr. Schewerntz
The Parent and the Happy Child, by Lorin Prosottc
The American Family in _a Changing Society, price 23^
Healthy, Happy Wemanhood, American Association of University
Women, Washington, D.C.
A pamphlet for Adolescent and Young Women, U. S. Public
Health Service, Vcneraal Disease Bulletin No. 60 54
h Wonderful Story of Life (Mother's talk for her Child)
U. S. Public Health Service
Venereal Disease Bulletin No. 59 10^
LABORATORY PRODUCTION
A volume entitled Education for Home and Family Life (Parent Edu-
cation), including 152 pages, has been published from the materials that
were prepared in the laboratory. This volume includes thirty-five
chapters and deals with the following subjects: education for marriage
relations, age of adjustment, preparation for old age, the home, the young
child, and the neglected child.
******
69
SECTION VI
METHODS AND MATERIALS IN ADULT EDUCATION
Page
English for Adults ---------------- 70
Forums 73
Discussion Method ---------------- 78
laboratory Production ___________ 81
Introductory Course in Adult Education ------ 82
Guidance and Adjustment ------------- 84
Laboratory Production (Included in Problems
and Projects)
Supervision of Adult Education ---------- 89
Psychology of Adult Learning ---------- 97
Adult Education for Elementary Students (Literacy) 99
Laboratory Production ---------- 103
Handicrafts for Adult Students --------- 104
Additional Laboratory Productions ----- 106
(Commercial Education for Adults - - - 106
(Problems and Projects -------- 106
(Foundation Fields (Literacy) ----- 106
70
ADULT ENGLISH
Instructor - Miss Nell Lawler
The first day of the ftdult English class Miss Lawler explained
to the group that the best methods in teaching English to adults
should begin with a study of your individual class needs. She
stressed the fact that it is impossible as well as impractical to
follow a text book entirely, but a medium between text book and
pupil should be reached. For example, she suggested the following
outline which is practical, in as much as it covers a general need
and usage of English, beneficial to an individual in everyday-life:•
I. Letters
a. Punctuation
b. Spelling
c. Form
d. Sentence structure
II. Pronunciation
a. Yfords
b. Definitions
c. Spelling
d. Usage
III. Diction
a. Voice placement
IV. Discussion with group
a. Parlimentary rules
b. Manners
c. Public
During the following days in the class discussions were
based on the different topics of the outline. Materials were
prepared by the class which brought out some of the following
points:
1. Bring a class to life by giving what one feels is
essential and practical.
71
2. A few suggestions for any adult English class:
a. Promptness
b. Attentivenoss
c. Class courtesy
d. Manners
e. Current events
f. Anything which broadens (your group may discuss
anything of special interest, trips, etc. Check
on mistakes and bring them out through correct
practice.)
3. Have sentences written, using words most commonly
misused in your own experiences with your group.
4. Teach correct forms of verbs.
5. Gather materials that adult education teachers can
use in their own particular groups.
6. Use newspapers to get contributions of pupils.
7. Find and correct errors of pupils.
8. Exchange materials used at county meetings with
supervisors.
9. The following games were suggested to be used in
English lessons: Face, Railroad spelling match, I
packed my trunk with apples, etc. It was suggested
that this practice stimulates interest and increases
vocabulary.
10. Review of misuse and pronunciation of words,
11. Parliamentary procedure and a meeting in order to
demonstrate.
12. Make lesson plans in advance, and follow them, but
modify to fit the interests of the group.
13. The objectives given for an adult English class:
a. To get material to be used
b. Not to be critical of other people or pupils
72
c. To be tolerant to oaoh other
d. To practice democracy
e. To obtain a method
LABORATORY PRODUCTION
A volume entitled English for Adults, including thirty-three
pages, has been published fVom the materials prepared in the laboratory.
It includes instructions for letter writing and contains illustrative
letters, word lists for pronunciation, for spoiling, and for special
study, common speech errors,and simple parliamentary proceduro.
*****
73
FORTH. TECHNIQUE
Instructor; R. E, Steen
Forum development on a .local or state-wide basis was
of vital interest to the group. It was necessary, however, to
discuss organization, promotion, and procedure, upon the recog¬
nition by the group of the need of this information.
Time was spent in informal discussion of forum develop¬
ment in the community, yum* Out of these discussions the follow¬
ing conclusions were drawn;
I. Setting up a forum in a community requires:
1. A sponsor:
a. This should bo a representative committee so as
to represent local groups in the community. Adult
education teacher may be secretary of committee.
2. Tact:
It is necessary for the committee to select the problem
for discussion and to secure the lecturer. The public
affairs forum gives to Adult Education a medium for build¬
ing a broad and solid educational base, a foundation
capable of supporting efficient, self-government. It
reqjiiros tact to keep before tho public the following
facts:
a. Tho forum is not interested in s elling any pre¬
conceived conclusions.
b. It is not concerned with organizing people for
immediate social action.
c. A forum is more than a "talk fest." It is
democracy at work. A community spirit can bo
stimulated, a concern for public welfare nurtured,
and civic intelligence advanced. It is an insti¬
tution devoted to a courageous program of present¬
ing all sides of important issues.
3. Qualified chairman of the forum meeting;
a. Capable of keeping discussion tied to the main
issuo
b. Recognition of the importance of group participation
c. Summarize at least in the middle, and at the end of
tho forum.
74
d. Sufficiently informed on subject
4.. Speaker:
a. Not an advocate but able to present impartially facts
and arguments pro and con
b. Contact should be made with the speaker a
reasonable length of time before the date set
for the forum. He should be asked to meet with
the group and lecture on the chosen subject,
giving the most important facts and opinions
relative to the subject and subsequently to
answer questions which members of the group
may want to ask.
5. Subject:
a. There must be an issue involved in order to
stimulate discussion.
b. The subject must bo timely and significant to
members of the audience.
c. It must be one on which information is available.
d. What is the probable attitude toward the problem to
be discussed?
e. Who is interested in it? 'Jhy?
6. Participation:
One of the primary purposes of the forum is to permit
the audience to participate for the purpose of:
a. Clarifying vague points
b. Securing additional information
c. Expressing attitudes and opinions
d. Weighing social values and specific problems
7. Hooting Place and Physical Features:
In the cities, auditoriums, school buildings, and other
public buildings are the ideal meeting places. School
houses and churches are used to advantage in small or
rural communities. The members should be so seated that
every one can see and hoar easily; for this reason
where groups arc small they arc frequently seated around
a table. Soft lights, comfortable chairs, an open fire —
75
these help create the desired atmosphere. Friendliness,
good-will, and a common interest in the problem form
the basis for group unity and cooperation,
8. Criteria for Judging Forun and Origin of the Forum:
There was group discussion of "Criteria for Judging
a Form" as found on page eight in "Mississippi
Forums." There was also a discussion on the origin
and development of the forum, with the conclusion
that the forum gives to ftdult education a medium for
building a broad and solid educational base, a foun¬
dation capable of supporting economic and social
growth. As form loaders, Adult Education teachers
have a great responsibility for leading the people
to discuss local questions of importance, state
problems and national problems.
II. Types of Discussions:
1. Conversation:
a. Croup meats casually without a set time for start¬
ing or stopping.
b. No designated leader to keep discussion tied to
any subject
c. No plan or specific topic
d. No attempt to confine discussion to one topic
e. Ona subject leads to another.
f. The purpose is social and to visit and exchange
ideas.
2. Informal Discussion:
a. Group meets on schedule.
b. There is a loader whose task is to direct the
general trend of discussion.
c. Specified topics and a plan designed to bring
out issues
d. Subject announced and conducted according to
acceptable rules
e. Purpose is to inform, to interpret facts, and to
clarify issues
f. Discussion is based upon a body of facts acceptable
as such by the group.
g. Member speaks from his seat without waiting to
be recognized by tho chairman or leader.
Formal Discussions:
a. Lecture Discussion Typo Forum:
The speaker with a knowledge of the subject under
discussion, presents the facts impartially and
without prejudice and makes an analysis of the
problems. This is followed by a thirty-five
minute discussion period during which the
audience may either question the speaker or
make brief statements.
b. Panel Discussion Type Forum:
Three to seven leaders engage in a discussion
before the group. It is particularly useful to
make sure that all sides will be presented. The
panel should represent a cross-section of the
thinking on the problem. This is followed by
a discussion participated in by members of the
audience.
c. Symposium:
There are three to seven or more leaders, each
with a definite time and place on the program.
This, of course, is followed by informal dis¬
cussion conducted by the chairman and engaged
in by the audience.
d. Debate:
A debate is a pro and con discussion of a
question, conducted according to definite
rules. The method of debate is the method
of argument. The debate itself, therefore,
consists essentially of the presentation
alternately of arguments for and against tho
specific proposition before tho house. Debate
has in recent years come in for a good deal
of criticism cs a method of presenting a forum
question, chiefly on the grounds that it is a
duel of wits in which a good leader can make
tho worse appear tho better reason.
o. Radio Discussion:
The radio round tabic is a small informal group
discussion. Its size, method and purpose bring
it close to the panel type. Its method is that
77
of froo discussion, through which it seeks to
explore the problem, bring out the facts and
opinions and clarify the thinking of the group.
Through the interchange of ideas over the aii
it soeks to stimulate tho listeners to Join in
and to continue thinking about the matter.
Tho essontials of a good radio forum soem to
include:
(a) A topic of genuino appeal
(b) Speaker of recognized standing as a spokes¬
man on the question
(c) A touch of drama
(d) Capable leadership
4. Lecture — Panel Discussion — Type Forum:
A combination of a and _b above,
Disadvantage: consumes too much time so as to exclude
participation on part of audioneo.
III. In any discussion follovsr the pattern:
1. Preliminary statement - general
2. Presentation of facts drawn from:
a. Statistics
b. Narrative
c. Experience
3. Define issues, raise questions, prosent arguments
pro and con.
4. Discussion by audience led by chairman
5. Summary by chairman
78
DISCUSSION METHODS
R. E. Steen and. A. L. May, Instructors
Courses in "Discussion Methods" were directed by R. E. Steen,
assisted by E. E. Allen, section A; by A. L. May, assisted by J. E.
Sweany and Mrs. Marguerite Ervin, section B.
In each of the "Duscussion Methods" classes the characteristics
of procedure were developed by the group and the purpose of the course
clearly defined. After discussion, which took a part of several class
periods, the group arrived at the following conclusions:
I. The discussion presupposes free exchange of thought on
specific subjects which have sufficient current interest
and breadth to invite two or more points of view.
1. There must be an issue involved
2. Discussion may be used to great advantage by small
groups.
3. Discussion method is especially applicable to teach¬
ing adults.
II. Qualified chairman should be
1. Sufficiently informed on the subject to guide the
discussion
2. Skilled in directing discussion
a. Able to secure response of audience without
monopolizing discussion himself
b. Able to keep discussion under control without
inhibiting members of group
3. Capable of giving comprehensive summary of discussion
at any time
4. Able to state clearly the issues involved
5. Ready at all times to uphold rules governing
discussion
6. Capable of securing sufficient interest in any bit of new
evidence to bring about an open-minded eonsideration of
new points of view on part of the group
7. Capable of stimulating independent thinking, but at the
same time harmonizing conflicting opinions, by pointing
out the basis for different concepts.
III. Aims of discussion
1. To offer community-wide instruction
2. To develop and encourage among the participants the
capacity for adequate expression
79
3. To establish a level of discussion conforming to
capacity for participation on part of members of
the group.
4. To present questions which offer sufficient differ-
oncos of opinions, and at the some time opportunity
to solve thorn. Contrast between facts, opinions
and prejudices
5. To uphold civil liberties through demonstration of
freedom of expression of opinion
6. Some conditions under which tho discussion would be
considered as follows:
a. Discussion would be especially useful whore there
is a desire to discover special interests of a
community.
b. Communities in which discussions are to be held
must permit absolute freedom of speech on all
subjects
c. In order for the discussion to function advanta*
geously, community must be free of high emotional
disturbances.
17. Criteria for judging discussion
1. Degree to which members of group participate
g. Manifested interest in continuation of the discussion
3. Desire on part of members of group to read along
same or related lines of subjects
4. Desire for follow-up discussion by groups
5. Recognition of right to personal opinion
6. Effect upon community action
7. Approach to common understanding
7. Discussion Methods classes were divided into several groups.
Time was allotted to the groups, in each special field of
interest, to work on subjects of their own choosing for
class discussion. Each day the subjects, with the leaders*
names, were placed on the board for the following day's
work.
Some time was spent in the library by members of the group
gathering materials relating to special subjects for class
discussion. Instruction was given to the group concerning
the "appraisal sheets" which were used each day in scoring
student discussion leaders.
71. Practice in holding discussions and keener insight into
the problems of our times and a realization on the part
adult education must play in their solution was gained
from the discussion of the following subjects;
80
1. Causes and differences in orop acreage and production
in 1939 comparad to aoroago and production in 1937
2. Trend of farm tonanoy In our country
3. Should our high schools allow social dancing?
4. How good are our collogos?
5. Should sections 269 and 270 (The Mortmain Law) of the
State Constitution bo ropoalod or amonded?
6. Should Mississippi have socialized medicine?
7. Should soil conservation become a part of Mississippi's
farm program?
8. Social problems of the rural youth
a. What caused the decrease in the rush to town in
years 1930-1934?
9. Tenant problems in Sunflower County - period 1900-1930
10. Does discipline or guidance build character?
11. Con a mother be too solicitous?
12. Are we going to depend on busses or railroads for
transportation?
13. Should Mississippions strive to own their own homes?
14. Should Mississippions have free textbooks?
15. Shall all citizens have equal rights whatever race or
color?
16. Should Mississippions have legalized liquor?
17. Are parents responsible for juvenile delinquency?
18. Is it true that our young people suffer more than adults
during a depression?
19. Should Mississippi provide the same education for the
Negro as is provided for the white race?
20. Are losses through soil erosion and soil depletion serious
enough to require a continuous national policy?
21. What is the necessity for teaching sex education in
Mississippi?
22. Should nursery schools be a part of the public school
system?
23. Should recreation enrich or impoverish community life?
24. Can we hope to reduce the number of accidents in the
United States in the face of the increase in motor vehicle
production and the increase in population?
25. Education in the South as compared to education in other
sections of the United States
26. Social Security - should Mississippi increase old age
benefit?
27. Why discriminating freight rates in the South?
28. Are the economic conditions in Mississippi as bad as
pictured in the report of the National Emergency Council?
29. Should Mississippi have a sales tax law?
30. What is the Negro's place in the Economic Order? (Based
upon his condition in America)
31. Is delinquency the cause of crime?
32. Should women be discriminated against in the business
world?
81
LABORATORY PRODUCTION
A volume entitled Five Forum Problems Outlined, including forty-
nine pagca, has boon published from the materials prepared in the labora¬
tory. This volume includes a condensed troatiso consisting of historical,
statistical, and explanatory material relative to five problems which may
be used by forum speakers in presenting theso problems to forum audiences.
They include problems of health, workmen's compensation, consumers*
cooperative, child labor, and freight rates.
*****
82
INTRODUCTORY COURSE IN ADULT EDUCATION
Miss Dixie Gowdy and J. J. McKlnstry,
Instructors
This course was introduced by an attempt to define adult
education.
I. The group decided on the following definition: Adult education
includes all the activities with an educational purpose that
are carried on by people engaged in the ordinary business of
life.
The only thing new about adult education as understood by
us is that of organized effort to make it universal. There has always
been some form of adult education, but no effort to carry it on as a
system financed on a broad scale. But individual efforts to teach
adults are as old as civilization, Moses, the Prophets, the savior,
Paul and all the Apostles, Socrates, Plato, Aristotle, preachers, and
philosophers of all the ages, were teachers of adults.
An adult education program was begun in Denmark fifty years
ago. In this country it dates back only ten or twelve years. It
is considered that adult education has had a profound influence in
making Denmark one of the most peaceful and prosperous nations of
modern times. If it works in Denmark, why should it not work in
this country?
II. After interesting discussions the group made many observations
as to underlying principles of adult education. Some of these
follow:
1. The purpose of adult education is to continue the process
of learning through old age.
2. The responsibility of educating the child must not be
left to the school.
3. Three objectives of adult education:
a. Reach the individual when his curve of ability is
still rising.
b. Establish the principle of open-mindedness. (tolerance)
c. Aid adults to make necessary adjustments to changing
conditions,
III. The question was raised as to the possibility of the human race
acquiring all the present and future accumulation of knowledge.
83
It was decided that any effort to achieve this must be by:
1. Specialization
2. Continuous and prolonged effort
3. Providing opportunity for study through an adult edu¬
cation program,
IY. The next principle considered was: What is learning? Answers
were:
1. When you have acquired a new idea that you did not have
before.
2. When you have the ability to do something in a different
and better way,
3. When you have acquired the ability to do some new things,
V, How does learning take place?
1. Visual
2. Auditory
3. Manipulative
Reading and writing employs visual and manipulative methods.
Spelling may employ all three methods. An adult learns easiest by means
of the manipulative process, since it requires less sustained mental
action and admits of repetition,
VI, Some concepts, or a philosophy of our adult education program were
next considered by the group. It was decided that the adult edu¬
cation program was not established to furnish unemployed teachers
a job.by which they could make a living. It was conceived as a
means of providing useful and meaningful instruction to people
who feel the need of it.
The group decided that the functions of adult education as
outlined by Bryson cover adequately a well rounded program. They
are:
1, Remedial education
2, Occupational education
3, Relational education
4, Liberal education
5.
Political education
84
GUIDANCE AND ADJUSTMENT
H. F. Zimoski, Instructor
I. By Guidance is meant those activities by which individuals are
assisted in making satisfactory adjustment to life situations.
Guidance involves personal help that is designed to assist a
person to decide where he wants to go, what he wants to do, or
how he can best accomplish his purpose; it assists him to solve
problems that arise in his life. Many critical situations occur
in one's life, situations in which important and far reaching
decisions must be made and it is necessary that some adequate
help be provided, in order to make the right decisions.
The principles involved in school, occupational,leisure time
and leadership guidance may be extended to other phases of
guidance such as social, civic, moral, and religious. Due to
the growing complexity of economic and industrial life, changes
in living, and development of educational facilities beyond
elementary school, most individuals find it incumbent to depend
to a considerable extont upon outside help. The home, church,
school, and state must unite in a cooporative effort to give
the individual adequate guidance.
Guidance of all kinds has a common purpose and it is effected:
(1) through information that is given an individual or that
he is helped to receive, (2) by helping him to devolop habits,
techniques, attitudes, ideals and interests, and (3) through
wise counsel, so he may make wise choices, adjustments, and
interpretations.
II. Due to the modern social, economic, and industrial life,
situations of such complexities have boon produced that many
persons find it difficult to measure up to them. In addition
the problems arising out of these situations are so involved
in the general social and economic life of the community and
the nation, that the individual often cannot solve them alone
or make the necessary adjustments, and then organized assistance
in some form must be provided. These situations constitute the
field of guidance. The center of each problem lies in the indi¬
vidual and in his relationship to himself and others. This may
involve the home, the school, the church, the vocation or some
other area.
Same problem areas and conditions involve health and physical
development, home and family relationship, school, social con¬
ditions, etc. It is universally assumed that people differ
considerably in so-called native capacity.
85
In general individuals are not endowod by nature with abilities
so specialized that they can succeed in only one occupation. The
majority of individuals have abilities with reference to native
endowment that make it possible to be equally successful in any¬
one of several related occupations.
Success in a certain group of related occupations or schools or
studies is determined mostly by interests early developed, by
facilities, by openings and by opportunities. The following are
some basic assumptions of guidance:
1. The differences between individuals in native capacity,
abilities and interests are significant,
2. Native abilities are usually not specialized.
3. There is increasing specialization in all lines of
human activity,
4. The period of preparation necessary for entrance
upon occupational life is constantly increasing in
length,
5. Many important crises cannot be successfully met by
young people without assistance,
6. Guidance is not prescriptive but aims at progressive
ability for self-guidance.
III. Intelligent choices cannot be made unless the individual has facts
upon which to base his choices. People are constantly making choices
of vital importance with no knowledge of the facts and often not
caring to know the facts. Pacts can only be secured through care¬
ful, painstaking, time-consuming effort.
Research is a search after truth. Truth is founded upon facts and
facts are hard to get. Facts are difficult to interpret when found.
When facts are related to one another and interpreted with reference
to other facts then truth should result. Absolute honesty of purpose
and integrity of mind are fundamental characteristics of a research
worker. Facts should be carefully distinguished from opinions about
facts. Opinion about facts should never take the place of facts.
Complete, adequate guidance can only be given if we have the most
important facts about the individual which includes: information
about school work, family history, home conditions and general
outside associations, his health, and his whole outlook upon life.
IV. By means of standard achievement tests we can compare the achieve¬
ment of a group as a whole or that of individuals. Nearly all tests
are based upon the assumption that there are certain innate capaci¬
ties that underlie and condition abilities and skills in any line
of activity.
86
No effective tests have as yet been devised for testing judgment,
appreciation, power to organize, initiative, leadership and charac¬
ter.
Intelligence tests are used primarily in determining the intelligence
of individuals at any given time. They are al30 used frequently to
predict occupational capacity. Aptitude tests are designed par¬
ticularly to discover aptitude - the capacity for the development
of ability or skill. Trade and other proficiency tests are also
in a measure aptitude tests but here training precedes such tests.
There are no tests yet devised that can be relied upon to predict
vocational success for young people in school. School success
can, however, be predicted with a high degree of certainty.
Aptitudes important to test are musical aptitude, mechanical
aptitude, attention and will, promptness of decision and action,
emotional traits, scholastic aptitudes, and aptitudes for various
occupations,
Y. By personality we mean the total combination of the effects, which
be have upon other people and upon ourselves. We all realize how
valuable an attractive personality may be financially and socially.
Since personality is the effect of hereditary factors and acquired
habits, the growth of personality may be considered from these
two angles.
Some of the factors that affect personality are: other people,
physical defects, motion pictures, homes, money, government, and
churches.
Personality represents a combination of many things, Some essential
personality traits are: reliability, optimism, tolerance, unselfish¬
ness, sincerity, appearance, friendliness, initiative, courage, humor,
confidence, poise, adaptability, self-control, tact, etc, A check
list may be made for improving one's personality.
Studying people and situations is a game in which all of us are
players. We study people for our own welfare and for our own
personal interest. In studying people we must remember that the
first person to be studied is one's self. The better one knows him¬
self the better he can plan his life. People need self-inventories.
Such inventories show the points in which they may improve them¬
selves. A personal'inventory for self-adjustment might include
physical competence, problem-solving competence, ways Of acquiring
and using knowledge, ways of acquiring and using skill, social
competence, creative competence, aesthetic competence, and
volitional competence.
In studying situations it is important to (1) size up a situation,
(2) decide what to do, (3) follow the plan.
87
VI. Vocational guidance is defined as the assistance that is given an
individual in connection with choosing, preparing for, entering
upon, and making progress in an occupation.
Occupational choices depend frequently upon educational background
and they are often concerned with health, social and cultural
problems.
The choice of an occupation should be made in a cooperative way by
frequent conferences between parents, student and counselor, but
the responsibility must be borne by the individual or his parents.
Obtain information about all representative occupations; analyze
those that appeal; study one's self with respect to interests
and abilities of the vocation; compare one's qualifications,
opportunities and limitations with the requirements of the
vocation.
In order to secure all the information possible about occupations
one should study books and periodicals dealing with the various
occupations; study biographies; interview workers; observe the
work of others; get a try-out on a job.
Finally the so-called ten commandments as outlined by Chas. M,
Schwab are worth remembering:
VII. Progress and stability of society are dependent on a large measure
upon the right kind of leaders.
We might classify leaders into three typos, first, leaders who in¬
fluence others more or less indirectly through personal contact of
some kind as politicians, statesmen, generals, lawyers, toachors,
and preachers, second; loaders who create and who may novor come
in contact with other people, as inventors, explorers and research
workers, and third; loaders such as great musicians, artists, and
writers.
One way in determining what the characteristics of leaders are is
to study the lives of many loaders and attempt to find character¬
istics that arc common to all or most typos. This can bo done by
an analysis of reliable biographies of loaders. Not all loaders
arc useful. Some are dangerous bocause of ignorance or sheer
stupidity. A good leader is ono who influences others to do
things that will result in improvement, in progress, or resist¬
ing change in preserving customs and institutions found to be
of value.
1. Work hard
2. Study hard
3. Have initiative
4. Love your work
5. Be oxact
6. Have the spirit of conquest
7. Cultivate personality
8, Help and share with others
9. Be democratic
10. In all things do your best
88
In order to prevent class distinctions, and to get a change of
blood and ideas, it is important that our leaders should come
from different classes because Democracy is founded on the rule
that everyone has equal chances and rights.
VIII. As a result of the changed economic and social conditions we
see rapidly developing a leisure class, not a privileged wealthy
class, but a class composed of unskilled, semi-skilled and skilled
workers, the majority of the entire nation.
Leisure time activities include hobbies, avocations, sports, and
recreation, music, reading, arts and crafts, and the entire range
of creative work. They also involve forms of non-vocational public
and personal service which may be grouped under four heads: escape
activities (theater, baseball); general culture or appreciation
activities; creative activities (cooking, woodworking); and
service activities (personal service for family or state).
Intelligent choice and wise planning of leisure-time activities
are dependent upon knowledge of the different types of such
activities, skill in their use and a real interest and desire
to participate in them.
89
SUPERVISION
(Taught by A. L. May, Mrs. Marguerite
Ervin and J. J. McKinstry.)
The philosophy underlying supervision is different today
fron what it formerly was. Formerly supervision was autocratic,
handed down from above with no participation on the part of the
supervised. It was mainly imposed and was inspectorial. The
latest philosophy considers supervision as democratic and
considers its main function to be that of improving instruction.
According to this philosophy the necessity originates at the
point of contact with pupil and teacher« Learning takes place
by the interaction between the student and the culture, represent-
ing the social inheritance, and the current problems of life.
The teacher's job is one of helping students to have
richer experiences and to put actual problems in reach of students,
and help students to get meanings, ideas and ideals. From these
comes the necessity of teaching, clarifications and solutions.
Therefore, all supervision should originate at the
point where the learning process is actually going on. This
puts the relationship of the teacher and pupil, and the super¬
visor and teacher on a different basis from what it formerly
was. It means that the supervisor and the supervised meet on
the same level and the two of them work out cooperatively their
plans, procedures, methods, and techniques by which teaching
should be guided. Such relationship between supervisor and
supervised should be characterized by the following:
1. The supervisor is not an inspector but a helper,
for instance, "rubber soled" supervision is un¬
desirable.
2. Observation and analysis are necessary to helpful¬
ness.
3. A supervisor and teacher relationship should be on
the same basis as the toacher and his student—must
be democratic.
4. Supervisor's judgment of teacher must be based upon
accurate information and objective standards,
5. Supervision is a cooperative process.
6. Commendations of teacher's good work should be
first work in the conference.
90
7, Supervision should furnish dynamic leadership,
8, Supervision should stimulate faith in those with
whan associated,
9, Supervision should inspire others to their best
efforts,
10, Supervision should assist each teacher in becoming
the most professionally efficient person he is
capable of being.
The following were expressed as needs for supervision:
1, To assist new teachers
2, To promote growth of experienced teachers
3, To get better recognition of adult education in
each community
4, Due recognition of individual difference of
teachers and to promote the work of each one
according to his ability
5, To seek the strong points of teachers with the
view of developing the teacher and correcting
weak points
6, To recognize good teaching procedures
7, To promote a professional spirit
GUIDING PRINCIPLES OF SUPERVISION
From the viewpoint of psychology, supervision is based
upon the organismic theory of learning. This theory is based on
the idea that the organism includes, the mental, the physical,
the moral, and acts as a unity, that is, as a whole. Learning
takes place when the organism interacts with situations, as the
culturo of the race, and/or problems. The interaction between
these, stimulated by certain definite goals, experiences, dis¬
cussions, interests, exchange of ideas, makes a need for skills
and techniques. The teacher's place in the learning process
is to be a guide and should make it possible for students to
meet certain situations and problems, and enable thorn to have
richer experiences and engage in worth-while activities.
There should be certain definite goals to be achieved
that are in mind at the beginning. Learning according to this
theory is democratic, functional, and purposeful.
91
Problems of supervision as suggested by the class:
1.
Selection of materials
2.
Organization of materials
3.
Using materials
4.
Constructing materials
5.
Pre-service training
6.
Meetings (individual and group conferences)
7.
Teacher growth (professional improvement)
8.
Relationships
9.
Time elements, preparation, teaching, etc.
10.
Discussion methods
11.
Interpretation of program
12.
Best methods of teaching different subjects
Conferences:
(Supervisors should have a super vision of adult education
program)—J, J. McKinstry
1. Both individual and group conferences should be
held by supervisors and teachers.
a* How often? At least once a month, but better
once a week when convenient to make arrangements
for it.
b. Where? A regular place, suitably located and
arranged.
c. When? Either first day of month or some day
immediately'following close of month, preferably
on Saturday, should be desirable. Use of time
spent in meetings may be counted as time spent
in preparation. Three hours teaching daily
still sufficient, additional hours to be spent
in recruiting, study, conferences, etc.
Negroes deserve and should have benefits of
proper supervision; conferences with them
92
are most Important; joint meetings with white
and colored teachers is a matter to he decided
by local sentiment—separate meetings have
great value. Meetings should be planned in
advance•
Suggestions for a meeting:
Time: Saturday, 9:00 to 12:00 a.m.
1. Discuss business and routine
Review rules and regulations relating to reports,
division of time, etc. (Supervisor is time-keeper
on adult education program and must report to dis¬
trict supervisor when unable to correct dishonest
practices on the part of any individual teacher.
It is the duty of the local supervisor to know or
to ascertain all irregularities and then make an
earnest effort to eliminate them. Any teacher
ashamed of his or her work has no place on our
Adult Education Program.
Program should be interpreted as Education—Super¬
visors should observe teachers at work. Teachers
should be urged to use in their teaching the
pamphlet "Economic Conditions of the South."
Place no more emphasis on reports than is nec¬
essary to stress the importance of their accuracy.
2. Interpret latest communications from state and
district offices.
3. Demonstration of teaching
4. Discussion of problems (planned for). There should
be full participation with as much genuine contri¬
bution as possible. Limits should be observed.
Start on time and close on time.
5. Make plans for next meeting.
6. Reports of teachers who have done excellent work
7. Inspire teachers to:
a. Make personality adjustments
b. Read—research—make the most of study courses
c. Urge subscriptions to Journal of Adult Edu¬
cation, Mississippi Educational Advance and
other professional periodicals.
93
8. Clear up points on study courses.
Services Supervisor nay Render Individual Teacher:
1. Visitation
a. Visiting teachers in their classes, with pro-
conference and follow-up conferenco
2, Types of visitation
a. Advised
b. Unadvised
The visits of the supervisor most frequently should be
unadvised, because of the attitude of many teachers. The super¬
visor should be reluctant to coerce but, when necessary, should
resort to the authority vested in him, occasionally no other
method is effective. We must have conscientious teachers. The
supervisor can gain for himself the respect of the superior
teacher as well as that of tho inferior one. It is a bad practice
for tho supervisor to criticize teachers to one another. A
conscientious teacher strives to do work successfully, not just
to please the supervisor. Work for the job itself.
It is not the supervisor's job to make speeches, he
should try to become a member of the group. After class he
should confer and advise with the teacher on needed changes in
teaching. He should strive at all times to develop a wholesome
relationship between teachers and himself. The supervisor should
build on the strong points of the teacher, encourage, praise, and
inspire. Respect is based on knowledge and ability; the super¬
visor should learn everything possible about the toaoher^s problems.
The supervisor has a tremendous opportunity to help Negro ceaohers.
Advised visits should occasionally be made and plans should be
formulated for such visits by the supervisor,
3. Where no travel expense is provided and supervisor
is unable to visit classes, conferences are most
important,
4, Supervisor should help teacher to grow professionally
through:
a. Study courses
b. Reading suggestions
c. Use of libraries
d. Extension courses
94
e. Professional literature
f. News bulletins
g. Demonstration teaching
h. Exchange of curriculum materials
(It is most beneficial for teaohers to visit classes of
one another.)
Activities or Projects for Improvement of Teaching:
1. The position of supervisor is not justified when
services are limited to teaching half time and making
reports. It is his obligation to improve instruction
by continual effort to strengthen both the weak and
the strong teacher; supervisors not having travel
should write to teachers after plans have been
submitted by them; letters should be personal
and should contain helpful suggestions.
2. Use books in State Adult Education Library. Write
for and read books that are not required in the
study courses.
3. Get materials and send them out to teachers.
4. Community meeting, (Culminating activities should
be educational; each member of the group should
be given an opportunity to participate in planning
and carrying out the program.)
5. Construction of curriculum materials. (No formal
course is being conducted at this conference*.)
Teachers are building their own curriculum materials
during laboratory periods. Many are learning the
technique of assembling and organizing instructional
materials. Supervisors should be developing curricu¬
lum materials continually.
6. Construction of individual curriculum materials at
this conference has a two-fold purpose: first, that
the teacher may learn how to assemble and organize
his own materials; second, that materials may be
at hand for use as source materials,
a. Curriculum should grow out of:
(1) experiences
(2) activities
(3) exchange of ideas
b. Course of study should be planned for, even
though it perhaps will be modified when
taught. Lesson plans should be udJusted to
interests and needs of classes.
Some definitions:
Curriculum—includes everything that takes place in the
educative process.
Course of Study—a written plan prepared to guide in the
educative process.
Unit of Study—a whole learning experience, a portion of
the curriculum.
Materials--used in connection with the educative px^ocess-
part of the curriculum.
Adult Education is being made.functional by the various
actual experiences of many teachers, and adult students, i.e.,
screening of homes; many children being given improved diets;
and increased disease immunization.
Recapitulation:
1. Supervisors do not give adequate help to tecchers unless
they improve instruction.
2. Supervisors should help teachers plan their materials
so as to build short unit courses, with fewer lessons
adults will not attend classes for indefinite periods
as woll as for shorter periods.
3. Supervisors should insist that teachers not use
friendship as a basis for holding interest,
4. Supervisors should urge teachers to sign up for
correspondence courses in curriculum building.
5. Supervisors and teachers alike should study people
all the time in clever ways, so as to ascertain
their needs and interosts.
Pre-service Traini?cg of Teachers:
The class in supervision workod in conjunction with tho
laboratory group in Problems and Projects in tho preparation of
a schedule of pre-service training of teachers. This report with
the ten day s chedule is included in the Volume on "Problems and
Projects."
96
References:
EIGHTH YEAR BOOK — by — Department of Superin¬
tendence
HOW TO SUPERVISE — by -- Kyt®
ADMINISTRATION AND SUPERVISION OF ADULT
EDUCATION — by — Debatin
97
ADULT PSYCHOLOGY
Instructor: Professor J. II. Morton
The class in Psychology of Adult Learning spent its
time attempting to organize the information in the minds of
the students around the following three heads:
1. Social and physical environment
2. Biological equipment of human beings
3. Philosophy (ideas and beliefs)
It was suggested that the term Psychology might be
applied to everything which has bearing on human behavior,
and that learning was simply the readjusting of behavior.
The various schools of psychological thought were discussed
briefly and it was pointed out that each of them was attempt¬
ing to locate the crucial factor which controls human actions.
The following characteristics of learning on which all schools
of psychological thought agree were listed, explained, and
discussed in detail. They were as follows:
1. Learning must be motivated.(reason why)
2. A field of motives exists.
3. Obstruction to learning always exists.
4. Before learning occurs abnormal activity is
aroused.
5. When a response is attempted it is always
multiple and varied.
6. Responses are always in relation to stimuli,
never to a single stimulus.
7. The relation between the learning experience and
the objective is of paramount importance.
8. The learner always selects a response which is
easiest for him, and which involves the least
activity for him.
9. Most initial responses occur by chance.
10, The effect of the response on the learner is
the crucial point of the learning experience.
If it is pleasant and satisfying the readjust-
98
ment becomes established.
11. The rate of learning is never regular. It
varies from gradual to the abrupt.
The possible responsibilities and opportunities of
teachers and of adults in relation to the above characteristics
of learning were considered in detail. The final discussion
was devoted to a consideration of the ways in which adults
could be distinguished from other age groups. These psycho¬
logical characteristics, peculiar to adults, were considered:
1. Intellectual power in adults remains practically
continuous although sensory and ability to make
readjustments in specified time decline after
a person has reached the age of twenty-five
years.
2. Hie decrease in sensory capacities into necessity
for attention to other responsibilities makes
it imperative for teachers of adults to make
adequate provisions for re-learning.
3. In most cases adults are forced to take action
before a condition of readiness has been
established.
4. Adults have established behavior patterns which
they are unwilling to change unless they can see
a definite reason for doing so.
5. There is no apparent decrease in the total
volume of adult interests between the ages of
twenty and fifty although there is a shift away
from physical activities.
ADULT EDUCATION FOR ELEMENTARY STUDENTS
99
Miss Dixie Gowdy and W. B. Evans,
Instructors
A brief history of the beginning of reading was given by
Mr. Evans. He told of the ancients using signs and objects to get
their messages across.
For historical significances the motives for teaching reading
in the United States were outlined as follows:
1. Religious emphasis for the period beginning 1607
2. Nationalistic moral emphasis 1776
3. German influence 1840
4. Emphasis upon culture
5. Utilitarian emphasis
6. Period of broadened objectives
The latter is the method now used. This came into use in 1925.
The fundamental principles for teaching reading to adults are
the same as for children.
The methods that have been used are:
1, The alphabet method:
a. This type was used in early days and was known as
the mechanical method. It was followed or supplement¬
ed by the phonic or phonetical methods. The group
agreed that this was a slow and inadequate method.
b. Advantages:
(1) Used longer
(2) Synthetic
(3) Logical
c. Disadvantages:
(1) Unpedagogical
(2) Unpsychological
100
(3) Tedious for teacher
(4) Difficult for pupil
The Word Method:
a. In the brief history of the "Word Method,"
given by Mr. Evans, Worster was the pioneer
in the country. His writings were in the
years between 1780 and 1800. Forty years
later Horace Mann contributed more, and in
1846 the first "Y/ord Method Reader" came out
with John Russell as author.
b. The following outline stating advantages and dis¬
advantages was on the blackboard.
o Advantages:
(1) Psychological basis
(a) Concept
(b) Symbol
(2) Develops sight vocabulary
(3) Arranges sight vocabulary into phrases and
sentences
(4) Numerous combinations of words made
d. Disadvantages:
(1) Too mechanical
(2) Breaks down in attacking new words
(3) Cannot be used independently
The Sentence Method:
(1) A history of the beginning of the "Sentence
Method" was given. The first experiment
in this method was made by a superintendent
of a city school in New York who found the
other methods unsatisfactory. Other authors
began writing on the subject in the period
1885-1890.
(2) The question was raised, should the learner
be familiar with content of lesson before
attempting reading it?
101
The decision of the class was that the
losaon should connect experiences and
that the sentence method is taught as
a matching process. The advantages
and disadvantages wore listed#
(3) Advantages:
a.
It is analytic, (corresponds with
psychology of learning.)
b.
Pupils read for thought
c.
Widens attention span
d.
Word groups are easier to recognize
e.
Encourages word study
f.
Content (relation)
4, The Story Method:
a. The story method was introduced and
explained. The advantages and dis¬
advantages of story method were out¬
lined on the hoard#
b• Advantages:
(1) Emphasis is on content
(2) It directly associates content and
meaning.
(3) Appeals to interest
(4) Said to be the one way students
learn to read without instruction
c• Disadvantages:
(1) Breaks down after five years
(2) 111 adapted to city bred and
foreign born children
(3) Dependent on other methods
(4) May memorize without learning words
5. Evaluations:
Evaluations of demonstrations, given by committees on the word,
102
sentence, and story methods, wore made by the group. The decision
of the group was that the lesson should connect experiences and that
adult teachers should fit all subject matter to the interest of the
adult learner.
6. Purpose:
a , The purpose of the course is to give teachers a better
technique in teaching reading.
b. A realization of the importance of knowing the tools
to be used in teaching reading.
c. Learning to read gives the student a keener insight
into the probloms of our times and a realization
of the part each must play in the solution, as
citizens of a great democracy.
d. Finding experience at his own level, will give
richer, fuller and more joyous living.
7. Steps in Teaching Reading:
o. Vocabulary:
A basal reader which is carefully graded and which
appeals to a wide rango of adult interests should
be used. Each lesson should constitute a short
interesting unit. As a rule not more than four
or six new words should be introduced in a
lesson. The vocabulary should be simple and
consistently repeated; words of greatest
frequency in adult reading and those which relate
to items of special interest to adults... A small
reading vocabulary includes fifty or more words.
As soon as student has acquired fifty or more
words, progress can bo made somewhat more rapidly.
b. Ability to recognize words:
(1) Impressions are made by varied repetitions.
(2) Selections from newspapers. Copies of daily
newspapers.for class use should be solicited
from local papers.
(3) Public signs which are encountered most
frequently should bo printed with block
letters on strips of manila cardboard for
use each day,
(4) Words and phrase cards including the words
of tho basic text that is being usod.
103
(5) Posters in the classroom
(6) Simple announcements and directions
(7) Exhibit of forms, such as social letters,
business letters, deposit slips and checks
c. Training and Comprehension:
(1) The lesson should connect the experiences
of student with the tools used, and thus
related to items of special interest to
adults•
(2) Promote free discussion of related experiences.
(3) As new words appear in the lesson write them
upon the board, or on cards which can be
placed in view.
(4) As the discussion proceeds, ask questions that
lead the students to use sentences similar to
those in the book.
8. A Device in Teaching Reading:
A device is an object or a plan to help build interest
and understanding in the teaching of silent or oral
reading.
LABORATORY PRODUCTION
A volume entitled Literacy Education, including one-hundred pages,
has been published from the materials that were prepared in the laboratory.
This volume deals with materials in the field of literacy education. Such
things as aids and devicos for teaching illiterates, a record of several
demonstrations, indicating how an integrated program in literacy education
can be carried on, with emphasis on culminating activities. Several appro¬
priate units, content for a long time program, bibliography, and a recom¬
mended list of books and materials to be used in the foundation fields,
are included.
*****
104
HANDICRAFTS
Professor J. Glenn Sowell, Instructor
Under the direction of Professor Sowell, assisted by Purvis Cox
and Walter Montgomery, four classes in the field of handicrafts were held
for a little over two weeks. This proved to be a very popular course,
and ovor ninoty students registered for it. The purposo of the class was
to instruct in the arts of woodworking; metal work, including tin can art;
weaving, and leathcrcraft. Emphasis was placed upon the learning process
rather than the completion of many articles.
Each person was asked to select two fields in which he would like
to work and only four limited themselves to one. General lecturos were
given in the use of tools, finishing wood, weaving, planning projects,
figuring lumber, etc., and mimeographed sheets explaining each were dis¬
tributed. These were followed by demonstrations showing how to obtain an
inexpensive stain by mixing it yourself; apply stains, varnishes, shellacs,
etc., and how to weave baskets. The use of inexpensive materials was em¬
phasized in all the work. Students had access to many books of instruc¬
tions and patterns and were given catalogs for home use.
Instruction Was given in regard to where and how to buy nails,
screws, lumber, glue, fillers, finishes, stains, abrasives, leather, metal,
weaving materials and substitutes for several items. A list of flmnfi
from which each type of tools and materials could be purchased was furnish¬
ed as well as a list of books and catalogs of instructional materials. At
the request of several students a list of the most important tools to be
used in the four fields of handicraft was formulated and costs given. The
total cost is about $25.00. These tools are all that are needed for
simple projects. Those listed under leathercraft are such that excellent
substitutes con be made if a person shows a reasonable degree of inventive¬
ness.
Tools essential for the workshop:
Woodwork
2 claw hammers (Stanley) © $1.00
1 back saw (Disston)
1 • cross cut saw, 8 point (Disston)
1 junior jack plane (Stanley)
2 coping saws (Atkins) © .50
2 screw drivers © .15
1 wood mallet
1 pr. electrician's sidc-cutting pliers
5 augers, l/4, l/8, 1/2, 3/4, 1 (Irwin)
3 paint brushes set in rubber lv
2 half round wood files (Diston or Black Diamond)
1 try square
1 counter sink bit
(rulers (to be picked up)
$2.00
1.50
2.50
3.00
1.00
.30
.30
.75
2.25
.45
1.00
.60
.25
105
Metal Graft
1 Dogwood mallet for art metal .75
1 art metal peen hammer, ombosslng 1.50
1 mill file, single out 2nd cut .20
1 three cornered slim tapered file .15
1 ball peen hammer 16 oz. ,75
Leather Craft
1
snap fastener
1.00
1
tracer for fine and narrow
.35
1
tracer fine and diamond point
.35
1
stipp ler
.35
1
revolving punch
.85
1
Thonging chisel four prong
.65
needles
.10
The work was, for the most part, very well done and demonstrated
the fact that women ore interested in and capable of doing good work in
these fields. Everyone enjoyed the work, and for many it was recreation
in that it was such a complete change to them.
Woodworking was the most popular field as sixty entered it, while
metal claimed the interest of forty-six, weaving thrity-two, and leather
craft forth-three.
The articles turned out in this short time were varied and numer¬
ous as the following list will show:
Woodwork:
whatnots
20
Weaving: clothes hampers
6
magazine racks
25
trays
12
trays
3
waste baskets
2
waste baskets
3
foot stools
12
memo, board
4
baskets
3
picture frames
7
Total
35
filing cases
7
weaving frames
8
Leather craft:
book shelves
4
belts
8
bag handles
5
coin purses
15
table legs
1
bill folds
13
miter box
1
key rings
14
door stops
1
trays
2
sewing screen
1
cigarette oases
2
Chinese checker
brief case
1
board
1
Total
55
Metal craft:
Total
92
pewter plates
9
copper plates
17
ash trays
2
scoops (tin)
22
GRAND TOTAL
232 Total
50
106
ADDITIONAL LABORATORY PRODUCTIONS
A volume entitled Commercial Education for Adults, including
thirty pages, has been published from the materials that were prepared
in the laboratory. This volume deals with business English, mimeo¬
graphing, filing, simple accounting, functional methods of teaching
shorthand, characteristics of an efficient teacher, how to use a cal¬
culator, and typing methods.
A volume entitled Problems and Projects, including fifty-nine
pages, has been published from the materials prepared in the laboratory.
Briefly, this volume deals with the following: an aid to orientation
of beginning teachers of adults, suggestions designed to help teachers
deal with some of the more difficult problems with which they are faced
in getting started. Problems, drawn from actual experiences of mem¬
bers of the committee include, attendance, materials, methods of instruc¬
tion, guidance of adult students, initiating a community program, evalu¬
ation of teaching, and pre-service training. The first chapter is
devoted to a statement of the philosophy of adult education.
Readers in the Foundation Fields
Eight readers in the first level were prepared in the laboratory
in the foundation fields, to be used in literacy classes throughout the
state. These materials were developed in accordance with Technical Series
No. 10, published by the WPA Adult Education Project of the Washington
office. It was the purpose of the committee to learn something about
the technique and methods of developing reading materials and also to plan
reading materials to be mimeographed and used by adults in classes through¬
out tho state. A limited number of copies will be checked out to teachers
desiring this type of material to be used in connection with literacy
classes. These readers should provide excellent reading material for
beginners.
About eighty new words are included in each volume, making a
total of approximately 350 words in the eight volumes. The titles of the
books for Level I that are ready are as follows:
Our Family and Community
We Make Friends
We Buy
Our Home and Children
Keep Well
My Work
Recreation
Citizenship
The readers in Level II are now being prepared and should be
ready for distribution during the next two months.
107
Volume I
The present volume entitled Report of Conference, Volume I, in¬
cluding 100 pages, has been published from the materials that were pre¬
pared in the laboratory. This report gives a synopsis of each course
presented, a brief report of the laboratory period, tho forum period,
recreation, and other matters pertaining to the conference at Mississippi
State College,
Volume II
A volume entitled Report of Conference, Volume II, including 100
pages, has been published from the materials that were prepared in the
laboratory. This report deals with the forums that were conducted daily
in the auditorium. The presentation of the speaker is presented,
together with a stenographic report of the discussion.
*****
SECTION VII
NURSERY SCHOOL EDUCATION
108
Page
Education for Family Life ----- 109
Homemalcing (Foods for Young
Children - - - 111
Nursery School Education
(Beginning Course) - - - 113
Laboratory Productions - - - 114
109
EDUCATION FOR FAMILY LIVING
Miss Helen R. Cratoford and Dr. Martha Rinsland,
Instructora
At the beginning of this course, Miss Crawford presented Dr.
Martha Rinsland, Supervisor of the Nursery Schools of Oklahoma, who,
for ten days, conducted discussions on Education for Family Living.
Dr. Rinsland's discussions centered around integrated and disinte¬
grated family life. Her suggestions for units of work and the
mimeographed material distributed from time to time, were most help¬
ful.
A list of conditions under which integrated and disintegrated
families live was made by the class, assisted by Dr. Rinsland and
Miss Crawford.
Integrated families
Disintegrated families
1.
Difference of opinions
1.
Quarreling
2.
Sanitation (cleanliness)
a. Differences in
generation and
3.
Marriage
understanding
4.
Cooperation in discipline
2.
Lack of sanitation
5.
Education
3.
Divorce or separation
6.
Religious hamony
4.
Discrepancy in dis¬
cipline
7.
Home beautification
5.
Lack of education
8.
Adequate physical equipment
6.
Religious difference
9.
Adequate planning
7.
Lack of home
Budgeting
beautification
b.
Arrangement of
furniture
8. Lack of pi mining
c.
Planned meals
d.
Clothing
a.
No budget
e.
Recreation
b.
Arrangement of
f.
Time
furniture
10. Interest in hone surroundings
c. Unplanned meals
d. Unplanned clothing
e. Unplanned recreation
f. Unplanned time
10. Lack of interest in hone
surroundings
110
Each of the above conditions wis discussed by the group, led
by Dr. Rinsland. Many interesting and useful facts wore developed by
these discussions which continued from duy to day, culminating in the
presentation of two one-act plays depicting integrated and disintegrated
families.
Ill
H0HE1IAKING (FOODS FOR YOUNG CHILDREN)
Miss Lillian HEunraon3, Instructor
Sinco this courso was primarily for nursory school toachers the
subject matter dealt with food for the child from one to six years of
age.
I. It was docided that if a child develops normally, he must have suffi¬
cient and suitable food. Emphasis was placed throughout the courso
on the necessary foods, and the amounts suitable to the age and
development of the child. A child's diet should be slowly and cau¬
tiously enlarged in variety and amount.
1. Food has threo functions
a. Building and repairing
b. Regulating the body process
c. Furnishing heat and energy
2. The food elements were divided according to their use, as
a. Heat and energy givers - fat and carbohydrates
b. Body builders - proteins and minerals
c. Body regulators - minerals, vitpmins and water
The class was drilled in the recognition of these elements in
the foods given in our daily diet.
II. Essentials of the daily diet of a pre-school child wero discussed and
the class vkis given problems of planning a week's menu for the pre¬
school child. These menus were checked with the essential require¬
ments in mind.
III. Realizing that variety plays a part in appealing to the appetite,
numerous ways of preparing the usual dishes were discussed fully and
recipes given.
Children should be guided from the first to develop the desire to
eat the right foods. Forming good habits is a step in developing
character. Also right food habits lay the foundation of good nutri¬
tion.
The following habits wero sot up as desirable:
1. Accustom the child to a variety of foods, one at a time, and in
small portions.
2. Insist on a regular schedule of meals.
3. Serve well prepared foods.
4. Good digestion and good appetite are affected by surroundings,
therefore, have setting as attractive as possible.
112
5. It is sometimes advisable to food tho child apart from tho
family group.
6. Encourago solf-holp.
7. Sot a good oxample. Children nro groat imitators, and aro
easily influoncod by comments or actions of aiders.
8. Deal carefully with tho child with poor appctito. It may be duo
to fatigue, approaching illness, or emotional upsets.
9. Refrain from discussing child's eating habits In his presonco.
10. Toko it for granted that tho child will eat everything served to
him, and make no comment upon his refusal to eat.
11. Lot the child feed himself. This develops self-reliance.
The nursery school supervisor suggested that a few lessons be given
in clothing for young children. The following topics wore studied:
1. Clothing and health
2. Clothing and character
3. Clothing and behavior
4. Hygienic clothing
5. Economy of time, energy, and money in regard to children's
clothing
6. Becoming designs for children
7. Becoming colors
8. Constructions that develop self-reliance in dressing
9. Alteration of patterns
A kit from the nursery school and one from the clothing specialist,
Extension Division, State College, Mississippi, were of special
interest because of the special construction to insure fit, comfort,
and self-help.
Bibliography
The Child From One to Six, Children's Bureau Publication No. 30,
United States Department of Labor, Washington, D.C.
Child Care - Tho Pro-School Age, Children's Bureau, U. S. Depart¬
ment of Labor, Washington, D.C.
Food for Children, No. 1674, U. S. Department of Agriculture,
Washington, D.C.
Cultivating the Child's Appetite, by Aldrich
Every Day Foods, Harris and Lacoy
The Now First Course in Homemaking, Calvert
Child Care and Training, Facgro and Anderson
*****
113
NURSERY SCHOOL EDUCATION
MlaSlFloretta Wfcigfct, Insteuofcor
Nursery schools are now new, but old institutions. In 1930 there
were three hundred in the United States, whereas in 1935 under the F8«eral
Emergency Relief Administration three thousand were established.
The purpose of the nursery school, what constitutes the qualifi¬
cations for a nursery school teacher, and what is a nursery school, were
set forth in the opening discussion. Some of the terms qualifying a
good teacher were understanding, patience, health, training, common sense,
tact, alertness, and sympathetic attitude. A few tnusts" for a nursery
school teacher were:
1. Have a calm clear voice
2. Get the child's viewpoint
3. Be neat in appearance
4. Be impartial, consistent, and alert to
learning situations
5. Let the child use his imagination
6. Develop child's independence
A discussion on organized play and division of children into play
groups created much interest. |t was decided that separation according
to age worked for harmony in group play.
The physical set-up of a school should consist of enough indoor
and outdoor space for the children to play freely; equipment for play
that will develop social, dramatic, and imaginative traits; furniture and
supplies suitable for children; rooms properly heated, cleaned, ventilated
and protected.
The play-period routine should afford physical, mental, social, and
emotional development. Here a basis should be laid for the best type
habits which go to make up an individual personality, such as ability to
be a good loser as well as a leader. A child should be allowed to start
his play alone; develop his own interests, skills^ind means of expression.
Too much adult interference can kill initiative. Commend a child's work,
not the child. Play must be within the child's capacity; be varied and
interesting. Never force a child to join a group. Story telling must be
adapted to the child's needs; deal with real facts, people and things.
The story must be short, simple, natural, and have pictures to illustrate.
Secure deep attention of the children; direct the story to the restless
child. Be very familiar with the story; sit on a level with the children.
A good nursery school provides opportunity for the child's social
adjustment. The child is helped to consider the rights of others, or
sharing and taking turns; standing up for his own rights. The timid child
is taught skills and techniques which are useful for social contacts; and
114
the too agpessive child guided to become acceptable to the group.
A morning inspection Is given each child daily. The following
parts of the body are especially noted: the eyes, ears, throat, skin,
and general appearance. If a child is ill, he is taken home. Regular
eating, sleeping, resting, and toilet habits are formed. Cod liver oil
and tcmato juice are given daily. Quiet, cool, well ventilated rooms
are provided for sleeping.
The serving of proper kind of food is an essential part of each
full-day nursery school. This should be served simply, comfortably and
attractively. Distractions and hurrying should be eliminated while the
child is eating.
Some causes for children not wanting to eat are: fatigue, dis¬
tractions, lack of sleep, too much food served, bidding for attention,
and inability to feed himself successfully. Small servings at regular
times and a regular place are necessary.
A good nursery teacher must know the parents of the child in her
charge. This may be done through visits or casual meetings and opportuni¬
ties for the parents to visit the school.
Discipline of nursery school children is taken to mean a plan or
technique of teaching the child to become adjusted to necessary require¬
ments of behavior and to accept responsibility for his own behavior. It
does not mean punishment, rewards, or persuasion. Never overlook the
"why" of a child's behavior. Some social maladjustments are timidity,
bullying, repression. Other causes of misbehavior are attempting a job
too big for his stage of maturity; being hurried, interforred with, or
nagged. Avoid all unnecessary issues in dealing with children.
*****
LABORATORY PRODUCTIONS
The Nursery School teachers spent from two to four hours each day
in working on various materials which could be used .by them in their work
at home, both with the parents and the children. A number of hours each
week ware set aside for observation hnd participation in demonstrations
related to nursery school work. For the demonstrations the entire group
met together, and for the production of written materials the group was
divided into small committees. The length of time spent on each topic
was determined by the subject matter. All of the teachers worked on at
least two committees. A brief outline and description of this work
follows:
Demonstrations
1. Finger Painting -
In order that the material would be ready for use and time could be
115
saved, the paint was prepared by Miss Bonnie Rector, State Supervisor
of Nursery Schools in Louisiana, in advance. She was assisted by a
number of the teachers. At the beginning of the period, Miss Rector
gave a recipe for making the paint, then showed how to use it.
Following this all of the group were given paper and paint and allowed
to experiment for the remainder of the hour. To most of them, it was
their first experience with this type material.
2. Music for Young Children
(Including songs, finger plays, and simple rhythms)
For some days before this demonstration was given, Dr. Martha Rinsland,
State Supervisor of Nursery Schools in Oklahoma, who directed the
period, worked with Mrs. McDaniel, a mother from Starkville, who played
the piano. This was done so that no time would be lost and as much
material as possible could be covered in an hour. After a short ex¬
planation and demonstration of each song by Dr. Rinsland and Mrs.
McDaniel, the entire group became nursery school children and partici¬
pated. For some of the rhythms small groups took turn about until each
teacher had an opportunity to practice.
3. Parent Education
Part of the responsibility of one group was to prepare and present to
the group a parent meeting. Those who belonged to this group planned
a regular program and during the demonstration the entire group of
teachers assumed the role of parents and asked questions. The subject
for the meeting was on foods for the entire family. While it was not
possible for the teachers to actually prepare the food before the group,
they did have the material and demonstrated as much as possible how it
should be done. They were able to bring in jo the demonstration such
items as attractive colors and arrangement.
4. Morning Inspection
One of the nurses who does an unusually excellent job of morning inspec¬
tion in her school, demonstrated to the group what procedures she
follows. She spent several days prior to the demonstration getting
acquainted with a child for the demonstration. Unfortunately, however,
the child was not able to be present at the appointed time. A teacher
was substituted for demonstration purposes.
Discussions
1. Diet for Young Children
Dr.~MarVna Rinsland discussed with the entire group some recent find¬
ings thxcugh scientific research of the relation of a child's diet to
his behavior.
2, Family Life Education Through the Median of the Radio
A regular program, sponsored by the University of Oklahoma, was given
last xvinter on this subject. An explanation of what it included and
its possibilities was led by Dr. Rinsland.
116
3» Advisory Committees
One hour was devoted to a discussion of the ways in which the lay
public can be educated and thus be correctly informed about all the
various possibilities of the wide scope of material which should be
covered in family life education. Since both Louisiana and Oklahoma
wore represented by their respective supervisors, it was possible to
include in the discussion types of materia] which have been used in
throe states.
Mat efials Brodueod
1. Parents Handbook
A very simple and concise book of approximately twenty pages was com¬
piled by this committee, to be used by the parents at home. This
material on each topic is limited to one page of short sentences.
Some of the material covered in this book gives information on what to
expect of children at certain ages, health habits, thumb sucking, and
other problems.
2. Communicable Disease Charts
This booklet consists of twelve pages of charts giving the symptoms,
incubation period and duration of the disease. The material was
taken from the United States Children's Bureau Publication No. 30,
The Child From One to Six. This booklet can be used by teachers at
nursery school and by parents at home for reference.
3. Evaluation of Nursery School Records and Forms
All of the forms and records which are used in the nursery schools
were gone over by this group and their value estimated. The group
decided to eliminate certain forms and suggested the use of others
which they worked out during the conference and revised some of the
old records.
4. Material for New Teachers
Due to the nature of our program, it is frequently impossible to give
new teachers adequate pre-service training. This group prepared a
short booklet of about ten pages, designed to assist new teachers who
are immediately pressed into service. It gives them some basic infor¬
mation about nursery school routines and procedures.
5. Equipment for Nursery School and Home Use
a. One group actually worked in the vrorkshop and made equipment from
salvaged materials (most of which they had to find for themselves
in the community) which could be used at nursery school and for
the child in the home. This included toys and such things as
utility cabinets for the child's clothes at home.
b. Another group made a small booklet with drawings and descriptions
for toys'whiah can be made from salvaged materials.
117
6* Preparation for Menus
This group worked out menus for a month which could be used in the
nursery school and at home. Many now suggestions and recipes came
out of their discussions.
7. Material for Advisory Committoos
All of the teachers decided that thoy wantod to devote somo time to
this topic, so they woro divided into groups. Tho material produced
in this group could possibly be profitably usod by pooplo on the
program other than nursery school touchers. Various ways in which
the program can be correctly interpreted to sponsors and the lay
public in gonoral wore presented.
8. Family Life Education Play
A play entitled "Ma Jones Family Gets Renovated'1 was written, staged
and produced by the nursery school teachers. It was such a large
undertaking that practically all of the teachers were called in to
assist in some way. It was presented before the entire summer
school, during the last week of the conference. Part of the proper¬
ties used were produced in the workshop. The play depicted a dis¬
integrated family, which after a year of assistance from the adult
and nursery school programs, became integrated.
*****
118
SECTION VIII
ART, MUSIC, AND DRAMATICS - RECREATION
Art, Music, and Dramatics
General Recreation
Page
119
121
119
ART, MUSIC, AMD DRAMATICS
Miss Bessie Herron, Miss Margaret Woiabrod,
Miss Margaret Langston, and Miss Carolyn
Compton, Instructors
It was brought out in the course that the drama is as old as civi¬
lization. Since it dates back to such on early age in the life of man,
only brief mention could be made of its development.
In the beginning it was used chiefly for impressing religious be¬
lief on the minds of people of ceremonies, rites, etc. Its usefulness
for this purpose spread to other phases of the life of the people, and
eventually was used to entertain as well as to teach.
In ancient times the drama reached its highest degree of develop¬
ment among the intelligent and highly imaginative Greeks. The Romans
did not employ the drama as successfully as the Greeks, but turned rather
to the arena with games, contests, etc. After the fall of Rome the use
of drama went into doc ay and was not revived again until modern times.
I. Charades were studied by the class and outlined as
follows
1. Living newspapers
a. Plot of incident
b. Takes actual events
2. Human events
a. Scene at a drug store, etc.
b. Scene in the home
c. Sceno on the job
3. Dramatized story
a. Nursery rhymes
b. Acting out a well known story
c. Throe bears
d. Story told and then dramatized
II. Characteristics of the charade
1. Has one more scene than there are syllables - one for
each syllable and one for the word
2. May change pronunciation
3. May double final consonant
4. May use hyphenated word, but not two words
5. They are acted out by motions suggesting the word
120
III. Art was taken up next. Ita use and influence on the
lives of people were dlscuasod. Art in the home, in cloth¬
ing, in buildings and landscaping, etc., were mentioned as
reflecting the feelings and taste of people.
1. A more specific study was then entered into, and some
of the fundamentals in art were discussed.
a. Work in designs
b. Block printing
c. Functions of materials
2. Art may be applied in three classes as follows
a. Plastic (clay)
b. Rigid (stone, metal, wood)
c. Pliable (weaving, leather work)
17. Music was next discussed. It was suggested that group or
community singing was one of the finest forms of recreation,
since everybody can take part and enjoy it.
The class sang songs and acted them out. The instructor
showed the group how humming and whistling can add to both
the joy and beauty of group singing in such songs as
"Sour Wood Mountain" and "My Tall Silk Hat."
121
RECREATION
Believing in the adage that "all work and no play, makes Jack
a dull hoy," ample recreational activities were provided# This was
planned and carried out by the Recreational Committee, ably assisted
by Miss Bessie Herron, State Supervisor of Recreation, Miss Margaret
Langston, Technical Adviser in Recreational Music, Miss Lois Prophet,
Miss Sarah Reed, Miss Caroline Compton, Miss Margaret Neisbrod, and
Miss Jane Terry all of the WPA Recreation Project.
Participation in the recreational activities was optional,
but most of the teachers took some part in the numerous programs that
were offered. Although no set program was published in advance for
the entire three weeks of conference, no day passed without some
planned recreation being carried on.
At the first general assembly a poll was taken to determine
what types of recreation would be most popular. When the votes were
counted it was found that parties, games and"get-togethers"were the
most desired. Next in line were singing, hikes, public speaking,
story telling, reading, dancing, swimming, and fishing.
The Recreation Committee and the WPA Recreation leaders
exercised every effort to make the leisure time at the school
pleasant by complying with the expressed desires of the teachers.
Many pleasant moments were spent in a most informal manner, when
dignity and decorum were laid aside by all, even by members of the
staff.
Six book reviews were all attended; four sings and musicals;
three amateur entertainments in the auditorium; two night parties—
one informal, one formal at the cafeteria; one picnic supper. (Rain
prevented the outdoor setting and football play by play game which
was planned.)
Field trips to town and to interesting points of the campus
were led by members of the College Staff. The college also made
possible fourteen different kinds of games which were supervised
every afternoon in the quadrangle in front of Lee Hall, These were:
badminton, Chinese and plain checkers, softball, baseball croquet,
volleyball, tennis, table tennis, card games, dollar pitching, horse¬
shoe pitching, chess, and hand ball.
The original musical comedy, amateur theatricals, nursery-
school play and impromptu dramatics were all well received and
unusually well done for the little time and effort expended.
Swimming was made possible, gratis, by the generosity of the
college. Dancing, both square and round, were enjoyed. A fishing
trip was carried out, though luck was none too good. Many informal
concerts were held at the Y. M. C. A. and much latent talent dis¬
covered. Every day and night several recreational pursuits were
planned and different groups attended each. The parties, plays
122
and outdoor songs proved most popular.
The following wero programs planned and carried out by the
staff and field workers of the Recreation Project:
Thursday evening,
July 20
Wednesday evening
July 26
Friday evening,
July 28
Monday afternoon,
July 31
Tuesday afternoon,
August 1
Wednesday afternoon
August 2
Party planned and led by Miss Bessie Herron,
State Supervisor of WPA Recreation Project,
assisted by Miss Lois Prophet, Jackson, and
Miss Sarah Reed, Laurel, both of the
Recreation Project.
Impromptu dramatics, as a part of an evening
program-Planned by Margaret Weisbrod,
assisted by Mildred Murray,
Party planned and led by Margaret Langston,
WPA Technical Adviser in Recreation Music,
assisted by Miss Lois Prophet of Jackson,
and Miss Jane Terry of Columbus, all of the
WPA Recreation Project,
Informal Singing-led by Miss Margaret
Langston
Informal Singing led by Miss Margaret
Langston
Extravaganza assisted by State WPA
Recreation Staff-Costumes furnished by
WPA Recreation Project.
In addition to the above there were two amateur plays written
and presented. The first was by the Nursery School teachers. The
play was:
"MA JONES' FAMILY GETS RENOVATED"
NURSERY SCHOOL PLAY
MISSISSIPPI STATE AUDITORIUM
August 1, 1939
Students of the Nursery School Laboratory Workshop wrote and
presented the play under the direction of Miss Helen R. Crawford ,
Supervisor of Nursery Schools for Mississippi. Miss Bonnie Rector,
Supervisor of Nursery Schools for Louisiana, assisted the nursery
school teachers in writing the play.
The purpose of the play in the first act was to portray the
home life of a disintegrated family before the Nursery Schools and
Adult Education Programs had reached them. The second act portrayed
the home-life in the same family a year later, after the Nursery School
123
and Adult Education Programs helped them to becomo an integrated family.
The act showed harmony in family relationships, cleanliness of the
home, the family clad in clean clothing, and improved equipment. The
father had learned to make needed pieces of furniture from salvaged
materials while a member of an Adult Education Class in Handicrafts.
All of the new pieces of furniture and toys used in this
act were made by the teachers in the workshop during summer school.
These were attractive as well as serviceable, but were made from very
inexpensive and salvaged materials.
The second play, an original comedy written and produced by
members of the Recreation Committee, was:
"IT CAN HAPPEN HERE"
MISSISSIPPI STATE AUDITORIUM
August 2, 1939
The play was in two acts. Act one was a mock forura in which
it was claimed that, with adult education, we can bring to pass in
Mississippi the land of Utopia. Certain "doubting Thonase^1 heckled
the speaker to the extent that pandemonium soon reigned, and the
lights went out. Act two showed that Utopia had, indeed, come.
The final event of the recreation program was a Lyceum number,
"The Marching Men Of Song," presented Friday evening, August 4. This
program was one of a series of professional entertainments brought to
State College, and was complimentary to all teachers in attendance.
The program consisted of sextets, quartets, vocal and piano
solos. It was entertainment of the finest type. The teachers and
staff are deeply appreciative of the generosity of State College
in providing such a fine program free.
124
SECTION DC
REPORT OF FORU11 PERIOD
Report of Forum Period -
Page
- 125
125
OPEN FORUMS HELD *
Chairman: R» E. Staen
On each day of the conference a public forum was held from
1:30 P. M. to 2:40 P. K, These forums were held for a double purpose.
First, to give adult education teachers some training in methods and
techniques of the forum. Second, to gain information from other
agencies in the state that are engaged in adult education in special
fields. It was also intended that these forums would lay the foun¬
dation for closer cooperation between these various agencies and the
adult education program of the WPA.
Although the forums did not always meet the requirement of
having a question on which opinion was divided, many interesting
addresses were delivered, and much valuable information was gained
by the teachers.
During the course of the conference open forums were held
on the following subjects:
July 19, "Mississippi and her Resources." Speaker, Garner James,
Mississippi State Planning Commission.
July 20, "What is the place of the press in Adult Education?" Speaker,
R. M. Hederman, Jr., Jackson Daily Clarion Ledger.
July 21. "In what ways should the Extension Service and Adult Edu¬
cation cooperate to improve the program of Adult Education
in Mississippi?" Speaker, E. H. White, State Extension
Service.
July 24, "What should constitute a state program of Adult Educationand
what should be the relationship of this program to public
schools?" Speaker, Supt. J. S. Vandiver, State Department
of Education.
« " "What State College is doing to promote a continuous edu¬
cation program?" Speaker, President G. D. Humphrey, Mis¬
sissippi State College.
July 25. "What is the place of libraries in the program of Adult
Education and how can the services of libraries be made
available in the Adult Education Program?" Speaker, Pearl
Sneed, Stato Librarian.
July 26. "'That services can the radio render in the program of Adult
Education and how may the teachers of adults use the services
in their classes?" Speaker, Wiley Harris, Manager Radio
Station WJDX. (Mr. Harris was unable to be present. A
paper was read by R. E. Steen, Supervisor of Forums and
Workers' Education, WPA)
126
July 27. "IIow may the services and materials of the State Board
of Health be best used in the program of Adult Education?"
Speaker, Dr. J. A. Milne, State Department of Health.
July 28. "How may the Mississippi Congress of Parents and Teachers
and the Adult Education Teachers cooperate to reduce
illiteracy before the 1940 census?" Speaker, Mrs. C. C.
Clark, President State P.T.A.
July 31. "What can be done to eradicate illiteracy in Mississippi?"
Speaker, R. L. Anderson, State Supervisor Adult Education
Project, Division of Professional and Service Projects,
WPA.
August 1.
August 2.
August 3.
W ft
"What are the causes of juvenile delinquency which might
be modified or affected by Adult Education Teachers?"
Speaker, Myrtle Mason, Industrial and Training School.
"'That can the Mississippi Education Association do to
promote Adult Education in Mississippi?" Speaker, S. L.
Stringer, President M.E.A.
"How can the agencies in a community be coordinated to
promote a continuous education program?" Speaker, Sylvia
Mariner, Regional Supervisor, Education, and Recreation
Division of Professional and Service Projects, WPA
"Scope of work of the Professional and Service Division
of ".JPA and how Adult Education and Nursery School programs
may better serve this division." Speaker, Ethel Payne,
State Director of Professional and Service Projects, WPA.
All of the above subjects were ably discussed, and much
valuable information was gained about them by the adult education
teachers. As stated above, they were not designed to arouse contro¬
versial discussions from the audience, but rather to bring information
to the teachers about the work of these various agencies, and how they
can be of assistance to the WPA Adult Education Program.
At the close of each speech the opportunity was giveh by the
chairman, R. E. Steen, to anyone desiring, to ask any questions of
the speaker. This was done rather extensively each day. A steno¬
graphic report was kept day by day. These discussions are published
in a separate volume, and enough copies printed and placed in the
adult education library so that any interested person can borrow
then.
*Volume II, Report of Forums consisting of 92 pages includes a
detailed report of the forums held.
127
SECTION I
An Appraisal of the Conference -
Page
- 128
AN APPRAISAL OF THE CONFERENCE
128
A general appraisal sheet consisting of six pages was distributed
at the conference to get the appraisal of all toaohers. They were asked
to give their frank opinion and not to sign their name.
Questions pertaining to the courses offered, the laboratory period,
forum period, library, recreational life, and general organization of the
conference were included for this evaluation.
These appraisals have been studied to learn the reaction of teach¬
ers and of members of the state supervisory staff, for the purpose of
using the suggestions in planning future conferences.
Teachers seemed to like practically all of the twenty-sir courses
that were offered at 7, 8, and 9 o'clock.
Some of the courses, as indicated from this study, seemed too aca¬
demic and theoretical and not applicable to the teaching situations with
which teachers are faced. Some of the instructors had so much information
in their fields to convey and so limited a time in which to do it that they
failed to give as much consideration as they should have to the needs of
the teachers, and to the use for which such information was to be put.
On the other hand, some instructors were inclined to lean too far
from the academic so that their courses consisted more or less of general
discussions, without making satisfactory progress. In such courses not
much reading and studying were done. Students in some instances felt
that such courses wore pitched on entirely too low a level.
Most of the courses, howevor, seemed to approach a happy medium,
incorporating both viewpoints. The discussion method -was used successful¬
ly in practically all the classes, and in most instances teachers were
motivated to do some reading and studying.
In some classes the attendance was small. This was brought about
by the fact that more than 150 teachers who had planned to do so failed to
attend the conference due to confusion in calling off the conference after
it was scheduled. The program was planned for approximately 550 teachers.
The laboratory period was more popular this year than ever before.
This was due to better organization and to improved leadership. Teachers
looked upon the laboratory period as a place to go to get help and to
plan materials to be used in teaching their classes. Although the produc¬
tions of the laboratory period are very good they represent only a part of
the values that accrued. A great deal of study and research were engaged
in by the teachers, and many fine discussions were carried on. Several
demonstrations were carried on in the various fields to show teachers how
materials can be assembled and taught to groups of adults.
129
The afternoon forum meetings, attended by all teachers, were well
received. Practically all toachars indicated approval of the subjects
selected for discussion and said that the discussions had helped them to
soe through some of their difficultios. This was true in spite of the
fact that the questions were not vory controversial. While"only a lim¬
ited number of people actually took part in the discussions, all had an
opportunity to do so. Tho only criticisms of the forums voiced by the
teachers were that they came too soon after lunch, and some of the papers
read by tho speakers were too long.
The more controversial topics were picked by teachers as being
most interesting. They enjoyed the tilt over the true moaning of liter¬
acy by Mrs. C. C. Clark." Miss Mason's discussion of juvenile delinquency
was second in popularity, apparently because of differences of opinion
brought out in the discussion. Dr. Milne's address on the county health
unit, Mr. Hederman's address on the newspaper and Mr. Stringer's address
on the Mississippi Education Association, ranked next in order of popu¬
larity.
It is recommended that at another conference more controversial
subjects be selected and that speakers be invited who will not have to
read their manuscripts. Speakers should be confined to allotted time,
so as to permit longer periods for discussion.
The library seemed to fulfill the reading requirements of the teach¬
ers fairly adequately. Certain materials were lacking and should be added.
The college library helped considerably in furnishing reference and read¬
ing materials to teachers.
The social life was better conducted during the conference than be¬
fore. There was more participation on the part of the teachers due to a
well worked-out program in charge of an active committee.
On the whole the conference seemed to meet the needs of teachers to
a greater degree than previous conferences. The staff was better quali¬
fied and the teachers seemed to have a better idea as to what they needed
and wanted.
Evaluation of Nursery School Laboratory
Since this was the first time that a conference of this type has
been planned, it might be correctly termed a trial and error period.
Despite this, it was the most valuable school that the teachers have
attended. The philosophy underlying such a program is quite at variance
with that of all previous learning experiences of the teachers who partic¬
ipated. Consequently, it becomes hard for both instructors and pupils
to adequately estimate the exact value received. If the conference even
gave the teachers a beginning in learning how to think, it was worth the
time and effort spent. The opportunity this conference gave the teachers
to work in small groups, with adequate supervision and on subject matter
which they selected because of their own interest, produced learning
experiences under the best type conditions. Even the freedom of meeting
time and place was-; all owed.
130
IMs eliminated to a great extent such obstacles'to learning as haste,
fear of speaking your own conviotions and ideas, pressure through
grades and examinations. All through the conforonce thera was ovi-
dence of great interest and enthusiasm, and no thought of how much time
was spent in work.
Even though some of the material produced could not he used for
publication, it gavo the teachers an excellent opportunity to "try their
wings" so to speak. One of the phases of the vrork which needed more
supervision and preparation prior to the conference was the library.
Adequate material was available, but there was not enough definite plan¬
ning done. There was too much material, consequently many of the teach¬
ers did not use this important part of the school. Due to the nature of
this conference, and to the fact that it was new to both the teachers
and instructors, this side of the work was not as valuable as it will be
in future meetings. In the future, too, teachers in the field will be
better able to participate in planning for the conference in advance.
*****
131
GENERAL APPRAISAL SHEET
Eor The
CONFERENCE FOR THE EDUCATION OF TEACHERS
State College, Mississippi
July 19 - August 5, 1939
In order to improve the program and provide for possible future confer¬
ences the staff and steering committee need your suggestions. Please
fill in this questionnaire as accurately as possible. Be sure to give
your frank opinion.
Yqu need not sign your name.
I " COURSES 7, 8. and 9 O'CLOCK
PURPOSE: To provide teachers an opportunity to become more familiar
with those fields of interest which are closely related to the problems
of the people with wham they are working. To help them gain new in¬
sights and understandings of facts, issues, and opinions bearing upon
their problems. To give them experience in participating in the appli¬
cation of the discussion technique to the solution of their own problems.
Please keep these purposes in mind when answering the following questionsi
1* Please list the course or courses that came nearer meeting the
objectives as set forth.
2. List the course or courses that fail to measure up to the ob¬
jectives as set forth above.
■ ■■■*—fca.
II - LABORATORY PERIOD
PURPOSES: To give suggestions, aid and assistance to teachers in
selecting, interpreting, organizing and planning materials which would
be useful to them in carrying on their class activities upon their
return to the field. To write up best practice in various fields of
special interest.
To demonstrate good practice in teaching in certain fields.
To lead teachers in the production of materials suitable for class
use, in the foundation fields.
132
To assist teachers in the solution of certain problems of adult edu¬
cation and in working out particular projects in connection with these
problems.
Please keep these objectives in mind when answering the following
questions:
1. Write on this line the special field in which you worked.
2. The phase of the laboratory period you like best check (■+), and
the
phase you like least check (-).
a.
Discussion in the group as a whole
b.
Discussion in small groups
c.
Reading and research
d.
Assembling, organizing and writing
materials
e.
Other
3. What topics would you like to have discussed in your group that
were not discussed?
4. What suggestions would you offer for improving the laboratory
period?
5. Were provisions made for individual conferences?
6. V/ere materials and books adequate?
Ill - FORUM PERIOD
133
PURPOSE: To permit teachers to hear lectures and to engage with others
in a cooperative effort to think through many problems vital to their
success, keeping in mind the fact that practice in such socialized
learning is essential to their mastery of the processes and techniques
of group learning.
1. What is your judgment of the forum period with regard to:
a. Number
(1) too mopy (2) about right
(3) too few
b. Length
(l) too long
(2) about right
(3) too short
e. Selection of topics discussed
(1) very poor (2) poor
(3) fair
(4) good
(5) excellent
d. Opportunity for -participation by members of audience
(1) very poor
(2) poor
(3) fair
(4) good
(5) excellent
e. Rolation of topics discussed in your own problem
(1) not related (2) slightly related (3) related^
(4) closely related (5) intimately related
Reason
2, What three forms were most helpful to you?
134
3. What topics that have not been presented in the forums would you
have liked to have discussed?
4. Suggestions for improving forums
IV - LIBRARY
A. What is your general estimate of the library resources in the
conference?
(1) v^y poor (2) poor (3) fair
(4) good (5) excellent .
B. Have you had difficulty in getting certain materials when you
needed them?
(1) extreme difficulty (2) much difficulty
(3) some difficulty^ (4) little difficulty
(5) no difficulty
C. What materials are of sufficient importance to warrant the securing
of additional copies?
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D. What materials not in the library would you like to have added?
E, Suggestions for more effective use of library resources.
V - "THE BALANCED LIES"
A. Recreation
1, What is your general estimate of opportunities arranged for
recreation?
(n) very poor (b) poor (c) fair
(d) good (e) excellent
B. Social life
1, What is your judgment of the opportunities for getting acquaint¬
ed with individuals in groups other than your own?
(a) inadequate (b) satisfactory (c) excellent
2, Should more social meetings be held in the evening?
(a) yes (b) no (c) how many?
3, Suggestions for getting acquainted with others
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General suggestions for improving the social and recreational
programs.
VI. GENERAL SUGGESTIONS
From your estimation what aspects of the conference have been most
valuable?
What courses would you suggest that should be added or eliminated '
next year?
What other suggestions do you have for the improvement of the
conference?