LB 52^ (lass IB/C^^ Book . S^3 COPYRIGHT DEPOSIT CHOOL LIFE IN MIDGET SAVANNAH WATERS AVENUE SCHOOL SAVANNAH, GEORGIA 1939 PRICE 60 CENTS ■^ym^m^'^^^^^^^m School Life IN AiDGET Savannah An account oF how the pupils and Faculty oF a public elementary school have developed a program oF citizenship as a part oF the curriculum. by The School Faculty ,^/x/^myi^y^^ydUj . WATERS AVENUE SCHOOL > »» SAVANNAH, GEORGIA 1939 > Ss.3 Copyright 1939 by Romana Riley ^ciA 1 35053 PRINTED BY COMMERCIAL LITHOGRAPH AND PRINTING COMPANY SAVANNAH, GA. 2 OCT -9 1939 DEDICATED TO THE BOYS AND GIRLS WHOSE INTEREST, LOYALTY AND COOPERATION HAVE MADE MIDGET SAVANNAH POSSIBLE. We have compiled this pamphlet from reports of our school faculty, and we hope it will be of interest and help to others working in the field of Elementary Education. Grateful acknowledgement is made to Mr. W. W. McCune, Assistant Superintendent of Savannah Public Schools, who acted in the capacity of advisor. The Faculty of Waters Avenue School Mrs. Annie Baxley Mrs. Frances Cooke Mrs. Ida Davis Mrs. Adelle Jaudon Miss Julia Lebey Miss Mary Marsh Miss Ruth McPeters Miss Ethel Moore Mrs. Marjorye Perkins Mrs. Doris Seyle Miss Norma Sterly Mrs. Frankie Winn Miss Romana Riley, Principal Miss Margaret Carter Miss Grace Cubbedge Miss Josephine Gartelman Mrs. Victoria Kennickell Miss Peggy Lipsey Mrs. Lucille Marshall Miss Emma Moore Mrs. Lilly May Perkins Mrs. Frances Saunders Miss Leona Sheppard Mrs. Miriam Williams Miss Gladys Wolf Mrs. Irene Smith, Ass't. Teacher TABLE OF CONTENTS FOREWORD Chapter Page I HOW WE STARTED Beginnings 7 Further Development 8 We Start Midget Savannah 9 Present Set-up 10 Inauguration 13 II HOW WE PLAY, OR SOCIALIZING INFLUENCES Use of School Aims in Making Program 16 Club Sponsors 16 Choice of Clubs 16 Work of Clubs 17 Meetings.... 19 Parties 20 III HOW WE WORK— LIFE IN THE CLASSROOM Classroom Organization 22 Standards 23 Centers of Work 24 How We Schedule Our Time 28 How We Learn About Our Community 30 IV HOW CREATIVE DESIRES ARE MET Encouraged by the Teacher 34 Expressed Through Music 34 Expressed Through Art. 40 Expressed Through Writing 41 V IS IT WORTH-WHILE? Fondness for School 45 Growth in Citizenship 46 Skills 48 Median Score Chart 49 Carry Over 50 Interesting Changes.. 53 A Typical Primary Daily Program 54 A Typical Intermediate Daily Program 55 An Account of a Fourth Grade Class Meeting 56 Our City, Savannah — A Third Grade Activity 59 The Prehistoric and Ancient World — A Sixth Grade Activity 68 Building A House and Playing in It — A First Grade Activity 80 5 FOREWORD "School Life in Midget Savannah" is a record of how an elementary school curriculum and a program of good citizenship have developed together. We have endeavored to relate the idea of citizenship to the children's present interests, in the hope that as they live at Midget Savannah they will form many generalizations which will help them to meet the various situations which will confront them later. Waters Avenue School, named "Midget Savannah" by the children, is a public elementary school in the city of Savannah, Georgia. It consists of two buildings, one containing sixteen classrooms and several offices, the other containing eight classrooms, a library, and a small assembly room. Many of the classrooms are furnished with the traditional type of school furniture. Others have been refurnished with tables and chairs. The playground is very small and covers only the space of about four city lots. The school faculty consists of twenty-four teachers, a school nurse, and a principal. The majority of the teaching force have completed two years of college work, a small number are doing graduate work, and a few hold degrees. Each teacher has from thirty-eight to forty boys and girls under her guidance. Our school population is made up of very few who may be said to be privileged. It is divided about equally between those average and those below average in privilege. It is our desire that these two groups will develop into worth-while citizens while Uving together and experiencing the same situations under the guidance of understand- ing teachers. It is our hope that the program as described in this record will show how we are attempting to accomplish this with the future citizens of Georgia. SCHOOL LIFE IN MIDGET SAVANNAH CHAPTER I HOW WE STARTED THE BEGINNINGS In 1924 Waters Avenue School was a large, growing, elementary- school accommodating the first six grades. It had been without a principal for nearly two years. In April, Miss Romana Riley was appointed full-time principal. Miss Riley found the school functioning about as well as one would expect the average subject-matter school to function at that time. There was a large group of over-age boys who were not willing to cooperate with the teachers or the other pupils. Many of the pupils had the feeling that no teacher, except his own, had a right to speak to him about his welfare or conduct. Consequently, many pupils were sent to the principal's office for "talking back" and other of- fenses, which indicated a very unsatisfactory attitude and relationship between teachers and pupils. Miss Riley quickly saw that something must be done; that types of educational experiences must be provided that would bring about a more pleasant situation. She desired to develop those sullen, in- dividualistic pupils into happier, more worth-while young citizens who would be assets to the school and to society. She had a strong faith in the teachers as well as in the boys and girls, and in the possibilities of making the school a better place in which to live and grow. And above all, she was convinced that some type of student organization was needed to produce better understanding, to develop responsibility, and to give opportunity for participation. Through tactful ways and means, she gradually made her wishes known. The first step was to sell the idea of pupil participation to the teachers. This was done through a series of faculty meetings over a period of four years, or until 1928. The principal and faculty did extensive reading relating to trends in education. They became in- formed as to the objectives, activities, and values of a school organiza- tion. Gradually the teachers began to agree with the principal that there were definite values to be gained through such a cooperative plan, to understand the idea of "freedom" on the part of the pupils, and to develop a readiness to become guides and counselors instead of dictators. Since the lack of a feeling of responsibility had been the main weakness of the school program in the past, the next step was to create a desire on the part of the pupils to want more responsibility. The boys and girls needed a school program calling for many varied activi- ties and experiences in which they would have a responsible part in planning, executing and judging. Pupils had to learn how to work together and how to cooperate with teachers. Ample time was given to acquaint them with the underlying principles upon which a school organization should be founded, in order that they might get a clearer idea of their part in the organization. FURTHER DEVELOPMENT The pupils decided to adopt citizenship as their chief objective. Through this means, they hoped to solve the school's biggest problem, which was that of improving the standards of behavior. Slowly, higher ideals began to appear on the part of some, and there was even marked improvement in the conduct of others. It was through this growth that the idea was conceived to adopt a school citizenship creed. This creed furnished an additional opportunity for the boys and girls to practice obedience to a code developed by the society as a whole. In this way the whole relationship between the individual and the social group was improved. For the first time these boys and girls had joined with other individuals in organizing standards for the good of all. About one hundred representatives chosen from the upper grades met and adopted a creed. It was accepted as the school's standard for judging behavior. The following creed was planned and worked out by the citizens. A good citizen should be: polite, clean, trust- worthy, prompt, loyal, honest, thrifty, cheerful, friendly, truthful, sportsman-like, obedient, self-controlled, reverent to God. The pur- pose was to stimulate and encourage the boys and girls to improve their citizenship. It was an analysis of attitudes and habits. Every- one was encouraged to cooperate in developing the right response. From this creed the school slogan, "A good citizen is a good citizen at all times", was selected. Posters were printed bearing this thought and placed in every classroom. Soon the individual classes began to organize in their own rooms. Through this organization some training in parliamentary procedure was given. The boys and girls found opportunities to practice this 8 knowledge in a real situation. These pupils were gradually develop- ing into worthy citizens. They were beginning to display such traits as cooperation, self-control, self-reliance, initiative and responsibility. A better spirit of cooperation developed between the students and faculty. New interests in school work, school spirit and school pride were gained. IntelHgent leadership was growing. Thus, character- istics of good citizenship were in the making. WE START MIDGET SAVANNAH In 1928 the principal felt that the pupils and teachers were ready for a school organization. In each individual there had developed such interests, knowledge, habits, powers and ideals as are necessary for a normal, happy and useful life. The organization of Midget Savannah came into existence as the result of the direct desire of the boys and girls. It was thought that a city government could be understood better than some other form of organization. By selecting a city as the basis, it was believed that such a broad form would influence a larger number of students. Con- sequently, the interest would spread over the student body as a whole. The boys and girls were enthusiastically interested in inaugurating an organization of this kind. The information needed was imparted to them in a natural and practical way; first, through talks by the principal on city govern- ment and the duties of officers; and later on, by excursions to the City Hall and the different departments of Savannah's civic organizations. After some discussion a boy finally suggested that they organize their school along the plans of the city in which they lived. The student body voted to call their miniature city "Midget Savannah". A nominating committee, consisting of class officers, selected the candi- dates for the following offices: Mayor, President and seven members of the Board of Education, President and seven members of Chamber of Commerce, Captain of Patrol, Fire Chief, Tax Collector and Play- ground Director. For each office there were two nominees, and pro- vision was made whereby the candidate receiving next to the largest number of votes was to be named assistant officer. The candidate receiving the second largest number of votes for Mayor was to be declared Clerk of Council. An election was held. The elected officers began their varied duties. In a small way, the city of Midget Savannah started functioning. While the city was in the making it was necessary to supervise it carefully. The proper atmosphere between teacher and student had not only to be created but consistently maintained. Sometimes the boys and girls showed poor judgment. Quite often the teachers had to guide them in a determined yet diplomatic way. Gradually the students began to accomplish the desired outcome for which this organization was founded. Even the personality of the members was developing through these activities designed for the welfare of all. These boys and girls were learning to react in the right way. They were developing desirable habits and efficient manners, and even im- proving their tastes. They were learning to have a quicker command of the fundamental processes, to be more worthy members of a group, to be able to work with others, to know their civic obligations, to utilize their leisure time and to be willing to conform to proper stan- dards of behavior. They were learning to live in accord with one another and yet have a special training suited to their needs and talents. As the need arose, new departments were added. There was a slow but steady growth during the years that followed. These are some of the definite changes that took place. Marching in and out of the building with monitors was abohshed. A school paper, called THE NEWS REEL, was issued. Interest was created in improving class- rooms and school grounds. A lunchroom in the basement was actually built by the larger boys. Clubs were formed. School assemblies were held, which provided opportunities for self-expression. Out- standing citizens were recognized with letters and pins. A little bank building was erected in the school hall, and Midget Savannah Thrift Bank was opened. A school library was started. Visitors to the school were entertained. These citizens were steadily working to- ward the realization of their goal. PRESENT SET-UP The boys and girls have participated in the governing of Midget Savannah for eleven years. Fifteen Mayors have been inducted into office with appropriate ceremonies. During this time opportunities have been provided for planning, purposing, executing and judging. The Midget Savannah Council is composed of the elected officers and representatives from each class. Council meetings are held reg- ularly once a month; special meetings are called if certain situations arise that necessitate immediate action. Business of interest to the school is transacted in the usual, simple, parliamentary form. Plans of individuals are also discussed until a solution can be reached that is approved by the majority. All rules and regulations are then made, 10 but before these plans become effective they are carried back to the room by the class council members. The principal acts as a guide in the administration of the Council. Her faith in these students' ability is strengthened as she observes them assume their responsibility. Often student opinion relative to the ethics of the school's society is developed through the behavior problems. Standards of conduct, relative to certain situations, often confront them. Wise judgment is needed when these problems are in evidence. It is usually a coopera- tive project between faculty and students. Only once has there been an impeachment of an officer. Under the circumstances this seemed to be the only alternative. The of- fense was bringing a sUng-shot to school, which was against the City's ordinance, and shooting birds, which was breaking one of Midget Savannah's rules. As the boys and girls have developed more initia- tive and better judgment, they have learned how to deal more wisely with such cases and they have created a fine spirit of cooperation. At first the leaders were chosen through their popularity with the student body, but soon it was recognized that this alone was unsatis- factory. Other factors deemed important for the success of the ad- ministration were the ability to lead, the approval of the faculty and principal, and past experiences. Finally, scholarship was added as a necessary qualification. The nominees chosen share a new experience. The honor serves to stimulate them to their best endeavors. Each nominee selects a cam- paign manager, and together they form a platform whereby they make known their specific aims and objectives. After the proper stimulus to proceed has been provided, the candi- dates attempt to win favorable student opinion through their efforts to be elected. Great excitement always prevails. The campaign managers, with their candidates, make speeches from room to room during school hours. They are seriously intent upon making known the quahfications and abiUty of the specified nominee. It is most interesting to note the various and sundry ways used to convey their messages, such as: self -printed badges, posters, etc. It is sometimes quite surprising how original and clever many of them are. The rules of Midget Savannah specifically state that a poll tax of one cent must be paid by all those wishing to vote. The first and 11 second grade children are considered minors, therefore this tax applies only to the third, fourth, fifth and sixth grades. The teachers are ex- empt from the poll tax, on the grounds of being beyond the taxable age, but they are allowed to vote. Printed ballots are obtained with the money collected. One of these ballots is issued to each ehgible voter. Before time to cast the ballot, most classes have a series of discussions on how to mark it properly. Also, words of advice are given as to conduct, proper sportsmanship, and the importance of electing the right people. Two political rallies, at which the candidates speak, are held; one in the school, the other outdoors. The candidates mount the plat- form and make their final appeal in a convincing manner. Posters, confetti, original songs, plays and poems are used to stimulate interest in the speeches. Would some of these campaign speeches be of interest? Here are a few: "Friends and fellow classmates, I take great pleasure in introducing to you one of our smallest candidates. She is running for the Board of Education. I am sure every one knows Betty, for she is certainly one of our outstanding citizens. Betty has many good points. She was president of the Chamber of Commerce last year. Give her a trial, boys and girls! Let's make Betty president of our Board of Education, and then I know that we can't go wrong. I thank you." "Hear ye, hear ye, citizens of Midget Savannah! This year I am running for the Board of Education. I have always tried to serve you the very best I can. If you think I am worthy, please vote for me." The election is the next step. The campaign managers automatical- ly become election managers on this day. Voting is done before school in four parts of the building. The teachers serve as clerks, otherwise the boys and girls have charge. The actual counting of the votes is also done by the teachers with the campaign managers as checkers. All candidates are requested to be present during the checking of ballots. The winning ticket is announced when the count is completed. At this point we must men- tion that the organization purposely deviates from the usual procedure of elections in this respect. All losing candidates are automatically placed on the Plealth Board. In this way, an office is provided for each candidate and there are not any losers. Many problems are solved in this way, and the plan has proved most successful. 12 INAUGURATION One of the most interesting events takes place after the election. The newly elected officials are duly inaugurated by the Mayor of Savannah. This impressive ceremony focuses the attention of the students on the importance of office and its incurred responsibilities. On the right of the Mayor of Midget Savannah sits the Mayor of Savannah, their Mother city, as well as the former Mayor of the little city. It is the former Mayor who introduces the newly elected one to those assembled for the occasion. The oath of office is properly administered to all officials by the Mayor of Savannah, who has been asked to attend for this specific purpose. The earnestness of the participants adds to the effectiveness and reality. Sometimes the visiting Mayor says a few words of encouragement. Then the Mayor of Midget Savannah speaks and takes charge of the program. After this, the heads of the various departments tell of their plans for the year by presenting the different phases of the organization, their aims and objectives. Mayor: "I shall try to be worthy of the honor bestowed upon me by electing me Mayor of our city. I am indeed proud of this honor. Midget Savannah means much to me, and I love this school as I shall love no other. This school has taught me not only many basic facts, but also many practical things which I shall use all my life. We can be great and do great things by helping one another. Cooperation is the word. I remember a story my Sunday School teacher told. It was about a man who had twelve sticks. These he made into a bun- dle fastened tightly. Tied together, they could not be broken. So it is with us, 'United we stand, divided we fall'." Clerk of Council: "I am very happy and proud to be holding the second highest office as Clerk of Council of Midget Savannah. You may be sure that I will do my duties as best I can. I know the Mayor's duties are many; therefore, I will be glad at any time to lend a helping hand. I will do my best to keep all records and minutes of the meetings in proper form. I will also try to make this a successful year for all the citizens." Board of Education: "The Board of Education is very anxious for every citizen to improve his scholarship. We want to make our school aquarium more interesting with new fish and plants. We urge every citizen to become a member of the Public Library. We also ask that each classroom have a library. We wish to encourage more citizens to work for honor pins, letters and citizenship buttons. We 13 plan to continue to sponsor the official paper of the school, THE NEWS REEL. Another of our big aims is to have some type of nature study in every class." Chamber of Commerce: "A Chamber of Commerce is an association found in every live city. Our aims for the year are the following: to give information about the city; to help develop pride for our city among its citizens; to welcome and guide all visitors; to promote friendliness among other schools; to make our school grounds more attractive ; to sponsor all entertainments such as parties, banquets and programs." School Boy Patrol: "The aim of the Patrol this year is to promote safety. We can do this by keeping all school regulations and helping others to do likewise. We shall instruct, direct and control the mem- bers of the student body in crossing the streets correctly. We shall help to maintain order in and out of school, especially during recess. All of the boys on this Patrol have taken the oath that they will always be faithful to their duty and keep the rules and regulations of Midget Savannah, and will help other citizens to do so. As a result of this, we hope to promote better self-control. We are indeed proud of the fact that the city police, the American Automobile Association, and the Parent-Teacher Association sponsor this School Boy Patrol." Fire Chief: "The Fire Chief will see that fire drills are held at regu- lar intervals. I hope to create an attitude against false alarm. I shall warn the citizens of the danger in playing with fire. Your Fire Chief with his assistants will see that the building is cleared of all citizens when we have fire drills." Park and Tree Commissioner: "The Park and Tree Commission met and decided to do three things this year: beautify the halls; keep the lawns and flowers pretty, and care for the trees and shrubbery; en- courage boys and girls to keep trash off the sidewalks and streets. Please protect the beauty of Big Savannah as well as that of Midget Savannah." Health Officer: "Fellow citizens of Midget Savannah, I appreciate the confidence which you have placed in me by electing me your Health Officer. I shall strive to prove myself worthy, and to improve the health of Midget Savannah. Our motto this year will be, 'Health, Happiness, and Success'. We wish to present the purpose and ob- jectives of the Health Board for your approval: daily morning in- spection, plenty of rest and sleep, proper ventilation, physical examina- tions, body-building foods, mouth hygiene, correction of defects." 14 Bank President: "Banking has started. We have had fine banking in years gone by. Let's try to have it even better this year. We have been making some plans which we beheve will interest the citizens. A banner will be awarded each week to the class having the largest percentage of bankers. Let's see which class will keep the banner the most. My assistant will give our aims to you: Save something every week. Deposit your savings regularly. Have a definite purpose for saving. Make out deposit sUps correctly. Keep your bank card in a safe place. Stand quietly in line before the window. Strive for one hundred percent bankers in your class. Consult the Bank President about any criticism. I hope that every one will do his utmost to help put these plans over the top." Tax Collector: "Citizens and friends, I would hke to add my wel- come to the new officials. I deem it an honor to be among this group, and shall lend my hearty support. As Tax Collector, I submit the following report: citizens of voting age, 638; number of voters, 560; number of voters beyond taxable age, consisting of teachers, 24; tax returns for Fall, 1938, $5.60." Playground Director: "As Playground Director, I wish to submit the following aims for the year : Have a variety of new games during recess. Secure some new balls and nets. Promote a friendly feeling on the grounds. Improve the citizens' sportsmanship. Teach citizens how to be good losers as well as good winners. We extend our appreciation for the fine cooperation already given. I feel that every one will continue to be helpful with these plans." A number of people have expressed themselves as being unsympathe- tic to this form of school organization, and have even indicated that it is a useless waste of effort. However, the impressiveness of this Inaugural Ceremony has proved that it has been a worth-while under- taking. One who observes the citizens as they conduct this installa- tion can easily see that these boys and girls are actually living their experiences. Thus, it has been proved that the organization of Midget Savannah is definitely contributing to the improvement of Waters Avenue School. 15 CHAPTER II now WE PLAY, OR SOCIALIZING INFLUENCES The school ckib program of Midget Savannah from its beginning has played an important part in the activities and growth of the school. It takes care of the many and varied interests of the boys and girls. This is evident not only in the number of children belong- ing to clubs but also in the number of clubs needed to meet the inter- ests of the boys and girls, USE OF SCHOOL AIMS IN MAKING PROGRAM The club program for the year is discussed at the first teachers' meeting. In preparing for this discussion, teachers talk with pupils about the things that they are interested in finding out about or in doing. Teachers and principal then think through the club program with these pupil suggestions in mind, and at the same time measure the program by certain educational aims and standards which they feel should guide it. If certain clubs do not measure up to these aims, or have not served their usefulness, they are not included in the Ust of clubs offered. If there is a new interest, a club to take care of it may be added. Thus the club program has become subject to change in order to meet new interests and needs, and is not static or fixed. CLUB SPONSORS The question of suitable leaders for the clubs is left to the choice of the teachers. Should a teacher be hesitant or timid about recognizing her talent or special ability that would be useful in sponsoring a club, suggestions from the principal and other teachers serve as a guide in the selection of capable leadership. CHOICE OF CLUBS How the boys and girls make choices and some aims governing them may be seen by incidents taking place at club choice time. The stage has been set by making them aware of the new semester's plans, thus making them eager to take an active part in some of the many things included therein. They are ready for the club list which is posted. The general purpose of each club is discussed with the boys and girls. These discussions are led by a club representative of the past semester or by experienced club members belonging to the group. 16 You may find interesting conversation taking place out on the play- ground or in groups in the rooms or halls. "Which club are you joining? The Library Club is the one I want to join. This summer I read four of those books we talked about in club meetings." By these simple remarks we see that this club member is finding a way to use his leisure time wisely. Sometimes a hobby encouraged by a club causes a member to make a collection or to bring articles for exhibit. These are always wel- comed, not only in club groups but in classrooms, by an appreciative audience. Then there is the boy who says to his pal, "Go into the Band with me this year?" His pal asks, "What do they do that I would like?" As they talk it over, we hear the first boy say, "Well, I know you like music; you're always playing that mouth organ. In the Band they play all kinds of music and sing songs you like. It's fun, all right." So this boy goes into the club for fun and friendship. A boy or girl who doesn't recognize his talent, hobby, or special interest, is often encouraged to join a club which may develop an in- terest. We see this as a girl shows her teacher a basket she has woven during vacation. "I believe you'd enjoy belonging to the Handicraft Club," says the teacher, hoping that the experiences in this club will help to bring about some purposing which will cause the pupil to make her own selection at another time. Many aims govern the choices made by pupils; sometimes there is a desire to know about something, at other times a desire to lead in some undertaking, but always there is that strong urge to plan and work with those who like the same type of activity. WORK OF CLUBS Any child, regardless of talent, may join the Glee Club. The main purpose of this club is singing, for pleasure, many types of songs. The Glee Club presents operettas, and puts on school programs consisting of musical plays created by members of the club. One of the most enjoyable of these was a May Day program. Any child, whether he is talented or not, may find a place in the Rhythm Band. The instruments used in this band are song-o'-phone and rhythm instruments. The children, by the use of their band instru- ments, give good rhythmic response and make very good music. The band plays for almost all of the school programs. 17 The School Chorus, which is now a club, is made up of a group of musically talented children, who are selected from the school. At one time this chorus, with all the other elementary school choruses, gave a concert of fine music. They also attended a District Music Festival and rendered an excellent program. During National Music Week they sang a group of songs on a program for pupils and parents of the school. The Dramatic Club creates and presents plays. They also enact famous fairy tales and folk lore, seasonal plays and plays depicting historical events. Many children enjoy creating things with their hands. The Handi- craft Club gives these children an opportunity to weave many articles from pine needles and wool, and to do soap carving and clay model- ing. Useful articles are knitted, crocheted and sewed by hand. Original designs are drawn on baskets made from art paper. The Handicraft Club cooperates with the Junior Red Cross by making baskets, bean-bags and other articles to be sent to the hospitals. The school library is the special interest of the Library Club. This club sponsors activities carried on by the hbrary, such as bulletin board, collections and exhibits. Posters and talks by the club mem- bers are used to encourage the citizens of Midget Savannah to form good hbrary habits. Book reports are given by the club members. Much enjoyment is derived from the dramatization of books, stories and poems. A safety program is studied and carried out in the school, on the playground and at home. The Safety Club sponsors the "Safety Cor- ners" in the classrooms. A first-aid course, conducted by the school nurse, is given to the club members. The club trains future members of the boy and girl patrols. The school aquarium and the "Nature-Science Corners" in the class- rooms are sponsored by the Nature Science Club. In order that the members may become better acquainted with nature, many excursions are taken. Simple experiments are performed by the members. Stories, poems, and songs about birds, animals and plant life are en- joyed. The club sponsors the annual School Flower Show and en- courages entries in the City Flower Show. Every class in Midget Savannah answers the annual Junior Red Cross roll call and assists in all community Junior Red Cross projects. Christmas boxes, filled with toys, are sent to school children of foreign countries. Gift baskets containing games, and articles made and 18 ?^»ta* donated by the Handicraft Club, are sent annually to our World War Veterans, Plants, flowers, and magazines are sent to the sick and to the hospitals. Donations are made to the needy. The filling of Christmas baskets with staple groceries, etc., has become an annual school project. The work of this club is built around its motto: "Service to Others." The Play Leaders Club was formed when a change was made in the recess schedule, so as to provide for a separate play period for the primary children. The club is made up of boys and girls from the fifth and sixth grades, who are interested in developing their leader- ship through working with younger citizens. They meet once a week to plan the play period for the primary pupils and to discuss play- ground problems. They learn new games brought in by the different members and teach these games to the younger children. The play leaders serve in groups of eight, one for each class, changing every other week. MEETINGS Frequency, Place, Time, Length of Period. Our clubs meet once a week in the school quarters best suited to the activities of the club. The musical clubs and the Dramatic Club meetings are held in the assembly room, and the other club meetings are held in different classrooms. Because of the shortness of our school days, all meetings are held thirty minutes before school, except the Dramatic Club, which is held at four o'clock in the afternoon. A glimpse of the Primary Nature Club at work shows the informal atmosphere prevailing in the lower grade clubs. They have previously made their plans with their leader's guidance and expressed a desire to learn about birds, trees and flowers. The topic of conversation on this day is birds. The robin is the bird chosen by the club as the center of their program. A bird poem is read by the teacher. The story "How the Robin Got His Red Breast" is given. Then the song, "Robin Redbreast" is enjoyed by the group. Many club mem- bers contribute facts about the robin. Membership Qualifications, Percentage Belonging. The clubs are open to any child. Fifty per cent of our pupils belong to at least one club, while fifteen per cent of that number have membership in two or more clubs. 19 PARTIES No feature of the school is more heartily participated in than the parties. These may be divided into three groups : class parties, school parties, and parties jor teachers. Class parties may be seasonal or pertaining to centers of interest. In a second grade these were combined in a Thanksgiving party. The class had been studying Indians, so at Thanksgiving time they had a party using their Indian activity, thus giving reality to the first Thanks- giving. A first grade whose center of interest was the home, gave a party in the form of a family picnic. An informal program was pre- pared and given by the children, which was in keeping with the idea of a family enjoying an outing. Leaves scattered around the con- structed home, and outdoor decorations, such as trees, made it a very natural situation for the picnic. Lunch was brought by the children, and fruit was used as the centerpiece on the picnic table. For dessert the class had Jello made in the classroom. Among the seasonal parties are the Christmas parties that take place in many of the classes. These parties call for combined pupil purposing, executing and evaluating. Groups have opportunities to function in many ways. Good taste and proper manners of conduct- ing programs and parties are developed. School Parties. In addition to the class parties, the school puts on parties for special groups, usually visitors. Sometimes these parties are for a group of visiting teachers, and sometimes they take the form of a "Homecoming" luncheon for former officials of Midget Savannah. Banquets are usually given at the time of the State Educational Association Convention, or to celebrate some important event. Super- intendents, principals and teachers from other cities, local principals, supervisors, and school administrative officers, along with representa- tives of Savannah's important city departments, are the guests. Luncheons and banquets are cooperative affairs. The ideas and themes are suggested by committees of teachers and pupils. Often the decorations on the table are connected with centers of interest of several classes; for example, one fifth grade studying Colonial Life used as its table centerpiece a southern plantation. A third grade studying Farm Life used vegetables, with heads of lettuce as candle- sticks. Menus, decorations and table favors are made by some of the ban- quet committees. These and the entertainment planned by the com- 20 mittees often call for much originality, responsibility, decision and ability. A fine, sportsman-like attitude is developed as the boys and girls work to make the banquet or luncheon a success, even though some of them know they will not be present. Each class elects its representa- tives to attend. As the boys and girls meet and greet their visitors, talk with them, introduce them to others and enjoy a meal with them, practice is given in a real, lifelike, social situation. Parties jor Teachers. Then there are parties for teachers. They might be named in three groups: parties sponsored by the faculty; parties given by the principal; parties given by the Parent-Teacher Association. Among the parties sponsored by the teachers are those given for faculty brides. These are very enjoyable affairs. Then there are faculty outings when teachers have the opportunity of playing to- gether. The parties given by the principal are the Christmas party and the Mother-Daughter party. The former is given in connection with a Christmas tree. The Mother-Daughter party brings the families of the faculty together and creates a friendliness and feehng of good will. One of these parties was a kid party where mothers and daughters played together. Another party was planned around the times of the "Gay Nineties," using the songs, games, etc. of that period (the time of the mothers' youth). At all these affairs there is a spirit of fun, good cheer and unity of friendship. Every spring the Parent-Teacher Association entertains the teachers with a dehghtful party, at which the parents and teachers play together and enjoy a real social relationship. As we live in Midget Savannah with these definite socializing in- fluences at work, we see boys and girls and faculty members as com- rades rather than as conventional teachers and pupils. This feeling of comradeship has definitely promoted good citizenship. The boys and girls, feeling that supervisors, principals and teachers enjoy wholesome fun just as they do, work with them to make their social events a success. The teachers reaUze that club meetings, parties and picnics are a part of the life of every boy and girl, so they help them plan and enjoy such occasions. Thus not only are good times enjoyed; but through good fellowship, a closer relationship is brought about between supervisors, principals, teachers and pupils. This friendly relationship promotes socializing influences as an invaluable part in the school program. 21 CHAPTER III HOW WE WORK— LIFE IN THE CLASSROOM In developing Life in the Classroom in Midget Savannah we plan the work to include total life activities instead of mere subject-matter. Each child is treated as an individual, free to express himself and develop his personal interests with the teacher acting as a guide. Each child is trained in self-governing citizenship and lives as an in- telligent junior citizen. CLASSROOM ORGANIZATION At the beginning of the term an explanation of the school organiza- tion is made for the benefit of the new pupils and to refresh the mem- ories of the old. The value of the Safety Patrol and the importance of cooperating with them is stressed. The functioning of the school paper, THE NEWS REEL, the activities of the clubs, and the re- quirements for citizenship recognition are explained. The necessity for following the school rules is made clear. The organization of the classroom with boys and girls as officers is made an enjoyable and profitable activity. Certain officers, such as president, vice-president, council member, secretary, and treasurer are elected by the class. Miscellaneous titles, appropriate to the situa- tion, may be used; such as Mayor, clerk of council, alderman, etc., when a class is studying Community Life. A period for "getting acquainted", teacher with children, and chil- dren with each other, is needed. Points of view are exchanged, interests are talked over, and some drill on parliamentary usage is given. The time needed for this period varies with the group. Before the election of officers, the pupils, with teacher guidance, suggest quahfications for officials, such as a good citizenship record in the past, fair scholarship, ability to lead and talk well, and a working knowledge of parliamentary law. The duties of each office are made clear. Certain helpers are chosen by the president or teacher to establish the routine of the classroom and to make it a pleasant place in which to live. Appointment as a helper is often used as a means of helping a child. Children hke to do things, and having the responsibility of a task is a valuable educative experience. Hence, we try to have all of the children take part in some way. These helpers make reports at each class meeting. The following helpers are usually chosen: host and hostess, doctor and nurse, attendance card officer, fire chief, 22 librarian, program and morning exercises chairmen, lunch helpers, housekeepers, and helpers to look after supplies, plants and flower arrangements. Regular class meetings are held once a week. In the beginning much help and guidance is needed in conducting a meeting according to simple parliamentary procedure. The secretary's work is difficult for small children, and sometimes it is wise to have one or two assistants to aid in writing the minutes. The first part of the meeting is devoted to reports from council representatives and class business, and the latter part given over to a program. (See Table of Contents for sample class meeting.) Called meetings are held when the need for such arises, because problems in citizenship or a request for money cannot wait for a regular meeting. STANDARDS In each classroom there are certain standards of cit;zenship which the citizens try to attain. While these standards may vary in some respect in different classes, they may be classified under four broad heads: politeness, cooperation, self-control, and wise use of time. At the weekly class meetings standards are discussed by the class, by individuals, or by the teacher; but whenever the need for a certain new standard arises, or whenever the opportunity to impress some old standard presents itself, it is attended to immediately and not put off until the regular weekly class meeting. To be a good citizen, a child must be pohte to the teacher, to visitors and to other children. No report must be made of impoliteness in the home or in public places. A child learns to cooperate with his classmates in group work, class work, activity periods, and play periods. He learns good sportsman- ship at a very early age, for if he is to win the approval of his classmates he must play fair and be a good loser. Cooperation with the officers of the school and the class is necessary for good citizenship. Even the youngest citizen tries to practice self-control, by speaking only when necessary and low enough not to disturb others who are working. When the teacher leaves the room a good citizen can be depended upon to behave as well as he does when she is in the room. A good citizen tries especially hard not to pout nor to display anger when he is annoyed. 23 By making wise use of his time, a pupil may help to keep himself out of trouble, for idle hands and idle minds leave lots of time for mischief. A good citizen begins his work promptly, works faithfully until it is finished and then makes a choice of some other worth-while activity in which to engage until his attention is required by the teacher or by the group. A list of worth-while activities is usually made by the teacher and the class at the beginning of the term. This list is placed on a chart in a convenient place where it may be referred to whenever the need arises. Some of the things the pupils may do are: read library books, draw pictures, read charts, write numbers, study spelling, study number cards, color and cut out pictures, work on con- struction, do research work, make scrap-books, make costumes, do small handwork, make book reports, or work on something in con- nection with the center of interest. Growth in citizenship is recognized at the end of each semester by awarding a citizenship button. Details of these awards are discussed at length in Chapter Five. CENTERS OF WORK Types. In order to provide natural, lifelike situations and pur- poseful experiences in the classroom, we have chosen our centers of work from the field of social studies. The course of study which we follow was made by teachers, princi- pals and supervisors of the Savannah schools. This course of study is very flexible; and the teacher, with her class, may develop any center of work for which there is a special need or a particular interest. In the primary grades these general themes are suggested: Home Life; Community Life; Farm Life; Our Needs: Food, Clothing and Shelter. Some specific centers of work which have been developed in the grades are: A Toy Shop; Building and Living in a Home; Feeding and Caring for Animals; How Animals Help the Farmer; What the Farmer Does for Animals; Helpers of the Home; Home Life of the Indians; Home Life of the Japanese People; Home Life of Chinese; Circus Life; Life on a Farm; Life in a City; Transportation; Food, Clothing and Shelter; Heat, Light and Water; Our City, Savannah. The themes as worked out for the intermediate grades are: Visits with Friends of Other Lands, The Story of Our Nation, Ancient and Medieval Life. Some phases of these themes which have been developed in our school are: A Visit to a Hot, Dry Land; A Visit to a Hot, Wet Land; 24 A Visit to a Cold Land; A Visit to Some European Friends — Norway, Holland, France and Germany; Indians of the Southwest; Pioneering in Young America; Colonial Life; Westward Expansion; A Visit to Our Possessions; Prehistoric and Ancient Homes; Prehistoric and Ancient Gifts; Prehistoric and Ancient Museums; The Steps to Civili- zation; World Wonders; Boats of the Ages; How Man Kept Records; Castle Life. Each class, guided by the teacher, plans and develops one or more centers of interest each year. Some are more detailed than others, and no two are alike even though developed around the same subject and at the same grade level. In the beginning only a few teachers had the courage and vision to break away from traditional methods. Gradually others began to see and to believe in the importance of teaching the child rather than the subject, and soon every one was ready to try the new methods. Little by little a spirit of sympathetic understanding and cooperation has spread throughout the classrooms until now this spirit so pervades the school that almost immediately a teacher, new to the school, recognizes it, and "becomes infected". Procedure. As the centers of work for each grade level are developed around the social studies course, the teacher naturally has certain general plans which she hopes to carry out, but, of course, these plans are modified to suit the needs of the particular group with which she is working. Attempts to stimulate interest are made through an approach period. Interest is aroused in many ways. Very often the atmos- phere of the room itself stimulates interest. In such a room you would see a display of carefully selected pictures, charts, and books. Sometimes a speaker is invited to tell the group of some interesting experience. One group was fortunate in having the captain of a Dutch ship tell about some of the customs of the Dutch people. This aroused quite an interest in the study of Holland, and the children were eager to make plans and begin. Another group of children be- came interested in Farm Life through the telling of a very interesting vacation experience by one of the children. Children are accustomed to centers of work and oftentimes inquire of their new teacher, "What centers of work could we have?" Among the older groups the teachers often discuss with the children the big topics to be studied during the semester. One group discussed with the teacher some of the things they would like to find out about our 25 country. Many topics were suggested and one girl said, "Don't you think it would be interesting to find out something about George Washington?" Another child reacted to this question by stating that she had visited George Washington's home at Mt. Vernon, and then she told the group about the house and rooms, and offered to bring pictures. The teacher commented on other homes which were built during Colonial times. Another child told of a model Mt. Vernon that had been constructed by another group. The teacher then ex- plained that the "finding out" of how these people lived in Colonial times would certainly help in the understanding of "The Story of Our Nation" and would, therefore, make an interesting center of work. Of course this particular group of children did not immediately begin the study of Colonial Life, because certain historical and geographical facts had to be established before the children really understood the meaning of Colonial times. There are many other ways in which centers of work have been ap- proached or initiated, but the interesting fact is that with each new group the contributions by the children to the "problem set-up" have differed, showing the varied interests and experiences among the children. The time required for this approach or "setting the stage" varies with different age levels and subjects. However, it is usually care- fully planned and conducted so that sufficient interest will be stimu- lated to cause the "problem set-up" to come as much as possible from the children. A child's interest in "finding out", or his research work, depends on the part he has had in setting up the problem. This approach period develops into a period in which the children make plans. The teacher acts as a guide or consultant. At this time the children discuss the different activities in which to engage to help in the solving and understanding of the big problem. These are listed and put on charts. There are also discussions as to the materials needed, as well as how and where such materials may be obtained. Working groups are formed and leaders are chosen. Many teachers feel that it is an important step to help children realize in the beginning that plans will have to be changed from time to time and that definite periods known as conference periods are to be set aside for this pur- pose. Some general plans are made at this time about a culminating activity, but as the center of work progresses more definite plans are made. 26 Then follows a long interval during which the center of work pro- gresses. At this time information is obtained and used which will help to accomplish the goals that have been set up. There are periods for using reference materials, conference periods, construction periods, periods in which groups make reports or take excursions, and periods for testing. Teachers try to give opportunities for wide reading by making available as much reference material as possible. Providing simple reference material for the slow reader is always a problem which the teacher solves as best she can. Often books are borrowed from the Pubhc Library, Again teachers use some of the class money to pur- chase suitable books. Children are encouraged to read many books. Reference cards are used by children to find material. If there are enough books the whole group might participate in reference work at the same time. Sometimes half of the group is engaged in this type of work, while members of the other half are meeting with committees and discussing reports. During this period the teacher is a guide or consultant and helps a committee with their plans, or perhaps shows some individual how to make notes. Conference periods are held from time to time to evaluate work that has been done and also to make plans for future work. Construction periods are times in which drawing or constructing things for the center of work is done. Usually plans for construction are made during a conference period. If a committee or individual members of a group finish work before the period is up, there are many other activities in which they may engage, such as offering to help on another committee, using reference material, getting a book from the library, etc. Standards of group behavior are stressed when- ever necessary. At the close of the construction period each com- mittee is given time to tidy up. Before a committee gives a report to the entire group a conference is held and check-ups are made by the committee chairman to see if each one is prepared to contribute his part. Standards for oral re- ports are set up by the children in the group. One group made the following standards: plan a good beginning; give your report in your own words; speak clearly and look at your audience; try to illustrate your report; use some form of check-up when you finish. Often mem- bers of a committee will ask a pupil talented in art to help make their report interesting by contributing a blackboard illustration. After the oral reports are given summaries are made. Sometimes the summaries are in the form of simple tests given by the committee. 27 Often the children and teacher together summarize. In the primary grades stories are made by the children and put on charts. A culminating activity offers opportunities for children to relate and to share their experiences with others in an audience situation. It also serves as a summary of the center of work. Teachers try to guide the planning of a culminating program in such a way that all members of the group will participate. Sometimes the children de- cide on a play for the culminating event. Then again it is in the nature of a class meeting, a pageant, an exhibit, or the children just tell the things they have done. Invitations, formal or informal, are decided upon, written and sent to the principal, supervisors, parents and friends. These programs are given during the school day and are always eagerly and well attended. It is needless to list the many ways in which subjects are integrated with the center of work. Progressive teachers are familiar with the numerous books which tell how this can be done. Each teacher to the best of her ability tries to relate every subject with the center of work in as many ways as possible, and at the same time considering the needs and abilities of the group, to provide for experiences which are more meaningful. In general, this is the plan by which our teachers carry out a center of work. Naturally problems arise. Each teacher meets her problem to the best of her ability and judgment. Many of these problems are discussed at meetings with other teachers and supervisors. At such meetings suggestions are offered and sometimes a solution of a problem is suggested. Regardless of such problems there seems to be a general feeling among our teachers that this type of work not only gives rich and varied experiences for children, but also provides for teacher growth, which after all is essential to effective teaching. HOW WE SCHEDULE OUR TIME The school day at Midget Savannah begins formally at nine o'clock and ends at two o'clock. Because of this rather short school day, much activity begins at eight-thirty in the morning. On account of the distance from the school at which some of our children live, and because many of them are dependent upon their parents or the school bus for transportation, we have found that it is best to have the clubs meet at the eight-thirty hour. Therefore, 28 every morning children are seen hurrying to get to school in time for the different club meetings. In the lower grades, where there is much large construction in con- nection with our centers of interest, we find it best to do this work early in the morning. Many houses and barns are made at this time. The patrolmen allow the children to go to their rooms to work upon anything which they have planned. The teachers are always glad to give extra help to children who need it, and the upper grades use this early morning time for that purpose. Remedial work in the first and second grades is done between the time of dismissal at one-forty, and two o'clock. The programs in our school are very flexible, subject to change as the need arises, and considered only as a guide by the teacher and the class. With the new type school it would be impossible to divide the day into short periods of time as was done in the traditional school. In the intermediate grades the early morning is usually given over to a conference period at which time the day's work is planned and dis- cussed and problems of the class are solved as satisfactorily as possible. A definite period is allowed for drill in tool subjects; also one for appreciation subjects. (See Table of Contents for two typical daily programs.) Due to the size of our school and to the fact that we have a very small playground, we decided to have two recesses instead of one. At the first recess, beginning at eleven-fifteen, the children of the first and second grades go to the playground, where for fifteen minutes they enjoy organized and supervised play. This supervision is done by boys and girls of the fifth and sixth grades working with a com- mittee of teachers who help plan the games. There are always from two to four teachers on duty to supervise the playground. The City Playground Department has given us some equipment, and the City Playground Director has been of much help in planning this new venture. After the fifteen minute play period the children go to their rooms for their lunch. In the upper grades the order is reversed; the children have their lunch period first, and then go to the playground. We have found this recess very satisfactory as it helps to eUminate crowding and noise. There are very few children who do not want to play and who do not seem to enjoy this period. At the same time it is giving opportunity to boys and girls to develop leadership in our school life. 29 HOW WE LEARN ABOUT OUR COMMUNITY How closely the lives of our children are linked with the general interests of our community, and yet how often we find that they are startlingly ignorant of the things that go on around them! How many tots beUeve that their glass of milk at breakfast comes solely from a bottle, or that the many other things they view or use each day just happen! It is our task to make these everyday contacts have a vital interest and a more lasting value to our children. Now what could be more exciting to a boy or girl than to know he or she is going on a trip? The first mention of an excursion brings a flutter of excited questions and a stir of new interest, especially if interest has begun to lag a bit. Now must come the careful planning period. "Why are we going?" "When shall we go?" "How will we use the information we get?" "Will it help us to learn more about the community in which we live?" We must have a conference to work out and decide the purpose of our excursion. We want to gain information needed to answer the questions we have asked. We want to have direct experiences that will help us with our classwork. We want to learn all we can about how people work and live together. Here is a Ust of some of the excursions that have been made by the boys and girls of our school at various times: Place Purpose Playhouse ....To see how it is built House Being Built To see how constructed A Furnished Home To see necessary furniture for each room The County Farm To see animals used on a farm Bethesda Home for Boys To see how people must cooperate on a farm A Goat Farm To see goats and learn of their use Florist Shop To appreciate the beauty of flowers Fire House To see how the firemen help the com- munity Irene Mound To see Indian reUcs 30 Chinese Restaurant To see Chinese foodstuffs and their preparation Bakery To see how the baker helps the com- munity Dairy To see cows and dairy products Uptown to See the City To see how the streets are laid out and to see the location of buildings Mulberry Trees To see what the silkworm eats Neighborhood Stores To observe arrangement of goods, buy- ing and selling Bus Station To study transportation Union Station To see modern train Ocean Steamship Terminal To see how trips may be made by water Early American Kitchens To see furniture, dishes, fireplaces, and (Telfair Academy of Arts) other household articles Steamship Terminal To study modern steamboats and learn something about modern shipping Fort Pulaski To observe construction of fort, moat, drawbridge, portcullis, etc. Telfair Academy of Arts To appreciate works of art Charleston, S. C, Museum To gain historical and scientific infor- mation Flower Show at Auditorium To see arrangement of flowers and to appreciate beauty Bird Walk To see habits of our native birds Public Library To learn value of a lending library, and to get acquainted with the building Would you like to read the details of one community contact? A class has been studying about how the early American people lived. They have arrived at the point in their study where they need to find out something about the homes of the people they are studying — how they were furnished, what kind of heating arrangements they had, what kind of cooking utensils were used, and something about all the necessary articles used in an early home. There is a buzz of excitement when the teacher asks the class if they would like to visit a home where some of those things might be seen. 31 She asks if anyone knows of such a place they might visit. A boy suggests the Telfair Academy of Arts; he has been there with his mother and has seen just what they have been studying. Then it is unanimously decided that they will go to see the drawing room, dining room and early American kitchens at the Telfair Academy. Now must come a planning period. First, they must decide just why they are going. They decide that they will go to learn how the early Americans furnished their homes, and to find out something about how they lived in the home. The anticipation speeds the preparation. They very quickly de- cide when they will go. The secretary writes a letter to Miss Riley, the principal, asking for permission to go on the date that has been chosen. Each child writes a letter to his parent telling of the inten- tion of the class to take the trip, and asking for help with the trans- portation of the boys and girls to and from the Art Gallery. A list of the things for which they wish to look is made by the class. Four or five small groups are formed with a responsible leader for each group. Small booklets are made in which each child will take notes and make sketches. A conference is held on the standards of conduct to be observed while on the trip, and certain definite standards are decided upon. Now the great day has arrived! The parents who have agreed to furnish transportation await their directions for the trip. The teacher hurriedly goes from one car to another giving a few helpful directions. They're off! What a jolly time they have on the ride uptown talking to their friends! Now they are ready to go into the Gallery. They recall their standards of conduct while in public buildings, especially in museums or libraries. They quietly approach the kitchens in the basement, where they browse at leisure for a few minutes, looking at such objects as Betty lamps, snuffers, old guns, hide bottom chairs, warming pans, cranes, Dutch ovens, and many other things hitherto seen only in pictures. Then the teacher calls the group together, pointing out and explaining all of the most important articles in the exhibit. Questions are asked and answered, after which the children are left free to sketch and make notes in their booklets of the things that interest them most. In a Uttle while the group is called together again to go to the drawing room and the dining room, and they are amazed at the elegance and beauty of the old furniture and the marble fireplaces. Drawings and notes are made in these rooms, too. The time has seemed all too short, but back to the classroom they must go. All agree that they had a grand time and learned so much more than they had found out from the books they had read. 32 The follow-up work must come now. What specific values have been gained from the trip? The trip is discussed informally in class, sketches are shown, and especially good sketches are selected to be enlarged for the bulletin board or for charts. New words are added to the vocabulary and old, familiar ones are reviewed. Letters of thanks are written to the parents who furnished transportation. Questions about things observed are asked and answered. Discussion of things that were especially interesting takes place. Reference books are delved into to find out more about what was seen. The informa- tion gained on the excursion is incorporated into the reports of the committees working on Homes and Furnishings. What then are the results of such an excursion? The children are drawn into informal conversations, making speech freer and drawing out the thoughts of the timid or disinterested child. A spirit of shar- ing information is cultivated, each child lending his ideas and observa- tions to others who may not have observed all that he did. Ideas are gained for art work and for construction of articles that make the subject matter more concrete. Invariably the children form a desire to make further contacts. They become more interested in their own community and begin to realize that the school is a vital part of it. School books are no longer their only source of information, but ex- cursions into the commonplace activities of the locality become a connecting link between the school and the community. Was the excursion worth-while? We think so. Thus, through work and play we strive to give our children a foundation for later life built upon the principles of good citizenship. We try to maintain a happy, wholesome spirit of good comradeship, and to remember that we are teaching children, not subject-matter. Because each child is a potential citizen, we feel that it is our duty and privilege to lay the foundation for that future citizenship. 33 CHAPTER IV HOW CREATIVE DESIRES ARE MET THE CREATIVE SPIRIT AS ENCOURAGED BY THE TEACHER In Midget Savannah we are trying to provide a place where the entire child may grow, so music, physical education, art, and construc- tion are playing a big part in developing the individual. The teachers realize that they must do their most skillful teaching and planning in order to have an inspiring environment for the children. The centers of interest, which are found in every classroom, are places where the creative impulses can be guided and inspired. The teachers have learned to praise the efforts of the sensitive child. They have also found out that too much guidance can stifle the creative urge. In order to make an atmosphere for creative work, the follow- ing outline, taken from "The Child Centered School" by Rugg and Shumaker, has been observed: "Let the idea be the main thing. Show appreciation in the smallest creative efforts. Stamp out any feeling of self -consciousness." THE CREATIVE SPIRIT AS EXPRESSED BY THE CHILDREN THROUGH MUSIC The pupils in our primary grades have been encouraged to sense the rhythm of music and to express it freely, because sensing rhythm is the foundation of all music appreciation. Visit our appreciation period in the first and second grades and you will find the children discovering in the music the part that tells them to walk, run, skip, clap, or march like soldiers. The accents are listened to, clapped when heard, and the weak beats disregarded. In other rooms you may find a group of first graders pantomiming the story of "Little Bo-Peep"; an older group doing "The Tailor and the Bear"; or a fourth grade, studying Norway, dancing to the music of "To the Gay Village Green", a Norwegian Folk Tune. 34 All children find enjoyment in songs. Come to a fifth grade where you will find Our Western Expansion the center of interest. An Indian song is being sung and the boys and girls are beating the rhythm of the song. Later, in the same room, you will find them making up an Indian and a Spanish dance, and using drums, tam- bourines, and castanets to accompany the singing of the songs. Next door in a third grade room the rhythm band instruments are being used. We find the children showing discrimination by their musical taste as to whether cymbals might be used here, bells there; and where the triangles, tambourines, and other instruments might come in. This discrimination is based upon a knowledge of which tone color best expresses the mood of the selection. A third grade put the following words to the melody of "The Motor Car Ride" found in their MUSIC HOUR— Second Book. Our work is all finished Come with us today. We'll take you to ride on our bus. So now in a jiffy, we're off and away; Look! Listen! And don't make a fuss! These words were written by a fifth grade studying Colonial Life. They set them to the tune of "Jingle Bells": COLONIAL DAMES Colonial dames wore long hoop skirts And played on great big harps; They danced the stately minuet And trod the light gavotte. They made the very finest stitch That ever you did see. Now don't you wish that you could be A lady of that day? 35 Chorus Great big harps, great big harps, They played them all the time; They made the sweetest music That ever you could find! Great big harps, great big harps, They played them all the time; They made the sweetest music That ever you could find. One primary grade took the poem "My Shadow" by Robert Louis Stevenson and made up this tune for it: A\s SKa^^oNN TKv>^N tUaV cjoes » >\ Ar\cl oot v^. + K trv-e. ^^ jtut^ * * *■ OS€ of K» "Wx V S ■mor< Htavi r can j.«€ ^ ii ' ' ' 1 H 1 ^ Y.-r-^ ^-^ - \ r i '-^ F J 1 ^ H-F i--4- - --1 ^^ X-^ 1 J * — J ^ ' J 1 J H-f — ^ -4—^ U-« « s vi<. r N| \i< r \^ V,« K-e -tn< i- v-o'X'ri n i ?, K«« ( *> ufo Vo WiS U^<*A ^ ^m 9^ r ' r tif ± J r . -J Ay\i r s-C'e V\, -(rv% lovn/a b<-for-<. vn-e vM\tr y om|^ < itf « i^^ b-< \Ai4l\><^>C 1 ^1 J^aVv H o4 son ^^ t J 1 / J- ; i '^ C^^i^^X \A ec^t>-\vAi>7& of ■d. sevi^ «• >-(C -e. 37 COTT O M TKlv-Jl Gra*( M -4» •"— -^ ^ -*•■ ki. X-r\ "V^x-e coAr-VoxT vMVvv,-V--e. a.5 5"Ko^/w FAIR. SOAIG TVwyA GriA^ Tin I r Jl G»r a« r a«K. i l^-^f; -^-J jh 1 -Hr ir^ X I \ K-e Vo cjo "Ho "hh-e -f A V r '■ •' ± ^- ■ - ^~^^pf~ i l l ^jjl a ?=P T:^ ^ D^cAus-e. "tK-tr-e. v6 50 -much 4" K <, v- -c 'Ul ^\yf\r * \/VK«.-n >jOU SVAJtTVQ \^ OU «^ O so K I <^ h A J s\r s s\U r[i^f TKa+ NiOO t'Kv-nK vioo AY-e l">-\"Vo tU-t sI'^H 38 In a sixth grade we find this original song — words and melody. The notation was also worked out by the class. dOJ>^ WORLD &JFT5 Si x't'> Gr Ad« g,x.->-h Q-r>i4K* +h* J ii;^ f gi -^ ^^ * — ^ — ^ -©t -Sit ^ r T" ^ -S>- -^. ± ^ ^zzt -f-« o n ^ \-^A +Kro tK< "a< livjc^ t -n yr\»y,^, ^^4a> 1 I 1 i» ,» -^ ^^ ^ r — F-^ — ^ — - — j-^ "^ If r i vj< sVviW sVxovw \M-e sKa\l sKovw bv^ "t-e VU t^^ otin-ers i ^ ht=^=^ ^ As we visit around the school we find a great many classes making instruments; some can be played upon, and some only give the child an idea of what the instrument looks like. In a fifth grade we find these instruments made in connection with a study of Indians, and 39 used in beating time for the songs: tom-tom, skin stretched over a hollow log; gourd rattles, painted; rattles, made from coffee cans with small stones enclosed, and cans decorated with designs; jangles, made from bird claws and small twisted sticks; notched sticks. In a study of Early Peoples we find the following instruments being copied: Prehistoric Life — early flute; drum; and Ancient Life — Egyp- tian: harp, flute; Babylonian: cymbals; Greek: Pipes of Pan, lyre; Hebrew: psalter, hazur, shofar; Roman: tambourine, trumpet. THE CREATIVE SPIRIT AS EXPRESSED BY THE CHILDREN THROUGH ART Every child, if given an opportunity, will express himself in some way. This might take the form of picture drawing, building, work- ing with clay, designing, or making costumes. All these are his ways of attaining outward expression of his imagination. The art work found in Midget Savannah is of two types, that which is inspired by the school work, and that which is purely imaginative. Take a trip with us through the halls of the school. Before a large plywood panel several boys and girls are painting their interpretation of modern Savannah. Further on is another group making large pic- tures of foreign children which are to be used in the school library. These citizens were selected by their classes because of their interest in drawing and painting. There are many working on this project who have not found it easy to adjust themselves in their own class group. Their deep absorption shows that here they have found a real interest. In one of the sixth grade rooms where the center of interest is Greek Life, a group of girls and boys are building the Parthenon. In other parts of the room Grecian designs, costumes, and weapons are dis- played. Another group of boys and girls are making small models of the homes of early man. They have begun with the homes of the tree dweller, and are making examples of homes up to the period of the Roman villa. They have also drawn pictures of early ships, pottery, etc. The fifth grades of the school, as you have read elsewhere, use Early American Life as the core around which their school experiences are grouped. Not only Colonial and Pioneer Life are expressed as the children live, build, and draw, but the colorful life of the western Indian is shown in bits of pottery, hand molded and colored; gay blankets designed on homespun and colored in with crayons; Indian 40 costumes made from gunny sacking ; and a piece of weaving on a crude loom. These children have taken a real trip into the realms of imagina- tion and have brought back their ideas of life in the early West. A fourth grade has just had a talk with a Norwegian sea captain. They are drawing their interpretation of the skerries and viks of the Norwegian coast. They will soon draw and construct scenes of Norway as they progress on their journey there. Some citizens from a third grade have made several trips around Savannah. Their room contains a record of what they saw and learned on their excursions; a large bus on which to take another trip; a frieze of Savannah's water front, public buildings, and paper mill; and a moving-picture showing the early history of Savannah. Other third graders are building farms, cities, means of transportation, modeling park fountains and benches, and making miniature clothing for an exhibit, each pupil intent on showing in a material way the things he is thinking. The first and second grades are glad to show you through their farms, model homes, toy shops, and Indian villages, where they have friezes, cardboard animals, post offices, toys, barns, silos, and furniture, all the results of creative fingers. THE CREATIVE SPIRIT AS EXPRESSED BY THE CHILDREN THROUGH WRITING Writing is another phase through which the child is given opportun- ity to express himself freely. The inspiration for this writing comes from several sources: from the class center of interest, from a desire to contribute to THE NEWS REEL, and from the imagination. While studying Colonial Days one child wrote the following verse: DANCING THE MINUET The people danced the minuet And very strict was etiquette. They whirled about with pointed toe. Turned around and then bowed low. Geographic concepts sometimes result in poetic expression: In the land of ice and snow That's where you live, little Eskimo. From far away Asia They think you came. But still they wonder how You got your name. 41 The third graders read many books on clothing. One child was in- spired to write a rhyme on linen: In Ireland, in Ireland far away They grow flax day by day. A light blue flower it does show, The stems make linen as white as snow. Much is made of the natural desire of the children to share with others the things they have enjoyed through writing. Here is one of the many verses printed in THE NEWS REEL so that all may enjoy: Peace, peace with all the nations, Peace, peace through generations, Join with us on Good Will Day Nations near and far away! Peace, peace strings of friendship ever, Friends, friends we'll be together. Other poems in the school paper may be fanciful or imaginary. Imagination plays a great part in the child's life, as in the following: NATURE'S WORK April is of happy hours, Full of sun and rain and flowers, One minute it's rain. One minute it's sun. Nature's work has to be done. So do trees. In a display of color and leaves. Little plants in the ground awake, And beautiful blossoms make. Birds are building their nests While they are singing their best. When at last all is through Nature has done its work for you. Riddles are fun to make up and guess: I bring things to the grocery man. The grocery man sells them to you. Who am I? — The Farmer — 42 Our stories are not really stories from the standpoint of literary structure, but are paragraphs telling experiences in home, school, ex- cursions, etc. Here is an excerpt from a report on music in Colonial Days. This is how one topic was developed. "There were many Negroes on the plantations in the South. The Negroes used their music for work and religion. The reli- gious songs were called spirituals. The Negroes often felt a great longing for their homeland and the peace of heaven described in the Bible. They sang songs to express these longings for that far-off heaven. The Negroes made their folk songs from music passed down by their ancestors in Africa. The Negroes can harmonize without any training. One of their spirituals was 'Swing Low, Sweet Chariot'." The year's work is sometimes summarized in play form. The fol- lowing is a scene from an Arabian play: ARABIA AND ITS PEOPLE Act II — Scene II Scene: Outside the tent of the family. Woodega and Hirfa standing in the entrance. Woodega: It is almost time for our friends to be coming. Isn't that the caravan I see coming over the sand dunes? Hirfa: Yes. Oh, I can't wait to see them! Enter Abdul, Rachid and the Americans. Woodega and Hirja greet them in Arabian fashion. Hirfa: Greetings, great beast! Hirfa puts her arms around the American girl. American Boy: Why did she call us great beasts? How queer! Rachid: That's the way we greet people. It means that we are glad to see you with our head, and with our heart. American Boy: We just say hello, or hey there! Woodega and Hirfa go into the tent and bring out food. Woodega: It is so late and cool I thought we would enjoy our evening meal out under the sky. Actors seat themselves around in a circle. Rachid takes up the mortar and begins to crush the cofjee. All heads are bowed. 43 Abdul: Woodega : Hirf a : American Boy: Abdul: American Boy: Rachid : Hirf a: Woodega; Bismillah. Abdul helps himself first; each in turn helps himself from the same bowl. Will you have a cup of camel milk, and a date? Boy picks up the milk with his left hand. Oh! Do you pick up your milk with your left hand? We think only an evil spirit eats or drinks with its left hand. I'm just left-handed. When the evening meal is over, we must hurry for today is the day we bathe. What! Do you have a bath tub in the tent? We go to the bath house and pay to enter; then we go to a room where our robes and cloaks are taken off. We then sit down on a bench, but sometimes it is hot and we have to jump up. We sit down again and find it not so hot. An attendant then comes and begins to pound us as if we were dough. We get hotter and hotter, and the perspiration pours out. Last of all we have a glass of ice water, which makes us perspire more than ever. Our baths are not so bad, they make us feel very good. Our friends have a few minutes to rest before we go. Come, Hirfa, we can finish our weaving. CURTAIN If children write with a sense of freedom, much of what they write will be entertaining, and some of it beautiful. There is much yet to be done to make Midget Savannah the place where each creative impulse is given all the encouragement and in- spiration necessary to make it grow; but we, the teachers, feel that we are progressing in the right direction. As each small citizen brings forth one more product of his hands and imagination, we feel urged on to new effort. 44 CHAPTER V IS IT WORTH-WHILE? FONDNESS FOR SCHOOL On entering the school building one is impressed with the friendly atmosphere. The children meet visitors with interest, exchange greet- ings and offer information and assistance. The same happy spirit is found in the classroom, where the children are eager to tell of their activities. When it is desired that the teacher give demonstrations after school hours the pupils wilHngly return to help. A sixth grade class, having completed a unit of study on life in the Middle Ages, was asked by a supervisor to give a program before the sixth grade teachers of the system. The only convenient time for this work was at four o'clock in the afternoon, and the children showed their fondness for their school by giving their time from recreation to put on the demonstra- tion. The children of the second grade were so interested in making scenery for a Japanese unit that they were eager to come back on Saturday mornings to work. Another proof of their fondness for the school is shown by the few cases of truancy. Except in cases of epidemics, children are seldom absent. Children who have moved away seem thrilled over the idea of returning to their former school and seeing Midget Savannah at work. They recall many interesting experiences. Even after children reach Junior High and Senior High Schools they avail themselves of every opportunity to visit Midget Savannah. The following parts of letters illustrate the pupils' fondness for the school: Miriam says, "What good times we have had here! What fine things we have learned! What splendid and helpful teachers we have had, and what a wonderful principal! We go forth hoping to carry with us and to spread to others the high standards of Midget Savannah." Billy says, "Midget Savannah has meant six years of happy life for us. We have had a good time voting, running for offices, being mem- bers of clubs and doing many other things that have been expected of us. Our real lessons in the classroom were interesting, too. It has 45 been fun to work the units and learn so much about so many different things. In our minds Midget Savannah is linked with citizenship." A letter written by a sixth grade says, "It is to you, Midget Savan- nah, that we feel indebted for helping us learn how to live. It is you, Miss Riley, who have made us feel that our characters have been de- veloped during these first six years of our school life. It is to you, teachers, that we owe our little bit of confidence that carries us along life's highway. To all of you, especially to our parents and supervisors, do we feel grateful for the reference library and supplementary books. Thank you one and all for the happiness these have brought us. If all the other years of our lives are as happy as these, we shall have much for which to be thankful. So, we hope that you who have brought us this happiness will be repaid at least in a small way by seeing the pleasure that you have given us. Our memory of you will always be a pleasant one. Midget Savannah!" At the school programs where honor students are recognized, many former pupils are present and speak words of encouragement and praise of the school's methods. These expressions of praise and ap- preciation from friends and pupils of the school inspire the teachers with a confidence in their work and a belief that the method is worth- while and stimulates a high standard of teaching. They feel that the fondness shown by the pupils for the school is a proof that the method is a good one. GROWTH IN CITIZENSHIP Midget Savannah has had an award system, accepted by the faculty even though they realize that this is, perhaps, not the best method of developing good citizenship. In its beginning Midget Savannah's citizens needed an incentive for growth in citizenship, and in effort to do better work. This system was accepted because the decisions as to who received the awards, were made by teacher, members of the class, and the pupil himself. Sometimes the principal's judgment, too, was sought. The standards for the awards were also made by the group. The awards given are of little money value, but have served their purpose. There are three types of awards — a citizenship button, a felt letter, and a gold or silver pin. The buttons, made up in the school colors, purple and gold, with the words "Good Citizens" and the year, are used in the primary grades for growth in citizenship. In 46 the intermediate grades this button is given for good citizenship, and no pupil may receive a letter or pin unless he also receives a button. In the intermediate grades a felt letter carrying out the school colors is given for growth in citizenship, good scholarship, and partici- pation in school activities. Each citizen may receive during his school life six letters: first, a gold felt "W" on a purple felt shield; second, a gold "W A" on a purple shield; third, a gold "W A S" on a purple shield; fourth, a purple "W" on a gold shield; fifth, a purple "W A" on a gold shield; and sixth, a purple "W A S "on a gold shield. From the fourth through the sixth grades a citizen who shows growth in citizenship, who has excellent scholarship and takes part in the school activities receives a pin. Beginning in the first semester of the fourth grade with a silver "W", the pin is changed each semester, ending with a gold "W A S" when the pupil leaves Midget Savannah. At the end of each semester parents, friends and pupils meet in an assembly where pupils of outstanding citizenship and scholarship are recognized. After using this plan for a number of years, the principal, teachers and students feel that they no longer need a special scholarship award, as all good citizens should do their very best work; so they are now making a change in the award system. The new plan still awards the lower grade pupils the button for growth in citizenship, but in the upper grades the pin is given up and the standard for a letter raised. In these grades the button must still be worked for and stands for, not only good citizenship, but growth in citizenship each semester. The letter is awarded to the pupils whose citizenship is outstanding, whose class work is the best he can do, and who takes part in many school activities. To the pupil who gets the six possible letters is given a gold "W A S" pin as he goes to Junior High School, this making him a member of Midget Savannah Honor Club. Below are the minimum requirements showing growth in citizenship: Politeness Speaking one at a time Being polite to each other, to teacher and to visitors 47 Co(yperati(m In entering and leaving building quietly In being neat in room, work and person In obeying all safety rules In taking care of his own and other people's property In moving about the classroom quietly In keeping promises In developing good sportsmanship Use of Time Always ready with material Prompt in doing class work Prompt in beginning extra work For outstanding citizenship the pupil is expected to live up to the school creed given in Chapter One. The success of this system is shown in the large numbers of students who have received buttons, pins and letters each semester. SKILLS It is not enough that children have a fondness for their school, and that they grow in those citizenship qualities and first-hand experiences which lead to more effective membership in a democratic society. We feel that children must also grow and develop in those skills and abilities which will permit them to take an active and enlightened part in the affairs of the group. These skills are more or less useless if developed apart from actual contact with the end in view. It is our conviction that it is better to teach Mary and Johnny through arithinetic than to teach arithmetic to Mary and Johnny. It was decided to find out how well the children in Midget Savannah rate on standardized tests in the so-called "fundamentals," but which we prefer to call the "tools of learning." Seventy-five children in the high fifth grade and eighty-one children in high sixth grade were tested by the supervisor. The tests used were the Otis Quick Scoring Mental Ability Test, Beta, Form A; and the Metropolitan Achieve- ment Test, Intermediate Partial Battery, Form A Revised. In con- sidering the results of these tests it should be kept in mind that proficiency in the tool subjects is not the sole objective of this school. It has other objectives, treated in another part of this report, that are considered just as important and even more important for some chil- dren. The results of the tests are shown in the following table and comparisons made with the national standards for the grades tested. All scores are median scores and expressed in terms of grade scores for purposes of comparison. 48 MEDIAN GRADE SCORES ON MENTAL AND ACHIEVEMENT TESTS IN GRADES 5A AND 6A Grade Mental level Age level Average achievement Reading Vocab. Arith. fund. Arith. prob. Eng. Spell. 5A Mos. above or below standard 5—0 8 5—6 2 5—6 —2 5—6 —2 5—5 —3 5—4 —4 5-0 —8 6—3 +5 5—3 —5 6A Mos. above or below standard 6—2 —6 6—3 —5 6—5 —3 6—5 —3 6—4 —4 7—1 +3 6 3 —5 7-0 +2 5—7 -1-1 In the fourth column the average achievement for the grade scores in all subjects is shown to be 5-6 and 6-5, or two months below stan- dard in the 5A grade and three months below standard in the 6A grade. Taken alone, these two average scores show a slight deficiency in the skill subjects as compared with the national standards. But test scores in achievement cannot be properly interpreted until they are compared with the mental test scores of the children under con- sideration. The mental ratings of these children are found in the second column. The mental level of the 5 A grade is shown to be 5-0, or nearly a year grade below the norm for that grade. The mental level of the 6 A grade is 6-2, or two-thirds of a year grade below norm. When we compare the average achievement scores with the mental level, the conclusion is that the achievement of these children in the skill subjects is very satisfactory, or as much as we have a right to expect. The median achievement score of the 5A grade is two-thirds of a grade year above their median mental level; that of the 6 A grade is one-third of a grade year above their median mental level. No subject score in the 5 A grade is below their mental level. Only one subject score, that of speUing, in the 6A grade is below their mental level. This would indicate that the school program and the teachers are doing a good job in developing the material with which they have to work. As to the individual subjects, the median scores range from five months above standard in 5A English to one year and one month below standard in 6A spelling. The median score in arithmetic funda- 49 mentals is above standard in 6A, and both grades are above standard in English. These high English scores are probably due to the excel- lent practice which the school program gives in the proper use of oral language and the very practical use made of language forms in writing. The scores in reading and vocabulary, although satisfactory in comparison with mental levels, are not quite as high as the reading experiences of the children in this program would seem to justify. They do a great amount and variety of extensive reading, but perhaps not of the type called for in the test. The median score in spelling for the 6A grade is the lowest score of all. This was investigated but no good reason could be found to account for it unless we accept the explanation that these children are "poor spellers". We do know that they get considerable practice in spelling and using in writing many words not found in the spelling books, when they make reports, posters, etc. One final caution should be noted in regard to the test scores given above. We had no local standards with which to make comparison and had to use the national standards. Many factors enter in to af- fect local scores, such as a short school day, a "stepped-up" curriculum in arithmetic, the policy of promoting over-age children, the practice of using easy reading material in grades higher than those for which it was intended, etc. In consideration of these local factors, we have many reasons to conclude that the school program and teachers of Midget Savannah are not neglecting the "tools of learning". CARRY OVER As evidence of the interest in Midget Savannah, and the apprecia- tion of the results, the following letters are quoted from among many that have been received: Dear Miss Riley, You gave us a most helpful and delightful day in your school Friday, and I truly thank you. It must be most gratifying to you to see the results of your labors. You are truly building good citizens. Their self- control and self-direction, their poise and courtesy were remark- able. I was very much impressed also with the good English they used and their understanding of the aims and scope of their work. 50 The atmosphere of the school was that of wholesome living and good will. I congratulate you and pray that God will continue to bless you and your school. Sincerely, Agnes Barden, Supervisor Macon Schools, Macon, Georgia. BOARD OF EDUCATION Augusta, Georgia April 22, 1929 Miss Audrey Rothenberg, Mayor, Midget Savannah Waters Avenue School Savannah, Georgia My dear Miss Rothenberg: Now that I am back in my office, I am going to take time to tell you how much I appreciated your very kind and considerate attention to me while I was a guest of Midget Savannah. You and your fellow citizens have defined for yourselves a set of ideals that are sure to result in the development of the highest type of citizenship. But to define an ideal is one thing and to live up to it is another thing. I am deUghted with the thought that you are living up to your ideals to a remarkably high degree. Everything that I saw, and I saw much, indicated that the citizens of Midget Savannah were doing the things that go into the making of a happy, contented group of co- operating workers. You are now living your lives in a very real sense. You are forming the habits, ideals, and attitudes that are to characterize your conduct as you grow older and take your places in the larger activities of your community. I feel sure that Savannah will be a better city in which to live because of the work that is now being done by you and your fellow citizens. 51 Tell your fine teachers and your principal, Miss Riley, that I appreciate the wonderful work that they are doing. After all is said, it would not be possible for you girls and boys to be doing your work as it is now being done, without their leader- ship and guidance and their understanding of childhood and its possibilities. With best wishes for your success, I am, S. D. Copeland, Superintendent of Schools As evidence of the rating and esteem in which the pupils of Midget Savannah are held by the next higher school to which many are pro- moted, the following letter is printed: RICHARD ARNOLD JUNIOR HIGH SCHOOL Savannah, Georgia April 6th, 1939 Miss Romana Riley, Principal, Waters Avenue School, Savannah, Georgia Dear Miss Riley: Our teachers who teach the 7B pupils as they come to us from the elementary schools have frequently remarked upon how well the Waters Avenue pupils seem to fit into our organ- ization. They seem to have learned how to work together harmoniously and successfully, and learn very quickly to adapt themselves to the changed conditions in the junior high school. This has been particularly noticeable in cases where we have been able to keep them together. We congratulate you upon the excellent work you are doing in developing boys and girls into good citizens. Cordially yours, J. W. Griffeth, Principal. 52 INTERESTING CHANGES The teachers in Midget Savannah have changed from the class centered teacher to the teacher who is interested in the school as a whole. They have come to understand that an effort must be made to have work of the schoolroom contribute to the full development of each child and to harmonize with the demands of the school organiza- tion upon the classroom. The teachers have learned to cooperate with each other in order that the pupils may have experiences in various activities. For example, the teachers in the upper grades will permit pupils to assist children in the lower grades with building a tepee, or helping to put the roof on a house. In almost all the classes tables and chairs have replaced formal desks, so that the children may work in groups. This close contact provides a means of self-expression among the children and teaches them a democratic way of living. The change in the pupils is as noticeable as the change in the teach- ers. Instead of the formal atmosphere of the old school, the pupils of the new school are free to move about and work out problems in hfelike situations. We enter a classroom where the children are busy and orderly. There is no teacher in evidence. Upon inquiry we find she is busy in the assembly room with the Glee Club, or perhaps attending a meeting of the School Boy Patrol. Problems of discipline are seldom brought to the principal's office as before the days of Midget Savannah. They are usually taken care of by the class with the teacher as a guide. Children are seen in the office, but they are discussing with the principal plans for the improve- ment of the school instead of being there for punishment of offenses. Although the many activities of this plan may require more time and effort, the teachers realize that it has resulted in more pleasant relationships. Teachers work together and confer on the whole de- velopment of the pupil; pupils look upon the teacher as a guide and helper; and parents and teachers understand much better their mutual problems. The evident changes in the pupils, their initiative and pohteness, their pride in the organization of the school and their growth in good citizenship have been the source of much satisfaction to their teachers. Is it worth-while? Yes, we believe it is. We hope that our work is so closely related to life itself that it has become a thing of continual growth. May our understanding be so great that our eyes will see each needed change as it presents itself, and may our interest and enthusiasm carry us far on the road to greater things! 53 A TYPICAL PRIMARY DAILY PROGRAM 9.00 Contribution and Planning Period Opening exercises, check-up (health, lunch orders, etc.). 9.30 Find-out Period Research in social sciences, discussion, language, related reading. 10.20 Drill Period Spelling, writing, numbers, language. 11.30 Lunch in room, outdoor play. 12.00 Reading Croup reading three days a week, recreational reading one day, library one day. 1.00 Appreciation Music, art, literature, encouragement of creative work. 1.30 Construction Period or Unassigned Time Teacher check-up, individual help, free creative work. 2.00 Dismissal 54 A TYPICAL INTERMEDIATE DAILY PROGRAM 9.00 Contribution and Planning Period Opening exercises, check-up (lunch, health, etc.), planning for the day. 9.30 Drills and Skills Spelling, writing, language, arithmetic. 11.00 Appreciation Music, literature, encouragement of creative work, etc. 11.30 Lunch in room, and outdoor play. 12.00 Reading Group reading, book reports, current events, recreational reading. 12.40 Social Studies Discussions, reports, reference work, language. 1.20 Art and construction connected with the center of interest, free time, library, check-up, etc, 2.00 Dismissal. 55 A FOURTH GRADE CLASS MEETING President: The meeting will please come to order. Will you suggest a song to sing? Jean: Let's sing "To the Gay Village Green". Class sings the song with the song leader directing. President: The secretary will read the minutes of the last meeting. Secretary: Our regular class meeting was held Friday at one o'clock. President Joyce Scott called the meeting to order. We said The Lord's Prayer. The secre- tary read the minutes of the last meeting. The treasurer reported a balance of sixty-one cents. The Council member asked us to cooperate in keeping the yards clean. The helpers gave their reports. We gave Winona and Joanna a cheer for being such good lunch helpers. Iva moved that we buy some wax tulips for the room. We voted to buy some. Bobby said he would bring some real tulips. Lucy said we should move some of our Norwegian pictures from the front of the room to the Lookout Corner. Chester seconded the mo- tion. In was carried. Margaret Ann suggested that, because Captain Olsen, the Norwegian Cap- tain, had visited the class and had brought us gifts, we send some toys to his children. We decided to send Arne a baseball and Liv a doll. We checked citizenship. Then we had the program. The meet- ing was adjourned. c^^ • ■, r n, Shirley Jones, Secretary. President: Are there any corrections to the minutes? If not, the minutes stand approved. W^ill the treasurer please read her report? Treasurer: Balance on hand April 7, $.61; we spent $.10 for a book, $.10 for paper lace, leaving a balance on hand of $.41. President: Thank you. We will now have the Council mem- ber's report. At the Council meeting it was suggested that we improve our coming into and going out of the building. I want all of you to think about some Council Member: 56 President: Hostess: Flower Helper: Plant Helper: Housekeepers : Window Helper: Doctor and Nurse President ; Iva: Lucy: President : John: Arthur: Bill: aims for the school to work on. The aims we de- cide on will be called for at the next meeting of Council. We will now have the reports of the helpers. I have welcomed three visitors this week. I told them what we were doing. I have arranged the flowers in the vases. Please cut flowers with longer stems. They will look prettier in the vases. We have watered the plants three times this week. We need some more plants. Will some one bring some? We have tried to keep the room clean and at- tractive. Row H is leading the room in neatness. I have opened and closed the windows when they needed it. I have tried to keep the room at 68 degrees. We have inspected teeth, fingernails, hair, skin, and cleanliness every day. I'm glad to report that four people have stopped biting their fingernails. I have telephoned to the children who were absent. Jewel's mother says she will be back Monday. The other helpers give their reports. Any old business? We made a rule not to bring paper dolls to school. I think some people are forgetting. We need some more money in the treasury. I think we should have our cooky sale this week. We said we would have it two or three weeks after Miss Riley had hers, so I move we have it this week. Any discussion? Daddy said he can let us have the cookies cheaper if we sell doughnuts, too. The doughnuts are twelve cents a dozen and the cookies eight cents a dozen, wholesale. I think we should sell both. I think John should be chairman of the sale since his father is letting us have them so cheap. It will be more convenient for John to give his father the orders. 57 Martha Ann: President : Jerry : President : Jean: Sanf ord : Jean: President : Chester: Betty Ann: Lucy: President : President : I think we should have the sale Friday. We will vote on Lucy's motion. Class votes. The motion is carried. We will have our doughnut and cooky sale Friday. John will be chairman. We must start getting orders today. Any other old business? — Any new business? I think we should make something for Switzerland. Does any one have any ideas? Let's make a Swiss chalet. In Science Club they want every class to make a miniature garden for the flower show. Couldn't we make our chalet small and use it in a garden? We could fix the garden like a mountain pasture. That's a good idea! Let's vote. Class votes to make a chalet and pasture. Any other new business? I think we should tell the good things people do and not the bad ones. I read in a book about some children who had a Good Deeds Club. They told about all the good deeds they saw children do. We could have something like that. We could have a good deeds reporter to tell about the good deeds he sees. He could make a report at the meetings. Any further discussion? — We will vote. All want good deeds reporter. I appoint D. C. as good deeds reporter. Any other new business? — If not, we'll check citizenship. Children tell what they think they deserve, class dis- cusses with teacher's guidance, and the secretary checks the chart. We will now turn the meeting over to the program chairman. A variety program is given. Then the meeting is adjourned. 58 OUR CITY, SAVANNAH (A Third Grade Activity) APPROACH When the class came into 3B in January a few pictures and pam- phlets about Savannah had already been placed on the bulletin board by the teacher. In addition there were a few charts displaying city pictures, poems, and riddles done by another class. At the first conference period the children examined their geography books, HOME FOLKS, and discovered that their social studies work would center around farm life, city life and their interdependence. The class voted to concentrate on the study of city life. In another conference period, through questions by the teacher, the children dis- covered that they knew very little about their own city. Consequently, they decided to study "Our City, Savannah." At a class meeting when officers were to be elected the children or- ganized a "Know Your City Club" and elected their club officers rather than their class officers. Names of the officers were posted on a chart entitled "Know Your City Club", which was displayed just inside the door. Regular club business meetings were held each Friday, at which time citizenship was checked and club affairs discussed. PLANNING After suggesting and discussing many things that could be done in the study of Savannah, the class and the teacher selected sixteen general aims and made the following chart: We Want To Study city life. Learn all we can about Savannah. Go on excursions in Savannah. Be able to tell about Savannah. Have a summary program. Build a bus in which to tour Savannah. Draw pictures about Savannah. Make a picture show about Savannah. Make good reports. Collect city pictures. Read poems and stories. 59 Write original poems, stories, and riddles. Learn new songs and games. Be good sports. Be good citizens. Cooperate in all Midget Savannah plans. The following chart was developed as the class was ready for it : Things To Learn About Savannah History and Location Story of the founding of Savannah; Tomochichi; The Wesleys; George Whitfield and Bethesda; S. S. Savannah; Location of Savannah on the map. Squares and Monuments Johnson, Wright, Chippewa, Madison, Monterey. Transportation and Communication Education and Culture Schools, Library, Telfair Academy, Music. Government Recreation and Amusement Theaters, Parks, Savannah Beach, Y. W. C. A., Y. M. C. A., Boy and Girl Scouts. City Helpers Industries PROCEDURE In the very beginning plans were made for a culminating activity. The children wanted to go on a sight-seeing tour of Savannah and were to make a bus for this purpose. They planned to draw pictures of all the things they would see and to display these around the room. Any historical facts which they learned they decided to show in pictures. A space on the wall was reserved to paste picture post cards of Savan- nah. Another space was reserved to paste picture cards of other cities. Any pictures of Savannah and other cities cut from newspapers and magazines were to be kept in a scrapbook. 60 Since there is very little available printed matter concerning Savan- nah which is suitable for third grade reading, the class had to gather material from various sources. Much of the printed material had to be read to the children and discussed by them. In many instances the children brought in facts they had learned at home. Information was also gained through excursions and through questions and dis- cussions with adults, with facts confirmed by calling offices of city officials. As original reports, stories, riddles, poems, letters and problems were written, the class had to decide upon some way of keeping them. They decided to publish them in a newspaper called KNOW YOUR CITY NEWS, and this was kept throughout the semester. The first reports were made on Transportation and Communica- tion because the children were more familiar with this and because they wanted to start work on their bus. After learning the meaning of these words, they were able to name the different means of trans- portation and communication in Savannah. They collected and drew pictures of buses and made a list of materials they would need to build a bus large enough for them to get into. After these materials were obtained and a committee selected, the committee began building the bus. Maps were borrowed from upper grades and Savannah was located. A group of children drew a large map of the United States to keep in the room. The class next read about the founding of Savannah and Tomochichi, and committees made reports. The class talked about the street plan of Savannah, the squares on Bull street, and a few prominent buildings. Soon they were ready for their first excursion. Letters were written to the principal for permission and to mothers asking for transporta- tion. A list was made of things to look for and each child was made responsible for a specific fact. There were lessons in courtesy, how to cross streets, and the care of plants in parks. The first excursion, on February 17, included the following: Union R. R. Station; Central of Georgia R. R. Station; Union Bus Station (interior), and inside of a bus ; Oglethorpe bench on Bay street ; City Hall (interior) ; riverfront ; high bluff; Savannah Bank & Trust Building (interior); view of Savannah from bank building; Johnson Square; Hotel Savannah (lobby); Wright Square, and Tomochichi Stone; Chatham County Court House; Post Office (interior); Chippewa Square; Savannah Theater; DeSoto Hotel (lobby and swimming pool). 61 After the excursion, stories, riddles, and letters of thanks were written, pictures were drawn, class discussions were held. The class invited another 3B class to hear about their excursion. As their study developed, the children listed other interesting places they wanted to see. On their second excursion on March 22 they saw: Telfair Academy, inside all rooms; Airport, interior of Administration Building, inside of a passenger plane. Eastern Air Lines plane land and take off, unloading of mail; Forsyth Park; Armstrong Junior College. In April the first Southern Paper Festival was held in Savannah. Of course, every one was greatly interested, and a number of children made paper costumes in honor of the Festival. The children talked about paper-making. One child brought an encyclopedia to school and the teacher read to the class something about the history of paper. Accounts of the paper industry in Savannah were clipped from news- papers. The class drew a large poster entitled "Pine to Paper", show- ing pine trees, logs, a picture of the Union Bag and Paper Corporation in Savannah, and a large paper bag made there. From this arose a discussion of other industries and a few were listed. From time to time during the semester check-up tests were given. Many review discussions were necessary. The following is a sample of one type of test given. The children were instructed to copy and complete the following sentences : The five squares and monuments on Bull street are The first steamship to cross the ocean was_ The first Sunday School in America was started by- Many beautiful hymns were written by Bethesda, a home for boys near Savannah, was founded by. 62 City poems were read. A group of favorite ones by Dr. James S. Tippett was selected by the class, typed, and made into a booklet for which the class drew a cover page. The following city poems were memorized by children who desired to memorize them: "Taxis," by Rachel Lyman Field; and "Tugs," "The Green Bus," and "Our Auto- mobile," all by Dr. Tippett. Reports were made on all of the things listed on the chart "Things to Learn about Savannah' \ Some reports were in story form, while others, such as "City Helpers" and "Industries" were in outhne form. The following pictures were drawn and mounted: A poster, "Pine to Paper" A map of the United States A waterfront view of Savannah High bluff at Savannah, showing stone steps leading from River street to Bay street Buildings: Christ Church, Telfair Academy, Post Office, DeSoto Hotel and pool, Bus Station, Union R. R. Station, Girl Scout Headquarters, City Hall, Savannah Bank & Trust Co. Building, Savannah Theater Monuments: Nathaniel Greene, William Gordon, James Edward Oglethorpe, Count Pulaski, Tomochichi Recreation: Children on a Playground, Beach at Tybee, Fountain in Forsyth Park, Children Playing in a Yard, Riding Horseback, Circus Parade City Helpers: Nurse, Doctor, Postman, Fireman with Fire Truck, Milkman, Policeman Transportation and Communication: Ship, Train, Bus, Air- plane, Tug, Street Car, Bicycle, Taxi, Motorcycle, Automobile, Telegraph, Radio, Telephone, Newspaper, Mail Box CULMINATING ACTIVITY After deciding on a date and writing and sending invitations, the class gave the following summary program on May 18: General Welcome Our plans Scrapbook and Pictures Getting Information 63 Committees Our Newspaper Excursions Location and Size Songs: "Old Savannah" (Green Forrest), "Georgia" (C. M. Gibbs) Transportation: told in poems and songs. Poems "Tugs"— James S. Tippett "Taxis" — Rachel Lyman Field ":My Bicycle"— Original "A ^Motorcycle" — Original "Our Automobile" — James S. Tippett Songs "On the Train"— MUSIC HOUR II "The Airplane' —MUSIC HOUR II "The Ship"— :^IUSIC HOUR II "The Bus Ride"— Original Words "The Street Car"— MUSIC HOUR I A Tour of Savannah As the children played that the bus was proceeding along Bull street, the "driver" pointed out interesting places and some of the children told about: City Government Parks and Monuments Savannah Theater Recreation and Amusement Telfair Academy Founding of Girl Scouts As they "passed" Forsyth Playground, children were playing Jump Rope (rhythmic play to song in MUSIC HOUR I) and Swinging (rhythmic play to song in MUSIC HOUR II). A Program over W.T.O.C. As the children pretended to be presenting a weekly program on education, the following things about schools in Savannah were told: How many schools: kinds, names How our schools are run 64 What we learn in our schools: In telling of things learned in schools, the boys did an original marching game to the song "Soldiers Three" (MUSIC HOUR II); the girls presented an original dancing game to the song "Dancing Song" (MUSIC HOUR II). History of Savannah in Pictures The "Lucas Theater" presented the following historical pictures: The Good Ship Anne Tomochichi Meeting Oglethorpe Early Map of Savannah John Wesley A Song, "Jesus, Lover of My Soul" — Charles Wesley George Whitfield Memorial Chapel First S. S. Savannah As each picture was shown, a child told about it. Industries These industries were named and pointed out by illustrations: Savannah Sugar Refinery Shipping Southern Cotton Oil Co. Banking Retail Stores Dairies Bakeries Paper Mill A Fashion Parade Girls modeling their own paper costumes Song: "Savannah"— C. M. Gibbs INTEGRATIONS Arithmetic: Experiences in measuring the floor, sides, windows, and door of the bus ; making and solving simple original problems about city life; finding out how many cars would be needed to carry the class on an excursion; using money to buy paint for the bus; measur- ing picture show and microphone. Language: Experiences in giving oral reports, writing reports, tell- ing of excursions and facts learned, writing letters, writing original stories, stating problems and riddles in correct paragraph form, writing 65 original poems, writing questions about Savannah, answering ques- tions — oral and written — in correct form, learning poems. Appreciations: Experiences in music and art, in addition to learn- ing many songs and drawing numerous pictures; learning of the Tel- fair Academy and visiting it for the first time ; beginning to read poetry for themselves and to remember a few lines ; class discussions concern- ing familiar music heard over radios in different children's homes; thinking of and discussing the many ways in which people in our city use and enjoy music. Health and Nature Study: Incidental lessons brought about through informal discussions concerning such things as sanitation, public works department, care of parks, and recreation. Reading: Experiences through reading poems, papers, and refer- ence books; listening to oral reading and picking out important facts. Spelling: Listing new words as needed, and posting for use by the children. EVALUATION The children were keenly interested in the study of Savannah during the entire semester. They were eager to ask questions and to learn new facts about their own city. Because of this interest they brought in numerous clippings, pictures, and suggestions, as well as materials, such as wood, paper, and tools with which to work. At the end of the semester they were able to tell about all the things on the outline. Things to Learn, whereas in the beginning they did not know one of these facts. They began to compare their own city with things they knew and read about other cities. At the close of school the class voted to keep their bus to use next semester. It was suggested that perhaps they might visit other in- dustries in Savannah. One child has already secured permission for the class to visit a railroad station and go through a modern train. Another has suggested an excursion to the Savannah Sugar Refinery. These two trips were omitted in 3B because of lack of time. How- ever, they might easily be worked into the 3A study of Food, Clothing and Shelter. 66 BIBLIOGRAPHY Atwood and Thomas. NEIGHBORHOOD STORIES. Ginn & Co. Barrows, Marjorie. TWO HUNDRED BEST POEMS FOR BOYS AND GIRLS. Whitman Publishing Co. Evans and Coulter. FIRST LESSONS IN GEORGIA HISTORY. American Book Co. Hardy, Marjorie. NEW STORIES II. Wheeler Publishing Co. Ringer, Edith Hope; Downie, Lou Chase. CITIZENSHIP READER, CITY AND COUNTRY. Lippincott Co. Smith, J. Russell. HOME FOLKS, A GEOGRAPHY FOR BE- GINNERS. John C. Winston Co. Tippett, James S. I GO A-TRAVELING. Harper & Son. Tippett, James S. I LIVE IN A CITY. Harper & Son. Works Progress Administration. SAVANNAH. Compiled and written by the Savannah Unit of Federal Writers Project in Georgia, Review Printing Co. Newspapers and Pamphlets PAGEANT BOOK. Issued by the 200th Anniversary Commission of the City of Savannah. Review Printing Co. SAVANNAH EVENING PRESS SAVANNAH MORNING NEWS 67 THE PREHISTORIC AND ANCIENT WORLD (A Sixth Grade Activity) APPROACH When the pupils entered the room on the first day of the school session, they saw pictures of people in strange costumes and pic- tures of many queer kinds of homes. These pictures had been drawn and colored by the pupils in that room, the previous year. Although some of the pictures were familiar to the children, there were many strange ones among them. They quickly became interested and asked: "Where did these people live?" "When did they live?" "How did they live?" Through class discussion the teacher was able to get the following questions from the class: In what part of the world did these people live? What were their names? How long ago did they live? What food did they eat? Why did they wear such queer clothes? What were the very first homes? What people built the first permanent homes? Of what were the early homes built? Who built the first two-story house? Why were walls built around some of the homes? Did the boys and girls in these homes go to school and play as we do today? What did the people do for a living? Did these people invent or discover anything that we use today? Did they write and speak as we do today? The class then, with the guidance of the teacher, looked through the tables of contents in their social studies text books and reference books and found that their work for the semester was to be about these people. They read that they were called Prehistoric and Ancient Peoples. After a careful study and class conferences for several days the class decided to call their activity, "The Prehistoric and Ancient World." 68 OBJECTIVES General: To train in the use of books: use of table of contents, use of index, scanning to find particular point, summarizing the material, making simple outline of material read, reading and studying pictures to get information. To train pupils to find out for themselves the information they need. To help children appreciate the benefits of modern civiliza- tion through comparison and contrast. To make simple maps, to read maps. To gain tolerance towards other people's mode of living, customs, and traditions. To develop a realization of how much we owe our ancestors. To gain a knowledge of countries studied, including their important cities, mountains, waterways, natural resources, and historic background. To develop self-expression through oral language, music, art, and physical training. To participate in group life. To respect the rights of others. To develop honest expression of opinion. To develop good citizenship. Specific : To learn about the climate, surface, soil and natural resources of the lands in which these people lived. To learn something of the lives and customs of these people. To learn about the duties and pleasures of the ancient boys and girls. To compare the comforts of their homes with those of ours. To learn how these people dressed. To find out what each group of people has handed down to us. To construct or draw the homes of each of these people. 69 Materials to be used. Books, pictures, art paper, card-board, dyes, crayons, scissors, frieze paper, wrapping paper, thumb tacks, gummed tape, sawdust, needles and thread, crepe paper, paint, paint brushes, boxes, stones, maps, pine needles, pine cones, paste, cement, chalk, pencils, tacks, newspapers, jars, bucket, sponges, twine and sticks. PROCEDURE After looking over the tables of contents and pictures in the refer- ence books and text books, the class with the teacher's help worked out the following outline: The Prehistoric and Ancient World Prehistoric Earliest Stone Age Climate Kinds of People Food, Shelter, Clothing Weapons Old Stone Age CUmate Cavemen Food, Shelter, Clothing Inventions and Skills New Stone Age Food, Shelter, Clothing Taming of Animals Cultivation of Plants Clans and Tribes Religion Health Music Transportation The First Civilized Peoples Egyptians Geography of Egypt Occupations Skills Homes: wealthy, poor Pyramids 70 Inventions and Discoveries Education Sciences Trade and Transportation Babylonians Geography of Babylonia (Iraq) Trades and Industries Writing Libraries Sciences Homes: wealthy, poor Education Phoenicians Geography of Phoenicia (Syria) Sailors, Traders, Colonizers Colonies Distributors of Inventions and Ideas of Others Hebrews Geography of Palestine Occupations Gifts to the World: belief in one God, Old Testament Persians Geography of Persia First Organized Government Health of First Civilized People Music of First Civilized People The Greeks Geography of Greece Myths Battles Life of People: wealthy, poor Customs: Athenians, Spartans Homes Dress Buildings Theaters Training and Education: Athenians, Spartans Olympic Games 71 statesmen and Philosophers Spread of Greek Ideas Religion Music Health The Romans Geography of Italy Early Rome Classes of People Home Life Loyalty to Country Homes Religion Conquests Rome as an Empire Theaters Races Homes Forum Roads and Aqueducts Education Literature Christianity Birth of Christ Persecution of the Christians Made National Religion Health Music This outline was put on a chart which was placed on the wall and left there until the completion of the work. As reports were made and accepted on each topic, they were checked off with red crayon so that the class could watch the progress made. The class divided itself into four main groups : Prehistoric, The First Civilized Peoples, The Greeks, and The Romans. Each member of the class volunteered to work on one of these groups. Each group elected a chairman. The members of each group worked together on their reports and decided what handwork they would make with which 72 to illustrate them. When their reports were ready the chairman of each group called a meeting of the members. The reports were given to the group for criticism, and when the group approved, they were given to the class. If the class approved, they were written and hand- ed in to the teacher, who checked them as to spelling, punctuation, etc. Handwork used to illustrate these reports was always voted on by the class in order to choose what should be put on the exhibit table. Later the reports were placed in a report book which was kept for review purposes and for the aid of the absent child. The refer- ence card which contained a list of the books and authors from which the information had been gathered was placed at the top of the report. To enable the pupils to have access to a large number of books, only one group at a time worked on reference material. While the reports were being prepared the other members of the class read about the topics in their text books and together listed important details that they would expect the committee to include and enlarge on in their reports. This gave them enough information on the subject to en- able them to judge the group's report. The class also worked on drawings, original poems, costumes, etc., during this time. After group reports had been accepted, the entire class wrote up a short account of these reports in their individual notebooks. In these notebooks were also kept drawings, original songs, original poems, necessary spelling words, and any cHppings of interest to them in their work. A time line showing the four divisions of time, prehistoric, ancient, medieval, and modern, was worked out by the class before the groups began their reference work. They measured and marked off on card- board placed above the blackboard all important dates. Every inch represented twenty years, and so they used three hundred inches to represent almost six thousand years of historic time. Some of the material for the handwork was brought in by the children, and some was furnished by the school. However, a few things had to be bought. These amounted to one dollar and thirty- five cents. To meet this expense the class had a sale of cookies and doughnuts. An itemized cash account of the amounts received and paid was kept on the board. The following things were made: drawings of six kinds of homes; construction of lake-dwelling, Egyptian villa, Babylonian home, home of the Bible lands, Hebrew tent, Greek home, Roman home; frieze of background for the homes that were constructed; drawings of people of each country ; clay pottery ; models of musical instruments ; weapons ; 73 programs; invitations; souvenirs; costumes; Egyptian papyrus scroll; Babylonian clay tablet; soap carvings of Greek and Roman figures; stercopticon slides, drawn and painted by the class, to illustrate the life of Prehistoric man. CULMINATING ACTIVITY The following program was planned and given by the class as a summary of their work at the end of the semester. Although all phases of the work were brought out in the summary, the main em- phasis was placed upon the homes of Prehistoric and Ancient peoples, and the lives of the boys and girls in them. Life in Prehistoric and Ancient Homes Introduction Welcome to Guests Explanation of Activity Time Line and Geographic Factors Explanation of Charts Prehistoric People Tree-dwellers Cave-dwellers Huts Lake-dwelling Gifts to the World Music Health The Ancients Egyptians Geography of Egypt Occupations Songs: "Trip to Egypt" "The Contented Camel" Homes of the Poor Homes of the Wealthy Clothing Education of the Children Pleasures of the Children Gifts to the World Songs: "Allah" — Egyptian melody "Lesson From the Desert" 74 Babylonians Geography of Babylonia (Iraq) Occupations Homes Education of the Children Gifts to the World Song: "The Caravan" Phoenicians Geography of Phoenicia (Syria) Occupations Homes Gifts to the World Hebrews Geography of Palestine Occupations Homes Gifts to the World Song: "Supplication" — Hebrew Melody Persians Geography of Persia Occupations Homes Gifts to the World Greeks Geography of Greece Homes Clothing Customs of Sparta Customs of Athens Education of Spartan Children Education of Athenian Children Gifts to the World Song: "Hymn to Zeus" — Ancient Melody of Greece 75 Romans Geography of Italy Homes of Early Rome Customs of Early Rome Homes of Later Rome Customs of Later Rome Education Christianity Gifts to the World Song: "Santa Lucia" Music of the Ancients Health of the Ancients Dance: "The Vineyard" — Ancient Dance INTEGRATIONS Language : Discussions of topics to be studied ; discussion of prob- lems that arose; oral and written reports; correct form for writing a report, such as, paragraphing, outlining, etc.; correct usage; letters; invitations; programs; original poems. Reading: Looking up references ; bulletins and newspaper clippings; books from library table. Spelling: Words necessary to better understanding of the activity. Writing : Neat arrangement of papers ; neat and correct formation of letters and words; copying songs, poems, etc. Social Studies: Geographical factors, such as climate, soil, rain- fall and their effect on the lives and homes of the people ; use of natural resources through the ages; clothing, food, shelter; outstanding his- torical events and their influence on present day life; comparison of life through all the ages with that of today, as to homes, sanitary laws, food, clothing, laws, occupations, customs, transportation, edu- cation, etc. 76 Arithmetic: Computing and measuring the time line and dates on it; measurements for construction of homes; cost of materials; cash accounts ; Roman numerals ; subtraction from the current year of dates studied. Health: Comparison of ancient and modern sanitary conditions, such as water supply, sewerage, garbage disposal, light, and food pro- tection; comparison of ancient and modern health laws; cleanliness within and without the home ; personal cleanliness ; prevention of com- municable diseases. Folk Dances: "The Vineyard," "Tarantella," "Csardas." Gaines: Foot races, hand tug-of-war, javelin throw, heads and tails, running broad jump, run and catch, standing broad jump, spinning top. Music: Songs: "A Trip to Egypt," "The Contented Camel," "Allah," "The Lesson from the Desert," "The Caravan," "Sup- plication," "Holy, Holy," "How Lovely Are Thy Messengers," "Hymn to Zeus," "Lift Your Eyes, Men of Greece," "Victors and Vanquished," "Santa Lucia," "This Is My Father's World." Appreciation: "Eli, Eli," "Kol Nidre," "Hebrew Melody" (Achron), "Triumphal March" from Aida (Verdi), "Morning" (Grieg), "Hymn to Apollo," "Narcissus" (Nevin). Reference reading and reports on historical background of Prehis- toric and Ancient music. Prehistoric and Ancient musical instruments. Art: Constructed: Prehistoric lake-dwelUng, Egyptian villa, Hebrew tent, Babylonian home, home of the Bible countries, Greek villa, Roman villa. Prehistoric weapons, Greek and Roman weapons, Baby- lonian clay tablet, Egyptian papyrus scroll, musical instruments. Drew and Painted: Tree-dwelling, cave-dwellers' home. Prehis- toric hut, Egyptian mud-hut, Hebrew tent, Bible-land home, Egyptian ship, Phoenician ship, Greek ship, Roman ship, frieze for background of homes. Designed and Made: Costumes for each group, programs, souvenirs, invitations. Dyed sawdust. Painted pine-cones. 77..-. OUTCOMES Knowledge : Of geographical and historical facts growing out of the class discussions. Of living conditions of the Prehistoric and Ancient times, and the influence of the environment upon the lives of the people in relation to: location, surface, cHmate, soil, waterways, plant and animal life, mineral resources, human relationships. Of heritage handed down to us by the Prehistoric and Ancient Peoples. Skills : Ability to locate the countries studied as to position on the globe and in relation to neighboring countries and to us. Ability to ask thought questions. AbiUty to make an outline for a plan of work. Ability to select necessary material for reports. Ability to prepare outline and to give oral report from it. Ability to spell new words needed. Ability in planning and in carrying out construction work. Ability to write business and social letters. Ability to summarize group reports. Ability to work independently. Habits : Of good citizenship: courtesy, self-control, cooperation, good- fellowship, perseverance, loyalty to class and school, neatness, promptness, dependability. Of using materials and references from school and home. Of wise use of leisure time. Attitudes and Appreciations: Establishment of a friendly attitude towards the nations that are today descendants of these people. Appreciation of the contributions which these people preserved and handed down to us: rehgious thought, education, art, literature, music. Appreciation of the interdependence of nations. 78 REFERENCES Abraham, H. SHELTER. Printed by Ruberoid Co. (Manufac- turers of building and roofing materials). Almack, J. C. HOMES, OLD AND NEW, UNIT STUDY BOOK 607. American Educational Press, Inc. Armitage, T. FOLK AND ART SONGS, BOOK II. C. C. Birchard & Co. Atwood and Thomas. NATIONS BEYOND THE SEAS. Ginn & Co. Baldwin, J. OLD GREEK STORIES. American Book Co. Baldwin, J. PROGRESSIVE SERIES I. Ginn & Co. Barker-Grimm-Hughes. THE STORY OF EARLIEST TIMES. Row, Peterson & Co. Beard and Bagley. ELEMENTARY WORLD HISTORY. Mac- Millan Co. Beard and Bagley. OUR OLD WORLD BACKGROUND (Re- vised). MacMillan Co. Carpenter, F. G. NEW GEOGRAPHICAL READER (EUROPE). American Book Co. Chapman, H. S. STORIES OF THE ANCIENT PEOPLES. Houghton-MiffUn Co. Clark & Gordy. THE EARLY STORY OF MANKIND. Chas. Scribner's Sons. Dopp, K. E. THE EARLY CAVEMEN. Rand McNally & Co. Dopp, K. E. THE LATER CAVEMEN. Rand McNally & Co. Dukelow & Webster. THE SHIP BOOK. Houghton-Mifflin Co. Dunbar, A. THE LIGHT BEARERS. Beckley-Cardy Co. Faulkner, A. S. WHAT WE HEAR IN MUSIC. RCA Victor Co., Inc., Ed. Div. Fee, Walter and Violet. THE EGYPTIANS, UNIT STUDY BOOK 410. American Educational Press, Inc. Fee, Walter and Violet. GREEKS, UNIT STUDY BOOK 402 American Educational Press, Inc. Fee, Walter and Violet. ROMANS, UNIT STUDY BOOK 405. American Educational Press, Inc. 79 Giddings-Earhart-Baldwin-Newton. INTERMEDIATE MUSIC. Ginn & Co. Gordy, W. F. AMERICAN BEGINNINGS IN EUROPE. Chas. Scribner's Sons. Guerber, H. A. THE STORY OF THE GREEKS. American Book Co. Halleck & Frantz. OUR NATION'S HERITAGE. American Book Co. Hallock, G. T. A TALE OF SOAP AND WATER. Cleanliness Institute. Kelty, M. G. HOW OUR CIVILIZATION BEGAN. Ginn & Co. Kinscella, G. H. AROUND THE WORLD IN STORY, BOOK VI. University Publishing Co. Kinscella, G. H. TALES OF OLDEN DAYS, BOOK V. Univer- sity Publishing Co. Lamprey, L. THE CHILDREN OF ANCIENT EGYPT. Little, Brown & Co. McConnell, W. R. LIVING ACROSS THE SEAS. Rand Mc- Nally & Co. McGehee, T. PEOPLE AND MUSIC. Allyn & Bacon. Mclntyre, M. A. THE CAVE BOY. D. Appleton & Co. Salisbury and Stedman. OUR ANCESTORS IN THE ANCIENT WORLD. Little, Brown & Co. Southworth and Southworth. THE STORY OF LONG AGO. Iroquois Publishing Co. StuU and Hatch. OUR WORLD TODAY (EUROPE, AND EUROPE OVERSEAS). Allyn & Bacon. Wilson-Wilson-Erb. WHERE OUR WAYS OF LIVING COME FROM. American Book Co. Winslow and Hallock. HEALTH THROUGH THE AGES. Metropolitan Life Insurance Co. A first grade activity by Miss Grace Cubbedge, one of our teachers, has been published by Teachers College, Columbia University. BUILDING A HOUSE AND PLAYING IN IT. Teachers' Lesson Unit Series No. 20 (Revised). 80 LIBRARY OF CONGRESS^^I iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiirl 021 344 843 2 :::.«^....^