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 CAN COMMUNITIES HELP* 
 
Return this book on or before the 
 Latest Date stamped below. A 
 charge is made on all overdue 
 
 books. ^ j Library 
 
 21 iS^i 
 
 % 
 
 MAY 1 6 1965 
 
 17625-S 
 
UNITED 3 T A T E 3 
 
 DEPARTMENT OF THE INTERIOR 
 
 OFFICE OF EDUCATION 
 
 V/ASa INGiaM 
 
 library 
 
 OF THE 
 
 UNIVERSITY OP luiNoi 
 
 THE LI3RARY OF THE 
 
 OCT 2 6 1937 
 
 ONIVERSITY OF iLLiNOiS 
 
 Teptsinber, 193*^ 
 
 Tne purpose of the boOKietj Yovth: Can Cowi. uni ties 
 
 heli-7, of which this lui me ujr apnea circuJir is an advancoa 
 copy, IS to stimulate conin.unities to become more active in 
 the interest of young people who are out of school and out 
 of work. Ihe manuscript is published in this temporary 
 form to distribute to a few persons in the hope of haviiig 
 their or it icis m'before it is printed. Headers are invited, 
 therefore, to write to the b. 3. Office of Education, V7ash- 
 ington, D.C., indicating ow the publication may be made 
 more useful. 
 
 The Committee on Youth Problems in the U. 3. Office of 
 Education, aided by a grant from the Geiieral Education Board, 
 has prepared this circular from a wide survey of conditions 
 and programs throughout the United States. In its prepara¬ 
 tion the Committee has had tiie generous cooperation of many 
 individuals and organizations. The hearty thanks of the 
 Office of Education is hereby extended to them. 
 
 Sincerely yours, 
 
 J. . Stude baker 
 Cot'uniss ioner, of Education 
 
\V’ 
 
 
 'i 
 
 1 
 
 1 
 
UrniED STATES DEPARTMENT OF THE INTERIOR 
 Harold L. Ickes, Secretary 
 
 OFFICE OF EDUCATION 
 John W. Studebaker, Commissioner 
 
 YOUTH 
 
 How Can Communities Help? 
 
 vjitk accounts of 
 What some Communities are Doing 
 
 ^hcfi revised, this circular will be 
 printed as a publication of the 
 Office of Education 
 
 Sei'tei.'ber, igd5 
 
 Off ice of Educa ri on 
 
 WASHINGTON, O.C. 
 
OFF ICE OF EDUCATION 
 COMMITTEE ON YOUTH PROBLEMS 
 
 Frco J. Kelly^ Chairman 
 
 Carl A. Jessen 
 
 H. b. Swanson 
 
 Inez 'b. r'<iCHARuS0N, 
 Zx'^cutive Secretary 
 
 nesearch Assistants 
 L A I N E L X T 0 N 
 H. OliFTON i-i!JTCH|N5 
 
 Staff Associates 
 Elizabeth Fates Cooler 
 u. L. Hlrley 
 LLUYSE O. POSTLETHWAITE 
 
 Katherine bLOvER, Editor 
 
 Thp foilowin^j bulletins and leaflets prejiared bj’ the 
 Con; ittee oa lo’ith Problems will be publiehed durine the 
 coil jug or n’ inter: 
 
 1. Covinunity programs for youth 
 
 2. Jurvey of conditions and needs of youth 
 
 in many c o^--man i t i e s 
 
 3. Guidance seruice in c ov.munit ies 
 U . Education j or unemp loyed ^ out h 
 
 5. £■ e i s ur r, - t ime activities for youth 
 
 6. Employment of youth 
 
 7. health of youth and their unemployment 
 
 8. Proposed c ommun i t y-uj id e organization 
 
 for y outh 
 
2Q Z?? 
 
 CONTENTS 
 
 PART I. COORDINATING COMMUNITY RESOURCES 
 
 Pa^e 
 
 Planning for Youth on a LoNG-riivit Basis... 2 
 
 COMNIUOI T I ES MUST GEAR TO CHANGE - COORD I .sATE U ORGANIZATION. 0 
 
 New Methods in Old^ Framework. 5 
 
 Program Adapted to Community Conditions . o 
 
 Coordinating Councils. 7 
 
 Berkeley (Calif.) Community Organization. 7 
 
 Berkeley (Calif.) Junior Coordinating Council . D 
 
 Los Angeles County Coordinating Cv,t..ncil Plan.11 
 
 Durham (N. C.) Coordinating Councils.12 
 
 Other Council Developments.12 
 
 Getting Under Way.13 
 
 The Survey as a Starting Point.14 
 
 Getting Facts into Circulation . 17 
 
 Community Forums.17 
 
 Michigan Adult-Youth Hearings . 17 
 
 PART II. COMKUNITirS IN ACTION 
 
 Virginia State-wide Survey.20 
 
 ; Colorado Pre-Employment Plan . 21 
 
 ^-1 New Jersey Leisure-Time Progran.22 
 
 Wisconsin Vocational Training.25 
 
 Guidance Institutes in Connecticut . 27 
 
 Breathitt County (Ky.) Guidance Program.23 
 
 Fulton County (Ga.) Recreation Plan . ^ 3l j 
 
 Seattle Coordinated Youth Program.33 
 
 Philadelphia Junior Employment Service . 30 
 
 Boston's Use of its Schools.39 
 
 Buffalo Emergency Program.40 
 
 Chicago General Activities Program . 42 
 
 Williamsport Retraining Program.45 
 
 Fargo Free-time Council.47 
 
 Lakewood (Ohio) Recreational Center.,49 
 
 A Plan for Youth in Rural Connecticut.50 
 
 - A Rural Community Evening School . 5i 
 
 -'-Training for Citizenship. 52 
 
 Cortland County (N. Y.) junior IVun i c i pal i t y. 52 
 
 Boys' Brotherhood Republic.54 
 
 10\7930 
 
PART III. 
 
 SPECIFIC ACTIVITIES FOP ANB BY YCUTtI 
 
 Fa^ ft 
 
 Types of Emergency Projects. 56 
 
 Education:. 56 
 
 Formal. 5t 
 
 Informai. 57 
 
 Vocational Education . 55 
 
 Employment. 53 
 
 GU IDANCE. GO 
 
 Recreation . Gi 
 
 Self-Help Projects. 62 
 
 V'Jashington (N.C.) Amateur iviUSEUR . 62 
 
 Self-Help Industries. 04 
 
 IvIetropol I tan Junior Achievement. .. G4 
 
 Providence Junior Achievement Clijus . 05 
 
 F I ND-A-JoB Club . 3u 
 
 A Rural Self-Help Industry .... . 
 
 Detroit Young Artists' Market. . . i . 67 
 
Digitized by the Internet Archive 
 in 2018 with funding from 
 
 University of Illinois Urbana-Champaign Alternates 
 
 https://archive.org/details/youthhowcancommuOOunit 
 
PART I 
 
 COORDINATING COMMUNITY RESOURCES 
 
 2929.’ Paging Youth! Jobs are calling. This wa^- to the nearest 
 
 I 
 
 factory, office, shop. Schools, colleges pouring out ^wo and a quarter 
 million new recruits. A scramble for the mos:. capable of the lot. Jobs 
 plentiful, employers on the lookout, the way ahead seems smooth sailing. 
 
 2955.' Paging Jobs! Youth is calling. Schools, colleges continue 
 to pour out their millions, but factories, offices, shops are closed to 
 them. The scramble is in reverse, youth is in search of jobs. The world 
 they have prepared for greets them with a "not wanted" sign. 
 
 Since 1929 more than twelve million have left school, some re¬ 
 turning because there is no other place to go — a population larger than 
 that of Canada, or of the eleven Western States, as large as the total pop¬ 
 ulation of Norway, Sweden, and Denmark. 
 
 In times of war the older of these would be senr to fight for the 
 Nation's defense and to become its heroes. 
 
 In times of normal peace they are the fresh recruits for work, and 
 in ail previous periods of depression they have taken precedence. 
 
 In the economic dislocation as of the past six years they hav'e be¬ 
 come the surplus population. 
 
 For material surpluses—cotton, wheat, pigs—ways of disposal have 
 
 been found, but not for youth. They cannot be held in reserve nor put in 
 cold storage. 
 
 1 
 
Youth is not surplus. Nor can they remain forever idle. To utilize 
 instead of wasting their high-tide energies, to help them to an intelligent 
 adjustment to life is possibly the major single problem facing this Nation 
 in the immediate future. It is the urgent concern of all communities. In 
 meeting it these points need to be kept in mind: 
 
 Any program for youth must be planned on a Long-time basis. 
 
 Programs should coordinate all of the community's resources. 
 
 A program must be adapted to the particular community an I 
 its needs, and must be flexible enough to change as the needs 
 change. 
 
 Planning For Youth Should Be On A Long-time Basis 
 
 This challenge to the communities to help youth find their place in 
 the sun has been aggravated by the emergency, but is not born of it. Jobs 
 there have been for the youth in the past, though not always the right or the 
 fitting Job; recreation they have had, of a kind, and a place in the scheme 
 of things, but not always the best recreation nor the fitting place, either 
 for their own good or for the good of the community. 
 
 Dislocation of youth antedated economic dislocation. One evidence 
 alone bears grim witness to this dislocation, the recruiting of youth into 
 the ranks of crime. The majority age among criminals has moved steadily 
 downward until the peak of serious arrests is now at nineteen years. 
 
 It costs a community no more to train a good citizen than to train 
 a "good" gangster. At the end of his training the gangster is a heavy charge 
 on the community. It costs society $3*^^ ^ year to maintain an adult prison¬ 
 er in an institution, $400 for a Juvenile de 1 inq.uent. The good citizen at the 
 
 2 
 
end of his training begins to support the community and contributes 
 to its resources. The cost of keeping a youth in school averages $100 
 d year. 
 
 School-age leaving has been mounting up and up, from fourteen 
 to sixteen, in some States eighteen, but education has not been adapted 
 in many cases to the interests of those who are held in school. Strong 
 enough bridges have not been built from school to job. Child labor 
 measures have been taking youth out of shops and fields, but have 
 offered them no satisfactory substitute interests. These are not sud¬ 
 den changes. They have been on the way for a long time. 
 
 EVERY COMMUNITY HAS A TWO-FOLD JOB 
 
 Two great challenges face every community: 
 
 1. To help youth tide over the emergency period. 
 
 2. To devise ways and means to help you.th adjust 
 better to life in normal times. 
 
 Emergency measures must be set up to alleviate conditions, 
 but they defeat their ov/n ends if they throw a smoke screen over the 
 long-range needs, They should be looked upon as experiments towards 
 permanent planning for youth. 
 
 The responsibilities of the community to young people lie 
 within the general fields of education, occu\'ation, recreation. Some 
 of these are definitely obligations of the community alone, some are 
 obligations of the community in cooperation with schools, homes, public 
 and private agencies, and with youth them.selves—who are hardly to be 
 separated from the fabric of the community. 
 
 Communities Must Gear To Changing Conditions 
 
 Our intensified, complicated group living makes the method of 
 individualistic, piece—meal handling of problems such as we have had 
 in the past no longer practical nor adequate. Organization which coorii- 
 
 3 
 
nates all the agencies that touch the interests of youth afters the intelli¬ 
 gent approach. 
 
 In many comm'jnitiss Y. M. r . A., 's or Y As , ana Y.w.c.A.'s and 
 
 Y.W'.H.A. 's, the chui'cnes and var Lone younjj people's reij.;5ions oroux^s, 
 Catholic young peopxe's societies, the DeCoxa.y, th‘: ocouts, the 4-ri and 
 other character-buiiding agencies have done pioneering sojrvice, meeting 
 the local needs for youth as best they could. Progr i;:is iibva been cari-ieu 
 on under emergency conaitions, often on an independent a’Ki self-sui f-.c i-.-et 
 basis, sometimes with little fundamental Knowledge of facts or of v-zh^t a 
 neighboring organization was doing. The wiii to serve, at least, has been 
 strong and tnese exploratory programs are in many jiiaces becoming tne 
 nucieous about which the community is organizing on a more pjermanent basis. 
 
 But it is now time to formulate a social economy m oraer to deal 
 more wisely witn conditions which are outgrowing a more emergency signifi¬ 
 cance. Programs should be formulated on a Knowledge of facts. A.ctivities 
 cf neighborly agencies need to be correlated, those services which overiox:- 
 eliminated. The separate tnreads v/hich have been spun need to be v-/oven 
 together into a complete pzattern. Agencies ar'.j chaij.enged tci study and know 
 their neighborhoods and to evaluate results as a guiue for a broader, more 
 constructive approach to the situation. 
 
 Community organization does net always come easily nor speedily. An 
 intense interest such as war, defense, an tp.'id-,mic, me good of chiidrex., 
 or people in grave need, has usually been xieccssary to fuse people -^uicivly 
 into a spirit of cooperation. At the outset d'‘a.riit izat^on or stimu_us of 
 
 some kind may be necessary to arouse in peop.'io a willingness to coopjcrate 
 or give of their services to a common end. But mere and .nore a genuine 
 impulse towards cooperation is being born whichi does not need arti — 
 
 4 
 
f'iciai respiration. The ver^' urgency of common problems is forcinfi 
 
 communities to coorainate their activities. 
 
 In ''lint .iich., in the summer oi 193’!' schools 
 
 ciosea twu months earlier because the city's treasury 
 was in the reh. That iieant turning 32-OCO children 
 loose. The Parent-Teacner Association the city Re¬ 
 creation Association, ana other agencies toon swift 
 action. The Recreation Council, which is one of four 
 community councils operating unaer the Community Pund 
 Leadership, coordinated the activities of these several 
 agencies into an inclusive program, through weeKly 
 meetings, planning ana launching a recreation program 
 not only for children but for adults. This was the beginning 
 of a broad program in wnich every agency in the community 
 that is in any way concerned witn recreation is actively 
 and permanently participating. 
 
 Since youth lives in an adult world and their needs cannot be 
 
 segregated^, this means sound community organization concerned with all 
 
 the relatea problems that grow out of a common life, of which a program 
 
 i or youth is one. 
 
 Co.:.munity organization represents a circle, uhe interests of 
 youth a segment of the circle. The whole circle is not achieved at once, 
 but one segment may be developed because of Some acute need; as organization 
 for youth problems,, or for recreation, or prevention of delinquency, for 
 health, or for child welfare. Ihen gradually the circle is completed. 
 
 NEW METHODS HAVE TO BE WORKED OUT IN AN OLD FRAMEWORK 
 
 The relationships v/ithin all c o.^jiiunit ies are inheritances from 
 the past. They may be ball ana chain lo eager hopes, but they also may 
 act as a wholesoiue check against too swift changes. Readjustment calls 
 for new devices. Ann the same device ^r procedure will not serve for 
 ail communities since the patterns of communities differ widely, affect¬ 
 ed by locale, tradition, social and industriii factors. The failure 
 
 5 
 
to take accourit of these differences, of old antagonisms and political 
 conflicts, has caused the collapse of many buading attempts to organize. 
 
 From Tompkins County, New York, where a county plan is under way 
 comes this comment from the executive secretary of the Development 
 Ass ociation: 
 
 "For anyone who thought that the ’model county' conception 
 he la a Utopia, there is probably disappointment. In the chaos 
 of today, for any organization to bring forth a magic wand to 
 rectify over night the accumulated economic evils of several 
 generations is more than can be hoped for. For any who may 
 feel there sliouid so soon evolve a definite goal or plan to 
 worx toward, there must be d i.s i iiu? ionment. One individual 
 expressed this desire for a definite goal by saying that if 
 you were building a house, you must have a plan. My answer is 
 yes, but you must know who and how many people are to live in 
 the house, how they earn their living, how they are to pay for 
 the house and many other things before the house can be sound¬ 
 ly planned. So with a definite set plan for a county, one 
 must knew the expected future population, the industries, the 
 back to the land or city trend, and many other factors before 
 a definite goal can be established. We are attempting to plan 
 social and economic phases as well as the physical, and cer¬ 
 tainly these involve more unknown factors. To have many plans 
 ahead is good and possible, but to determine a definite whole 
 plan may be academic." 
 
 The Program Must Be Adapted To Commonity Conditions 
 
 There is no ready-made formula or prescription to offer for com¬ 
 munity organization, but communities can learn from the experience of 
 others. The problems which fall v/iuhin the broad coverage of education, 
 employment, and recreation for youth, touch every agency within the entire 
 community. As has been said, they are not problems that can be segregated 
 from other needs within a community. Fcjr that reason it is logical that 
 organizations already in existence or the nucleus of organizations be used 
 as a starting point rather than beginning afresh wiih an organization 
 framed specially to deal with youth or with any other specific problem. 
 
 In some places volun^a^y groups are stronger than the official 
 agencies and, logically, leadership in a coordinated program lies with 
 
 6 
 
them. In other places the official groups such as schools, the v.’elfare 
 agencies, or even the probatioin department or Juvenile court, supply the 
 natural initiating leadership. In the coordinating councils which haVe 
 been developing rather rapidly in the past two years in a number of places, 
 particularly on the Pacific coast, leadership has been with the heads of 
 offici’al agencies. They have successfully drawn into community organization 
 representatives of the schools, the police, the health departments, the 
 character-building agencies, churches, settlements, Liig Brothers, service 
 clubs, P.T.A.'s, and similar groups. Under any circumstances, tiie schools 
 are bound to play an important rSle in community organisation for youth. 
 
 It is suggested, therefore, that where no other agency has gone eihead, the 
 superintendent of schools assume the initiative in setti.ng up such an or¬ 
 ganization. 
 
 Coordinating Councils As A Type Of Organization 
 
 BERKELEY COMMUNITY ORGANIZATION 
 
 The Berkeley (Calif.) Coordinating Council, a voluntary organi¬ 
 zation consisting of the heads of those publicly supported departments in 
 the city which are concerned particularly v;ith the welfare of children 
 and youth, is organized about the objective of makino Berkeley a better 
 place in which to live. The specific purposes of the Council are: to 
 secure closer cooperation between the various city departments; to pre¬ 
 vent overlapping in their duties; to familiarize each with the other's 
 work and effect cooperation among the official groups and betv/een the 
 official and the sem.i-private agencies; to educate the general public 
 to the end of improving Berkeley. 
 
 The beginning of the Council reaches back to 1919 when the 
 Assistant Superintendent of the Public Schools, Virgil C. Dickson, 
 
 7 
 
and the Chief of Police, August Vollmer, decided that ivork with pro¬ 
 blem children in whom they had a mutual interest could be done more 
 effectively if they exchanged information on their common problems. 
 For some time the two men met at lunch once each week; later tney 
 invited the director of the Public Health Department and the head of 
 the Public V/elfare Department to meet with them. 
 
 Prom that informal group, meeting together regularly, 
 the Council developed, adding to its .lembership from 
 time to time members of other public aepartments. Its mem¬ 
 bership now consists of: the City Manager, Superintendent 
 of Schools, Chief of Police, Health Director, Chief of 
 Lhe Juvenile Probation Department (representing the Ju¬ 
 venile Court v/hich is a county unit), the Director cf 
 Playgrounds, Recreations and Parks, the Director of Pub¬ 
 lic Welfare, and the Judge of the Justice Court. Each 
 department is allowed to choose, in addition to its chief 
 executive, some other member to sit in as an assistant 
 in Council deliberations. 
 
 The Council serves solely as a deliberative, counsel¬ 
 ing body, assuming no executive or official authority. To 
 facilitate proceaure and the recording of discussions, a 
 chairman and secretary have been selected within the mem¬ 
 bership, but the Council dues not vote on any q'..;estion of 
 policy relating to an individual city department nor rit- 
 tempt through combined effort to determine the policy of 
 any department. Since its membership includes representa¬ 
 tives of the various city depart/merits, within the group 
 are individuals with the responsibility and authority to 
 carry out any action in the city of Berkeley whicn is 
 legally or socially feasible. This form of organisation 
 makes it possible to function effectively without a 
 b udget. 
 
 Among the results of the Council's activities have 
 been research projects and field studies to reveal com¬ 
 munity conditions needing attention, a cnild guidance 
 and behavior research clinic, a Comm.unity Foi'um, meeting 
 once a month, to provide opportunity for the democratic 
 discussion ana consideration of problems of wide public 
 concern, and a junior council to assure youth participation 
 in community affairs. 
 
 The Community Forum. To prepare programs for forum discussions 
 and to carry the responsibility for forum prescr.tat. ions, com¬ 
 mittees of intei'ested citizens have been formed on; facts; 
 
 8 
 
placement; recreation and leisure time; educational oppor¬ 
 tunities; delinquency; charity and relief counseling; guid¬ 
 ance and adjustnent; health; city administrative activities 
 for youth; clubs and fraternal organizations; religious groups; 
 youth participation; publicity. All programs of the Commuiiity 
 Forum are open to the general public, and informal participa¬ 
 tion in discussion is encouraged. 
 
 JUNIOR COORDINATING COUNCIL 
 
 Developing early in l9?4, from the Community Forum Com¬ 
 mittee on Youth Participation, a Junior group v/as organized, 
 restricting membership to young men and wo.men between IH ana 
 25 years of age. They chose to designate iheir organization 
 as the Berkeley Junior Coordinating Council. Differing from 
 the Senior Council, its membership goes beyond public or 
 official departments and includes representatives from 21 
 youth organizations such as Y.M. and Y.V'.C.A.; Y. M. and 
 Y.W.H.A.; Catholic Youth organizations,the student body of 
 the University of Califoi-nia, church groups, athletic clubs, 
 the 2O-3O Club, and the Junior Chamber of Commerce. 
 
 Its purposes have been outlined: 
 
 To recognize and study problems of social, political, 
 industrial, and cultural importance which particularly 
 affect youth; 
 
 To discuss and disseminate facts relating to these 
 problems for the purpose of stimulating participation 
 on the part of youth in community activities; 
 
 To assist, as a cooperative and participating group, 
 the leaders of the City of Berkeley now in charge of 
 social, economic, industrial, and public affairs. 
 
 An executive committee of seventefjn members of the Junior 
 Council was set up especially to serve in an advisory capacity 
 for the Senior Coordinating Council. This Executive Committee 
 is authorized to bring before the senior group any and all 
 problems it may V'/ish to discuss; at intervals it is invited to 
 sit with the Senior Coordinating Couiicil and participate in the 
 general deliberations on city affairs. 
 
 9 
 
Some studies and youth, par tic ipat iun projects, based on 
 thgir. outline of purposes, are actively under, way. Amon^ these 
 are the following: 
 
 study of recreational and leisure-time activities for 
 young women; ■ ' 
 
 analysis of the counseling services available to youth 
 in Berkeley througn the churches, lodges, schools, and 
 ail groups that .attempt to give counseling service, with 
 the objective o.f setting up a central clearing house 
 for ail youth who io not now belong to an organization 
 which offers such service; 
 
 a plan under which a group of young women, working under 
 the direction of the junior high school counselors ict 
 as "big sisters" to girls whom the school counsel 
 repoi'ts as needing companionship; 
 
 a similar plan with a team of eight or ten young men 
 who work specifically with probation officers, each 
 young man acting as big brother to some boy under 
 tv/eive who is under court supervision and needs ,fr iend- 
 ship and guidance; 
 
 studies and reports on .jUvenite delinquency in the 
 0 ommunity; 
 
 committees of three from the University student body 
 to work with the heacs of departments to plan research 
 projects and term papers which will be of practical 
 aid to Junior Coorainating Council activities; 
 
 an interdenominational plan, under which uefinite 
 progress has been mace in bringing about a united 
 program of the religious groups to discuss and attack 
 t he I' £ 1 i g i o u s rr ob ie ims of y o ui, h ; 
 
 a speaker's bureau, composed of young men and women, 
 who are available to any auuit org anizat ion in the 
 city ues ir Lng information on the work of the Junior 
 Cooru in,it ing Council, ana on topics such as recent 
 social legislation in the. State ana nation, what 
 youth woula like to do in cooper-.it ion with alult 
 groups, the objectives of youth of college age in 
 the iigiit of present cnempioy; ;e nr, . 
 
 10 
 
DIFFERENT TYPES OF COUNCILS 
 
 Different patterns of Coordinating Councils have developed since 
 the Berkeley Council was started. In considering the coordinating council 
 as a device for harmonizing community activities, it seems important to 
 weigh the values of the different types of organization, and to make the 
 beginning carefully according to the plan which seems most serviceable 
 in meeting local needs. Quite detailed descriptions of Los Angeles' pro¬ 
 cedure are therefore included, followed by br-ief statements of adaptations 
 by communities elsewhere. 
 
 l 
 
 LOS ANGELES COUNTY COORDINATING COUNCIL PLAN 
 
 A plan for the development of coordinating councils in Los Angeles 
 County was launched in April, 1932. An initial council v;as organized, 
 utilizing the Berkeley idea of public leadership, but adapting it to the 
 needs of the local situation by expanding membership to include repre¬ 
 sentatives of child welfare and youth organizations, settlements, churches, 
 P.T.A., civic and service groups. 
 
 The first objective of the Los Angeles Coordinating Council was to 
 check juvenile delinquency, but from the very outset its purnose has been 
 to change home and community conditions which contribute to maladjustment, 
 and to make the community a better place in whicli to live. Leadership for 
 extending the original plan was taken by the Juvenile Court and its Proba¬ 
 tion Department, with a competent director in charge of further organizatLon. 
 
 The method used in iiiitiating a council has been to call to¬ 
 gether a group represeiiting community agencies concerned with the 
 welfare of children and young people and present the plan of the 
 Coordinating Council. This is usually done by the director of the 
 Coordinating Councils. From the nucleus of uhis small group new 
 members are invited until the new council adequately represents of¬ 
 ficials of schools, police and probation departments,, health de¬ 
 partments, executives of character-building agencies and civic or¬ 
 ganizations, churches, settlements, and P. T. A. 
 
 11 
 
After the f iret few councils were organized the results were 
 sucn as to stirauiaie the formation of others on their own local 
 initiative. There ar'e nov.’ o2 councils in operation in Los Angeles 
 County. The success of each council and of the entire county plan 
 depenas upon the exchange of the accumulateu experience of the 
 co^uncils among t he .:ise ives. This is accomplished through county¬ 
 wide conferences ana through the publication of a bulletin by the 
 Juvenile liesearcn Committee of the Coordinating Councils. 
 
 -lost local councils have the same three committees." adjust¬ 
 ment, c haraoter-b uiiding , ana envir onmeni.; but the actual work 
 differs greatly. 
 
 There is a central commit Dee for the entire county, which is 
 the organizing and poiicy-forming group, and there is an executive 
 board made up of the chairmen of the local councils and repre¬ 
 sentatives of the pan, ic ipat ing official ana semi-official agencies. 
 
 In carrying out projects within the neighborhoods of the 
 local councils a large number of relief wortcers has been used, 
 oncer the leadership of the director of the coordinating councils 
 they have initiated and been responsible for many projects, such 
 as special stuaies of tne community, macing spot maps, developing 
 playgrounds and recreation areas, clearing delinquency areas, pro¬ 
 moting camps for under-pr iv i lege 1 boys, campaigns against the 
 sale of liquor and salacious literature to minors, interpreting 
 y^outh needs to the community, and securing tlie help oi‘ various 
 agencies in youth programs. 
 
 The Juvenile Research Commi.ttee conducts studies and surveys 
 into problems related to juver.lie ueiinpuency ana puoiishes a 
 bulletin v/hich gives reports of Its stuaies ana news of current 
 developments among the coordinating co'unciis. 
 
 CTHEb COUMCIL D E VE LOPIOE NT S 
 
 Other coordinating councils are being developed as a means of 
 community organization, most of them on tne Los Angeles plan. There are 
 eis^hty-one in all in California communities, one in Highland Park, Mich, 
 in Seattle, Wash., Portland, Ore., and other cities of the Pacific North 
 west, and in several Jew Jersey counties. 
 
 Durham, N.C., nas a coordinating council with three committees 
 similar to the Los Angeles councils: environment, adjustment, and char¬ 
 acter, b ui id ing. It has both a white and a Negro council, but the two 
 units, while worxing separately, operate under the same advisory com¬ 
 mittee. with certain common probiem.s this unifies the activities and is 
 
an economy in many ways. In each council the three committees, environ¬ 
 ment, adjustment, and character-building have fifteen members each. 
 
 The advisory committee"'is composed of the Judge of the Juvenile 
 Court, the Superintendent of City Schools, the Chief Probation Officer, 
 the Superintendent of City Recreation Department, the Chief of Police, 
 the Principal of Negro Schools, and a representative from the Negro 
 unit. The advisory committee holds monthly meetings to discuss problems 
 and plan committee programs. 
 
 bETTING Under Way 
 
 The chicken or the egg - - goals first, then organization; or 
 organize first and then set goals. Which is the approach to community 
 organization? The first v;ay has been the usual proceaure, as where the 
 coordinating councils have organized to attacK delinquency problerns and 
 have gradually expanded their programs to the general objective of a 
 better community. A cooperative attack upon some immediate and vital 
 problem is an excellent first move towards more general community needs. 
 
 With cooperative organization becoming a prevailing mode, commun¬ 
 ities may very well move from organization to goaxs, ana from goals to 
 programs. That trend is evidenced in the national movement towards 
 planning. The first expression of this tenaency some years ago was in 
 city planning, which dealt almost solely with zoning of business and 
 residential areas and beautification of communities. Gradually it is 
 proceeding fr cm physical towards social planning. 
 
 With the State planning boards which are rapidly covering the 
 country, the approach is first to survey the State — evaluating iiuman 
 as well as physical reso’or-ces — and, upon ascertained facts, to build 
 up coordinated pjians which will correct old mistakes and yield a better 
 basis on v/hich people can live together, work together, and piay together. 
 
 13 
 
The Survey As A Starting Point 
 
 Fact-finding through the survey and making conditions visual 
 through spot maps, are tactics in community organization taken over from 
 other fields. Shelby A. Harrison, of the Russell Sage Foundation, says: 
 
 The survey is an attempt in the field of civic and social reform to do 
 what the civil engineer does before he starts to lay out a railroad, what 
 the sanitarian does before he starts a compaign against malaria, what the 
 scientific physician does before he treats a case, what the careful finan¬ 
 cier does before he develops a mining property, what the modern manufac¬ 
 turer does before he locates a new manufacturing plant. . . . The survey 
 is, in short, an attempt to substitute tested iniormation for conjecture 
 or mere belief." 
 
 Speaking on a national scale the National Resources Committee says 
 in one of its reports: "Planning is not mechanicau and organizational 
 alone, but must rest within a set of general unuerstand ings, on values to 
 which the Nation is devoted, and for which it is willing to sacrifice 
 lesser va lues." 
 
 As the first question in any survey is "A survey of what?," the 
 second is "A survey for what?" Surveys are of no value unless action ^ets 
 in from the point where the survey leaves off, and action with the high- 
 powered charge of community interest behind it. 
 
 Knov/ledge of tne community's youth resour'ces and opportunit ies 
 might well be obtained through these following types of surveys: 
 
 1. A study of youth themselves as individuals and 
 in groups.^ 
 
 2. A listing of educational and recreational 
 f ac il it ies . 
 
 3 . A study of the activities being carried on for 
 and by young persons.^ 
 
 4 . An investigation of employment possibilities, 
 
 whether urban or rural. 
 
 ^ See suggestive Youth Census Schedule In Appendix. 
 
 ^ See schedule addressed "To the Activity leader" in Appendix. 
 
 14 
 
Not all communities will want to make all these types of studies, 
 yet all these data are essent ial for setting up a community program. 
 
 There is some danger of a contagion of sorveyitis—of getting so 
 intoxicated with fact-finding that a community can be tricked into feeling 
 the job will take care of itself. 
 
 ‘ Like any tool, the survey is meant to be put to use. S’orveys of 
 
 the early type were made by imported experts and technicians, but the 
 newer type is usually a home product. Its primary purpose being to awaicen 
 public interest and get a working platform i or better conditions, the more 
 the community knows about the survey and participates in it the more 
 quickly facts will lead to results. 
 
 Edmund deS. Brunner, in his Handbook of Method for the Rural 
 Church on surveying the community, gives these steps of major importance 
 in a survey: 
 
 1. Framing the schedule to be used by the sui'veyors. 
 
 2. Limiting the area to be studied.^ 
 
 3 . Securing and training tne workers. 
 
 4. Preparing the publicity. 
 
 5* Preparing the report and building the program. 
 
 A simple method of limiting community areas Is described In American Agricultural 
 Villages, a report of a series of studies directed by Edmund deS. Brunner for the Institute of 
 Social and Religious Research: 
 
 V 
 
 "Map In hand the surveyor asked the villagers from whom Information was desired to 
 point out how far into each section of the contiguous rural territory they or their 
 organizations served a majority of the people. This question was put to bankers, mer¬ 
 chants, managers of elevators, creameries and cooperatives of various kinds, as well as 
 to docters, lawyers, school principals, editors and officers of social organizations, 
 and others. Exceptional services, such as those performed by furniture stores, music 
 stores, and the like, and limited to a few villages, were excluded. Church parishes were 
 also determined, though In this case lines were drawn to Include the residence of the 
 member living farthest away on each road, 
 
 "The Information thus received was checked In one or more ways. First, by house- 
 to-house Interviews with people living on the fringes of the area. Second, by questions 
 asked in certain of the outlying schools. Third, by Information received from county 
 farm bureau agents, county superintendents of education and leaders of farm organizations. 
 Fourth, by comparison In a few cases with Information received from surrounding villages 
 as to the extent of their own service areas. 
 
 "With this Information before him the surveyor drew a line for each service offered 
 by the village, and from these lines the 'community' line was then constructed to Include 
 
 15 
 
Surveys of yuutn have been carried out in a number of places. A 
 
 survey of rural yoiith in Douglas County, Wisconsin, was developed in this 
 way: a preliminary sampling was first made which offered the basis for 
 
 analysis at a tv/o-day, county-wide leadership school under the auspices 
 of the Rural Sociology Department, extension Service, College of Agricul¬ 
 ture of the University of 'Wisconsin. A young j;ecple's survey committee 
 oi twelve members was then selected to help complete the survey and hold 
 a rural young people's conference later on. After the schedule was worked 
 out meetings were held at selected centers in the county to explain the 
 survey. Practically all the gathering of information, and tabulating and 
 analyzing of replies v/as done by volunteer worriers, young people themselves 
 predominating. The worm was supervised by a member of the Rural Sociology 
 Department staff of the Wisconsin College of Agriculture. 
 
 It is not the purpose of nhis pamphlet to enter into the techni¬ 
 que of surveys. There is much available on the subject {See References). 
 Surveys dealing with the problems of youth are comparatively new. They 
 have been made in a number of places, but the facts sought have not been 
 on a comparable :basis. 
 
 A series, of youth surveys has been begun in cooperation with the 
 Committee on Youth Problems. These several sui-veys coidprise a sampling 
 which was designed to reflect ail the major elemeiits of the youtn popula¬ 
 tion of the United States, each in its proper proportion. 
 
 A Youth Census Schedule {See Appendix) was developed with the 
 
 Che area within v/blch a majoriti* of the rfioplP were'seFv^d by iho social, economic, and 
 
 religious Institutions or organizations of the village. 
 
 "The procedure adopted . . . took Into account the three foliovlng points: (l) The 
 attitude and testimony, of the people themselves; (2) the trade areos of the village's 
 economic and professional services; (3) the degree of association between village and 
 country In other than trade Interests." 
 
 i6 
 
assistance of a committee of the American Sociological Society and many 
 educators and others for use in these surveys. Other communities wishing 
 to study the circumstances of their youth by means of a survey, are in¬ 
 vited to supplement or adapt and reproduce the schedule. Further assis¬ 
 tance in organizing surveys can be had from the U. S. Office of Education. 
 
 Facts Must Be Put Into Circulation 
 
 The siirvey offers a logical basis for discovering the needs, 
 the forum a starting point for laying plans. C.ommunity forums or discus¬ 
 sion groups are one device to build up public interest around the objec¬ 
 tives of a community program, to shape opinion and stimulate action. The 
 radio broadcast, the press, use of public channels such as clubs, libra¬ 
 ries, and other community centers are other devices. 
 
 The Berkeley Coordinating Council Forum, where the Senior and 
 Junior Councils meet with ctner interested citizens and discuss common 
 problems with the result that vital accomplishments are effected, offers 
 an example. 
 
 Fall River, Mass., has a Civic Forum, of which there is a Young 
 People's Division comprised of a leaaers ' group of 3 ^ college students 
 and a lecture group of 120 out-of-school youth, one pur-pose of which is 
 to develop interest in community problems among the younger people. 
 
 MICHIGAN ADULT-YOUTH HEARINGS 
 
 Adult-youth hearings have been successfully used in the State of 
 Michigan as a means of focusing attention upon the needs of youth. These 
 hearings are intended as first steps in a more c ompreiiens ive program, 
 exploratory in nature, furnishing an opportunity to lay the groundwork 
 for necessary plans. The Michigan hearings, or conferences, are held in 
 places where interest in youth problems is active. They have been plan¬ 
 ned to draw participants from a region of TO or 5 *^ miles, and sixteen or 
 -eighteen so planned as to reach the population of most of the State. The 
 
 17 
 
regional conferences held during 1^35 are to culminate in a State confer 
 ence at Michigan State-'College in September. 
 
 The Michigan hearings have been developed on a carefully 
 worked out pattern to avoid the danger of impulsive or unfor¬ 
 tunate elements taking control. Each conference has. been 
 planned by a committee representing both youth and adults of 
 as wide interests as possible. A secretary skilled in confer¬ 
 ence procedure is loaned by the State Y.M.C.A. to each group 
 sponsoring a conference. Local leadership is used as much as 
 possible in planning and carrying through the conferences. 
 
 The youth and adults agree upon leaders and speaker's. It has 
 been found desirable to check carefully the list of young 
 people to whom invitations are issued, and to limit the parti¬ 
 cipants to those living within a 40-miie radius. 
 
 The conference is carried out in the following way: dis¬ 
 cussion groups meet witli a youth leader and an adult adviser; 
 each group cnooses a chairman and eight panel members for the 
 afternoon session; each discussion group presents its findings 
 before a hearing board of aduit members; the hearing board 
 answers the challenge of youth; youth and adults unite in 
 seeking a solution of the problems presented. The Aault Hear¬ 
 ing Board is composed of representatives of education, religion, 
 industry, government, the home, civic, fraternal and agency 
 gr oups. 
 
 It is hoped as a result of these hearings to define the prob¬ 
 lems of youth and to crystallize opinion and formulate paans 
 for activities ana set community organization in motion. 
 
 1 & 
 
PART I I 
 
 COMMUNITIES IN ACTION 
 
 In the lar[5e, problems facing States, cities, communities, rural 
 areas concerning youth have been much the same all over the country, and 
 in many places similar methods have been used to meet them. But the 
 total program developed in one city or town might not be feasible in any 
 other place, so varied is the background of our community life and along 
 such different lines has the social pattern evolved, with character of 
 local facilities and leadership differing greatly. 
 
 VJhile many of the problems of youth have been coming into exist¬ 
 ence for some time, as recognized community responsibilities they are com¬ 
 paratively new. 
 
 With the aid of Federal emergency relief funds and additional 
 workers from the relief rolls, many communities have been able to make 
 much more rapid progress than on their own initiative. However, it has 
 been clearly demonstrated that, effectiveness is not to be measured solely 
 in terms of money spent nor' size of staff. The real measure is in local 
 interest and initiative and quality of local leadership. 
 
 There are few places where youth problems have been totally and ade 
 quately dealt v/ith. In one place the leisure-time program may be effective 
 in another vocational training for the unemployed may stand out as the 
 high-light accomplishment, in another emergency educational facilities 
 are the strong feature. When more experience has been gained, these 
 separate threads may be woven into a more compl.ete pattern, but adapta¬ 
 tions, changes, growth there will be continually. That makes it im¬ 
 portant for communities to exchange experience. 
 
 19 
 
Virginia State-Wide Survey 
 
 Virgin.i.a has made a State-wide suT’vey o.f its youth under the aus¬ 
 pices of the State Department of Public Instruction, the survey being the 
 starting point towards discovery of needs e^nd building of programs. 
 
 The specific impetus of the survey was the need to determine what 
 youth wanted in the way of vocational training. Part-time vocational 
 education in rural areas had made slow progress in the State for some 
 years, yet with so many youth unemployed and idle, the need to find the 
 effective type of education was acute. It was decided to go directly to 
 the young people themselves by means of- a survey. 
 
 It was inaugurated under the direction of the 
 Vocational Agriculture and Home Economics Depart¬ 
 ments of the State Department of Public Instruction. 
 
 It was begun on a volunteer basis and was later financed 
 by FERA funds for "white-collar" workers and emergency 
 teachers. 
 
 Two leadership training schools were held during 
 the summer of 1935, one for white vocational teachers, 
 principals, recreational workers, and one for Negro, 
 of four aiid three v/eeks successively. Using the 
 survey facts to guide them, activities and projects 
 were studied which could be put into local practice 
 in direct relationship to the discovered needs of the 
 individual youths of the communities. Methods of 
 directing the projects were worked out and training 
 for leadership given. 
 
 The method by which the Virginia Survey was made 
 was: first, after the schedule was worked out, to 
 
 try it with 2200 cases; when data from these were col¬ 
 lected, forms were sent out to division superinten¬ 
 dents of schools. County superinlendents called, a 
 meering of leaders of the various agencies in the com¬ 
 munity. This formed the nucleus of a committee which 
 supervised the survey and secured community coopera¬ 
 tion. 
 
 As a result of the survey, certain areas were set 
 up; two in each of the four school districts of the 
 State. Here experiments are being made with definite 
 projects which, if successful, will have v/ider applica¬ 
 tion. 
 
 20 
 
specific Resultsi In Gloucester County, the survey was 
 taken entirely by voluntary workers, members of the 
 women's clubs, P.T.A., the County Chamber of Commerce, 
 and the Rotary Club. The result has been a tremendous 
 stimulation of community interest. The community has 
 bee.n stirred to cooperate in the vocational program for 
 unemployed youth in the county. In one instance v/here 
 there was no teacher of auto mechanics and electricity, 
 the representative of one of the local automobile com¬ 
 panies was called on to teach a class in auto mechan¬ 
 ics. He not only proved an excellent teacher, but used 
 his well-equipped garage as a laboratory. In another 
 case, a young man who handles electrical pumps, re¬ 
 frigerators, and Delco plants gave the same kind of 
 cooperation. In this same county, a number of girls were 
 trained for clerical work and bookkeeping in cooperation 
 with local offices, and within the six-months pieriod of 
 training 8 out of 12 girls received part-time employment. 
 
 In Caroline County, a number of projects for recon¬ 
 ditioning farm implements and repairing gas engines were 
 carried out on farms. Girls, ^d.id .home projects in coopera¬ 
 tion with vocational teaching. In another county, one 
 Negro worker has had 100 projects for out-of-school youth. 
 
 Colorado Pre-employment Plan 
 
 In Colorado, the State Board for Vocational Education has developed 
 a plan of pre-employment vocational training for youth who have finished 
 their general education and are faced v/ith enforced idleness. 
 
 The plan is an extension of the cooperative, part-time work, part- 
 time education system which has been developed in recent years by several 
 States, among them, Missouri, Montana, Colorado, and Iowa. 
 
 Selected students over sixteen years of age who 
 have left school, either before or after graduation, 
 and are not now in school or at work, are placed in 
 occupations of their own choosing v;ith cooperating 
 employers in the community. The business establish¬ 
 ment serves as a training center. The student is 
 shifted from one operation to another, so that he may 
 acquire a comprehensive training, and he is not held 
 at any one operation longer than is necessary for him 
 to learn it thoroughly. He may or may not receive 
 wages for any services rendered by him. Civic and 
 character education form a part of the training pro¬ 
 gram, the student being encouraged to participate in 
 the company activities of the firm which employs him, 
 and in other civic activities. 
 
 21 
 
Hl-ach student works only half-day at his trade, 
 the other half-day beinrf spent 'in school. Thus two 
 persons may be accomodated at the same Job. The 
 time at work is not less than 15 hours a week. The 
 half-day spent in school is devoted to: (1) technical 
 
 instruction related to the stUcient's occupation, (2) 
 subjects in which the student may be deficient, 
 
 (3) a course in social economy, meeting one class- 
 period a day, five days a week, throughout the year. 
 This course is designed: to provide a general back¬ 
 ground in economics, industrial history, sociology, 
 and current problems; to give instruction in the many 
 problems of employment that are common to all occupa¬ 
 tions, such as applying for a Job, getting along v;ith 
 other people, correct attitudes and habits, salesman¬ 
 ship, etc. 
 
 The plan is the result of a cooperative arrange¬ 
 ment of the State Board for Vocational Education with 
 the schools, employers, and parents. The schools par¬ 
 ticipating maintain a teacher-coordinator, whose 
 duties are to study the occupational possibilities in 
 the community, to secure cooperation of agencies and 
 employers, to assist in placemcfit of stuaents, to 
 teach teclinical subjects, and to help the student to 
 secure t?ie maximum benefits from his training. 
 
 Tbs employment-training agency supplies the 
 technical instruction while the student is actually 
 v/orl"ing or. the preriises. The State Board for Voca¬ 
 tional Sducation reimburses schools maintaining a 
 teacher-coordinator. No texts are required for the 
 social economy course, at least in the first year. 
 
 New Jersey Leisure-time Program 
 
 New Jersey .has developed a state-wide leisure-time program of con¬ 
 spicuous proportions and accomplishments under the Leisure-Time Division 
 of the Emergency Ftelief Administration. The results have been to provide 
 new interests to hundreds of thousands of people and to awaken communities 
 to the need to provide leisure-time facilities. 
 
 FERA workers, from the relief lists, have carried on the activities 
 but foundations had already been laid in many places in the State on which 
 the emergency programs could be developed, and trained personnel in offi¬ 
 cial and voluntary agencies have given efficient cooperation. Much of the 
 program undoubtedly will outlast the emergency. 
 
 22 
 
The program carried on in Hew Jersey consists of: 
 
 Athletics and sports 
 Arts and crafts. 
 
 Camps 
 C1 ub s 
 Dramatics 
 . Games 
 Mus ic 
 
 Social events 
 Educational activities 
 
 During a year's program 293,50D individuals were 
 reached, of whom 61,811 were relief clients. Programs 
 were carried out in 232 communities. Pour hundred and 
 six playgrounds were opener; in 156 communities, 273 of 
 these were entirely under ERA leadership, and 133 were 
 operated by public departments with ERA assistance. 
 This shows something of the extent of the program. 
 
 An outstanding accomplishment has been the 
 interest of coiiimunities in meeting their own play¬ 
 ground needs. It was necessary for each community 
 to secure funds for equipment, handcraft materials, 
 etc., and if possible to match the State, worker 
 for worker, before ERA personnel was assigned. The 
 fact that the community must do its part has un¬ 
 questionably strengthened the program. Advisory 
 councils have devised many unique methods of raising 
 money. 
 
 The Leisure-Time Division cooperates with exist¬ 
 ing agencies with the idea of expanding their activ¬ 
 ities. In communities where there are established 
 supplemental help to enable program expansion; and 
 personnel thus placed operates under the direction 
 of the Municipal Supervisor with reports of their 
 activities passed on to the Leisure-Time Division. 
 
 Some of the conspicuous accomplishments in the 
 New Jersey program are: 
 
 Junior Councils: In every community which does not 
 have a department of public recreation a local 
 sponsoring committee made up of key people of the 
 tovm is formed. in many communities there is also a 
 junior Council which plans and assists in the direc¬ 
 tion of programs for the young people of the commu¬ 
 nity. This plan has pi-oved effective and the res¬ 
 ponse has been immediate. In one municipality of 
 Burlington County, the young people have organized 
 a Junior Council which plans and directs all youth 
 activities. They have the guidance of a Senior 
 Sponsoring Committee when they need advice, but, on 
 the whole, the management of their activities rests 
 
 23 
 
with these young peop.le themselves. This plan 
 develops organizing ability, initiative and resource¬ 
 fulness on the part of the young people. 
 
 Playgrounds: The handcraft projects conducted on all 
 
 playgrounds is a major activity. Jn many communities 
 waste products are used almost entirely for this work. 
 Community and county handcraft exhibits have been 
 held all over the State. This feature of the play¬ 
 ground program has aroused more enthusiasm for the 
 supervised pl3.yground3 than any other part of the pro¬ 
 gram. 
 
 Libraries'.- Through the assistance of leisure-time 
 library workers, libraries have been able to conduct: 
 
 Young people's clubs 
 Supervised reading courses 
 Porums for discussions on books 
 and current topics 
 Story-telling classes 
 Drama leagues 
 Station book service 
 Book truck service 
 
 Information and book service to CGC 
 camps, playgrounds, educational 
 and welfare agencies 
 
 Seventy libraries were opened for a longer time during 
 1933-1934, 31 community book stations were established. 
 Much of this service could not have been given through 
 the local or county library without outside assistance. 
 
 Music: Community music holds a prominent place in tlie 
 leisure-time program with-choral groups, informal com¬ 
 munity sings, and classes in music appreciation. In 
 addition to these, tlie Leisure-Time Division sponsors 
 an Unemployed Musicians' Project. Unlike the recrea¬ 
 tional music activities, this is distinctly an employ¬ 
 ment project designed to provide employment for profes¬ 
 sional unemployed musicians. Prom June 1 to Cepbember 
 1, 1934—12 counties set up this project. Six hundred 
 thirty-seven concerts were given and 291 block dances 
 were held in 168 communities. The estimated atten¬ 
 dance at all concerts and dances throughout the State 
 is 615,446. The units consist of symphony and dance 
 orchestras, and brass bands. The concei’ts given by 
 the symphony orchestras in the counties are a distinct 
 contribution to the leisure-time enjoyment of large 
 groups, parnicularly in sections having a large pro¬ 
 portion of foreign-born. In addition to concerts, the 
 Musicians' Project is of inestimable value to community 
 center programs through dance orcliestras, accompanists 
 for community sings, musical appreciation hours, etc. 
 
 24 
 
During the. year, 52.17 engagements have be-en filled by the ' 
 Musicians' Project units. The aggregate estimate attendance 
 was 1,610,469. 
 
 Newark Forums: In Newark Lhe Forum Program was taken over 
 
 from the State Department of Education on March 1. The 
 program aims to promote public discussion of social and 
 economic problems and to create a better understanding of 
 governmental agencies. An average of four forums a v;eek 
 has been held, with an average attendance of between 50 
 and 60 adults. 
 
 Wisconsin Vocational Training of Youth 
 
 'Wisconsin has for some years offered a broad range of vocation 
 al training for out-of-school youth. When the Federal emergency .educa¬ 
 tion program was launched in the State, the 3upervisio.n Was placed under 
 the already organized Department of Vocational Education of the State 
 and local boards of vocational education. The vocational schools became 
 educational training centers for the unemployed, out-of-school youth. 
 
 The class offerings in any of these schools are dependent on the demands 
 of the students. When the vocational schools were thrown open to emer¬ 
 gency classes, how'ever, the same courses which had been developed in the 
 regular curriculum, could be used. The directing boards are made up of 
 representatives of employer, employee, and school. Itinerant university 
 teachers give extension classes which offer to high school graduates and 
 college students w'ho are unable to continue their education the opportu¬ 
 nity for college credit,. 
 
 MADISON VOCATIONAL SCHOOL 
 
 To help .young people to maintain a skill or learn a trade, 
 some interesting trade and industrial units are offered in the Madison 
 Vocational School, as: 
 
 Commercial Photo ketouching: This i'ield is comparatively 
 new and uncrowded and the salary m.uch higher than that in 
 tlie average position of today. 
 
 -'>5 
 
Office Training for Hen with Technical Background: A number 
 of excellent placements shows :^haD industry wants men of 
 mechanical ability with an understanding of office require¬ 
 ments. Such men are needed in shop offices as routing men, 
 draftsmen, timekeepers, rating clerks, and foremen. Some 
 commercial training is required; consequently courses in 
 typing, filing, and business i^nglish have been provided for 
 men with mechanical backgrounds to supplement their shop 
 training. 
 
 Plumbing : The course has been arranged according to the 
 needs of this trade group. 
 
 Mechanics: Unemployed auto mechanics and filling station 
 
 men have discovered the availability and necessity of train¬ 
 ing in machine shop, electrical and welding processes, as 
 well as in their own special field. 
 
 Home Economics: The younger adult, between eighteen and 
 twenty-five, of both sexes, has been eager for training in 
 meal preparation, menu planning, marketing, and nutrition. 
 The school offers such courses as: 
 
 Beauty Culture: During the last two years 
 this field has attracted more and more high 
 school graduates and provided them with a 
 wage-earning job. 
 
 Foods: The classes have been organized so 
 
 that one interested in following certain 
 phases of v;ork in tea rooms, restaurants, 
 and cafeterias may receive this ti’aining 
 here. 
 
 Hume Employment: This work has appealed 
 to high school graduates who formerly 
 sought other lines of employment. An ef¬ 
 fort has been made to dignify the work. 
 
 This course is also offered to emp:loyed 
 girls on the Job, to increase their ef¬ 
 ficiency. 
 
 Arts and Crafts: Through arts and crafts the young people 
 have not only kept busy but oftentimes have earned a small 
 income. Some of the leisure-time projects available are: 
 
 C omme r cia1 Art 
 Crafts 
 
 Landscape Painting 
 Stage Crafts 
 Woodwork 
 
 26 
 
The crafts classes have developed from small groups passing 
 leisure time to several types of training with definite vo¬ 
 cational possibilities. Young people v/ho normally would be 
 in college are fitting themselves for work in pottery, metal 
 work, v'eaving, rug-making, designing novelties, camp crafts, 
 etc. Others are working towards occupational therapy and 
 Scout leadership. Others are interested in learning an art 
 and in the revival of the old home crafts. 
 
 The Craft Shop: The year 1935 marks the third year of the 
 Craft' Shop for unemployed men of Madison. This project has 
 proved to be a great success. The men have been given em¬ 
 ployment, taught new crafts and skills, gained an apprecia¬ 
 tion of design, color, and technique in woodworking, metal 
 work, and weaving. An important part of the shop is the 
 fact that the mar is able, through the sale of his finished 
 article, to earn all money above the actual cost of the ma¬ 
 terial. 
 
 Guidance Institutes in Connecticut 
 
 A series of guidance institutes tried out in Connecticut has 
 proved so successful that it may develop into a State program. The ac¬ 
 tivity originated in Norwalk, where a guidance "clinic" was established 
 through the initiative of the Director of Adult Guidance of the Board 
 of Education's emergency education pro^fram. Dectures v/ere also given, 
 and soon guidance institutes; a combination of these two services de¬ 
 veloped in certain towns and communities in different parts of the State, 
 particularly in rural districts. In Norwalk adult guidance work is on 
 a permanent basis. 
 
 The Dii'ector oi Adult Guidance conducted an industrial oc¬ 
 cupations survey of Norwal.k to provide the guidance ser¬ 
 vice with essential facts about occupations of the city. 
 
 Information I'equested in'^Iuded; maximum and minimum number 
 of persons employed; rush and slack seasons; maximum and 
 minimum ages; nationality preferred; training, education, 
 and experience required; number of apprentices employed; 
 number taken on each year; present chances for learners 
 and apprentices; job classifications and number employed 
 in each; workers needed, if any; difficulties experienced in 
 finding or training workers; v/ages paid; etc. The replies 
 were collated on a master chart and a number of graphs 
 
 27 
 
were drawn from an analysis of the material. Copies of the 
 survey v/ere given to the head of the local Chamber of Com¬ 
 merce, the director of the local employment service, the gui¬ 
 dance director of the public Schools, and to others for their 
 information and use. 
 
 The Adult Guidance Service (Clinic) of Norwalk consists of 
 testing and individual couxiseling with a view to providing 
 vocational and personal adjustment. Services in the nature 
 of career institutes and job-finding and.course 1ing courses 
 were also provided in Norwalk by the director through lect¬ 
 ures given from time to time on vocational adjustment to 
 young people. These were given from both the occupational 
 point of view and the individual or psychological angle. 
 Through the winter and spring the director conducted an even¬ 
 ing course, "The Psychology of Everyday uife,'' which was at¬ 
 tended by persons from sixteen to seventy years. 
 
 Rural Extension Guidance: Guidance institutes, combining 
 the features of the guidance "clinic" and the vocational 
 guidance lectures have Lu'^-n instituted in small towns and 
 communities in Connecticut through the agency of the Direc¬ 
 tor of Adult Guidance in Norwalk. The institutes are com¬ 
 pactly plaiined and deal with specific problems. There are 
 from five to eight lectures in a course and tests are given 
 foilov;ing them; data is thus secured t).rough group proce¬ 
 dure that would take much longer to obiain if sougnt indivi¬ 
 dually. In some instances follow-up activities are under¬ 
 taken on individual and on social lines. Students at these 
 institutes include out-of-school and in-school youth. 
 
 The lural guidance institutes were de/i.sed by the director 
 in 1.D3 3, and iirst were tried at the d-H Senior Conference 
 (one week's -iuratlon) at the State Cc liege, Stoirs, Conn., 
 in the summer of le.34. The guidance i-stxtutes conducted 
 since then in other small tov/ns and communities in the State 
 have been by request. Local organizations have taken the 
 initiative, have collaborated in getting the institutes under 
 way, and in some instances have done fcllcw-up work on sug¬ 
 gestions made by the diiector. In Redding the institute v/as 
 'sponscred by the Women's Civic Club, two- churches, and the 
 4-K Clubs. In Ridgefield the sponsors were the school, a 
 church, the Lion's Club, and severa.I wel'i-to-do citizens. 
 
 Financing: Difficulty of getting funds for public work of 
 
 a social nature has been the chief obstacle so far as Nor¬ 
 walk has been concerned. The salary of the Director of 
 Adult Guidance is paid on a non-relief basis' through ihe 
 State Board of Education's emergency education program; the 
 salaries of assistants are paid by the FERA- Tests and 
 
 28 
 
PiTHiUils are paid for out of Federal funds through the State 
 Board of Education. 
 
 Redding Institiite of Self-Guidance offered a series of six 
 group meetings under the direction of "a practical psycholo¬ 
 gist and guidance expert," followed by one general discussion 
 meeting and the opportunity of a private interview with the 
 director. Ehe v/hole purpose of the series was' to direct, or 
 confirm, the vocational choices made by the youths, to encou- 
 age study and progress in the chosen direction. It is intend¬ 
 ed to follow up a number of the boys and girls from year to 
 year, or to procure someone capable of advising those who will 
 in the future have to make decisions regarding vocations or 
 occupations. A "work exchange” may also be established to 
 enable people wanting things done to get in touch with the a- 
 gency, which will provide the person most capable of doing 
 the work and preferably one who most needs the money. 
 
 Of the forty odd eligible boys and girls in the town, all but 
 two or three attended one or more meetings of the series. 
 
 There were absences because of transportation and other dif¬ 
 ficulties which could not be avoided. More than two-thirds 
 of the boys and girls accepted the offer of a private inter¬ 
 view wioh the director. 
 
 Breathitt County (Ky.) Guidance Program 
 
 A cooperative^ county-wide program of guidance and training 
 for youth is under way in Breathitt County, Kentucky, which, while im¬ 
 mediately concerned with emergency problei^.s, is aimed at a long-range, 
 permanent sclutior of ceruain fundamental r.esCds of youth. 
 
 Breathitt; County is one of Kentucky's mountain regions with 
 conditions typical of many Southern Appalachian counties. Opportunity 
 for young people has never rur high there, but with the economic cata¬ 
 clysm it sagged to a very low level. Agriculture at best offers a 
 gloomy outlook; mining, lumbering, and railroading have declined to the 
 lowest ebb. Those young people who had sought opportunities in the cit¬ 
 ies have had to return in large numbers; so, with congestion from within 
 and without, the county was badly in need of some intelligent concern 
 for its youth. 
 
 29 
 
These conditions furnished the soil in which the idea for a 
 demonstration guidance program was planted. The county was selected be¬ 
 cause there was av/akened interest and a good basis of ccoperation among 
 certain official leaders, the County Superintendent of Schools, the Pres¬ 
 ident of the University of Kentucky, agricultural extension v/orkers, and 
 others. The cooperation of the Southern 'Women's educational Alliance 
 was secured to direct the demonstration, and funds v;ere allocated by the 
 Carnegie Corporation to finance it. 
 
 The Breathitt County demonstration has three main objectives; 
 
 (1) the creation of a County Council conceriied with the guid¬ 
 ance problems of youth, (2) a county survey of actual and po¬ 
 tential resources for capable, aspiring young people, (3) the 
 gradual development of a program taking into account both in¬ 
 school and out-of-school young people as a demonstration which 
 is applicable to young people of the Southern Appalachian area. 
 
 In order to have background on which to base the developing 
 program, surveys of the conditions and possibilities in the 
 county are being made on the following data: 
 
 Human resources 
 Physical resources 
 
 Occupational facts and possibilities 
 Educational conditions and outlook 
 Present economic conditions 
 Pecreational conditions and possibilities 
 Social standards and relatioxiships 
 A continuous compilation of topical sub¬ 
 jects from county newspapers 
 
 The facts secured through the surveys are used in various ways 
 as a basis for procedure, to help publicize the activities, 
 for use in interpreting the county conditions to school chil¬ 
 dren. 
 
 The guidance program in Breathitt County is a tv/o-way program: 
 
 One, to act upon the in-school youth in xhanging the curricu¬ 
 lum with the end of better adjustment of boys and girls to 
 life conditions, safeguarding character, ana devising whole¬ 
 some recreations; two, to provide guidance and develop voca¬ 
 tionally and avocationally the out-of-school young people. 
 
 The first is accomplished through teacher and leadership 
 training headed up by a Guidance Institute under the auspices 
 of the University. The second is accomplished through Oppor¬ 
 tunity Centers in various parts of the county to which young 
 
 "I 
 
 3<5 
 
people can come and where t/hey have the advantages of: 
 
 study adjusted to individual ne«?d and interest; 
 supervised work projects having training . value; 
 
 , recreations, as varied as possible; 
 provision foi' developing and enjoying avocation- 
 al hobbies. 
 
 During the year a number of occupational meetings are’ spon¬ 
 sored by the County Council with qualified speakers who pre¬ 
 sent the subjects of occupational opportunities. 
 
 These are the merest skeleton outlines- of the many -activities 
 which have been set in inotiou in Breathitt County to the end 
 that youth may have a. more balanced and propitious life, rich¬ 
 er ii' opportunity tnan in the past. 
 
 while the funds for financing the demonstration come from 
 without the county, there is a high degree of community co¬ 
 operation in carrying it tlirough, with many different agen¬ 
 cies making .their - contribution to the program. Tlie Oppor¬ 
 tunity -Centers are financed- by funds, the cou.nLy schools, 
 
 Jackson citizens, and a small .special grant. County health 
 officers -help with the--health program. . The surveys are fi¬ 
 nanced by Relief Administration funds. The University of 
 Kentuck.y provides the occupational speakers, the meetings 
 being held in the Jackson City School Auditorium, the Breath¬ 
 itt County High S.chool .Auditorium, and the Jefferson Hotel. 
 
 The Guidance Inst itute . for teachers- is adminis tex’ed by the 
 University and sponsored by the County Superintendent of 
 -jchools and the Southerly ‘Jc-meu's Educational Alliance..- 
 
 Fulton County (Ga.) Recreation Plan 
 
 In F'ulton Couiity, Georgia, which includes the city of A.tlanta, 
 a general recreational program for the county and city provide's -a wide var¬ 
 iety of activities for youth and adults, both white and colored, with spe¬ 
 cial emphasis upon the intei’ests o.f the younger age group. Having tried 
 vainly to operate a recreational program with volunteer leadership, the 
 recreation-education section of the .Atlanta Council of Social Agencies ap¬ 
 proached the county PERA administrator. The Pulton County Department of 
 Recreation of the PERA was the result. The county v/as divided into dis¬ 
 tricts, six for Atlanta arid four for the remainder of the county, with a 
 recreation and assistant cirector in charge of each district. 
 
The general organization set-up is as followst 
 In each district a cominunity recreation council has been 
 formed of the mayor and leading citizens in that community. 
 This committee acts as an advisory body. There is a direc¬ 
 tor and an assistant director in charge of each of these 
 districts and a staff to operate the program. A central 
 advisory committee of important people in the city and coun¬ 
 ty works with the director of the city and county. The du¬ 
 ties of the recreation councils are (1) to interpret the com¬ 
 munity's needs, (2) to provide a medium through which the cen¬ 
 ters can call in emergencies, (3) to provide dignified stim¬ 
 ulation to the youth who use the centers, (4) to act as 
 Judges for competitions and secure awards, (5) to provide 
 means of securing funds for activities which the center could 
 not provide, (6) to act as steering committee for activities, 
 heading up gymnasium classes, etc., (7) to help break down 
 existing social and racial cleavages in the community, and 
 (8) to assist the community solve some of its problems, as 
 delinquency, e^,c. 
 
 The program operates through playgrounds a large part of the 
 year, of which there are 16 for white and 4 for colored 
 people, and in the winter through community centers. A num¬ 
 ber of these are in the school buildings. Never having been 
 used by the public before, it was necessary to educate peo¬ 
 ple to their use. Playgrounds are kept open as long into 
 the winter as popular demand justifies. 
 
 The Pulton County program consists of a wide variety of ath¬ 
 letic activities for men and boys; for women and girls, 
 classes in millinery, sewing, and varied crafts; also, for 
 both men and women, forums and discussion groups. There is 
 a varied program of music and dramatics, social events, spe¬ 
 cial city-wide holiday celebrations, tournaments, and play- 
 days. A school for umpires is an innovation in the men's 
 and boys' program. Some very creditable orchestras have 
 been developed, using as leadership professional musicians 
 on relief. In addition to these, a group of 12 profession¬ 
 al musicians has been banded together in an orchestra which 
 provides entertainment for various functions. 
 
 The Department of Recreation was able to secure a half-hour 
 period on Monday afternoon, from 3:30 to 4:00 p.m., for a 
 broadcast each week. This program not only provides enter¬ 
 tainment but gives pertinent lectures by speakers identified 
 with the recreation movement. 
 
 Financing: Financing of the program has been cooperative. 
 
 Personnel is supplied by the Department of Recreation of 
 the County PERA. Money needed for equipment such as bats. 
 
 32 
 
balls, etc., has beer, coiitributed by dvaeations from the Kiv/anis 
 and Rotary Clubs, Park Department, and a small amount fi'om Fed¬ 
 eral sources. Nine hundred dollars was appropriated by the .4t- 
 lanta city government, for recreation. Cherokee Field (lighted 
 diamond ball field) was financed through the cooperation of the 
 teams in selling 1500 .advanced season tickets. The 24-acre 
 field was leased from the Georgia Power Company; Atlanta and 
 West Point Railroad gave several cai'loads of cinders; the labor 
 was .supplied by nhe Fulton County Relief Administration. Pro¬ 
 grams are free and open to the public with the exception of spe¬ 
 cial events with fees to cover definite expense. 
 
 Seattle Coordinated Youth Program 
 
 Seattle was roused early to the needs of youth by reason of 
 two things; it was the last outpost, both western and northern, for tlie 
 wandering transients; and being the largest city in the State and the 
 seat of the University, it attracted thousands of young people who drift¬ 
 ed away from the country and the small town in search of opportunity. 
 
 It was recognized as eai'ly as 1932 that the ordinary facil¬ 
 ities of Seattle were unequal to the strain made upon them. The Salva¬ 
 tion Army, stirred to action by the streams of transient boys that sought 
 their shelters, organized a citizens' committee with the purpose of pro¬ 
 viding services to unemployed .men and boys, and of studying the problem 
 of the transient. The Y.W.C.A. about the same time, finding a greatly 
 increased demand upon their services, was roused to the problems of young 
 people as a whole. They called togetlier representatives of groups inter¬ 
 ested in leisure-time activities, the churenes, schools, and others, and 
 organized a co.mmittee to serve as a clearing house for information on re¬ 
 creational and le isure-t iuie facilities. The Seattle Welfare Council, 
 central social-planning group under the Community Fund, too.k the initia¬ 
 tive in the merging of these two committees and expanding their scope to 
 form a city-wide committee known as the Committee at Large with the pur¬ 
 pose of planning for leisure time v;ith emphasis upon the particular 
 
 33 
 
interests of tineinployed youth. Throaon the cooperation of public and 
 private agencies, this committee concerned itself with the development 
 of leisure-time activities, with awakening public interest and with in¬ 
 forming those in need of activities of the available facilities. 
 
 The head of the Salvation Army committee logically became 
 head of the Committf^e at Large, the other officers being 
 a former member of the Boys' Work Committee of the Rotary 
 Club, a meraber of the National Recreation Association, and 
 a board member of the Salvation Army. 
 
 The personnel of the committee is made up of representatives 
 from the following groups: Community Fund agencies: Boy 
 Scouts, Girl Scouts, Camp Fire Girls, University of Washing¬ 
 ton Y.K.C.A., Central Y.M.C.Ai and Y.W.C.A., the Seattle Ur¬ 
 ban League, the Family Society* the Travelers' Aid, the Jew¬ 
 ish Educational Center, and uhe Society of Saint Vincent De 
 Paul, a family service agency. Hon-Communiny Fund groups: 
 the Seattle Public Schools, the Seattle Public Library, the 
 Seattle Park Department, the High School Council of the P.T.A., 
 the Child Study Laboratory, the Juvenile Court, the Universi¬ 
 ty of Washington, and most recently, the Washington Emergency 
 Relief Administration, District 2, and the Federal Transient 
 Service. 
 
 The fact that the chairman of the recreation subcommittee is 
 the director of city parks and playgrounds, that the present 
 chairman of the education subcommittee is the assistant su¬ 
 perintendent of scnools, that the chairman of the case work 
 commi'-.tee on transient boys is the director of vocational 
 training of the Loard of Education, a^id that the president of 
 the high School Cc-’ncil of the P.T.A. , which is one of the 
 strangest civic gnrvips ist Seattle, took aii active interest 
 in the work of the committee from the beginning, has lent 
 weight and authority to its work. 
 
 Free-Tnr.z School 
 
 An Educational Opportunities Committee studied the needs of 
 young ’■'eople unable to complete their education with the re¬ 
 sult that a free-time school was started. First, the commit¬ 
 tee circulated a questionnaire to discover the need of a school. 
 This being determined, the school was started in the Spring 
 of 1933. 
 
 V7ith free room space secured in a downtown building and a 
 staff of volunteer teachers, 10 of the 11 professors from the 
 
 34 
 
University of Washington, the school operated from 11 to 3 
 o'clock on three days a week. The school continued for two 
 terms, servin^^ the needs of 282 individuals. At the end of 
 the second term, the ?ERA program of adult education got under 
 way and filled the need. The chairman of the Saucational Op¬ 
 portunities Committee, as assistant superintendent of schools 
 has administered this program, and the experience of the com¬ 
 mittee in operating the emergency school has been invaluable 
 in guiding the adult education program. 
 
 Recreation Projects 
 
 The recreatiOii subcommittee adopted primarily the policy of 
 using and extending existing facilities and programs. Hence, 
 its first step was to coordinate and publicise these. To this 
 end it compiled a list of the free and low-cost programs of 
 all recreation centers in the city in a central directory pam¬ 
 phlet called, "Why Walk the Streets—When Leisure Time Can 
 Ee a Thrilling Time?" This Vv-as distributed through the schools, 
 agencies, field houses, and to 10,000 families on relief. This 
 contained the names and locations of centers of recreation, a 
 brief statement of the general type of program and service, 
 and established the identity of the committee, directing in¬ 
 quiry to offices v/hich had been secured free in one of the cen¬ 
 tral and newer office buildings. 
 
 "’he- committee 1 likewise developed new activities. Projects, 
 directed chiefly tov/ards the needs of the high school or 
 just out of high school group, included all city high schocl 
 swimming clubs in which dOO boys and girls participated; sw-imrr 
 ming classes for young v/omen at the municipal beaches, attend¬ 
 ed by 846; three series of six v/eekly art and museum tours 
 which drew a total attendance of 306; two dances for high school 
 studenx.s in two city field houses which 700 attended; an all¬ 
 day cruise on Puget Sound for 800 high school students. 
 
 it has been the policy of the committee not to single out the 
 unemployed youtn conspicuously, but an effort- is made to draw 
 them into general recreational activities. One means used 
 has been to issue small business cards w-ith the name of the 
 committee and location of the office. Family visitors of the 
 staffs of public and private welfare agencies distribute them 
 tactfully to boys and girls of unemployed or of "marginal" 
 families. Whenever a car l is presented, the "Y''director gets 
 in touch with the visitor in an effort to devise the best 
 guidance and direction. The (;ard entitles the bearer to free 
 privileges. 
 
Seattle's cooperative com^.unity program '.iernonstrates many 
 valuable points. The secretary of the Seattle Welfare Coun¬ 
 cil c omme nt s: 
 
 "Two things stand out in attempting to evaluate the 
 work of the Committee as a whole: First, the remarkable 
 rapidity tvith which it was set up and the directness with 
 which its program was carried into action. The first impe- 
 ous came in November, 1932, and two months later, in January, 
 the community was organized on a city-wide basis to meet the 
 problem and the sub-committees were actually functioning. 
 Second, that it was the accomplishment solely of volunteer 
 leadership. Membership in the Committee itself made large 
 demands on the t-ime of its 50 volunteer mem.hers v/hile the 
 mechanics of puttiiig such a program into oporadion was a full- 
 time job for a cemne teiit staff, yet ev-erything proceeded on 
 a volunteer basis with a total expense of less than $100. 
 
 "As a city-wj.de group representing both public and pri¬ 
 vate agencies, it was rblc to accomplisfi what would have been 
 impossible for any one acisney or group of agencies with their 
 lesser px’estige and divided strength. The problem demanded a 
 city-wide awareness which only a concerted city-wide effort 
 could comman-', and in this, the Committee was successful to a 
 remarkable degree."^ ' 
 
 Philadelphia Junior Employment Service 
 
 Philadelphia has a Junior Employment Service which provides, 
 
 under the auspices of public education, placement and counseling service 
 
 and to a cer+ain degree training needed by boys and girls, 14 to 21 years. 
 
 It is for tne bene:'^it of all young people ’..'ithin the school district of 
 
 Philadelphia. The service also makes surveys and reports. There is a 
 
 demonstration office in connection with the Philadelphia office of the 
 
 State Employment Service and all activities for workers under twenty—one 
 
 are handled by the Junior Service. 
 
 The placement of an applicant is based on a study of very 
 thoi'ough records. Requests for workers to report immediate¬ 
 ly are fill.ed from classes for maintaining occupational skills 
 which the Junior Employment Service conducts in the same build¬ 
 ing as its offices or nearby. Applicants are interviewed every 
 
 ^ "Narra'^ives oT Achly/pment In Community Plannlnt^," Bulletin No. 81, April, 1935. Community 
 Chests and Councils, Inc., New York. i 
 
 36 
 
time they come to the office. School records, results of 
 medical and psychclogical tescs, records of vocational train¬ 
 ing, reports of previous employers on appearance, ability to 
 learn, speed, accur icy, and dependability are collected from 
 many applicants and kept in a folder together with their reg¬ 
 istration caras , Group in+elligence tests and stanaardized 
 achievement tests are administered to selected applicants for 
 whom results of such tests a.re not already available. A reg¬ 
 ular health examination is m.ade of every .applicant at least 
 once in six months. 
 
 VocatiovaL Guidance : Special discussion groups have been or¬ 
 ganized, which include discussion of economic problems by a 
 group of unemployed normal school graduates, and special talks 
 by selected employers. Occuparional studies include surveys 
 of opportunities in Phi lade Ipjhia for dental mechanics, leather 
 making, printii^g, and clerical work. The discussion groups 
 include demonsuratiojis of emuxcytueni; interviews. 
 
 Vocational Tr/inin^: Boys and girls who have been tested 
 and advised by the counselors and whose individual abilities 
 have been studied are placed in special classes in v/hich 
 their skills are maintained, or they are aided to acquire new 
 skills which will be of value. Occupational trends are taken 
 into consideration. , Work expiirience is given by sending the 
 students to non-profit-making organizations for from two to 
 four weeks, depending on the nature of the training. Money 
 for carfare and lunches is provided. At the end of the em¬ 
 ployment the students return to the special classes, where an 
 effort is made to improve their skill in accordance with a 
 report submitted by the agency. Apprenticeship and employ¬ 
 ment possibilities have been studied in numerous conferences 
 with school persons, employers, public employment officers, 
 
 and social workers. 
 
 • 
 
 Spans or ship and Organization: The work of the Junior Employ¬ 
 ment Service has been carried cn for nearly 15 years. In 
 1916 a school office for employment certificates was estab¬ 
 lished, and as the applicants increased in numbers their iieed 
 for educational and vocational counseling became apparent. 
 
 The Board of Public Education accepted the cooperation of a 
 private agency, the White-Williams Foundation, in demonstra¬ 
 ting the value of a counseling service for boys and girls who 
 had secured working certificates or who were looking for em- 
 ploym.ent. The demonstration was so successful that the board 
 became convinced of the permanent value of the work, and by 
 1925 had assumed full respon:: ib i lity for the placement and 
 counseling stai'f. In February, 1934, the board, seeking to 
 augment the staff of the Junior Employment Service, which was 
 then inadequate, applied for the affiliation of the Junior 
 
 37 
 
Employment Service with the Pennsylvania State Employment 
 Service under the provisions of the Warner-Peyser Act. This 
 was ■accomplished. 
 
 The Junior Employment Service is conducted by the Board of 
 Public Education of Philadelphia, as part of its vocational 
 and educational guidance work. It is under the supervision 
 of the superintendent of schools and the general supervision 
 of the State Education Department. It cooperates closely 
 with the local office of the Federal State Employment Service. 
 It works with the State Bureau of Rehabilitation and other a- 
 gencies interested in the physically handicapped. It also 
 cooperates with the Department of Labor and Industry, with 
 social agencies, and with individuals in its counseling and 
 employment supervision work. The relationship with the schools 
 has been particularly intimate and fruitful. Counselors in 
 high schools furnish records of graduates-. Special divi_ 
 sionof the school s^’stem also give information which is of 
 help in learning to know applicants. Thus, the Division of 
 Commercial Education supplies objective-test results of the 
 achievements of every commercial graduate in typing and short¬ 
 hand. The Division of Tests and Results furnishes copies of 
 group intelligence tests and of standardized achievement tests. 
 The Division of Special Education provides psychologists to 
 administer a battery of individual tests to selected appli¬ 
 cants. The Division of Medical Inspection supplies physicians. 
 The Division of School Extension has established the special 
 classes in vocational training. Without the assistance of 
 the schools, it v;ould have been impossible to provide these 
 facilities. Almost all employers have cooperated in report¬ 
 ing on the qualifications of the yoiing people who have been 
 placed with them. 
 
 The (Junior Employment Service is administered from a central^ 
 office, and there a^’e three branches in school buildings. 
 
 The office of the Federal State Emplcymenu Service acts as a 
 cooperating branch, an agent of the Junior Employment Service 
 being stationed there to interview junior applioants-and'refer 
 thento the proper one ex'the regular branches. Dne branch is in 
 the iniustrial district, and serves both boys and girls. The 
 other two are in the commercial district; one receives boys 
 only, the other only girls. All of them have adequate wait¬ 
 ing rooms, which are made attractive and comfortable by chairs, 
 tables, bookcases, plants, magazines, and newspapers. 
 
 Financing' No charge is made for the services of the Junior 
 Employment Service. Since July, 1934, the Service has been 
 jointly supported by the Board of Education of Philadelphia 
 and the Pennsylvania State Employment Service. 
 
 38 
 
Boston's Use Of Its Schools 
 
 v'^hen unemployment became a serious problem, Boston already had 
 a partial answer to the use of leisure time. As early as 1912 the Depai-t 
 ment of the Extended Use of the Public Schools was legally created with 
 the purpose of devising activities in school buildings after school hours 
 outside of the regular day and evening school curriculum. 
 
 These centers serve as common gathering places and rallying 
 points for community effort azid coopera t ion, cente rs for social and civic 
 betterment. In nature they are community clubhouses, social and recrea¬ 
 tion centers. Fourteen regular School Centers are open two evenings and 
 one afternoon a week from October to June; 7:30 to 10:30 o'clock. Dur¬ 
 ing the past season, 1933-1934, more than 150 different schoolhouses were 
 opened over 2150 times for School Center use. In 1933-1934, the total 
 attendance was over 826,345. The total number of clubs and group meet¬ 
 ings in the School Centers was over 500, attending over 30 different ac¬ 
 tivities. In 1933-1934 over 15,000 persons attended coiicerts, lectures, 
 and entertainments in school centers. Over 31 independent outside social 
 and fraternal organizations occupied schcolhouse accomodations. 
 
 School Centers are orgraiiized on a club basis, self-governing, 
 officers elected, dues self-imposed. The School Center clubs 
 and activities are classified as civic, social-educational, 
 recreational, and industrial, and cc/er a very v^ide range of 
 subjects and acoivitios. Abcuo one-third of those partici¬ 
 pating are unemployed youths of both sexes. The othei'S are 
 employed, attend the upper grades of high schools or are in 
 the first or second year cf college. 
 
 The work of the Cepartir,ent of th.e extended Use of the Public 
 Schools is conducted under three divisions: School Centers; 
 
 Home and School Associations; Use of 'ochoolnouse nccorodations, 
 
 The director of tlrj department has general supervision and 
 control over the activities and is responsible to the school 
 committee through the Superintendent of Schools. 
 
 Sach School Center has a manager who forms, develops and 
 manages clubs and activities; also supervises and directs 
 all persons and groups occupying School Center buildings. 
 
 39 
 
5ach maitaj^er iias a staff of leaders and helpers who direct 
 clubs and groups and attend to the various details. Managers, 
 special managers, leaders, helpers, and other eiaployees are 
 appointed by the ouperintendent of Schools from rated lists. 
 
 Citizens' advisory committees, members' councils, leaders' 
 and workers' conferences aid in guiding and promoting the pol¬ 
 icies and activities of the department. 
 
 Financing: The Department of the D-xtended Use of the Public 
 
 Schools is financed by the Boston School Committee. For the 
 year 1934, the school committee appropriated for extension 
 activities conducted by the Department - $69,000. This fund 
 is not a part of the regular day or evening school appropria¬ 
 tion and is used only for the purposes stated in the legisla¬ 
 tive act. Many of the clubs that meet in the School Centers 
 pay their own leaders, others have volunteer leaders. 411 
 supplies and materials, uiensils and special equipment used 
 in the School Centers are provided by the various clubs at 
 the expense of the members, not at the expense of the city. 
 
 Buffalo Emergency Program 
 
 Buffalo has developed an emergency adult education and recre- 
 tion pi’ogram as a Temporary Fmergency Relief Administration program, with 
 a v/ide range of sei'vices offered free to its citizens. Sixty emergency 
 centers are located throughout the city v/here a great variety of activi¬ 
 ties are carried on. The program is directed by the State Education De¬ 
 partment and the Buffalo Board of Education, and administered by the su¬ 
 pervisor of Industrial Education of the. western area and the director of 
 Extension Education of Buffalo. 
 
 During 1934, 27,000 Buffalo adults over seventeen years of age 
 participated in 200 courses in GO emergency centers. There are 21 in¬ 
 structors in 3 major centers for commercial subjects. The Handicraft 
 Institute and 30 neighborhood classes offer more than 40 courses. The 
 Art Institute has grown from one instructor with 4 students to an insti¬ 
 tution of 400 students and a staff of 16. Art classes are also held in 
 
 40 
 
6 neighborhoods. A staff of 8 specially trained instructors teach 300 
 
 patients in the handicap project. One hundred tv/enty hor.e—making classes 
 
 are held. Music classes are held in 19 neighborhood centers. Drama 
 
 classes meet in 3 major and several minor centers. 
 
 Recreation: The Buffalo Community Players are the only stock 
 
 company in Buffalo. The players have 8 major plays and nearly 
 20 one-act skits for presentation. Free performances are giv¬ 
 en before schools, churches, etc., in western New York. In 
 some cases audiences have never before seen a legitimate per¬ 
 formance. The players also present a half-hour radio program 
 four mornings a week. Program talent is worked into these 
 presentations whenever possible. The Buffalo Community play¬ 
 ers have appeared before 200,000 persons since their organi¬ 
 zation in February, 1934. There are 14 actors and stage hands 
 in the Community Players group. 
 
 Thousands of persons are enrol-led in all phases of recreation 
 in Buffalo. Some of the recreational activities are physical 
 education, swimming, fencing, boxing, wrestling, and indoor 
 and outdoor horseshoe pitching. Community singing circles 
 are formed in the different centers. Old-time songs are in¬ 
 terspersed in the programs with popular music. Noel Coward's 
 plays were presented during the Spring term by the dramatic 
 groups. 
 
 The Buffalo Civic Opera Company of 100 voices, with the 120 
 piece Buffalo Philharmonic orchestra of the Emergency Relief 
 of Buffalo, produced "Faust" and "Pagliacci." In addition 
 to operas, ballets are staged. 
 
 Adult Education : The educational offerings cover a wide 
 range of subject matter. Five full three-year art courses 
 are given in addition to special short-term courses and reg¬ 
 ular lectures on history and philosophy of art. Two 20-week 
 terms of commercial courses are conducted each year. Spec¬ 
 ial teacher training and evening classes are also held. A 
 full one-year commercial course is given. The handicraft 
 subjects include: leathercraft, metalcraft, jewelry, weaving, 
 embroidering, knitting, and pottery. CooV:ing, sewing, home 
 nursing, and maid training classes are given in the ce.nters 
 and meeting places of Buffalo. Special teacher training in 
 home economics is also available. The technical and trades 
 division arranges classes in everything from air-condition¬ 
 ing to refrigeration. The outstanding groups are classes 
 in auto mechanics, woodworking, tire repair, battery, radio, 
 auto ignition, steam engineering. The Music Institute of 
 
 41 
 
Buffalo holds courses in all phases of music, such as instru- 
 meiital, applied technique and harmony, etc. There are day¬ 
 time and evening classes in German, French, Spanish, Italian, 
 Russian, English and journalism. Drama classes are conducted. 
 
 Teacher Training : Although the instructors have been teach¬ 
 ing from two years to a lifetime, work in adult education 
 classes is so different from any existing educational exper¬ 
 iment that a teacher training institute has been inaugurated. 
 Teacher training classes meet once a week in two centers and 
 special groups meet together for instruction by the head of 
 the teacher training departm.ent. 
 
 Hobby Fair: 'The first annual Buffalo Hobby Fair, held in 
 November, 1934, focussed widespread attention on hobbies, their 
 educational, recreational, and health values. The Fair was 
 inaugurated by the Buffalo Society of Natural Sciences, as a 
 result of the interest created by Hobby Clubs carried on for 
 many years, but was spo:isored by the Buffalo Council of Social 
 Agencies. The exhibits consisted of those by individuals; 
 by groups, such as art galleries, museums, organizations; 
 commercial exhibits; and popular working exhibits. The Hobby 
 Fair was such a great success that it will probably be held 
 annually. 
 
 Chicago General Activities Program 
 
 Chicago has a general activities program for youth and adults 
 carried on by the Recreation Division of the Park District, which is 
 broad-gauged and of wide appeal. This organization resulted from the 
 consolidation recently of 22 separate park districts which served the 
 city. The program operates with the following subdepartments, each with 
 its specialized staff: crafts for men and boys; art crafts for women 
 and girls; women's and girls' activities, physical activities; general 
 activities; art; dramatics; music. 
 
 Chicago has used its regular recreation facilities to expand 
 and adapt to the emergency needs of youth and adults. The spirit of the 
 whole program is one of creative activity, with the idea of getting away 
 from the leader-dominated type of program. Groups are organized as clubs 
 rather than as classes. Each club has its own leaders within the group 
 
 42 
 
so that when the regular leader is absent, activities go right on. Peo 
 
 pie in the various activities showing special skill and aptitude are en 
 
 couraged and are given opportunities to exercise leadership with groups 
 
 of less experienced people. There are 142 different crafts clubs. 
 
 Facilities: There are 128 parks and 82 community buildings • 
 
 in connection with the parks, some small but most of them 
 commodious and well-equipped. Generally x-hey have assembly 
 halls, several club rooms, gymnasiums for boys and girls, 
 with shower and locker roorjs. A larg^, number of tliem have 
 branches of the public library, and ouo-of-doors they have 
 grounds for games or skating, oatlo'.r gymnasiums for chil- ■ 
 dren under ten, swimming pools. The department also operates 
 the bathing beaches, golf courses, baseball diamonds, tennis 
 courts, football fields, and playgrounds. 
 
 Crafts for men and boys: The crafts for men and boys are 
 v/idely varied, including: boatcraft, making models and boats 
 of various kinds; aircraft; artcraft, a wide program of ac¬ 
 tivities varying according to demand; making of games; wood¬ 
 craft. 
 
 Groups meet usually twice a week in the afternoons and eve¬ 
 nings. The city-wide activities assume the nature of a city¬ 
 wide club and in most cases are self-supporting, the idea 
 being to give people of like interests an opportunity to get 
 together favorably and easily in their common interest. The 
 park department gives the initiative and leadership and the 
 members themselves pay for their recreation. Several surveys 
 were made to determine what crafts were of greatest interest; 
 to find out the relationship between leisure crafts and Juve¬ 
 nile delinquency. 
 
 Art crafts for women and girls: Crafts for women and girls 
 include: rug-making, quilting, loom weaving, pottery, model¬ 
 ing, doll making, mask making, carving, fabric decoration, 
 knitting and crocheting, home decoration, dress and costume 
 design, weaving, metalcrcaft, leathercraf t, commercial design, 
 needle crafts, lantern making. 
 
 Physical-Recreational Activities: There is a wide program 
 of physical-recreational activities, :for men and women, boys 
 and girls, as well as dramatics, music, art. The development 
 of Chicago's Community Centers has been going on for years. 
 Originally they were conceived to serve the physical and 
 health needs of an urban commiunity. Gradually the program 
 expanded to include other activities than the purely physical. 
 Social life, dancing, dramatics, music, debating, self-govern¬ 
 ment organizations were introduced into the program. Manning 
 
 43 
 
each institution is a promotional supervisor called a director, 
 and where complete facilities warrant there is an instructor in 
 each gymnasium, one for men and one for v/omen. 
 
 Chicago has the effective cooperation of organizations and in¬ 
 dividuals in the community in helping v'ith the leisure-time 
 activities. V. K. Brown, Chief of the Recreation Div'ision, 
 Chicago Park District, says: 
 
 "We are approaching women's clubs, community improve¬ 
 ment associations, noonday luncheon clubs, parent-teacher 
 groups, business men's organizations, and simiilar federations 
 of people in our c omm.unities, with the suggestion ttiat they 
 adopt certain specific things as part of tlieir organization 
 programs. We have been quite successful in this, and we think 
 it a good example of a new type of attack on the problem of a 
 community using its own leisure energies to contribute mater¬ 
 ially toward the solving of its leisure problems. Industries 
 are similarly being approached. ?or example, we have one 
 group of boys much interested in metallurgy. They cast their 
 engine blocks for model motor-boat, vestpocket size engines, 
 smelting down the metal, milling the necessary parts, and fab¬ 
 ricating the engines to drive their m.ode 1 craft. We are now 
 contacting the steel mills of South Chicago, and are preparing 
 a basement in one of our field houses, and the men of the in¬ 
 dustry are planning to underwrite the establishment in that 
 basement, of an actual producing miniature steel mill, in which 
 the young men interested in metallui-gy in that comimunity can¬ 
 not only beguile their idle t im.e in something which they enjoy 
 doing, but associating with the experts of the industry who 
 will be interested in the experiment. These boys will also 
 vocationally be familiarizing themselves with every step in 
 steel production, from ore to finished product, and will be 
 learning by actual practice the essentials of the industry, 
 thereby assuring the industry of a growing .group of young blood 
 availaole for employment later, and at least as well trained 
 as those who have taken rather theoretical courses in metal¬ 
 lurgy in the technical schools specializing in that field of 
 education. It prcmiises, they think, to become a fine father- 
 and-son activity of the community; the leadership of it is no 
 problem bo us, because research workers and engineers of the 
 industry will take so much of personal interest in it that we 
 need not provide special instructors, 
 
 "This same idea we think to be applicable to a large 
 number of industries. For example, in doll—house furnishings, 
 playroom equipm.ent, and what not, possibly the upholstering or 
 furniture making industry niight interest itself. We have never, 
 in the past, hooked up in just this w.ay. We think it is a nev/ 
 
 44 
 
(ieve Icpment, but it’ is likely to assume oonsiderable propor¬ 
 tions as we experiment our way into it." 
 
 Financing : The Chicago program is financed by municipal funds, 
 
 Government funds and by charges made for various activities. 
 
 Williamsport (Pa.) Retraining Program 
 
 The Williamsport Chamber of Commerce in February, 1930, through 
 its Employment Committee, became interested , in unemployment as a whole. 
 
 The first step v/as to make an extensive survey of unemployment in the 
 city and a study of its causes with the assistance of the relief and vol¬ 
 unteer social workers. The needs were made clear and ways of meeting them 
 were charted. The school district was asked to cooperate in the organi¬ 
 zation of an educational program for unemployed persons. The first ex¬ 
 perimental classes began early in 1931, and some of the work was carried 
 through the summer months- In the Fall of 1331, a much larger program 
 was organized, and by December these classes were overflowing and a more 
 extensive program v.’as requested. A full-txme coordinator working with 
 students, school, and industry, was appointed for the program. 
 
 'Williamsport's Retraining School, with 16 teachers, offers 
 a wide variet 5 ^ of educa.tional and occupational opportunities 
 along these lines: (1) commercial, (C) woodworking, (3) ma¬ 
 chine shop, (4) special apprentice machine shop. Tne classes 
 include: business English for men and women, architectural 
 
 drafting, mechanical drafting, auto mechanics, printing, me¬ 
 chanical blue-print reading, architectural blue-print reading, 
 engineering mathematics, machine shop, acetylene welding, sol¬ 
 id geometry, shorthand, and typewriting. 
 
 Woodworking : This course attempts to provide intensive pro¬ 
 duction experience for the students in the industrial wood¬ 
 working and cabinet-making fields. 
 
 The Machine Shop: The machine shop offers an intensive course 
 in machine instruction to a restricted number of young men se¬ 
 lected from the machine shop class, who show a particular ap¬ 
 titude. All found employment in the field for which they 
 trained. 
 
 45 
 
In order to make the intensive training as business-like as 
 possible, the instructor in charge made arrangements with a 
 local manufacturing plant to use materials which had been 
 "scrapped" for minor defects before the manufacturing pro¬ 
 cesses had been completed, but which were still satisfactory 
 for instruction purposes. In the school shop the parts were 
 machined to production standards, as to accuracy and speed, 
 although in some cases the dimensions were fictitious. The 
 finished parts were returned to the manufacturer to be melt¬ 
 ed up as scrap. The manufacturer lost only the small amount 
 of material removed in the machining operations, and the 
 school gained the use of very expensive material such as is 
 used in actual production. 
 
 Apprent iceship Program: Young m.en who have graduated from 
 the public school machine shop courses or from ordinary ap¬ 
 prenticeship courses receive training for particular work 
 in metal manufacturing plants. 
 
 Re training Service for Girls." Courses along the same lines 
 and objectives as the work of the boys and m.en are available 
 to girls and women over eighteen who are adapted to such work 
 and desirous of participating in the activities. Classes 
 meet in retail selling, advertising, office practice, type¬ 
 writing, and shorthand. 
 
 Commercial Training : The school is experimenting with the 
 idea of placing partially trained stenographers in public 
 offices for experience and speed. 
 
 Placement : Cince 1931, the retraining work has grown con¬ 
 
 stantly with a placement average of about thirty per cent. 
 
 At no time during the depression did the retraining work de¬ 
 crease, and a reasonable placement record was m.aintained even 
 during the \\-orst of the unemployment. In September, 1934, 
 one factory took eighteen graduates of the machine shop 
 course. 
 
 Williamsport Graduates' Club: As part of the v^illiamsport 
 unemployed retraining school program is the Graduates' Club, 
 sponsored by the school board of Vlilliamsport in cooperation 
 with the Y.M.C.A., and an advisory com.mittee of prominent 
 citizens, whose main purpose is to aid its miembers to find 
 profitable employment axid to keep their morale at a safe 
 level during the interval before a job is found. Its activ¬ 
 ities consist of vocational guidance, vocational training, 
 placement, and recreation. Its membership is limited to 
 young men who have graduated from the local high schools and 
 are unemployed. The club meets every '*fednesday evening from 
 
 46 
 
7:30 to 9:30; in addition to its regular meetings it assem*. 
 bles at other times for special purposes. 
 
 Most of the regular meetings of the club are devoted to: dis¬ 
 cussion of problems of those se^.king work; talks, often illus¬ 
 trated, by leading business men and technical experts; show¬ 
 ing of educational and other films; trips through local plants. 
 Employers are interviewed on behalf of the club members. The 
 boys are called in to meet personnel agents, and are sent out 
 individually to apply for work in quarters where the prospects 
 are known to be. favorable. 
 
 f’o difficult^' has bee.n experienced in obtaining the hearty co¬ 
 operation of industrial and business men. There was found, 
 however, a strong resistance in industrial extablishnents to 
 accepting workers under about tvv^enty years of age, and the suc¬ 
 cessful placeiTients from the retraiiiing school are now mostly 
 in the 20-35 year group. The club has to a considerable ex¬ 
 tent been successful in overcoming objections on the grounds 
 of youthfulness and inexperience advanced by employers. Mem¬ 
 bership cards, when indicating that the bearer is well quali¬ 
 fied, act as a means of introdvict ion to the prospective em¬ 
 ployer, and assurances that the young person is willing and 
 prepared are often effective. 
 
 Recreation: On Monday evenings a group interested in athlet¬ 
 
 ics meets for games; a team of members of this group represents 
 the Graduates' Club in the unemployed retraining school basket 
 ball league. On Tuesday evenings a group meets for musical in¬ 
 struction; a band and a dance orchestra I;ave been formed. The 
 athletic and musical activities wore organized as a result of 
 information obtained from the questionnaire. On Friday eve¬ 
 nings all members''nave an opportanity to use the Y.M.C.A. fa¬ 
 cilities. On Saturday hobby clubs meet for four hours. Some 
 of the films' shown at the regular r;eeting of the club is de¬ 
 voted to social activities to promote fellov/ship among members. 
 Social gatherings at other times, with music, games, dancing, 
 and refreshments are also part of the recreat'iona 1 program. 
 
 Fargo Free-Timf. Council 
 
 In Fargo, the community has organized the Fargo Free-time 
 Council to provide a leisure-time program for youth and adults who have 
 free time as a result of the economic situation. The council is a co¬ 
 operative effort initiated by the Y.M.C.A. in which every " ls:isure-time 
 agency" in the community is invited to participate, in the planning as 
 
 47 
 
well as the carrying on of activities. An attempt is being made to meet 
 the needs of every adult in Fargo. 
 
 Three steps preceded the forming of the council and the devel^ 
 opment of the program: a survey to determine the educational and recrea¬ 
 tional activities desired; a compiling of information on available lei¬ 
 sure-time facilities; an all-day community conference on adult education. 
 
 The survey of the recreational and educational interests of 
 all out-of-school adults over sixteen years of age was made by 
 the P.T.A. and the Free-time Council. It showed that of loO 
 different free-time activities on the schedule there was an 
 overwhelming interest in certain commercial courses, such as: 
 bookkeeping, shorthand and typing, as well as activities usu¬ 
 ally. c lass if ied under home economics. There was a general 
 distribution of interest among the other activities. Outdoor 
 recreational activities predominated. 
 
 The Fargo Community Conference on Adult education v/as held on 
 March 6, 1935, with afternoon and evening sessions. After the 
 discussion of certain topics, the meeting ended with an open 
 forum for the consideration and adoption of recommendations 
 growing out of the discussions. The conference was helpful in 
 clarifying the real functions of the Fargo Pree-time Committee. 
 
 The Fargo Council is composed of volunteer members. These men 
 and women represent community educational and recreational a- 
 gencies, organizations v/hich are actively interested in the 
 problems of community leisure time, citizens at large, local 
 government agencies. The council elects from its membership 
 an executive committee composed of the officers of the council 
 (president, vice-president, secretary, tre asiu'er), the chair¬ 
 men of the neighborhood and program councils, the chairmen of 
 all sectional program committees, and some additional members 
 selected from the roster of the Free-time Council. One repre¬ 
 sentative of each P.T.A. group is named as a member of the 
 Free-time Council. 
 
 Each school section has a local P.T.A. committee, the chairmen 
 of which constitute a neighborhood council, which functions to 
 interpret the needs of the various sections to the Community 
 Free^time Council and to explain and promote various activities 
 sponsored by the council in each neighborhood. There is a pro¬ 
 gram council made up of the chairmen of the sectional program 
 committees, and a technical group of professional workers con¬ 
 cerned with leisure-time activities provide volunteer techni¬ 
 cal advice and leadership. 
 
 ^8 
 
Lakewood (Ohio) Recreational Center- 
 
 Th^ young people of Lakewood, were badly in need of recreation 
 interests. At the initiative of the superintendent of the Board of Educa¬ 
 tion an abandoned schoolhouse in the heart of the city was taken over and 
 converted into a recreation center. It has two small gymnasiums, a cafe¬ 
 teria, shower baths, an auditorium, and many classrooms. The latter have 
 been transformed into game rooms, lounges, discussion rooms, council cham¬ 
 bers, library and reading room, and cr^d rooms. Ten local civic and pro¬ 
 fessional organizations enabled the classrooms to be made over by each 
 furnishing a separate room. 
 
 Launched as an emergency project, the center is becoming a per¬ 
 manent and vital factor in the community life. From the outset the Lake- 
 wood program has been cooperative in spirit and creative in its function¬ 
 ing. 
 
 While the center is supervised by the director of recreation 
 of the Board of Education, there is a senior advisory council 
 of 35 m.embers drawn from the civic and professional organiza¬ 
 tions of the city. The center is controlled and directed by 
 a self-governing general council or junior advisory council 
 composed of 15 to 20 members, young people v/ho use the center. 
 
 This council organizes the weekly dances and generally super¬ 
 vises the activities. The center has a staff of 20 persons, 
 
 8 members being ERA workers and 12 volunteer workers. 
 
 A general recreational program., consisting of athletics, drama, 
 forums and discussion groups, hobbies, music, and quiet games 
 is offered by the center. There are also vocational training 
 classes, and a few cultural courses. These activities are 
 developed informally in about 40 organized classes or groups; 
 each class decides what it wishes to do. Dances are held once 
 a week, and other social activities, such as plays, are organ¬ 
 ized from time to time. The plans are carried out without 
 help from adults. 
 
 The members wrote and produced a play which ran four nights. 
 
 They have formed a six-piece orchestra. It was found that the 
 young people could successfully carry through a small project 
 with some guidance, but were not capable of handling large af¬ 
 fairs alone. They themselves decided that they needed the 
 help of experienced people in organization. 
 
 49 
 
The daily attendance varies from 150 to 300, and averages 225. 
 The total attendance has been 30,000. 
 
 Financing: An entirely satisfactory method of financing has 
 
 not yet been worked out. Efforts to support the center through 
 voluntary subscriptions proved'inadequate. For 1934 the Recre¬ 
 ation Department of the Board of Education was able to allo¬ 
 cate $3,070 to the center, representing a surplus accumulated 
 over a number of years. (The Recreation Department operates 
 on a 1/10 mill levy, which is entirely separate from the Board 
 of Education budget.) This sum fell short of meeting the ex¬ 
 penses by $1,500. The present cost of maintaining the build¬ 
 ing is $3,500 annually, which includes only heat, light, and 
 janitor service. 
 
 Moneys have been raised in various ways by the young people, 
 such as small fees for dances, renting the cafeteria, audi¬ 
 torium, and gymnasium. No charge is made for the classes, 
 except those in boxing and fencing which cost $2.00 for ten 
 weekly lessons. If material is required, the member pays for 
 it. 
 
 A Plan for Youth in Rural Connecticut 
 
 In a rural community plans often may be carried through in a 
 very natural way without any formal organization and yet with every agen¬ 
 cy playing a part. Nothing could be si.mpler than a plan for youth which 
 has developed in a rural district of Connecticut. It is described by the 
 minister of a church who, one senses, is the moving force behind many of 
 the activities: 
 
 " Ours is a strictly rural situation. We have no 
 specific activities which would make our youth feel that they 
 are set aside as under-privileged or without opportunity. 
 
 Those on the farms are at work with their fathers. We have 
 developed community activities in which they are included, 
 the objective being to make them enjoy their community and 
 want to stay here. Many of them are marrying and settling 
 in tenant houses they would have spurned a few years ago. 
 
 We try to provide community sociables, where the hat is passed 
 around. We have organized a dancing class which, meeting at 
 the town hall, will give social recreation while teaching them 
 to dance. Working with the selectman, we know fairly well the 
 situation in each home where matured young people are living, 
 and help to share what work there is with them. Wanting to 
 
 50 
 
keep them in the community,, we face the real problem of pro¬ 
 viding Jobs and housing if they marry. We are introducing 
 weaving as an experiment in the hope that it will supplement 
 other income. One young man has started a small paint fac¬ 
 tory. The farm bureau is helping us to encourage two others 
 in hatching and chicken farming. Nothing very outstanding, 
 we do not want to make the adjustment for then, but stand 
 readj^ to help and to offer suggestions when we discover an 
 interest or a need. Such activities are financed through 
 private interests. We have no program excepting the program 
 of normal rural living. Our organizations and activities are 
 kindled around the needs which arise therefrom." 
 
 A Rural Cdmmunity Evening School 
 
 In Sac Oity, low^a, a farmers' evening schoal program has been 
 expanded into an adult education and forum program in which a large pro¬ 
 portion of both town and country families participate. 
 
 To administer the program, an evening school council repre¬ 
 senting a cross section of the community .interests was organized. In¬ 
 cluded on the council are representatives of the Chamber of Commerce, 
 Kiwanis Club, Farm Bureau, .Araerican Legion, Board of Education, town and 
 country women, and I'epresentative young men and women of the community, 
 with the vocational teacher representing the instructional .staff of the 
 school and serving as chairman cf the council. Kepresentatives from the 
 general council also serve ac ciiaii'men of committees which are charged 
 with the responsibility for guiding the courses along the lines of the 
 different group interests in the community. 
 
 The clas.ses and forum met on Wednesday even.ings during the 
 winter season. To proi.iote followsh.lp an.i b., tter’ unde-r’s Land¬ 
 ing of problems conu.iCn to the tov/n end co'u.orj- people the 
 Kiwanis club ch'-uigia its weekly lUiicbecn loui' to WLdnesday 
 eve^iing so that it might entei’tain ail membei’S of the farmers' 
 and business men's classe'' d'Tiug the winter. The forum 
 speaksr met with tnc sipper groups. 
 
 Supper was frem C to 7:30, then fo''lo'-’ed the special classes 
 from 7:45 to C:3C, consisting of a wide range of subjects 
 such as agricultural economics for fai'm men, general eco.nomics 
 
 51 
 
for business men, and music appreciation, play production, 
 home hygiene and clothing, poultry production. 
 
 After classes, the forum was held from 8:35 to 9.‘30. The 
 general subject for the year 1934-1935, was "America Paces 
 the Future." The purpose of the forum is to give an over¬ 
 head view of the trends of the times. The first meeting 
 served as an introduction to v/orld conditions. Then follow¬ 
 ed ten discussions critically analyzing and evaluating mo¬ 
 mentous forces which together help to make up the whole. 
 
 This series concluded with a summary meeting. 
 
 Practically all of the class members participated in the 
 forums which, with the influx of a few not enrolled in the 
 courses, attracted an attendance ranging from 300 to 400 
 people every week. Other activities and events hold the 
 group together during the rest of the yeai- when the program 
 is not in operation. 
 
 The vocational agriculture department in ^he high school of 
 Sac City and the farmers' evening school were organized sim¬ 
 ultaneously in 1931. The adult education and fni-um pT-ogram 
 has been the outgrowth of these two. The adolt progi'^m forms 
 an impartial institution for integration of com umity inter¬ 
 ests in an intelligent way. It has great passijjllties of 
 increasing' the vocational efficiency of the pe Jole in funda¬ 
 mental occupations, of developing the much needed local lead¬ 
 ership and intelligent followers, and greatly enriching the 
 general plane of living. 
 
 Training for Citizenship 
 
 CORTLAND COUNTY (M.Y.) JUNIOR MUNICIPALITY 
 
 A municipality for junior citizens reproducing the senior mu^ 
 nicipality, having its own charter and officials, with a recognized cit¬ 
 izenry known as adult-minors, and duties assigned and carried out by the 
 junior citizens, constitutes a* practical experiment in citizenship train¬ 
 ing being■carrled on in upper New York State, in the Finger Lakes region. 
 The Junior Municipality starting in Cortland, N. Y., is spreading to other 
 near-by places, With the cooperation of the School of Citizenship of 
 Syracuse University and Cornell University, the plan adapted to city, 
 village, township, or county may extend to an area of eight counties. 
 
 52 
 
Adult-minors is the designation officially bestowed upon the 
 young citizens sixteen to Uv'enty-one years of age, who con¬ 
 stitute the membership of the Junior Municipality. They co¬ 
 operate with the senior local government and carry through 
 their activities not theoretically but as practical responsi¬ 
 bilities. They are authorized to assist the police in such 
 responsibilities as traffic duty, in recovery of stolen prop¬ 
 erty, in policing public meetings. The activities of those 
 adult-minors assigned to police duty are recorded at the city 
 police department. The adult-minor health department is ac¬ 
 tive in the county health program and assists in the health 
 education program in the city and county. They have investi¬ 
 gated and obtained data bearing on the conditions of the mu¬ 
 nicipal skating rink and made recommendations to the senior 
 City Council. In Homer, Y. , the adult-minor village board 
 assumed total responsibility for administering a four-day 
 celebration in honor of the Centeniiial year of the village. 
 
 The senior board sanctioned this action and cooperated with 
 the young officials. 
 
 The Cortland Junior Municipality is developed and sustained 
 by youth with one adult director. Organized early in 1933, 
 under the sponsorship of city officials, civic leaders, and 
 young people of Cortland, adult-minors organized their cit¬ 
 izens into six wards for party and municipal action. A cen¬ 
 sus committee was appointed in each ward to find the number 
 of persons between sixteen and twenty-one years of age. k’^ard 
 leaders were named. The group selected party candidates for 
 election to the committee of twelve (two from each ward) to 
 draft a Junior Charter. To elect this charter committee, 
 adult-minors held a charter convention in July. Until the 
 end of September the charter committee met weekly or bi-week¬ 
 ly to search the city charter and adapt the provisions suit¬ 
 ing their needs. 
 
 Oh primary day a referendum was taken on the Junior Charter. 
 Municipal officials v/ere elected one v.’eek later. The senior 
 judge administered the oath of office to the young officials 
 at the inaugural ceremony. Practically the only adult assis¬ 
 tance came from the director of the Junior Municipality. 
 
 The Junior Municipality duplicates in practically all respects 
 that of the senior government. The Common Council meets twice 
 a month; the Board of Health, Board of Public Work, and Board 
 of Education, once each month. The Police Department meets 
 once a week. By authority of the Common Council of Cortland 
 the attendance of adult-minor officials in that city at meet¬ 
 ings of their respective boards or departments, is required 
 and is a matter of record. The work has the endorsement of 
 
 S3 
 
the Cortland senior city officials and the Assistant Conimis*. 
 sioner of Extension Education of the State Department of Ed¬ 
 ucation. 
 
 Three hundred and fifty young people assumed some degree of 
 responsibility in the Junior Municipality program during a 
 fifteen-month period. Twenty-five generally attended the ward 
 meetings; one hundred, the charter convention; fifteen, the 
 charter council meetings. One hundred and fifteen young peo¬ 
 ple voted for the charter referendum, and two hundred in the 
 election of officials. Three hundred adults and minor-adults 
 attended the inaugural ceremony. 
 
 While carrying on their various activities the young citizens 
 are studying and educating themselves in the affairs of the 
 city government. Through their own chamberlain they receive 
 information on the financial conditions of the city. They 
 have access to municipal and village departments, records, and 
 statistics. They have an Educational Research Board which 
 studies problems of city government and their own problems of 
 function. 
 
 BOYS' BROTHERHOOD REPUBLIC 
 
 Of a different type, a self-governing organization in a con¬ 
 gested area of a great city, is the Boys' Brotherhood Republic of New York, 
 which carries on its administration within its ov/n ranks. Organized in Jan¬ 
 uary, 1932, with a membership of eight boys, its "citizens" now number more 
 than four hundred. 
 
 The Republic, which is privately sponsored, owns a five-story 
 building at 290 East Third Street, New York. It has its own 
 camp at Alpine, N. J. Both at the clubhouse and camp, affairs 
 are run as in a city government. Activities are supported by 
 a system of taxation and the Republic operates under its own 
 charter and with its self-elected officials. 
 
 The Republic is open daily from 5 to 10 p. m. , and approxi¬ 
 mately seventy per cent of the boys attend daily. Its activi¬ 
 ties are varied, including athletic events, publishing a news¬ 
 paper, an effiployment office, a library, a savings bank, all 
 planned and conducted by the boy "citizens." 
 
 On January 19. 1935, the new City Hall of the Republic was open¬ 
 ed in which the boys run their own municipality. On that oc¬ 
 casion the Mayor of Nev^? York, Hon. F. H. La Guardia, was the 
 principal speaker. Leading officials of the city attended. 
 
 54 
 
PART I I I 
 
 SPECIFIC ACTIVITIES FOR AND BY YOUTK 
 
 It takes consummate intelligence to rteip youth through the 
 crisis of today and avoid crippling then for tomorrow. Any implLcation 
 that youth is on relief has serious dangers. It is not charity but on- 
 portunity tnat is due tiiem. A chance to help themselves is youth's su¬ 
 preme right. Work should be on a basis of cooperation i-athior than pat¬ 
 ronage. Those projects in wnich there is an element of give as >.’ell as 
 take have the soundest psychological base, those which swing young peo¬ 
 ple into the active, vital current of community life ai'd make them a 
 participating part of it. Self-heAp, service, cr<^at ivene s s, ufork, 
 should be the watchwords. Get youth off the bleachers and into the game. 
 
 There is a,3c.ylla and Charybdis between which those who are 
 desirous of helping youth have to steer with care. One is that in hesi¬ 
 tating too long or waiting to frame effective organization, not.hing is 
 accomplished. The other is that in tuo hasty, spectacular action the 
 public is anesthetized into thinking the problem is solved ana v/ork tc- 
 w'ards a long-range program for youth's permaneiit neeas is delayea or 
 bloc ked. 
 
 The Dresent situation is of an emergency and transitional 
 nature but two things must be kept in mind. Ore, the agencies that have 
 to be summoned to support a program are those permanently rooted in the 
 community; they have an experience and bacngrouna which il would be 
 folly not to utilize to the utmost. Two, that in mosL of the activities 
 planned there should be the kernel of a permanent objective to be 
 
 55 
 
carefully kept in mind ana preserved after the peak of emergency need 
 has receded. 
 
 Activities for youth are inaugurated under many different 
 auspices; official agencies, voluntary groups, communities or citizens' 
 committees, social and welfare organizations, individuals. Under what¬ 
 ever sponsorship, they fall into the general classifications of: 
 
 fiDUCAT ION 
 EMPLOYdSNT 
 GUIDANCE 
 HECr-dEATION 
 
 s^ithin these c lass if icau ions there are certain type projects 
 which are being carried out in many places because they have proved to 
 meet the most general needs, but these breaK down into wiae variety and 
 adaptation. Besides these more general provisions, there are many orig¬ 
 inal and individualized projects being successfully carried out to solve 
 special problems or meet particulai' needs. Some of these have sprung 
 out of youth's own initiative and are directed by youth, being in the 
 nature of self-help projects. 
 
 EDUCATIOK 
 
 Emergency educational projects for out-of-school youth are of 
 three kinds : 
 
 1 . Formal, those providing regular coui’ses in¬ 
 tended to substitute for college or university 
 education, on credit basis. 
 
 2 . Infoinal, supplementary courses for special 
 training or general or avocational interest, 
 on non-creuit basis. 
 
 E. Vocational Education. 
 
 56 
 
(l.) Types of formal eduoation include: 
 
 tJraergency Colleges, sometimes called 
 Community Colaeges, Freshman or Junior 
 Colleges. The credit received in these 
 Community Colleges is generally exten¬ 
 sion credit, which is available if ana 
 when a student matriculates in the ac¬ 
 crediting college cr university. Stu¬ 
 dents may obtain from one to two years 
 credit toward a baccaiaui'eate degree in 
 the Community Colleges. 
 
 Correspondence study courses and exten¬ 
 sion work, to individual students or 
 groups. These are sometimes supervised 
 by a local instructor. Credits earned 
 may be applied toward college entrance 
 or baccalaureate graduation. 
 
 Radio Junior Colleges , instruction by 
 means of the radio broadcast from a 
 university, students taking the w^rk 
 individually or meeting in groups. 
 
 ( 2 .) Types of informal education include: 
 
 Adult 01' continuation classes, or re¬ 
 training courses, held in schools, in 
 Y.M.C.A.'s, or Y.W.C.A.'s, settlements, 
 community centers. 
 
 ^Library reading or study courses, pre¬ 
 pared either for use of individuals or 
 groups, according to their needs and 
 interests. 
 
 Forums, for discussion of subjects of 
 special interest to youtli, on current 
 topics, for cultural purposes, or for 
 study of and participation in community 
 pr ob lems. 
 
 Study clubs. 
 
 Institutes. 
 
 Leadership training courses, having 
 definite aims, such as training for 
 recreation and camp personnel, for su¬ 
 pervising playgrounds, etc. 
 
 57 
 
Handcraft classes and shops, for teach¬ 
 ing handcrafts with an educational, 
 recreational, avocational, and voca¬ 
 tional significance. 
 
 ( 3 .) The types of vocational education and training for out- 
 of-school youth are along many lines: industrial, commercial, agricul¬ 
 tural, home economics, arts, and handcrafts. They include: 
 
 Additional vocational training and re¬ 
 training offered by regular schools. 
 
 Retraining classes and schools in com¬ 
 munity centers, Y’s, or settlements. 
 
 Part-tiTne work and Part-time education 
 through cooperation of schools and in¬ 
 dustries and business. 
 
 Training in camp schools, with inten¬ 
 sive courses for young men and women 
 over a short period of time. 
 
 Training classes offered by trades and 
 industr ies . 
 
 Centers for training girls in home¬ 
 making and domestic service, tea-room 
 work, beauty culture. 
 
 Craft shops or clubs, operated under 
 varying sponsorship, teach a wide vari¬ 
 ety of crafts: f'urn^ture remodeling, 
 metal worK, weaving, hand printing, 
 etc., sometimes merely to provide 
 training, sometimes also selling the 
 produc ts. 
 
 EMPLOYKEMT 
 
 Emergency employment projects for out-of-school youth include 
 the following: 
 
 Employment Bureaus: employment services to youth are pro¬ 
 vided through many agencies. The schools, public and private 
 
 58 
 
employment agencies, and various social service and cnar- 
 acter-buiiding agencies. Junior employment services are 
 being developed in connection with State employment services, 
 located in some instances in the schools, in others, in tne 
 employment offices. The whole function of employment of 
 juniors is undergoing revision, since it is recognized that 
 it cannot be separatee from counseling nor from education, 
 and must include careful follow-up, research, and the ac¬ 
 cumulation of an expanding file of information in regard to 
 employment opportunities, local trade conditions, and records 
 of the history and aptitude of applicants. 
 
 Apprenticeships: The old system of apprenticeship training 
 
 is capable of considerable expansion in many branches of 
 commerce and industry. In even a small community a variety 
 of oppoi'tunit ies are being developed for acQ.uir ing such 
 skills as stenography and office management. Local govern¬ 
 ment departments afford a valuable means of training in 
 governmental technique; in some instances, young persons 
 work without pay in such non-prof it-max ing agencies as muse¬ 
 ums, libraries, welfare and health departments solely for 
 the experience which may be acquired. 
 
 Paid Work Projects: Communities are developing ways to 
 employ young people in work of value to the whole community, 
 such as, surveys and statistical studies of costs of living, 
 delinquency areas, activities of character-building organi¬ 
 zations; work in public parks; teaching in part-time schools 
 and extension colleges; organizing Scout troops; supervising 
 village playgrounds. 
 
 Organiz ing Odd Jobs: For work requiring no particular 
 skill, such as cutting grass, running errands, wasning auto¬ 
 mobiles, etc., a small employment exenange organized for 
 supplying this type of service may be useful. Boys with 
 some special skill, such as in woodworking or metal worKi.ng, 
 can be encouraged to manufacture saleable articles by having 
 the facilities of the vocational training snops of the 
 public schools placed at their disposal during odd hours. 
 Hobby or craft groups are sometimes organized along finan¬ 
 cially profitable lines and provided with instructors; a 
 storeroom whei-e iianaicraft products can be displayed for 
 sale and people can leave objects such as furniture or 
 pottery to be mended is helpful. 
 
 Maintaining employabiIity and Skill: Classes to help unem¬ 
 ployed young people maintain their skills in such iieids as 
 
 59 
 
typewriting and other manual uccupations, are given by many 
 agencies. 
 
 Retraining : Classes are established in trades in which it 
 
 is expected that a shortage will develop, such as metal 
 work, aircraft, and persons who have little chance of em¬ 
 ployment in the fields in which they are qualified are re¬ 
 trained along lines which seem to offer better prospects. 
 
 GUIDANCE 
 
 Emergency guidance projects for out-of-school youth are of 
 several kinds: 
 
 Occupational Surveys: a running inventory of work opportuni¬ 
 ties in the community available to young people. These 
 should record the nature of the work, the qualifications 
 necessary, number of persons that can be accommodated, and 
 other pertinent information, such as busy seasons. 
 
 Career Institutes: consisting of talks by successful citi¬ 
 zens or technical experts on their respective occupations, 
 followed in some cases by consultation with a guidance ex¬ 
 pert. 
 
 Industrial Trips: to factories or industrial establishments 
 as a means of guidance. They may supplement occupational 
 talks or career institutes. 
 
 Job-finding and Counseling Courses : provided by vai-ious 
 agencies and organizations to impart information aboui how 
 to look for worK and how to hold it when found. 
 
 Individual Counseling: as provided by many agencies, indi¬ 
 vidual counseling offers a great variety of possibilities. 
 
 To be effective, however, it must be supported by the 
 fullest obtainable information on occupations, employment 
 needs, and the youth himself. 
 
 Guidance Centers : undertaking ail or any combination of the 
 above activities, and in addition they are usually equipped 
 to do testing for skills anu aptitudes. 
 
 6o 
 
RECREATIOi^ 
 
 Recreational and leisure-time activities of interest to youth 
 
 are almost too numerous and varied to list. They are being provided by 
 
 many different agencies, official and voluntary, on large scale a^'id 
 
 small. In general they include: 
 
 Community Events, such as ce lebi-at ions of special holidays; 
 athletic meets and fieid-aays; pageants, plays, musical 
 events; fairs, festivals, dramatic tournaments, contests and 
 c ompetit ions. 
 
 Playground and Community Center Activ it les : 
 
 Athletic games and sports, such as baseball, 
 basket ball soccer, volley bail, soft ball, 
 tennis, track and field sports, archery, fencing. 
 
 Crafts, aeveloped for men and boys, such as 
 game maming, boat inode ling, airplane modeling, 
 woodcraft, etc.; for women ana girls, such as 
 weaving, rug-making, pottery, costume designing, 
 etc. 
 
 Forums and Discussion Groups. 
 
 Drama Groups. 
 
 Music Activities. 
 
 Nature Study. 
 
 Clubs. These are organized for a wide variety 
 of interests. Any of the above activities may- 
 form the nucleus of a club. 
 
 Camping Activities: These offer many possibiiiuies from the 
 private camps of long duration to the short-term camps of 
 one or two weeks, even of three-day and one-day camps, oper¬ 
 ated by various public agencies; summer camps of various 
 organizations such as 4-H, Scouts, Y's; and c am.ps of young 
 people's religious groups; camping in municipal. State, and 
 National park under private and public auspices. 
 
 hikes and Hiking Clubs. 
 
 Hobbies and hobby Fairs: Interest in hobbies is continually 
 expanding to include an infinite variety of hobby groupis and 
 clubs. 
 
 6i 
 

 AqU'^tic Syorts : boating , regattas, excursions. 
 
 Dramatics: Interest in dramatics includes study of drama, 
 
 stagecraft, iittie theatei- groups, and drama workshops, in 
 which the participants do a ii the v/ork of painting and de¬ 
 signing the scenery, maxing the costumes as w'ell ae acting 
 and directing, in some instances writing plays; marionette 
 and minstrel shows. 
 
 Music: Tnese include a wide range of activities—symphony 
 
 orchestras, choral uniuns, bands , glee clubs, carol clubs, 
 study of music — organized sometumes as part of a community 
 recreation program, sometimes under direction of the schools, 
 of settlements, community centers, or other agencies. 
 
 Arts and Sciences: iluseu.ms have greatly extended their fa¬ 
 cilities in classes, formation of stuoy and hobby clubs, 
 educational tours, lectures, movies, archeological tours and 
 pr ojects. 
 
 Crafts: dany classes and shops have developed for the 
 
 teaching of crafts, jewelry making, iron and metal work, 
 pottei'y, basketr^', woodwork and carving, domestic arts and 
 textiles, furniture remodeling, puppet making. In some in¬ 
 stances these .re organized merely for recreational interest, 
 in others for the teaching of a vocation and for sale oi 
 products, toy-making and remodeling, making of novelties ana 
 s ouvenirs . 
 
 Social Events. 
 
 Self-help Projects 
 
 There are many instances where youths, on tneir own or v.-ith 
 some friendly help, have found a way—organizing, developing interests, 
 ergating opportunities for themselves and for otnei'S. .Iii tnese pi ojects 
 lies a wholesome tendency. 
 
 WASHINGTON (N. C.) AMATEUR MUSEUM 
 
 Tne Bug House Laboratory in Washington, N. C. , is the story 
 of how a hobby grew into a museum. In tnis little tov.'n with a popu.la^.ion 
 
 62 
 
of 7000 , the interest of a group of young people in bugs, birds, and 
 natural science has, through the cooperation of the school and the com~ 
 munity, aeveioped into the largest amateur museum in the country, enti¬ 
 tling it to membership in the American Association of i-luseums and rec¬ 
 ognition from the North Carolina State Museum, the American Museum of 
 Natural History, the Smithsonian Institution, and other similar organi- 
 zations. 
 
 This is a scientific project in which a group of older young 
 people work with younger boys and girls in a common interest. Several 
 years ago, a group of smalx boys organized because of a common interest 
 in natural science. Prom this simple beginning the association has 
 grown. Starting with quarters in a private building, the laboratory 
 was granted the use of a vacant room in the city hail and finally the 
 activities progressed to such proportions that the city authorities 
 permitted a building to be constructed in the city park as a permanent 
 home for the museum. 
 
 There is a membership in the Bug House Laboratory of 2'j 
 young men and women between sixteen and thirty years of age, 
 with a junior associate group of about 20. This organiza¬ 
 tion sponsors, maintains, and directs the museum. All of 
 the aclial work of tne mvseum is done by the members. This 
 consists of; field trips for the collection of s,.ecimens, 
 classification and pr-eser vat ion of tne material, and ai'- 
 rangenent of the specimens for exhibition in the building. 
 
 The museum is divided into five departments, v/ith weeKiy 
 courses of instruction in each section. Tv/e ive to eighteen 
 months are repuired to ccmplete all the co’u-ses. Classes 
 consist of: birds, astronomy, photography, insects, rep¬ 
 tiles and ampn i b ia.Tis . •'Vny interesLea pers. r ?tuena the 
 
 classes, wnied are given in lecture and d sm-nstr a'., ior form. 
 
 Pr os ct ive iabor^toiy members study in each department of 
 the museum. Students continue in the classes until pro¬ 
 moted by the head of the department. Any perron completing 
 ail detartments is recommended for membership in the Bug 
 House Laboratory. 
 
 63 
 
Financing: The Washington Field Museum is supported by the 
 
 Bug House Laboratory through two types of financing members: 
 contributing, wno pay $2.00 yearly dues, sustaining, who pay 
 $ 15.00 yearly dues. The photographic department eq^uipment is 
 loaned to the museum or constructed by tne active members. 
 F-’icture cards made by the members are sold to defray ex¬ 
 penses. Interested citizens have given numerous donations. 
 The assistant director is the only person wor-king in the 
 museum who receives any financial compensation. The five- 
 room museum buiicing was erected by material provided through 
 subscriptions, labor f’urnishcd through CWA ana ERA funds. 
 Electricity and water are furnished v/ithout charge by the 
 municipal plants. 
 
 Self-help iNousiRiES 
 
 METROPOLITAN JUNIOR ACHIEVEMENT (n.Y.) 
 
 Junior Achievement Clubs have developed in a number of places 
 to utilize the reisure time of 5 'outh for the purpose of training them in 
 craftsmanship, giving an opportunity for self-help and experience in co¬ 
 operation, and in the fundameritals of business. 
 
 The Metropolitan Junior Achievement of Greater New York, Inc., 
 is a member of the national Junior Achievement organization, which has 
 headq.uarters in Springfield, Mass. These organizations are set up some¬ 
 what differently in different places. In Greater New York each group 
 operates as a company of crafts wor.Kers producing articles, many of 
 which are marketed and the best of which are shown annually in a city¬ 
 wide exhibition. 
 
 Starting several years ago. Junior Achievement groups of New 
 
 York are organized in fo’ur Boroughs, 3 I all, and 10 in Westchester 
 
 County—with more than a thousand participants. 
 
 A group of boys and girls form a Junior Achievement company, 
 organizing along tne lines oi' a regular manufacturing con¬ 
 cern, miniature in size but complete in every phase. Each 
 grovip is separate and self-supporting. Saleable articles in 
 leather, metal, decorative arts, needlework, and wood are 
 
 64 
 
producea through a program of hand craftsmanship. Each com¬ 
 pany meets at least cnee a week in the shop, and some oftener. 
 There is a Board of Directors for each company which meets 
 once a month. 
 
 One month is allowed from the first contact until a company 
 is set up ready to operate. This month is used to raise the 
 capital for the company and secure raw materials, equipment, 
 sponsoring organizations, etc. 
 
 Companies are formed under the sponsorship of cnurches, 
 schools, Y.M.C.A.'s, community groups, settlements, boys' and 
 girls' clubs, inst itut iuns, ana recreation commissions. 
 
 These help to gather members, to secure a workshop, and to 
 interest sponsors and leaders. There are three company spon¬ 
 sors WHO perform a liaison service between the company and 
 the Metropolitan Junior Achievement. 
 
 Finaneijig: Trie Hetr opal itan Junior Achievement. Inc., is 
 
 supported by private c wntr i b at ions froia laymen and founda¬ 
 tions. The Metropol:.tan Junior Achievement bears the expense 
 of the supervision of companies and training of leaders. 
 
 Funds are spent on direct service to the indiv'iaual boy and 
 girl rather than on maintenance of public or private build¬ 
 ings. Of the thousand adults working with the pr ogram'in 
 Mew YorK, all are volunteers with the exception of the office 
 staff, which includes a secretary, field supervisor, and owo 
 executive directors. 
 
 Each company is self-supporting. The wording capital is 
 raised by floating shares of stock having a par value of from 
 25 to 50 cents. The stockholders form the company member¬ 
 ship. Each company buys raw materials, pays smaxl wages, 
 markets merchandise in its own coirimunity, establishes credit, 
 and pays dividends on stock whenever possible. The cooper¬ 
 ating organization .furnishes heat, light, ana space on a 
 rental basis. 
 
 PROVIDENCE JUNIOR ACHIEVEMENT CLUBS 
 
 In Providence, R. I., the Junior Achievement Foundation Clubs 
 are organized in connection with the schools and many of the 
 clubs meet in the schools and use their equipment. Soice 
 clubs hold a Christmas sale of articles, but not all clubs 
 attempt to mai-ket tueir products. It has beeii found mure 
 satisfactory in Providence to pay the club leaders .00 per 
 iessoi. than to asi. them to work for nothing. 
 
 65 
 
The Providence clubs cater more to the younger age group, 
 although the total age range is from thirteen to twenty-two 
 years. There are 40 or mox'e clubs in operation, v/ith an 
 enrollment of over 800 members. 
 
 Find-A-Job Club 
 
 A club of young men, meeting together as a supper club organ¬ 
 ized under the auspices of the Y.M.C.A. in Belvidere, Ill., has worned 
 together to nelp find employment. The members let it be known that they 
 will do anything that is asked of them—spading gardens, beating rugs> 
 painting signs, running errands. 
 
 The club was organized with 25 young men between the ages of 
 sixteen and twenty-five. Shortly after it began 8 members of tne group 
 were working. At the end of a year 24 were e-mployed in factories, of¬ 
 fices, selling cars, and in other jobs. The club has no dues. The 
 small charge collected for supper is the only expense. 
 
 A Rural Self-Help Craft Industry 
 
 A group of older 4-H Club boys of Weston, W. Va., who are out 
 
 of school and unemployed, have developed a self-help industry known as 
 
 the "Ctonewali Craft Shops*' which is bringing revenue into rural homes. 
 
 The project is sponsored by the -i-H Club, the Extension Division of the 
 
 College of Agriculture of West Virginia University, and the Cooperative 
 
 Extension Work in Agriculture and Home Economics of the U. S. Department 
 
 of Agriculture. Certain woodworuing industries of the State cooperate 
 
 in furnishing machine-cut parts. 
 
 The activity grew out of the demand on the part of T-H boys 
 for a winter camp at Jackson's Mill similar to the sum.mer 
 camp, where they might learn some craft work thoroughly. 
 Instruction was given in making simple furniture of wood, 
 particularly a type of rope-bottomed stoo.1, and leather goods. 
 
 A cooperative association was formed to offer for sale the 
 
 66 
 
objects made at the camp, such as stools, wastepaper bas- 
 icets, medicine cabinets, shelves, key cases, pocketbooks, 
 boys' belts, archery ev^uipment, etc. These articles were 
 displayed for sale at a roadside market at Jackson's Mill. 
 
 This craftsmanship activity was extended beyond the camp. 
 Practically all the cutting work was done in the shops at 
 Jackson's Mill, but the finishing could be done anywhere 
 and was suitable for handicraft work in the county camps or 
 for spare-time occupation in the home. The more difficult 
 parts v/ere obtained cut with accuracy and all necessary 
 glue, nails, screws, or bolts, to enable them to be put to¬ 
 gether according to directions furnished. Club members who 
 got started on the work and wished to maintain shops at 
 their domes were, upon rey.uest, lent blue prints or pat¬ 
 terns with directions for cutting i^he more simple articles. 
 Members who aid this work either in county camps or in 
 their homes were aided in finding a market for all well 
 made and finished articles they produced. "Try-outs" in 
 trade and indust,ry were arranged for the boys, and place¬ 
 ments were made whenever possible. 
 
 Detroit Young Artists' Market 
 
 The Young Artists' Market of Detroit, organized in l952> has 
 the three-fold purpose of helping to conserve the talent of young people 
 of genuine ability, of giving them some experience and training, and 
 marketing their wares. 
 
 Aii work exhibited has to pass a jury of not less than 12 
 
 laymen, 3 being a quorum, and a professional jury composed of 7 artists 
 
 and critics, instructors in the plastic arts, and a member of the lay 
 
 Jury, the duty of the Jury being not only to pass on all work but to 
 
 give a short constructive criticism to each applicant. 
 
 The market has a paid manager, bookkeeper, and display 
 chairman, in addition to volunteer workers. There are the 
 following committees, bes ides the lay and the professional 
 juries: finance; sales and management; space and equip¬ 
 
 ment; exhibition program; publicity; clerical; membership; 
 
 67 
 
'iispiay;, volunteers. The chuir.nen of shese committees and 
 th$ officers form a board of directors. 
 
 the dues are $1.00 and $2.00 for voting memoership. During 
 the first two years the market financed itself through the 
 generosity of persons interested in the project. During 
 this time members were asked for smjill donations of fro-m 
 $3‘C)C' $10.00 for the tv;o months in the dull season fol¬ 
 
 lowing Christmas. During the tnree years about’$1300 in 
 cash has been contributed. 
 
 The market opened the first year in a rented gallery on the 
 second floor in a good shopping location. The next year 
 local merchants gave a spacious ground-floor gallery rent 
 free. At the beginning of the third year the Rackham Fund 
 provided $300 to enable the gallery to be decorated for a 
 mure satisfactory appearance ana background for the display 
 of prints, paintings, sculpture, pottery, and menal work. 
 
 In 1932> 176 artists submitted l990 pieces of work; in 
 1’933 r 221 presented 2'^0‘J. The juries and others competent 
 to judge believe that the worx submitted is of steadily in¬ 
 creasing merit. The first year two-thirds of the entries 
 were rejected, and at the present x-ime less than one-half 
 are rejected. During the first year 265 articles were 
 sold; during the second, 790; during the third, 1442. Of 
 this last number about 6 C 0 were low-pr icea articles made by 
 young people in one of the settlements; however, the same 
 standards applied to tnem as to other entries. Several of 
 the more capable artists have sold up to $ 1000 , have made 
 many new contacts, obtained scholarships, opportunity to 
 study in Fur ope, commissions, and permanent positions. 
 
 Probably several times as much money comes to the artists 
 through contacts made in the shop as through articles sold 
 in the shop. Not a day passes that some 1 irm or some indi¬ 
 vidual does not appeal to the shop for some kind of free¬ 
 lance work. 
 
 The few samplings j-resented here of how communities are meet¬ 
 ing the emergency problems of youth show that a strong leaven is at work 
 The will to serve youth is positive and widespread. The time has come 
 for a comparison of experience and a pooling of effort so that those who 
 are concerned with the needs of youth may move forward in full strength. 
 The situation calls for a solid front if communities are rightly to meet 
 the needs of youth and if youth is to take its rightful place in the 
 building of the community. 
 
 68 
 
The Widening Shheke of Education 
 
 The activiLies described are indications of the awakening of 
 corimunities to their enlarged responsibilities on behalf of their youtl;. 
 'liiey reveal the wide range of interests iiivolved, and of' agencies organ¬ 
 ised to deal with then.. .ibove all, these progratiS show tiie central place 
 which education, broadly defii/ed, takes in an^ cotnpreheras ive approach to 
 the problepis of \inemplo:/ed youth. ./hether in the contiiiued broadening 
 of youth's underr. taiid inp of th.e social problei:;s of the day, in the deep¬ 
 ening oi’ apprec iat ioii of le isure-t ipje activities, in training for a suit¬ 
 able occupation, or xn retraining for the new demands of the rapidly 
 clianging industrial life, education is foui'd to be basic in the programs 
 for youth. 
 
 Schools ever;>where have played an important part in what has 
 been done. They, have a still larger part to play. The major responsi¬ 
 bility for youth must rest upon education. The 9:00-to-3:00 schoolhouse, 
 the nine-.'nonth term, and the f irst-lhr ough-t’we Ifth-yeai- curriculum are 
 becoming things of. the past. School doors have been thrown wide in many 
 places (bat they can be thrown wider), some scdiools have been in service 
 all day and much of the eveniiig (many more could be), programs have ex¬ 
 panded at both enas (tiiey are capable of far greater expansion). Educa¬ 
 tion gives signs of becoming what has always been hoped for it—an in¬ 
 strument to serve all of the people all of the tiii:e, Die very corner¬ 
 stone o.f demoor’acy. 
 
 The Amei'ican school faces the issue that it can only fulfill 
 its true function when it aaapts to changing social conditions. Its 
 
task is not only to prepare its students for life as they must meet it, 
 but to stand by them until they are fully and satisfactorily adjusted to 
 the practical conditions of the contemporary scene of which they are a 
 part. In this time of drastic change and readjustment the school must 
 accept its responsibility as a social institution to meet youth's needs 
 and to induct the maturing members of society into their fitting place 
 in the scheme of things. Society cannot afford to see its vast expendi¬ 
 tures for schools nullified by years of enforced idleness following 
 youth's leaving of school. 
 
 The school as the servant of society must help to mold a com¬ 
 munity program for youth and at the same time adapt to the local situa¬ 
 tion, coordinating its resources with those of other agencies, supple¬ 
 menting them where they are lacking, expanding facilities as needs change. 
 But, also within the schools, may fitly lie leadership for a youth pro¬ 
 gram and the schoolhouse may well become the center for adjustment and 
 guidance of youth, as well as for educational and recreational interests. 
 
 The American public schools cohstitute the greatest youth 
 organization in the world. Their potentialities should be recognized and 
 utilized to the fullest extent, both for reasons of economy and efficien¬ 
 cy. The experiments which have been tried out in behalf of youth offer a 
 basis from which to proceed, serving to reveal the situation and point 
 out solutions. But the major task lies ahead. Communities, aroused and 
 effectively organized, will meet it. 
 
READ I NG REFERE NCES 
 
 THE YOUTH PROHLEtl 
 
 CaiRlns, Clinch. Youth I'euer Corner A^ain. The Coitmlttee of Unemployed Youth, Rin. 823, 
 50 W. 50th 5t., New York:, 1934. 71 p. 
 
 Thla booklet Is Intended for use by community officials, educators, social workers, 
 and others Interested in the problem of unemploj-ed youth. The steps necessary In 
 formulating a community program are suggested, and types of self-help, recreation. 
 Informal education, and school programs are described. The authors make no claim 
 of completeness In the description of project.?, out offer the discussion to stimu¬ 
 late efforts In the Interest of young people. 
 
 rlay, Mark A. "The Dilemma of Youth," Progressive Education, Vrl. . ig. No. 1. January 
 1935. p. 5-11. The Progressive Education Association, 7 ;j Jackson Place, 
 Washington, d.C. 
 
 Miller, Spencer, Jr. "Directing tine Energies of Youth Into Proper Channels." The Edu¬ 
 cational Record. American Council on -Education, 744 Jackson Place, Washington, 
 D.C., April 1935. ISp. Reprliit available. 
 
 Moore, Harry H. J/g Are The Bv.iiders of a New World; A Summons to Youth, Association 
 Press, New York, 1934. 165 p. 
 
 A vivid presentation In symposium style uf the. critical social and economic con¬ 
 ditions faced by the ycuth of today as he leaves high school cr college, .and an 
 appealing challenge tc him to turn his energies tc the building of a better civ¬ 
 ilization. Includes a blbl!Tgraphy. 
 
 Myers, Ueorge £. "What of Unemployed Youth," Education, '/ol . o5. April 1935. The 
 Palmer Co., 130 Boylston St., Boston, Mass. 
 
 Studebaker, John W. "Government's Interest in Youth," school Life, Vol. 30 No. 8 
 April 1935.. p. 177. 
 
 COMMUNITY ORGANIZATIOi'i: Coordinated Planning, Survey Methods, and Public Forums 
 
 Brunner, Edmund des. Surveying Your Ooir.'nunity. George H. Doran Co. New York, 1985. 
 
 109 p. 
 
 A method bock In convenient form and non-tachnlcal language which explains the 
 various steps In a social survey of a community, with suggestions for committee 
 organization, coraiaunlty education concerning the developing plan, schedules, and 
 analysis of results. Although v'/rltten primarily for rellj lous organization use. 
 
 It Is adapted to wider community use. includes a bibliography. 
 
 Brunner, Edmund deS., Hughes, Gwendolyn 8., Patten, Marjorie. Arerican Agricultural 
 Villages. George H. Doran Co., New York, 1937. 386 p. 
 
 69 
 
An Interpretation of social surveys,, sppnscfecl by the institute of Social and Re¬ 
 ligious Research, !.ow Yorh City, In 140 agricultural, villages of the United States. 
 The various chapters analyse finding.", on village public sc'.ools, churches, social 
 organizations, public health, village and country relatio.is, and the village as a 
 body politic. Tables and charts are Included, as well as explanations of survey 
 methods followed. 
 
 community Chests ana Councils, Inc, Youth Today, Proceedings of Youth Today hearing, 
 sponsored by national cnaracter-bulidlng organizations and 1934 Mobilization for 
 Human Needs. Community Chests & Councils, Inc., 1810 Graybar Bldg., New York. 34 p. 
 
 Describes procedure for youth-adult hearing, using, panel method for conducting 
 meeting; gives leading questions as suggestions for discussion. Includes verbatim 
 report of hearing held In New York. City In 1934, as example of procedure adaptable 
 for similar meetings. 
 
 Edmonson. J.B. "Flans foi' an Improved Social Ulfe.," Chapter V, Social Change and Edu¬ 
 cation, 1935 Yearbook, Department of SuperIndendence, National Education Associa¬ 
 tion, 1201 16th St., N.W., Washington, D.C. 
 
 Showing that the spirit and the activities of a comm.unlty are determining factors 
 In the lives of youth and of adults, the author emphasizes genuine cooperativeness 
 as the really effective means of achieving community betterment. Practical 
 measures for community action are .suggested. 
 
 Pansier, Thomas. Discussion ''ettiods for Adult Groups. American Association for Adult 
 Education, 60 E. 42nd -St. New York. 160 P- 
 
 A brief, carefully prepared handbook which should be of practical help to the e.T- 
 perlenced discussion Icade’', as well as the beginner. Case studies of the open 
 forum or sj'mposlum, the Informal discussion group, and the panel mathoa of dis¬ 
 cussion with lllustra.tlvs material In the form of stenographic recoras of actual 
 discussion with the .auLhor's comments from notes made during meetings reported. 
 
 In the closing chapter, the measures of success are considered objectively. 
 
 Heffner, Dora Shaw, The Los Angeles Coordination Council Plan. 1934 Yearbook, National 
 probation Association, 50 W. 50th St., New York. p. 114, 
 
 A detailed description of the organization plan, committee objectives, and accom¬ 
 plishments of two years' work. 
 
 Ritchie, Frank. !’oui to Study your Association and the Community. Association press, 
 
 3a7 lUadison Ave., New York, 1926 . 52 P. 
 
 A comprehensive outline of survey methods In simple non-technlcal language, in¬ 
 cludes sugge.stions for comimlttees to guide and carry ch-ough studies of various 
 aspects of community social development, presents samplv schedules for securing 
 specific typr,s of information as well as suggestions for flndlr^g and utilizing 
 less tangible but Important community facts. Include.^ orlef bibliography. 
 
 70 
 
Steiner, Jesse F. Community Or;jani 2 ation. The, Century Co., New York., 1930 . 453 p. 
 
 A comparative study of varlouf/'frfit'hods of co!t.'iuniLy organization, aimed to accom¬ 
 plish more effective coordination of Social forces. Includes discussion of the 
 effects of social change on communities, the r‘3ie of public and private health and 
 welfare agencies and the church in the community movement, the use of surveys and 
 other devices for communltv education, considering both urban and rural develop¬ 
 ments. Includes caref-'.lly classified bibliography. 
 
 Srudebaker, J. N. I'hc American Democracy at N'ork in the Des Moines Forums." McGraw- 
 Flll Book CO., Inc., New York, i935. ?OG p. 
 
 A narrative report of the '"irst two years or a five-year experiment in adult edu¬ 
 cation In 'vhich open forums fdr the discussion of current social, economic, or 
 political problems have been made an Integral part of the public school system of 
 the community. Organization and administration procedures, program, schedules, and 
 publicity are dlocussed, and a follo.v-up survey is described. 
 
 '.Jllllams, Aubrey w. i/oic Cood is i^o:t/r Town. iVl3Con.oln Conference of Social Work, Madi¬ 
 son, ^13. 1931. 
 
 A carefully prepared plan of work for- a citizen's survey of the dominant aspects 
 of ccTTimur.lty life. Simple uueable schedules arc included cn eleven major divisions: 
 Historical backgrouno; city planning; municipal government; Industry; health; edu¬ 
 cation; library; social work; recreation; town and country relations; and religion. 
 Schedules have been worked out to permit easy, non-technlcal analysis of findings 
 and to slm.pllfy writing of repjrts. Suggestions are made for coimnlttee organiza¬ 
 tion to handle the entire survey promptly and satisfactorily. 
 
 EMPLOYMENT: 
 
 Fllene, Catherine, Edltcr. Caresrs for I'/oncn — Ideas, Uew .'.ethods, deio Opportunities 
 to Fit a Heio Forld. Houghton Mifflin Co., Nev; York, revised and enlarged edition, 
 1034. 6P0 P. 
 
 T.hls book Is an occupational panorrona. It consists of 15S brief articles written 
 by women In as many different occupations, each of whom describes her work. The 
 Jobs range from college president to deep-sea diver and afford a general view of 
 the kinds of positions women are filling. Most or the articles, in addition to 
 describing the work, list the qualifications and training necessary, consider the 
 financial return and prospects .for advancement, and give references for further- 
 reading. 
 
 Gardiner, Glenn Lion. Kojj You Can Get a Job. Harper & Bros., .New York, 1934. 161 p. 
 
 A substantial and 'well-arraaged volume cn the technique of Job-hunting. Each of 
 the ten chapters prints 20 or 30 pertinent questions In bold type and gives im¬ 
 mediate answer-s to each. Not only is practical advice uffered, but the reasons 
 for it are explained. 
 
 71 
 
Kltson, Harry Dexter, H'ndin^^ 'i dob Owir-^ the DeOresoior. Robert C. Cook, Tew York, 
 IPS?. 33 p. 
 
 h short, practical pairiphlet on how to go about ;-eutlng work, 
 
 Ryder, Violet, and H. D. Doust. ,':a% Your O.jn Job, npportunivies in Unvsaal Vocations. 
 
 H. B. Wilson Co., Yew York, 19X3. 217 p. 
 
 This Is a book of self-help ,lobs, classified Into throe parts—Artlcios to Make and 
 Sell, Services to Render, and Miscellaneous. Many of the Ideas are novel, and each 
 Is worked up Into a little story. Instead of being presented through exposition. 
 
 The method Is unusual and the book Is a stimulating one. 
 
 University of Wisconsin, University Extension Division, Bureau of Economics and Scclol- 
 ogy. Unemployed Opportunities. Bulletin of the University of Wisconsin, 1932. 
 
 47 p. 
 
 A pamphlet of self-help ;;obs for men and women. It includes a number of Ideas es¬ 
 pecially applicable In small towns and rural communities. 
 
 education: 
 
 Bryson, Lyman. A State Plan for Adult Education, American Association for Adult Educa¬ 
 tion, 1934. 
 
 This booklet gives a description of the factors leading up to the formation of the 
 Adult Education Plan for the State of California, discusses the various types of 
 programs sponsored by the Adult Education Association, and outlines the expected 
 future expansion. 
 
 Federal Board for Vocational Education In cooperation with the National Association of 
 State Directors of Vocational Education, Washington, D. C., 1933. 134 P. An 
 
 Analysis of the Prchlem of Determining the Characteristics of a Program of Voca- 
 tio'iial Education to I'e&t tits Heeds of a Given Service Area and to Establish an 
 Organization for Maintaining Such a Program in Line mth Changing Community Heeds. 
 
 The procedure which would enable a local community to check Its vocational program 
 against actual needs for vocational training Is outlined In this bulletin. The 
 successive steps discussed Include: general objectives: Items, sources, and 
 methods of securing desired Information; evaluation of the program; form of organ¬ 
 ization In keeping with the community needs. 
 
 Grady, William E., and Campbell, Harold G. Youth in School and Ind^astry, A Report 
 Issued In Cooperation with the Continuation School Principals of the City of New 
 York, School Year 1933-1934. 
 
 '' This report shows the manner In which the various phases of the program of the Con¬ 
 tinuation Schools of New York City evolved. The health program, curriculum making, 
 trends In Industry, and new courses of Instruction are discussed In detail. 
 
 72 
 
Greenleaf, Walter J. "I’mergency Junior Colleges," Junior CcHe£e Journal, Vol. V, May 
 19?5. P. 429-431. 
 
 A discussion of provisions made In Connecrlcut, OMo, Michigan, and New Jersey for 
 higher education for graduates of high schools who are unable to find employment 
 and who, because of limited finances, are unable to attend college. 
 
 aelly, Fred J. "Education of Youth," Chapter '/.Vi', Social C'nange and Sducaticn, 1935 
 
 Yearbook, Department of ouoerlntendenct?. National Education Association, 1201 16 th 
 St., Washington, D.C. p. 235-353 
 
 The education of youth Is discussed as It Is affected by three well-recognised 
 social trends: first, toward an advancing age of entering upon one's career; 
 second, toward a more cooperative way of life with the correspondingly great com¬ 
 plexity In the social relationships existing In the community, state, and world; 
 third, towo,rd shorter hours of required work. The influence of these factors on 
 the currlculuTTxi, methcds of teaching, extra-curriculum life of the school, and the 
 relationship of the school to the community are conslde’^el briefly. 
 
 juidan'Ce; 
 
 Bennet, '.'lima, Comp. ''ccuSatic-is am '/oca.tion:il Gui-ianca, a source list of pamphlet 
 material. K. W. Wilson Cc., 950 rjnlvcr.slty Ave., Mew vrjrk, 1934. 
 
 Bentley, Jerome H. The .‘•djustuent 'Service, A VeCort oj an JxTeriv.ert in Adult Guidance. 
 A.merlcan Association for Adult Education, i.'ew York, 1935. 04 p. 
 
 This Is a general account of an experiment in vocational counseling a.nd adjustment. 
 The organisation and functioning are clearly described and the results Intelligent¬ 
 ly appraised. The experiment was carried out In New York City over a period of one 
 year, and was made possible by a grant from the Carnegie Corporation. 
 
 Cohen, I. D. Find Yourself—How to Choose your Life Uor'a, Prepare for it, H'nter upon 
 it, and Succeed in it. Sears Publlshl.ng Co., New York, 1932. 299 P. 
 
 This book contains a series of radio talks delivered under the auspices of the 
 College of the City of Mev; York. Among them are ulscusslons of the problems of 
 the age, of the choice of a career, and of gettirig started In a career. A number 
 of self-rating charts, aptitude questionnaires, and vocational analyses are In¬ 
 cluded. 
 
 Goss, J. Edward. Chats in an E-niployment Office. Inor Publishing Co., New York, 1934. 
 
 39 P. 
 
 A pamphlet containing eight brief talks addressed to boys and young men about to 
 enter trades and Industry. The author Is a factory personnel manager and deals In 
 a direct and succinct .vay with the attitudes and traits of character which make for 
 success In business life. 
 
 73 
 
U. S. Office of Education. Guidance Leaflets. Government Printing Office, Washington, 
 
 D. C. 
 
 A series of eighteen leaflets on professional occupations designed for students In 
 high school and college, for orientation classes, guidance committees, counselors, 
 teachers, and parents. They explain what the occupations are, describe the salaries. 
 State examination requirements, preliminary education required, where professional 
 training Is offered and the cost of It. Leaflets have been Issued on the following 
 professions: Law, Medicine, Dentistry, Journalism, Llbrarlanshlp, Architecture, 
 
 Civil Engineering, Electrical Engineering, Mechanical Engineering, Pharmacy, Nurs¬ 
 ing, Eorestry, Music, Veterinary Medicine, Chemistry and Chemical Engineering, Art, 
 Home Economics, and Optometry. 
 
 White House Conference on Child Health and Protection. Vocational Guidance, Report of 
 the subcommittee on Vocational Guidance. Century Co., New York., 1932. 396 p. 
 
 In preparing this report questionnaires were sent to four groups—public and paro¬ 
 chial schools, social agencies, employment agencies, and State departments of labor. 
 The information received was supplemented by reference to valuable technical studies. 
 The report Includes discussions of: the value of records; psychological tests; 
 organising a testing program; counseling. Its place, progress, and general status; 
 the duties of counselors, methods of counseling, and qualifications of counselors; 
 occupational studies; and currl'’ular vvork In vocational guidance. 
 
 RECREATION: 
 
 Busch, Henry M. Leadersni,'' in Grc-i.p ':’ork. Association Press, 347 Madison Ave., New 
 York, 1934, 305 p. 
 
 A discussion of the basic philosophy and psychology underlying the work of the group 
 leader; contains also practical suggestions for program making. It Is a stimulant 
 to the thought and guide to the actions of the group leader. 
 
 Community Service, Inc. Coir.'nunity Buildings for Industrial Towns. Community Service, 
 Inc., 1 Madison Ave., New York, December 1921. 94 P. 
 
 This pamphlet, based on a stuay of a number cf successfully functioning community 
 centers In Industrial towns, gives suggestions for the planning and operation of 
 community buildings with Information about several existing centers that have proved 
 satisfactory. Some floor plans and construction hints concerning such facilities 
 as the swimming pool are Included. Outlined In the appendixes are game evening pro¬ 
 grams, a suggested constitution, and a constitution actually used by a recreation 
 association. Includes a bibliography. 
 
 Gardner, Ella. Development of a Leisure Time Program in Small Cities and Touns. Chil¬ 
 dren's Bureau, u. S. Department of Labor, Washington, D. C. 13 p. 
 
 This pamphlet gives the steps Involved In setting up a recreation program In a small 
 city or town, making a brief study, appointing the sponsoring group, enlisting pub¬ 
 lic support, and various ways of getting the program under way. 
 
 74 
 
herring, Fl-lzabeth B. A Program Book for Yov-ng '■lofw.en in Small Communities. Worcans Press, 
 New York, 1933. 29 p. 
 
 A leader's handbook giving some practical suggestions for providing for the leisure¬ 
 time needs of young women In small com.munltles Including plans for group organiza¬ 
 tion; points of discussion of the question "going on with education"; m.ethods of 
 conducting dramatics, music, workshop activities, and Indoor and outdoor games; and 
 suggestions for discussions of problems of Interest to young women such as the 
 economic situation and citizenship, home-making and marriage, and finding a philos¬ 
 ophy of life. All suggestions are accompanied by references to source material. 
 
 Lies, Eugene T. The fleuj Leisure Challenges the Scnools. National Recreation Associa¬ 
 tion, National Education Association, Washington,D. C., 1933. 323 p. 
 
 This book Is based on a survey of the public school systems in a number of towns of 
 5,000 ana upward. It deals mainly with what the schools should do and what they are 
 doing to educate people to the constructive use of leisure time, through physical 
 education, reading and literature, dramatics, music, art, nature study, social 
 training and opportunities, anu extra-curricular activities. Attention Is also 
 given to what young people do after school hours and In vacation time, and oppor¬ 
 tunities for non-school youth and adults, '-.'hlle the book deals m.alnly with the In- 
 school youth, it Is coricerneu v;ith that phase of t'-is education that Is to prepare 
 him for the time when he Is out of school and must provide for that leisure time 
 which will undoubtedly be his In considerable amount. 
 
 ilurchle, Robert W. Minnescia State-Hde Recreation Program. University of Minnesota, 
 August 19-34. 31 p, 
 
 A good Picture of a state-^vlde ERA recreational set-up, giving the organization 
 under the CWA, end of the CVJA, and reorganization under the era, with a detailed 
 description of present activities. 
 
 National Recreation Association. Tiie Leisure hours of 5,000 People. National Recrea¬ 
 tion Association, 315 Fourth Ave., \':m York, February 1334. 83 P. 
 
 A study made by the Natlon-al Recreation Association to aetermlne: (1) what people 
 are doing in their free time, (2) v.hat changes have occurred In the use of free 
 tlm,e in the past year or so, (5) what people would really enjoy doing if the oppor¬ 
 tunity were afforded. 
 
 Pendry, Elizabeth R., and Hartshorne, nugn. Orgaaleaticnis for Youtn. 'IcGraw-Hlll Book 
 Co., inc., New York, 1935. 353 p. 
 
 The history, scope, organization, methods and purposes of forty leisure-time 
 agencies Is described. Programs are grouped In five classes: Independent soci¬ 
 eties, like Scouts; Junior groups associated with the Service Clubs cr Orders; 
 plans pvirsulng some special Intere-st, as sportsmansnlr; and the Inter-rel Iglous 
 groups, of which the Y.M.C.A. is an example. 
 
 75 
 
Thornton, Grace r-*. The Ijeisurc, Tts Significance and. Use. Russell Sage Foundation 
 Library, 130 S. R2nd St., New Ifork. Bulletin No. 117, 1933. 4 p. 
 
 A short but comprehensive list oi books and periodicals In which the new leisure 
 iHE 
 
 C CT 2 6 1937 
 
 UNIVERSITY OF ILLINOIS 
 
 PES TOPICALS 
 
 Journal of Adult iidacation, 1315 Cherry St., Philadelphia 
 Jo-urnal of the ih-tional Education As'^ociation, 
 
 1201 16th St., N.W., Washlnston, U.C. 
 
 School iife, 0. S. Office of Sducatlon. 'Washington, D.C. 
 
 (Order through SurerIntenderit of Docunents.) 
 liyfeia, 535 No. Dearborn St., Chicago 
 Leisure, 663 AtlanCIc A/e., Boston 
 Occupations, 5£2 '^iffh Ave., New York 
 Recreation, 315 Fourth Ave., Mew Yorl: 
 
 76 
 
UNITED STATES 
 
 DEPARTMENT OF THE INTERIOR 
 
 OFFICE OF EDUCATION 
 
 WASHINGTON 
 
 To The Activity Leader: 
 
 The Committee on Youth Problems of the Office of Education is assembling materials on outstanding 
 activities undertaken by or in behalf of out-of-school young people, 16 to 24 years of age. These may be in 
 the field of (1) employment, (2) recreation, (3) education, (4) guidance and adjustment services, (5) health 
 or (6) surveys with respect to out-of-school youth. A detailed account of the activities under your direction 
 in behalf of this group would be greatly appreciated by our committee. 
 
 A few suggestions are indicated below to aid you in sending us the specific information that will be of 
 greatest assistance. This outline is suggestive and is not intended to restrict your statements. We shall 
 appreciate receiving any printed materials indicating plans, procedures, outcomes or findings. 
 
 1. NATURE AND EXTENT OF ACTIVITIES: 
 
 Are the activities in the field of employment, recreation, education, guidance and adjustment, health or 
 surveys to determine the extent and nature of the problems ? What activities have proved most effective and 
 popular in meeting the needs of young men and women of your community? What type of meetings have 
 proved most satisfactory? How often do groups meet? How many young men and women are reached? 
 
 2. SPONSORSHIP: 
 
 How was the activity initiated and developed ? Who has sponsored the activity ? If sponsored 
 by council, committee or organization indicate character of membership of sponsoring agency. To what 
 extent has the sponsorship proved effective? Were the young people immediately interested or was there 
 a promotional program needed to get the projects started? Nature of promotional program? To what 
 extent have the youths themselves participated in planning and directing the activities? Are these ac¬ 
 tivities a part of a state or national organization program or are they the result of local initiative and re¬ 
 sources? What difficulties have you encountered? 
 
 3. FINANCING: 
 
 How have activities been financed (public funds, FERA, fees, welfare agencies, interested citizens, 
 other) ? To what extent have public or private buildings, grounds or equipment been utilized and on what 
 basis ? 
 
 Kindly forward materials to: 
 
 The Committee on Youth Problems 
 U. S. Office of Education 
 Washington, D. C. 
 
 Attention: H. B. Swanson 
 
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 U'-. • 
 
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 iii 
 
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 Kri4i 
 
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UNITED STATES DEPARTMENT OF THE INTERIOR 
 OFFICE OF EDUCATION 
 
 WASHINGTON 
 
 COMMITTEE ON YOUTH PROBLEMS 
 
 YOUTH CENSUS SCHEDULE 
 
 I 
 
 i 
 
 Directions to Interviewers 
 
 April 1935 
 
 All survey information is being secured on the basis of ifamily groups by means 
 of personal interviews. Every young person in the family or living with the 
 family who has passed his sixteenth birthday but has not reached his twenty-fifth 
 birthday should be interviewed. A separate schedule should be used for each in¬ 
 dividual. Questions should be read by the interviewer and reaction answers secured, 
 the interviewer circling the proper code number on the schedule. The schedule is 
 not to be handed over and filled out by person being interviewed. All information is 
 confidential and each individual should be so informed. 
 
 When interviewing an individual all codes in the schedule are to be filled out. 
 The information is of no value unless this rule is carefully observed and the re¬ 
 sponsibility rests on the interviewer. An item is provided in each code for use 
 when information is not obtainable or the question does not apply. In no case 
 should more than one item be checked in any code. i 
 
 On the following pages two types of questions are found. One type is answered 
 by inserting the information requested in the space provided. The other type is 
 answered by encircling the ONE code number to the left of the item which best 
 represents the individual’s response to a question asked, e.g. in Code No. 12,® Male. 
 
 Use preferably a red or soft pencil. Draw the circle neatly around the ONE 
 code number representing the correct response. 
 
 Your cooperation in securing accurate information will be greatly appreciated. 
 
 The information in this schedule concerns: 
 
 Name _ Street and number _ 
 
 Community _ State __ _ Community code 
 
 Interviewer __ Section _ 
 
10-11 AGE AT LAST BIRTHDAY_ 
 
 12 SEX 
 
 1 Male 
 
 2 Female 
 
 13 COLOR OR RACE 
 
 1 White 
 
 2 Negro 
 
 3 Other (specify) ... 
 
 4 Not ascertainable 
 
 14 MARITAL STATUS 
 
 1 Married 
 
 2 Single 
 
 3 Widowed 
 
 4 Divorced 
 
 5 Separated 
 
 6 Not ascertainable 
 
 ♦ 
 
 15 PLACE OF RESIDENCE 
 (COMMUNITY) 
 
 1 Open country farm (3 acres or 
 more) 
 
 2 Open country non-farm (less 
 than 3 acres) 
 
 3 Under 2500 population 
 
 4 2500 to 4999 
 
 5 5000 to 24,999 
 
 6 25,000 to 99,999 
 
 7 100,000 to 249,999 
 
 8 250,000 to 999,999 
 
 9 1,000,000 and over 
 X Not ascertainable 
 
 16 WHAT TYPE OF DWELLING 
 PLACE DO YOU LIVE IN? 
 
 1 Own home (with wife or hus¬ 
 band) 
 
 2 Home of parents 
 
 3 Home of relatives (N.O.S)* 
 
 4 Bachelor apartment 
 
 5 Hotel, club, YMCA, etc. 
 
 6 Rooming house (N.O.S.)* 
 
 7 Other (specify)...... 
 
 8 Not ascertainable 
 
 17-18 ARE THERE ANY PERSONS 
 FULLY OR PARTIALLY DE¬ 
 PENDENT ON YOU FOR FINAN¬ 
 CIAL SUPPORT? Circle one num¬ 
 ber under a), b) or c). 
 
 a) Full 
 
 (financial) dependents 
 
 01 
 
 Wife or husband 
 
 02 
 
 One child 
 
 03 
 
 Two or more children 
 
 04 
 
 One parent 
 
 05 
 
 Two parents 
 
 06 
 
 One person other than child or 
 parent 
 
 07 
 
 Two or more persons other than 
 child or parent 
 
 b) Partial (financial) dependents 
 
 08 
 
 One person 
 
 09 
 
 Two or more persons 
 
 *N.O.S. 
 
 indicates Not Otherwise Specified 
 
 c) Combinations 
 
 10 One child and other full depend¬ 
 ents 
 
 11 Two children and oth * full de¬ 
 pendents 
 
 12 One child and other partial de¬ 
 pendents 
 
 13 Two children and other partial 
 dependents 
 
 14 No dependents 
 
 15 Not ascertainable 
 
 EDUCATION 
 
 19 WHAT IS THE HIGHEST GRADE 
 OF ELEMENTARY AND HIGH 
 SCHOOL (or academy) WHICH 
 YOU HAVE COMPLETED? 
 
 1 One, two or three 
 
 2 Four or five 
 
 3 Six 
 
 4 Seven 
 
 5 Eight 
 
 6 Nine 
 
 7 Ten 
 
 8 Eleven 
 
 9 Twelve 
 X None 
 
 Y Not ascertainable 
 
 20 HOW MANY YEARS OF SCHOOL 
 OR COLLEGE TRAINING HAVE 
 YOU HAD OTHER THAN THAT 
 JUST INDICATED? 
 
 1 One 
 
 2 Two 
 
 3 Three 
 
 4 Four (non graduate) 
 
 5 Four (college graduate) 
 
 6 Five 
 
 7 Six 
 
 8 Seven or more 
 
 9 None 
 
 X Not ascertainable 
 
 21-22 ARE YOU NOW ATTENDING 
 SCHOOL? (check best description) 
 
 01 Full time only 
 
 02 Full time with part time employ¬ 
 ment 
 
 03 Full time with full time employ¬ 
 ment 
 
 04 Full time with part home re¬ 
 sponsibility (less than 4 hours) 
 
 05 Full time with full home respon¬ 
 sibility (more than 4 hours) 
 
 06 Part time only 
 
 07 Part time with part time employ¬ 
 ment 
 
 08 Part time with full time employ¬ 
 ment 
 
 09 Part time with part home re¬ 
 sponsibility (less than 4 hours) 
 
 10 Part time with full home respon¬ 
 sibility (more than 4 hours) 
 
 11 Not at all 
 
 12 Not ascertainable 
 
 23-24 WHAT TYPE OF SCHOOL ARE 
 YOU ATTENDING NOW? 
 
 01 None 
 
 02 Day school (grades 1 thru 8) 
 
 03 Day school (grades 9 thru 12) 
 
 04 Normal school or junior college 
 05 College or university (includes 
 teachers college) 
 
 06 Trade school (vocational) 
 
 07 Special school (music, etc.) 
 
 08 Business school or business col¬ 
 lege 
 
 09 Evening school (night school) 
 
 10 Correspondence or extension 
 courses 
 
 11 Other (specify) . 
 
 12 Not ascertainable 
 
 25-28 WHAT WOULD YOU LIKE TO 
 STUDY IF YOU HAD THE OP¬ 
 PORTUNITY? 
 
 Specify in order of preference 
 
 No choice (underline) 
 
 EMPLOYMENT 
 
 29 IS YOUR EMPLOYMENT PRI¬ 
 MARILY 
 
 1 At home with pay 
 
 2 At home without pay (N.O.S.) 
 
 3 Household duties without pay 
 
 4 Away from home with pay 
 
 5 Away from home without pay 
 
 6 Other (specify) . 
 
 7 Not eijfiployed 
 
 8 Not ascertainable 
 
 30 ARE YOU EMPLOYED FOR PAY 
 
 1 Full time 
 
 2 Part time 
 
 3 Occasionally 
 
 4 Not at all 
 
 5 Not ascertainable 
 
 31 WHO IS THE CHIEF BREADWIN¬ 
 NER (wage-earner) OF YOUR IM¬ 
 MEDIATE FAMILY? 
 
 1 Father 
 
 2 Mother 
 
 3 Husband or wife 
 
 4 Self 
 
 5 Sister or brother 
 
 6 Other relative 
 
 7 Other (specify) . 
 
 8 Not ascertainable 
 
32-33 WHAT IS THE PRESENT OC- 
 / CUPATION OF YOUR FATHER 
 
 ‘ OR THE CHIEF BREADWINNER 
 
 OF YOUR IMMEDIATE FAMILY? 
 
 - REFER TO MANUAL IN USING 
 f THIS CODE 
 
 Group A 
 
 11 Large owner or proprietor 
 (more than 50 workers) 
 
 12 The professions 
 
 13 Executive (more than 100 
 workers) 
 
 14 Large farm owner or man¬ 
 ager (more than 10 workers) 
 
 Group B 
 
 21 Middle owner or proprietor 
 (6 to 50 workers) 
 
 22 Semiprofessional worker 
 
 23 Managerial worker (11 to 100 
 workers) 
 
 Group C 
 
 31 Skilled small owner (0 to 5 
 workers) 
 
 32 Supervisory worker (1 to 10 
 workers) 
 
 33 Commercial worker 
 
 34 Clerical worker 
 
 35 Building trades 
 
 36 Machine or related trades 
 
 37 Printing trades 
 
 38 Transportation or communica¬ 
 tion worker (skilled) 
 
 39 Small farm owner or renter 
 (0 to 10 worker^) 
 
 Group D 
 
 41 Mfg., mechanical or produc¬ 
 tion worker 
 
 42 Transportation or communi- 
 
 I cation worker (semiskilled) 
 
 43 Semiskilled owner or proprie- 
 
 L tor (0 to 5 workers) 
 
 r 44 Small agent or manager (1 to 
 10 worlrers) 
 
 45 Public Service (N.O.S.) 
 
 46 Personal Service 
 
 47 Farm share-cropper 
 
 j Group E 
 
 51 Manual laborer (non-farm) 
 
 52 Farm laborer 
 Miscellaneous 
 
 61 Not employed 
 
 62 Housewife 
 
 63 Employed at work-relief 
 
 64 Student 
 
 65 Occupation unknown or un¬ 
 classified 
 
 Specify father’s present occupation: 
 
 I 34-35 WHAT IS YOUR PRESENT 
 I OCCUPATION? 
 
 REFER TO MANUAL IN USING 
 THIS CODE 
 
 I Group A 
 
 11 Large owner or proprietor (more 
 than 50 workers) 
 
 12 The professions 
 
 13 Executive (more than 100 work¬ 
 ers) 
 
 14 Large fami owner or manager 
 (more than 10 workers) 
 
 
 Group B 
 
 21 
 
 Middle owner or proprietor(6 to 
 50 workers) 
 
 22 
 
 Semiprofessional worker 
 
 23 
 
 Managerial worker (11 to 100 
 workers) 
 
 
 Group C 
 
 31 
 
 Skilled small owner (0 to 5 
 workers) 
 
 32 
 
 Supervisory worker (1 to 10 
 workers) 
 
 33 
 
 Commercial worker 
 
 34 
 
 Clerical worker 
 
 35 
 
 Building trades 
 
 36 
 
 Machine or related trades 
 
 37 
 
 Printing trades 
 
 38 
 
 Transportation or Communica¬ 
 tion worker (skilled) 
 
 39 
 
 Small farm owner or renter 
 (0 to 10 workers) 
 
 
 Group D 
 
 41 
 
 Mfg., mechanical or production 
 worker 
 
 42 
 
 Transportation or communica¬ 
 tion worker (semiskilled) 
 
 43 
 
 Semiskilled owner or proprietor 
 (0 to 5 workers) 
 
 44 
 
 Small agent or manager (1 to 10 
 workers) 
 
 45 
 
 Public Service (N.O.S.) 
 
 46 
 
 Personal Service 
 
 47 
 
 Farm share-cropper 
 
 
 Group E 
 
 51 
 
 Manual laborer (non-farm) 
 
 52 
 
 Farm laborer 
 
 
 Miscellaneous 
 
 61 
 
 Not employed 
 
 62 
 
 Housewife 
 
 63 
 
 Employed at work-relief 
 
 64 
 
 Student 
 
 65 
 
 Occupation unknown or unclas¬ 
 sified 
 
 Specify your own occupation: 
 
 36-37 
 
 FOR WHAT OCCUPATION 
 
 HAVE YOU SPECIFICALLY PRE¬ 
 PARED BY VOCATIONAL 
 TRAINING? 
 
 Length of preparation..months 
 
 38-39 FOR WHAT OCCUPATION 
 HAVE YOU SPECIFICALLY PRE¬ 
 PARED BY EXPERIENCE? 
 
 Length of experience.months 
 
 40-41 WHAT OCCUPATION WOULD 
 YOU LIKE MOST TO FOLLOW? 
 
 Give your first choice only 
 No choice (underline) 
 
 42 HOW MUCH PAY DO YOU RE¬ 
 CEIVE PER WEEK? Include the 
 dollar equivalent of other remunera¬ 
 tion such as room and board except 
 in case of housewives. 
 
 1 No pay 
 
 2 0 to $4 
 
 3 $5 to $9 
 
 4 ?10 to $14 
 
 5 $15 to $19 
 
 6 $20 to $24 
 
 7 $25 to $34 
 
 8 $35 to $44 
 
 9 $45 to $54 
 
 X $55 and more 
 Y Not ascertainable 
 
 43 ARE YOU AS AN INDIVIDUAL 
 UNEMPLOYED AND PRIMARILY 
 DEPENDENT ON 
 
 1 Family (parents, brothers, etc.) 
 
 2 Husband or wife 
 
 3 Your friends 
 
 4 Personal resources (savings, 
 etc.) 
 
 5 Work for room and board 
 
 6 Work relief 
 
 7 Direct relief 
 
 8 Other (specify) __ 
 
 9 Not unemployed 
 X Not ascertainable 
 
 44-45 HOW MANY MONTHS HAVE 
 YOU BEEN UNEMPLOYED? 
 
 Answer either a) or b) 
 
 a) Since last regular job of one month 
 
 or more duration 
 01 Less than 5 months 
 02 5 to 8 months 
 
 03 9 to 12 months 
 
 04 One to two years 
 05 More than two years 
 
 b) Since leaving school or college (if you 
 have never been regularly employed) 
 06 Less than 5 months 
 
 07 5 to 8 months 
 08 9 to 12 months 
 09 One to two years 
 
 10 More than two years 
 
 11 Question does not apply 
 
 12 Not ascertainable 
 
 46 ARE YOU REGISTERED IN 
 YOUR LOCAL FEDERAL OR 
 STATE EMPLOYMENT OFFICE? 
 
 1 Yes 
 
 2 No 
 
 3 Not ascertainable 
 
 47 DO YOU DESIRE EMPLOY¬ 
 MENT? 
 
 1 Full time 
 
 2 Part time 
 
 3 Not at all (though able to work) 
 
 4 Totally disabled 
 
 5 Not ascertainable 
 
48 STATUS SUMMARY Check the 
 item which best describes the per¬ 
 son’s situation. 
 
 1 In school full time (only) 
 
 2 In school part time (only) 
 
 3 Gainfully employed full time 
 
 4 Gainfully employed part time 
 
 5 Full time school—part time em¬ 
 ployment 
 
 6 Part time school—part time em¬ 
 ployment 
 
 7 Full time employment—part 
 
 time school 
 
 8 Housewife or occupied at home 
 
 9 Unemployed and out of .. hool 
 X Totally unable to work 
 
 Y Not ascertainable 
 
 RECREATION 
 
 49 HOW MUCH TIME DO YOU 
 HAVE FREE FOR DOING JUST 
 WHAT YOU WANT TO DO? 
 
 1 About 1 hour a day (1-6 hrs. a 
 week) 
 
 2 About 2 hours a day (7-12 hrs. a 
 week) 
 
 3 About 3 hours a day (13-18 hrs. 
 a week) 
 
 4 4 to 6 hours a day (19-36 hrs. a 
 week) 
 
 5 6 to 8 hrs. a day (37-48 hrs. a 
 week) 
 
 6 All the time 
 
 7 None 
 
 8 Not ascertainable 
 
 50-55 WHAT LEISURE TIME ACTIV¬ 
 ITIES DID YOU ENGAGE IN 
 MOST FREQUENTLY DURING 
 THE PAST WEEK? List activi¬ 
 ties (played baseball, etc) in order 
 of importance, then check the ap¬ 
 propriate code items, placing beside 
 each check the number indicating 
 rank 1, 2 or 3. 
 
 Specify: 1 
 
 01 ( ) Indoor games—sports 
 
 02 ( ) Indoor passive activities 
 
 (N.O.S.) 
 
 03 ( ) Educational, cultural activ¬ 
 
 ities 
 
 04 ( ) Parties, socials 
 
 05 ( ) Hobbies (not otherwise 
 
 specified) 
 
 06 ( ) Arts and Crafts 
 
 07 ( ) Mechanical, construction ac¬ 
 
 tivities 
 
 08 ( ) Household activities 
 
 09 ( ) Outdoor games—sports 
 
 10 ( ) Outing activities 
 
 11 ( ) Dramatics 
 
 12 ( ) Music 
 
 13 ( ) Commercial amusements 
 
 14 ( ) None 
 
 15 ( ) Not ascertainable 
 
 56-61 WHERE WERE YOUR LEISURE 
 TIME ACTIVITIES CENTERED 
 DURING THE PAST WEEK? List 
 places (YMCA, Grange Hall, etc.) 
 in order of importance, then check 
 appropriate code items, placing be¬ 
 side each check the number indica¬ 
 ting rank 1, 2 or 3. 
 
 Specify: 1.... 
 
 01 
 
 ( 
 
 ) Home 
 
 02 
 
 ( 
 
 ) Church 
 
 03 
 
 ( 
 
 ) School 
 
 04 
 
 ( 
 
 ) Community centers, par 
 
 
 playgrounds 
 
 05 
 
 ( 
 
 ) Organization clubhouse 
 
 06 
 
 ( 
 
 ) Vacant lots 
 
 07 
 
 ( 
 
 ) Streets 
 
 08 
 
 ( 
 
 ) Woods and fields 
 
 09 
 
 ( 
 
 ) Lakes, streams, beaches 
 
 10 
 
 ( 
 
 ) Commercial amusem nt 
 
 
 places 
 
 11 
 
 ( 
 
 ) Question does not apply 
 
 12 
 
 ( 
 
 ) Not ascertainable 
 
 62-65 WHAT LEISURE TIME ACH'IV- 
 ITIES WOULD YOU MOST LIKE 
 TO TAKE PART IN? Specify in 
 order of preference. 
 
 UNIVERSITY OF ILLINOIS-UflBANA 
 
 ACTIVITIES ON WEEKDAYS? 
 
 1 Moming 
 
 2 Early afternoon 
 
 3 Late afternoon 
 
 4 Early evening 
 
 5 Late evening 
 
 6 All afternoon 
 
 7 All evening 
 
 8 Late afternoon and early evening 
 
 9 No choice 
 
 X Not ascertainable 
 
 67 WHAT IS THE BEST TIME FOR 
 YOU TO TAKE PART IN EDUCA¬ 
 TIONAL AND LEISURE TIME 
 ACTIVITIES ON SATURDAYS? 
 
 1 Moming 
 
 2 Early afternoon 
 
 3 Late afternoon 
 
 4 Early evening 
 
 5 Late evening 
 
 6 All afternoon 
 
 7 All evening 
 
 8 Late afternoon and early evening 
 
 9 No choice 
 
 X Not ascertainable 
 
 68-69 WHAT ARE THE MOST IM¬ 
 PORTANT THINGS YOU FEEL 
 YOUR COMMUNITY CAN DO TO 
 HELP ITS YOUNG PEOPLE? 
 
 
 
 No choice (underline) 
 
 No choice (underline) 
 
 INTERVIEWER: Kindly characterize briefly person’s attitnde toward his present situation. 
 
 
 
 Please add here any notes which will aid in the interpretation of particular items. Refer to items by number.