DOCUMENT RESUME ED 093 529 BC 007 985 TITLE ... - ERIC

DOCUMENT RESUME

ED 093 529 BC 007 985

TITLE

INSTITUTIONSPONS AGENCY

BUREAU NOPUB DATENOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

Upper Mississippi River ECO-Center EnvironmentalEducation Project. First Year Report, Project Year72-73.Upper Mississippi River ECO-Center, Thomson, Ill.Bureau of Elementary and Secondary Education(DHEW/OE), Washington, D.C. Div. of Plans andSupplementary Centers.; Illinois State Office of theSuperintendent of Public Instruction, Springfield.23-72-0314-1May 74144p.; Not available in hard copy due to marginallegibility of original document

MF-$0.75 HC Not Available from ERRS. PLUS POSTAGE*Curriculum Development; *Environmental Education;Grade 5; History; *Integrated Activities; MaterialDevelopment; Natural Resources; Outdoor Education;*Program Descriptions; Project Applications; ResourceMaterials*Elementary Secondary Education Act Title III; ESEATitle III; Illinois

The proposal describes the history of the UpperMississippi River ECO-Center Environmental Education Project (fundedby Title III, Elementary and Secondary Education Act), CarrollCounty, Illinois. The goal of the project, which began in July 1972,is to implement and coordinate a comprehensive environmentaleducation program for the county's students and citizens. The pilotgroup for the first year included the 5th grade students and teachersin the county's 7 school districts. Ten activities were designed tointegrate environmental education into existing instructionalprograms, including program planning in conjunction with theDepartment of Education, Northern Illinois University; developing aseries of in-service training sessions for classroom teachers;identification and development of area resources for student fieldtrips; and developing a local outdoor education site. Evaluaticntests, developed by the staff, indicated that pupils hadstatistically increased their environmental awareness. The proposalis divided into Information and Project Description;Effectiveness/Success, Cost Information (deleted), and Exportability.The Appendix includes a project description, the program as plannedand carried out, activities, and the national validation repert. Muchof the information is given in tabular or proposal form. (KM)

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FIRST YEAR REPORT

Project Yoar 72-73

Project No. 23-72-0314-1

Grant No. 314-1-72

Upper Mississippi River ECO-Center -

Environmental Education Project

Tho7Ason, Illinois

Title III-ESEA

Dennis Etnyre, Project Director

Upper Mississippi River ECO-Conter

Thouson, Illinois

61285

May 19741

BEST COPY AVAILABLE

10,

TABLE OF CONTENTS

PART I - INFORMATION AND PROJECT DESCRIPTION 1-33

1. Describing Context 1-62. What Project Proposes to Accomplish 7-133. Major Measurable Objectives to be Validated 14-224. 1972-73 Costs 235. Steps Other School DistrictsW ould Take

Adopting ECO-Center Project 24-286. List of Materials Developed and Cost of Same 297. Describe Unanticipated Outcomes and Spinoff

findings 30-33

part II -EFFECTIVENESS/SUCCESS 34-52

1. Performance Objective 34--352. Objective Needs Assessment and Findings 36-373. Activities for Attainment of Objective 38-404. Describe Evaluation Design 41-495. Evidence 506. Conclusions 517. Present Evidence 52

PART III-COST INFORMA1.LON ( 4Ic l c't ( (0 53-62

PART IV EXPORTABILITY 63-91

1. Evidence of Need 63-662. Continuation of Project 67-693. Use of UKECO as Remaining A Demonstration

Center 704, Project Area Description 715. Project Description 72736. Description of Disseminating Information

About Center's Activities and Purpose 747, Activities Critical to Success of Project 75

Performance Objectives 76-818. Essential Materials end Availability 829. Personnel Information 8310. Procedures and Identify Materials 84-8511. Evidence of Adoptability 86-8712. ')escription of Equipment end Facilities 88-8913, Problems and Solutions 90-91

APPENDIX

Description of ProjectProgram As Planned and Carried OutProject ActivitiesNational Validation Report as submitted byvalidation team

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PART I--Information and Project Description (cont.)

B. PROJECT DESCRIPt..)11

1. Describing the Context

a. Describe the needs and motivation that encouraged localeducation agency to apply for ESEA Title III funding.

Environmental education has been identified atthe national, state, and local levels as being a criti-cal needs area in education.

At the national level the U. S. Office of Edu-cation has responded to the growing concern over theenvironmental crisis that threatens man's survival byenacting the Environmental Education Act of 1970 (PublicLaw 91-516). In 1971 Congress appropriated over 3,000,000 dollars to continue funding environmental

. education activities under the above law, and theOffice of Education has earmarked an additional 31,000,000 dollars under 20 other funding sources includingTitle III discretionary funds. (DREW Publication No.(OE) 72-41.

At the state level Illinois Superintendent of Pub-lic Instruction, Michael J. Bakalis has identified toppriorities of educational need for Illinois schools inAction Goals for the Seventies An A ends for Illinois

uca ion. ne o e curricu um nee s i enti ie y13akalis was in the area of Conservation and Environment-al Education. By 1973 a state Plan for Conservationand Environmental Education was to be developed in Illin-ois. Steps to meet this state plan included; eaeh localschool district and educational service region establish.ing environmental educational centers, and workshopsfor teachers in conservation and environmental educationto be established.

A comprehensive study of educational needs wascompleted by the Illinois Title III Department in 1969in cooperation with the Department of Educational Re-search. One of the six critical needs of the state wasidentified as the need for curricular reform. The ECO-Center project deals with curriculum reform in the Ecol-ogy-Environmental area.

In a publication from The Office of the Superin-tendent of Public Instruction State of Illinois Forcesfor Chance in Illinois Schools, Superintendent MiaTei

lekalis identified innovaTron and exemplary Title IIIprojects designed to help solve persistent educationalproblems. Environmental Education is identified as oneof these problem areas.

(over)

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B. 1. a. (Contd)

State Plan for Environmental Education

In 1967 the teaching of conservation became law inIllinois public schools. In 1970 the Environmental Edu-cation Act was passed; in 1971 a state wide conferencewas held at Lorado Taft Field Campus of Northern Illin-ois University, and a document submitted to GovernorOgilvie entitled a PTO osal for the Development of aMaster Plan for Env ronmen arTakwation for the a'aTeOT-TIMATon.--In response to a refocusing of public at-Ention upon the fate of our natural system Dr. MichaelJ. Bakalis, Supt. of Public Instruction conducted hear-ings to all citizens to voice their concerns relative toenvironmental education. Following these hearings aTask Force for Environmental Education was establishedto plan an Illinois Master Plan for Environmental Edu-cation. A draft copy was completed in 1972 and revis-ions are still being made. The ECO-Center projectmeets many of the goals set forth in the draft copy.

Local

The Carroll County Outdoor Education Committee hasidentified a need for teacher in-service training, theidentification and development of area resources forstudent field experiences and the coordination of theeducational activities of area agencies.

A survey taken by the Superintendent of the CarronEducational Service Region in October 1971 revealed thatmany classroom teachers of the county desired to usenatural resources of the area while in practice only asmall minority made use of the natural resources be-cause of their feeling of incompetence and unfamilaritywith what was available and how to teach it. The stu-dents of Carroll County are typical of those found inrural areas of Northern Illinois. Such students aretypically not prepared to cope with the problems of ourenvironment because lack of information, limited know-ledge of concepts and few opportunities for out-of-classroom experience. Previous attempts at environment-al education by individual teachers, the County OutdoorEducation Committee, local administrator, and variousorganizations have been sporadic and uncoordinated.The E00-Center project attempts to coordinate this ef-fort.

In order to describe the motivation that led tothe planning of this project, a brief history leadingup to the start of the project is outlined below.

1. Mr. Kennedy, Superintendent, recognizing the needfor environmental and outdoor education organizesCarroll County Outdoor Teacher Education Committeein the fall of 1969. He develops a plan for an

(contd)

B. 1. a. area center for outdoor education using schoolbuilding. Thomson school board approves use ofbuilding.

2. Committee organizes with representatives from eachschool district and has done the following:

a. 1969-70

1. Developed a bibliography on Outdoor Edu-cation materials for county teachers.

2. Sponsored a county-wide Title V Mini Grantworkshop on Outdoor Education involving 140teachers.

b. 1970-71

1. Sponsored interpretive field trip to Pali-sades State Park.

2. Started Outdoor Education class (Workshop405 Dept. OTE, Northern Illinois University)involving 24 county teachers and taught byDr. Oswald Goering.

c. 1. Sponsored interpretive field trip to CampMerrill Benson.

2. Helped plan proposed environmental educationcenter.

3. Mr. Etnyre, Biology teacher, Thomson, in summer of1971, while taking a graduate class under Dr. GeorgeDonaldson, developed a plan for using 80 acres ofschool property for educational purposes.

4. August 1971 - Thomson School Board approved use of80 acres of bluff land for Outdoor Education. (Theproperty is ideally located and has a variety offlora and fauna. Habitats include forest, prairie,marsh, stream, and flood plain. The property alsohas an interesting history with locations of earlyroads, grist mill, and the first settlement eitheron or adjacent to the property.

Fall 1971 - Mr. Kennedy, Mr. Floyd, Supt. of SavannqMr. Donaldson, and Mr. Etnyre have several meetingsto plan and prepare preliminary proposal for TitleIII proposal.Mr. Kennedy provided much of the preliminary budgetsummary. Kennedy, with the aid of Huston, Educat-ional Service Region Superintendent, and Floyd,prepared the statistical data form.

All groups and individuals listed were involved inplanning the narrative section. Mr. Kennedy and Mr.Etnyre did the actual writing with consultationwith Dr. Donaldson and other members o.12 the Depart-ment of Outdoor Education.

(over)

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B. 1. a.(continued)6. February 1972 - Upon receipt of notification of

approval of preliminary proposal Mr. Kennedy, Mr. 41anyre, and Dr. Donaldson met and prepared the for-mal proposal for the Title III, ESEA project. Theirmeetings included two conferences with Jim Buscher,Title III, ESEA Supervisor, O.S.P.I.

An important part of the planning at all stages inthe development of this project proposal has comefrom the work of the Carroll County Outdoor Edu-cation Committee which has served as an advisorycouncil. An important part of the continual plan.-ring during operation of the project will come froman advisory council. Several of the very activeteachers in the present project have served on thecommittee.

The Carroll County Outdoor Education Committee con-sists of seven teachers, one from each district ofthe county, and four professionals who serve inpositions which make them closely related to arearesources.

B. 1. b. General Purpose or Goals of the Projeet.

The Upper Mississippi River ECO-Centor Projectis an exemplary environmental education project serv-ing the seven school districts of Carroll County, Illin-ois. The major objective of the project is the develop-ment of an ECO-Center for the implementation and coor-dination of a comprehensive environmental education pro-gram for the students and citizens of Carroll County.The program will provide an effective effort toward"environmental literacy".

The ECO-Center was developed under the followinggeneral objectives:

A. An environmental resource facility will be estab-lished that will function to introduce and assistin the presentation of procedures and materials toaccomplish objectives.

B. The Center will provide educational experiencesthat will bring about changes in children, teachers,and adults that will improve and maintain our en-vironment.

C. The Center will help individuals understand thatman is an integral part of a system consisting ofman, culture, and the natural environment, and thatman has the ability to alter the quality of thesystem.

D. The Center will help individuals acquire a firm un-derstanding

11/

of the physical environmental problemsconfronting man, how these problems can be solved,and the responsibilities of citizens and governmentto work toward solution.

(contd)

B. 1. b. (contd)

E. The Center will motivate citizens to participate inenvironmental problem solving.

The ECO-Center has a staff of three involved in thefollowing curriculum reform areas:

1. An inter-disciplinary approach to environmentaleducation emphasizing the interrelationship of manand nature.

2. Utilization of resources outside the classroom.3. A focus on environmental problems and man's ability

to identify and resolve them.

The ECO-Center has designed educational experiences in-tended to bring about behavioral changes in the communities,children, teachers, and adults. These changes will betterenable citizens to live in harmony with nature.

Key ingredients to the curriculum reform include: in-service training of classroom teachers, identification anddevelopment of area resources for field experiences, development of local outdoor education facilities, locally pro-duced and tested curriculum activities based on fundamentalenvironmental concepts, and involving area agencies and or-ganizations in environmental education. Program emphasishas been at the fourth, fifth, and sixth grade level witha second thrust above and below these levels.

During the first year of operation, evaluations weremade on the progress of the pilot fifth grade group. Thisconsisted of approximately 390 students and 16 teachersof Carroll County.

A variety of activities was designed to integrate en-vironmental education into existing instructional programs.

1. Program planning in conjunction with the Depart-ments of Outdoor Education, Northern Illinois Un-iversity. Dr. George Donaldson is consultant tothe project.

2. Development of a series of in-servicesessions for classroom teachers.

3. Identification and development of areafor student field trip experiences.

4. One-day field experiences at local outdoor siteswere developed.

5. Development of a local outdoor education site.

6. Dissemination of information to professionaleducators as well as to the community.

7. Development of a library of reference materialsfor teacher and student use.

training

resources

)ver)

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B. 1. b. (Contd)8. Development of local curriculum materials for

environmental education.

9. Development of an outdoor course for highschool students.

10. Coordination of educational activities by areaagencies through an advisory council.

B. 1. c. The project is located in Carroll County Illinois.Carroll County is in the northwestern part of Illinois,boardering the Mississippi River. Population of theschool districts served by the project during the 1972-73 school year was approximately 4928 students and 300teachers. The estimated population of the seven par-ticipating communities is 19,500. The average perpupil expenditure for the administrative district in1972-73 was $986.38. Approximately 47% of the pop-ulation reside on farms. Approximately 10% of thechildren come from families with annual income of $2000or less. The county is primarily white with a smallpercentage of the following ethnic groups: Negro, Amer-ican Indian, Oriented and Mexican American.

The total assessed valuation of the seven schooldistricts in the county was $92,403,670.00. The dollarvalue of nontaxable property in Carroll County is es-timated to be $104,124,000.00. This is due to manyacres making up a federal game reserve, state park, andfederal ordnance depot. The per pupil expenditure forthe two years calculated by the Educational ServiceOffice are:

1969-70 - $861.80

1970-71 - $913.52

School districts in the County are experiencingfinancial difficulty because of low assessed valuationand increased cost.

PART I--Information and Project Depscription (cont.)

2 a What the Project Proposes to Accomplish:

The major objective of the ECO-Center project is to developa center for the implementation and coordination of environmentaleducation in Carroll County. This objective is carried outthrough three areas of curriculum reform:

1. Inter-disciplinary approach to environmentaleducation, emphasizing the interrelationshipof man and nature.

2. Utilization of resources outside the classroom.

3. A focus on environmental problems and man's abilityto identify and resolve them.

The performance objectives of the project are to:

1. Increase student understanding of basic environclentalconcepts.

2. Improve student attitude toward environmental manage-ment.

3. Increase teacher emphasis on environmental education.

4. Develope curriculum materials based on environmentalconcepts.

5. Increase teacher understanding and attitude towardconcepts of environmental management.

6. Inform project area communities of ECO-Center activ-ities.

?. Disseminate information to professional educators inthe project area.

8. Produce directory of educational resources forCarroll County.

The ECO-Center is unique in the fact that it works froma diverse base. That is to say, the ECO-Center attempts toteach from the interdisciplinary approach. Many environmentalstudies use only the science discipline in the approach to thesubject matter. By using the interdisciplinary approach en-vironmental education is not viewed as another subject to beadded to an already crowded curriculum, but can be incorporatedinto all discipline areas and therefore is received with greatenthusiasm by project area teachers.

The ECO-Center project is a cooperative. The projectserves seven school districts and not just one school district.

(over)

_n-


2.a. (cont.)

The project is also concerned with the development problemsolving skills and therefore uses classroom instruction as wellas many outdoor experiences.

2.b. 11222221129012.jectlyebseczklv li shed?

The ECO-Center made use of a variety of items to accomplishthe objectives of the project.

1. Field trip experience - All day field trips wex'e pro-vided for fifth grade student* --ttdifferent outdoor :Atmthroughout the school year. Each fifth grade went onthree all da:tr field trips. The ECO-staff also assistedother classes with field trips. During the first yearapproximately 1200 children went on ECO trips. Fieldtrip's objectives are based on environmental conceptsand attitude formation.

2. In-service training - In-service training was providedfor all fifth and sixth grade teachers, plus projectarea schools K-12 upon request. In-service days aredesigned to help teachers develop an understanding andknowledge for environmental teaching and to helpthem in the out-of-doors. In-service sessions are con-ducted by ECO-Center staff and project consultants.

3. Classroom instruction - ECO-Center professional staffmembers have developed classroom instructional lessonson environmental concerns. A total of six visits weremade by ECO-staff members to perform instructional dut-ies.

4. Devcicsmnt of an Outdoor Eduoiltion Site-- ThomsonCrtmuLity Unit #301 has designated part of a school farmas an outdoor education site. Bluffville Outdoor Edu-cation Site is being developed for teacher and studentuse. The 80 acre site has a variety of communities tostudy including forest, prairie, marsh, and stream.The area is kept in a natural state with trails, rest-room and a bus for shelter being the only intrusions.

5. Identification and Development of Area Resources - Anumber of sites in the county have been used for fieldtrips. A county directory of educational resources hasbeen produced for teacher use. The directory was pro-duced by the ECO-Center staff and the Educational Ser-vice Region.

6. Reference Center - The ECO-Center has developed an en-vironmental reference center for teacher and student

0(cont


2.b. (cont.)

6. (cont.)

use. The learning center contains books, pamphlets,audio-visual materials, and field equipment. A biblio-graphy of these materials has been produced and materialsare distributed through the Educational Services Regionoffice. The reference library has proved to be a valu-able resource to the 5000 students and 300 teachers inthe project area.

7. Dissemination - Monthly newsletters tare sent to teach-ers in the county. The newsletter provides up-to-dateinformation on environmental education and containsmany suggestions for teachers. Much information aboutthe Center has been disseminated by the way of the loc-al PM radio station and programs by staff members atarea civic and adult organizations. The staff has hadpersonal contact, through speaking engagements, with730 people and with, on the average, 7,000 people dur-ing each radio program. A total of 5 radio programshave been presented plus numerous Public Service Announ-cements. Much information is also dessiminated throughnews releases to area newspapers and parent letters.Over 15,000 people receive information through projectarea newspapers.

8. Curriculum materials - A handbook for fifth grade teacit.,ers has been designed and is currently being used. Acurriculum guide for K-8 has been produced for the Mt.Carroll Unit Dist. #304 by elementary teachers and ECO-staff.

9r Personnel - The ECO-Center has three professional staffserving the project are- schools, with consultant beingnationally and internationally known environmental andoutdoor oduc:.tors. Local high school students alsohelped as camp counselors during one of the project'sall day field trips. Non-professional personnel includesecretary, student clerical aid, and part time cleaningand maintenance personnel. Room mothers and fathersproved also valuable volunteers on many trips.

10. Method - The ECO-Centor uses the interdisciplinary ap-proach to environmental education, thereby involving allteachers at all grade levels in an effort to attain"environmental literacy". The interdisciplinary methodhas been accepted with great enthusiasm by all teachersinvolved.

11. Equipment and Materials - A -,Ariety of inexpensive mat-erials and equipment were pu...chased for use in the proj-ect. Equipment such as binoculars, clipboards, stretch-

(ovr)

-10-

PART I--Information and Project Description cont.)

2.b. cont.)

11. (cont.)

ers, weather study kits, water test kits, incrementborer, compass and hand lens. Special equipment such asfilm, filmstrip, overhead, and slide projectors and acassette recorder were also purchased. Materials in-cluded many reference materials such as books, films,filmstrips, and cassette recordings.

2.c. Who Benefits from the Pro'ect?

The ECO-Center services the seven school districts in Car-roll County. The pilot "target" group consisted of approxi-mately 390 fifth grade students and 16 homeroom teachers. Theteachers received three in-service training sessions, with theirstudents being given four field trips and six classroom visits.As the project became widely known the ECO-Center received re-quests from numerous classes and by the year's end the projecthad served an additional 780 students K-12 and 200 teachers fromthe project area schools.

The numbers continued to grow as the project began itssecond year of operation. Approximately 1500 students are nowbeing served with 100 students in grades four, five and six andthe remainder K-12. The parents are also involved in the proj-ect acting as chaperons. Approximately 50 mothers and fathersreceived information during their trips with project area stu-dents.

2.d. The Whens and the wheres of the Emint:

The ECO-Center project is a ten month program running fromAugust to June. Num:,rous actilrities take place during thisperiod. The fifth grade program is as follows:

11-211.LEMML11912:1. Environmental Awareness - An all day field trip taking

place in September at the Bluff-ville Outdoor Education Site.

2. Man and the River - An al) day field trip which tookplace in November at Lock andDam 13, Potter's Marsh Publi UseArea, and Spring Lake WildlifeRefuge.

An one hour study of the operationof the local sewage treatmentplant

- An al.. day field trip takingplace in March & April at Camp

(cont, Epson near Mt. Carroll

3. Sewage Treatment Plant -

Man and the Elements

PART I--- Information awl. Project Description tont.)

2.d. (cont.)

Other groups also were beneficiaries of ECO-Center services.Any class K-12 was given field trips during the month of May.These trips ranged from one full day to one half day trips tovarious outdoor sites around the county.

The classroom visits which were given to the fifth gradestook place during the months of December, January, and February.Ench session lasted approximately one hour and took place inthe homeroom of the fifth grades.

The in-service training program for fifth and sixth gradeteachers took place at the ECO-Center and K-12 in-services atthe school involved, as part of total school in-service programs

2.e. Many changes resulting from the Upper Mississippi RiverECO-Center program have been noted during the two years ofoperation. Small incidents point out changes that are occuringin the children's attitude toward preserving their environment.

One of the most important changes noted has been theirattitude toward litter. On their first trip many casually drop-ped gum wrappers, tissue, etc. When this was discussed, thechildren readily adopted the motto, We always leave a placebetter than we found it". Now they notice litter and pick itup instead of adding to it. One bus driver reported that thechildren were counting beer .,.ans along the road.

Letters from the children are revealing. One pupil wrote,"I didn't know there were so many wild animals around until Ibegan looking for tracks:"

Another pupil sacil "I hated to see the rabbits that some ananimal, probably a had killed, but I know this is the wayof nature,"

The small snake:, :enon a hike brough this comment, "Iliked the snakes;, bW; wish we had seen a rattlesnake."

Somet3mes their observations are amusing as when one childwrote, "I like your re,,;trooms" (outsi.71.0 toilets)

A kindergarten group drew pictures of what impressed themmost. Most of the pictures had poison ivy in them. They allcarefully drew the three leaves in color, chiefly red, purpleand black.

Children often say. didn't kno there was such a placein Carroll. CowIty. My folks would like to see this." Some-times they tell us that the fEmily hi taken an outing andvisited one of the places they have cone to on an ECO-Centeltrip. Their favorite expression is, "This is neat."

(overl


2.e. (cont.)

Children often comment on the good of saving wildernessareas. Some have even tried to change their parents' habits.

The discovery of small things is revealing of their changein attitude and awareness of their surroundings. They havenoticed dew-covered spider webs, snails, crayfish, a snake ina tree, a snake swallowing a worm, termites in a rotting log,hawks soaring on updrafts, and woodpecker holes. The list isendless for each trip is different.

The children have discovered some of the delights of thetaste of wild foods. They taste such things as mint, wildgrapes and gooseberries. This often leads to a discussion ofthe pioneer uses of wild foods, and sometimes they tell of theirparents using them.

The children are always interested in deer signs. Theyoften find deer tracks and occassionally see a deer. One thingthat interests them is the way deer tramp down plants aroundwild apples trees to eat the fallen apples and those withinreach on the trees.

Parents are always welcome on field experiences and oftensome accompany the group. Some comments have been: "I didn'tknow there was so much to this;""It's wonderful," and "I learn-ed as much as the kids."

Children who take part in the ECO-Center field experiencesare discovering the fun of simple sports. They have foot andobstacle races; they roll down hills; they walk fallen logs,and have srowball f.i-thts. Non-athletic children discover thatit takes no skill fo*: such spor.o. Many children had neversat on the ground t' ;. a meal and discovered what fun itcould be.

Girls disc(?7:r, That they could hold their own with boyson a canoe-bnokpackinc trip. At the same time boys discoveredthat they souls rt ne ll.

Children were surprised they soul find dry kindlii,,;and start a fire after a rain .),-2 yhen the ground was snow-covered.

Some unexnected things sho% the -1-1ildreq's inte4est. C'Pclass made a 0: ,Astas decorat,on for the Center. A group oYslow readers up ,a ecolagy plly to present to a staff'member durim: olassr,:m visit. Ot): groups learned envi?on-mental songs to sing during a staff :,e-,aber visit. One boywarned his te,',her that she ha: her on a tree with apoison ivy vir.I on it

(cent)

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PART I -- Information and Project Description (cont.)

2.e. (cont.)

One unexpected 1,Jhavior to come from the field experienceswas the children's attitude toward the handicapped. A diabeticboy took part in the canoe-backpacking trip. Two cerebral palsypatients accompanied their classes for outdoor experiences.Their involvement was limited, but they were able to take pnrtin some of the activities.

Probably the best human interest story concerns a freshmanscience class that was being trained as counselors. One memberof the class is a legless, wheelchair patient. The teachermatter-of-factly included him in the field trip. Class membersfastened belts together to pull his chair while others pushedfrom behind. The route was an old road which followed a ridgeand then went down a steep incline along a cliff. The classtook him over fallen trees, through mud, over washouts, andthrough brush. No one complained or even suggested thlt thiswas too hard. They kidded him as they kidded each other. Thiswas the first time in his life that he had ever been in thewoods, and a whole new world opened up to him through the teach-er's recognition of his need and his classmate's concern.

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PART I-- :Information and Project Description (cont.)

3.a.l. Describi:g Effectiveness - Major Measurable Objectives tobe validated

Performance Objective

a. Given the first seven months of the 1972-73 school termfifth grade students of Carroll County* participatingin ECO-Center fifth grade activities will have increasedtheir understanding of the basic concepts of environmentalmanagement as stated in Robert E. Roth's Fundamental Con-cepts of Environmental Education (K-16)Environmental Education (Vol. 1, No. 3, Spring 1970)The difference in means will be statistically significantat the .05 level of confidence.

* The target fifth grade group consists of approximately390 fifth grade students and 16 homeroom teachers inthe seven school districts of Carroll County.

b. The fifth grade student population of Carroll Countywas selected as the pilot target group. Some of thereasons for selecting this group for a pilot study were:students at this level are starting to conceptualize,life styles and attitudes are still in the formativestage, students are starting to demonstrate problemsolving skills, students should be eager to learn inthe type of environment the ECO-Center will provide.

The pilot target group consisted of approximately390 fifth grade students and 16 homeroom teachers inthe so-: E,31lool districts of Carroll County.

)le to :-valuate the total targetsampli populdon would be admin-

,,:lt to -thieve .n get,l.ng a rapre-s :. i c, . . of the seven ;choolIt !sible 70 est-rdish e .ontrol

partirfitf*: sc)i.oc-ent'

=1,1ca' rt)oDr J Schoc Lr-er,vo . from

a!2e^. dr. ;1crt'-.1.

7.1s minox.y:-7rc courty. !.1E.

c. 1 not .T.'(J,.A6a..ft tie;!:,,3 selec

a as that nf.S'oLJ1:.;- A gro-v;. ".')Tr'. a schoul

-15-

PART I--Information and Project Deacriptioa (cont.)

3. c. (cont.)

in an adjoining county in northwestern Illinois. Thecomparison group consisted of the total fifth gradepopulation (V) in the Prophetstown school district.

The Prophetstown district is a typical rural dis-trict in northwestern Illinois approximately twentymiles from Carroll County. Prophetstown is a communityunit district as are the seven districts In Carroll County.

3. d. The following occurrences may have l'ad some effecton the project results:

1. The EEO-Center staff were contracted to startthe project in August and all planning prior tothe starting of student activities in Septemberhad to be completed in August.

2. Remodeling of office facilities were not finish-ed until mid August.

There was some late arrival of equipment andmaterials although this was minor.

4. The establishment of a reference center (a con-tinuous process) took most of the first semesterto get started; book and audio visual materialshad to be ordered, previewed, purchased, andcatalogued, and a bibliography made of thesematerials to present to teachers. Hence mostof these materials were not available to fifthgrade teachers' use during the first five monthsof the seven month experimental period.

5. It was not possible to schedule the culminatingfield experience prior to the post testing be-cause of the amount of time it took to collectdata and have evaluators analyze the data.

6. One fifth grade teacher was able to participatein the only one in-service meeting and unable toparticipate in field experiences because ofhealth reasons. Room mothers took her place onfield trips.

Because of time needed for evaluation analysisthe experimental period was 'loser to six months.

8. The few students that left the project area dur-ing the course of the experiment would have hadnegligible effect on the experiment because ofthe relatively large target group.

(cont.)

-16-


3. o. The Upper Mississippi Environmental Awareness Test(UMEAT) is a 50 item knowledge test designed to measure thefifth grade pupil's understanding of environmental con-cepts. The instrument evaluates fifth grade students inCarroll County by a pre-post test method. The pre-testwas administered in early Sept. and the post test in midMarch so the actual experimental period was less thanseven months. The testswere administered in the homeroomclasses in the participating school districts by EGO-Cen-ter professional staff members. The test responses weretransferred to IBM sheets by ECO-Gehter professionalstaff members and non- professsionai clerical personnel.Computer analysis was done in March at Northern IllinoisUniversity Office of Testing. Evaluation and analysiswas done by Dr. Ary, Professor of Education, NorthernIllinois University.

The UMEAT test was developed by EGO-Center staffmembers with the assistance of university consultant,Dr. Donaldson. There were no valid instruments availablefor this level and knowledge area. In all three adminis-trations of the UMEAT the Ruder -Richardson reliabilitywas .86. This is a quite high reliability for a testthat is being administered for the first time withoutrevisions and rewriting designed to increase reliability.It indicates that UMEAT has high internal consistency.Test data from the present prolect period also indicatesthe test has a high reliability. The pre-test mean onthe 50 item test was 30.6 which meant that there was noceiling effect. The test was capable of effectivelymeasuring a wide range knowledge.

Roth's Study* on Environmental Management concepts wasused as a basis for developirg the instrument and as ameans of providing construct validity for UMEAT.

Experts in the field of environmental education de-termined that UMEAT questions had appropriate contentvalidity for measuring environmental knowledge. Theexperts included Dr. Robert Vogl and Dr. George Donaldsonof Department of Outdoor Teacher Education of NorthernIllinois University, Don Jurgs, Director of Outdoor Edu-cation, Bettendorf Schools, Bettendorf, Iowa.

"Fundamental Concepts of Environmental Education (K-16)"DlyianatataLzsD222tiaaiVollIL12132221222"

3. f. The experimental group had a pre-test mean of 30.60on the pre-test ( 0-= 8.10 ), and a post-test mean of36.90 ( O ?.41 ). The UMEAT was also given to the con-trol group of 77 students in a non-participating schoolat the same time the experimental group did their post-test. The mean of the control group was 32.31 (Or- 8.05).

(over)

-17-


3. f. The test indicates evidence of student progress in know-ledge. (See attached charts.)

A fifth grade teacher report form, which was notpart of the original evaluation plan, was administered inMarch. In this form teachers were asked how well theythought the program met objectives for students andteachers. They used a 4 point scale to indicate theirperception of the accomplishment of the objectives. Aone rating means high degree of accomplishment and fourlow. Their means were 1.4 for the program increasingstudent understanding of environmental problems and 1.7for increased student knowledge of basic environmentalconcepts. In general teachers perceived a high degreeof accomplishment for changing student behaviors andattitudes. All teachers indicated pupils enjoyed theactivities of the project which seems to indicate apositive reception for continuation. Among the studentbehavioral change the teachers reported were increasedtendency to avoid littering and to pick up trash, in-creased use of recycable containers, more awarenesselements in the environment, and a tendency to shift fromviewing birds and animals as basically something to shootto viewing them as something to be appreciated.

(See attached charts)

(cont.)

Experimental Pretest

September, 1972

Frequency

UM

EA

T

2 23 22 21

20

19

18

17

16

15 14

13 12

11

10 9

10 1

12

13 1

4 15

1.1

7 1.

19

2021

22 2

3 24

25

227

229

30

31 3

2 33

34

35 3

3739

40

41 4

2 43

44

45 4

414

,3 4

9

Score

Preq

14a

g_y_

24;

23

22

21,

20 19 iS 17

'16

'15

.

13:

12 11 10 9: 7: 5:

erimental Group Post-test - f:arch, 1973

14 1

5 16

17

18 1

920 21 2223

2425

26

27 2

8 29

30 3

1 32

33

34-

3537

38 3

9 40

41

4243

44

45 4

6 47

48 4

9 50

Sco

re

a

-

Fre 24 23

1

221

21 20 1198

17

16 15 14 13 12/

1110 9 817 6 45 3 2 1 010

Con

trol

Gro

up P

ostte

st19

73...

411.

6.7-

.111

1111

,ral

.411

mir

p

Scor

e1

12 1

3 14

. 15

16 1

7 18

19

20 2

1 22

231

24 2

5 26

27

2§ 2

930

31 3

2 3

3 34

. 35

3637

39 4

0 41

42

43 4

4 45

4. 4

7

a

-21-


3. g. The difference between the experimental groups preand post -test means + 6.24 was tested for statisticalsignificance at the .001 level with a non-independentt test. This indicated that the gain shown is unlikelyto be a function of chance and can be attributed to theeffects of the program. Basically the test indicatesevidence of student progress in knowledge.

An independent t test for post-test difference be-tween the means of experimental and control groups yield.ed a t value of 4.88 significant at the .001 level in-dicating that'the higher post-test scores in the experi-antal group are not a function of chance.

The ideal arrangement for maximizing internal val-idity would have been to randomly assign subject to ex-perimental and control groups. This was not possibleso a Static-Group Comparison (Campbell and Stanley Design#3) and One-Group Pretest-Posttest Design (Campbell De-sign #2)were used

The Static-Group Comparison used fifth graders ina similar rural school district as the control group.The employment of such a non-random control group elimin-ated history, testing, instrumentation and regression aspossible threats to internal validity. The additionaluse of the One-Group Pretest-Post-test Design providedcontrol over selection and mortality. This leavesmaturation, interaction of seleotion and maturation, andinteraction of selection and treatment as possible in-ternal validity threats.

Maturation certainly must be considered in interpre-ting the results. The children in both experimental andcontrol groups could have learned environmental conceptsfrom other school activities, television, newspaper, etc.during the course of the experiment. It should be notedthat the control group post-test, while lower than theexperimental group post-test, is higher than the experi-mental group pretest. Given the similarities betweenthe two groups it is reasonable to assume that the latterdifference is a function of maturation and represents themean that might have been expected for the experimentalgroup if no treatment had been given. However, sincepre-test scores were not available for the control groupthis must remain a reasonable conjecture rather than anevidence-based conclusion.

Interaction of selection and maturation and interact-ion of selection and treatment are not specifically con-trolled by the two designs used. However, given the pop-ulations studied and the nature of the treatment, it isunlikely that either of these interactions posed a threat

(over)

-22-


3. g. to internal validity in this study. None of the condit-ions described by Campbell and Stanley in their explana-tion of these interactions were present in this study.

Since the subjects for the study were not randomlyselected from a large population we do not have evidenceof external validity. We can only say thatitis reasonabl,.to suppose that the results could be generalized to pop-ulations similar to the subjects of the study.

3. h. The growth in environmental knowledge shown by stu-dents in the experimental group is evidence of the effect-iveness of the program. There appears to be no other pro-gram with demonstrated effectiveness in this area. Asearch through ERIC documents and ONE entries discoveredonly one other program where a systematic objective e-valuation of student gain in environmental knowledge wasmade. The results of this evaluation were not reported.Over 1300 ERIC documents are listed under the description"environmental education", but none included data onsuccessful advancement of environmental knowledge. A con-ventional search of related literature also failed toyield such studies.

In other studies in this field internal evaluationprocedures range from subjective ratings to quantitativemeasures. However, most evaluations are based on resultsfrom survey questionnaires or subjective rating systems.Our evaluation of this project was based on rigorous ob-jective data. The measurement procedures are superior tothose employed in other projects.

In the absence of any data from any other project wecan assume that our project is superior to the rest interms of design, results, and instrumentation.

We have no evidence as to the generalizability ofour findings, but it is reasonable to assume that thefindings would be generalizable to similar populations.

PT I-- Information and Description

4. 1972- ?3 Grant Period

Developmental Cost . A21912.70

Operational Cost

Estimated Start Up Cost .

-23-

-24-

PART IInformation and Project Description (cont.)

Outlined below are the process steps other school districtswould take when adopting the ECO-Center project.

A. Adapt materials from the ECO- Ccntor project.B. Hire staffC. Order materials and suppliesD. Staff training periodE. Program planningF. Implement programG. Evaluate effectiveness

1. The adopting district should familiatize themselves with theformal proposal and applications for continuation to deter-mine whether to adopt or adapt. The district (a) should alsoobtain copies of all essential materials produced by the proj-ect.

A staff should be hired or selected that meets projectqualifications.

3. Equipment deemed by the staff to be necessary for the project7

should be ordered immediately to insure delivery and avail -.ability for use. Likewise all materials and supplies shouldbe ordered in advance preferably prior to the staff planningperiod. The staff will need reference materials in planningtheir program. The types of materials and equipment that arerequired by this project can be found in school supply cata-logs and science equipment catalogs. Jhat equipment is need-ed would depend upon what is available for use in the adopt-ing district and what the adopting school wants to use.

4. Essential to suooess initiating a now program is that thestaff have prior planning time. Because many essential mat-erials have been developed by the ECO-Center this planningtime is lessened somewhat. Depending upon the scale ofadoption an estimate of 2-4 weeks of planning time is re-quired. Also recenmended is that a consultant with exper-ience in the field be utilized for staff development for atleast 2 days. Because of the innovativeness of environmentaleducation there may not be university training available inthe area of the adopting school and much training of thestaff will be self training.

5. The Teacher's Guide to UMECO Fifth Grade Environmental Edu-cation has been developed as a model for setting up an inter-disciplinary approach to environmental education. Steps,objectives,procedures and examples are explained in the guide.

6. Also available from the ECO-Center are instruments to evalu-ate instrument effectiveness.

The following provides more detailed information on essent-ial materials, equipment, and personnel training used by theECO-Center nroject. (over)

-25_

PART I-- Information and Project Description (cont.)

5. (Cont.)

Procedures and materials necessary for personnel training:are

1. Personnel were first asked to review and study theformal project appliontion and to review Roth's Con-cepts of Environment Management in preparation to startProlroimplanning.

2. An up to date reference library is kept for staff de-velopment. This includes newsletters, periodicals,and books in the environmental field. 4,n excellent

guide used by the staff for outdoor study is To chin*in the Field by Lou and George Donaldson. Keep ngabreast oI' this rapidly moving field is a continuousprocess. The staff is continuously reviewing nownaterials that are being marketed.

3. Much of the staff's training is informal depending uponwhat they are teaching and what their teaching environ-ment is. Training may also consist of looking over anoutdoor site in order to develop learning activitiesfor that particular site.

4. Consultants are used for staff development. The staffwas involved in program development with Dr. Donaldson,general consultant. Also when consultants are used forin-service training sessions, these sessions are alsoconsidered developmental sessions for staff members.

5. Visitation days are allured for staff members to visitprograms that have similarities.

6. Staff members are encouraged to attend workshops onenvironmental education or attend meetings held by or-ganizations interested in enviromlentn1 education.

?. Since the staff of the ECO- Center is small there was-n't a set procedure for personnel training. The staffhas worked very .closely in planning the project program.::each staff member his aided in the other's training bylending their expertise to program development.

8. Prior to the start of the project:

(a) The project director completed an NS in Ed. de-gree in Outdoor Teacher Education by spendingthree summer sessions at Lorado Taft Field Cam-pus in Northern Illinois University in Oregon,Illinois.

(cont.)

-26-

PART I-- Information and Project Description (cont.) I5. (Cont.)

8. (Cont.)

(b) P project instructor spent nine wleks at LoradoTaft Field Campus taking courses prior to startingwork on the project.

(c) The second instructor brought over 15 yearsof teaching experience with her and three yearsof working with the Carroll County TeachersOutdoor Education Committee prior to startingthe project.

9. In-service training sessions, classroom instructionand field experience sessions were used to train class-room teachers.

10. A fifth grade teacher's handbook has been developed:This is used ey participating teachers and could beused to train new fifth grade teachers. The handbookwould also be a valuable training device for schooldistricts that are adapting/adopting this project.

11. The ECOCenter keeps a complete program file of mater-ials developed. These materials are available for dis-semination.

12. A bibliography of environmental materials has been de-veloped which would aid personnel adopting /adapting;this project.

In summary there is not a singular set of proceduresor materials for personnel training in a project ofthis typo. Much of the training must necessarily comefrom a variety of sources. The ECO-Center has put to-gether a handbook which now serves as a model for set-ting up an environmental program such as the ECO-Centerproject.

Social (hardware) required .0 r t he roproject::

The project required the usual office equipment for print-ing materials and storage, such ns typewriter, ditto machine,mineograph machine, and filing cabinets.

Some special field equipment has been used;however theproject has maintained that a lot of elaborate equipment is notneeded when studying in the field and has no intention of takingthe classroom into the field. A good deal of outdoor equipmentcan be homemade and field experiences can be conducted with nosupporting equipment.

(over)

PaT I--Information and Project Description (cont.)

5. (Cont.)

Some of the special equipment that have been utilized fordifferent day camp type field experiences are listed below; noneof these are absolutely required to conduct a field experience.

ClipboardsBinocularsEmergency Stretcher.M.ndspeed Indicatorinter test kits to testminerals and detergentThermometerSecchi Disc

Aquatic NetsSoil AugarSling PschometerSoil ThermometerIncrement BorerField CompassesHand Lens

Special equipment required for in-service training sessionsincludes audio visual equipment such as:

Film ProjectorFilmstrip ProjectorOverhead ProjectorCassette RecorderSlide Projector

Special equipment required for publicity releases and de-veloping program descriptions include:

Polaroid Camera35 MM Camera

Special equipment required for overnight camping and highschool canoe camping course included:

Camping equipment for 24, including tents, cook ware,stoves, lantern, water containers, storage bags, etc.

Most of the equipment used in this project was to equip theoffices and for audio visual materials. The other major ex-penditure has been for camping equipment. Field experiencescan be conducted with little or no bupporting equipment.

Enscfftial materials (software) usca `1);N7` flttOonts, teachers, an?.nthors and the source and cost of itcgg Describeof the moterialq.

(over)

5. (cont.)

Materiels

PART IVExportability (cont.)

Source Cost Availabilit

Reference materialsText materialA-V materials

Bibliography ofEnvironmentalEducation Mater-ials

See attachedECO-CenterBibliography ofEnvironmentalEducation Mater-ials for a listingof materials andsources. P. 47 hasaddress of companythat handle 'costcommercial refer-ence materials.

Reference mater-ials - $1,191.

Text Books$769.A-V Material-

064593.

All mater-ials listedare avail-able un-less out ofpublicat-ion.

Upper MississippiRiver ECO-Center,R. R.,Thomson, Ill.

250 Availablein limitedquantities

Teacher's Guide to Upper MississippiMECO 5th Grade En- River ECO-Center,vironmental Education.R.R.,Thomson, Ill.

5.00(Est) Second edi-tion print-ed avail-able fall1974.

PART I...-Information and Description (cont.)

6.

Title

I. Bibliography of invironmentalEducation Materials

2. Environmental and OutdoorEducation Resource Packet

3.; Teacher's Guide to MECO5th Grade EnvironmentalLducation

4. Project Description Brochure

5. Project Neyslotter

29-

Descri tion Cost

V1.00A comprehensive list-ing of 2CO-Centerreference materials.

Activities designed 41.00for intermediate levelstudent's use in theoutdoors.

An interdisciplinaryguide and approach toenvironmental educationcontains objectives,activities, and evalu-ation for field trips,school site and class-room instruction. Sec-ond edition to be print-ed by Sept. 1974.

5.00Est.)

Describes project act- 250ivities during the firstyear of operation. Avail-able June 1974.

A newsletter intendedfor the grade schoolteachers in the projectarea. Contains environ-mental information andteaching ideas,

250

-30-

PART I-- Information and Project Description (cont.)

?. Describe Unantici ated Outcomes and 3 inoff Findings;

The project has moved the fifth grade students fartherin k;lowledge and awareness thanan.O.cipated. There is alsoeneugh indication to show "an attitude thangu'among the fifthgrade students.

Cutlined are other areas that the staff feels exceeded ex-pectations and are spin offs and unexpedted outcomes of theproject.

I. There was 100 participation among the school districtsand active participation among the teachers involved.This a credit to the teachers, and to staff members inhandling the situation.

2. Much more follow up studies and inquiry went on in theclassroom after the field trips and classroom visits Ivstaff members that was expected. Teachers would co-ordinate the experience with other subject matter suchas science, English or Art.

3. The target activities have stimulated interest amongother teachers of the districts. This is indicated bythe number of requests for materials and requests for aidin planning and conducting field trips. Besides the fifthgrade wxperiences the staff will have conducted by the endof May 26 additional environmental awareness trips with allgrade levels. This represents approximately VO studentsexposed on these trips

I

I7. (Cont.)

PART I--Information and Project Description

4. In-service training sessions: Besides the in-servicetraining sessions for target teachers, the staff hasplanned and conducted afternoon in-service sessions for5 of the 7 school districts in the project area. Thismeans an additional 150 teachers K-12 have receivedin-service training.

5. A college credit Outdoor Education class was arrangedfor and held at the ECO-Center last fall. Severaltarget teachers attended. Several curriculum guideswere produced. Forty-three teachers in the projectarea took the class. Plans are now under way to offera course on environmental quality next fall.

6. The staff has found the general response to the projectby the parents favorable. Several of the room mothersor fathers have went on all the field experiences andexpressed their feeling that the program was good andthe children were really learning something and notjust going on a hike. The same reaction was foundamong the groups the Center presented programs to.The request for speaking programs has also multiplied.

7. The ECO-Center staff is doing the kinds of activ-ities that have been identified by "environmental edu-cation experts" as being essential to a comprehensiveprogram. These activities include curriculum revision,in-service training, getting the student out into theenvironment, providing materials for teachers, devel-oping local materials, identifing resources, and at-tempting to get a concerted effort K-12.

8. Students are definitely more aware and more inquisi-tive about their environment. The staff could. see adifference in student behavior on the third fieldexperience as compared to their behavior on the firstone.

9. Fifth grade classes have become more "alive, exist-ing, interesting". In many cases target teachersare getting out and doing more activities. Studentsare motivated more by these types of activities.This may be the most important part of the project.Teachers are trying new techniques and activities.

10. There is evidence of social growth between studentand teacher. Being on all day field experiences inand out of class situation brings the teacher moreon the same level of the student. The social andmotivating aspects of outdoor education have alwaysbeen one of outdoor educators behavior objectives.

(cont.)

PART 1--Information and Project Description

7. (Cont.)

11. There was apprehension among some administrators andschool boards at the start of the project, but gener-ally they have been pleased with results of the project

12. Imput from local agencies has in some respects beenbetter than expected. (This is outlined fcllowing this.part.)

13. The survey of teachers indicates that more teachersnow see the need for environmental education and aredoing something about it. This is one of Superintend-ent Bakalis's goals for the seventies and the ECO-Center has moved teachers a great deal in meeting thisgoal.

14. A high school camping course has evolved out of the.

project.

The Center has has excellent cooperation with variousagencies in the county. These people also serve on the Advis-ory Council. The following is a listing of the results of co-operation.

1. The Soil and Water Conservation committee has donatedpamphlets, books, and trees to the Center. They haveset up a fifth grade essay contest on conservation andare considering setting up a Soil and Water Conser-vation tour for teachers and students.

2. The Upper Mississippi Wildlife Refuge manager has co-operated by allowing students to tour the Spring Lakeclosed area during waterfowl migration season. He hasprovided work-service projects on the refuge for thesummer camping program, and has also provided ideasfor future project activities.

3. The Army Corps of Engineers has allowed the Center touse Lock & D-m in the field trip on river study.

4. Mr. Brinkmeier, the Cooperative Extension advisor hasloaned slides, gave ideas, and has provided infIrmationon camp sites.

5. Agencies showing cooperation or at least interest byrequesting speaker for programs:

r.t. Rotary Club, Savannab. Rotary Club, Milledgeville

(over)

-33-

PART T--Information and Project Description

?. (Cont.)

5. c. Thomson Woman's Clubd. Mississippi Valley Nature Clube. York Cedar 4-H Clubf. Soil and Witer Conservation Boardg. Catholic Daughters of Americah. Thomson PTAi. Retired Teachersj. F. H. A. Rallyk. Lanark Woman's Club

PART II--Effectiveness/Success

I

-34..

Project objective(s) identified for validation have beenattained and the performance of the learner has been im-proved.

Performance ONective

1. Given the first seven months of the 1972-73 school termfifth grade students of Carroll County* participating inECO-Center fifth grade activities will have increased theirunderstanding of the basic concepts of environmental manage-ment as stated in Robert E. Roth's Fundamental Concepts ofEnvironmental Education (K-16)Environmental Education (Vol. 1, No. 3, Spring 1970)The aifference in means will be statistically significantat the .05 level of confidence.

* The target fifth grade group consists of approximately390 fifth grade students and 16 homeroom teachers in theseven school districts of Carroll County.

Procedure Activity

1.A.1. Identification and development of area resov :cea forstudent field experiences by ECO-Center Staff.

1.A.2. A minimum of three field trips to appropriate sites inthe communities involving ECO-Center Staff and homeroomteacher. (Fall, Winter, Spring)

1.A3. A minimum of six in-class instructional sessions withECO-Center Staff and homeroom teachers.

1.A.4. A minimum of four visits to each target classroom bylocal resource persons.

Techniques of Evaluation

1.B.1. Pre-test and post using: (Sept.72, and March 73) UpperMississippi Environmental Awareness Test. This is anECO-Center produced test based 9n the applicable portionof Roth's Fundamental Educatior and designed for thefifth grade students.

1.B.2. Administration of Upper -Mississippi Environmental Aware-ness Awareness Test to a control group in March 1973.

1Results of Robert E. Roth's doctoral disserition pub-lished in Environmental Education, Veld 1, No. 3, Spring1970)

-35-

PART IIEffectiveness/Success (cont.)

Objective No. 1

1. State objective


Given the first seven months of the 1972-73 school term fifth gradestudents of Carroll County* participating in ECO-Center fifthgrade activities will have increased their understanding of thebasic consepts of environmental management as stated in Robert E.Roth's Fundamental Concepto of Environmental Education (K-16)Environmental Education (Vol. 1, No. 3, Spring 1970)The differenceTE7606 will be statistically significant at the.05 level of confidence.

* The target fifth grade group consists of approximately 390fifth grade students and 16 homeroom teachers in the sevenschool districts of Carroll County.

Procedure Activity

1.A.1. Identification and development of area resources forstudent field experiences by ECO-Center Staff.

1.A.2. A minimum of threein the communitieshomeroom teacher.

field trips to appropriate sitesinvolving ECO-Center Staff and(Fall, Winter, Spring)

1.A.3. A minimum of six in-class that:motionalECO-Center Staff and homeroom teachers.

1.A.4. A minimum of four visits to each targetby local resource persons.


sessions with

classroom

1.8.1. Pre-test and post using: (Sept. 72, and March 73) UpperMississippi Environmental Awareness Test. This is anECO-Center produced test based on the applicable portionof Roth's Fundamental Education1 and designed for thefifth grade students.

1.B.2. Administration of Upper Mississippi Environmental AwarenessTest to a control group in March. 1973.

1Results of Robert E. Roth's doctoral disseration pub-lished in Environmental Education, Vol. 1, No. 3, Spring1970)

-36-

PART II--Effectiveness/Success (cont.)

Objective No. 1

2. Provide evidence to justify the need for the objective underconsideration by describing the needs assessment proceduresand the related findings.

Deocriiltia2121111191111iniiarla:

Environmental education has been identified at the national,state, and local levels as being a critical needs area in edu-cation.

At the national level the U. S. Office of Education has re-sponded to the growing concern over the environmental crisisthat threatens man's survival by enacting the Environmental Edu-cation Act of 1970 (Public Law 91-516). In 1971 Congress ap-propriated over 3,000,000 dollars to continue funding environ-mental education activities under the above law, and the Officeof Education has earmarked an additional 11,000,000 dollarsunder 20 other funding sources including Title III discretion-ary funds. (DHEW Publication N. (OE) 72-41.

At the state level Illinois Superintendent of Public In-struction, Michael J. Bakalis has identified top priorities ofeducational need for Illinois schools in "Action Goals for theSeventies, An Agenda for Illinois Education. One of the curri-culum needs identified by )akalis was in the area of Conser-vation and Environmental Education. By 1973 a state Plan forConservation and Environmental Education was to be developed inIllinois. Steps to meet this state plan included: each localschool district and educational service region establishing en-vironmental educational centers, and workshops for teachers inconservation and environmental education to be established.

A comprehensive study of educational needs was completed bythe Illinois Title III Department in 1969 in cooperation withthe Department of Educational Research. One of the six criti-cal needs of the state was identified as the need for curricu-lum reform in the Ecology-Environmental area.

In a publication from The Office of the Superintendent ofPublic Instruction State of Illinois Forces for Change in Illin-ois Schools, Superintendent Michael J. Bakalis identified in-novative and exemplary Title III projects designed to help solvepersistent educational problems. Environmental Education isidentified as one of these problem. areas.

(over)

-37-


In 1967 the teaching of conservation became law in Illinoispublic schools. In 1970 the Environmental Education Act waspassed; in 1971 a state wide conference was held at Lorado TaftField Campus of Northern Illinois University, and a documentsubmitted to Governor Ogilvie entitled a Proposal for the De-velopment of a Master Plan for EnvironmenfeTEducation for theState of ITTino177in response to a refocusing of publi-FaT7--tention upon the fate of our natural system Dr. Michael J.Bokalis, Supt. of Public Instruction conducted statewide hear-ings to all citizens to voice their concerns relative to en-vironmental education. Following these hearings a Task Forcefor Environmental Education was established to plan an IllinoisMaster Plan for Environmental Education. A draft copy was com-pleted in 1972 and revisions are still being made. The ECO-Center project meets many of the goals set forth in the draftcopy.

Local

The Carroll County Outdoor Education Committee has identi-fied a need for teacher in-service training, the identificationand development of area resources for student field experiencesand the coordination of the educational activities of areaagencies.

A survey taken by the Superintendent of the Carroll Edu-cational Service Region in October 1971 revealed that manyclassroom teachers of the county desired to use natural re-sources of the area while in practice only a small minority madeuse of the natural resources because of their feeling of incom-petence and unfamilarity with what was available and how toteach it. The students of Carroll County are typical of thosefound in rural areas of Northern Illinois. Such students aretypically not prepared to cope with the problems of our environ-ment because lack of information, limited knowledge of conceptsand few opportunities for out- of--classroom experience. Pre-vious attempts at environmental education by individual teach-ers, the County Outdoor Education Committee, local administra-tor, and various organizations have been sporadic and unco-ordinated. The ECO-Center project attempts to coordinate thiseffort.

The fifth grade level was identified as the pilot studygroup because: students at this level are starting to concep-tualize their life styles and attitudes are still in the for-mative stage, they are starting to be able to problem solve,they are able to assimilate knowledge, and they are adminis-tratively easier to reach than higher grade levels. In sub-sequent years a second thrust by the project will occur aboveand below the pilot group. The fifth grade objective meetsthe findings of the needs identified on the federal, state,and local level as briefly outlined above.

-38-

PART II-- Effectiveness /Success (cont.)

Objective No. 1

3. Activities for the attainment of the objective:

The ECO staffs employment started in August 1972. Themonth of August was used by the three staff members to planout program activities and ready evaluation materials. Sev-eral meetings were held with consultant, Dr. Donaldson to planout program activities. Applicable concepts were identifiedfrom Roth's study. Program objectives would be designed toincrease the student knowledge of applicable concepts fromRoth's study.

The following were identified as essential activitiesnecessary to increase fifth grade student knowledge:

a. Field experiencesb. Classroom instructionc. In-service training of fifth grade teachersd. Identification and development of area's resourcese. Providing fifth grade teachers with informationf. Developing curriculum materials.

Field experiences - A minimum of three all day fieldtrips to appropriate sites was set as a goal. Four fieldtrips were completed by April 30, 1973. Evaluation occurredbefore the final experience. Objectives, activities, and pro-cedures were developed for experience. Locations were deter-mined for each experience.

Fall - Environmental Awareness-Bluffville OutdoorEducation Site

Nov. - Man and the River -Mississippi River

Feb. - Sanitary Disposal -Each communityplant visit

March - Man and the Elements -Camp Benson

Each pupil received a minimum of twenty hours of out-of-class instruction. Each experience required a minimum of twofull time professional employees and four trips for sixteenclasses would mean approximately 64 trips conducted for fifthgrade classes.

Classroom Instruction:

Six in-class instructional sessions were held betweenpre-and post test by April 1973. The sessions were from 45minutes to 1 hour in length and required one professionalinstructor. 16 classes of 6 means approximately 96 class-

(over)

-39-

410 PART II--Effectiveness/Succ19s (cont.)

3. (cont'd)

room visits were made. The classroom instruction sessionscovered the following topics: Environmental awareness, Manand the River natural resources conservation, environment andman's effect on it, solid waste disposal-pollution, geologicalhistory and weathering.

In-Service Training - Fifth grade teachers received a minimumof four days of in-service training to enable them to betterteach environmentally in their classrooms. In-service train-ing sessions dealt with techniques of teaching in the field,curriculum development, student centered environmental activ-ities, environmental impact, school site use, and an intro-duction to current commercial materials and audio visual aidsin environmental education. The in-services required a mini-mum of two staff members in the planning and implementingstages and required the use of a consultant for one session.Fifteen fifth grade teachers received a minimum of twenty hoursof in-service training. Feed back from fifth grade teachersindicates they have used information and ideas gained from thein-service training back in the classroom. Teachers in thesein-services were encouraged to develop their own interdiscip-linary approach to environmental education. In future yearsstaff members will not be available to conduct classroom in-struction sessions and teachers were shown methods of incor-porating environmental education into the already ongoing cur-riculum.

Identification and Develo ment of Area Resources

A directory of resources for Carroll County was developed.The directory contains a listing of places and persons in thecounty that would have educational potential. The directorywas not finished until May. The staff identified areas forconducting the fifth grade field trips. The staff also de-veloped Bluffville Outdoor Education Site for use by studentsand teachers. Trails and learning activities Yere developedfor this site. This activity was an ongoing one and requiredimput from all three staff members at various points in pro-gram development.

Providing Environmental Information to Fifth Grade Teachers

Newsletters were sent out to grade school teachers twicea month. The newsletters provided up-to-date information onenvironmental concerns, teaching ideas, and information onmaterials available for loan. A resource library has beendeveloped and a bibliography of materials listed. Fifth gradeteachers have received copies of the tibliographies and teach-ers may borrow materials from the Center. One staff memberhas provided the main emphasis in this area writing newsletter;s

(cont.)

-40-


3. (cont'd)

cataloging materials, previewing audio visual material, de-veloping the bibliography. The bibliography was developed inNovember, December and January and has been revised since.

Curriculum materials

A fifth grade teacher's handbook has been developed andis currently being revised. This handbook has required imputfrom the three staff members and the fifth grade teachers.

Non-professional Staff

One full time person was employed to provide clericaland bookkeeping services. A part (.5) time student aid wasalso used to provide clerical assistance. Part time maintenancepersonnel (.1) were required for cleaning and upkeep of ECO-Center facilities.

The staff estimates that after development one full timemember could conduct the fifth grade program. Since the staffis presently conducting programs in the fourth, fifth and six-th grades.

-41


Objective No. 1

4(a). Describe evaluation design:

Pre-post test design using a knowledge test based onRoth's concepts.

A control group was used to provide a Static-GroupComparison (Campbell and Stanley Design #3) and within theexperimental group a One-Group Pretest-Post test Design (Camp-bell and Stanley Design #2) was used.

-42-

PART. IIEffectiveness/Success (cont.)

Objective No. 1

4 (b). Procedures Used for Evaluation:

A validated evaluation instrument was sought, none wasavailable for this level. An instrument was then developedbased upon applicable concepts from Roth's Study. The in-strument was developed by the ECO-Center staff and Dr. GeorgeDonaldson, consultant.

The test administered in August to a group of studentsthat had completed fifth grade, to discover inconsistenciesand deficiencies. The test was then revised with minorchanges. The pre-test was administered to each fifth gradeclass by staff members in September prior to fifth gradeECO-Center activities. The test was read to eleminate theaffect of reading deficiencies in the scores. The post-testswere administered in March by a staff member using the sameadministration methods. Test responses were transferred toIBM sheets and sent tc Northern Illinois University testingDepartment for analysis. Dr. Ary, evaluation consultant ranthe test analysis.

As a cross check Dr. Ary suggested a control group beformed outside of Carroll County to compare with the experi-mental group. A school in an adjoining county with similartype environment and eimilar student body was found and theentire fifth grade was tested. Again results were transferredto IBM sheets and Dr. Ary ran the analysis at Northern IllinoisUniversity. The control group test was administered at thesame approximate time as the experimental group. The groupswould be at the same developmental stage,

The experimental post-test was administered prior tothe culminating field experience in March and April to enablethe evaluator time so the evaluation could be included in theapplication for continuation report on April 30th. It wouldbe expected that better results might have been obtained had thetest been administered after the culminating field experience.

_43-


Objective No. 1

4(c). Describe the activities:

The experimental group had a pre-test mean of 30.60 on thepre-test (cr. 8.10), and a post-test mean of 36.90 (cr.-, 7.41).The difference between the experimental group pre and post-testmeans + 6.24 was tested for statistical significance at the .001level with a non-independent t test. This indicated that thegain shown is highly unlikely to be a function of a chance andcan be attributed to the effects of the program. Basically thetest indicates evidence of student progress in knowledge.

The UNEAT was also given to the control group of 77 studentsin a non-participating school at the same time the experimentalgroup did their post-test. The mean of the control was 32.31

+ 8.05). An independent t test for the post test differencebetween the means of experimental and control groups yield a tvalue of 4.88 significant at the .001 level indicating that thehigher post test scores in the experimental group are not afunction of chance. The control group score adds further evi-dence that the gain by the experimental group was due to projectactivities and not normal growth since the control group wastested at the same stage of growth.

A fifth grade teacher report form, which was not part ofthe original evaluation plan, was administered in March. Inthis form teachers were asked how well they thoughtthe programmet objectives for students and teachers. They used on a 4point scale to indicate their perception of the accomplishmentof the objectives.

They ranked the two objectives for students.

a. Increase in student understanding of environ-mental problems.

b. Increased student knowledge of basic environmentalconcepts. 1.4 and 1.7 respectively on a 4 pt. scalewhere 1 indicates a high degree of accomplishmentand 2 a moderate degree of accomplishment.

In general teachers perceived a high degree of accomplish-ment for changing student behaviors and attitudes. All teachersindicated pupils enjoyed the activities of the project, whichseems to indicate a positive reception for continuation. Amongthe student behavioral change the teachers reported were in-creased tendency to avoid littering and to pick up trash, in-creased use of recycalbe containers, more awareness elementsin the environment, and a tendency to shift from viewing birdsand animals as basically something to shoot to viewing them assomething to be appreciated.

-44-

PART 11Effectiveness/Success (cont.)

Objective No. 1

4(d). Sampling techniaue:

"Not Applicable" (NA)

PART II--Effectivenessuccess (cont.)

Objective No. 1

4(e) . Evidence of Equivalency:

The experimental group consisted of the entire fifthgrade population of Carroll County. It was necessaly tofind a control group outside the county. The control groupneeded to be the same level, from a similar socio-economicarea, and large enough for a representative sample. The con-trol group selected was from Prophetstown Community Unit Dis-trict. Prophetstown is located in an adjoining county in nortlwestern Illinois and is about 20 miles away. Prophetstown istypically a small town rural area similar to the seven commun-ities of Carroll County. The populations of these areas wouldhave similar characteristics and need. The school system is aunit district as are the school districts of Carroll County.The fifth grade population tested totaled 77.

-46-


Objective No. 1

4(f). Identif and describe the instrument:

The Upper Mississippi Environmental Awareness Test (UMEAT)is a 50 item knowledge test designed to measure the fifth gradepupil's understanding of environmental concepts. The instru-ment evaluates fifth grade students in Carroll County by a pre-post test method. The pre test was administered in early Sept.and the post test in mid March so the actual experimental per-iod was less than seven months. The tests were administeredin the homeroom classes in the participating school districtsby ECO-Center professional staff members. The test responseswere transferred to IBM sheets by ECO-Center professional staffmembers and non-professional clorical,personnel. Computeranalysis was done in March at Northern Illinois UniversityOffice of Testing. Evaluation and analysis was done by Dr. Ary,Professor of Education, Northern Illinois University.

The UMEAT test was developed by ECO-Center staff members withthe assistance of university consultant, Dr. Donaldson. Therewere no valid instruments available for this level and knowledgearea. In all three administrations of the UMEAT the Kuder-idchardson reliability was .86. This is a quite high reliabil-ity for a test that is being administered for the first timewithout revisions and rewriting designed to increase reliabil-ity. It indicates that UMEAT has high internal consistency.Test data from the present project period also indicates thetest has a high reliability. The pre test mean on the 50 itemtest was 30.6 which meant that there was no ceiling effect.The test was capable of effectively measuring a wide range ofknowledge.

Roth's Study* on Environmental Management concepts was usedas a basis for developing the instrument and as a means of pro-viding construct validity for UMEAT.

Experts in the field of environmental education determinedthat UMEAT questions had appropriate content validity formeasuring environmental knowledge. The experts included Dr.Robert Vogl and Dr. George Donaldson of Department of OutdoorTeacher Education of Northern Illinois University, Don Jurgs,Director of Outdoor Education, Bettendorf Schools, Bettendorf,Iowa.

*Robert E. Roth's Fundamental Concepts of Environmental Edu-cation (K-16 "EnvironmentalEducaLLEILIILLLLILLILDIELm1970"


Objective No. 1

4(g). Evidence of qualifications:

The persons responsible for the collection of data werethe three ECO-Center professional staff members. All threeare certified teachers in the State of Illinois. Staff membersand a clerical aid transferred test scores to IBM sheets. Com-puter analysis was done at Northern Minds University Officeof Testing Services. Evaluation of data was done by Dr. Ary andDr. Vogl, Professors of Education at Northern Illinois Univer-sity.

-48-


Objective No. 1

4(h). In order to avoid student error in filling out themachine scored answer sheets, ECO-Center professional andnon-professional staff transferred responses from the testsheets to IBM sheets.

The data was processed by the Northern Illinois Univer-sity Computer using bio-med programs for the requested analysis,The only possibility of error would be in the computer pro-gramming or processing which would be highly unlikely.


Objective No. 1

4(i). The data analysis procedures used to treat and inter-pret the data from the unsAT test were: (a) t test for in-dependent means for comparing experimental and control groupsand (b) t test for non-independent means for comparing theexperimental groups pre and post test.

The person responsible for the analysis was Dr. DonaldAry, Professor, Department of Administration and Services,Northern Illinois University, reKalb, Illinois. Dr. Aryhas many articles and three books published in the area ofresearch in education; including, Introduction to Researchin Education, Holt, Rinehart, Winston, 19 /2775geTher withray Jacobs of Indiana University and Asyhau Razavich ofPahlavi University, Iran.

-50-


Objective No. 1

5. Evidence:

The project objective criterion was that the gains of theexperimental group from pre test to post tests would be statis-tically significant at the .05 level of confidence. The actualgain exceeded this and was statistically significant at the .001level of confidence.

The difference in means between the experimental and controlgroup was also statistically significant at the .05 level ofconfidence.

41

5


Objective No 1

6. Conclusions:

Based on results reported from evaluation findings fifthgrade students of Carroll County increased their understand-ings of the basic concepts of environmental management.

Evidence of this change is that statistically significantgains were made from pre to post test by the experimentalgroup, and an equivalent control group tested at the samepoint in time had a mean score significantly below the meanscore of the project group. Experimental and control groupswere drawn from very similar communities both being rurallower middle class groups. Although these groups do not rep-resent a random sample of students it is highly likely thatthe findings of this study could be generalized to other sim-ilar communities.

The associated cause of learner change during the experi-mental period were the ECO-Center procedural activities asdescribed on page 22 of this report.


Objective No. 1

7. Present evidence:

In previous sections we have indicated that results werestatistically significant when comparing experimental and con-trol groups and pre and post-test for the experimental groups.Give 30 four-choice items, 10 two-choice items and 10 ten-choice items one would expect a mean score of 13.5 throughguessing alone. This leaves an effective range of 36.5 formeasuring knowledge achievement. The post-test mean (36.9) is6.4 higher than the pre-test mean (30.6). The 6.4 gain repre-sents a 17.5 per cent change within the effective range of thetest. This indicates that although the students began withconsiderable prior knowledge concerning the environment theyshowed an educationally meaningful gain during the project.

The growth in environmental knowledge shown by studentsin the experimental group is evidence of the effectiveness ofthe program. There appears to be no other program with demon-strated effectiveness in this area. A search through ERICdocuments and ONE entries discovered only one other programwhere a systematic objective evaluation of student gain in en-vironmental knowledge was made. The results of this evaluationwere not reported. Over 1300 ERIC documents are listed underthe description "environmental education" but none includeddata on successful advancement of environmental knowledge. Aconventional search of related literature also failed to yieldsuch studies.

In other studies in this field internal evaluation pro-cedures range from subjective ratings to quantitative measures.However, most evaluations are based on results from surveyquestionnaires or subjective rating systems. Our evaluationof this project was based on rigorous objective data. Themeasurement procedures are superior to thoseemployed in otherprojects.

In the absence of any data from any other project we canassume that our project is superior to the rest in terms of d:sign, results, and instrumentation.

We have r) eviler:e as to the generalizability of ourfindings, bu, it is reasonable to assume that the findingswould be gene: ilizable to similar populations.

c (I/ (0601,At -(1z/1/666'i:0

PART IVExportability

1. Evidence of Need

1. Carroll County has environmental problems typical of anagricultural small tom area.

2. The Carroll County Outdoor Education Committee in itscontact with classroom teachers identified a need forteacher in-service training, coordination of educationalactivities by agencies, and the identification and develop-ment of area resources for student field experiences.

3. The State of Illinois has mandated environmental educationand is working toward a state plan for environmental edu-cation.

4. County teachers have said that they have not been adequate-ly prepared to teach environmentally.

5. Environmental education going on in this County prior tothe project was sporadic and uncoordinated. Thum T.nothing going on in the county prior to the project whichcould be reasonably named an environmental educotaon pro-gram.

6. Environmental education is needed at all levels ie edu-cation if tl':e environmental crisis is to be solved. (jJ-1,-

publicity an:'_ reeearch in the last few years see% to sub-stantirite tIlie reed.) Superintendent of Thon Schools,Howard Kennedy in the following ident.ifies why this dis-trict saw ',;he for environment reform:

We aiEried the need for curiicular reform inenvirorrlanta c,Thcation highest priority among the needsidentified by state needs assessment program for twospecific reesoes. First, the other identified needs havebeen receieiiel considerable effort through recently es-tablied peegreme in the area. Seeordly, we choose thisparticular prob:c7e beceuse we feel it is most vital to theeurviveL of manleirel.

feel the reece,'cpe'fi. will ,:evelop an effect-ive edvcaticAal pro2Ta-1 :1-11(11 provide e 1:,.7,11ttcn

the crisis created by he state of our envireemere, This1-ogea-o for area children and adults could become an ex-

ample for other aneas to fellow. The county served bythis project has received considerable attentne as a pos-sible notionAl mereatton area by the Q. G. Departaent ofInterior. Even pow tisa relatively imminent touristattraction These factors would help brAng this exemplaryAroject to the attention of a large sector of the palle,lso, solvkna the enistl'enental problems would 1)eJp make

over)

PART IV--Exportability

1. (cont.)

-64-

the arelmore desirable to the outdoor recreation enthus-iasts and tourists. Outdoor recreation and tourism aremajor factors of the economy of this relatively isolatedarea. Thus solving the educational problem would helpthe local economy.

The development of an exemplary project by CarrollCounty should put its schools in the forefront in comply-ing with the legislative's mandate for environmental edu-cation (Section 27-13.1) and should serve as a model forother schools.

The following material taken from page 16, furtherdocuments the needs for this project by the school dis-tricts involved.

Environmental education has been identified at thenational, state, and local levels as being a criticalneeds area in education.

At the national level the U. S. Office of Educationhas responded to the growing concern over the environment-al crisis that threatens man's survival by enacting theEnvironmental Education Act of 1970 (Public Law 91-516).In 1971 Congress appropriated over 3,000,000 dollars tocontinue funding environmental education activities underthe above law, and the Office of Education has earmarkedan additional 11,000,000 dollars under 20 other fundingsources including Title III discretionary funds. (DHEWPublication No. (OE) 72-41.

At the state level Illinois Superintendent of PublicInstruction, Michael J. Bakalia has identified top prior-ities of educational need for Illinois schools in "ActonGoals for the Seventies An A eala for Illinois Educa nn.one o e curricu um nee i en e .y a is was inthe area of Conservation and Environmental Education. By1973 a state Plan for Conservation and Environmental Edu-cation was to be developed in Illinois. Steps to meetthis state plan included; each local schu:11 district andeducational service region establishing environmental edu-cational centers, and workshops for teachers in conser-vation and environmental education to be established.

A comprehensive study of educational needs was com-pleted by the Illinois Title III Department in 1969 Incooperation with the Department of Educational Research.One of the six critical needs of the state was identiciedas the need for curricular reform. The ECO-Center projectdeals with curriculum reform in the Ecology- Environmentalarea.

(cont.)

PART IV--Exportability

1. (cont.)

-65-

In a publication from The Office of the Superintendentof Public Instruction State of Illinois Forces for Change,in Illinois Schools, Superintendent Mehra J. Bakalisidentified Innovative and exemplary Title III projects de-signed to help solve persistent educational problems.Environmental Education is identified as one of theseproblem areas.


In 1967 the teaching of conservation became law inIllinois public schools. In 1970 the Environmental Edu-cation Act was passed; in 1971 a state wide conference washeld at Lorado Taft Field Campus of Northern Illinois Un-iversity, and a document submitted to Governor Ogilvie en-titled a Proposal for the Development of a Master Plan forthe State o llin17. In responirt-ra rWrocirsii77fF051ITITtention upon the fate of our natural system Dr.Michael J. Bakalis, Supt. of Public Instruction conductedstatewide hearings to all citizens to voice their concernsrelative to environmental education. Following these hear-ings a Task Force for Environmental Education was estab-lished to plan an Illinois Master Plan for Environmental .

Education. A draft copy was completed in 1972 and re-visions are still being made. The ECO-Center project meetmany of the goals set forth in the draft copy.

Local

The Carroll County Outdoor Education Committee hasidentified a need for teacher in-service training, theidentification and development of arc). resources for stu-dent field experiences and the coordination of the edu-cational activities of area agencies.

A survey taken by the Superintendent of the CarrollEducational Service Region in October 1971 revealed thatmany classroom teachers of the county desired to usenatural resources in practice only a small minority madeuse of the natural resources becaue of their feelin cf in-competence and unfamilarity with what was available Ondhow to teach it. The students of Carroll County are typi-cal of those found in rural areas of NorthernSuch students are typically not prepared to cope v.1.0) theproblems of our environment because lack of informatv)n,limited knowledge of concepts and few opportunities forout-of-classroom experience. Previous attempts at en-vironmental education by individual teachers, the County

(over)

-66-

PART IV -- Exportability

1. (cont.)

Outdoor Education Committee, local administrator, andvarious organizations have been sporadic and uncoordinated.The ECO-Center project attempts to coordinate this effort.

-67-

PART IV--Exportability (cont.)

2. Will the project be continued with State or local funds? (Otherthan ESEA Title III)

YES X NO

Evidence:

See attached evidence: Letters from Superintendentsand Principals.

PART II - APPLICATION FOR CONTINUATION

SECTION E - Project Activities to Assure Project Continuation

I. What Activities Have Been Initiated?

The general goal of environmental education is aimed at

producing; citizens who are knowledgeable of the bio-physical

environment and its associated problems, citizens who are award

of how to help solve these problems and citizens who are moti-

vated to work toward their solution. The Eco-Center is trying

to reach this goal through several ways as a comprehensive en-

vironmental education program should. Hence continuation of

the project may take several forms.

1. The Center through in-service training and newslettersis trying to motivate and educate teachers to teach en-vironmentally. Once teachers are trained they should becapable of using this training in the classroom. Envirolmental education should continue in the classroom afterthe teachers have been trained and the project is phasedout because there will be a nucleus of teachers in eachschool that have received training.

During the second year of operation teachers who were atarget group the first year will be expected to do moreof the environmental education instruction themselves,and rely less on Eco-Center staff members. They will beexpected to provide their own pre and post trip teachingand take part in teaching on the field experiences.Hence, the teachers will be put more and more on theirown.

2. Through activities of the Center a high school sunr,Jelcourse has evolved at one school. This has an exce)lentchance of continuation. Also teachers in one schoo) areworking on putting mini courses in the high school onecology, conservation and recreation skills. At, leastin two instances biology teachers are now putting; eeaphass

(over)

-68-


2. (cont.)

PART II - APPLICATION FOR CONTINUATION (cont.)

SECTION E Project Activities to Assure Project Continuation

2. (cont.)

is on teaching ecology in their high school program.

3. Teachers at one school are developing a curriculumguide for environmental education and plan to use itin their school system. This a form of continuation;other schools in the district could be expected tofollow this example.

4. The outdoor education property owned by the ThomsonSchool District is being set up to be used by any ofthe school districts and once teachers have used thearea under the instruction of Eco-Center staff membersmany should be capable of using the area on their own.

5. The project director, general consultant, Dr. Donaldson,Supt. of Thomson School District, Howard Kennedy, andAssistant County Superintendent, Mrs. Huston, have look-ed into a number of possible ways of setting up a co-operative which would take over the Eco-Center uponphase ou'4; of the project. At this point in the projectthere seems to be five possibilites.

a. A local cooperative finance by project areaschool districts and administered throughthe Educational Service Region with directorin charge of activities.

b. A cooperatiVe covering a larger area with astaff of 2-3 people involved.

c. A resident center set up for northwesternIllinois by foundation funds.

d. A regional environmental education center setup by OSPI to coordinate efforts in this portionof the state.

e. A possible coordinated effort with the plannedstate park visitor center. This method has beensuccessful in Kendall County.

The most serious problem facing continuation in ore ofthese forms is the financial situation of the schor15involved and some schools are starting to cut prcsrary.s

(cont.)

-69-


2. (cont.)

PART II - APPLICATION FOP CONTINUATION (cont.)

SECTION E - Project Activities to Assure Project Continuation

I. (cont.)

6.Reference materials and instructional materials are beingcoordinated in the county and the Eco-Center materialscould be a specialized area in this network.

II. What Activities Will Be Initiated to Assure Continuationof

Many of the activities described under question one will

continue during the second budget period. A plan for phasing

out will be developed and presented during the 1974-75 project

year to area administrators.

Mr. Kennedy, Supt. is also working on a plan to take the

in-service training sessions to another county and test the

effect on students. This is presently being done in Effing-

ham County.

-70-


3.Yes,if the project is validated, the Board of Education is willingto operate the project as a demonstration site.

Evidence: Letter from:

THOMSON COMMUNITY UNIT SCHOOL DISTRICT NO. 301THOMSON, ILLINOIS 61285

Phone: 815-259-2735HOWARD L. KENNEDY, Superintendent

April 9, 1974

Mr. Dennis Etnyre, DirectorUpper Mississippi River ECO-CenterTitle III, ESEAThomson, Illinois 61285

Dear Dennis:

In regard to the possibility of national validation of the UpperMississippi River ECO-Center and the subsequent use of the ECO-Centeras a demonstration center, I submit the following:

In the minutes of the Board of Education meeting onApril 8, 1974, motion by Hans, seconded by St. Ores, approveduse of the Upper Mississippi River ECO-Center as a demonstrationcenter and authorized the district administration to carry outnecessary action to develop such a demonstration center in com-pliance with the guidelines of the federal government.

Sincerely,

ffki 4A-di r:ANA"AHoward L. Kennedy gSuperintendent

HLK/ls


4. Desv.iption:

The target area is Carroll County. Estimated populationis 19,500. The percentage of children who come from thefollowing family income ranges are:

10.2% -11.6/ -78.2%

1$2000 or less

132000 - 133000

over '33000

A description of the school population is as follows:

A.Project Enroll-,ment & Partici-

1.School ()Pub-enrollmein Area b)NonServe

2.PersonsPartici-patinginProject

Gradesr I ) 14-

.PJ11-14 K .3 4-6.7

/44;14. OvT OCI

Sella*

12 far Iret. you -1

TotrA

371,395 116;,_231:0_20

O 0 0 0 0 0 0

313

O 0

5128

luk i#64.W1

LOA it iNG 011

1130

364 371 395116

0 0 0 0

O 0 0 0 0 0

2322 3f)

0

5228

B.Total Number of by ethnic group(A -pplicableparticipants

:.-...

White Negro Am.india

4834 23 6

C.Rural/urban distribution ofparticipantsserved or to be Farmserved by proje t

Percent oftotal numberserved 47%

Purerto OrientalI Mex.Am.Rican

0

Rural

NonFarm

53%

60

to

Other

0

figuresove)Total

4928

Metropolitan Area

Central-city low Suburban Othersocio ec-omic area

The pilot group was fifth grade this group consisted ofapproximately 390 fifth graders and 16 teachers in the sever sch04districts of Carroll County. Three teachers in this group had noprior teaching experience.

-72-

FART IV--Exportability (cont.)

5. Description:

The project was unique in that it dealt with seven differ-ent school districts. Some of the target classes were self-contained, others were departmentalized. One reason this projset is exportable is that it is already dealing with severaldifferent school districts and teachers who are working underdifferent conditions. The Center used the approach that eachschool and each teacher would possibly use different methodsand approaches to teaching. Therefore all curriculum develop-ment and in-service training had a great deal of flexibilityin order to allow each teacher their best method or approach.Also since the project was working with seven different dis-tricts ningla methods and activities.could not be forced on ateacher or school. They were always given the choice of par-ticipating or not participating and were involved in planningand conducting field experiences.

A professional staff is needed that is enthusiastic liketo work outside, is physically able, and has some backgroundin the environmental field. A staff that has an understandingof the local populous and problems is also important.

Facilities are needed for office space, professional andnon-professional personnel, and an area large enough to holdin-service training sessions. Instructional facilities whenthe staff works with children includes: classrooms, theschool site, parks and nature areas, private property, com-munities and other outdoor sites that are available.

To conduct all day field experience the following are'necessities:

I. An area to study2. A water supply (this can be carried in)3. Restrooms4. Access to a shelter (this can be as simple as the

bus that brought the children)5. First Aid supplies

Every community has potential outdoor study sites. Ob-jectives and activities need to be developed for the parti-cular site.

Ideally each school or cooperative of schools would de-velop their own school's outdoor study area as this projectdid, but this is not always possible and other public or.private property areas may be used. An obsolete school buswas used for shelter on the Bluffville Outdoor Site. Seatswere turned side ways and shelves for storage added.. Thismade a cheap but efficient shelter.

(over)

-73-

PART 1V--Exportability (cont.)

5. Description: (cont.)

One variable critical to project success in the releaseof teachers to attend in-service training sessions and the 're-lease of classes to attend field experiences. It is also oftenschool policy that parents sign permission slips for particip-ation in activities away from the school itself. It is im-portant to inform parents of the activities.

Also critical to the success of any type of cooperativeis working with in the administrative policies of each schooldistrict. This often involves planning well in advance sonecessary school board permission is obtained for activities.

Finally critical to the success of any program is a boardcsf education that is willing to try innovative ideas. All ofthe project has been innovative in this county.

PART 111--Exp)rtability (cont.)

6. Description:

1. The communities need to be informed of the project'sactivities and purpose.

2. Parents need to give permission for the child to attendfield experiences, and dress children properly for outdoorexperiences.

3. Area agencies involved need to have an avenue of com-munication to provide imput into the project such as anadvisory council.

4. There needs to be a positive attitude by parents thatenvironmental education should be part of today's edu-cation. We have found in this project that children areoften able to change parents' behaviors such as smoking,littering, polluting, etc.

5. Some teachers will need the support of parents to accompanytheir class on field experiences. Parents can be used asresources on these field experiences.

6. The more outside groups and agencies that can be activelyinvolved in and support environmental education the better.This support needs to be coordinated and funneled in theproper direction.

y. It is necessary to identify community study areas if out-door education is to be part of environmental education.Almost every community should have areas that could beused for outdoor environmental studies.

PART IV--- Exportability (cont.) I7. Description:

Activities critical to the success of the project:

1. Field trip experiences with clearly developedobjectives and activities.

2. In-service training sessions for teachers on environ-mental education.

3. Identification and development of area resources foroutdoor study, including study objectives.

4. Development of an environmental reference center forteacher and student use.

5. Development of local curriculum materials and cur-riculum materials for outdoor study.

6. Program planning - objectives and activities must bedeveloped.

7. Dissemination of information to professional educatorsand to the lay population.

EL Coordinate educational activities by area agenciesthrough an advisory osouncil.

9. Evaluation of progress at various intervals to deter-mine strengths and weaknesses of the program.

Refer to page 22 for a r.ore detailed description ofactivities.

See attached objectives for specific activities (1if72-73)

(cont.)

I

PART IV-- Exportability (cont.)

II. Performance Objectives

(Our pilot target group will consist of approximately 390 fifth grade students and 16 homeroom

teachers in the seven school districts of Carroll County)

A.

Student


1Given seven months,

pupils in the "target"

group will have in-

creased their under-

standing of the basic

concepts of environment-

al management as stated

in Robert E. Roth's

"Fundamental Concepts

of Environmental Edu-

cation (K-16)"

Environmental Education

(Vol. 1, No

3,

ring

1970).

The difference in

means will be statistically

significant at the .05

level of confidence.

Procedure Activit


1.A.1.

Identification and

development of area

resources for student

field experiences by

ECO-CENTER Staff.

1.A.2.

A minimum of three field

trips to appropriate sites

in the communities in-

volving ECO CENTER Staff

and homeroom teacher.

(Fall, Winter, Spring)

1. .3.

A minimum of six in-class

instructional sessions

with ECO-CENTEx7t staff and

homeroom teachers.

1.A.4.

A minimum of four visits

to each target classroom

by local resource persons.

1.3.1. Pre-test and post

using:(Sept. 72,

March 73)

Upper Mississippi

Environmental

Awareness Test.

This is an ECO-

CENTER produced

test based on the

applicable portion

of Roth's Funda-

mental Education1

and designed for

the fifth grade

students.

1.3.2. Administration of

the Upper Miss-

issippi Environ-

mental Awareness

Test to a control

group in March

1973.

1Results of Robt.

E. Roth's doc-

toral disseration

published in

zd.



Procedure Activity

Techniques of Evaluatior

2.

Given seven months,

pupils in the target

group will improve their

attitudes toward environ

mental management as com-

pared to a selected con-

trol group from a non-

participating district by

a statistically signifi-

cant figure at the .05

level of confidence.

(Same as for activities 2.3.1. "Pupil Life Style

of Objective 1).

Questionnaire"

developed by the

ECO-Center and

administered to

the target and

control groups in

March 1973.

2.3.2. Vogl Environmental

Attitude Inventory

for Intermediate

Grades administered

to the target and

control group in

Mazola 1973

416

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PART TV--Exportability (ont.)

Procedure Activity

Technioue,'. of Evluaticn

3.

Given seven months

teachers in the target

group

will improve their

understanding and atti

tude toward the basic

concepts of environmental

management as stated

in

Robert E. Roth's "Funda-

mental Concepts of En-

vironmental Education",

by a statistically signif-

icant percentage.

1.A.1.

A minimum of 3-4 in-

service training days

involving ECO-CENmR

Staff.

1.A.2.

A 75nimum of 3 field

trips to appropriate

sites in the community

involving homeroom

pupils and ECO-CENTER

Staff.

1.A.3.

The equivalent of one

in-service training

day spent on field

techniques, assisted

by ECO-CENTER Staff

and University con-

sultant.

1.A.4.

A minimum of six in-

class instructional

sessions with ECO-

CENTER Staff and pupils

present.

.;,.5.

A minimum of four class -

room visits by local

resource persons.

A bi-weckly newsletter

containing information

pertinent to environ-

mental education.

1.B.1.

Pre-survey and

post survey us-

ing an adaptat-

ion of Robt. E.

Roth's "Fl=nci-

mental Concepts

of Environl;ental

Education.

This is ECO-

CENThR produced

opinionnaire

using the Likort

Method of Sum-

mated Ratings.

I Results of Robt.

E. Roth's doc-

toral disser-

tation publish-

ed in Rnviron-

mentalETU-67E0n

(vol.1, No. 3,

Spring 1970)

C.

Cmmunity

Performance abjectly°

-PART, TvExport-_:bility

(cont.)

Procedure Activity

Tee'rnicues o= Evaluation

I.

Given seven months

the communities will

be a r,forTned of ECO-

CENTER'S objectives

'ind activities.

Avera;e a minimum

of 10 column inch

in the area news-

P;ap'T'S.

.2.

Aof ten min-

ute,' of radio time

every 4 wceks.

1.A.3.

A minimum of 10

s.

speakinc.; engagements

to area croups and

orc-nizations.

1.B.1.

Record of complete

procedural activi-

ties.

t.1ophono

survey of county.

2.

Given seven months

the project will dis-

F,eminatc professional

materials to the school

districts in C^.rroll

County.

2.A.1.

Publish

professional

2.B.1.

newsletter twice.

2.A.2.

Share curriculum

Record of dis-

semin2ted

kept.

2_13.2.

Random survey of

countys' profes=_::lon-

al educators.

Given seven months, the

project staff will de-

velop and disseminate n

directory of resources

for Carroll County.

Identification and

dev'_:lopment of area

resources for student

field exPeriences and

classroom resource

personnel by ECO-CENTER.

Staff.

Eirectory of re-

sources produced

-nd in the hands

of teachers by

;,pril 1, 1973.

D.

Proct Staff


PART IV-- Exportability (ooPt.)

Procedure Activity

Technique of Evaluation

1.

The Project staff will

organize, administer end

conduct the project con-

sistently with the "good

Practices" indicated by

Evaluation for En iron-

mental Education.

1. .1.

The systems analysis

1.B.

document will be used

as a guide to organiz-

ing, administering, and,

conducting the project.

1-1.2.

Evaluation analysis will

be used as a guide for

improving the project.

2.B.

(under techniques cf

evaluation).

2

Project director will

-1.-pply the systems

se;!cf-evalu-

tion schemo4 devised

by the New Jersey Counts"

cii for Environmental

Education.

.".n outside evaluator

will judge the project

ili March 1973 using the

same scheme.

Evaluation for 7:nvironmertal

Education (A Systems Analy-

sis Approach for Self-

Evaluation)

The New Jersey State Council

for Environmental Education

1969 (64 pp)

-82-

PART IV -- Exportability (cont.)

8. Essentinl nnterinls (softnre) used by students, tenchors, nndothers and the source and cost of items. Describe the availlbilitof the nnterinls.

Description:

Mntorinls Source Cost

Reference mntorinlsText nnterinl

mnterinls

Bibliogrphy of:1-ivironment.qrAucntioninls

See nttnched Reference ryerials $1,191.

Bibliography ofText Books 0769.Environmental

FiducntionA-V

ils for - listing 161593.

of nnteri-ls nndsources. 47 hatsnddress of compnnythat handle mostcolmercinlrefer-enco naterill.

Upper Mississippi 250River CO-Center,R.F.,ThomsonlIll.

All materialslisted areavailable un-less out ofpublication

Available inlinitedqunhtities

Tencher's Guide to Upper EississippiUMI,C0 5th Grde River .;;CO-Conter,vironmentn1 P.R.,Thomson, Ill.tion.

0.00 (Est) Second edit-ion printednvnilnblefall 1974


9. List types, numbers and qualifications:

Professional

Project Director (1) Certified teacher with -1 M.i. de-gree in a related field (ecologyenvironment) sand a minimum of fouryears of teaching experiance

Instructors (2) Certified teachers, one with exper-ience at the elementary level andthe other with experience at the J.H.; H.S. area. Instructors needto have an interest in outdoor edu-cation and preferable should havesome professional training in en- ,,

vironment, ecology area.

Consultants (4-6) Consultants are needed for generalresearch and developmentl evalua-tion, research, and technical serv-ice. Consultants need to be spec-ialists in the field of environ-mental or outdoor education, exceptthe evaluator who needs to be train-ed in evaluation analysis.

Non-Prc.,'''Jssic).711.

Secretary

Student kid

Operation-Non-Professional

(1) The secretary needs to be able totype and keep books.

(1) A part time clerical aid to typeand do other clerical work duringdevelopment stages.

Custodir. (1)

Cleaning lady

.;t;;(ient jorkr

Part time to maintain the officespace. Must have maintenance skills

Part time to clean t'Ae

Minor tim(:. :-Tont; ..1t outdoor

PART IV -Exportability (cont.)

10. Describe rocedures and identify materials:

1. Personnel were first asked to review and study theformal project application and to review Roth's Conceptsof Environment Management in preparation to start programplanning.

2. An up to date reference library is kept for staff develop-ment. This includes newsletters, periodicals, and booksin the environmental field. An excellent guide used bythe staff for outdoor study is Teaching in the Field byLou and George Donaldson. Keeping abreast of this rapidlymoving field is a continuous process. The staff is con-tinuously reviewing new materials that are being marketed.

3. Much of the staff's training is informal depending uponwhat they are teaching and what their teaching environmentis. Training; may also consist of looking over an outdoorsite in order to develop learning activities for that particula:. site.

4 Consultants (are used for staff development. The staffwas involved in program development with Dr. Donaldson,y,eneral coasaltant. Also when con3ultants are used forin-seIv1:,a training sessions, these sessions are alsoeensidemd developmental sessions for staff members

5. Viaitatian days are allowed for staff members to visitprograms that have similarities.

6. taff memberc are encouraged to attend workshops on en-vironmental education or attend meetings held by organ-izations interested in environmental education.

7. Since the staff of the ECOCenter is small there wasn't a,t procedure for personnel training. The staff has

worked very closely in planning the project program. Eachsaff member has aided in the other's training b lendingtheir expertise to program developrnt.

8. Prior to the start of the project:

(a) The project director completed an FS n L degreein Outiioor Teacher Education by sp(,,Iding threesummer o,E:sims at Lorado oaf :; Field Campu:, inrorthcm IlLjnois Universit,) in Oregon, Illinojs

(b) A proje-t instructor spent nine week;, at 1,oraloTaft Fi:,1d '',;npus taking courses priorwork en the project.

(over)

IPART IV--Exportability (cont.)

10. (cont.)

8. (c) The second instructor brought over 15 yearsof teaching experience with her and three yearsof working with the Carroll County TeachersOutdoor Education Committee prior to startingthe project.

9. In- service training sessions, classroom instructionand field experience sessions were used to train class-room teachers.

10. A fifth grade teacher's handbook has been developed.This is used by participating teachers and could beused to train new fifth grade teachers. The handbookwould also be a valuable training device for schooldistricts that are adapting/adopting this project.

11. The EGO-Center keeps complete program file of mater-ials developed. These; materials are available for dis-oew5 nat4,on,

12. A bibltogxlphy of environmental materials has been de-veloped wbich would aid personnel adopting/adapting

proRct.

In %umiary there is not a singular set of proceduresor mat,:,riT,15 for personnel training in a7project ofthis tyre, Much of the training must necessarily comefv)rri a variety of sources. The ECO-Center has put to-cother a handbook which now serves as a model for set-tinE up an environmental program such as the ECO-Center.project.

-86-

PART IV Exportability (cont.)

11. Report smiJsagi:

This project could easily be adopted by other schooldistricts in its entirety or in parts. The adoption couldalso be on the same scale or could be on a larger or smallerscale. The following are supportive reasons for the claim ofadoptability.

1. The section or needs (p.21) supports the claim thatenvironmental education is needed in schools.

2. The ECO-Center has a planned program. This includesobjectives, activities, and evaluation strategy. Ade-quate descriptions of the project have been produced.These include project descriptions, a brochure, andslide tape presentations.

3. At the completion of the grant period there will bethree years of data to support claims of student prog-ress. Presently there is one year of data and thesecond year is being put together. (See Applicationfor Continuation

4. The ECO-Center has produced materials which otherdistricts could use as models for setting up programs.These include:

a. Teacher's Guide to UMECO Fifth GradeEnvironmental Education

b. Directory of Educational Resources

c, Elbliography of Environmental Educationmaterials for a reference center

d. Newsletters

e, Environmental and Outdoor Education ResourcePack

f. Activities developed for:

Field tripsSchool site useClassroom instructionIn-Service training sessions

Many of these activities would be adaptableto many areas of the United States.

5, Not only does the Center have curriculum materialsproduced, but evaluation instruments are also avan-tne-for the intermediate grade. These instruments haleenough supportive data to verify their reliabilityand validity.

(over)

11. (Cont.)

PART IV-Exportability (cont.)

6. Separate components could be adapted easily suchas:grade level programs

a high school canoe camping coursein-service training sessions

Materials and descriptions have been developed forthe above.

2. Teachers could adopt portions of the materials pro-duced and with the aid of the fifth grade guide planand conduct their own environmental outdoor studies.

8. The idea of a cooperative of small schools workingtogether is now economically feasible to having acalibre program such as the ECO-Center rather thaneach school district having their own "expert" inthe field.

9. The project has already in its first year of operationreceived many requests (see request file) for infor-mation on the project and asking for materials pro-duced. One large school district (Quincy) sent fourteachers and administrators to visit the project fortwo days. They are presently setting up their ownprogram. These requests demonstrate the need for dis-semination of information on a program of this type.Another indication is the request we have had forpeople to be on the newsletter mailing list.

10. In the staff's contact with teachers at conferencesand in-service sessions teachers and administratorsare very interested in what the project is doing andtheir biggest request is for them to receive help insetting up programs.

11. The staff is presently conducting a 3 day in-servicetraining session for fifth grade teachers in Effing-ham County and has been requested to put on a countyinstitute next fall.

In summary the staff has developed the materials necessaryfor adoption /adoption by other school districts and has shownsignificant results in evaluation.

-88-

PART IV-- Exportability (cont.)

12. Description of equi -pment and faciliti ©s:

The project required the usual office equipment for print-ing materials and storage, such as typewriter, ditto machine,mineograph machine , and filing cabinets.

Some special field equipment has been used however theproject has maintained that a lot of elaborate equipment is notneeded when studying in the field and has no intention of takingthe classroom into the field. A good deal of outdoor equipmentcan be homemade and field experiences can be conducted with nosupporting equipment.

Some of the special equipment that have been utilized fordifferent day camp type field experiences are listed below; noneof these are absolutely required to conduct a field experience.

ClipboardsBinocularsEmergency StretcherWindspeed IndicatorWater test kits to testminerals and detergentThermometerSecchi Disc

Aquatic NetsSoil AugarSling PschemeterSoil ThermometerIncrement BorerField CompassesHanl Lens

Special equipment required for in-service training sessionsincludes audio visual equipment such as:

Film ProjectorFilmstrip ProjectorOverhead ProjectorCassette RecorderSlide Projector

Special equipment required for publicity releases and de-veloping program descriptions include:

Polaroid Camera35 MM Camera

Special equipment required for overnight camping and highschool canoe camping course included:

Camping equipment for 241including tents, cook ware,stoves, lantern, water containers, storage bags, etc.

Most of the equipment used in this project was AA equipthe offices and for audio visual materials. The other majorexpenditure has been for camping equipment. Field experiencescan be conducted with little or no supporting equipment.

(over)

-89-

PART IV--Exportnbility (cont.)

12. (Cont.)

Unique facilities requirod by the project include:

1. Office space for the staff2. Storage space for equipment3. A room large enough for in-service training

sessions4. Outdoor study areas:

Unique to this project was that several areas within theproject area were utilized; these include, State park, PublicUse Areas, National Wildlife Refuge, Army Corps of Engineer'sProperty, school property, YMCA camp and private property.Unique also is that an 80.5 acre school-owned Outdoor EducationSite is being developed and utilized.

Similar facilities occur throughout the nation: and couldbe utilized by other school districts.

-Vu-


13. List problems and solutions:

1. In the outdoor part of the program where an intrusiV?type of field trip program is developed weather is alwaysa problem. In working in areas where there are not perm-anent shelter facilities weather cen be a problem.

There is no complete solution. The ECO-Center does thefollowing to lessen the problem.

a. Be flexible in scheduling, if the weather dstoo miserable for a planned field experiencean alternative date is offered.

b. An inexpensive shelter on the Bluffville Sitehas been developed from a retired school bus.

c. Stress to teachers the necessity for the properdress of children. This is increasingly necessarytoday as many children spend little time outside.

d. Use outdoor areas such as parks that have sheltersavailable or on shorter trips for lower grades thebus that transported them will be available.,

2, The environmental field is an area that is rapidly moving.Many commercial teaching aids are being produced. Many ofthese materials are poorly done and are not worth theircost. The solution to this problem is to constantly re-view new materials to identify those worthy on considera-tion for use.

3. A problem the ECO-Center now has because of its successis that we are getting more requests for field trip as-sistance than we can handle. There is no solution to thisexcept more advanced planning in order to schedule moreclasses in non prime time.

4, A problem anticipated was that in dealing with seven schooldistricts there would be teachers and administrators thatwould not want to participate in the programs that wereset up by the ECO-Center because they would feel likethey were being forced into something or were afraid totry something new. This problem has not evolved becauseof our anticipation. To circumvent this we have:

a. involved teachers in planning at every step.b. kept teachers and administrators well informed

via letters and newsletters.c. shown that we are genuinely interested in help-

ing the children and the teachers.d. always made all activities voluntary.e. demonstrated that our programs are worthwhile

and exciting to children.

(over)


13. (cont.)

5. Another problem in implementing the project was theunavailability of evaluation instruments. This was solvedby developing instruments, testing them, and then revisingor developing new instruments.

6. Another problem is that there was very little substantialresearch in the environmental area at the level we wereworking with. In setting up a program the staff familiar-ized themselves with what experts in the field had to sayabout environmental education including what they sawenvironmental education as being (people such as Stapp,Donaldson, Roth). Another avenue was to examine stateplans for environmental education and to examine existingoutdoor education program. The only solution in an innovative project is to try methods that look promisincand see if they work.

7. In dealing with seven districts communication olof it can be a problem. This problem can be so:vxl. ;:roughadvanced planning, letters, neewaletters and double chock-ing on scheduling and requests.

0. A problem encountered in developing a central referencelibrary was (a) how to acquaint member schools with mater-ials and (b) how to get materials to and from teachers.

Solution:

(a) 1. A bibliography of materials was developed. Thiswas placed in all libraries and given to teachers.

2. In- service training sessions include material dis-play.

3. A portable materials case was developed and thisis loaned out to schools.

(b) Materials are gotten to teachers via the EducationalService Region's film library. The ECO-Center takesmaterial to the ESR and then these materials go outwith the films and may be returned the same way.

In summary the project has had no major problems in im-plementing its program. This is credited to the excellent jobthe staff has done in planning -,nd conducting.

00-

UPPE ;L laVaIII-ETTA 27. VIT,ONE,ITAL DUCAT ION ITOJ :CT

THO: COI.T1UP I TY U1T D I VT // 301I'hone 315-259-3282

Upper ;co-Center is an cxempinry environ-ri:ental education project serving the seven school districts of Car-roll County Illinois. Project operation began in July 1972. Itomn.jor roal is the implementation and coordination of a comprehensiveenvilonmentl education proram for the students and citizens of Car-roll County.

Thu :CO-enter currently hes a staff of three certified person-!,,1 inv,,lvcil in the folloint: areas:

1. 2111ti-disciplintry approach emph.isizin,; the inter-nr1(' nature.

P. - f.oca.ia on the local environment of Carroll County.3, Utilization of resources outside the classroom.

L variety of rctivities yas JesirnerJ to interate environmentalPl 10!0;ion into existirw; instructional pror;rams.

1. '1-(),am plannin in conjunction yith the Department ofGutoor ::ducation, Northern Illinois University. Dr.Geore Donaldson is consult'tnt to the project.Development of a series of in-service tra'Ainr7 sessionsfor classroom teachers.Identification and development of area resources forstudent field trip experiences.

4, One-day field experiences sat local outdoor sites ,:!ere

develone(?..

5. Development of a local outdoor education site.O. Dissemination of information to professional educators

as as to the community.7. Development of a library of reference materials for

teacher and student use.Po Development of local curriculum materials for environ-

lqental education.o Development of an outdoor course for hin school students..

10. Cor:rfJinntion of educational activities by axes an,enciesn arivisory council.

The jCO-Cnter is plannir educational e-periences yillirlprove knoYlec necessary for a maintenance andprevement of our environment.

The "T)ilot taret" iirou during the first year of operation nsthe fifth 7raqe student;;; and teachers of Carroll County Eeasurementshoed that students h!yl. sinificpntly increased their enviorl!r:entalaYrenesc.

For further infornation on various pro,-_,ram aspects contactDennis H. tnyre, Director.

uPrA NI:MSSIYPI RIVER LOO -C3NTER

TITLE. III -ESEA

ENVIRONI1ENTAL EDUCATION PROJECT

PROGRAM AS FIANNED AND CARRIED OUT

1072 - 1975

TESTING

Objects for the project included the testings of the involvedpupils and teachers before and after the year's experience on changesin environmental 'knowledge and attitude. As no tests were available,staff members developed their own, basing them on the Roth Conceptsof EnvronmentaliWnav:oment.

The pre-test for the pupils was administered by staff members1,1Iring a classroom visit, and that for the teachers at an In-Servicemeeting. Post-testing of the pupils was done by the classroom teach-ers- the teachers the test was given at an In-service meeting.

The tests were also given to an out-of-county control group.

All tests were statistically analyzed by computer and inter-preted by Dr. Ay of Northern Illinois University.

Results of the tests showed that pupils had statistically in-creased their environmental awareness,

TEACHERS' IN-SERVICE DAYS

During the year, five days of In-Service training for involvedteachers were held- Four of these were for fifth grade teachers,the pilot groups, and one for six. grade teachers,

The first of the In-Service days was held September 8, DennisEtnyre, Program Director, explained the purpose of the Center andoutlined plans for the year. Dates were set up for the first fieldexperience, and teachers examined resource material available at theCenter. During the afternoon teachers took part in activities de-signed for using the school site in coordinating outdoor educationwith other subject areas.

Second In-Service day was held on October 27. Dates were setup for the second field experience and the first trip evaluated. A

new film was previewed and an environmental impact study was made.During the afternoon teer!hers, under the direction of Nr, Doug 'dadeof Taft Campus, Northern Illinois University, made an environmentalimpact field study of a marsh and public use area.

The third In-Service day was January 18. Teachers exchangedideas and worked on curriculum plans before viewing new audio-visualmaterials at the Center. During the afternoon they were involved in

a h:/pothetical envronnental problem 1,/oimr, out iniviAual and roup

:y:)1ons and defenJed positions.

The fourth in-ervice Jay, April T 1.:as a su=imr, up of the:,,ea r1:7. work. Teachers 1;eld what they liked. about the prorralp,whati,Ley would like chaw7,ed, and male suT.r.estions for the next year The

7ictivity for the day win, "01 yi:Ipic8 of Outdoor l'Aucation", u team ac-,tivity.

A]l froup (;'s at In-Service prorams ore desiii;ned to be

adaptable for classr use

One In-ervice day a s he1 6 T-:rly 1 for sixth (;ra(le teachers. Ac-

vities included school-te use in coordinatinf:, ecolwical educa-tion !ith subject fl.r(n and an awareness hike to the Bluffyillec.ut(loor Dates 1::ere -rraned for sixth (,:vide field.

The firsi.; e!,1,flroom visit 'las for prc-testinc, an-1 explininc;Pr0 r. to the t:,achr:.7.,

0

1 :7; vi :1Lt; t provi do 'u)aekc;round. I nfonnati on for t;h neconci

enee atir'. the idver, inin included a bri of hil;toryoF the r(-:,overy Hj th(: tA2 non to the

, The r:az.t; of tho r ver tr7. f fir, in the r.ett,1nt o' the aren,tres;ed inc1 evelT:elit o ri ver cs,r N.; T;rtie,i:d ermoclnr:3 Ito to d 1 tc-, Th,: enf7ineer.n, of r.L,',7, and

their imprl.ct on river traffic, ecoloi..,ica' aspects, .11-11 rec,reational,levelopmert Iroi!re n t ii I ci Th!-_ effect of the Jam,:--7, on volume of traf-fic and tyl)ac of carv',o(..:,,

1,)

Durinir, the third clas:-,roc-...1 visit the identification of naturalresorce, their use !::ind rlhuse were discussed, A hypothetica] area

=Its devolopent nnd orohlems was studied, Pupils looated prob-lem araas toco

4

AoThst ions 17( ti7e rroblemsofFollutien Ias thetel.e of the f();u.i._,h 7]it, Th:_s toOk up irowinp problem of wont:disposal, In canjne:,-)n Yith thi, each class visited the local ;owaP;0 disposal p]rint to :;ty hoc Us co7-uniLy hanalim7, householdand

10, ,

The last classroom visit wa:,7, to H_ve the :;eolelica1 and histor-ical background for the Camp Benson field experience. Transparencicwere used to illustrate the geoloEical backcround and. pupils weretold what they would see and study,

-2-

F.111/.)

1-BLUFPVIIL.: (q1-11JC01. EDUCATIOU

;,Ivironmontll Activities the the;:cof thefirht expeaenco-

A staff mu;.lber bo:.(rfled the bus with the pupil their choolto r;ive a phet historical ketch of the ho:,,,e community. At the ;;a try

staff member ,:ave a short historical sketch of the sito area, Atthis ti! :e the 'tor rulo;:, Yore vivon: pick nothinr ithout 'permission,

-ith the !roup, and ni.1:7 no trash, The clash was lividedIlt ;T'r)11T)fl and eauh iroup accopahied by a staff 1%eber on an

a-areff,as hiko abeut a vAlo's len17,th. tlio hike soil stul-nLleam stulies, anl the oeoloy of rottin ';:ere htu1 ie1,

It should_ be stroshe,i that this area is Cormur 1;anture land,no- et aside as a oeil.lannt outdoor oducation site, an1 is primi-tiV, No ..lf,toe.it has been er be ihni to :,r11:0 it into a.

par,

Dunin:-,, the afternoon children first studied thc lend chain andheel dis(,,emaI Inc last Feriod Yas rent ceonlinatin lan,';uce art;an l ai Yith what they ha 1. observed that day, They linounned a poem,

r3.0f;0 '06)011f-," thin"' they hr-1;1 seen, An art proj eetus]n-: native materIalh omoleted thn aV's work,

The hecessit:T of elonnins; up every scrap of trash win stressed,ani children cloaned the area beforo lcavin Thin bceaLe a ritualat the end of eaeh trip,

AUD RIVR

travolod by bus to Lock and Dana 13 near 11ulton whore0ve1n'1,-,n1: i,orn,,nne1 led tours of the dam and explained how the lockswored. If a tow wan t.,(-) be locked thre101, the chilAren watched:Alfects of the dal:( on the envir'orn of the area were apparent inthe Laekwator 01000 0101 .n ..,ado recreation facilities, The ihcreas(

tor'iae was another reslilt Iupils notel kinds and sir,e;of to', ea,oes, lThpoeially noted were 11;3'8in shipments dounstream illlClceal and oil ubsti-am,

The ney..1",

d "els sLa:1the area yaH lined ai

ficial nn, y.ho

L'i7e1.1. an encv:Ith,

at a public, 1'-se area whore the of there ;:co,i11.1.y to ohnurvo the yayh ih yhieh

to tj]1,511: 711 I I; Dent""--f-Lfi: to the envio,e...,ment -eh child was

sh,,et; to fill out,

171,1n nn,n0 lyn,r*1 r''1 tbi:near:u..ton ranu_1t

(.117i:("J1

)tlt'].C7' the of neon the e 1 a hh tour -1 a !-," 11,' nr,:rkerd;M7n the ri ilhen tohred no ona 1 wi I. i rt-,fil,;(' to 01)-thou an Is of ra,1;0 'ad 1,1 foul and t1he 21.-tr.rit feehi4onts, .Spoeial p:1:.ihsion to vini,t the r-fu,,-,e at that ti;.0 of

the year Yas riven by the 1)epartment of Fish anti 1,;ervice

7)

HO, !)-11A1-; AHD TH,', ELWaNT

Thi:; field clxperionce was held at tho Storlin ;17.1rIer ca.mp,

mp Ecnon, an ci_hty acre area of unique t:oolot:;ical and flora in-terecto As the arua is in the "driftloss area" ani has never beencultivated it, has an unusual number of plants not n,,AtAve to the rja-cinted Here the children could observe the erosion effect;:: ofthe run-off of the surrounlin i;lnciers and the present e-rosion off7;ct from the surrounlin cultilv_ited fields,

Other oxerciso co'." ^:'S radin ar.0, ),A0 nivi fioAdnts,

mons-

10; the neon lunch brc),,1:: d -con prepp.r(..(1. :31.11 blIke(i app.',-.,±Thor )1r)(:11 4-,s,h/Jre pr.,:r210,1.. of uLat; 11.'11 F.)()r, (inr-ln:.: the :,ornin n4r.3. a written quiz, over

Thr.! !...iftornoen f spent hil-:in;7, It should. be notel that durinr;

t:11 fiold ey.rm:,r;n(,o -intorreTlationship nnq interlopondenco offorms of )if() If various forms cOU:V:P"IC.V1, tho:7,e rr,latol to tho lanJ the soil, the

r.Anfajl, and t'rp'ir use:. The ,lito.rJenon(lenco of plants,arrl an-3.rInls animtC,:-, was ...,trer,ser.1, Cver ell the .influonce or marfor rc.),--y1 .:.;r :y1 nc.).:7e(1 1.-5,0b1r;;;,, rc;:,u u.ue of ranarea werq

-4-

for field :or refuse.1, :;(11 1f';

';1::.e staff :ey.bers cor:11.1c!;e'l field trip. 21-* Dv11:(J'! fr)r F,-2e1A0:,te1 t on the first co:.e, firct serve

tot-11 of ninef,e,:.'n clnrses, from 1.7in(lerctten thrc:rh r:mr:10.1

oevril hicti rehool clrses Y.:re con3'aete-1,, trio lex.irnine]

117.d field ex.:.:eriences, one ,lurinr: the winl:er,ne or,t-of-c.;;enty c7,re'ln viited the rite., On ono ',.Anlay, the

1:ature Cl'tb vi cite the iteclfir.ser triTs to other

,:Jemi%err,

cr (!rolit or,:!ini'Ael for

rehol st:c.Identr, The cour.;e concitel, r,f ono '',ay of in -

frYlrf,h envb,cync-.1t., of'

inf",1'2d1nC

ool fer'i pare. P].-.11r,'1 are bUJ 1 .:r1rvie for rffiother,,`..'Jr for -,!! flr1V".111(7,,, Fl-mitive comAric, tri:) for the l'Iore experienced

YV-11.1 :1 1.0

led,

=Y fiiCdYdirector:e of outside resource people awiilble for curriculum

enricLent fruO co:npiled nnl printe.:1 by the Center ftn-.1 the EducctIon:1:uJO0 C 00 Conies lv-ive been ninced: i fl 1',1 eehool rold in the

office of the flucetion:31

r) LTDPliP.Y

raterials of the :-co-Center hqvc been cat:ilou.,, fltCC0011 Oh to thc De':rr,y Plc i o1 sys,tem onci o biblio=phy Trirted,Thpir):: of toll [1 hove been in fifth ro Ic roor,-,s, in school

en(' offices, md in the office of the DiucrItionr,,1 :.7,ervice

in orler to find how widely Imw.in the Pc o.-Center on to yor::

ronlom te:cnhone SliyVr!,7 Yflo modo, If Pconle nrAd hen, n1 oftho They 1-iow they hod_ herd of t o n ni

r)r p)irjHose,

p: :i1ic Go' Iuio[:IPvrIcu

re -roro Vf2ri Vir' to %';rf-r-1 .

of ( O00 1 100 10 of tLe Center ',,Tere publishe,1 inryiners 1-r,11 fe.,11.,nre st,o-ries enA pLotoc-,rriph:

in rix broc:-Icay.t froml.c-sc-11 t.welve TInnouncc,m-11;.; for the Cent,e2,

:70 -00T10 0 cm rrn:i Co; GpOaker ,^

;,:toff 01011%''.,7W13 of expl.cnntin the 7-erkof the '.-..;eater, cliThr of rJotiv1Lies, rn-id envli.nnmert.11 I'll mo

;2:)0110CT ThOGP1111.7)

,,eptember 2?) the ca-Center eonilucted r four schaolnt the Thoson ::chool. After a talk, by 5r, Ualoolm

of Taft ,JaLipu:i, I;orthern Illinois University, teachers divided intoy'oups to do school site stujies, creative art, or take an awarenessike at the Bluffville lite

_;Laff ,-)mbers and representative from the Taft Canpus, Northern1llinoi o Univerity, conducted an In-Service aay for the Mt, Carroll,:eachers February 15, Durin the first part of the meetinr, teachersre a iovalvc:d 1n a 1:,orlia festival, They exarAned an ey.hihit of 1q1,--

sr,urce f:.ater:al a,/:lilable for loon from the Center, Later Dr, Norris'Jr:iner 11 in a ;rop value clari,fication flOLi on,

'7H1TT' AT NT.C. CONM?:.,L

:taff mnteri.als, shn.-ed slit of aativh,iwl,thn 111.(1"! 1;0 superintendent:; an] t.,Cle122 tie;

';()T1?c,Tirri ha Li it i1lin0i5 tInO.Ter:;it,y EPy

Cro proC(..:ssional. fr;or sent to all suerintend(intn "In('0c)111-1t:,r Lf hi -I:lout:lly nei!sl.etters, Crrt2

to elementary teachers, lihrarian, air] superintendents in0,cylt0,y

Y)".1 -0"Y COFTT1,L,

All rLnFf memLer: attenJeJ the monthly ': et.triii at the County:Avlsoly ";-mmittee, Ear or the co=ittee ':ere repreentativesfran the ,,,co-Cnti)r, the ,3oil and. **;er Con:7t,rVrttion :10prirtwonL, w1rscool, the Fish ani ii Iii I fe om;orvation Department, the County:-creatry ])el,astl,lent, the 1aor,r .,xtension ;errvice, ani the FA-ucati.oltal .;erv]ce

IiOa CLA>

The :::co-Cnter was instrumental in f;ottin[.,, an extension,coursoin Outdoor eduation for thir:', area for the foal semester 197). Dr,Creare Donaldson, Taft Campus, Northern Illinois University was theI nstructor for a class of forty-four teachers and interestea peoplefrom Cnrrnll 0 aunties0 The class met DpnJay evenint7

Cc)nt",r,* k

iho r;arroll P;ounty 7,chools cooperated one hunlivH percent .iththe enter.

The Center aaepted. as its :rot to " "fe 6.1'iays 1 ea7ie a pl-tce Lttethan we found it", he children Look this very seriously, picked upeir trash, aril actually looked for other yaste that them could

carry cut. This atLtude was especially noticeable by trite last fielexperience,

nother very noticeable improveinent 'mom their attitude toyaraYIC]ItflC firs,t they all wanted to collect some of every-thins, but by the end of the year they would may "Leo!: at it andlea're it for the next person to en;joy".

-6-

R1Vn

ILLINOT:.; GU)ILone WL5-59-2

Yse i,enter is an 1.4nviront:tental and C)utdoor

r"),;,!,r.s.,17 oo L'V.1 the seven school di stri cts of Carrell County

r is in t; t I' 0 r 0Of rf,t t I on Lt 0 Conti! r

o',:,tdoof experiences at.; several locations in the count,y

. 2ii - n-volvi tcpprox matoly ICt,eachers and W;0 st,;ulents

A r l'47.perienes for '.'frade ,Audent:%; and .reachers

rli=2E'no :orjbH 'or 1) t p

t ! 1.-A! Il I fOr t,121Chel'53,

io t

(

Tonic: ulti-disciplinary1..nvi Foment a I Ac t i vi ti on

iiluffviLle Outdoor

fu 1 1-17 at one si 1.;e

s Lv fes in i 2ciplappriiial;b for environ:rtentai auarones;

T(Ti_: Nan and the River

Lookoroh , 1;ive rvi , p ri

ri f Cu; e

molle day's ,-.,...perience coverinp the differfo,n, t tispee, ts of river deve opmen one , o ni man 'snL 11Q, e 1K1 1 1 p ye 004] ricpttiVo .

10 Topic: lion and the Mements

Can.p 1-3enson, Lt, Carroll

Activities at one site on r;ooloy, t:eather,Yeatherin, erosion, and Ilse of the compass

Class,room visits and in-service session

in-service scssions or classroom visits areplanned this year. An eveninr; meetinc; for fifth

:rade teachers is beinC prepared. After oneear of traininr; it is felt that the teache.rs:hould handle the classroom instruction, l',CO-

enter staff uould provide assistance to on;:i nou

fifth uade teachers. Itul. 1 be neces.sary totest fifth f7ale students 'Ii rinr.; :apt, and Narchfor ch,,:nves in knelcsde and attitude.

III-SEA

II. FOID(TH 1PADE, 1nvolvini; approximately 18teachers and 400 students.

A, In-service Tra.,i.nin Sessions

Sept , 1d

2, i".7

Topic: School Site Use

Topic: Curriculum DevelopmentField Trip Ireparation

P, Field Experiences for Students and Teachers

1 1/2 Day field trip to a localsite on Invironmental fwarenoss

Classroom Visits

)

) 45 minute classroom visit bya staff member.

III, SIY.Tli GVADE ACTIVITIES - Involvilv; approximately 25teachers and 400 students.

A. Tn-ervice Trainin Sessions

:T.,end sixth Grade Leachers to one of the split sessions.

Oct. I - (Science flath) Curriculum Developent,role playing, and resourcematerials.

Oct , Lanuace,Study)

J!,Ln. 2

Jan, 25

It

r.

B. Field Experience for Sixth Grade Students and Teachers

Oct. '5 - Oct . 26 Topic: Land Use Study

Site: Timber Lake-lit. Carroll

A one day experience for two classes 40-60 studentsinvolving stations on pine hardwood management, soiland water analysis, 1!.ultiple use and resort manac:e-r.ent,

Pet). Topic; Study the winterenvironment

Site: Local Site

A two hour to one-half day field trip at a local site,

C. Classroom VisitsDec. - Scienceaan, - Social Studies

A classroom visit by a staffmember on an environmental topic.

Students will be tested in Parch and compared to acontrol group t) measure chanfws that have occurred dur-ing the past two years. This group has been in the 500-Center program.

I

. for f f

rtnfl

.011 CIA I

"i '1 L br litot;ri 1::Hntnor :-ho ls in the h'c

-Ymnter 1(.:velopin,r, a

prop:,r'..:-H. for inteimellato

:nvronmcmtalhan

t 3 ':'1)::,CYLIe

/

field trip !Are oTJn to all lovels-%h is invelvtA approyilately 5 teaehern

anl

ernIi.pment avai-lable for overnii,;11t

2 ntaff mher avall,al)le to aHn% other(2n fiel tri:1 in th=: fall.

4, nHh choo l canoe cnmpin courne 12,o offer-

June for 1 Yoe!K, (If there in sufficiont:.nrer-;t, tyo eo,),res collld be hol) udents

nchool cre,lit for the coul'se.C) i hl1 locally on the rl15:H.

,

mater .La nre available at tho ECO-er{-2r for loan to teachers or student

no;,21etterTI the conty,

ho.1, printed monthly for teac.ners

f) prrni:1 '1 eS :7,1)1;:lkr?.1:":-.: for ( v.:1 C c:roup:;

c j':rr 100 on o I (:),Ji Is,V1i 0

P:tation,

ioil Si 41,04, y, 4.,

THE scHont_ TRIf T ETC KANSAS L T Y, MISSEILIPI

( ill I 1 ((I t

ii1 221 1')W.)

?, I 14

I. I i 'wq;5S-)U114i 64 106

Yr. t(3r

I, f (0-LoHfoiII I )E A

I 1 i r1,,) I I 21'.

vr, Llnyre:

f n

A ,:" I

) F). 1).

, .»A.A%

is HY )'),14 i 10 I/ ViI

'00,1)) ). ))

)))) )1". 1)A.o '1 )

')%f o!)

t ttie vor- f(:)r C 3r r,.I I /.rIvrri21Itri i r. 1.p. rl 11,11- orrii lt rI E ifte,

f f ;r tnt,i r "13 ;1- )r3,1 i,Ijr1tiri in, -y.Jt $t ".1,11 r Ili i ton ml ;)r fit r I

rii * I l'o"? t 2rorrrr,ti.k) !*Dr. it in ,cti)1 cijrr III,

r-OC vii Lilt t,/ 3 in1ri3 t rot r f 1,2r,31 I

fp.Hled hri hd.1 p01 ar 1 ;03 to 10et ) 1J-11 need,

t y t ov,qd t ffit, nt.1 t .) '0.41 12i !rine,1 Y1I11I made voll,13tin extend our think, to o15:,

per-,o1 involver' in m,yetin'1 ,:ifficult time demand in

the required ddtd.

Enclosed is a c.)Ty the vdli.lation report with coryrKint,,

Those Ivu beer si.omittei.i to the Mi_',5(.rdri

Depdrtrocin t of Liu:J1.1(in, Title III, wri t

te IJ Office of Lloc3tion.

tell \fr. f,,e-r3e.ty th,-3t e )::.,reci t,,i ni"-: t

taKe us co a tjr of the Tri'..fr, :q I ir;1 ir . Iteils nice to meet ,o1,-2 Ir.'j rp rnve ro,*rdc I i

)

96, ey131 SDecidlist

Crn of t.3r3 E-lucmt

:

cc:

-

. ,

TROUBLE SPOTS IN SMALL SC11001. ADMINISTRATION 67

be found in large as well as small communities. The focus of thisyearbook, however, is limited to administration in small communities.By highlighting some of the trouble spots, it is hoped that some lightmay be shed on likely solutions.

Prior to the actual writing of this yearbook, a survey was conducted toascertain the major problems experienced in the administration oftwelve-year school systems in small communities. Over 150 smallschool administrators in twenty states were contacted. The results ofthis study revealed several areas of considerable concern in the admin-istration of small school systems. To he sure, there were other prob-lems. But those which appeared most frequently in the administrationof twelve-grade school systems in small communities can be classifiedunder the following four areas:

I. inaleqh.rte Mityla 00..00.7J/ion. This perhaps is basic to all problemsconfronting small school administrators. Certainly the problem of fin-ancing portions of educational programs through local resources is intimatcly tied up with district organization. Many of the other identifiableproblems in small school administration can also be linked with districtorganizatioiL

2 Compreheot fit Edricxional Opt,(Iriunillei. The limited enroll-ments (particularly at the secondary level), the limited number of pro-fessional _it.ttf people, and the limited funds make it difficult to providefor the varying and diverse interests of children attending small schools.

3. Pr'4ut'ing and RcLtiai.qg High Qua Teachiug Perromel. The shortageof qualified professional people is felt more keenly in small communitiesthan in larger ones. Teaching load, living conditions, and other com-munity factors intensify the problem.

i. A.ln,ir:illr,rlile Relmi,)nships. The relationships between the board ofeducation and the !-chool superintendent and between the school super-intendent and building principals present unusual problems in small com-munities. The face-to-face relationships which characterize most of the:,ctivities of small communit:es can be either an asset or a liability inadministration.

Let's take a closer look at each. Keep in mind that these are onlythe wajor difficulties.

Many Troubles Arise from District InadequacyNeutrality is, unusual when school district organization is under

review. There arc the Friends of the Little Red Schoolhouse, theFriends of the Small School, the Friends of the Friends who had aFriend, and the friends of those who advocate larger school districts.

MN/

GS ADMINISTRATION IN Tin: SNI ALL COMMUNITY sumo'.

Basically, one of ;he minor needs in educational administration in ruralareas is a friend of the children -one who is willing to judge the ade-quacy or the inadequacy of school district organization on the basisof the quality of educational program provided. It is not a question ofbigness versus smallness, but rather how to provide the kind of educa-tional opportunity which will make children and youth more capable oftackling the problems of living in an atonic and technological age.There is nothing innately good about a small school system, nor is thereanything innately good about a large size system. Systems in them-selves are but means. The important thing is the end result from aparticular kind of organizational pattern in education.

There have been significant changes in transportation and communi-cation which have led to changes in social groupings such as the neigh-borhood and the community. These new and natural developments incommunity organization have made possible the enlargement of unitsof school administration iii many areas into more efficient units withoutnecessarily divorcing the schools from community life. It is unrealisticto expect school district organization to remain static in the faceof dynamic changes in neighborhood and community organizations inrural areas. The excessively high cost per pupil in many small schoolsystems is not only wasteful, but unnecessary. The powerful forceswhich have resulted in such significant changes in our ways of livinghave been in operation for well over a century. These forces providethe powerful incentive to school district reorganization. But, at thesame time, this doesn't make the task of the small school administratorany easier.

The old Model T performed well in its day. Few today, however,would take pride in it as an efficient or convenient family conveyance.Through advertising, the technical developments and aesthetic appealof new automobiles have caught our imaginationand sometimes oarpocketbooks as well. We are eager to take advantage of the wonderfulnew developments in automobiles. True, the glittering and convenientgadgets increase the cost, but we feel it's worth it because we're gettingso much more. No one would think of paying the same price for aModel 1' as he would for a 1960 high powered de luxe upholstered,automatic and aesthetically pleasing car.

Getting people to compare what they are buying with what theymight buy or might need in educational programs is far more difficultthan shopping for a new car. An early 1900 model educational pro-

TROUBLE SPOTS IN SMALL SCIIOOL ADMINISTRATION

JOE'S SERVICE STATION

It often costs more to keep the old model running.

69

gram on the Model T design costs a great deal today. As a matter offact, it often costs more than more extensive educational programs inlarger school systems.

The nub of the argument can be found in a report of file NationalCommission on School District Reorganization. The real startingpoint in any program of school district reorganization is the decisionof the people as to the kind of educational program they need and want.The American people expect a great deal from their schools, Theyexpect them to assist in preserving the integrity of the individual, innourishing the underlying values of democracy, and in securing andmaintaining world peace. The schools should combat cultural conflict,race hatred, ignorance, poverty, and crime. They should aid in increas-ing the income of individuals and families, in improving methods ofproduction and marketing economic goods, and making wise use ofmaterial resources. They have major responsibilities in improving thegeneral health of the people, in decreasing the accident rate, and inraising the standard of living. They are taken to task for the risingof divorce rate, increasing juvenile delinquency, and the misspelledwords and faulty punctuation of the secretary in the businessman'soffice. The American people regard schooling as a remedy for practic-ally all ills and as a means of resolving most of the difficult problems."'

'Dawson, Howard A.; Reeves. Floyd W.; and others. Your School Diqrirt. Report ofthe National Commission on School District Reorganization. Washington, D. C: De.rartment of Rural Education, National Education Association, 1948. p. 21.

70 ADN0Nis1RATION IN THE SMALL. COMMUNITY SCHOOL.

This is a large expectation which can be facilitated best throughefficient district organization. The adaptation and reorganization oflocal school district structure are never completely and permanentlysettled. As the lymndaries of the neighborhood and the communitychange, so too must the boundaries of the attendance area change. Aneducational program geared to a pioneer community is unsatisfactoryat the present time.

Some say that every community Ins the kind of educational system itwants. Certainly if the school is one of the best, it is so because thecommunity wanted it that way and is willing to pay the price. But theconverse may not always be true. Not only is it necessary to help peoplein rural areas see the need for a better kind of educational program butalso to see the relationship between improved educational programs andschool district organization. The original pattern of school districtswas not designed to provide for the broad and differentiated needs ofall children. Many a child hack in the -good old days'' left school be-cause he lacked the interest or the inclination to study what the schoolrequired. The innate ability to succeed in school was often present,but he faltered because of some deficiency in reading or writing whichcould have been remedied in more extensive school programs. Muchwent unrecognized in the -good old days and often promising pupilswere lost as drop-outs as a result. It is unrealistic for administrators tohopefully wait for those students who have a limited interest ;ri a

limited educational program to drop wit. Drop-outs are not educatedstudents. Furthermore, our compulsory education laws demand thatschool children continue in school whether they desire to drop out ornot. Compulsory education laws hav,. added their bit to promote theneed for a broader and more differentiated school curriculum. Whereantiquated local district organization exists, it must he changed inkeeping with the concept of an adequate and appropriate education forall American children and youth. Th's is more than an ideal. It is anecessity.

The Characteristics of DistrictsThe characteristics of satisfactorily organized local school districts

should he onimion knowledge to all small school administrators.Admittedly, standards must be ad; pted to account for topography,climatic conditions, roads and transportation facilities, and populationdistribution in local areas. The evidence available to the National Com-

TROUBLE SPOTS IN SMALL SCHOOL. ADMINISTRATION 71

mission on School District Reorganization led to the conclusion thatthe educational interests of the children would be best served if:

1. The enrollment in kindergarten and grades one through six is not fewerthan 175 pupils with at least seven full-time teachers employed. A moredesirable minimum would be 300 or more pupils with t+ + eye or moreteachers.

2, The enrollment in junior And senior high school trades is not fewerthan ttt 1,upils or 75 pupils in each grade F,r,ur, with a minimum oftwelve full time teachers.

3, t enrollment in schools which have to he orgAni.I.ed to provide educational cyportumties for persons N1,110 lint: (01111)1001 mrAdc twelve is not

wcr than 200 pupils with ten full-time teachers:2

It's one thing to recognize the need for the reorganization of schooldistricts into effective local units but still another to know what to doab()Lit it. Factors which could stimulate th- improvement of districtstructure are beyond the control of the single individual. Among, thefactors which have a positive influence on school district reorL,,anjzationbut which require state-wide action are: the distribution of state fundsfor schools on an equalization basis; special grants or other financialincentives from the state to school districts that reorganize; state supportof pupil transportation; state aid for building programs in newlyreorganized school districts; a procedure which provides for the count-ing of votes for the approval or rejection of proposals for reorganiza-tion for the whole area rather than on the basis of individual districtsinvolved; designation by the state government of special committees tostudy school organization in the counties (or more desirably in a com-bination of counties) and submit plans for reorganization within a speci-fied time limit; and state departn.ents of education furnishing profes-sional and technical assistance to local boards of education and com-munities engaged in planning reorganization.' Individuals can helpto promote the above mentioned but the state legislature and stateeducation departments must assume a major respons'bility for causingthese factors to be put into motion.

Local school administrators can provide the leadership necessary topromote school district reorganization at the -grass roots'' level. Help-ing people realize the need for better educational programs than arepresently available has already been mentioned. In addition, it is

p. 81.p. 132.33,

72 ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL

necessary for someone to motivate and organize the study of the educa-tional needs and resources available as well as the underlying patternsof social and economic life within the communities. Lay committeescan help promote a better understanding of the results of studies whichare usually done by trained professional educators. This approachhas been used with success in most states where considerable progresshas been made in the reorganization of chool districts, but local admit,-istratire leadership must be present for most efficient utilization of thisprocess.

The small school administrator who provides the leadership to pro-mote necessary school district reorganization must be a person of con-siderable professional stature. Doubtless, in the past, reorganizationhas been deterred by some small school administrators. Such negativeconduct or passive resistance is the height of folly. No one man canprevent school district reorganization; the "best" he can do is fight adelaying action. The handful of small school administrators whohave worked actively to prevent necessary district reorganization whichhas been based on careful study as well as documented by clear-cut evi-dence is guilty of a breach of professional ethics. To impede reorgan-ization for the sole purpose of perpetuating one's position as chief ad-ministrative officer of an unsatisfactorily organized school district is tobe guilty of conduct unbecoming a professional person. One is not"loyal" to the local district which employs him if his actions inhibitthe development of better educational opportunities for the children ofthat district.

On the other hand, our nation owes a debt of gratitude to the manysmall school administrators who have virtually worked themselvesout of a given administrative position to promote better education forrural youth and children. There have been many small school adminis-trators faced with promoting a desirable plan to strengthen local districtorganization in a particuLir rural area which would mean the elimina-tion of his own administrative post. The dedicated school administratorsin small communities have not hesitated to make the personal sacrificenecessary in resolving the dilemma. There is ample evidence to indicate,however, that people of high professional stature who have placed theimprovement of education ahead of perpetuation of an unnecessaryadministrative post have had little difficulty in finding new positionsof responsibility.

TROUBLE SPOTS IN SMALL SCHOOL. ADMINISTRATION 73

Quest of the Comprehensive Educational Programs

The survey of 150 school administrators of twelve-grade systemslocated in small communities brought out that the restricted curriculumin the small schools was a problem of great concern. There is ampleresearch evidence to justify the concern indicated in the survey. Pre-1950 studies of the curriculum in small secondary schools in variousstates of the nation pointed out that the offerings in most small second-ary schools were primarily concerned with satisfying college entrancerequirements.'

More recent studies of programs in small communities reveal thecontinuing curricular shortcomings. During the 1953-54 school year inIowa, for example, a full 100 percent of the 700 schools studied offeredcourses in the fields of English and social studies. Better than 95 per-cent of these schools had some courses in commercial education, science,and math. About three-fourths of the schools provided some experiencesin home economics, and slightly more than two-thirds included experi-ences in the manual arts. Only 39 percent had agriculture listed in theyear's program of study, and even fewer schools had vocational agri-culture. The students in only 46 of the 700 high schools (or 6.6 percentof the total number of schools) were able to study modern foRignlanguages. Art was almost non-existent, as only three of the 700 schoolsprovided formalized, specifically planned experiences in art.6 FurtherEmitations were made obvious through examination of the actul courseofferings in the various fields of study. While most of the small second-ary schools had some mathematics courses, these courses were limited toalgebra, plane geometry, and general mathematics. Only a minority ofsmall schools afforded more advanced work in mathematics. 1 he same

could be said of the science field. Where most of the small schoolsoffer general science and biology, a minority provided for the studyof physics and still fewer for chemistry. Much the same could be saidof specific subject offerings in other fields of study.

'Bro'dy, K. 0. "Small School Systems." Encyclopedia of Edticationa! Research. Re-vised edition. New York; Macmillan Company, 1950. p. 105556.

8tienne, Donald C. High School Program; of Study in to:4 a independent School Districtsfor 1953 and 1954. Master's thesis. Iowa City: State University of Iowa, College ofEducation, 1954, (Typewritten)

Farmer, Charles W., Jr. High School Programs of Study in the Consolidated Districts ofIowa for 1953 and 1954. Master's thesis. Iowa City. State University of Iowa, College ofEducation, 1954. (Typewritten)

ADMINISTRATION IN THE SMALL COMMUNITY SCII001,

If the small secondary school were doing an outstanding job in pre-paring students for college, there might be some justification for itsalmost complete emphasis on the traditional subjects of studythepreparation for college. There is evidence to indicate that even in thisrespect, however, most of their programs fall short of what is desirable.The inability of these smaller schoolslargely due to a lack of financialresources, high costs, the small number of pupils enrolled and insuffi-cient available teacher time or competenceto provide advanced mathe-matics, advanced science, and foreign languages, generally consideredessential for college potentials, has already been noted. A recent studyof school districts in Michigan showed that in that state only -1.9 percentof all high schools with enrollments under 200 pupils were members ofthe North Central Association of Colleges and Secondary Schools ascompared to 62.6 percent of the high schools enrolling 200 or morepupils." Only a minority of the secondary schools in the small com-munities of most of our states have desired or have been able to meet thestandards of their regional accrediting associations. In Iowa, for ex-ample, less than one-fourth of the NCA approved schools had enroll-ments of fewer than 200 pupils. A study by De Kock of the graduatesfrom small and large high schools in that state who attended the stateuniversity showed that small schools contributed proportionately fewerPhi Beta Kappa candidates than would he expected from the numberswho graduated from small schools and later enrolled at the university.'

The effect of district reorganization upon changes in the school pro-gram was reported in a study completed by the United States Office ofEducation.' Of 525 districts having a secondary program and whichhad recently been reorganized at the time of the study, 383 or 72.9 per-cent had added one or more courses.. The most common course addi-tions in the recently reorganized districts with total enrollments of lessthan 300 were in such secondary fields as home economics and in-dustrial arts. Relatively more reorganized districts with school enroll-ments above 300 added courses or augmented programs in other second-ary subject fields such as commercial or business education, physical

J. F. Equibzing EdAcati6n.d Oppcirt4nit) Through Cornrw,nify Sch0Q1

Di.rtrico., Special i3ulletin -110, January 1957. East Lansing: Michigan State University.Agricultural Exper'rnent Station. 1957. p. 38.

'Preliminary report of an unpublished study in progress by H. C. De Kock, State Uni-rsity of 10W.1, Iowa City, lowaas stated in a letter to the yearbook editor.`Fitzwater, C. 0. Edf,catiota.r/ C hp: ge in Rewrgan i zed School DistrIcif. Office of Edu-

cation, U. S. Department of Health, Education. and Welfare, Bulletin 1953, No. 4. Wash-ington. D. C.: Superintendent of Documents, Government Printing Office, 1953, p. 3440.

TROUBLE SPOTS IN SMALL SC.11001. ADMINIST,,,ATION 75

education, driver education, music, and art. Reorganized districts in the500 through 899 enrollment range broadened their course offerings inphysical education, driver education, music, art, business or commercialeducation, sciences, agriculture, home economics, and industrial arts.There was likewise evidence of enrichment in the elementary curriculumof school districts that were recently reorganized. This clearly empha-sizes that satisfactory district organization is a most necessary adjunctin the improvement of educational opportunities in small school com-munities.

Difficulties in scheduling, very small classes, and ineffective guidanceprograms were also listed as instructional problems in small schools.How small should classes get before they are too small? Is it wise toconduct a class in home economics or advanced mathematics with one ortwo students enrolled? Is it possible to provide the necessary socialand psychological situations in a class with only a few students? Thisis entirely beside the problem of whether it is economically feasible todo so. Diversification of the program is difficult with the small numberof students enrolled in the school as a whole and the advanced classes inparticular.

Thus far the problems encountered in quest of a comprehensive edu-cational program in small schools have been emphasized. Is it all sohopeless? The difficulties are real but rarely insurmountable. Theyshould represent a challenge rather than o. frustration. But miraclesshouldn't be hoped for in districts with enrollments so limited thatthe educational program can be provided only at unreasonable or pro-hibitive cost. It was previously indicated that newly reorganized dis-tricts with total enrollments ranging from 500 to 899 have done muchto broaden their educational programs. Certainly this enrollment rangewould put them in the classification of relatively small rather than re-latively large districts. A satisfactory district organization is a step inthe right direction in quest of a comprehensive educational program.

It should be recognized at the outset that it is neither possible nordesirable to duplicate in small communities the organization of large cityelementary and high schools. Classes will be smaller, school daysfrequently a little longer, and courses fewer in small systems. But thisdoes not necessarily mean that classes will be too small or the days toolong or the courses too few. The teachers will undoubtedly have to teachin more than one subject field and look after more pupil activities. Tosome, unprepared by virtue of personal attitudes or professional prepara-

76 ADMINISTRATION IN THE SMAI.1, COMMUNITY SCHOOL

tion, the versatility required of small school teachers will be much morethan they can offer. It is also inevitable that school-community rela-tionships will be more intimate. This is an asset which is frequentlyunappreciated, Cooperative planning is the key to improved organiza-tion of small high schools,

One way to avoid unjustifiably small classes and provide a more exten-sive program of studies is to offer courses in alternate years or semesters.Nearly all small high schools are doing tHs. le specific subjects mostoften alternated are: chemistry, physics, geometry, algebra, English,Latin, biology, Spanish, and shorthand."' The pattern seems to be toalternate the more advanced classes which are likely to have the smallestenrollment,

Another approach for overcoming handicaps due to smallness is thecombining of pupils of more than one grade or subject in a single class.This requires a versatile teacher. It will be found most often in ad-vanced courses in industrial arts, homemaking, agriculture, and com-merical or business education. The three or four pupils in an advancedindustrial arts course would not he negl,xted to any great extent if theywere in the shop at the same time as a group of six boys pursuing In-dustrial Arts 10. The nature of such courses in any school situation gen-erally requires that the teacher give more individual instruction, andeach pupil then proceeds with his own project. The amount of neces-sary group instruction is limited, but can normally be accomplishedwithout seriously interfering with the other grade or class level whichmay be at work in the same room.

There is ample evidence to show that correspondence courses forsecondary school pupils offered by various state universities can like-wise be used to enrich the program of small secondary schools. Many ofthe supervised correspondence study courses ate planned to operate ona self-teaching basis. A word of caution must he mentioned in thathigh school pupils taking such courses must be given careful local super-vision. The costs of such courses are usually met through the fundsof the local district.

Since pupils of grades eleven and twelve are more mature, fewer innumber, likely to have better defined aims, and wider and morediversified interests and capacities, supervised correspondence courses

°Gaumnitz. Walter H.. and Devilbiss, Wilbur. Cnoperathe Planning, the Key to Int-trot ed Organization of Small High Schools. U. S. Office of Education, Federal SecurityAgency, P.u-nphlet No, 102. Washington, D. C.: Superintendent of Documents, Governmeet Printing Office, 1947. 21 p.

"Ibid., p. 6.

TROUBLE SPOTS IN SMALL SCHOOL ADMINISTRATION 77

are most likely to be successful with these grades than with youngerpupils." Careful supervision of all students enrolled in correspondencecourses is a must to prevent the high mortality rate before completionof such work. A teacher or the principal must coordinate the supervisedcorrespondence study program. Often this responsibility is given to theprincipal of the small hi,i7,h school. The selection and purchase ofcourses, the regular sending in and return of lessons, the giving oftests, the recording of results, and the supplementation of the theoryby laboratory experience in the community are responsibilities of thecoordinator of the supervised study program. This general supervisor ofthe program can further help pupils by referring them to teachers withwhom they might consult when they feel the need for such con-sultation. Currently, correspondence courses for high school students insmall communities include such subjects as radio, advanced auto me-chanics, animal husbandry, advanced chemistry, advanced biology, com-mercial law, agriculture, third and fourth year foreign languages, ana-tomy, meteorology, differential calculus, meat cutting, and music. It isoften difficult to motivate students to complete correspondence courses,and for that reason the students who enter such courses should be care-fully selected.

There is some evidence to indicate that the 45-minute period and theseven-period day is not the best solution to the scheduling problemsin small schools. A 55- or 60-minute period and a six-period day isperhaps more defensible from an educational point of view. Fewerstudy halls are needed and more time for supervised classroom work ismade available. Some small schools have indicated enthusiasm for the"floating" or "square" schedule. This is fundamentally a six-periodschedule with one period floating each day so that actually only five ofthe six periods meet during any one day. However, one should not ex-pect miracles from schedules. A schedule is simply a mechanicaldevice which in itself cannot enrich the program. There is no evidenceavailable to indicate the superiority of the "floating.' schedule over thesix-period schedule. Illustrations of the horizontal and vertical sched-uling using the "floating" or "square" schedule are given in Figures 1and ft"

p. 7.

"See Wright, Grace S.; Ciaumnitz, Walter H.; and McDonald, Everett A.. Jr. Educa.'ion Unlimited, A Community High School in Action. U. S. Office of Education, FederalSecurity Agency, Bulletin 1951, No. 5. Washin,gton, D. C.: Superintendent of Documents,Government Printing Office, 19:1, p. 14-15.

78 AUMINISTRATION IN TM' SMATI COMMUNITY SCHOOL

FIGURE I

horizontal ScheduleT)pi,..,11 Pupil s VS'etkly Schedule

1Mary Smith, college preparatot sophomores

Period Monday Tuesday Wednesday Thursday Friday

1 Eng, 11 Eng,. H Eng. 11 Eng. II X-Pd.bTyp'g.

2 Lat. II Lat. 11 Lat. 11 XPd.l-: Let. 11

TYP.g_

3 Plane Plane ZPd. Plane PlaneGeom. Geom. Georn. Geom.

.1 Biol. XP.1.4TYP.g.

Biol, Biol. Biol.

5 XP1.1,TYP'S

WorldHist,

WorldHist.

world}list.

WorldHist.

Z-period: First and third Wednesdays, Mural Club; second Wednesday. Assembly; andfourth Wednesday, Class Meeting, or Guidance.

b X-periods could be scheduled for the first or fifth period each day. if desired, to avoidinterrupting extended periods.

The fundamental curricular trouble spot of small community schools-or any school -is that of involving pupils in as wide a variety of

learning situations as possible. The uniqueness of the small school re-volves largely around its limited number of both pupils and teachers.Lower pupil-teacher ratios than can generally be justified, the largenumber of different preparations each teacher must make, and every-where a not enough" are problems not easily resolved. There is someevidence, however, perhaps as yet too meager for adequate appraisal,that these difficulties are not completely insurmountable. Two separatehinds of developments show distinct hope for the future: an increasingamount of creative thinking and experimentation in regard to methodsand techniques at the secondary level, and success of the intermediateunit in supplementing local school district efforts in those areas or stateswhere such programs have had sufficient leadership or encouragement.

Innovations are not easily born nor quickly accepted. When sound,they prove themselves and growslowly at first. This is probably

TROUBLE SPOTS IN SMALL St.11001.. ADMINISTRATION 79

FIGURE lI

Vertical Schedule°Typical Pupil's Weekly Sch,..fule

(Jane Mrredith, commercial senior)

Period Monday Wednes,13Y Thursday Friday

I Work Work Prob. of Short- XPd. b

2

Expr, Expr,

Work

DC/%10(.

Prob. of

hand

XPd.''

Ph)s. Ed.

Eng. IVWorkExp. Expr. Democ. Chorus

3Work

Expr.WorkExpr.

ZPd. e Short-hand

Eng. IV

.______ ..__________- _________ _________________Work XPd b Prob. of Short Eng. IVExpr. Spanish Democ. hand

5 XPd.b Work Prob. of Short. Eng. IVSpanish Fxpr. Democ. hand

6 The square pattern of the schedule facilitates shit from horizontal position to verticalposition. Pupils scheduled for Work cxpaience may he scheduled to work all day with.out interruption in the vertical plan. In such a schedule the Xpetiods involved are eithereliminated or rescheduled.

b Xperiods: This pupil has chosen Spanish for 2 periods (120 minutes) per week, chorusfor I period, and physical education for I period.

Zperiod: First and third Wednesdays. Dancing Club; second Wednesday, Assembly;and fourth Wednesday, Class Meeting.

desirable, since initial resistance to adopt or adapt give opportunitiesfor the refinement of the original ideas or experiments. But despite thisinevitable lag, methods and practice do change when the merit ofmodification has been demonstrated. In a relatively short space of timewe have seen a substantial overhauling of our educational programs atthe elementary level. There is perhaps still more developmentalphilosophy at the theory or talking stage than in classroom practice, buteven the most unskilled observers can detect substantial differences inalmost any elenientary school classroom from what they can rememberof their own experience. A comparable change at the secondary levelhas not yet taken place. But there is a greater readiness for it now thanhas ever before existed. Creative thinkers are at work. New approaches

80 ADMINiSTRATION IN "IIIF SMALL. COMMUNE/ Y SCHOOL

are being conceived and experimental ;,-ojects are underway," Newtechnological developments are being mi.,pted for school use. Someof these may well have pronAise for small community school systems.In Oklahoma, for example, a series of TV courses was begun during the1956-57 school year, designed in part primarily for small schools.Courses in mathematics and science are televised on a regular dailyschedule and beamed for reception by schools which do not offer thesecourses in their regular program. Arrangements are made so that pupilscan receive some teacher supervision and regular academic credit forthe satisfactory completion of work in this manner." Other experimentswith TV instruction are tving carried on both for in-school and out-of-school reception." Completely satisfactory answers to all curricularproblems may never he found. But the present readiness to experimentand to create is cause for encouragement.

The development of the intermediate unit as an agency through whicha wide variety of specialized educational services can he provided for thelocal districts in its area is a most promising development for small com-munities in quest of a comprehensive educational program. This co-operative or shared service approach for educational services (exceptfor a few status which have pioneered during the past five to eightyears) is also just in its beginning stages. The intermediate unitservice idea is not at all new in small communities and rural areas inactivities outside the field of education. Pioneer families found thattheir greatest strength and progress came from giving assistance toeach other. More recently smaller farm operators, lacking the time, theskill, or the volume to eGctively market, purchase, or process, havediscovered that when they team up and cooperate certain advantages

"See National Education Association and American Association of School Adminis-trators, Educational Policies Commission. Ed/ad:ion for All Americo; Youth A FurthestLoot W.I.Olin,,..;ton. D. C. the Commission. 1952, p. 117.53.Set also the following:

Shaw, Archibald 13., and Reid. John Lyon, The Random Falls idea.- Stho41 Eve.-utire75:17-86., March 1956.

School Executive. The Random Falls idea. An Interim Appraisal." School Executire76: 92405 February 1957.

School fixeLutive. 'Review of 1956: instruoion.- Evertetise 76: 62.63; January1957,

"This program is operated by the Oklahoma City Schools with the cooperative supportof the Oklahoma State Department of Education.

'Ste. for example. School Fxcxutive. "Ch,s(d.cirsuit Fverutire-5: 63.73; ju'y 1956.

See also Joint Council on Educational Television. Four Ye.rrr of Pr,,,zre« in Edurdtionalreletirion. Washington, D. C.: the Council, 1956. 144 p. (Mimeo.)

TROUBLF. SPOTS IN SNf A1.1. SC11001, ADMINISTRAT(oN 81

accrue to all which probably none could achieve through individualeffort alone.

The currently developing concept of the intermediate unit estab-lishes the provision of educational services as one of its major functions.In many respects it is wholly comparable to the farmer cooperative.It is organizational machinery which can make available to small com-munity schools (and larger schools, too) many of the services whichthey might not otherwise he able to have. Special teachers in music orart at the secondary and or di:mew:try level can be made available (insome areas actually are available) to work in two or more smallerschools in an area. Specialized guidance assistance, curriculum specialiststo work with individual teachers and teacher groups, a central pool offilms and other instructional materials, a cost saving plan of cooperativepurchasing, and on and on. The possibilities are virtually without limit.The most encouraging aspect of this intermediate concept is that suchcooperative enterprise, when the separate local districts in each inter-mediate area participate in the planning and development of the serviceprogram, works to the special advantage of the smaller school systems.Administrators of small community schools should seek out informationconcerning the potential of the intermediate unit as a service agency tobasic school districts and should develop understanding so that theirefforts can contribute to the more rapid development of an intermediatestructure appropriate for the job to be done.1°

Curricular activities are the heart of the school. The school programis its curriculum. Limitations and restrictions, both in range and qualityof offerings, are indeed realities in small communities. But improve-ments are possible. Creative imagination, a willingness to experiment,an interest in finding out about successful practices elsewhere, and asufficient courage to modify the status quo when innovation or adapta-tion is indicated are among the necessary tools.

Securing and Retaining Teachers

Is there a teacher shortage? Ask the small school administrator. Ateacher in a small school system is expected to be a specialist in a particu.

"See National Education Association, Department of Rural Education. The CommunitySchool and the intermedi.tte Unit. Yearbook 195,4. A'ashington, D. the Department,1951. 259 p.

See also National Commission on the Intermediate Administrative Unit. Effective intermsdive UnitsA Guide fur Detelopment. Wtshington, D. C.: Department of RuralEducation, National Education Association, 1955. 16 p.

82 ADSIINI';'1-R.knoN IN 1111' SNIAI I COMMUNITY SC11001.

lar subject field and a leader in many school activities. More often thannot, teachers are required to teach in subject areas other than those inwhich they have their major preparation. The teacher is the guidingforce of the pep club, advisor to the senior class, advisor to the schoolnewspaper and annual, the study hall proctor, ticket taker at all theinterscholastic activities, :a scout leader, and in general, an all-roundperson in the community. It scenic strange that, despite the greaterdiversity of tasks performed by teachers in small school systems, oftenless professional preparation is required of them than of their counterparts in large communities. In general, elementary and secondary schoolteachers teaching in districts v.hich are predominantly rural are lessexperienced than the average teacher in the United States."

The versatile teacher who is prepared by disposition as well as pro-fessional study to teach several subjects and also render other specialized services is difficult enough to find when the supply of teachers isplentiful. Today, it's more difficult than ever. There was a time whenthe inexperienced person fresh out of teachers college had to put in akind of apprenticeship in the small school before landing a position ina big system. But now the small school must compete with its big citycousins to employ the inexperienced. It was reported that the demandfor qualified teachers in elementary and secondary schools for the year1956 was 1,316,100. The total supply was 1,195,400," When a choiceis present, few teachers seem willing to accept the challenge andbroadening experience of teaching in several subject fields with thenecessity for many more preparations each day. The tendency for mostis to avoid such situations when possible.

According to the United States Public Health Service, an estimated4,200,000 children were born in the United States in 1956. This is anincrease of almost three percent over the number born in 1955. Schoolenrollments continued to climb in the 1956-57 school year. Enrollmentsin kindergarten through Grade VIII were up four percent over theprevious year while enrollments for Grades IX through XII were upfive percent over the previous year. Swelling enrollments mean moreteachers will be needed, but of all the 1956 college graduates onlyone out of four entered teaching in elementary and secondary schools.

"Ni.lonal Llucitiin Assrxiatien, Research Division. "Rural Teachers in 1951.52."Ve,cdrch 13411ftin 31. 13.16-, Febrility 1953.

"School Executive. "Review of 1956: Facts in 1956." Sciico/ Exin-ktire 76: 58,59;January 195/.

TROUBLE SPOTS IN WAIT. SCII001. ADNIINISTRATION 83

The need was for three times that number." If present pupil-teacherratios are to he maintained, the schools of the nation will have to en-large their total teaching staffs more in the next ten years than they didin the previous 3S years. By 1965 there will he a need for one-halfmillion more teachers on the job than there are today. But the shortagewill be felt most !eerily b} small school administrators faced with thedecision of employing versatile teachers who may not always be con-vinced of the benefits of teaching in small communities.

These figures portend the great difficulty small school administratorswill have in their quest to find qualified teaching personnel. It alsoimplies problems in keeping their experienced teachers as opportuni-ties for them to move will be greater than ever before. Salaries forteachers in small schools must, of necessity, continue to rise in the yearsahead. In addition, working conditions for teachers must be improved.From the studies of labor migrations and working conditions it has beendiscovered that salao is important but not the on!) factor determiningwhere a person will work.

The cold fact remains that people prefer to work in areas where theyenjoy the conveniences of large shopping centers, places of amusement,parks, playgrounds, etc. A school system located in a community whichis isolated by poor transportation facilities and which provides fewrecreational opportunities, few civic activities, few churches, and meagermedical or hospital facilities will experience more difficulties than othersin attracting teachers. Such communities will have to overcome theirlack of desirable facilities by paying more money, by using all availableresources to attract competent teachers, and by putting forth extra effortto insure that teachers will have a pleasant place to live as well as work.Above all, teachers desire to be regarded as human beings and as anintegral part of the community in which they reside. Again, it is em-phasized that attracting qualified teachers to come to the communityis one side of the problem: retaining those already in the system shouldnot be overlooked.

Community ActionA NecessityThe problem of recruiting teachers for small schools is a difficult one

and should not be regarded solely as the task of the small school admin-istrator and board of education. The community has a role to play.

"Uid.

81 At)siNm RATION IN 1.11F SMALL (7.(.01:strNI15' S(1101)1.

Many small communities in various parts of the United States haveprepared hrochores for the purpose of attracting industry and businessesto their locality. These brochures describe the community in such amanner to attract business or industry to locate there. The same ap-proach could be used in small communities to recruit and maintaingood teat hint'; staffs. This, of course, implies that the community conskiers good schools as important as attracting desirable business or industries,

The story of Downers Grove, Illinois, (a community in the Chicagosuburbs) is a good example of the way a civic organization can be ofassistance to schools in times of need. The schools of Downers Grovefound themselves late one spring with more vacancies for the ensuingyear than candidates for positions. The local Junior Chamber of Com-merce came into the picture. The officers and members of the Jayceesworked with school officials to develop a plan to attract more qualifiedperson:-el to their school system. It was decided to set aside a day for-open Louse" for teacher candidates in the spring. The placement officesof various teacher education institutions were contacted and interestedcandidates were invited to the community-wide ''open house" inDowners Grove, To insure a cordial greeting for all, the Jaycees exertedthe effort necessary to know when each teacher would arrive. If thecandics:ate came by car, his car was parked at the police station. If hearrived by train, he was met at the railroad station. Upon arrival, eachcandidate was assigned to a host and hostess, and then taken to a pri-vate home for lunch. After lunch, candidates were driven to the schoolto N. kit with the superintendent, the professional staff, and the pupils.Spacial efforts were made to have candidates meet store managers andv;,rious businessmen of the community. At the end of the day, a banquetwas given for these teacher candidates. The candidates who came from

distance and wished to ,tav overnight were housed in homes in thecommunity. When they were ready to leave, they were taken to thetrain or their ca-s. The result ? As you would suspect, Downers Grovehad enough teachers to teach in their schools the following year. Thisapproach, or modifications of it, is of particular significance to smallcommunities. This type of activity is usually simpler to organize i;; smallcommunities than in larger ones, In this particular case, smallness wasconverted into an asset."

Gene '117,,itAtion Iron] Downer ; halo November 1951.

TROUBLE SPOTS IN SMALL. SCHOOL ADMINISTRATION

Attracting competent teachers will become more and more difficult.

85

Businessmen and people of influence in small communities mustrealize the importance of good teachers and help such teachers becomea part of the community rather than be regarded as outsiders whoare gone on weekends and summers. Teachers don't enjoy being con-sidered transients. Communities which take an active interest in therecruitment and retention of teachers provide a ray of hope. Teachersin small communities can be an active part of local clubs and make areal part of the local family. The school administrator can sound out theinterests of teachers and pave the way for their membership in localorganizations. People will come and people will stay where life ispleasant and one's efforts are appreciated and duly rewarded.

What Do They Want To Know About Us?

Let's face it. Teachers, like everyone else, desire information aboutthe teaching situation before they decide finally upon where they wouldlike to work. The small school administrator must be prepared to relayfacts about his school. One study reports that teachers desire the follow-

86 ,O)NIINIIIATION IN THE SMAI.I. cosisiusary Si 11001.

ing kinds of information about the school and community before thecontract is signed:

1. Personal habits not approsed by the community.2. Srec:ifii tia.ocrs cr grades to be taught,3, Extra curricular assignments.. Enrollment of the school.S, Approximate number of children in class or grades.6. Cost of living and kinds of living accommodations.7 Transportation facilities u and out of the community.8. Salary sdiedule if one exists.9, Activities and civic interests in the community.

10. Churches in the community.I I. Dominant vocational groups in the community.12. Dominant racial And nationality groups in the community.1 3. Recreational opportunities in the community.1,i. Number of teachers in the school.15. The school building facilities, md any unique advantages of the present

16. Expe-nation regarding teachers' time on weekends,17. Activities in which the community expects the teacher to participate.18. The number of new teachers who may he in the school.19. The community's interest in the school.20. The general characteristics of the students.21. The name and position of the immediate superior in the school building."

It would be well if each small ccinmunity could make a self-analysis tosee how attractively it could answer the questions posed above. This isone of the early steps in attracting personnel to small communities.

The Staff Can HelpThe more experienced teachers in the small school system can play an

important role in encouraging new teachers to be a part of the com-munity. The -buddy- system works. A teacher with experience in thesystem is appointed as a buddy to each new teacher. These -older"teachers help the new teacher get started and provide him with informa-tion about the school and the community, help him get acquainted, andassist with whatever will he needed to make a satisfactory adjustment.Teachers feel freer to talk with other teachers, The buddy system is aninvaluable device in the orientation of teachers new to the school sys-tem.

"Eye, Glenn G., and Lane, Willard R. The New Te,:iker CGMCI JO School. New York'Harper and Brothers, 1956. p. 121.

TROUBLE: SPOTS IN SMALL St1(001. ADMINISTRATION 87

The school soil can do other things. They can collect informationon available housing for teachers in the community. Such informationcan be passed on to newcomers to the school system who are lookingfor a desirable place to live. More experienced stall members canorganize courtesy committees to write letters of congratulation andwelcome after each candidate has been appointed. They can offer tomeet new staff members upon arrival in the community or conduct themon a tour of the school, the community area, and to other points ofinterest. These committees can plan and conduct social hours designedto assist new staff members in becoming acquainted with each otherand with other staff members. Very often the local teachers assoca-tion is active in such affairs. Older staff members can likewise take theinitiative to help the new staff members meet parents and children atPTA meetings or other school and community events.

The teacher shortage which faces the small school administrator canbe met by forceful action. It has been pointed out that the entire re-sources of the community need to be marshalled to meet the situation.The local financial resources and whatever state support is forthcomingmust insure a professional salary for teachers. There is no valid reasonfor teachers in small communities with equal experience and profes-sional preparation to receive lower salaries than those in larger com-munities. Good teachers are as necessary in small communities as inlarge communities, Sinai] school administrators must be ready with aninduction program to help new teachers adjust to the community. Fullutilization of community resources is necessary.

The relationship and responsibility of the superintendent and schoolboard in employing school personnel are explored in the next portionof this chapter. Certain unique problems in small communities arepresented. It may he sufficient at this point merely to recognize thatmuch of what is done to enlist others' assistance in the job of helpingnew teachers adjust to the community and the school system dependsupon their initiative and encouragement.

What Shall We Do?-Who's in charge around here?- It's an appropriate question to ask

administrators and boards of education of small school systems. Oneof the most unique aspects of administration in small schools is therelationship that exists between the board of education and its chiefexecutive officerthe superintendent of schools. In a small community

88 .11MIINISTIIAfii O' IN SNIAt.t. COMMUNE] Y SCHOOL

highly formal relationships appear unnecessary. Board members and thesuperintendent greet each other on the first name or nickname basis.Communication is rather easy; if an emergency arises calling for animmediate decision, it jusr takes a minute to pick up the phone and callthe businessman downtown or to drive out in the country to se,: thefarmer. And yet the fact remains that the small school superintendentoften finds it necessary to consult with the board before making anydecision.

Farmers and small businessmen are frequently not as concerned withbasic policy formation as they are with the more immediate or morepressing problems. They often seem to run their businesses and farmsby ear.- When they serve as school board members, they have a

tendency to carry over the same approach. Consequently, there may bea reluctance on the part of some boards to put into writing a basicstatement of policies concerning the school system. This tendency hascaused many small school administrators sonic very severe problems.Basically, a school administrator executes policies which have been de-veloped by the board and by the community. If he does not know whatthese policies are, what is left to execute--except perhaps the adminis-trator? Without guidelines the superintendent isn't sure which courseto steer. lie is driven to the safe practice of doing nothing until theboard can be called. This is hardly the role to be played by a profes-sional. What's more, it's an inefficient way to operate. What assuranceis there that a hurried decision today is consistent with what was doneyesterday?

It is not at all uncommon to find boards of education in small com-munities usurping the executive function of their superintendent ofschools. Ofttimes this is done without intent. But the fact remainsthat no one took the time to think through what is needed to efficientlyoperate a school system, If a board of education is to perform the func-tion of a legislative bode am/ a hod of of review, it must have a set ofbasic policies. With written policy there is a check point at hand. Thiscan prevent misunderstanding and mistrust between the board and thesuperintendent. The area of personnel employment can be used as aspecific illustration. Many boards still enjoy the authority and prestigethat goes with employing teacherseven without prior recommenda-tion of the superintendent. Such practice, though it exists in many smalldistricts, is generally regarded as most undesirable. The administratoris responsible for the activities of the school personnel but, when not

cpols IN tiNf 10)01 ADMINISERATIoN 89

given opportunity to recommend, has little voice in their selection. Mostundesirable practices can he changed best through the patient educationof board members.

Best To Go On RecordMany times school boards in small commt nities hesitate to adopt a

set of policies because of the fear of becoming inflexible. This feelingstems from an inaccurate concept of the nature of policies. It is theprofessional responsibility of the superintendent to aid his board inthe development of an understanding of the formulation and operationof policies, Many state school board associations have been carrying onintensive inservice education programs for hoards of education onpolicy development. Boards of education in small school systemsshould be urged to join their state school boards association.

A policy is a broad general aim, purpose, or objective which theboard intends to follow, The procedures established should be based onpolicy. A good policy is broad enough to encompass all the issues out ofwhich it arises. The statement of policy is usually a clear -cut, un-equivocal, broad statement which can he used as a criterion in selectingpossible alternative actions. If properly developed, a set of policiescan be made flexible and need not be restrictive. Policies can andshould he reviewed and modified as conditions change. The function ofa policy is to insure consistency rather than unnecessarily restrict theboard. Most authorities recommend that policies be stated in broadterms rather than elaborately detailed language.

The purpose of the policy is to outline the general plan by whichthe board of education discharges its responsibilities. This planshould clearly define the major functions of school administration interms of the characteristics and needs of the particular school system.

The Oklahoma Cooperative Project in Educational Administration inconjunction with the Oklahoma State School Boards Association de-veloped a check list of areas which might he included in a written setof policies. This is given below:

Check list of AreasWhich Might be Included in a Set of Written Policies

PREAMBLEA. Statement of the purposes of public schools of the districtB. Statement of the aims and objettives of schools1. Statement of the obligation of the hoard of education for the attainment

of these goals

90 ADMINISTRATION IN 1111f SNIAI COMMUNITY SCHOOL

I. BOARD OF EDUCATIONA. Legal status of the board of educationB. Functions of the board of education

1. Providing an educational prop am2. Providing for executive organization3. Appraising the operation of the school system and the educational

planC. Organization of the board of education

1. Legal sessions of the board2. Election of officers3. Frequency of regular and special meetings4. Method of conducting business5, Rules of order to he used6. Method of amending policies

D. Channels of communication to and from the hoard of educationIi. Ethical conduct of the board of education and members of the hoard

II. SUPERINTENDENT OF SCHOOLSA, Selection and retention

1. Criteria for selection2. Method of selection and appointment3. Term of office4. Salary and travel allowance5. Leave benefits6. Professional and public service beyond the local system7. Resignation8. Retirement

B. Duties of the superintendent1. Relationship between board and the superintendent2. Duties and responsibilities delegated to the superintendent by the

hoard3. Responsibility of superintendent as the educational leader in the

communityC. Instructional program and other school services

1, Scope and content of curriculum2. Determining teaching methods and materials used and content of

courses offered3, Provision for curriculum revision4. Pupil-teacher ratio5. Length of school term6. Evaluation of the instructional program7. Other school services

OPERATIONAL FINANCEA. Annual budget

1, Purpose of budget2. Preparation of budget

TRoTIBLII SPOTS IN sMAIT. sctiool. ApsIINIsIRATIoN 91

3. Presentation and approval of budget1. Administration of budget5, Appraisal of budget

B. Recording and auditing school accounts1. Purpose and type of accounting And auditing2. Funds to be audited3. Financial statements and reports

C. Salaries of school employeesI. Professional salaries2. Nonprofessional salaries3. Wages and contracts

I) School Supply managementI. Standards of specifications for supplies2. Selection of supplies3. Purchasing and receiving of supplies

1. Storage, distribution, and use of supplies5. Insurance6. Supplies accounting

E. Management of school property1. Planning, acquiring, md maintaining the physical plant and equip.

meet (Including transportation and other service equipment)2. Utilisation of physical plant and equipment3. Valuation of school property

Insurance of school property (Including transporhtion and otherspecial service equipment)

5. Property accounting6. Use of general fund7. Special levies and sinking fundS. Borrowing an(i interest9. Receipt and use of gifts

PERSONNELA. Professional staff

1. Employment practices of the board of education2. Relationship of board to staff3. Qualifications of staff4. Selection and rentention of the staff5. Assignment and responsibility of staff6. Leave benefits for staff7. Substitutes8. Ethical standards9. lnservice training10. Resignation and disnm;s,II of st it!II. Retirement

B. Nonprofessional staff1. Employment practices the hoard2. Relationship of board to staff

92 iUIINiStRATIO IN '111/.. SNIA1.1. CONIMI:NItsf 5(11001.

3. Qualifications of stab members1. Selection and retention of staff5. Assignment and responsibility of staff6. Leave benefits for staff

SubstitutesS. Ethical standards9. Inservice training of staff

Resigna'.ion and dismissal of staff1. Retirement of staff

V. PUPIL. PERSONNEL.A, Child accounting activities

1. Basic purposes and plans of child accounting2. School census

B. Administrative problems of pupil1. Providing for all pupils2. Adjustment services

C. Organization for pupil personnel1. Provisions for special service staff2. Responsibility of other staff members

VI. PUBLIC RELATIONSA. Role to be played by personnel

1, Board of education2. Professional personnel3. Nonprofessional staff

If boards of education developed policies in the areas similar tothose suggested above, time and effort would he conserved in theadministration of the small school system. Conflicts arising out offunctions to be per formed by school superintendimits and school boardscould be minimized. The school administrator should take the initiativein urging boards of education to go on record as to what the boardbelieves about the school. The relationship between the board F.ndthe superintendent of schools should be clearly stated. Many of theproblems which occur during the school year can be anticipated duringthe time that the board is considering specific policies which might beadopted.

One of the common pAicy areas regards authority to purchase ma-terials for the school. The school budget is a statement of fiscal policyfor the year. Without a budget there may he some justification forhoard approval prior to purchase of any item. If there exits a care-

"Oklahoma Cooperatise PrA,gram in Fducational Administration. Irrtnen P6Itrief,Ruler, Education. Stillwater: Office of Consultant Striices,Oklahoma A & M. College, 1955. 13 p.

TROCRIT SPOTS IN SMALL SCHOOL ADMINISTRATION 93

fully prepared budget which has been formally adopted by the board,there is little need for checking with the board for the purchase of itemsapproNed in the budget and for which funds have been allocated.

Another policy of a board might read, All business concerning theschools will he conducted only at board meeting and no individualboard member shall make any commitment on behalf of the board toany member of the community, concerning school matters outside of aboard meeting." If such a policy were in effect, it would he possiblefor a board member to urge any district resident to appear at the hoardmeeting to register his suggestion or complaint. It takes the individualboard member "off the hot seat." Such policies make it easier forboards to deal with the variety of public pressures which are almostalways present.

The many social gatherings and frequent chance meetings where in-dividual board members are in contact with each other in small com-munities make it tempting to complete vital decisions outside ofregular board meetings. Such informal and accidental sessions do nothave legal status. More often than not the superintendent is notpresent at the chance gatherings of board members and could easily besurprised to learn that school business has been transacted without hisknowledge. Such activity on the part of the boards in small communitiespresents many embarassing moments in school administration andhinders the establishment of the kind of rapport between boards aridsuperintendents that is so essential.

Some states still require boards of education to visit the schools atleast once a year to investigate methods of teaching and render super-vision. This is no longer the job of the lsoard of education. It is thefunction of the school administrator. One of the main tasks of the boardof education is to employ a competent school executive. The boardjoins with him in developing policies based on community needs andinterests. By studying and evaluating the reports of the superintendenton the implementation of the policies, the board gains insight into theprogress of the school.

Smallness can he an asset in improving superintendent-school boardrelations. The many opportunities to meet in social groups make iteasier for each to know the other better. But written policies arc asnecessary in a small school as in a larger one. They can minimizemisunderstanding in school affairs.

94 ADMINISTRATION IN lift SMALL COMNII.!NITY SC11001.

Relations Between the Superintendent and PrincipalThere is a tendency in some small school systems to establish the

position of principal in addition to superintendent. Problems of rela-tionships and functions immediately arise. It is not hard to get smallschool administrators to talk about the difficulties in getting hoards ofeducation to delegate to the superintendent authority commensuratewith responsibility. By their Own actions, however, sonic small schoolsuperintendents violate the same principles for which they criticizehoards of education. Often the position of principal in the small schoolsysion is ill - defined. The principal may Lick the authority and prestigenecessary to he recognized as an effective administrator. Ilk status ismore like that of an office clerk or disciplinarian, Ile is principal inname only when the superintendent performs the functions whichshould be performed by the principal, The superintendent of a smallschool can inhibit the professional growth and development of thebuilding principal by interfering with fundamental principal-teacherrelations.

If the school enrollment is too small to justify a second administrativeposition, time should be none rather than one that exists in name only.In some states the general practice is to place all administrative respon-sibility in a single position. In such instances, there is no such positionas building principal. This single person holds the responsibilities ofthe superintendent for the entire district and the responsibilities of theprincipal of the building. It is felt that the size of system justifies theunified position.

The duties of all administrative officers in the school system shouldbe clearly defined. This should he done in terms of hoard policies sothat everyone in the school system clearly understands who is respon-sible for what. If there is need for a building principal in addition tothe sverintendent, then delegation of authority from the superinten-dent is a must. Delegation of responsibility without commensurateauthority is, of o wise, meaningless.

There Are Other ProblemsOther trouble spots could he mentioned. The adequate provision of

library and instructional materials school lunch programs, and manyothers are definite realities. Recent yearbooks of the Department ofRural Education attacked the problems in such areas as pupil trans-portation, teaching in the small community, and supervision in rural

TR011111.Ei SPOTS IN SNIA1.1, SCI1001. ADNIINISIKAT!1)N 95

areas. The many and diverse activities in a small school system arebound to create trouble spots.

The attitude assumed by the administrator is most important. liecan't afford to he licked by problems before he starts hoking for solu-tions. E lis job is one of continuously dealing with problems, all ofwhich are important, but not equally so. The intelligent administratorattacks those of major concern. lie is able to exercise the patience andvision necessary in their solution. 1 he keeps sight of goals and refuses tobe sidetracked by those which are small and insignificant.

in Retrospcd:

'The major trouble spots in small school administration are concernedwith inadequate district organization, providing a comprehensive pro.gram of education, procuring and retaining high quality teaching per.sontich and administrative relationships,

Th,(harl,tcristi, of satisfactorily organized local school districts shouldbe Common knowledge to all small school administrators,

. Somali school administrators NS ho provide leadership to promote improvedschool district organization are recognized as men of considerable pro-fessional stature. Those mho impede reorganization to perpetuate un.necessary administrative posts ace guilty of conduct unbecoming a pro -fessional person.

Satisfactory district organization is a most necessary adjunct of the im-provement of educational opportunities in small schools.There is ea idence to show that reorganized districts tend to enrichelementary and secondary education programs.

The development of methods and techniques which adapt themselvesto small groups and the full development of the potential services ofthe intermediate unit can help insure a comprehensive educational pro.gram in small schools.

The teacher in a small school system must be versatile.

Figures on 195(c births and enrollments foretell great difficulty forsmall St. hoc); administrators in their quest for competent teaching person-nel.

The entire resources of the community must be marshalled to meet thechallenge of the teacher shi,rtage in small communities

The relationships bet ma..en the various members of the administrativeteam should be spelled nut in policy statement. This oilhelp to minimize misunderstandings of m ft) does what in the operationof the school,The attitude of the administrator is most important in attacking theproblems confronting small schools.

CHAPTER 6

Where Can I Go for Help?

ANDY FLOYD was the new superintendent ofthe Wells Community School District, lie had been on the job for oneweek. Atoning his family to Wells from the Middlewest was nowbehind him. Already the second week of August and he needed togive all his attention to gettilT, ready for the opening of the new schoolyear. After the board meeting last night he began to wonder whetherleaving the superintendency and state he knew so well was wise afterall

The problems that lay before him in this new position were formid-able indeed. Of the total faculty of ten teachers, two vacancies existedand little effort had been made to full them. The school building hadnot been given the kind of summer renovation to which he had beenaccustomel. Desks in the classroom looked as they did when school waslet out last spring. To complicate the difficulty, the board made itplain that nothing was budgeted for improving the appearance of thebuilding. Ordering textb4)oks, school supplies, and a host of otherdetails were neglected during the few months when the district waswithout a superintendent.

A car pulled to a stop in front of his home. The driver, a middleaged man, waved a hand and smiled broadly as he stepped from the car.

-I am just on my way back to Rand. How are things coming along?"imiuired the county superintendent.

"I hardly know what to say or where to start, Dr. Brown. I can'thelp but feel frustrated. I still need two teachers and frankly don'tknow where to start looking. How can we attract teachers? There isno housing out here. Teachers must live in Rand and drive the 15

Leo 13. Flirt, District Superintendent of Shooly., Ponilliam Union Elementary School,Pond, Cali'ornia. prepared the original draft of Chapter 6.

96

W111.40 t .? a rot+ }Eli I'? 97

miles each day. Teachers arc scarce, and those available prefer the cityand larger schools."'

-We'll help you find teachers. 'Elie placement se:Jetary on the countystaff is alw t s happy to help in such cases. Come in tomorrow and meetmy staff, It will give you an idea Of the various kinds of services we areable to provide for the local school districts in the county."

Is Seeking Aid a Sign of Weakness?A framework for providing an answer to this question can he found

in the well chosen words which open the Foreword of a previous year-book of the Department of Rural Education:

"V'herever rural people have been confronted with tasks whichcould not be accomplished by individuals acting independently, theyhave devised ways of uniting their efforts. The spirit of sharing andneighborliness contributed to the establishment of our early schools.Mole recently it has helped to bring about improved educational oppor-tunities for rural communities through the reorganization of schooldistricts."'A farmer with a big crop to harvest has a job too big for one man. Ithas long been traditional for rural neighbors to help each other Thereis no thought of weakness, for the very magnitude of the task dictatesthe need for aid.

Small school administrators need not be reminded of the complexityof modern education. If the point of reference is the child and hiseducational program, there can he no question of the advisability ofseeking aid, wherever available, to enrich educational experiences. Theindividual personality of the administrator can complicate the situation.The more insecure his personality, the more likely he is to balk atinviting outside help to tackle the persistent instructional or strictlyadministrative problems. There often is a show of being rugged in-dividualists to hide insecurity. There seems to be an underlying fearthat consultants may pounce on blind spots and exploit them to thedetriment of the administrator. Reputable consultants seek to makepositive contributions and don't relish negative attacks on individuals.

To seek aid in developing improved educational programs is a signof confidence in one's abilities as well as an indication of an awareness

`Dawson. Howard A, -Foreword.- T1-e C,-,Innitinity School and the iNtermdiate Unit,Yearbook 1951. Department of Rural E.dt2cation, Washington, D. C.: the Department,National Education Association, 1954. p. 3.

98 ADMINISI RATION IN THE ssiAt.i. cost St ITV SCI1001.

to the realization of the purpose's of education in small schools. Know-ing where to go for what is the first step. In your own back yard maybe "acres of diamonds.- Organizing local resources into administra-tive councils, teacher advisory councils, or advisory committeesfrequently permits free Row of worthwhile ideas from such groups.A local PTA can be a most valuable asset to the administrator.

Outside of every school district is a veritable storehouse of help.Some agencies a re geared specifically to aid small school districts thatare not educationally self-sufficient, This is becoming increasingly trueof the intermediate unit of administration which is developing more andmore as a service unit for local districts. The modern state departmentof education is expanding its personnel to help local districts improveeducational programs. Colleges and universities have .a long tradition ofproviding consultant services to local districts. State and national pro-fessional organizations have more specialized services available to pro-fessional personnel of school districts.

'['he job of administration in the small community school has all ofthe aspects and all the characteristics of administration in larger schoolsystems. Within the school system the administrator can easily be-come frustrated by the absence of assistance, the seeming lack of re-sources, the scarcity of tools to work with, and even the feeling thatthere is no one who really understands his job or his problems withwhom he can talk. When any administrator finds himself ''hemmed inin this fashion, even perhaps in small degree, one of his first concernsshould be that of taking soundings as to where certain kinds of helpare available to him often only for the asking. The purpose of thischapter is to briefly discuss a few of the sources of help which areavailable for nearly every administrator.

A Visit to the County OfficeLet's p;i:k up the story of Andy Floyd. As the new superintendent at

Wells, he had discovered that he had what he considered real prob-lems. And he was now in a state strange to him. lle had to make newcontacts and discover all over again how a school superintendent in thisstate gets things accomplished. The (-mny superintendent had notseemed the least bit disturbed when he was told about the teachervacancies, lie merely had invited him up to the county office ith anoffer to help. He was pleasant enough, not the least bit of dons, andcertainly there was no harm in exploring this possibility.

WIIME CAN I GO FOR mu)? 99

So the next morning found Andy at the county court house. He wasgreeted cordially by a receptionist who directed him to the superin-tendent's office. Superintendent Brown rose to welcome him.

"How're you Mr. Floyd ? Good to see you once again. Let's go outand meet the staff. Its never too soon to get to know your way aroundhere."

They entered a glassed-in cubicle in the outer office."This is Mr. Johns, the head of our business office," said County

Superintendent Brown. "Anything new in your department today, R. J.?Anything exciting?"

The young man smiled. lust a routine day, Boss. We're busy rightnow getting the teachers' registers, cafeteria books, transportationbooks, report cards, district warrants, transfer of attendance sheets,contract forms and the like out to the districts. The girls are posting thelast of the July warrants and mailing them to the districts today.The Board from West End is coming in sometime today. They want usto help them prepare a request for a change of boundaries."

"Change of boundaries? What are they after, a part of Bell Dis-trict's oil ?"

''Yes sir. That's exactly what they want. They have six hundredyoungsters out there and a very low assessed valuation. Bell Districthas nearly a million dollars per child in assessed valuation. That doesn'tseem right to West End, and I must say they do seem to have a goodcase.-

"I wish it were that simple. We can help them plan their request andconduct the election. The rest is up to the voters. Guess it will take alittle salesmanship to put it over. Any time you ask one district to giveyou some of their wealth, you are hound to he in for an argument.How about that Whitefield Ilnion, R. J.? Have you been out to seethe boards of the three districts yet ?"

''Yes sir. I have, and we have had some interesting community meet-ings in each of these little districts. The opposition has pretty well dieddown. Some of the folks think that the old school is good enough.They know its small, and they know it's bard to get good teachers andharder yet to get enough money to run a good school. There's a lot ofsentiment involved and reason isn't always effective."

But you think they are ready for the election?""Yes, they are ready. You see, they have come to an agreement as to

the location of the new school, the size, the transportation involved,

100 AININISTRAT:ON IN THE SMALL COMMUNITY SCHOOL

and the method of selecting representation on the new consolidatedboard. The advantages to the children seem to far outweigh the argu-ments against it. It has a very good chance of passing."

Mr. Floyd listened intently as these two men continued discussingproblems that he felt might someday be his own concern.

"I hope it does pass because the new school would oiler so muchmore. No sense to organizing larger units just for the sake of size.If the new school won't give a better and richer educational programthan the children had in the small school, then I'd say stay with thesmall local school."

-Well, Boss, that's about the way the folks out there feel, too. Ifthe election carries, the folks will see to it that the new board willprovide the services they want.''

''That's fine, R. J. Will you have time to help Mr. Floyd with hisproblem after while? He is going to need some aid from the CountyService Fund to help out over there in his district. lie has a definiteand immediate emergency, I'd say.''

Certainly, I think we could arrange a time, perhaps early next week,when I could visit Wells District to go over some of the specific needs.

The county superintendent took Mr. Floyd through the businessoffice, where girls were busy at bookkeeping machines, adding ma-chines, comptometcrs, typewriters, mimeographs, and duplicators.

Things were happening in this school office.

WitFRE CAN I GO FOR HELP? 101

"This looks like big business,- Mr. Floyd commented, as his eyestook in the activities about him.

"Yes sir, this is big business. Yo, know we process the warrants formore than thirty-onc districts. We keep Iko on all expenditures andreceipts for each district and our administrative consultants are avail-able to help them make their annual budget. They, go out to the schools,attend the board meetings and advise them on problems concerned withfinance, buildings programs, supply lists, transportation, boundarychanges, consolidations, insurance, school board policy and almost any-thing you can think of along the lines of administration, We have hadthe best kind of cooperation from our administrators and our boards.The county-wide dinner meetings help put across the program. Wehave members from every board at these meetings and discuss suchtopics as salary schedules, tax rates, curriculum offerings, buildings,transportation, personnel. Aside from that, the fellowship is worththe effort."

''While you're here, would you sign these, please?" A young ladywas addressing Superintendent Brown.

-Just a few requisitions for text 1)ooks that came in from two of thedistricts today. You'll want to get acquainted with our cooperativepurchasing program. This is strictly a voluntary set-up, just as mostof our services are but for some things that need to he purchased everydistrict in the county is involved. We merely act as the purchasingagent. For text books, library books, school furniture, paper products ofall kinds, and just about anything eke you can imagine, we pool ourorders and buy in one big lot. Some of the things we are able to buyby the car-load. You'd he surprised how much money the districts cansave through quantity, purchasing. It gives them a chance to put alittle more into teacher salaries and inservice programs. We have somevery interesting figures on what we were able to save on the twelveschool buses we bought last spring. I think some of the district boardsappreciate this service inure than any other thing we do.

-but let's go in here and meet the rest of the gang," and the super-intendent led hits down a narrow hall connecting the two clusters ofoffices.

"Wait! What's this?- Mr. Floyd's exclamation came as he saw ayoung lady in a small alcove at a machine that from all appearances wasnew to him,

1112 AuNuNisiliAlloN iN Tiff COMMI'NULY

"Oh, that's part of our testing department. Miss Gray, this is Mr.Floyd, new superintendent of Wells District." The two acknowledgedthe introduction. -Tell him about your testing program, Miss Gray."

nice of you to \ISLE us, 'Mr. Floyd. Dr. Poor is in charge of ourtesting and guidance department. We furnish standardized tests to allof our schools, \\then asked, we help plan the school's testing pro-gram. Dr. Poor goes to the schools on call and gives individual tests tospecial cases. He and 1)r. Moore work together in the field of coun-selling, 1)r. Moore has organized the field clinic for the study ofmaladjusted children in both the elvincutary and the high schools. Heutilizes the services of the doctors, nurses, parents, school personnel,probation officers, attendance supervisors and anyone he finds that hasa contribution to make in these case studies.

-My i)11 is n) operate this machine which tallies the score, indicatesthe achievement ratings the I. Q., F. Q., grade placement, etc Thisservice saves teachers a lot of (line which they used to spend scoringtests and computing placements. Its much faster than hand scoring.The test provides guidance. placement, and other data for principals andteachers, In most of the smaller schools like \X'ells, our consultants godirectly to the schools and help the teachers interpret and plan howbest to utilize test results.-

"That should he quite a help in planning our work out at Wells.\\Pell certainly take advantage of your services, Miss Gray. Maybecan meet 1)r. Poor before I leave,-

Superintendent Brown Was moving on now, stopping to talk with anathletic looking young Man Who had just emerged fro.

"You're wanted on the phone. Dr. Brown.--Thanks, Jinn, I'll take it here. I want you to meet Mr. Floyd, the

new superintendent at \Vells. Y(M-I two talk while I take this call,-The two had exchanged greemi,gs and Were Well into the topic of

audio-visual aids when Mr. Brown returned.-That was Lake calling in for some sight-saving material. They are a

small rural district out in the Northwest part of the county. Have afew migrant families coming in there now. One family has a daughterwho is almost blind. We have some sight-saving materials for loan tosmall schools for just such cases, Mrs. Nichols, our special e locationconsultant, helps in any way she ,.an. It's a shame we can't do more.Through our county-wide sight and hearing check-up we find many

WHERE CAN 1 CO MR Mit? 103

cases that need immediate attention, Our PTA groups buy dozens ofpairs of glasses every year. Most parents appreciate this service andtake their children to family doctors and specialists as soon as theyarc advised of their difficulties. it's surprising how maim children'shandicaps escape the attention of parents until discovered in theschools."

"Jinn, will you show Mr. Hoyt? through the audio-visual departmentand tell him a little abinit your program?"

They entered a bungalow that had been oinvetted into an ;t1td10-ViStidfcenter, The sign over the entrance read: "Instructional MaterialsLibrary." Inside, they wound their way through room after room,-acknowledging friendly greetings and glances.

-This place is a little cluttered right now," Jim apologized. -Wehave new materials coining in and orders are being tilled for the firstweek of school. There are hunch-ed..; of films, film strips, slides andflats, but we need a lot more. \Ve have film and slide projectors, andwe also have portable generators for the mountain schools which donot have electricity. La& teacher is provided with a catalogue of allmaterials. This catalogue is kept up ni date by loose leaf supplementallists provided each semester. Distribution and supervision in this fieldare our two big problems now, but we will whip them in time.

"Free repair service of audio-visual equipment is available to all dis-tricts. Projectors, phomvaphs, microphones, calinhones, and loudspeaker systems are all repaired merely for the cost of new parts. Thisservice, we feel, is essential to the full and satisfactory use of the ma-terials we circulate. Fah district pays for this service on a graduatedscale according to the size of the school.

"Mrs. rim and her helpers over there,- he pointed to an attractivegray-haired lady and three young people, -check and repair all filmsas they come back lion' the schools and package and ship orders as theycome to us. its a busy department and one that is growing rapidly. Thecounty superintendent's office pays the rent on the building, buys alloffice and transportation equipment and pays all salaries of the em-ployees of the department. The contributions from the districts pay forall equipment and materials. liv sharing the costs this way the districtsare getting, pretty good service at a minimum cost.-

Jim looked his watch, "I think," he said, ''we'd better get back tothe office or the boss will think we have forgotten him."

10.1 ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL

Dr. Brown was on the phone as they entered the office. lie lookedup, smiled, ind motioned them to chairs. lie finished his call andjoined them,

"Well, he let you off easy, Mr. floyd. Jim is no easy man to get awayfrom when he gets started on that pet project of his."

"He certainly has something to be proud of, I'd say. I have neverseen a visual-aids program like the one you have here."

"Well, we all take some pride in what we have been able to accom-plish in the few years since we started this program."

"Now, I would like to have you meet some of our supervisory staff."They entered one of the offices. Fred Lane, a short, square-shouldered

man rose to greet them. Dr. Brown greeted him and introduced thetwo men.

"I low about a brief run-down on your set-up, Fred?""I've been hearing about you, Mr. Floyd. The boss has brought us

word of your problems and has told us of the fine work you did back inthe Middlewest. We are sure glad to welcome you to the county, andyou can be sure we'll work with you in any way we can,

"Now, if you will just have a chair, I'll brief you on the consultantservices. As you may have noticed, there are several on our stall Wehave general consultants who each serve a specific group of schools.There will be one assigned to your area. She will visit your school onschedule, once every two weeks. She'll plan her visits with you andwill work under your direction in your school. She can assist individualteachers, meet faculty groups, and arrange for any of the special con-sultants to ;oine to your school. If you find that you or your teacherswould like to organize a workshop or series of workshops, she will helpyou plan them and set them up if you like, If you want a psychologist,attendance coordinator, special services coordinator, health and physicaleducation coordinator, a consultant in art, music, science, mathematics,reading, kindergarten, agriculture or any of the other specialists we haveon our stall, she will arrange for their services. She will actuallybe in a position to serve as your direct link with the county office.

-Now, we also have a professional library stocked with fine materialfor the administrators and teachers. You are free to use it AS you

wish. We have a placement service, too, that you will find most helpful.If von list your vacancies when they occur, we will inform you of avail-able candidates. Credentials of prospective teachers are on file herefur your convenience. Interviews can be arranged here or at your

WHERE CAN 1 GO FOR WIT ? 105

school. We know our schools well and can help a great deal in guidingapplicants to communities where we feel certain they will be able todo their best work."

"'Phis has been most interesting, Fred. We'd like to stay and chatlonger, but I want Mr. Floyd to meet some of the other folks. We'llsee you later.

Over here are the speech correction people." Dr. Brown was againleading him across the lounge.

"Good morning, Miss Finney!""Good morning, Dr. Brown, Won't you have a chair ?""No thanks, just dropped in to introduce Mr. Floyd here from the

Wells School. They have contracted for the speech service out there andthought he'd like to meet whoever has that area."

"Well sir, that's fine. It just so happens that I'll have those schoolsthis year, and I'll be happy to talk with him about the work. You see,there are several of us in this department. We work under contractswith local districts. The county office employs us and the areas servedarc planned here to minimize the travel time from school to school. Weusually spend a half day each week in each of the schools. Some schoolshire us for two or three half days a week, depending on the need. Atthe school we work under the direction of the principal. Dr. Wedvilleof the State Department of Education is helping plan our program. Healso holds classes for teachers from all over the county. You and yourteachers will certainty he welcome. The program is now a must inalmost every district. Interestingly enough, our small schools werethe pioneers in this idea of shared services, and speech correction wasone of the first. The need is surprising indeed. I'll be looking forwardto working with you."

-We'll be happy to have you with us, Miss Finney, and thanks fortaking time to tell me about the work. These shared services are new to-me, but the idea sounds tine.-

"I think, Mr. Floyd, well just say 'hello' to the rest of these peopleand nut stop to that as von have a lot to do today.-

And so they went frofil Office to ()nice, meeting consultants, co-ordinators, psychologists, special services people, secretaries, book-keepers, and clerks.

"I think I'd like to visit the library if you don't mind," said Mr. Floyd.-Sure thing. it's just across the street."

S06 mstiNitKATIA)ti IN Tiff. SMALL COMMUNITY SCHOOL

Together they entered the librarian's office. -Miss Wilbur, I'd likeyou to meet Mr. Floyd, superintendent of the Wells School. Have you afew minutes to talk to him

''That I have, sit right down, sir. We wish we could have a visitfrom every principal in the county...

If you don't mind, I'll leave you here and hike back to the office. I'mexpecting a visit from Dr. Bowser of the Public Health Department.We have to iron out problems related to giving inoculations in theschools. The weekly visit of the Public Health Nurses to our smallschools is a tine service. They help us give treatment to crippled childrenand help in placing handicapped children in special classes and,some cases, into state schools. So you see, I can't miss this appointment.Come back to the office when you're through here, Mr. Floyd.''

Miss Wilbur explained the county library's part in the school pro-gram. She told him how each school pays a fee to the library for theservices of the school department. "The county library provides sup-plementary and professional books approved by the County Board ofEducation for use in the schools. A mobile unit visits all of the schoolsabout four times a year with samples of books available. The teachersin the small isolated schools really appreciate this service. We takeorders and deliver the books to the school., and pick them up when theteacher is through with them.''

-I like this arrangement. I have read of similar plans in other states.In some states the county superintendent furnishes this service and inothers a central service organization has been set up within the frame-work of the schools to provide these and other serviceslike yourshared services. You have been most kind, Miss Wilbur, and I surelythank you.''

-Come back and see us again anytime.-Mr. Floyd felt that he had never before been so much a part of a

team. Everyone seemed to be interested in his problems arid anxious tohelp. It was ;1 good feeling. Isis previous experience had not preparedhim for what he had found, and his enthusiasm showed as he re-enteredthe county superintendent's office.

can I bother you once more? I wonder if someone herecan help me find out about these new teachers I need,-

"Sure. we can. Sit right down butt Mrs. Gilmore. She's incharge of the credentials and placement office. She helps teachers findiobs and helps administrators find teachers. Fitting the person to the

WIIERU CAN I GO FOR KELP? 107

job is an important aspect of her services. She knows the schools andthe kind of people who will be most likely to succeed in each of them.We like to help both parties, teacher autd district. Most of the districtshave found that this service saves a lot of time and effort,

"Mrs. Gilmore, this is Mr. Floyd. Have you had time to arrangesome interviews for him?"

"Yes, I have, Dr, Brown, and there are two teachers waiting to seehim in my office right now.

Turning to Mr. Floyd, she contnmed, -I'd like to make a suggestionabout these candidates before you interview them, Miss Breen is newto the county. She has had three years of experience in small ruralschools in Wyoming. She has good recommendations and, as you willsee, she has a nice personality. Her papers look good, She likes ruralschools and would probably he happy at Wells. Mrs. Blake has aboutfifteen ;ears experience in both rural and urban schools. She was en-happy in her last school. The principal says she is a good classroomteacher, but that she prefers to work alone.

"There is also a young man living in your community who has paperson tile here. He works for his father on their ranch. He has nevertaught. His father is very active in local politics and in the past has beeninclined to stir up trouble. I don't know this young man personally, butyou might wish to inquire around about him. If you like, I will giveyou his papers.

"That's about the list, Mr. Floyd. After you talk to them, let meknow if yi.w want me to line up any others for you. Good picking!"

-Thank you, Mrs. Gilmore. It was good of you to do all of thisfor me. That's a real service to a fellow in my position, and I doappreciate it-

-That's just part of my job here, and yi.m.re certainly welcome to callon us. The credentials are all in order for these people, and they havebeen advised as to the requirements and procedures for renewals."

Mr. Floyd dropped back by the office to thank the superintendent forhis courtesies and found him and the business consultant in conference.

"We were just talking about you, and R. J. is planning to drive overto your school the first of the week to go over your budget with youand check your building maintenance needs. After the preliminaries,we'll do what we can to help you."

"That's fine, sir. We will look forward to his visit. Tiianks a lot."

ADNIINIsTRA1 ION IN 1111, CONIMUNII'V SCHOOL

The Intermediate Unif--A Source of HelpThe intermediate unit is one of the most promising sources of help

for every snl,dl school system. Admittedly, the services Andy Floydfound in his visit to the county intermediate office is not what most smallschool administrators would find by a comparable visit. But neitheris Andy's visit entirely romance. Programs of shared services such asdescribed do exist. And more are being developed. The point thatshould be recognized is that the poteoltial for shared (cakes (Aim' illet er.) slate. And there is no state that is without need for cooperativeeffort.

The intermediate administrative unit, the office of the county super-intendent of -..hoots in most states, is an old office. In some states itwas establishi 1 by the state's original constitution. It began as anarm of the state to provide general, administrative supervision for theschool districts in the county or comparable area served. It began at atime when most school districts did not have, or even see any need for,a professional administrator of their own. (And indeed these inter-mediate superintendents were seldom professional administrators asconceived today.) The establishment of intermediate units preceded thegeneral availability of secondary education programs, and even todayin some states these offices concern themselves only with "rural ele-mentary education," They preceded the great social and economicchanges that have taken place in this country. They preceded schooldistrict reorganization, the transportation of pupils, and virtually everyaspe-t of what is now included in a modern educational program. Inmany instances they gave leadership that helped educational innovationsto he adopted; in ,nary others they resisted what has or will prove to heinevitable.

The formal structure of intermediate units, the constitutional andlegislative prescrintions, have made it most difficult to change and adaptas conditions have changed. In many states the office is still a politicalone, the superintendent need not have any professional administrativepreparation or competence, and the absence of financial support forsalaries or assistance is such as to virtually guarantee ineffectiveness.The intermediate unit as it now exists in many places is obsolete. ButNut nrincct.si,w,, What is needed is a new model to replace that nowso out-of-date,

A further complication to intermediate unit effectiveness (or lack ofit) is that until the past decade it was given very little attention. The

WHERE CAN 1 CO [OR UM'? 109

great efforts which were put into the reorganization of local districtspaid virtually no attention to the existing intermediate unit, except asintermediate leadership could assist its accomplishment. As re-organization has been accomplished, the "functions- and "duties" ofthe intermediate office became even more obsolete. In a few instancesthe office has been abolished. In a few others it hangs on making littlereal contribution. But in others there has developed a new vision ofservice to districts and sufficient leadership to make such services areality. Andy Floyd was fortunate to find such a situation in his county.

Enough is now known about the reorganization of local districts andthe reorganization of intermediate unitshow they should he struc-tured, financed and staffedthat it is possible to conclude that every.rchool 41iStriet, Orlit'SS 01 115 Site or location, 601 hale amass 10 acomprehensite proKrani of educational opportunities, This possibilityis relatively new. It is as yet far from a reality, But it will come, Andits coining can be hasteneo substantially as all school administrators,both in large and small school systems, discover the potential of sharedservice programs and work with other groups interested in establishingsound intermediate units capable of meeting today's needs. Even asnow constituted, the intermediate unit can he a source of substantialhelp for most small school administrators. In most states it is certainlya first place to look for counsel and assistance,

The State Education Department

Education is a function of each state, and the state education depart-ment has more than a casual interest in the successful and effectiveoperation of all the schools. It is the responsible agency of the stategovernment. It is far more than a place to file annual reports.

At one time in the development of state education departments, anattempt was made to supervise instruction in local schools through somekind of -state supervisor," It was believed that an annual half-day visitin each small school could reveal the strengths and weaknesses of thestaff and the school. Fortunately most state departments have becomeaware that hurried "supervision" or -inspection- of each local schoolaccomplishes little other than the dissipation of state department staffstrength.

The modern state department of education depends more upon leader-ship and consultative service than upon inspection, Horace Mann triedto make the Massachusetts State Department of Education a service

110 ADMINN'l KATI( IN IN TM SMALL COMMUNITY SCH001,

agency more than 10 years aLo. State services change slowly, but inrecent years in many of our states some of the best, most easily available,and most used professional assistance for administrators has been foundin state education departments. 'fins teamwork of state consultantsand local ditrict and intermediate unit administrators has replaced thestereotyped inspector of the state agency.

Many state departments have organized departments through whichconsultative services are available for school building planning, cut-riculum development at both elementary and secondary levels, budgetingand finance, school district reorganization, transportation, and manyother areas of special concern to Qv/1.y administrator. There are moreprofessional personnel employed in state education departments atthe present time than at any time in their history. So, too, is their levelof competence to provide genuine assistance higher than ever before.These resources are on call to all They are available to every smallschool administrator. Ile should be aware of the resources that areavailable and how they can he obtained. Modern state education depart-ments have become primarily service agencies for schools.

And Then There Are Other SourcesThere are many people and groups in every state and in nearly every

community, large or small, interested in go, schools and good educa-tion. Bach has something to contribute if the way is made easy and ifit is generally known that contributions are welcomed. Where theschool has encouraged the constructive efforts of its PTA, mothersdub, parent study group, library association, and others which may beorganized in any given community. administrators have found sub-stantial assistance available. Most Small communities have access to

agencies the county agricultural or home demonstration agent,the public health service, the law enforcement agency of either thelocality or county, the local clergy, and many others. There arc fewsmall communities which do not have of their own, Or have access to, avariety of specialized professional or semi-professional personnel. Notall will know how they can best contribute. They can be helped, Buteven preceding this must he a realization on the part of the adminis-trator that these people have- resources and interests which are com-pletely in harmony with the objectives of the school.

Outside of most local areas are other resource's, and some of thesehave a special interest in the educational programs and administra-

'HERE CAN I CO FOR HFI.P?

tion of small schools. The role of colleges and universities, both publicand private, is illustrative. Their contribution to education does notstop wish the graduation of the professionally prepared teacher oradministrator. The professorial stalls of colleges and universitieshave a long tradition of giving consultative help and services to schoolsand administrators. The types of specialized help available throughbureaus of research and held services are numerous indeed. Every smallcommunity school administrator would probably do well to know whatis available and what needs to be done to use it to advantage.

Still another source of assistance that perhaps few realize is as nearat hand as a letter or card is the professional association. State andnational professional organizations exist to serve members of the pro-fession. Many state educl.rion associations have research staffs whocan supply teachers and administrators with pertinent information onmany topics. The National Education Association through its ResearchDivision or through its many specialized interests departments is a

ready source of information and help. Need some data, a bibliography,some suggestions on how to do something that puzzles you, a source ofhelp? Want to know if anyone has had some successful experience witha certain type of project ? Have a question on finance, district reorgani-zation, transportation, instruction, supervision, audio-visual equipment,salary schedules, leave policies, science equipment, public relations,or something else? Ever try a totter to the NEA? Professional associa-tions are entirely service organizations and are a source of help oftenoverlooked by small school administrators.

To Have Eyes and To See

As it was said long ago, it is possible to have eyes, yet sec not. Thispeculiar kind of phobia can impede the progress of the school in thesmall community and the administrator. If the -blindness" is traceableto lack of information about where one can go for help, it can quicklybe overcome. Resources and potential resources are everywhere. Andseeking help is a sign of strength.

1; Raro +-pea:

Small schools usually lack the pupil enrollments to he educationally slf-sufficient. They must have help to insure a modern program of t:ducation.The strong and the secure school administrators recognize their needfor help in the improvement of education and actively seek it.

112 ADMINMRATIoN IN TlIF SNIAI.I. COMMUNITY $CI1001.

The intermediate administrative unit is fast devoloping into an agencyspo.Atically deigned to serve local districts. The educational programsof small schools have the nod to gain; ,std administrators can helpspeed the development.

modern state education departincnt has replaced the inspo. tor withthe consultant who can help in 11.1.111y ways.

-Local resources for attacking educational problems should not be over-looked.

And don't forget the more spedalized services of colleges and univer-sities and those of our state and national professional organizations.

CI IA PTER 7

The Challenge inSmall Community Schools

Tits typical school administrator in the UnitedStates works in a small twelve-grade school district. He can be dis-tinguished from most superintendents in larger school districts by hisdirect involvement in all phases of administration. Central office staffmembersdirectors, coordinators, or consultantsare seldom found insmall school situations. The small school administrator must performthe functions assigned to assistants as well as those Executed by thesuperintendent of a large system. In many instances he is the buildingprincipal as well as school district superintendent. He is not once ortwice removed from where policies are put into effect. School problemsreach his desk with little delay. The news of trouble in the system hitshim almost the moment it occurs. Ills closeness to all that goes on withinthe school system puts him right on the firing line every day.

Standing close to it all can be a tremendous advantage. The organiza-tional framework needed for efficient administration can be simplerunder such conditions. Formal advisory committees, steering com-mittees, administrative councils, and the like are part., of machinerynecessary in large school situations. They can be replaced in smallschools by the informality of frequent contacts and ease of reachingany staff member by a short walk down the corridor. The many face-to-face contacts make communication a relatively simple ina, -r.

Informality is part and parcel of the way of life in small communities.Things get accomplished in small communities without elaborate cere-molty or complicated ma(hinerv. The school located in the small coin-

S. 3 Kne.R.1, ich, A.,-ot rat,. Ploft.or F,11ft,liwn, Stmt.' Cniu.rsay of Iowa, !owl City,ani 1,1Ltor of the 't car4Nok. preNrof the or"Tiri,11 draft of Chapter 7,

111 .SDNIINIStRATION IN TIM SMALL COMNIUNITY

munity can utilize this approach to good advantage. Hut this is not toimply that no formal structuring is necessary in the administration ofthe small community schools. There is no single pattern, however,which can he applied to all school systems. It is neither possible nordesitable to duplicate in small community school districts the adminis-trative organization of We large district. The structure developedshould he ba.ced Ike purpofes to be achieved. Due weight must begiven to the resources available and the social setting of the adminis-trative function. Informality can be carried to the extreme where lacka a systematic approach will result in disorganized effort and un-coordinated attacks on school problems.

"Administrivia"

Direct participation can degenerate to the point where the superin-tendent stands beside the janitor ready to hand him tools as the radiatoris being repaired. There is a danger of applying a too literal transla-tion to the old adage which states that "if you want a job done right,you'd better do it yourself." Trying to do every little thing could meanneglecting the big or important things.

A certain amount of detail work is required in every position. One ofthe occupational hazards in administration, however, is getting lost inthe welter of administrative detail. The word "administrivia" wascoined to describe the trivial details which can consume so much of theadministrator's time. Leadership responsibilities suffer from neglectwhen people get entangled in the web of administrivia. This does notmean that details are unimportant and should be neglected. They areimportant and demand attention, The point of it all is that administra-tors should not let "de-tail" wag "de dog."

Is there a way out of the dilemma? There is a need for organizationto reduce detail work to a must efficient routine. Delegation of authorityto teachers and non-certificated workers is necessary if the details en-countered in everyday administration are to he executed properly. Thecase of communication makes it possible for the small school adminis-trator to delegate the ,iuthority necessary to accomplish the detailswhile at the same time keeping an accurate "feel" of the school system.Part of the problem of becoming, a leader is realizing the need fordelegation of authority and doing so without losing the "pulse."Actually this is more a test of the skill of an administrator than adilemma.

11(1 clinia.iNut: IN SNIAI I. C:I.IMIst UNITY SCHOOLS 115

Keeping in Touch

'There is enough for the executive officer of the small communityschool district to do to keep him busy all day long and into the night.Knowing so twiny people so well invites involvement in most com-munity functions as well as in school activities. As a result, some smallschool administrators are hesitant about taking time of from school toattend state, regional, or national conferences for administrators. Tomake matters worse, its often difficult to convince some school boardsin small communities of the importance of allocating money to defraythe expenses of the school administrator while attending professionalmeetings.

Tending to the many chores at home is worthy of commendation.But to isolate oneself from the opportunities for professional growth isgoing too far. It was previously pointed out that it wasn't too hard fora small school administrator to get catiOt on a merry-go-round. Itis then that activity begins to seem to justify itself. Means get con-fused with ends.

Is there a way to get off the treadmill that could lead to oblivion?When you got caught going so fast but getting nowhere, backing awayto survey the situation was suggested, Reviewing the purposes of edu-

BacLing off to appraise what you actually do is often necessary.

116 ADSIINIsTRAlION IN TIIF SNIAI.I. COMMIINI-1)* SCHOOL

cation was also recommended, Attendance 1:t professional conferences,joining professional organizations, and keeping up with professionalwritings can he added to the list. They are of value because they pro-vide opportunities for an exchange of experiences. There is more of achance to become acquainted with better practices. In short, they helpa school administrator keep in touch with what's happening in hisprofessional world.

A Review of Some Basic Challenges

One man's frustrations are another's challenges. There is a lifttuneof challenges for the administrator of a small community school districtBut he needs professional preparation to make him competent in thetechnical phases of administration as well as an understanding of whatis involved in the leadership process and what is needed to meet theresponsibilities that lie ahead.

Many troubles in small school situations take their rise in inadequatedistrict organization. The need for satisfactorily organized local schooldistricts should be apparent to all small school administrators. Eachmust also be prepared to provide the leadership necessary to promotedesirable district changes. Some administrators have in the past hadlimited vision of educational needs and have impeded reorganization inan effort to perpetuate an unnecessary administrative post. Such actionsare hardly professional. On the other hand, our nation owes a debt ofgratitude to the many small school administrators who have virtuallyworked themselves out of an administrative position to promote bettereducation for rural youth and children. These people of professionalstature have placed educational improvement in the forefront.

There is a direct relationship between improved educational programsand school district reorganization. There is evidence to indicate thatmost of the recently reorganized school districts have to some degreeenriched their elementary school program and expanded course offer-ings in the secondary school curriculum. The potential for improvededucational opportunities within most of these reorganized districtsis probably far greater still than what has as yet been achieved. Thedevelopment of the intermediate unit as a service agency to local dis-tricts is one of the most promising developments for the small com-munity in quest of a comprehensive educational program. As the pos-sibilities of intermediate unit services are understood and service pro-grams are developed and improved, the handicaps of smallness can he

TUE (itALIJNGr. IN s5in1.1. cosistuNM' 5111001 S 117

overcome and a comprehensive educational program achieved in nearlyevery small community school district,

The teacher shortage will remai n for some time as one of the morepersistent problems. It is felt more keenly in small school districtsthan in larger ones. Small schools need versatile teachers who arc pre-pared and willing to teach in more than one subject area and don'tobject to extra curricular responsibilities. Such versatile teachers arehard enough to hod when the supply is plentiful. Attracting teachersto the small community is one side of the problem; retaining thosealready there is another. Communities which take an active interestin the recruitment and retention of teachers provide a ray of hope inthis period of a serious shortage of teachers.

Administrative relationships in small school districts are improvingbut remain a thorny problem nevertheless. In small communities thereis somewhat more of a tendency for school boards to usurp the functionsof superintendents, superintendents to assume the duties of the build-ing principals, and principals, in turn, to interfere with the coaching ofathletic teams. This chain reaction may stop at various points in differ-ent systems. Good school administration is as necessary in small schoolsas in larger ones, but efficient administration is difficult to achieve whenthose who lack professional competence concern themselves with ad-ministrative activity which requires the touch of a professional person.Teamwork in school administration can he furthered through the de-velopment of written policies. The contributions and functions of allmembers on the administrative team can be spelled out to minimizemisunderstanding, A word of caution to the small school administratoris in order. Attack the problems of ill-defined relationships betweenboards and superintendents and also superintendents and principals.Make the rathcr than Peri/MS the

There is Help AvailableThere are more trouble spots in small school administration than

those just mentioned. But there is also aid nearby to resolve problems.It was declared that democratic school administration was not justsomething fashionable but a way to tap the creativeness of staff mem-bers. More efficient operation is possible through democratic adminis-tration and the more effective utilization of resources--part',-.1darlyhuman rcE-,turces. People are a part of administration. Undtrstandingthe motives that drive people will yield dividends. But understand.

118 AUMINISTRATioN sNI ALL COMMUNITY SCHOOL

that when people are confronted with a problem they act as humanbeings and not as abstract minds.

Seeking the services of agencies from without the school district isan indication of personal strength, The more insecure a personality theless likely is to invite an examination of the school system. Mostsmall community school districts are not educationally self-sufficienteven though the district structure may he justified, There is a need forthe intermediate unit to supply vital educational services in small schooldistricts. The intermediate unit of administration can be one of theimportant agencies to enable children attending schools in small com-munities to gain the many advantages of living in such areas withoutsuffering a loss in the quality of educational opportunities available.The small school administrator should actively seek the importantservices of the intermediate unit rather than avoid being a part of it.Modern state education departments provide a variety of consultantswho can contribute to the strengthening (-f small school systems. Uni-versities and colleges in most states have 14 a long history of aidingthe improvement of educational programs in small communities. Stateand national professional organizations can likewise be consideredresources to be tapped in solving difficulties in local districts. The smallschool administrator need not walk alone wondering what to do abouteducational problems. The help of people outside the school districtis his for the asking.

Administrators Are People, TooThus far the emphasis has been on the school administrator as a

professional person confronted with a variety of problems found insmall communities. But he is also a human being. It is more than likelythat he is married and has a family.

Earning a livelihood and making professional contributions is justone aspect of his total self, It isn't right for a school administratorto completely neglect his family in order to fulfill the responsibilities ofhis profession, It would be hypocrisy of the worst type if the super-intendent were to address a civic group on how the schools benefitwhen parents remain close to children, hut, in order to make such anaddress and others like it, he had almost no time to spend with hisown family, The children of superintendents reach adulthood too fast.It is no compliment to a professional man if he has to wait untilhis children are grown and gone before he realizes that he never

THE CHALLENGE IN SMALL. CoNI MUNLIN HOOLS 119

enjoyed them as children and had even less opportunity to guide theirgrowth into worthwhile citizens.

No man is indestructible. The continued pressure of professionalresponsibilities facing school superintendents may not be noticed asreadily as continued physical punishment. But the effects are as devastat-ing. They may take longer to he recognized. Other people are not theonly ones who need a brief respite or a complete vacation from the job,An absorbing hobby can work the wonders of miracle drugs. It isnecessary for the school administrator to get away from it all on occasionso that he can attack persistent problems with a fresh outlook ratherthan a tired Approach. The ever increasing toll of heart attacks amongthe members of the profession makes this a serious matter and not oneto be taken lightly. Superintendents are not supermen who can longcontinue to physically abuse themselves by hurried meals, insufficientsleep, and relentless pressure. The martyr complex will get a schooladministrator nowhere.

The Responsibility for Providing Good Schools

The administrator plays an important role in the small communityschool district. But providing good schools is not his sole respon-sibility. Schools are agencies established and supported by people. Itis tempting for a person who is so closely related to all aspects ofeducation to talk of my system, my teachers, and m' school. This isacceptable if it implies a personal pride in all around him. It is carelesstalk if it connotes ownership or sole responsibility for education.

At times, the superintendent can find himself so personally tied illwith the school that every time the hoard of education refuses to accepta given recommendation, he considers it a personal rebuke. He be-comes unduly and emotionally upset when bond elections fail. Itswell to be concerned but not to the point where the ability to logicallyexamine the problem is replaced by emotional upheaval. This is aptto lead to ulcers or cardiac trouble.

The maturity of a man is measured best by his actions when thingsdon't go his way. There always are times when things will go wrong.Setbacks are inevitable. But they must be appraised in an objectivefashion. The quality of patience is born of understanding. It takestime for some communities to fully comprehend the importance ofcertain improvements in education. Resigning when things are not justright, is like running away. Little is accomplished. The real test of

Ito ADMINIsl ItA-1 ION IN Till fMAI.1. COMMUNITY soroot.

leadership ability of a superintendent is his reactions when things gowrong rather than when all is well and good.

Keep in mind that the responsibility for providing good schools restswith the entire community. Public school education is too big and tooimportant to be entrusted to one man ahme. lie must do his shareas an educational leader, but the entire community must do its shareas well,

Som© Last Words

There will always he a need for educational services in small com-munities. Small schools are necessary and a need for them will continue.They exist in large numbers. This is not a worship of smallness for itsown sake but a recognition of the realities of present day and futureAmerica.

There are still too many school districts which are too small. As theypresently operate, a large proportion of small schools fall far short ofproviding a desirable level of education. They may be doing the bestthey can with what they have, but this is not reason enough to deprivechildren the educational opportunities they need and must have. Thereorganization of local administrative units must continue. Any sub-stantial improvement of educational opportunities in rural areas isdependent upon it.

As with most complex situations, there are probably no simple oreasy solutions to he used in all situations. But there is, certainly, nocause for pessimism. The many assets in small communities are lostin the description of the liabilities of inefficient district organization.With adequ. `e district organization, schools in small communities canutilize their many assets and become really good schools. With theleadership of professionally prepared school administrators they becomeeven better schools. With maximum utilization of human and materialresources from within and without the local district they can achievea quality of education which can he the envy of every larger schoolsystem.

We close on a note of hope and challenge to the members of theadministrative team in small community schools. Wherever courageous,imaginative, and thoughtful leadership has been exerted, improved edu-cational programs have resulted.

Official RecordsDepartment of Rural Education, NEA

THE I)EPARTMENT OF RURAL EDUCATIONThe current year is a significant one for the Department of Rural

Education, Beginning in 1o57' the Annual Meeting will be held inOctober of each year instead of February AS has been the practice. Achange has also been adopted in regard to the manner in which officersfor the Department will be nominated. The establishment of a Com-mittee on Program and Policies for Rural Education in the UnitedStates and the development of active state committees represent addi-tional efforts designed 0) assist the Department in developing its pro-gram more closely in line with the desires of members and the ruraleducation needs of individual states.

The Department of Rural Education grew out of the Department ofRural and Agricultural Education authorized by the NEA Board ofDirectors in 100". In 1019 it was reorganized under its present name.Since 193 the Department of Rural Education has had the assistanceof the NEA Division of Rural Service, with the same headquartersstaff serviilr, both.

//)c ick.;p: All persons working or interested in rural education areeligible for membership, provided they are members ofthe National Education Association.

per calendar year.Bcnefils: Members are eligible to attend the annual convention

meetings of the DTartment, to vote, and to holdoffice. All members receive the Yearbook, the NEA

Ru//iiin (.1 issues per year), Rural EducationNtws, other publications as available.

The Department of Rural Education operates under a Constitutionand Bylaws which provide for the organization of Divisions to servespecial interest groups, Two divisions currently active are the Divisionof County and Rural Area Superintendents and the Division of PupilTransportation.

The spec al committees of the Department have continued to dealwith the problems of : the recruitment and preparation of rural teachers;rural life and education on the world scene; sociological impact ofschool district reorganization upon community organization and process.One of the spacial groups sponsored i)y the Division of County andRural Area Superintendents is the NaHnal Commission on the Inter-mediate Administrative Unit.

124 ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL

OFFICERS OF TILE DEPARTMENTOF RURAL EDUCATION

(Terms expire in October 1957)PresidentRAI.Pll C. NORRIs, Superintendent, Polk County Schools,

Des Moines, IowaVice President--MARK Nkittoi.s, Director, Vocational Education and

Agricultural Education, State Department of Public Instruction, SaltLake City, Utah

Executive Secretary---HorAR0 A. DAwsoN, Director of Rural Service,NFA, Washington, D.C.

Executive Committee

President, Vice President, Presidents of Divisions, plus:W. E. BistioP (1961), Superintendent of Schools, Englewood,

ColoradoMARY M. CONDON (1960), State Department of Public Instruction,

Harrisburg, PennsylvaniaJ. C. FITZGERALD (1959), Director, Audio-Visual Education, Oklahoma

A and M College, Stillwater, OklahomaW. E. PAFEORI) (1962), Director, Division of Field services, State

E.)epartment of Education, Atlanta, GeorgiaL. A. RotiERTs (1960), Superintendent of Schools, Dallas County,

Dallas, TexasTHOMAS E. ROBINSON (1958) , President, State Teachers College,

Glassboro, New JerseyHOWARD G. SACKETT (1958), District Superintendent of Schools,

Lewis County, Port Leyden, New YorkMRS. JUANITA THOMPSON (1961), Director of Rural Education,

Kanawha County Schools, Charleston, West VirginiaMRS. VIOLA THOMPSON (1962), Superintendent, Hennepin County

Schools, Minneapolis, MinnesotaT. M. VERDIN (1959) , Director of Rural Service, Division of Instrvc-

tional Services, Greenville County School District, Greenville, `7!)uthCarolina

R. E. HARRIS, Retiring Prcsidcnt, Superintendent, Caldwell CountySchools, Lockhart, Texas

lffF {',ARINI} N1 t ,111t)N

CoUNTY AN!) 10 'RAI A itiA Si1pi-.R1NTLNDYNTS

125

(Terms expire in October i 7)

President- BRYAN ()s; ,Spert Contta COStaStil'JtOS, 1,11(111t2t, Calitorni,

First Vice President V'iNsToN Blum N Superintendent, WaukeshaCounty Schools, Waukesha, V'isconsin

Second Vice President. ,R. J, Si perliikticle111, BullockCounts' SChoOIS, Lrniolt Springs, Alabama

Executive Secretary 110sVAIM A. DAwsoN, Director, Division ofRural Service, NFA

EN't (Wirt. Col ma t t'c

R. SUAITt 1R.1111 ARK, Superintendent, Troup County Schools, LaGrange,(;corgi,{

Hit uN: J. NCI SON, Superintendent, Albany County Schools, Laramie,Wyoming

J. lirtvAN R Cif fl (Deceased), Supervisor, Nevada County Schools,Prescott, Arl,ansas

Jon N A, TottizyNs, Superintendent, Lee County Schools, I)ixon, Illinois\\'. GROSS. Rot P1c,11cnt. District Superintendent of Schools,

Nassau Counts', Mineola, New Yurk

DIVISION OF 1)1.71,11. TRANSPORTAT1ON

(Terms expire in February 1958)PresidentW. EARL DARN I. IT, Director of School Transportation,

Greenbrier (;aunty, Lewisburg, \Vest VirginiaVice President -N11,..itAvi.), I I M ;61' , SW(' Supervisor, School Trans-

portation, State Departn-c2nt of Education, St. Paul, Nlinnesota

Ix< ( CO/H 11/1(1( C

i F. CAMP , Director of Transourtatiim, State Department ofEducation, Oklahoma City, Oklallorn,i

Lyi Ht. C. Wimwit, Director of Transportation, Normandy Consoli-dated School District, St. Lohis, Missouri

Lotis A. YANof if., Supervisor of Public Eransportation, FayetteCounty Schools, IJ-xington, Kentucky

126 ADMINISTRATION IN THE SMALL COMMUNITY SCI1001,

PUBLICATIONS OF THE DEPARTMENTOF RURAL. EDUCATION

Well under way in its development as this 1957 Yearbook goes toprint is the 1958 Yearbook which is tentatively titled 1 'flia/i0//a/ Fdilia-tion for Rural Anierica, Since plans for the 1958 Yearbook were firstproposed the Department has had the enthusiastic support of theAmerican Vocational Association, and a number of its affiliated groupsare represented on the Yearbook Committee, Also in process of de-velopment is a joint publication with the American Association ofHealth, Physical Education, and Recreation dealing with Physical f,du-cation for Small {(L',11 Schools. In the planning stage is a series ofpamphlets which will deal with specific concerns in the field of ruraleducation.

Members of the Department's Committee on Publications and Con-structive Studies during 1957 are:

BURTON W. KR LITLOW, Chairman (1958), Professor of Rural Educa-tion, University of Wisconsin, Madison

LULU BARNARD (1959), Superintendent, Flathead County Schools,NIontana

CLARA li. COCK' RILLF (1961), Assistant Superintendent of Schools,Armstrong County, Kittanning, Pennsylvania

GLYN MORRIS (1962), Director of Guidance, Board of CooperativeServices, Port Leyden, New York

GORUON I. SWANSON (1960), Assistant Protessoi, Department ofAgricultural Education, University of Minnesota, St. Paul

TEl DEPARTMENT OF RURAL EDUCATION 127

RECENT 1) IE PA RTM IE NT PUBLICATIONS

The following books and pamphlets are representative of the wickrange of concerns Nvhid, the Department of Rural Education servesthrough its puhlicatiims. A wmplete list of puhlicatiims and prices canbe obtained directly frk)in the Department's headquarters olfice on re-quest,

YEARBOOKS

Teaching in the Small ((Jinn/unit ). Yearbock 1956, Robert S. Fox,editor. 222 p. Cloth, $3.

Rural Education---A Forward Look. Yearbook 1955. Report of the1954 National Conference on Rural Education. 486 p. Cloth, $3.50.

Pupil Tran.f Ye3rbouk 1953, Robert M. Isenberg, editor.196 p, (Out of print)

OTNI R PUBLICATIONS

Li/kW/Pm Goes too tie F,r)r. 1957. Prepared forCommission. 17 p. 50c.

E ffective intermediate Units--/1 Guide for Development. 1955, By theNational Commission on the Intermediate Administrative Unit. 16 p.25c.

the NEA Centennial

The ?Education of Migrant Children. 1954 By Shirley E. Green( 179 p.Cloth, $3.; Paper, $2.50.

Guidance in a Rural industrial Community. 1951. By Amber ArthunWarburton. 275 p. Cloth, $4.; Paper, $3.

Physical Education in Small Schools. 1954 Revision, By Elsa Schneider,editor. 158 p. Paper $1.

Guide for Analyzing a Pupil Transportation P,ogram. 1_953. By RobertNI. Isenberg. 19 p. 50c.

ROSTER OF MEMBERS

THE IMTARTMLNT Of' 10.111A1. 1:111q.nioN

A Department of the

National Fclucation Association of the United StatesThis roster ineltnl., the letive membership of the I* pat (mem for the calendar year 19s6 and

all additional members enrolled prior to Fchruary z o )1 It is arranged fry st;Ites, and listsalphabetically for emit cumber I,LS name. position and location, and official Itepratment respon.

Street addresses sere not elven tr, vpt VI litre other information is not available.Libraries in.titutiomil mentlmrs ;ire listed tinder their re:pci tige states following thelistnig of individual tnenthers.

ALABAMAlicmcl,fioldt, J. IL, Superintendent, (Tilton

County SiItouds, ClantonCampbell, NI Latin V , Supi.rolteinlmt, llumn

County Si.liook, CullmanCarroll, 'Flmeas SII;Writilc0,1,111,

ton County Sehuol., .5m1a1usiaColeman, Mull,,, Superintendent. 1.0,c-rides

County Scool., IlaynevtlleDalton. NV. Theo, Professor of Fhlucition,

A 1.11,.ttmt Polytechnic 1 tt,litute, AuburnDiekmti. J. t)., Superintendent, F.toyealt County

S. 10,1s, tElliott, NV. NV., Superintendont, Sh, lhy Connty.

tic to rnl s, tMItImbianaElmore. It C.. Superintendent. Pickens County

Schools, Carrolltontaught. R ay [mold F , Superintendent, Welker

t'ourtv S(hools, JasperGreer, lIn,11 li, Superintendent-, Monroe Coun-

ty Si hook. YfoormAille'Harden, Preston C, SuperMtendenr, Autmigi

County Si ho,1:, Prattville}latch, Robert C., Supervisor of Instrm tion,

Suite Department of Education, ontgontery!tick:, I tethert, Superintendent, Jackson Coliqty.

Schools, Scottsboro0!to, Curti. ohnn hool

of blucation, Alah-inm PoP,te,.!mh: In,t;tute,Auburn

llonea, J. 'Wiley, Superintendent, 1 teRalh Coun-ty Schools, Ft. Payne

Johnson. Kermit A., Super Mtendent, TuscaloosaCounty School, .5,1sisory ('ounnil to the N,ttiiirl,I1 Cornmt ti,, Inter.mediate Administrative

Jones, NV. J , Superintendent, VVilcox CommtySchools, Camden

Kuykendali, I. C , Sum!' inteml,nr. Ilirhour(-ounty School,. (layton

1..awrerice, R. ) , Super intemierlt,C.OlIntY ('no ' 1 StineIllitteC .1,.'070,er; SeC01,1 C.J're,i,ICnt, ihae.ion of County .tn.1 Rural Area Snperintendent.

NV, 13emmt. Superintendent, :51.irsh.-)11County Selools, ;tinthersv;lle

Nit( ow,01. NV, C., Superinternknt, BahlCounty Schools, Ray Nfinette

Niello.sn, Elgin %N.., Superintendent, Sunder(county Schools, Iii ,:stoo

C. Fr..11h, Supermtendhnl, Calhoun

Norton, F. President, Stlte 'Feacher, Col-lege, Florence- `,10.'isory Cout, :I to 11Committee on Policies and Program for RuralFlueat ion

;:`

Plidunt, Frank N., Supervisor of .n.trinond.,ry 1:01ration, I1epattment of

Education, Montgomery: Site Directorl'opejoy, NV. F.. Itn.Mess N1 ;It,,t.4er, 'Madison

County Board of Ethleation,Prt.itt, C. .5., Superintendent, Alain County

S, hook, TuskegeeSelf, I htvi Superintendent, Butler County

Sehoo14,Snumon h I. F., Superintendent, Jefferson

Comity School,, ItirtMoghatu: Slate Corn.tnittee Nlenil,cr, Special Committee on Scout.ing in Rural Schools

Smith, (Nits.) kle,sie Jeane: Soper vi,or,T.d1,thasce

Srno.'h, Snpervisor of 1 nstrin.tion, lullman Cotmty Selok, Cullman

Smith, 0, Romaine, -YoungfoR; Editor, 7Jreho-mcr, Itumingham

'tido, ell, 12. F., AssistAnt to the l'reident,Stillman ('ollege, out',cut to the Conunittee on Policies and l'rogratafor Rural F.Ineation

.\ P., .Along i)cu,,ctuuucuntof .\,,H.H1,1r.t1 Edon tine, Tliskeeee Institute

Wooten, Le-ter, Superintendent, Morgan County Schools, I te,atur

1 s,r1 Int IONNI. NIHFN(.04.1try, 0,11)1,t Polyp, huh. Institute, Auburn

Alt1Z4)NA('ha,tii ck, I)aniel R., Head Teacher, Cave

('reels. 1)1,11-Mt PhoenAkirolsom, Sarah, Superintendent, Vavapai Conroy

School I res..ottIlildermin, Dell NI , Teacher, Conado School,

ttamoloI1 cm Cro nett', Suptrintetnlent, Y11111;1 County

S. fool., Minas:Terintendent of Schools,

VerheNIrs., 11.try 1t,Collum. Tea( ncr, RC

Need, PloyRem r. (5fr, J Florence, Superintendent, l'irra

(.,411,1y Dire, (OrIhrrld NV Snperintendent of S,ltoolq,

(0, oda!,

ARKANSAS,And, r.rm, 1 Imner 1.., Super visor of Sr hoolc,

it11, I C.,1011,,. GL1) ilt11 , Sucrm..or of School,, Pope Courtin, R is-{ 114 ill,

}oral, 11 II , Super% mr of S(11,01,,I a A. nct. Cotinty,

1 29

1311 .NI)N11NIS1 RAI II )N IN MI' SNI ,NI I. CON! Ni NI1 0:11001.

Itolleti, 3. 1) , Supeniu,t of .S,hnvi,, FaulknerCoi3Oary,

Itruli ;d, ll.ii F, , Soper si Hair ,ifVAri Nitre n k'on1v,1y, Clinton

Rotate t S . vior of Sk

Pike Count , Nitir (N...hot oAV 1.1 . Suitor% 'Hoe .if School^.

VI.,tt i S'.,;,11W,C..!,! of Scloodc,Late Vildive

Clark, J. I , of St hied, Ni tCenci.

Cooper, (Ntr. 1 Opal, Sleet vigor of School:,Crtcs.he.til County, joileitiliorte

Itageolia et, R. S., S111,,,r,,,,,1 PolkCounty, Nicer

Fatten, Nit. I I , SinicruitonileetCorning

Caldity, NI sir do It' Supervicair of Schools, Ja,k.on Counts.. Nets lout

C,risu J. , of 1),iasCounts. For,tyce

11 ,11, . , Superititcnilent of StLnnl.,

Supore Icor of School:. !tonneCounty. I I arrisonutihos, Jattie, , Soper ciaccir ofChico' lIerniita.ie

Iseeni in, \Little hock

Kr 1111, NVilliani T., Soperintredent, ConwayCounty Trainitie Si lined, Nicene,.

Little, E. , Super sitsor of Schools, BreenCounty, Para, oulil

Coy, SI 1pors Carrolllturts

Lout leriOilk, II. I' , Soper vi.or of Schools,ferry County, Perryvilk

(.1,,,I..tr"11;., , tnr of Nectro Education,State cleitio liteat Pr'State Cotailout Nicoll er .N.leisory Cc, ttn:11In the Cnnunli rue on Yalu aitol Pro:ramfor Pura! Education

NIekenrie, A. P., Stiperintettolcot of Schools,S!reriJa i State Cointeitter NIernl.er

\Byre, feed, Sneer vi-er of S. hoods, Ititier,onCounty, Pine Muff

Moore, , Super v Hie of Schools, leititpen.donor t'oitiltv, Itatessiiite

Parker. Mani-Lae P., Sopervit=or of Schoo1s,Little 1..vcr Counts',

rorK, L, It , Snyrnt.or of S. heot., Crittiteilera('manly, Marion.

IN)ettet, (toter, Su ierci.iir of S. l'oesvayCounty, Mei- rittrie

Pyle, it R.. 1-1..oectitive 1/irei, tor, .N.rtiinsi,State Tach,rs lietirereent System, StateI)enarnneot of l'Au,-ation, Little Pock

Ritchie, j ry.ln, Sitpervir.itir of Schools,Nevada roomy, Prescott Poe, itive Com-mittee, Division of ('aunty and Rural AreaSoticrimenitents ( I /eceat.eill

If tilt', Its. Roe , Oceat t clout of Vora.ttionel Teti tiara Vitt :Kip,, ("ea.:cr.-it.: ofArtelitie.a..,, P., eittliteille Cite titilaniittee

RoEincoe, I. I) , Sty of Si. hool-. ClayCounts-,

Supeesit.iir of S. 'cool..., Ore,-NI(0111Cr`i!o)

?titan:isattoil Advisory

il to the Cora rut's' iv, andPrier ton for Education

Shret,,, Sitecrei-or of `,.)s nil;,Cout.tv, floe Stir in.,

Sfitifficla, C.e,i iC, tilqers r.,nr of Si hoot:,110..vard C,nmty, State- torAilticory Cetioitil to the Niation.s1on the loon incillate iliiiiractrativePlum i Committee, Soutliever.t kryronalCon fur! n. .itive I ea- !t

riotoir,tinity Saliools

F tt I. Supers ior of SiLlicil, liandulphCottiit y,

Stuart, I Seor ior of Schools, W.-dnaPity

So,,;, It N , Fuper iso: of PhilhpsI', Helena

lor, it il,!t 11! of School:,ti tnit

tiontat..iio, II , ..1 School:.,C3,1 Inhni

Thornton, R. )f., Su erti.r,I of Schools, GrantCeuta t, She elan

Lorry, Harry, Slut. rv,.or of Stilinels NiontoeCoipit Clarendon

Ire e, ( Mr..) t irate it , Sty of Schools,NVicate uhf County, .Natotecta

Tie keit-, NI. , Super e our of Schools, JohnsonCouple, Clarksville

NAhest, Nf, E.cicvard, Soperviteor of Schools,Lourike County, Lotmke

"Ontetaile, 1)ean II , Supervisor of Ruralation, St,tte 14partnunt of Education,

Little RockNAillairlicon, Horace. Siipeirstir of Schools.I'it County, El Dorado: Advisory Council

to the Cotomittect on Potpie, :Intl l'rograretfor Rural Etliecati011

MFMSF.11Tot res LifraryNr1iatisris Slate Teat-hers

t Ilvtu', Conway

(.:t r()11NiA11aet1), Heiotor K., Superintendent of Schools,

Volo Count NN'ootil IntlBo:Tittle, .116ott 11,, Superintendent of Schools,

l'Itcer County, AuburnParrott, John S., 1)e/tattoo:tit of Education of

l'alifnr Santa liarkir3 College, Cr.deta:..VIvlsory Council to the Committee onPole. Preierain for Rural Education

(lark, Citiorsita. Superititeliclent of Schools,Nierc rut Count y, Merced

s f'.teccood, Superititendetrit of Schools,Santa Itarliara Comity, Santa Ilarhara

Cohen, Matron S., Superintendent of Schools,leyo County, Independence

Ile .1villa, Elsie, Teacher, Yrekaitonison, .Van Ni , Super iottndrut of Schools,

Tuolumne l'ounty, SonoraOanslutrg, Lucille, Superintendent of Scliools,

Coulity,(;urWoit, Anti F., (lent:rat Supervisor of

Sonoma County, Santa Rosaittoti, INIT.. I Iterilici, Stitictrintroilitet ofSolotok, Sutter ('on 1y, Yule) City

(Nirs.I Carmen, Director of Cur riot'.lam. liken,)! County, El Centro

C,re11311, I hlun , Superintendent of Schools,lie/atrial County, El Centro

Mitt, lVall:kcc NV., Superintendent of Schools,ariti County, San Ito fael

lf ariolton, Ile FOT,t Suuerinterolent ofSi! (.11111',t y, :':117t1 Rosa

11.11,0,1, NV. E,11.111.1, Superintendent of5, hoots, e Count y, Lakeport

II Ir C,C11 Schools,5, County, San Ihes,o: loonyCow:, ti to t!;, Cunonith',. in Poli,ice andProcirani for Rural Education

Hart, Artn Slip:eve-or of ;,ttli,oetils,tVe.ivetr vire

11.11 i.ey R , t Superintendent ofSe taiiita font; 'wooalto,' 011 Rural Lifeanal Eilet ,ition on the 1N'orlti Scene

I heir, ear:, 11 eke, Chief. Bertitu of Eleincu..nary Elevation, State heloirtreent of Etliaeo.

State Committee NlettiherI Nitta) N' irct.aret 11 , Teacher, Santa

irlictra;Eichler,. .1nne. I.., (lirr ieuluen Coordinator,

Sin I)iceo Contity, Sun ()logo.. .kilvi.e.oryetinitil to the Committee on Policies and

Prow,ir.iin for Rural Education

PAIS( Ilk ()V 11-Nilt1 ITS

T MAlle , ,on,. \ doim1,1 1)five A,iitaot, Sun fti,go (clan 1t .`anDiego

lioux, Kate, Conoiliatit in Elementary Eilicalion, Santa Barbara County, Santa Barbara

Hubbard, I). S . Sul erintamdetit of S, knob,Santa Clara Comity, `art ,Ime

Jacobi, l Sui,iimetidentComity, 17.111 ford

Johnson, Lloyd SuperintendentColits..1 County, ('olit,i

)(Johnson, Ray 1V., SuperintendentRiveride County, kisr.sble

jobtodon, Lillian B., F.Ahl( .1111,11.d (.011.111( tEl Dortiht County, Placer:vitt,

X31, Clayton E, Consultant in ylenftut,ryholm-Raton, Itiyer.ide County, Riverside

Hen, Norman S., Superintendent of School:,Santa Crur County, Santa ('cur

Nfartim \Vatter (;., Supt.-rioter dent of Si.hool.,Fre:no County, Ere.mo

McDaniel, Tennant C.. Superintendent ofSchool:, Solano County, 1'allejo

Mioneher, Bay, Board of Fit. cation, (takers.field

Nfotoi.A.ki, John 1 , .kgritiilturr Teacher,Park, t Mt,. 1 Florence Nf , Prim ',pal, Fall

Creek Schnol, lIornhrookPao], John , Cirri, nitun Coordinator, San

Diego Coonty. San DiegoPrwe, 'fhnnais It Count): and Super-

intendent. Mariposa Count y Unified SA lio91District, Mariposa

Rhodes. , Supt.' intemtent of S, hoot-,San County, SanStiltc! Committee Member: .1tlykorY Cow IIto 111 e Committee on Policies and Programfor Rural Education; Co.Cliairman, NationalCoro roi,..wt or) rho Ttiterreedi,lretrans. ;,L1

Vo.ichn Supermt,mlent of Sehoo!s,Alureeda County, San Leandro, State Direc.for

Strwrintis, Linton 7'., Superintendent of Sehoob.,Orance County, l'atita

A/ Stockton, je.se it Sop,rintertdent of School,Kern County, Baker -.field

Stone, tilarts, Soprimendent of School-,'Monterey 'minty. Su linai

Taylor, John , Superir temtent of Shoots,Mendocino County,

v'Thrall, C. Murton, Superintendent of Schools,Son Bernardino County, Suer

Tierney, (\frs,I Ifallie M Superintemient ofSchool., Modoe County, Altura;

Tormey, R., Superintendent of Schools.San Masco 101/1111', RCtwelnit City

Trigg, Dean F Superintendent of Schools.Ventura County, Ventura

Trillitoghani, C. C. Stiperiottaident of School.,Los Angeles County, Los .1rigeles

Van Mitre, (Mr. ) Clara E , Superintendent ofS, honk, Trinity County, 11'eaverille

\Vatter, It. It , Chief 1),Tuty Superintendentof St hoods. Los Anzelek (B San fialiriel

\\*apple, (Intent J., Superintendent of School.,'VOA County, Nf trysyille

Williams, I, Ple., Superir.temlent of School.,Tulare County, Visalia

Vilson, it (), Superintendent of Schools,Contra Costa Copnto, Nfartirie?. State l'Ot11-rnittce Nfernber, Committee on Policies andProgram for Rural Education President,Division of County and Rural Area Super-intendent,. tos6,s7 ;),ilyisory Council tothe National Com mi,iort on the Intermedi-ate .1dminktrative ruit

Wish Art, (thine, Superintendent of Schools,El Dorado County, Placerville

lVood. (ND:. 't If elen t Wan, Consultant inElementary 'Education, Ere sno Como y,Fresno

of 5,11,0,,

of Schoubi,

Lod i

131

\Vmeleotk, l'. StiPetintonderit of Schools.11 ',mots., Eureka

Ibreitor of Curriculum,St.kooll

IN,critnimoctt NItsttoksdime SacramentoLaboratora, County School. Office,

iti N, .'curiumlonmild I iloati, Claremont Clatemontalr.iry, Slate AiArary, l'niverity of California, Berkeley,11,rary, Chico State c'tille;e. Chico,itir,iry, l'iliverty of California, Davis,ihrar, irre.no St,ite College, Fre-noalirary, Santa Barham County Schools, Coletaaltat)', Los .\ State College, t.en Angelesitrliy, I 'ilivetsity of California, Los .111gele:.it,t Ary. Viliversity of Southern l'.alifornia,

ATN,ie,ahrary, l'ilinerity of Redlands, Itedland.ahrary, San Jn.t. Starr College, S1111 Jose

'4111 Ihe.n Suite San OieKo

cf1 )01

(Mr:.) NI. Adella, Superintendent ofSohook, Fremont County, Caron City

y .1dmini.trative .1,..itatit, StateI )(It'll.' tIlletlt of Education, Denver

Superintemlent of Schools,Englewood: Executive Committee of the De-partineut State Director; Committee onIbilicie.; and Procrani for Itnral 'Education

Crawford, (Mrs.) Frances B., Superintendentof S, hook, Clet. Creek County, Empire

Ciihimr, Colbert E., Diviiori of Fietil Service,rotor,- oh E,11toatio:t Association, Denver-,

Cononittec Member(less, Stipeinvenderit of 5, 1,001:

1'r,stirs County, I ..311ainLatta,, fir 111.111 I.., Superintendent of Schools,

.Arapahoe County, LiltIcton(Mr..) Cleraldine, Superintendent of

l,101,, Rolla l'omuy, St<1,1110101t S111111110Ell,icer, (\Ins. Lydia, Sliperintendent ofSchnols, Niowa County, Fads

( iiiborger, (Mrs I Janet, Superintendent ofhenl,, Log 4, 0,011 y, Sterlin

fteid, Rrrlha. Superintenclem of Schools,Adams Comity, Brichton

frsAini, Frank T.., Superintendent of Schools,1.aritner County, It Collins.. State Cominittee Nfeintier

Johnson, It. If., Jr., Superintendent, DistrictNo I., Jefferson County. 1 akewood

Nettle, Frani es F.. Superiotetident of Schr,ol.,('aunty. 111.P litt' State Committee

MemberEv nlyn P., Superintendent of School.,

Elbert County, Ki1111aLatrine, (Mr..i Lucille 11., Elementary Super-

visor, State Department of Education, DenverInd:wood, Marian, Superintendent of Schools,

Morgan (-minty, Fort MorganLorkynk, Paill N.. Superintendent of Schools,

nt culcyRuth, R , suporinitendent of Schools,

Uteri County, La junta:: Atk i:ory Councilto the Notional Crintrin,stori oil the Intermediate Admin.;.trative Unit

NicCla,key, (Mr: i Cecile (1 , Superintendentof Schools, Cheyenne County. Cheyer.rie\Vett.

McNally, Mary C., Superintendent of Schools,Pueblo Comity, Pueblo

Nlarten.en, Miriam, Superintendent of Schools,Jefferson County, Golden

Martini, (Mrs.i hare] L Superintendent ofSchools, Bent County. Las Aoin11,

Nfartiner, l'olito, Jr., Superintendent ofSchools, Costilla ( ouritc, San Luis

Maxwell, (NIrs.) Vivian , Superintendent ofSchool., La Plata County, Durango

13? ADMiNis RATION IN 1111. ,MAIL « Mr NI I 11001,

1Srlydrr, If Oa rt I , ',et- roof f, leo ! f of Shaul,

>, I col, 12,1.r v., Soto riff, IA or of sr I r=1.,

!Ito rf \I' it,Id= 1111,1ot in, S riot' i=t of

S, lo.o1., 11 =ildor llodd=St, tor , AI.ittt. o. S ipor ifit ro!= ot f S

11, If t C000D, I f=

v ,It, r. V: ' tii ,t, iv 1 r=1

Sf hior=1. ofiii Co-if t1 ,11r, NI fry N/ , Solo r.rtt, n I= of of

St,. rod., Its, ti r ,r dr. Co fi D,, Ir

11in-dole Colo: r!,, I it,o ( icyINljrt.'TOIN11 NIES/Af

I,: r I tte

(.()N.N Ecri(' u-rr, I 111 f If u: :of s, If id .5 ,tr

tr t .t/iive I I' , r0:1, of Itoio ,l

Edit, St 1),,p, ID or, rit or Filo, .ifoin,If,Coitio ir, IN 1, Hi loror, soli= Si do

I let. tt], f! of I ,i,=fr =HoIlmror, 1'o=1.1f,o 11 1.1.-rotod Iry i.Or,

St Driro coo ot of I.:dor-woo, NS I,terrlit 011. , 1.11111, mare S'Ip

5. Ir FArl. \,. At,11,111,, \V,'.'., On 1, , riininiut, of

E'! atie,o. St fl, r, Irmo 1.t of I 'III: .1(1O11,\VillOO,i1(G S14(4 r(0,11Oitli .1( (O'er

f.7(r..on, V1(111 11., I toll( ni or, rNo a. fo:ton

NI= 1)r=ri dd. 1I,1,r. t . 1', o IfSirl,1',1,`11. S.. Or' doV1 trd. id ir it. ,I.r. NI, d. r

No 11 i i-r' if ' r oot,St If, trrolr or of rd+rrariiii Ptifoorfi

11.1.for, Eroti-t 11, (T. 'of= 1/ore 1'1 `if if of 1,,1Sii;frviory Stfri,r, ii, =.= Ittiliord 01itfrot, irtford- I xfo t'of,ifoifti

of flee 11vri sf t tor, .1-lf.f.or('onus ii to fir N =1;,,, =I 1'1,1111,,I0t1 ri'llot-nor-di ire .11-olo-fr t

Oe.1,, T T o 1, r, .1141 =vet I.1- ityI'1 : F , F.I "(ct lty i-or, St de

il, loirtinont s.,1 't ifiror, 11 dip:, wti,Stiff trd Pool 11' iS,, rpi t. ,- Vol

d 11i:11 Silood, \"illur1V.111<er, (Nfrs.1 if F:, f

tis?..itos Corot= ioy 11.trifin

I/EL.1WARE( , Rural Fr, fif do. Soo, r

1==fiir, Stilt or, r To-fro, C..,Sr f'ro'nt Hi- Vri

halt r, ,V1t,o 1'n,, !LA =to,. 5,1,001,fd.r= r lin Cnninntl, ridinrIlorri., (ND. Eci10 11'., r, l'oDuitc los, NI fry A , t

ifEusetd,roft, ilre.ton f , S.1;f ri -or of Tr1fittior

1A(i(111, firatt 1/(1,:01...)ent Instruc-tion, Dorvf r oolinifle== NI, rotor

!tarn.. Cloirli- It , Ion iv. ire I' de Edifr,rto-triDofd

If1:(iO(64, (pro, t . I= r. 1 arioifi.ifid

I Si tti NS111 firo t: is. NI tildoro. State Conitoittfie Nlf oil, 1-

It foire, MAN II , fo fo=r, S= fiord, Sc,:s Counfv, Ho, S. if.. ftre,

I.0: , I r Nevif, rotor, K , 1-.1==roiof,ir ir =I,

Cornerindi,re \tar Donottgli School, St f if or iiiesriptr, , 'r ! otlfer, t \Ht,71

5:: 1, o 11 i '.1 siii,=: lot= !of! id,

I i( 160 11 I ,

\II, \If it it r (11 iiroo, f 11r, t. I t, Nt

I V.rfit 1I.,,ri V11111.117I I. I .11. 1.! 0,11, ,r,'. 11.

DISTItif."1' C01.1J1131.A

How, ,t,5,1. I fi-d ;Wit SOI.V.

"h.(' of 1:.1!1,1tion, S,i,LTI'It.'11,1 of H..110,, 1Atilf.ire:\'i 111 11,e CUI10/tittt.t. on

Ilfmtrorn for It oril lildsoisttiondoi. NI., V.-A-foot Dire= tor, (jvi...11,11 of

i111 11FAN.1111,,e SI,11.ttfY of the

11,1= ircoortI."if r, SiiitkO Att.- if ff' Score-

tory. Alt-if, art .1..fii fitiolf of S=.1orit .11-fooi-trofoirs., N.0 Hoof 1-.,l ifs-orifin .1.-= lotion!Adf.i.ory ('o' nail to 1fie Colotifittve onPolo Jill Pro =1-:'11'.1 for IZoral Eilfh-otion

CorfIll, 1Irirtli a, +ivi.ion of RuralSorvioo, Norio:1.d EttILI A111011 i."lti(111

f1.1(1ourn, 1 to,'(1,1 Dirr= tor, Divii.-ion ofkw- l Nation:ft Folos.ation(jot:. Fie'', strive Secretory of lift' Potiiirtfirot

if,. l'ffti. , Socrol..11of S, lood

tot,, Nor:olio/ 1-l1itoot Ion ottion1:-.Ty. WO, rt Sttle Schoo! .111.-

foOlfdratioti, (111ic of Filocation, C. 5,Denartnifint of Ile:1111v Folue,otion, andN,Volf ire

,,,loo, (\If 11i=.1-lofi (too.d.', irrootr,., 1-ivforoolf

1'. S 1,:j.Irt,,,cut of .1,1 otor, r (1, C000rt. ..tod Hurl/ Schein!

1, rotioo, 5, ?root11rofic1=, (fake of S

It, 1tVrIf Arc.,S 1'. i.on, Colloid to tlic t',1,:,111fi, on

.111.1 1111 for ydn, :ct innFr.111..1.:1I, Eli:'

Io.frir 11011, =tni1 St'rV.115Co Of 1:Z1'1100i, S. 1 le-

o.00r of foot 11',.11.it-oAdvfory ('iii: ii on

And Pro...r.,toi for If oral fliloiolionfCriiiinf1ovi on 1,-(11',11riliontof If ur.ft Teo, tr.

l is orortr V. 51,". II ,Sf on/yr, Sre-cilli.tIf ift.11 ond Sfotofic, ((111 u' of 1-Idot :Hon, l'. S. I /oportnieot of 1 fr.iltli,lion, .111.! N.VnIf irn: Adcisory Coutood to the

ifolii-ios and 1'ff/6711111 forIf orol

Greer, Edith. s.. in Curricidion Co.1'. S De

rIrintnCrIt 11,11'11. it[r):1, ;111.1 1Volfori,fir", 11:11tor , Natiorcd=woo: eif S,-fool Print ipols,

N.ifitooli1ol,ort , fit !lire, tor, Divi-

tdoil of 111fral S,rvicc, :National Folo-moonwive Srcretory

of !I.'. Dol,artnientJane., So.irdion, Flirt, tor, F..0.,ICItiOn ;11,1

Hrin, Notorootive Stiffly Foundationrli S of., Division of (1,11=1

1,,1,or, I/of-trio of 1..1forI',11111,0(1 I if I .1!,ir

Tut n-on, Lettidative Secre-tary, National Fanners

Lr ,ciao 11ortrud.i UtTer tide:, ElementarySc To.tric coo. Orvani,ation and Serv

Ile M10', ()fft...,. of FilitrAtion, I:, S. Ile-pito:or:if of F./ovation, and NVelf art

ROSTER OF MESIliFits

It! cClure, NVorth, Executive Sri telEmeritu.iAincrican Asso. imion of Schoolld itrotori

McConnell, Beatrice, Chief, State Service.,Bureau of I.ahor Standards, C.

Department of LaborVirvinia Neel, Assi,tant in Rural Eduet.

his ',ion of htilt,i1 Sets io.u, vino .5,,(1ClAt,{41(10,1, Mary Division of Hurl Service,

F.Im.ation A scuciat ionDependent Schools Section, Il'ersontiel Services Division,

,ry Personnel, Air Force1:-

Deputy National Direetor, American Junior Red Cro,,,

Rohin.on, Limes I.,, Extension Economist,Federal Extension Service, fr. S. Departmentof Avriculture: Advisory rotund to theCommittee on Polieic. and Proyram forRural Education

Roger., Ira 11., Jr., Staff As,neiate, RuralAutomotive Safety Foundation

Sahrugky, (Nfrs.) Lame! K., .Analyst, FederalExtension Service, l', S. 1 hvirtnant ofAerie ultiireTaylor, J. I. School ('l.tnt Plannitut, School

I 110,3,:ing, Silinol .Admini,tratino Branch,Office of Education, It. S. Departnynt ofHealth. V.:Inc:Ilion, and Welt ire

Thorox:, Prank, Assistant to the Commissioner,flnice of Elm:Ilion, C, S. itepartment ofHealth, Education, and Welfare

Char! O. I if,. .11001,0., 2;oo Connecricut Avenue, N. S1'.

INSTITUTItis MF t.t tirt4Federal Extension Service, U. S. Depa; !went of

lcri nit Une

11.01111)ABraxton, CllN.) Kathleen. NT, Creachy. Teacher,

ChiP1,Y School, NVahinooli County Stools,Chipley

Chri,tian. Floyd 1'., Sonerintendeut, t ill, IiiCounty Schools, Clear *.s at or

Darden, \Voodrow 3., Superintendent, BrevardCounty School, Tttu.v, le

Far ncll. J. Crockett, Superintendent, Hill:-horou-,:h County School,, Tampa: StateDirector, Advi,ory Council to the NationalCommiNcion on the Intermediate Admin:.,trative ('nit

(oink M., Sr , Superintendent, PolkCounty Schonl., Barrow, State CommitterMernher

Lovell, /troward, Superintendent, NfarionCuomo Sc hook, Ocala Sta. CommitteeMeinher

Mcc111. A11,.11 iI, al S.,y1,.enoi,,,y, F,7,03Rosa Courtly School.,

Nfirwer. k T.. s,u,erini,,,,,k,nt, S.rninnle Cr, ntv School., Sanford

O'Itryant, I fora, e. Sunerintendent, MonroeCounty Sehook, Key 1N'e,..t

Smith. Thomas E., Superintendent, Bay CountySchools, Panama City

Sutton. Elizabeth, Supervisor of Edivation ofNfil;,rant Children, Palm Bearb ComitS,./1001c, \N'e,..t Palm Beach : Advisory ('nun.cil to the Committee on Policies and Programfor Rural Education

Thomp.on. A. J. Superintendent, IndianRiver County School,, Vero Renck

5Vatkitt,, iEnscell T,., Superintendent, PaintBeach County Schenk, NVe:t Palm Ite.1,11

NITei:n or, tot ;, T., Superintendent, N'as,auCounty gchook, Fernandina Peach

Woodharn, William J. Jr., Superintendent,FAcanAia County Schoolg, Pen,acola : StateCommittee Member

133

G1,11)12GIA

5 1:,; 1.m111,

5V. E. Superintendent, FL Ito!, Conti.ty ScAvols, Stattlivilk

Sylvester School, `NorthCminty S. hools, Sylvester

It ( Sir. t Jordyce 1f Superintendent,1.d erts. Cowit Hniesville

(tine., Eied 11 , Superintendent, Trentlen Conn,ty Sr. honk, Snperton

Arthur J , Superintendent, MarionComity Schools, Buena Vista

lluddlford. J. Knapp, Superintendent, SereyenCoon!), School,, Sylvania

Bc,tno, Ford, Superintendent, raceme CountySe ;rCtlielOrD

(1.14,0, I;, price, SlIrefirlfe(11,N-At, 1.timpLinCounty Sklieek, I it,ithltiotect

Boyd, NVillis M., CliaUnuan, Rural ServiceCommittee, Cworgia Comore, of Parent, andTeacher,. Adairsville

Breland, \Voodrov, NN' , II cad, Dep,rtment OfEducation, Seurgia State Collev.e of 1111incssAdministratioll. Atlanta: Adykoryto the Committee on l'Oht te, and Pro,4ronfor Rural Education

Itrook.hire, J. K., Superintendent, 510,1100Comity School., I taniel,ville

Calhoun, Paul NV., Sotierintetitlent, AtotitgoitioryCounty Schoots, Mt. Vernon

Clulmi, 11, P., Stiperitikrttent, Aldlen CountyColgoitt

CI-1,11y, lira, Superintendent, Del.: alb County'dl.. 11r,atur, Advisory Colimil to theNational Commis...ion on the Intermediate,1,1ministrative 'nit

ch, re., (.. 3,, SITtrintencicnt, Spalding Coun-ty Schonk, C,riffin

',ark, NI kr!, Superintendent of Soi001:,55 'Ht.:

Clark, K. Stafford, Stiklerintentleiit, TroopCounty School;, La (,rang: State Com,ructi.t Nlernher Committee on l'alides andPro,ran, for Rural Education; ExecutiveCommitt,c, Division of County and Rural.ire., SuVerinteinlents; National Commissionnn the Ititerl.LOIMC Administrative Unit

Claxton, Bur,it, Superintendent, Johnson Colin.ty School:, Wrightsville

Ctvvelami, Delioer W,, Super ',nten.d....!nt, thatCounty Schoo, Hartwell

Superintendent. State Depart-ment of E,locatinn, Atlanta

Cool:, 1,. H., Superititev,Ictit, Laurens CountySchool', IlubLn

Cordell, 3.5., Suptrintend...ut, DumMerty Conn.ty Shook, Albany

Cos., ,fohnny 5'., Director, Superyi.or Training Proi.;rani, rniversiity of Geory.ia, Athens:ArlYkory CC/WIC:it la the Committee ontat 1'i-tn.:ram for Rural FAIR-Iron

Daniel, Harohl T., Superintendent, Pike CountySchools, Zelmlon

Davi,* Alhert, Superintendent, Whitfield, Coun-ty School., Dalton

Deariso, Elit,,heth I., Superintendent, WorthCounty School-, ..lye.ter 7. State Committee51 eruher

Ite,var, J. I., Superintendent, Lowndes CountySchool., Valdosta

Dickey, A. C., Jr , Superintendent, PutrialinCounty School,: Eat on ton

Donovan, Eltrahetli, Instructional Con,ultant,State Department of Education, .Atlanta

turret-we, I ient,we S,4,erintemlent, EvansCounty Sehool.,, Claxton

Early, NS% A , Superintendent, Chatham County Schools, Savannah

Foy, NV, NV., Superintendent, Sumter CountySchools, Americus'

Freeman, Bernice, Ir.,tructional Supervisor,'Troup cokthty La Grange

13 -I ADMINICI RA110N IN 11{E 5MA11 COMNII,N11 Y 5(11001.

Guano, .1 II , Sip r1111 li l nt, Itut ke colir,ty\it\(;orlon, 1 N1r.. y f), ti,Ipe11111 c1 r,1,rt,

Gt.& tar. Sul enntcraer,t, Jenkrn. Crti 1,. Millen St.ite tdep71,,1

II,tllfni SUP,i1111tClOICIA,C1711,11, ..'110,11,, CI it It.% lilt1\ ill: rni Slmn1 n,t, 1,,t,imr, I uu

I 'Fiunt t S, lonik, l' iiI f iott,M, 1'n me A , 1,11,ert

Schinirk,(loron k . Slitierinterulent.

Cornity *Utirrio.t-tuts : St rte l urnnutter, \fember

Jour., S.tra I.. Chief l.rlir,lry CommItant, St r titIIcy II It 1 f rt t

S, hook, Ilmifilton'Lon, 01

l'owav 1211,v,i!,NV \V., '4,1pr:rim CIA!, Comity

Schmb., Furl I ;air1,tr.ike, E. 1 Soper County

Sriux,l, Lafayetteluucjoi . i t

Fulton CeiirItY '"nutter Member. .1ilv-iiitv to theConon rii. Polic and l'1,:r.tin forHut

NEirtiti, ("icor...re I , ibrer lor of Voi.,ripi1 F.171G111'1, 11,7 11,7C, of btioliirip,.\

F C Je,T ILOSCounty St Jool IlarlchnntI\faxwell, i .1 , Sutiriorytolent, 'Af.1 ofr Conn.

iS School, 'rhini,onillferet, 1 1.)., Sriperinoinilent of Srhool,,

IrrAiritoriMln 1.,i7i, 17:. Jr.,

r Comity S. hool... I irretwilleMitt :1! If., Superitirendeot, Nfatou

ty M('nterumaoritticli:, 1 F Saporieterrilcut, First ComitySi:hook, lreprze

Nix, Li. ilr, Chief 1,04-Yry ComuiltAnt, Stairt men! of Ed..1;1110.1,

Pafford, \A". E., lir,croor, I ri vision of hindSerVi,e, State I tel. irtioen t of ritikiojari,Atbutra: Starr Direco,r

Patterson, (Mr, ) S. C., Teacher Sele..t:on andkerruitment Provr,loi. Srare Det,artuie nt of1-Aircatioo, .1tlanoiri Soit. Committee Hu'nt'er

Pearce, I'is ie, Jr , Superiotein!irtil, \\*AltonCounty Schrin \four.,

F. N., Super...titer:dnt,ty Shoot:,

\v. (I Sirpe.i.ritoriilent. Emanuel Corm.ty Sr1,no1 Swriimboro

Eeilicro \V II . Superintendent, ThomasCom I Si .",!,, Tforna;ville

ko.ierr, N. .1. , Sirboriiirenilerf, CninitySrloint, F71,111711 (

Shand, ) El 1.,00kniit '\Ath oral

Shaw. lfenry, Superintendent, Mcor Schook, Colunifult,

Sara. Sutiervi,nr, Whit fielil Conn tt,Sictuo l., 1).iltori

Sou Ili, ,N1Inn r' , Director, Di,...ion of StaffSrlt. Dep.Irtment of Eilteralon,

..1throtaSmith, (Mr. r Turner E , of Srl.riol

Sinith, J. \Vllkin,, Sur erintenderit, Co,eraScbirrib., NriiiArtn

\VIlliani S , Superintendent, t'lt.irltirirtf'r'uits School, Folotori: Advisoryto the National Cor..misiion on the Adminis-trative (*nit

Stit.iN lie try, \V, P., Soy'oitendenl, Cobb1.0111.1y Si loud, Marictlit

Storm., 1) Siurpririnteliiirrit Of Ski:ool,-,

St 1.1.tml. .1.. J., Siperinterrlent of Schook,iStrii:Lii.",(1.1, horn II ,

count, 111,1,

1.1 I111,i'14,71.1, Il'nuntt SiI1,, .4.7,

Ferry. 1rbri II , [bid Body conip.itry, Port

'11Pmii-on, V At , Superintendent, Coffee Count.Ii

Tlireatte, J. \V,, Stiperit,tcuilent, I..anier County

Tripp, NI. 11' Soperirit,..oderl,Scntol., E.titt11.111

. Superintendent, 11111111 Colinty School., Atlanta StaN Committee ;!Stinker

P , Superintendent, FranklinCoi.inty School', Crrrnesville

VV1111,itik,, fr. C., Superintendent, rlydnnettCwitiry

Wirn1rly, .. Suprintemicrit. Twiv6r. Coirnty $ehonl., Jeffcr,onvillo

P., Sipttilitco,leill, itullock ('oun1) S, 11,101., State..\ioro

Voriorr. (Mrs.) 1Plier I, Siwerinteriilent, Mc.Collet). School,, Daritm

IN,IrttitiiiNAl S11117RR

1,11rLry, l'aiversity of Criorkia, Atheni1.rlirarv. Georcia Tertrliorr, College, CollegeboroI .ilit,try. North I i,ifilotici,t,1\V. 13r,olley NIcniorril 11brary, Columbus

,111,,,r, Ai Lry M , Su;,.rintendriit of Schools,)0. County, Murphy' Site Committee

Mc,h,erMelvin, Superintendent of Schools,

t .\ _ut, Fremont County, St. Anthony!Sr ire Director; Advi,ory Council to theN.-Hon:11 l'olonti::ioo on the Intermediate.VI.nrol-ormive Unit

\\'arner, Carl V'. S'operiuterolcot of Schools,Minolok., County, Ruppert

Ifinmir 11 Principal, Grace School,Crriose

IN,TITUTIONAr. SlifFky, Idaho Smte Coll,u.re, Pocatello

ILLINOIS1., peon, (,11,0, of 1-1.1w- ation,

fir:V11.) I 'ilivet.itt y, Peoria'lilac I, Luther 1., Secretary, State Teachers

Ccrtifie at lou Itnard, Stile f/criartnierit offiotrortion, Springfielil Committee

eu Ire.ruitrirerit and Preparation of Rural"felcIftr,

Horace Super intoulent of Schools,Colllatio County, Shaw neettrisir

t,nct! F Siiltrtilittrmlent of Schools,Carroll Count y, Mt. Carroll

M41.1, 1 if,, Marii.eillsConklin, Paul S., Superintendent of Schools,

tViiincliargo County, Rock fortCortic. Henry 11,, rinte71,1eirt of Schools,

Scott County, WinchesterCox, Joint Secretary, General Services,

fltir ''ii .l (riculutrtl .1,or ration, ChicanoCractrel, Vernr E., Sulierinterilent of Schools,

\VIII County, Jolietl'bian J.. Superintendent of Schools,

fior,1 County, r;reenvilleHe Slime, Roy, Superintendent of Schools,

111.1pAvo Comity, \\ briatonI;., Proifei,or, Agricultural Educa-

tioo, I'niverqity of Illinois, Url,aoaDickr. yr. .k. V., Superintendent of Schools, De

Witt Comity', Clinton

FMI I tt tll MIINIstRS

Dixon, Doroiliv I., Axxi-mot SltinnioirmIera titCharge of Superstition, M5 Coluirv,Alacetioli

F:11nitt Solierintenhent of SitVermillion County, Daneilte

Floyd, Sitio:, imeinlent of 5t1:::01-,H.0 .tillry. Primo:tin

Fro Le, I t000t. Sitporii eh: r,t of S,flex, rerun Cotnits

Coo,tr 1:. (1Jr, 1 1.ronF, Stn.ertiumote uf

Hance, VaYne, Superintendent of School..Ctioiherlaml ( minty, Toledo

arvhliar Freest 11 , Superintendent ofSchool:, C11,1011, (busty,tit lest Ray, Super:I:ten:dem of SI, ///sI/1:,Salle ('minty,

itoet, 11 ar iort C . Sliperintelthont of1)eX111, ifiinty Ski7,v1s, S)i.irHore

N:tonti, F.tr,utive SO. met y,nn Children, S!r Micro:Id

}fttltno. I. 1l . Silperintrrofent of Si1mok,Saticaninti Crointy.

Keefe. j , Superintendent of School,. FordCount Paxton

Paul F., Siluerintemlent of Sr honit,Community Fort School ili.trint No t,app, Royer. fi . in tor, Frim.rrinital It,

near, 11, I F, Compton iml Company, Chieet,:o1,:514:111111, Putlor. Asti-mot Stiverilitelpfmit of

hortIx, Cook County, 1'lii,.50)Leffler, IItroll , Sop,: uirendent of t:lt,t,mt1.r,

i.e-per County. Nina tons,1,1, I Fir, 1 :11.1riorio it ,

Supers Itnr. !aunt, rr:i Eloroeotary S5Imol.Svc:more

11:lrlie, Roe 1f , Sutwritirendent of SrEdward, County l 111111!II1111iIV tNo, 1, A 1?,0,f1t. toonn, Rol tml, 11 tor:: r, 11111,, Pupil,

Re r: hmr: la, Ithlommlor:111n,1 P 1 hro: no /Hrt

C,LIPW1.1 Rmotar: h. Cr5Ilmo: at:on,DMiver -it,. of IhrhaltaCnnns 1 to rho rtmon WI', Of: 1'010 if: 1

Proor. 5et for Rural noonMvrriter, t ,

ef irk 4,r11ferr. Pa!io Srp: rn:roluteet

11elialot PtI Fl , Se: rot ire, ICIrat ( lir( h

Prnyr N a t : o r t I I I aohor to Cour ch,1''i F, 1 It S:s; erinto retroa of S5 hook, KoxCr 5 : r i t e , C a n h--1:lirc

Perrin, S Sumortamtheor of SrltooD,St it-le Toulon

Pfitieror, r , ofCoutitv, Free/mil

Prie[ art, Sup! rinterthent of School,.A,IV71. ( minty, Iluincy

NetHrt , of Si hoolti,Cmtlt ('mints, l f a ('ones it tothe Naeorah Cmoralawl or ti o loin rim:hateAdellitii,trarl ye riot

Pniney. Darr,: Sal ossE , is1.1;t ofWhite it.ty. hirtio

Rice, Witfrol , Snlo rintomkrit of Fe Iton!.,ND:Jr:fan Courol, Fir e-rolvolto

Rohert,, R 1' Suporirtrothoot of SsIto: rune, Cnonte. 11*,,t

Sttnnrintore !ow. ltural 111.orr:stn ni!s Con,rilolariol Shoo] I 10; -tit: t

SMi!?t, ()ten I, , S"pertotort:?orir of S5Ifs' nr 1.; Cpwry, (Taft, II irn1:1, Supmiet: ehoro of Sltou-, io

Dtteio,t Court e, ;aleuell, R I, , Solo:rinirrlmIt of SIlenry County, Woo,I,tre

Kitts. :, jot it .1 , Sneer toiont ef 1,01,,Tee holm 5, 1 (non. State Doomor Itrive Cm; of sit

Som-rirltrteir or,

131

Vim rot, Com, e 1, , Snlhtetteit K , Superintetelera of Sclinol,

C,rolo1) Couniv,111:tte, ,kialtur L., Soper:weir:11:ot of Si hoult,

y Comity, ninttrmittcCeorcr: T., Stiperinten:tent of Si.ltook,

111 rohlots County, F.,1,.,r,I.,.1111rIii, v 1 Irvin it , Duck tor. Cathohe Mural

1 air CootertIii 51, S1,41:1It .1., Is SA001,

! er,ey Comity, jerseyv11101Vrrneh, FrarilK, Soper intenjent of Schools,

Plitt County, Monticello11) stir, If. Superrtirendeut aiol Principal,

Nee, ton (.0nintitnity Shoo(, Nemon1(5te 11 , M.111,41:11, Nvtiunal

l'arellts anti Teachers, Chittae0Ale,:ny Council to the Committee 00pule and ProCraall for Rural Education;National Conimatsinti on the Intermeiteitenint,trative Uoit

I.ssrncluns sr. NIISiPIR,Lahr try, Southern 111,nots

datelihrary, Lt.:ter It Sr Ste Collcce, Charles:

tonIalmity. v of Chioaeo, CFie,t,tolan:r,ry, Northern Illinni. Slate Cctleite,

1.11O;11,, Ct)Itei,,t of Falitearion, Yvan:,tort

1.ihrare \Am:tern Illrttoi, Statelilt NorinalNorm 51

I ahrory, I ilium, State C5:itece. Serinvle1:1

INDIAN:1f molls N., Socoaantetulent of F.:1:Jyrlx,

Not le ihounty, .11.11.11Ii,,, Paul II., SulerletonJent rif S::1ral.

Lt,10.,y,Iirrmock, Ro1:ert j., Super:knot:lent ofS, hoot.. Like (olinty, Pm tit

Phi Delta, :mos, din tel. :tirtionititrt

ot, 111r,. I Fists D 1ootat Profet-orof t'ritereity, Lafayette t

i'reti:101:1 5:f the 1)51:Irmo:It,Conlnill!re on PoitCit, and Pri,::.1"tini for RuralF.lutation

Flom nod, 1,1osl C .1stim Superintetohmtof hook., I inh imitettit

F'oute, Tan: tice , 1.4 S,10101,,. 1 1 1 , 0 County. F01 t II

ri ir:10er, II ra fns- , Supermterthroit of School:,riiion. County, TO:erre

;err: 1; , Sap, r intent!ent of Slinolt,r-1,11 Corutty, 11'inamac

(Aaddril, Ruhert Sit;:ertmendent n; FV.liooh,if ariori County, Itclarmipolo.:1 Advitory Courv:erl to the N.itioreti! Comrili,,ori on the triter-surli Ito .1:1suitotir :trier thrill

A., A ttio..itit Sui,erinterokitt, Scot.1),Vo101rr,;( of 111/... 1 n,trIlt (70!1, Vet- nntiIiiiiesFttioir II , Sitpe rut:ten:le:it of School,.V.ivio: C.1111 y, Cr:etc:re:Ile

jhrame, F. Superintendent of Stliont.,(Iorn (fottot V. Apr 11500

11111,iitiCiti, irrt I.. 9..t(,erilkt0tOlt.lit of S,110.k.Cormreitee

Fie 'CherIlythrt, C)rht, Sopertutemlont of S !V01,-,

Comity, Pr ineerollPaul, '...410015i5,,tvilLkr,t of Schoollotl:h Ciriter):, South Itrat,1

sm,, alror II ho!iThl St.tit Library-,

1.ot he, Quin, v: Aelunoi-trativeS's .\11,any Ft.HI Coqt,ty New

1.0511,, P., 3;t, tr,1 of ('harsh Extm,ion.-55.:1 I lotro: 11 :11,1,er,5:11

1 V; RA 1 ION IN I .x/// ( /MNI 'NI S( 110()I.

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S II CI 1.1,11. , Sirr,,r'rlorrotol,or of S,r 1 orrolo trion

Sr Iro,l1r.o, F. Srotorrot.rorrIcol of Sr loor,I-,Sorr': 14r-r.1r151 N, v.(.1.

Sr 1 H. Ir n. 121, Sro,ri roolrol,'Ir!, 1 Irlo.s,11,111, I lit,

5(11,(1, r, A II S,(1.2.1 too ro1( or( Sc1.0,o1.2.,A (1 orti,

.S1royrIrr rt. I s ,r A , S. 2,i, I-, IrmaSt.1!, F. 1, I.

I; 12, W....111/.0'011S.t(:;r Ito!. iroorr ot of I'oIrIrr P22

Slroiro, 11;,(12, r \ r.,5 S, ,I:tr

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11 . 11,:o 1.ro ofIt.,1 \ V., 1,1,1

, I11.(r1., r,1CoLi,,!v, 111 t ,111I Soy rlotr,riiti

orrrrIo111rrortr., S , -,r,1 r ,f S. 1:r,15

5,1.0,1 %. 11,1111,11,.,

TLL .'`.1 I , of Sr 11(r11!,111),..Ir....ro orroo,.. oro.r Crty : Corn,or r't,

S11,11

Vf., 5, :\ II, ,.112' rr, or,

rro. 1 1,11 S , Sro:orro r.(1or, ofII or, 1, t, r3. I. , Stts ,,,,ttt,.1.,,t,',1 5,1 5.1,1

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r t \It I r , sri. <,T SI os 1 r,11 ry, I

r. 1,, lir, r r 5t13r.5.1 ,oi

1., it r'l 1. r 4 '1.1,111515,r, I I ItH 3, ! 131.1, 13,

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5. ,5 II, \II III , <o4,r I I* I 011W11, 1 5.1', sr' r1 1

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,

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5 s'33 r.', r

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V NI, 53, 3 1d,3I ,3, 3;15 11,51r, 1,f3 5,d3 ,, `,' , .510. I

NT 0,, irl,NI, . ,.,535, .5

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r I orr, I 515 , l III, 31 . s11,, 551,55 51,1, tit, rr is, 11r.l.r.,

'r `11-- r (if Si,I t rr.11,1 I. I Is 1111,1

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t, tP,,,,',11, 01%< [HOI, I I ;11i

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7 '111 orr 51/ 1 51,,,r10 It 11 of

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II /EI y P53,1.11,11,SI, S,1 11.1,

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( 11r 11 r 1 , t t iif. \\ t t, I oti

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1,, f,,Th 5 Sr11, t'nrri'14,11r III ,11t Strite

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Srro., r, , S111 p1.1,1 r S,I

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55 3,, T. 51 S Sr11,0 ....1,r1r.11111 :+s !

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rs 1.1 i rI A,,1H I. A1 511-111,11r,

fIT C551155,, :t1 55,1' iff 1.!o r 3 I.111, t's Sr

I' 1,4,

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, mi. ir I! ,r0., (3,-1551,t, S I 333,r51, 11

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f I , ,,,, :11,,r, 1.(PIrs1.111( St OP; ,\ (i)

KO S( (K <it Nt1 Mb' l(S

the ,, ni(d.ii f,ii 1411-.11 ion v. II nlerd,

Si I, oid If id t rII, II I fie.1,1, ht of

1.1. S111, (.11,11,:f, N1

!i' Fi 11:.i. 7, S, II t...te

Co.t, 1, tr ; of 1.1.1,1, own,

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ofi,ri, 11', ,rri Kiintir 1,y State It o

11 r; ,

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s

5Fr

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,

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11 ,

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,

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I'., Si11,111,1( tutent, SI, Nris

J. 11 Iltrc,00f, V,tr.rO,00,1fy aO,1 5,,,J11, ), St.oe DeL,.iiinient of

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I(i r? l'Hor, No c. 11:11'1.in, I. , Sil.(rvi,nry.

I IV, row

M3HYLAND

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kjkloyd.ort, r 11 ,

'AirEht,k1,t111, Stii.erioi,n11,11t of

S, 'rriiils I -the of II,e Witsi, I. 1,11100, li,t11,1,,tteS,,1011, W'. Superintendent of

('irons', ISM t,trSITcritil.1:11ent nf

S, v 111,.

Scfirilelet. 11,1,`11 it , ofS. hood., if, .i r5,111,ty, I

sw.veri, K. v.. Superintendent of SrC.inet 1,1).1ka

NI els ills', Sopetir.tendent sf Srhood:,ii, rrn in

Soiith, I /orothr f)., A,,f,,t,t sir Profe.....,or sfj'ti c'5'it sf Mrrin.i'i,sr,

lit 0.1,, SlolulhSmith, Fratils ii , Yilocation,

ver.iry of N1Ini,, ors, Nflor,e,woll.,Smythe., \\' IS SI 155 ..r.ntend,n1 of Srlool,r,

Sherhot rrSohl..trom, \

St ii ('ii, e5r Colleize, St floodStar,Itton, 1' I, , Sr'rinterident of School.,

is cots, State C,,intriittrer

Sx,11,,,n, Cordon I iatt 'role's r, 11e.:esti went ,,f Vitiver,

of M tone.ota, St. Paul: (..coonit tee OR1,0iOns ,,t1,1 Conoroctiye Silt lie:; Cion.

111y,, anal isis for Kura!II anonSweli..no, I eojo.. Soil,erii,..nalia,t of S...dord:,

l'arlrnir 'Conroy, Carl ionThoowiii., \Hid S riot, o'ii of S. hood:,

SlOeiursrtu" 51 ionher .5iIviorty Crunch to rho

is is; Cononi..aoli on !ha li,terinediaisEtch t

horue., Sonerinten.1entCou,ov, 1IrarsH 1":11I.

Thorool, , 5,11,erien.n.lent if S,lorodr,darIre Penton

Inar I. , SoperinteoIent of S, head,.lklovier (*colony. Aii.rin

Vi' , A NI . r1.1,,,t of Sc! Sir Free.torts Coiiity, 'Lea

NVadefdil, Cl)Ne,(' ofUntreroty 711inr.,'-i4 5, St inneanolis

Cootnril to the Conoinitree inInd 1'w:elm for Rood ['location

\Vanier', (Nit.. SotorintendentMontevideo

,5;o1r,iee, 155, '51,' Ct Saiperintrordr nt sf Srdool...,1Vinnehaaas

Veite.eri)i ,t, 1t1.,11,1,1 Siiperinterrdont of Cion.ry. 1Yottl.iftaton

Vr'ett,rvren. 55'. .5 . Fser Focret cr0, SIne.ida Srdoiol Hoard: St. Peter\'ylin, John., W of1.

7i I 1.., ",471;,.r;,-.er,t ns, Pornoii I. FirConoiledoal

IN=r,111.11,r it., Sr it, Te.1,ct,fal.rIrv, 11,11,1

St-n ruts, 0,1,Car ov, 0,1.0.r.trv, M,,trx.4.110!.t.

.11ISSISS11.1)1

."'Ir1.1,-- r,f S, sii'ouna.y. Jr F_rn

,555 11.1- of S,

.5 Ii, Sul et no,to of IS, hind.,lust ,: 11. CT iu,rrfc P,:11!,1!!!r! ,ry So:arrr.o,, 'i

ef heid.,riolea

Coulter, II I. , Solierintrooleld, Ea-1 For riIifc 'di iii IS

rr,11,k, Sul,eritocrol,r11 of S...1,001,, Nox,:11.1,1,01

1,1114.y. I. It , Srsor it F, Sir ci of ,\ Ion,rot' (5555 it ,/kit V 1;,,,,'1,111V0 Secterary, Nfss.

yr Stan. Is \thook

Fists. I Sinus' Kelly, Jetties'let, Sir, VtLlter 5' Sty

l'owc11, 1V1111,,ris E., S ipsrn t,w,lent of S,,.hook,5,55.Coonty, Nev .51411,1a

Tr,, J A y inc CILageif I ,e!.1 51 inn As),Lek,on

S,ii.rnt,tsvoltlit of Schoots,

MISSOURIII, j, Sti/wrintel:11. ;it Of SL11101,,

Nhf1(1,i ti 10Ff, Cliarle.tonIIratr,lt, hint r, Soper ;',..,or of Eletnaortary

S..I,00k, State its (Weld of Edh.kation,ji,ffer.olh Ctty

II,; i her, Vincent Slient1.111,1,tle Colunhunity(;Isd,tolt

C.,111p1,e11, liern,trd Supernactrilent ofS, Surontir.t; Commit-

vofcrence or SI-sir iris'' 1..e3,1erhq, Sewing CoominityOil,A, 6, I'rofe..,..r of Suit lion, I '11 iecr.

.11,, of Si rivi,ory Coon-et; to the Co:lin:lir.: Policies and Pro.,rani for Rut al Eilltration: State Ditei tor

Stri,crit.tendeot of(ounty, lirdenernIenfo

('olv, "tin 1 I., t)itrict StLyt. rvisor, State 1)e.virtolent of E,Iticarton, Iron,111e

Mr..) (urn I.., Superintendent ofSir ints lives Cowity, unit, r

Superillten,ient of Sc. hoot-,Colhor, Gre,t16c1,1

A.drian 'K Suvrinten,Ient of Sehoo1,,,(Tri.trii, County, ()Kirk

;tar Mary I., ,;{,erintell,Iert School',,fa ..c.,11 Cowls y, .M.on

i Sir. . nra N., S11 ,crinternient ofSr Hook, Perry County, Perryville

SoPerintcoletir of Schook,l'eroi.,cot County, (...lrothcrsville

Sir 'inn of School.,Isif,T.on Colintv, ifnil'F sirs,

11;nry. Vt' f ,Ii' County, (..011,1entOtt1'. If , Isi mai Slivery i..or\va

16,,,,rt It , l'isfer,or of FALIC:itiCotl,S..lte S 011ee, ('this' tsirir,Ie,isi:

to the tOtilfilittetr onl'ro,.!rtm for I<Iital

Sliperintern lent of Srliool,Er 'us Crolt,ty, I Ins,

us l Nil.. 1 3-61,1 Superortendent ofSilo...dr. Coonty. /for, Ion; Conen

ILT1.n-. ( SttperintenoffIlt of110 1,,7 y l'onnty, iferinitar.e

I.,"O:11fl1, Sol ,,,,riiiteraletit of Sehool,r,'noi'sy, St.

foe, h. Ii so-sri, SlIp.rirltrrlIrilt Of !.`(rtwo(y, (1,1/kWhe

.14"11,r1h(tIlIk1:( tic Is,Nd ire iii',,, \',r. State Direi tor

tsr ery co. d to the Natioo.il Corn...s, sri ft. 111,1"11,,11.1t,!

nter,lt it of Si hook,Conety,

I. , Sor.rairilendent sflaiorr

0,, Sio..ont.teredant Schooli.

ROSTER tft 1k1l(i RS 145

!Slurihy, lt,,,Ll It. Soi,erioiro,leril ,,f Sk hools, Ilais41.1, (Mrs.) Sylvia, 1)irector, State C011.,S111111411 colirAy, )111.in rrlondrn, r School, State 1/evatt went of

Nlyer, f \11.... 1.1', 1.r..ii,,, Sisi,crinten,lcnt oil. Public Iro.ittlt lion, Micsoula: Slate ComniittteScht,01., illioloii Connty, i'lattshor, Sleinbcr

(Ilk cr, St into IL.',, Prof e.sor of Edti(ation, llanonan, NItiriel, Soperilitenilent of Schools,S,..,,Iilo,s,,...t .AlKoliri State College, Sw iii,...- 1.ake Conoty, lokonfief! 11,1'nen, f Mr.. I Martha, Superintendent of

Owe:It, Join,, S,i1,,olinter,,,,,nt. of 5.1,),,t.., li,,i, :sj..,!, I .111.'0111 I:011111Y, TitltrtM4t1toll 1:0Ltnly, 1V.i.r,1,. 11,r Lg.I.ol, ..V1Itcy, Sit/,vtlot,mdent of Schools,

l'Attinon, S.illie, I.Ite ,Ifrool,',er, I Itintss ille Clit,r County, NI ilvs Cityyr' Re 0.,, Cli.irtri A., Stli,criiitenIcnt of School: "1(01, Florence, Silurintrn.lent of Schools,

Cooper Comity, Boonville l'o,..(-11 County, Peer 1,0,igeki,lit.. (1 11., F,1,/,,./.;,,!,./tr.,,t of ,1,,,,k, Ketolall, Orin 1'., Sii/erintetident of Schools,Iunklin CoInty, Kennett S,Ander County, Thomp,,,,,,n Fall,

i Rinehart, ( Nit.. N or I, Slqicrit1trt11.,:lt of hy,er, luta, stil,,:rinten,lmt of Shooli, idler,S,1,,,,,,I,,. 1.i..In !'aunty, Itrool,t'elrl soil Coui,t y, 1, milder

Roh,.rr,.on, f Mr, 1 Nt in,le, S11,,..ren,leot of !sloore, Paul 1., State .1 11 l'Itil'f 1.0.1!ler, Mon.SO,,,01.., IlioNIA, C.,310', .v1 tA.,)3 State Colles:e, lloicroan ! SIAN. ('oin,

Ro,:ei.,, II A , StS. f ,rTy, SII.ouirj !,,,I.,,,,I router !Sfroli,erBo.ir,I.: .S.....,o, i.,lion, Env.rne Ninon, INIT., ) Winnaf ern 11 , Supers Ror of

54.1rvf. t 1V1r:. I I'E., 1. , s.,,,,,,,,,,,,r,,,,,,,,,,,t ,if 1,011,11 S,11,4,k, State lIciMillICIlt of l'ohlic.:01,,,,1., 1.,,,,,/ri l'fofff, Tray 1r,!rli, tio,,, lifeina, St..,te Oirfclor

5,.cift, IR, i' F Sltp,1,,,t,-,,,l,,! ,,f S 1,o,,I., Nturt'lY ( Nlr,.) Anus J , SLIITtintcrolent ofPot:, con.,rv, S,,1,11, t SLL,,,I... Hour:,! (",,,11,,ry, Sni,erior

ShAlti, 1,,,S, W . S,11,, ro.,.,,.;,.r,i of Si',411,1:, i'Mr.r,011, illIfte,1 11 , SnI,I.riotrn,l,itt Oflfi, 1.:',,,in Mrl!.. S,,,17,11-, l'Atk County', i,ji.j,,,,,stoil

Sk,lt.on, S NS' Slif,riot ,,,,Ie,,, .,f S, hoo!.. Peler,,,,,n. i Sir,., 1.11li ir, 1, , 1 ite 1/entt'er,At, 1.1.,,,n C.,,Int , R,,,1,1,, rt K.L1,..211

S/, ,rr, I Mr. Rflitl, I ; . 5,1Io-ti,t,v,,,1,1,t, of l'il I:I p, (Nita) Pearl .S , Snp,riffirolrot ofS, t!,-,r,,... M,,,,,,,,,,,, ( ,.,,.,,,,, )1,,,,,,,,,,I,..ers S. hook, Juilith II.t.ii, Cotitity, Srantor,iC,,,.. l',,,e, SV,iive K , S,q.,.r,,,t,,,,Icnt Of Schools,

st, ,,, Art, 10'. P ' 1!!. ,,,I,r,,,I,-,i,.t,t of C,ranil, rout Philip .,1,1rw. .Sdi,,,-,1, C.,,...,.. r ,i, ,,,, if ,r r,..,,,,v il',- Sr, r11,, (Air-, ) Shy Y.. Siip.tiliten,lent of

Sril,,,mrr., A u liwt 1. . 1),E,, tor t-.1 16,,,r, .ii,,, ,.,,,, Sch,,o!,, t ,o1,1,11 V1Ilt'y C11111!, Ryoateif S,.,,,,1 111,,, ,,t.., ,1.,!,. ii,.1,.,,,,,,,,, ,,f S limp:. (-wilt-0, ve, Deputy State Silc,erinten.,,,I..olo,,, 1,.tftr., ,. i ,,,, ih.nt. state Del, irtmcni of 1'10111c InTraL , ..S.n.1,, Jr. . ,-, ,., .r !',-. 1,.-r., ,,f i, ',,,,,f-, ..,ft ri, to,o. l'W,,t,

Iron co,,, t , I r,/',! ,.1 Sli,kn, (NI r., ) Edith 1 1 , Sti:wrintrfillelft ofll,for, Cooral, If,: ,,', 1),.1,,,r,,,,,,! ,,f ,1,,,ri- S,.hool,,,, 1:,r..,,t.i: Cowliy, 1.e',.si,to,sn(shore, C,,r,,,r ,I ..f, .,,,,,, 1-10_0, (1,11[,,,, /TA?. 1,1,fut lane. S'rt,rtt,ter,,lent of S(1,6fItc,""',unto- ',!tr.; 02 +,,,z- fort Cm 14,0,k

W,,, I,r, I 'frr C . Dir., or of Tr.lnl.ort ,, Terr,trolo, Alice 11 , So:,erloft r.trof ofti ,t!. N'orromol,, Cof:,of,.f..,,,f o, 1.'f, s, S, 1,,,o1:, 1.0tcrtv C wir,ty, 0,-terI,,,,, 1.:,,,,,,,,, (,,,,,,,,,t,,,,,, Iniv,,.,,, of 11.1,,,r., rl, 1\1111fe1., Stirri1itet11,1it of 5110014,Pli;,11 TF.1,19,01'1.11,011 1111,111,1 County, SI,it.ty: State Cornnlitter

tVr,..,!,t, 1,-,/,ii A Sliiorinforoff,ot of S; I !WI-, N1,r;,f,er5.,,,I,F,r1 Coltniy. ii1,,oruflel,1 Ent iftr, (Nfr ,:. I 1.1,11',A 11 Sty rinten,lent ofYou,, tlerini,!,-, 5,r,,1 ihto.,1,,It of !.:!.1,..00l S'.!!),,,1,, Ill'itsfr Coll,ty, ( I.:wool:: Suite:Sfer,..er of.1tv, l'r,n, to:: 0,,,.7,70tre N1C/7/1:er

W.11',...er, 121),,,,:141 1' , Profeor of E,Inc.a.IN,IIIII1onk1. 1\111,114}5,4 to,1, (..ftro11 coffec..t., firlen:i!too., n E l'.f.z.o 1.00-try, I.it.f.olh Unircr-ify, ilk't i,+r, 0.1r: -, N1-fr.,.. -fret M , SI)1,cri7;tendent1,11c.r,o, rfty of School., f)a,-:,,,, ,,,,inty, f ilen,live

V

Kent 1.11,1frs. S,,,11' , t. M i .-oor i Sate C,,11,11T1'11,k1 )11.111ttt1,01 C111.,, 111,1,11,1

1 OA- Irv, f ,ort-il \I, -_oar, St io, Coll'oo,. W.fr- 1°''''')', M'''''',,.1 St !fr' Von, f'rity, Ali-,,o,411rt 1.,1,111:.

1,,ir :Irv. 1,r,ir,, C,1',,..., '.',;ri.:,,,,f.,!,1 NE111?..1s1i,11.ii,r.trv, Rnri1 S, ,,,,,,:.,r,,. 1:WI,. c',.,11rwr., of1 --,.iri, 1 o111,1, A,,,,,,,.,,I,, t)1,:a, Superir i,,,,,,,lci,t of S'.hor.,1,

S.,t1,,,' I'olinty, 1'.f1ollion5TON'I'AN:1 heir, l'a.il f( , Slii,,rinti.,.,,l,nt of School.,

1,,,C in 1-011tJtv, St:t1.1c10:1i1,.,,,,rytd. 1,,O,,, s,,,I,,r,t,11!,C, ,.,f S.1,-,,,l.:, Ii,,,,,,,ir, ,/,..!,,,e, S11,,.rj,ten,i,,,, r,f SeVo,,k,

1 LI.1,...1,1 Cror.i.. K,a,...{,,-l[ Co,11,-,,ric,,, i,n SNCrti.ir. l',111.,0, Rlf.fArHePon,:o 3.1,,,, .1:-!1 ro,orio 's' St.r!lif.,,!. ..5.1 ii,,,,,,,,, 1/,ti-. Sltp,r!fltoo,!,,,tf. of Sflloolf,vi-of v (..!!!,,!! of r,,,, N!,±1,,,11 Cr,',,,,i:,,,ir,t1 Sin l',,,ir:tt, 1.1,,,,,',fp,f 111e 1f,for, f',ff.1,,,,, .S,H,1,7,,!t."1';Ve. 1.,:n Ir.11,, 1,Ar,1. 1?.,,,,I, ft , ,S,11-wrirTrrri,1-ii of

E.Irf roll., ( 11--. , Ilfo, 1,', , SIII!!'r wHolor.f of Sf I !,,,I,.., \V.,!-itl,;,,1 (.0,11.ty, BlairS. ,,,,,,, tl,, ,,,!, 1.'1,.1.1.', VI t-',111.,, ,(L.1,,:1,!1, ( \It, 1 .\ 1;1111, SIVerinter,ltqlt of

[t-,v, r i i . , "1 k I' , 5'11Tit11,,i&H 1,f S. ,,I., NI.,!1,[1 L.,1,1v, M,111-0I1S, 1,,,c,1,, lt, ,, , .,' 1 , of 4: Wit,',", I fill., l'o',!-for. '... title- 11.11,1, Sfifor ototoit'ot of

11; o.so, (Mr-. 'II !!!.'oo... \1" . S,11,,r!.,,,,1,,, f Is, Hol.. Vol', I 'olf!f v., Yorkr,f S., r,.1, SI Co,. r,,,11,V, Cir I, I ,:,.,..,1:..,,n, 1'. !!,.., i' , S,11.rtitlt,,,,Icift of(' ,,,i,.',,. E1,,, '-',.L,,,,,ro.t,,,,,t,',:t of S,1,01',.. ',.:. ! . !,.1. If c! ,'r h:. ra io.1 1,11folPoo,,!!,,r I Coll,' v, t foot 1,1 11.,. ! :th- - ..! M W,, N' , SofLor toloo,1,1,f of

f'of,,foo, !f ,r Al , S-,,,.10fr,i'H:t.' ,J l',i`.`, S, ' ,,,.., 1),,,, ( ,,,,,,,.. I ',,, , ,lo-lf!i!Otf,o,! 1-, tH. 1,!].,f,,f..-1'1 of 1.11.1! yr!), ,-.- ,f f . 1.. 71. l!' , Sol-H1,1,1,,f, ot of St. i,00l.,1 iff 'o !!,,,,, [IA.:. t f.xf.,11fivo ('r,,.' 10.,' 1],,,, ,rd Colo,ty. Sf. Loll St:tto Coolofittooof fl., 11,-ol,.,,,,t Si,.r.,1 ,r

Coloi,r, i At, . ', S.,,,,,-... 11 mr,,,,,,,, ':-..,,,I,,.,., ,.,,t, , , 1 ,..r..,,,,,, I Nfr-. 1 01Ir.,...1r,..1 If , S,11,4.rinter.,,fentof 5,1,,,,,I, I,' ,...'.,:1, Comos., 11 ic-,,,,',,,.., ,,f S,', ,,i., 1),11,1. f 'clunir, ('happen

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1 f I RA1 Ic /NI IN 1}11' sNI AI I CuMNICNI SC 11001.

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Lpn ti, 1:11105'r,ity r,I ()H,1 H,

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mr,I1, 11 tr-lt,t11, rt.td.,.trt St11.1.. it, 1111irt,t1,t if

lt,ttrt, 1 ItittIty tS1111,rtriittont.1,',:t of l'11111. It1;trti, ti.trt, 1.111111 Stittcrvi.tiort11+1.11,t1, f.n. VI, 1-

I r, dI.A.i.tleSc1:0111,

t,Ittt It., St11,rttitttt'tt,11tt r,f SCool,Itrr .111r,tr.

11.ttr, 16,1.1 t It , Ttr.,.1tvr, T.,Ittott Sc110c1;tit,, IttNr Stritt.Ittrut for

111, (To-J. !ttrr:II l't.,11 herr, IttrittrS,' ,,,,1, \Vt.11,

11.1,1,1,,. It If., :1,i1 St,ttrir.tcri.St.sts, 14ptonr,t,t tsf t'.1/41,5,11

IHtyIt r,11,1 ,1., 1.1,itt,..t Print tirtI, 11tir

.:1.r St itur,I. I )11,', ,!.r110, Sitr.trinlytiIrtit of

tit1rr, Sttort,1 Stittetvt,ory1...

St 1) r, tMr. t I-1,1it11 I.s ill.. 1.11,1',11 11.1ittit, (.31

co, It 1.1 St Itt01,, Nye,t1r,t1.

NEW ItA1II'S1111{ESlik:rs'iOry

Stair Ilirt.0Sr. It , Stittr r *iiperVi,ry

, t,t, Sttttinst,ttr...N \ V11.1,1, IP,: SVt(I.11! y 11 to tt,r. rotrlutitttrott, 1t.,11, 1, t,,t itt,.t.sttt for Ittsr.t1

:!, th,' ICorIl1",', I °I.

,

1 .s Sr,,,. toutr

1 o':11 C`00/7,0"t"[,Itc.'1,1, r,l, Sfif.crViOryNro ct,in,.,

1-,51'.,r1 , r, 1,,r t,f

tr ,ti..,.. .,. 1; t .trt, ('or,II , r, r,t tf

ft ;r\ I'1 ' 11 N ; rr .. ', ofr, ' 1 -.. 11 ;,... ' r '416; , t

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101 0IY - I IC t 01,',1 ,SVtl 1r II I t r. l' 4' ',11, ICI , [Hlor !, S.11,

tt t, 1V.0 t, 1p,11,1!.,11.; yI or !..,1111

\Y'rr p S,11,11,c,ry.;.! . I ,,,

RCri 1 1 1( t(1' MI Nifq

NEW JERSEY11aki,tro, R. II , 1,1,,t0t,

S,.oitt, of AnivnLi, Ntv 1kun,H tickNtIrt.kol 11,1jotkgdott,,ter 11.1.11oldirl.1

11itr". K I hr, 511i1101 Rut 111,01.,S, iit. of rr Nr.s k

1-IvurrIt. A, I tie 1/c00,e,,(1A1 SttpclitrtctA,nt of

Cottnty, Fru11101,111 ou.o0., Aik,t.knt ;Jiro tor, 110

State IStparrohmt of 1,,doc,tion,'Renton, 0tto,6t1t, 01cotl,,r, ,1,tvi.oryrolt,,,,11 to 'to. I'mowittee no Polo: 1,, :Ito!Pro, r II for Nortt

Krupt., r. F1,1,rf:,,;,ow etr C01.111 v. l'itik;tri

11rLt',,,, NV, II S1il'et,ot",d'mtNf:iy Co,inty, Nt.tyEalir)ip It , 11,111w, TO.it tint. Snlrn,

!sloo,:o,l, 101,o, St1110rr,t1.1',111.1,1 ti,ColtrIty, 'Aft. 111)4

10 It 1'o,,111,11tclk w1Pro,r,Lro for kktr,L1

,0 Cfgoroi.,,ioo rat, ll:r0fol Stwcrint,o01,.ot 1,f

5,10, 1,, to C,111.

t 'Sir, I , 1 1irck,tor ratkl 61,

1.ol,,7 11rrat, NI

5,40, Coi!,('o'' '('1,0 of ti..trInt,otI ',1111C11 1,1 (1,,, POIII'ro,roln for Stir It

S1,110, 1,1,k,,, 1,1 of S,01111f Wk4,1,'1

Y.11,11 1' I .rtrl' ferPtr,/kk,

Sfnikb, t; t,1 of SOlor.!...:,IThrton) St.,r,. Mr< tnr

Sit 1. If rat',111-1rv.

TS. iC 11, , of

('0111,tr, St.,re Fenno.11,,n1wr

NEW N1EXIC()1r, 1,t IS ,

0,10,1v S. Sir'',, rC,1111

(y ! tin.fro FrIlt;;ji, SI,r;11, 1,11. I erne

rokk,,,,ky SIko,.r, Nor 1, 7,'N'11-'t1 1,, :4

to S, ink. Pt- SI 0,, 1

I \tr.. , II 1.1111,!1, 1 t,,hcr St.11, 11, of

E.1!1.-.1,10,,,, 0 1 11

1), Co- a irt', 1111 .1,1 for12,11,1 V,11, .itkork

1,,,1111, 0110. k 1 h I ',irk-I-,

(;11.,, f 1Ir ,1 1, ,,f

Cr k,f, S.

1;0411. Fr it, I' ,

It ,t,

11, I I l.>nu, 1 nn n.l, Ht. 110 11

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1.15

Noon, 10, 5111.4 rthrtitivot of Sr hook,Sl Ill vvr Cootio.t to tIlt C011111iittcrtkik ,k11,1 Proo..kol. for 1<itr.,i1torl PlArtl'wv, tworntlice, Sotitko,e,t.

Cullferrn r 011 :A,Inti 111,11 alikeSoqvith4 C000mtotty 51110011

P.1,161 1, S. Tracl,c1,Ati,, 1 'Nit.. I WI, 01, krlr, Concl, I, 1).011

tor, 141101 y Countyt'10111: 1101, tor

Pr o,, loci 10' , Soperink tolrot, Roo.,cvt.ltColtoty Sr1,0011, Port,t1c,

r Kafir K., l't.,o.lier;;;/,,..er,Coy

Stern, 11. IS , .0101:1.1i CooolilAtedSt 1,,,,,1011011.01

'Forint:II, If .1 (R,wlcr:t of Sd10010..

\\.,,0011, (Mr, I Nhry I2 ,

Coo 11.0,,ordI1'1f lirdwit .,:tip,rurt(1,,),Ift of School.,,

1V11o.1, Nit,. t .111, C, 5,11.,riiIcti.lt,ot of

Nft 1.1Ft1k1,11.r,A ry, N,ir N1k. i(o .0 & Collviak, Stair

'7,,verity of Nr., .111',Prtltre01u,'

NEW N'()RKfoitri,t Slip,ritclokw of

St.1.00l,, l 1;ILt,11 Pr! tt1<1.4'.. i li.trt, t of

'wile..., 1'OW1()', 1 ) , t , , .( If elm It.., Di,triQr

S,11.crin.t..w1,,1 of 5,1look, ton11Tin.11,171

It 11 . ie 1 sr.lm,irVII (Or 1) , 11,frOI Stip,rio,,,f1t,rlt of

01'011100 rolinty. .0011,(11,11, I)ik4fict Sii(lcrin1c11,1,111 of

Sk Alktr,y Crwrkty, I )1.11.,,,rII. 6., t S (irri0t 7011111 of

S, N!,,11,Z11,111kr 1'1,114110, Kurt1100c.1 l'I-01,kti II., I )1..tt t !..;/,rinte17,1s'nt,f St. Sir. (;rcentielli

rProfc..,,,r of ls'oraI

Colwohrt11,11y, York

11,117,ril 1,. /)irector, of l'o11,<.011ive. 3t,W,,k1 ,SI'r \Vhi(1.

11,11, 11' I2, I ),,trit Sui,rintuillent ofSAr,i11., FrH, c000ty, Am.!' ;1

1171r10 ,11o. Sin'York to the cf)111.111 III /Jo POI, 10', 011,1 I'r,,Q1.,110 for II oralErloc.-11bo,

1113,h, (Mr.) l'A!),Irr, G., t SHrwrintcrident of K,flo(.1,!.., Coltnty,

111:trcrA or 111, 1., Profo,..or oftt .1.1r,11o1,11.0i,

rk,k ck rsity, 1,1,.-Ica A.Ivi.oryti, Ct,t1L,11i!hr` 011.1 I .(00.11t11",t 1.1,11 Jtioic, Nation,-,1 CornIni.irqs

AdniiI)i,tr:ItiVO UnitItyrn, 1.40 I)i -trio KIII,,,riorrn,1,110

5:7 001,, H1'1141,71.1rtI,k,r It , I Silpiinturldrut

ty. Po11,kih r,.

, 1 ,,,,tk, (to0 N1 Sr, rkl a l 1 1:1y11,,11'.

I.',,.'u,. Vor:.;

lark, CI c:.10 k , 3),,t t 5:111I r t of0.0 Hokr,1y,

f1 . it Slipctitit,P11/ (It

[If S. 1 1,,,/,7k )lout,'), Pions

1.16 Al/NI INISTI(ATION IN Till! SNIA1.1, COMM LINItY SCHOOL

(N1t...) Amy Itsill, lrl,rrtit StIpt`tilf1r11.C,11111I,

OF mcry

r, Fr,u,k W., Prof ofTeacher; II, i.vv, vet ,ity, NovYork Cit Cominittiii un l'oficic., ni 1.1'41

f or, Ih,tri.t Surcry.tit..t. IA of

School-, Str,ihru Ibrtt ,ty, WithE. of

(=utility, NoitiellC, liccctor, , Ro,cr,f of

fist! 5..ri ices, \Vt,tclie...tcr Coup.ty.

( Avictue.York City

I . l o ) . 1 I I . , A.o.ociate f r u i t .,or of 14.tir.ilAlton, Correll VIII, ci,ity. I tha..

Thoola, J , I lir ector of Si toolof the t'n,rr,l Stare,

of Aitcticl, Nrca York COYI Pis.tro t Superintendent of

Si hook, onroe County, l'ittford1-:1,v(.I A., I n,tricl Su psvintrulrnt

of St honk., Jeffcr,on C000(V,10 -ter, FrCd Stiperiotccoh.cii of

Sjkoot,, CiltAtAo:,o County, Afton\V, if., f,i,tt let Sittit riiitcmIcnt of

5, I1411.1-, Coon.ty,K,, ti SlIfq ti.f,ts:10i!nt

Of , F:a,t Fanifol;.11

Caren, 'r 5.Th,ni,ole. Pr iric 11,31, At-ccII r Ci wr.c1 S,looi, Nciv Itcrl.n

Latakia, Yrcti. , I of Ruralco Service., St.iti,

Alhany : State InfectorCiro,,, Mari W f

Loo!,, Na -,art Comity,Cnuncit to the Coniiiintee on Pull,.l'ro,:qain for karat at ion : EeciltiVeCOlt1{1.11lt.CC, Divi..ion of mot R,,,:stA red Stiporintemlent.

}fake,. Elton ) , I t,tric t Stitcritityn,tent ofS., hook. Ren,cher Comity, I roy

W. (13).lorii, Iliatirr SiA.erintritiIetit ofScliook, t)utcht.s. I 'oniity,.-w6t!,.111, Leon lV., Siii,erilitcniicot ofSeto lc. Nta,to.on Cotinty, N(nrri,%iIII

Archie Ditriitof School., Erie County, VIllicin.vilIe

John NV , Ill,lrot S,tparinten,tetit ofSchool, Clinton Conntr, fictiot

Ifani.ner, if arolit S., tof School,: t1,1 kimer County, foh.ticl;

Supiiriolco.ktit ofSicheoit., c(1111\ ty, V.A,S

trod,,fr,t, Profe:,or ofState Telefit, OnewitcCouncil to II., Coin.rnittee nu Potic lei amt

'tin for kuralon ke,411111fiCnt anal Pr(1,-11.1,1i,-,rf of RuralTe.i. hcf

,loci hair. Flnr -r If , lintri, tof Si Courity,

AV'., lit,trt t Sii,l..tinfri..t..ot of

Hri,f,, JO/1n , Jr. S11;,1-171frt,dritt tfS5110,I, 1.6,1,11:1 CrIT:tV, Nt"A

Virie,i1 If ,

S, hook. Ste ohrii Couotv, i ;ft,11111,, Profs -,1''r of Horse F'.cn.

ctimr, l'niiJAi-k.ort. , I ii.trict Sureriotonlcct of

School.-, (Themiiro3olinon, ll, . R., I h,t ro Surictiritei.i1cor

of Si. hook, Browil Coiiroc. ii o ±itKr ran, :NI., Ito,tri, t Siiperinteriiicnt of

\Varrt o Collo t y, LandingKreutricicr, C Pr,:idetit, Co o li And

SAN, Corti , yroil Yari1 . 1 c y, C. A , I /ion; t Sillwrintrtohent of S,..hool.,

Cottta..: a ('aunt), Nlirathon

Lee, (Mrs.) SathoNli, 1)1,1tIti SlIpetiiitciiilcnt of S. hook, Coinity, Non%Cwtan.unkt

if 3., I Siitioriiittiolciit ofSchool:, NV:iyiie NVIllimp.oll

rov,1,--, John , 1 )1,1r t Sq,criiititokilt ofOntario Cuority, l lifion

e, John I' , I ofS.. hook, Siitfoll, I I 111411,i:ton

Nic liorter, I Ile Yore

0,r ct S ins, tinteudeal ofSi hook, Coluoifii.s liatharn

Char Ios li, Ilistritl Stip. riiiti.ndint ofSi /look. 1.ivilit;ton Crovity, I

Niel rill, tocorn Sulictiiitetoientof Si-huol,, 'froadwollI. C., IIi,trist Sulicrioien.tent ofSchool., Cr.titity, St.inley

J. noitrii.t Stiperiritun.lciit ofTomtiLic., (40tott

I n.trici 511111ritikodent of\11:11111

Leon A., Di..tricl Superititemtviit ofSchool:, 'foitipkilo; Coutity.

W'allace 1),, I./itrict Sutierintootentof S...1w101:, North COIIina

Walter NI., I)i,trict Superintendent ofboot,, Suiinik County, PataNiie

00,)m, klatokl , Silli,ritiittotent of(ifIcao, County Kendall

3. S., StAtt. I Icalth Officer,./.4me-toivn

I'yfe, Ralph, I /i,trii Sotoey.S. hoof, Stillicy

Nalley, Arthur .1 Di.trict Sui.,riolcrolcitt ofOn, iihi County, Vattrville

1.0,11.1 1 , Pistrict Sllprr ititco.Icnt ofSd.00k. Ch.tyr Stone. Rilge

Cornelia, l'Aocutoi,e Secrclary,N*conieri.i Ills of Chritimi Set. vii e ofthe Nfetlio,t,t *Voris City

Si' ki.tr, I foi,var,1 I ;,, Stilicrintclot,mt ofSt. hook, Comity, Pori I .t.yilcri:1 1i.viiitivo I of the lictiartment ; Cont.mittve Proiirani for /tura'

I'reiiIcot, Saes theChildrco Pc lrrttiou, No,. York City

.h. \V., A .,i.t.trit Commi,cioner,1111 5.1.0o1 iliiiinktratiou Som.' icvs,

Stair Education 1101..irtim.tit, AlliaoyClinton flotrk t Superiiiterolent of

School:, /Mar f'otinty, lloivoyeS1iocio.11.er, Elwin C , Suticriiiten.letit

of S, l'uttrity, VorkyitIoitt,o

011 rnitSlat, r, C,Icrin A., Di-trit Stitivrintenikrit of

Sc.hook, Pfoolue County, ItinifianitonSloais, Ii,- 1.111o, ili,tritl Superintendent of

Colinty.Calvin 1>i,tricr Stq,eriiitooilont of

School:, Ste.then Cotinty, fainted J'a,tSmith, Ite Superiiit,tilent of

Schooki,Smith, J. . r t .10(11:tent of

Somoi...., II, ills i r c . County. l i t lio,it StateI'ornioirtre .'1t tlher

Orrin Ni, . I n.trict Siltieriotendcrit of1Vrty ne Cniiiity,

N.ith I '., tow of S. !,00k, hla,tfill

Str Rods. Profc.....or of Ectc "cl,A,C(.111!1,,,1 I'1111,T-It, NOV York

,1).SiTerinteri.

of SikiOOk, County,I .1...1,Lrivocol, Stephen 1., Sllpi.ritite71

of Vat,,,, County, litanchtiortVroormln, Raymond C , Itkirict Surierinten.

rloio of Schonk, Coittity, Catmteii

ROI R ()1- 1 ti 1 RS 147

1.1:r ot, I ;rb.,liorSociety, In, ., Nrw York City

WIlrAth, b,51 '1111', (1 its, S11.011,11,

thirty It , flltrbot Sop, ril,ten,loot of1tIvelho.ol

lo1, ft Eos.r,kt., Il.trI,r Suronotow1,tit ,,fSb 1,0,1.,

S111,1 Pr 1161,1. ii itCoinobitteo on ISO,

.41,1 t...on.trooto.e. Stui fi,l'on'eil to 11,,, C000kittec

111 for 1.01r,t1 E.1,1cAtion1 110511 r So;.oril,too.kot

of (II city,1 Ito 1', Ruth 11., 1.11.11 iit Son,orbiltonil, t,t of

Ii, 1,, t11,1t1

P:111,1, 1 til,ro.t iuteobloot ofHorkwer Coon!), I roukiri

rt.iIiItt Ill 11ttI I 1 11.11i. 11 t

of S,1,01., I It, IlIl Count, S1R.rhurnoINrit(

11,01,r 1.110..I.ry, Now St,,to ('11)1,-, for11,11fAti,

N, York l'oivor,it.;, Now V(16,. Coy;I. r toto,o1.1,1 li hr

No, lorb, Cott1.,1q.14., New York Si to,t,11or.

1,111,try, \' c Y,,rls so. it,IIy,

..1 rt.b. flir',111:! Pol,11,r.2, Now York (Lit'

N()1tTi1 tIi 11rS 's

1111,1, Rlb 1. 11' \to., tro.bt!r/. 1".

,1 , !'t. A ,I..tt'tCtr,..' I 11

CI; Irlo, IIS.,.11,41 10,1 Ill

,,or of 1. I,rit f,f }',1://'

-tro, two, k,11,,,.!Prin, ip Ii, \ S,

L[11.r, Sil-F1' tiltEr, I 1,.tr', C 01 'tIl''iiiI

: \N

Ino.1;, S I I, I IS of,00,

1 .osingo-,Fro :lo , Sip II

S. Loot.,rwr, I' .1

Colo .r,1 Mk 1,11,rI t:1 tr I, Prir, I

F.,. °t,'(Ittlitr., [I, It , S,11, 1'. CIll',

rJr.! 140'11.7) : S,

Fir

111 1 ooL I bol

1. S Sttt,

o, P ,lo,,ris S, b 11

1,1'11,, I

StI, Pti 5,1,1,1,

I .1t//,,r,,,I !,, rho,

Ft So iii, 16)11,001, Sol,oriotendilit,

ST:Ionin;, C., Sill,erilttrooloot, !st,otitlS,,111.101, 1.1111:,n,ton

I/Arnett Coon,.ty Stilt Cotlimitho Moo,1cr

lb R , l't bro1

111,1,11 It I Ntbtlim:r Co+Hty FilL, Ill, lb Its'v

',tort 11, :11:ou II.\ ,..oeiate l'rofe,orI 1,1,:.1,11011. rtrrIl C11110

1),1'1 lip., ,\. 1', R 0, Sohool,

Nit, AiryI?. S., Stilb,rintb,loletLt, Fr,kyoe CootilY

I OI1,1,1,0roc St ,11(' CrItomOtt,.. Mem.Itt.(

rio(111, Ib . rt., troll C01110YSki, 01,11, 1,1111110W,

fit Ill, \V. C., 5,111, Profe....or, , f Still C:brolira, 1 1

S1)obro,,NuIllo 1V , Sup1.1. inteuioro, I II itchC111.1w5

StIt1111, l'r 01 A St11,C1 ittl(111111t, \A,11. CouhlySi Ioo1,,, 1;i1ole,11

Turner, N, 1,., Super wter,Lleot, Nort'llalni,1011.V,rk,o21

1.;1,1,:o, Sate,, Nf.i1-1:1(tr, S.r!,)(11.i. Inc'.. U1'Ii '11,111

I.ey, 1' Slwerintooklei,t, llobitifortty

N1,,To,o,t,tr)Mr. .11,

Fit 1-: Slq.bri,btbrolet,r, .51,, Ii' Cobut-ty hook, 1)01,1

I 1 lmot1.,s Y., Sl1}0..(t.i...or,County Sdbool,, Varlcoyv:lk St 11t!

TI 'i1 NI I Mkt itttII II. 1(111 1.01-.1.ry, NortE Cat Sill''

It, NI1111 Colloo, [11111

N(111'111 IIA1:()TA\Iu I At,bwo, Sul,,ri!bir/o1el-bt of

Cou:Lty,,1 Profesor of FEL'InonltrY.

Edit, dhow. NfayvillritirtlmtlY,.., Mr, I., SlIpt:ril,,,,(11,1c11.1 of

S So;,riht,..roloItt of 51.1001",1 (iii, '.11,1wo,t (7orl-fb ronco . i o I . A . , : t r i r r , fi i p Sr r

pror,s ii. (.1fr, ) Clra II, ,S,11,,ru,/on,1/ot itty111,1411111

Cto-1,,tit ;it, 11, 1, 1 (t':11,. IL(111,,t, if Eb1,.o.,i11.1,10,r.oy of N(brll, I (b5.15'. LI,. .1,1vi-ory Cowl, 11!,1 Pit Co;t1t),Itt(t. Ill, "'lit TY. 111111 l'r,lo tillfor R,ir1 Ft1,1(.411,71

1 I tl'i,,t(r, .1 , Svttr1:4ry, NorthII Li,i I II .1,1111 .\ Itt,c,13rckSi III I b000,I11,1.

1.:*1,1,o11, (Mt. 1 1.11 ttl, 1 /1 (t.tt.1,4Not th 1 1,blo,te oitr, tiotc, J'ililr.tl,,tsII

r.,oto,,,, Car,,,111 Soptriftter ,Itoit ofCoonty, I'arKo

11er, ColloKe, MinntEt, ,010, of 11:e flop:irtr000l,St .0 r

A1 r- , SITrroOrndrnt ofitI I!, . '1,1,.1,!, NI S,hoo1,,,

711, floor,: C.or,.. 1 ow ilor1.:,! Ilelen Otto II lout of S. hools,

". ,c,1110,roNordrItol, I, If, 1 Cow.truc.

1 'in I, Stato II artolunt of In-0 'till Ill .,li:cntk

118 At)miNiq RA I (ON IN 1 /11 SNI Al I, CON! ll NI IV S( I I001,

l'age, ),re Supra inteioleot of S. ho,,1., Humphrey ", A , Soper vi.r of EleuirnflotIttleatt Coolly, !lot titivati: State Com City I llR Ih4II, State Ftepartntent Eli IRA1111110: Nteuttwr 111111, Cohamkt.

, Superintendent of School., Inman, NV. Superimentlent ofNVard Cuonty, NItnot h Co.hoctott County, Coshocton

l'ettr.on, NI, F,, Supet inteodriet of Jonc., It 1,0,11,, 8111,criritrudent of School.,In tlaHta CountY',tioo, State nepartioent P1111111,

ttru, totr, k St,ite Iii tor J., Superimendent of S,Ilook, If an.w It .1,1.01, I ant c., Supeto. 1,111,111 of S, t

Star}, l'e",ut,t,y, Dickinon nine), 19,de Superintendent of Sitook1 1'4 Horence, Superintendent of Ito:Hand 4. °linty, NI ati.fichl

School:, Ca mil Forks County, rock, Kirkpatrick, Kill: Professor of Sociology,State Committee Niember ; Ad ,sort' Council Afarictt.t College, NI ariettato Ow National Commk.ion on the Inter. KI)app C., Suprintendetit of Schools, Starktitede.tte Administrative l'itit County,

)e.. R., ;,.,;,erii.itt..o,t,,,t of Schools, Law en,. Iliger. J. Superintendent ofI.INfoure County, 1,3 Moore School$ Co"houtott County, Co4octon : State

1 100 ',,Ii, Julia ., Superintendent of Committee NfeniherSchool., NfeKeiliie County, NVatiot 1 City IV. SII:TtinIellticia of 5e110015,

ca 1.1.1., County, Now Philadelphia: StateNVell, Alice C., Superintendent of S. hool%,mhin c riutotk, Committee Meniher

AtIlotr.Ihy, I lot,I Jaunts, Teacher,Suptv,i,or, Lon sw out., Robert /I., S:tperintelident ofSI b,)01, Carroll County. Carrollton

Ne lirilet, bow. I.., Supe t of S.chnol 4,loot, It nos:tr. Nfr 4(111 t'olennbiana County, LisbonSt.tto Teach(' t. COItt,70, Nif.CoYira, It., Superintendent of Schools,Scioto CottritY, l'ort.roouth

NIt.ls:iblien, k Ni., Soperinteaulettt of SehooI4,()Ulf) Putnam County, t)ttav,LaNtc Pher.o it, William N., Superintendent of

, Sii(ieriutcroteilt of School:, Plark.e ('nutty, C.reenvilleS.honl., Centralt nth: NeNtit ln, S.toluel E.., Stiperinteitdcnt of School,,

Seneca County'. I ifhlili.11'11c, Vernon , ,crint,tidetit of S, hook,oliett, II., Superintendent of S,11ool..,1,ttrl I 11,1I,14, ,111.V.111.111I .k.hlandPer ry , George C., Soperintcnitcrit of Schools,

Stmt. ltirector Merton, NI, ll., Str;,erint, ,,,kut of St hook.,11i 1,.1 Alcivin R Superintenleitt of NIont,:otoery Cottoty, Dayton

St.It4 County, Luui.rillo Metphy, Rolctt P., 5171rirtteraient of School',(;:ierm.ey (-frailty School., Cateit ridge: Statevt" .1t1.1, R. ; , SilPerlIqt//1110 SO;o7J1I,:,

NVf.rt ('nuuty, Wet( Co,nfnittrr :\triraierR Stip, fii,u,n,lf 11 A,thoIt, Wolter N., Superiettcodt. ot of School:,

Clinton Comity, NVilmiogtoitlittron County, Norwalkftr 03%1.1 NI., Supelan tend cut of School:, U,,, or, D. NV . Superintendent of School,,

\\*ya Hot County, Upper Siteidetky.Vntifi, County, NI, .NrihtirChrimalt, C.or,,tt, Superintendent of NiPolIc1,-1., Sitperintendent of Schools,

M,, roe County, NV,,t),I..tiehl!,00l.. Athee,.. Ail,Cotten. Carl, Suptlintender,i F.rry NI for of Safety, Farm

Iturcal tt,Itt ,toceCounty,Crotch, CI1,-irlc: it , sup.,.rwt,ttrler.t of Sch.-tol., It itol,,',e11. Itrank, C., Superintendent of

School., I rditi County, KentonHim iltom County, I .11., 11111,tnutter NIemher l'Ul,,,)r Fitt, .Ns.i.tant Supernoen tient ofloll It . Super intenII, nt of School,, NIontomicry County'. 1)aytnoFair held CeHtetty. Itednln, Ioorge I'. Superintendent of Schools,

1 County, ( ad,/F.I, Sniorintraf leer \\'ayoeCounty, NVoe-,..ter (.0111111 to the 50,1lon, Roy it Sorierim,nilft of School.,Corainiucc 71,1 for Jnilen ir, l'ottty, Steohenville

I',Nur 11 l'. ut' tirot NV. Polo Superintend,nt of Schools,.aF.t11.1tt SIltI 51., t-tti/en: I lo,1.0.11 and I C County, 11011(011

.1...lunt. Toledo Ityder, If. Superinteuileatt of School,, 1.t:ca<Ey nla n. R. NI, Sup,r tend,,t of 151 ,110 In. Connty, Tololo

II ar.,1,1, Sttperint,miel,t of Schools,t-.1 tioo, 1), Val rtrt. ElloCa7iOr,County, Newark

Finley, I. NI , Seltqltaer...d.,nt of School., If, C., Superintend, III of Si hools,Nohle County, Cald,ell1),Id Cotir.t, ofer..4..ii\,. NI prrinte1 of School:, Shope, James E.. Stipt'rmnanIcnt, faint Valley

Sehool,, liourcvitleAllem Count y, 1.;111,1 nFrey, j31`11, StIpt of St' 1,not., IIML Shuman, \V. I.. ScIpir!sit)¶..1),,,vnt of 5,,L1,001,,,,

County, 1 ra:chtrolins 1.0.:111f;Anfr, T. A., Soperiette.nderit of S. Sinitfi, NV. C., Super intenckei t of Schools,

Ntallonith.; County, Youn...,stownNforrow County, NI I. C,111.adt' A , Superinteltrit11 of SAool.., S K., ,11p,r11,trnler)! of school,

ra C foiol (-rangy, J3licrm,rfin oira(y, Elyria.\ ll,cri Super intet: lent of School., Spet ht. t'larer.ct. Superintendent of

S, Fort Jen t,inCon Scl.nok, ('hilticothvAt, NI., Superinlen of Sch,,01,51111fi11'd, J ri S.Terinterolent of Schools,

Knox Yonnty, NI(. Vernon 1 .o.tall t cleft,. f,t1taoteS., Stirrirteil,lent of T11111,, I;111,!1 II , :-,11cri1111.11It IA of School,.

S.thook, Cotto.ty, Nfltiftta'. State Com.State Commince Meinher inittee Nieniher

Raymon of N'a tutor...till, ff. C., Sli[crHteildcfl I of Schools,hoo', NV.ir reit ('oetitty, I.rbanon \VIII, a 1111 1.011.11)', Bryan

I r).:car Soperiotcrolent of S, hoofs, Ward, K. C., Superintendri.t of School:, (70ties.Clark County, Sringficht gills

KO` 1I K 1)1` NI I NI IS I KS 119

\\* olent of S, VuotO,t, Charlet, Sto,,,tt,,,tetolcut of StItool.t,Cuttoly, Saudoky. : Com. S(mi)

intItte, EA,tet II RT.01,AI COnfArtnte u1, NVI,ueler, NIarvot, Siti,urotteudeot of St hool:A,Inimitrutise t 11i11 Setaiiiig Cum N Comity,tuan,i v School: art,e,,,te,t,, Soi,rhuteratrot of St

NVelhle, It. F , Soy, ilitut,,f,ot of 5thon1, VAN, t, ('ounty., Coo) ironCotiuty, I /,,t,fut,,,Ntl.WrI4,111((, F.,r1 I 1,1 e, tot of It, wart h.

I, I //Tart men!, try.Cutienter !holy Cou,/..,00, NVortItotort of t 1k1,11,11,1.1, NOtwAttAfitte, A , Stti,erinteo,10111 ofNtedirt,I Cotiory, Nledina State C111oO0,,Member

Whtman, 11'Illiam A , Stiftettuto, // ut ofSclood't, Cotioty, Fremont Arni.tr11 0, Ifethert, Superintendent,N,Vietto.,., C. N,I,Ilit ice, Al.: Pru,tutent .111.1 Beaverton ('nine 10, Sehool, Beavertonto 1,4 of 1 ofortnation :111,1 F.(1111:111011, 110011 P., StIptf IlItChile lit of1.11,1 Iturrut, Fe,terto in n, 101111111,,Kt 5, Cottuty, Cot vallo,Cotio, to the ('roittoittee Beard 5Iey 1'1110 111' 1.: , Stipurvt-ar of IC/toao I l'r tt.t, wt. for Rural Edo, atioll nicittaty Edo, ;woo. Shire 1),ti, 00111,10 of 1:Att.

INiTITUT/ON 41. MFSIBVX ,.3)07/1, y Council to theI Al Ithfor,1 l'oloiroloa. On Nobs .01,1 P7010'.,011 for

! a 1'ol1o01' t4 Hut st I/Au/atomt Akto, C., Snl,..rintendent of

OK 1,1111S Coatity, Salem110ur, (Mr, ) 11.,telha C Supertotouteilt of

Boren. F. M.. NIllow Cratit County, IC/Ivo/ CityBoyer. I). I, , Sovertolendeot of School, vlIot kinK11,1111, Nit,. Vulata 1,, Stli,ertuten.

,t1.,e, dent 0f School), I 1,-/.11,,tei Conitty, BrodUo/1,, \,-1I'Y I Ittreoor of 'Fran (Mr.) Lois Teat.ltur, 1,ower

Stet,' nettarIntent of F.',1,,cati11,1, )1,1ahoota Itroh.te fhcrrn.t NO. I :J. 'Fttrefoil/leCommittee, Divi/tion of Clem, NIttr,. I Beryl TeaOter,

Nc.turn Collet/fe of F,,Itteation, 1..1/Caraer, Joe , ',,t,er,oterutent of SO/not:, 1'0 11411

1',1011 ('minty. St,111//. ate r State Cototnitter tiers) A , SI/IA.11C ttootrItt ofNicrolotr 1 too,/ Ritre t'ounty, I1c1,1 KivuCr,tuoter. 11-1, 5tl[10,(11t0i,II1,t of S, 1;0111., Alt Coo /aal Ntr t Veda , Stq,erintendeitt off 011,15, 10111115, La (

F,t/ater C Dire, tur of 1 11 1.1101(10 Klin0e, Itoote 5.();.f.af,-,,,t.t A S Af Collue, Situ ,/, E,,,..tpe: A ,Ito.ory in t/,,/

,ter State Dircoor IMO,' 41,M11111rte OLkAAAI Coffinti,Hon oti the lottlItletliAteof the 1 1, AtV

FrA,A.HI, NV. ,A., till;crikh.folcnt of Sol -nub., ',opt:au/olden, of St 11,101,C,,,,,,tv, C1111,11,,

Neoll S.11.41-rotell.tro of St honk, l'affe Sopt.A.lAitctilkl,t 14 S f1,101.1,Coont,,, 1),,tA oo. CoitttIlt

(I(AA,y, (' E , t;t4t:1,1A)1 S, 416. ofI.n.,1.1ttoota Cuoutu, I /1/ M,1r11J, rwinty, ii,11,11cr

lted,,,o. Howard NV Profc,or of I f uf, NI ., Dit.tt I Su:eriotoutent ofOIN1-11,,,,At. A 5 Al Cottt,:e. Stitt- 11,.10., Arwpntt

,.,ter keut. / NI r/.. 1 1.0,5 II, Solo.ritIletAcryt ofHoot Satterautriuteui 111 Soluotd,, S., otd.,, Colttothi., ('aunty, St. If eIeusF1,1rC C011111.V, , S11/ .riutomtvilt of School),It'd, .ti,4,,,triutel tdent of 5111,101,, lu.11111 l'ottuty, tut.,

/ttats., 1'111u15, NI, Ito, NVIly it,teroteut of Ftltratl-t,Ketoa Ie.., .4 , So; cr,1:1011,1AtA of 5e4,e,01), 51,,er 1,1 ou Coartty, 1I1r,rO

County, .torte AI( II, Sttiluraei, ndrrt of Schook,(Nit t 1,10.0r, StrtAt,t(111,11 of I,t 6.or Cour.t>t, ed 11 11: State 1)110,..100Graut Coorr, Afedf,,r,1 Frr,/I of Sehoott.,,

NfeCo ttoto, NV:Cour IV., Saiur1,11,,reIfot. of N! oltuo,o.,11 .0,11,.;,, 1,10SJ.,1111,, RrI01: L t; , SLIV,riti0:11,!,flt of St floor., Cho lc/:Nfar-hall\ 1-01.1titY, l) 01111

y, I ..r,1,;11 Steer, John N, S,Iperiliteudeot of School),Myer,. (\1r< I 1. Ir t, Slip.riv.leo4A,of rif fiery l'otWtt,S .,1 out., ,(,I Ar4 Shol,l, %VI:fur St,orS1q,cr l,.!ct,leri. of ScItool,Co'it',Iy, 1,11(11," .141,,-1, CI-rot, 11 to err

t;:ra ( Mr, ! Siti,,,,riut,e,,,Ient ofNat ton 1 l'e,o1,11,.....too 111t,t1:rdi.lif S. 1,1,1, \11,.111/Sly, 1,1 NI Supermen, of Schook,u'ter, Stev,, S; h1,)

('runt; y, ProtuvItt,.I 11.1 rict ,.,., rtSior,4,110. Ott . 1 It'll ofNIr , I 1Ar(1,,,, S,1:ttit,tcluleht (4

S I 1.4,1,1W V. NC/1,0'A S1.1:00;,, 1.;11, 1./111110II,re/ tor, RArl A1,4 Fcrt,,c1;tiry St,i,ueittel,11,,att of Se(took,

Cr,41,1,1 ...1,r1 I,` Y,,P.lir111r01,1 Ctly. StAle' I /./../ 1-ro, N31 \TINIHFL''SO( 0)14, E. 111...111, colt,

I (71 (17'00011 11110.., of E,Iliettof ,dire. OH th,All & 11I ..1 ovoSt0l1

,t, l,., At,r ,1 C or,

, I thr.try, ke....tot, ,Atiatt, .ton-ut,,,te,/ or, Pro:tr,,,,, for I( ur1',11,,111FHA, :01611

nreeott N.-nu Uolot, of Co,tutv howl. tS,11,0rIt , r1111, 1.1 }'r f,,,1, 11,1,1if So, '(1,01 Life, 100.11 5,1;[11

.1 1 Stott. 1AI:try, S 14ln

OREGON

ADNUNISTIATION 1N THY AI.I. COMMUNITY SC11001.

l`F.N N SY IS A NL,1u,,,,o1 loan, II If, Sup, I to of

55.1,1w Cfutnt'y, IlofetsC thItarrott, It tlph .1,tart Sur, tootoro. or of

t County,P,o,r1t \f Sorortroo

dnt of Set .toh,, ,,lr I oto.s...coot,

Ito ttro, lfrod 1. Stwor000toto rit of S,.1 Itechowy Cottiors. Putsleir:11 St or Coot

1Ile! h.:, If , St or :.L.Li[f r,fPO+, I n.trott i ii, St 'to 1 ttleo tr000t iiPtiht, I norm (ion. Mtn-Jots,Count if to the Comtnttvo art Poln los and

1,tt-t fur hutCorntri.,,,,on tot tho Intermfuti tte

A.loornstr itivo Cut;11Ir'sholdo:-, W. (Tit:, Se,rcrontotulcot of

MAtti County, 1,, II!Ort1:1;11, E . Supertntoroloot of Schools,

Watt Conroy, lIntIttla.%,tutfc,: State ItirccrnrCon, ty. . Soperint tolent of St Imo?s,

1,.c.t.roto o Cottoty,1/on11.1.00, \V. 11, Saii,roocnrIcnt of 5- foot',

inconi Counts., 1 l'.1.11ine.tori! St tte Colntutttoe

E l - t r I E . 1 1 ) , \Vesely C . Teacher, llont,1Snits Conmottoo Nfonthor

l'artotr, If ohm.' .1 , Superioten,l,pt of S, -not',I tl-w..11 County .1 I:onto, n: Sra,e CninmitcM

, Super infouttent of S., look.tt rtnu,rt., MI011ut.o,, !I

Falk, 1.1;111 1 . S'11,,fit/rPE,teVt ofs, hook, I taupl,itt County, It:trri..hunc

No-a tu:t 1".. Snrcrialtendont of SO ool,,Itr-T's. County, rUcy

f;erh tit, 1V,,,,,litts VV', GraJuate Assi.olut,Coovorsity of Pirt,Iturt;It. PittsJurstb

C,rotont-tba,cr, f Tosoph Chtrectnr.MAI, and (-minty Churches, itresbyterionCt or h in the I'. S. A , ffarrishur

1,1*ohstor C Surrintolulent ofS,1 ools, Choste r County, 11 ett.t Chester

If est., 1V.altor I, . I 1 s A1ettifte5., Slippy ry So,Kolpion. 1f int ice E., Suporinteolent of SI-,J)01.,

1-;rie l:rmtv, EreVow?, .1ssisraitt Stiperinten,to rat of

fr,Cr Count, 11,-Yos,,,,,1 -, StintCouttoittce fotol,:s.r

(-1,1rein e If., Surerintorulon.t of,1,1:1,! (' ,11,7y,

Stair C,,tuntOt<o 1f,..tut,or11, Kokos', Pticone 11 .1siinint Sul., ti,Ltoir

1A,rit of S, I m l., \Vs....411,1,TO(7rekm.!,,,r;

1f elvio Super,. isinc, Print ipal, thdi.-.,!o, Joe,ot Sclncote:, 'r irn,rryills

Maltory. John it , Sliperiuo ruiont of S. hool,Wirt, fri,..v. Wlrfrr1

Martin, 111r,11 , )),n, 1;!irc,i71 r,f C,onortolIte,hration. Snit rartrucutstrut-inn, II Ltr,h.irc,1 or

Mocu, ssi t tot Sopor,, sonttsnt ofSchook, t-t:tts ford Cu this, Vira,lvillc

'.1TurpJls. A A Sororo rot retort of 5, hoot,Cl.trtoo ('aunts, larion

jtccso, SonCi .:uth Strut.

l'H,r, Floyd It orirlotottont of SchoolCr is, ford il'ounrs-, MC1-1'

Prot/marl, Sta art , Suporintetolont ofS,h0,0, Carlton Cotutry, Jiro Thorpe

If as, If cnry, Chiltt Ilveloputeot ("situ, hacksConroy, flroottl

S1,1, John S . Super i-cr of Si,r6:41 Eit11,1.tine, Ntrro.r Met(er, Cotoniit.tre Nletribor

Shaw, , (Mr- a C., 11, 14AtIle liill1),)1, -moor,. I '11,,slit tee On Rural

I.rfc .;,1 ,sti,,r1 11:vr1,tu'for, I )ot,.tt.1 .1 , .1,1,tant Principal,

cant, o Spot HO, S, 11001, N r W llullandilt, "(lotto.' E.. hratt1lin Crripity, Marion

St,,,t,0,,rvvr, It kaynwud, Stutoryi,inpf,tr 11, 11'1111.1: Coownituty Schools,

Plain Cuoory,tlAro!,1 , Assistant Stilwrintcmtent of

S,IitLy1\ County, Poe Grove:State CownOttoc Mowht r

Stn, k, Earl K., Assisr.mt y uporintentlent ofSchools, Cootre County, Aellofonte.. StateConanirt,e NfeinIar \ dvo,ory ('noun;! to theVit:on.t1 Cotitruksion on rho tuff rouediate.5.1nitoitrattive Voltartt, If. E., Supotiottoll t of S.r.I,York County, York

11.Aer. s,,y,,r,t,, J. t fS. loo,,J, I Ittl.tw.tro County, Mo,lot

rho l,. Fo,tor fj, Suror int( totetit of ,o1:,Vow,ly, 1,01 in+w

M. Vince otI. ,.ktaut Snetinlendent,Wc,toiorrland (moltti tirseroAtirg

\VIIIIam A- Profranr of Eilucational\ ihoiootratna, Truer itto., Voiver;ily ofPitt stoirch, Pitts4uirstli

ietler, (Mr...1 1'ml1 A , Unit l'tc..idctJ, conervis of Parent and Telcherq, .NItootiaStair Conunittee Memlicr

Is,nmrinvs' Al!,,f1,.,Erra I.o/nu an Nfettiorial Library, State

Colt,;e, Shipiwn0,tirgFree I raw y nf Af City1,t I titr PlOhololphioState Teat }ter: Colle,zo \Vest ChesterI toparcoent of Social Education aryl Action,

Prest,,torisn hoar,! of Cbriiiiian E,Iuration,

RHODE ISLAND(.;;: it,: is., Superintendent, Supeo

v,sor Cnirm Schools, North ScituateNoLIe, 'Mini, C. S., Jr., eolle.re of Arts and

Scan, ec. Uttivor,ity of RhodeK in.;qoli: State I tiroctor

Potter, I% y 'Fratl,er, Saylesville

SOUTH CAROLINAAntler -on, T. 1V., Sur crinterolent of School',

(forty rtniory, Conway'Itatos, Het, Conoral hlowentruty Supervisor,

;coons ill' 0-nutty, t;reenvilleft 1.11...,1y, C. II., Sularrintendrot of Schools,

C1,0er Colinty, (Tester(Sir., I icwitt, Itirector of lostruc

ir) Schools, OrangeburgCinJtelin, Ellon C., Soperintetnieut of Instrue

inn, Orans:ohortc County', OrangeburgV, If . Sttporstsito; Principal,

11.-othtin fficlr Si hooP, MauldinCc,,,k. Soporintetulht of Schooli, Vair-

nolJ (.1)nusl,r, toClOrorrer, 1-1,1..siti M.. Superintendent of

4.',.lotr,/'.101 ljtstrn t School Superinterl,

dor,t. Vurfar,..4K., Surer intoOtIout of Schools,Cr, counts, Greenwood

Purl, ou It !';`,.1!t! Supervisor of Trans.t-,st I'mance Cons.nottoc, CnInottO

11. Supers Kor, Astriculturat Eductt.con, CuIttrotril: State Committee Nf einhert;rt' .10.,1s. Stiperittton,Jent of Schools,C,coro.to, n County, Ccorgotown

K, I breiLor, Newberry County1`,1).ti, S,hnnl. No.,slter ry

Mr, I I R (11' NI I'M fq IfS

If frrl-oo, Nell II , t'':: 'IF

I [co!! T.-on, NV. 1.1 , Soprrintltonlon

,erlidon.,,..j ,rr,, Olt SH;I11rI,1,1^1,I,1;rey;,,.01;.. (1,11r,IV, I, reer.x fr

11 , of I! .tiii1I'itii, I, 1. , .1rva .1.-txt irot So; prir.tiin.l,o,t,

itcr71{0.1c., SS:, If Sliperit, ter:lent, 1.,1ii.to 1)1.1n,

S ire Con:m.01,0c :51eir.1,vr;Conncil to tf,ti Colion!tfre on

Pone!, xr.-1 Prowrani for Rmf:il Edo, il!on.11frn,lx, pu Y. ior, Negro Elenoit.!ary

Loftin. If .5 , 1'1.11).11,11, Pinolnini.tNV , So:!ero.te110,,nt, Cre,'

CW4 n.ry hoota, venvillr ; ,Advisory Cnon,-;1 the Nil:on:If (111 IF IIItriP,'" .5,1.noni.xtrotive Volt; .5,1vliori,Coll; it t.',111rt.1", :1Prrir Cr for Rorll ET!, atiori

T F , Soivrintioelrnit, 1 /intl.!. t SiInipan

T Con1 ' 1 C , fin.dnooln,Ii: i.ter Con,.ty, fain, .;kiitt.liii:-',:: I ur 55'. S!nierylinr of Trat,!,, rla

17,1 . : ,,f E,1,1

. J Sop,

S irt,.r. 51' Soof!, C Stio, Co1,I:.

ATO;;IT, .1rn, 1. horn'1111,11,a.

51,',11,r01

5,fer,1.11, I' In P rector of knit' 1Cpr, e 11'1'' S '11. 11reeriv.11,..I :':r, of .1 o

Voor,,,:, C , t, 'fit''' nnitr.f i,,,ri. ronniy. !inncox.,

TIT14.. ,41 5.11. !OM,Iny, (1,11,0f1

if 5,010: Lon,11!, Co!nin11,.1

SOUTH DAKOTAfro-, i's' (Mr, f,i,t of

S ! - II !

1;,, I 1,( S(

en. (1! or!!

f 1. \lark Vs' S.1 ,,,i1 3

1. f S., 01, 11 Ver.

I 0.1t, , , Sni t if11,1,1 ty, Val1ey

I;.' ,i, \lr 5 !i. :r %17-..t of'se o en t II, ir.1

!, errLier,1,nnt if1, F,' -, I. in: ty, n!,0 r., 5:'''

,. Nr.o. Crie S er!..tno Too of S,

51 ! if a !. 'non t. so, ix I 111,I: ! P 1,1 V ,s rli of

It: A 1 CI ^f,f,...'n Is. II, I III,Nnio- a . ,f ,1

I','' nry r''nitvr.rf

S-c'5hir krrt, S nii !en. o

fl i tv,1 (Nit: I. ' fre,t,

Ifs.-.f M;' rfiTS r' \\;11 ;7 55' S er of

1,-;1 ry,

151

( !q.v. 1 I, ,:,',S,', rL rat Tre,i,lirer, Southk it:: ii. t1r too, 111)1,:

J Flu,,r.,1} f 5', ti: HO, Ii, Vrrni!!!!on

R1),A1,',. I N1 rx I /roi. 0 Sojnoonfernte lit ofS. 5! illrttnn ont,ti, 55 Lite Rivernt! I Sin. Pr, .1. ferit, nth 1 411r',

,' f S It. .1 f It ,irSly:, (flit.: Si r, I Slua lit t,11.1,1,1 if

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t,lO'l'l.L It IL''' I, 1" li'ltleril. 1.1 'tIll_Iti,iili'it '.l, S n1, l;1t,tlit, .1', Li (tO, SIiç ir l'',lItI' I 5,,t'iLili,ii In' I llOi, Moor flnre'

tLIOi,lll'II,, Ti I ,, ,'I',erlI br hilt of Sd nni,fliflIr VI ituifi'Irl', '(V, F. 5111(101 "lIt of S'hncitu,

'(fir ''iii' l)'ll i CLII,' tilt 1., 5 tr.bet,l't' of font',

YLI

I) H'i,rrr, I .1.1111 n: tol hl t of SII1III0,IIiy ', ii

'(I ,t ' LIlrLIIt'i,Iiei1t, 11111 t 51r, It'Oil_I 1". i I, I'! u' Iii

I' 'V ", Mud Iii. Fi r'uliIt,r S'i'rriinr iii'(ii' ili'.tri'I III \l,C,,l(i,re I 100 IV, MIt'

I'o_Lrl_, it\fr' I ti' Iore.u' S,i1,trIlter'kIItnIl 5, F,IIIIT., u 1 I il-ty, '(flu i,l

5111cr, ('(Ir. Pt l_(iI. I'r,I'iu( Li, 1 ,ti' (IYI"IVti'orni'iI 5, I' "it, \IRI tIli', I' LYIt Id S',1L"t'I 1h1 Ii, Ii. ('nrtr,itit 110111 Iti.(rlI un '. iiltIlLl_L1000 1, f,llt( lit V'LlItllt.I lit 11,SI iF roll CL. I

S1,1 IL. It.'.', 'i'LII l'',liI of ¼I I

i'lL, Fit. nit"5 'v'', '1, '('fr,' S S 1nr 1.00 011 '.1

i '1(1, itt ii'? 11101 's, lii 'i 1,1, u'

Si'".'. flurri, 1' Cr11.1' Ii" ,f 5 I

'I .t' Ii 1)11111, '(1, Iii

5,r, A' ll'1'I0 J .r'l li't'l ' i,f 511 i'il'(I LVI li' L' 1 1I'Il',' '(1 'n '' r

Si" I,"Ill' F.. Iiiriil,t 'Lf &',-ii I'li SoLtt LnI'kL, Ft'i I 0 tC Stat'('iii",' 'i'tC '(I'"ii i

155

Sot I It I Ii' (1 5 , 5' cr11 IC' CLII Of iitnhooli,IllIf iiii IL) I' ty '(tIll

Siitii 'Ill, ii A 1iIre(b r of 'I'r.trlufIOrli'St ti' Iii'i Lull LI f Collie 11101111,'

IL, '(1 i mIll , St itt ('Ll'i',Ilu((I MrliIf i'rin, \I,i 1 1 hiLl I' r .1 (111111 iLililIl for

If lilt t'LIIIIII III ,iI,' I \h'IoOIIiilI StoieI II

'i1,', IILlil,l(Il, SlIyi rilliril lit i,f 'II lIlt",lii 1)1 iIi (lILt i, Ilium ot,hui

Li ii, l,r.trr h, Sll(ItLlliiiIhili,t of 5,_hook,111,11 'Iii I_lI (OnlIty, lotmi 'III 1,11'

ll'III"tl, l','litIl '(I , I' ir'IIVi'i3Or Siitruii,ory,I lmiul ('lIllilti f'n I it

I 'p' Iii h_lit it'! K iAIIpctintcIIlIrILl of SLIOOIi,If, ( lllllit( SL_III)IIII., J,iiLi'.il Ii'

\',LttliI,i,, . lii' I It' ii, ff11111 SlifIrlvilirlg'ri' I 1, (11111th Ii 111,11, '(in i

'(hi I_lit, ii I ii' I. u111 rIIili'lilII'tlt i,f "IlloQit,lit,' ('ii LIIt\ , F. ii ('flue

no, I ri F, I'iiiiL Ill_il, ill_Li IIUi'I (1_il niunuty5,1 ,t Dii fOCI

'('('ii 1'iII, ifroI'Ii'r, "li t'rIlItt'IlII,'mll I)f "Lt1Oi)li,I nor tIIILI ly , S (ittLi I II

it r, '('loll t I , illrrrtot nil kt.iI 01111lnlrri,ri t iry ElfIn Loon, \h'il_loiliil1 Stt ('clLn, '(VI itoitrr It.' IlIriltor

Vt ilL) II', Mn 1 Mar11 i , I' LII ('lull trill ofSchoo1., Inile ('Liii in', I'Iuttlf

"VtLt( II '.11 hIittiuii.i.I''lrh_ '('(1.1 )LI1.II, Slit.' (iL''r1,l, l.i ('rILu"eIII ii rn, V,. 1,11(111 St itt ('(lit,'Jl', CL 1 it'). iti'rCiii 1 1 Ii LII. '(1 I',','ilIi,il''A ''III 11'Ill St 1ii' I iitii'.11', F' ii I Liii'"''I i,lIIr'tL''( .Inni', hi,i i'lii'C'('(IlL ll.l'i 'II'.' I'l,thur, SlIlirilir

WiUMI NG'(C., I'I L '(ir. "fIll', Sutlirll,tii nit OfSil,,Ll., I ill, 11111 1 131111(1,, lou rl'lilnrrr

Vt, in. ii, lii. Rn 'Ilu 5111101, 'I'(''il It of5_i lilt I', I 0,01,11' (11111 tC, I i'y lii o, Sl,oIeI i,'i'', II'' C '(Itt

1)11 . I Mr. A Ini,i A , Slit 'ru (mlii I riS 'tN (01111 I'lI'iilti, IL_Icr: Stilt(I'll', ti' '(li'i'lI er

Ft ill Cr1, IT 'I . Sii 1'(l,'utnI let of S1h0o11,'(V -il,,," I 'i'll , '(I lit .ini

' II' (,,it, ff1.11,' F., SlltilrIturrIi ten (If 51,11001.,

SIt kit" (III' t, I'io,IotnI 'ford, \0h i, It I rinhi I III I of I'lttltlC

11.11011111, Stir I)o(,irlIiIrIlt of }'I'çtii,(('Vulnin A Il_I-In I 001.111 to the toot.

'1 '.ln. lOt I'iIV riot for ftuiriulFill, ill Ill'(fIrI, I '(ft. ' ,I ''ti' I I It'll, Siltli'ririnn nitrf 1-ill., S,Ln,i loIn iVIjIlti, Rocic

run. S'iti' ('OI'I'I Litte '(Intl F

, Nil. Ifl'lCII 3 , Sil( i'rIultIlIi tilt C,! S.,'hOOl!,'(11101 (lI'LI,ti', 1,1011111'' A ltl.nmry l'ouirtdjlti (I I l'IIl'llli'til'C 11(1 IOiI, II'. '11111 i'rnLr,ltnfr Sir 1 F'I',l,itl"Ii, EOIOI,l 0' (101 IIlLitr'C,I)i'.I''.i I f I liii t uit If no! "(nil Suer

ii Ill' ,.\1V 'uhf (1)1111111 II) (lit t','Ltlorlal(III,''',' (Oil iii hit II tI'rtlir'tua'r ,'(LI1 Intl_Ira'

I Li' 1 1

1(1 ''II', V. hint (', lion, lull. dlii of '(11011f,1 .1011 IlL! ( III till' 1, S. rice, t'ilivrr'- of '(Vy ooliIln, I,OrOIIir '(110 'ory Councilto titi ('On flItter liii PihII,iei ,ill I

for IT ru E,I,ll',itInIISi', er, IO,rri. I,, I)lrcl_tor, Fitlt,ntltiry Mu'

I Cl 0 ,ur'i E'l'il'ol'IoiL for 1ILI'IIlil nell ('hi!.Ifl_i Sine Iln out I'Ll' it cli ,IIlICitlIltl,

I ' " St 01' (l,i'IIl'littCn '(him! Cr, Ad-I 'OltY (01(1 'it 01 tf' (Oil," 10cC 01 I'ottcten-I f'rltnro:t for Shill I''i 0101

Vi in'i','',,er, t tilt, I ', II , S'0 eiitutrtuifentif S hoof', fIlL llnrim I '110 to, 1101111

'('(ii tn'o ( Ti! r, I '('Vito V, , Slii'CritilCtlnItO( ofS '(oi , h'_LltlfIlIril I ClInt 0, ('ii

15( F A 1 I()N IN MI ',NIA! I (.0N,INI I. NI I y MX)).

\1'O Oman, (Mrs.) Flur en, r E , S,Iperwten,l(-1.(of Sr-hook, Park (.(Amty.,Director

I sststcnt,....m., NIF..wt(ral'rli(.ersity of

ALASKANI., E(1,1,1r.,,

pIrtit of 31;ncau

11,11'11f', / sie rilet0,er, F;,1,1

P NS, Port Au

ISUAEL\11',14,01,

Nallchal ,11.1h, Jo.,JCP.1,1

BOLIVIA LEBONON().....tr V., ('S( F.,:,

I..' Par01,171, E1.()(:.1tiol)

,Nor.en, 1.3 P1,1 Cuntnlittre onR.,(r II Life :Ind Elk.o..0,;(1 ran the 11.,,1.11S. 064.

MI,v.11//,tetti(Are of Irkr Afror, hill -ion

,,f ,itneriHin P1,

BRAZILIN,TItt.

CIV11i/at It I. RIO 1,, J,IrteitoE.1(1+,,

III Lo E }.(;,, Lie

CANADAs

whi,1), rutu, Nr1.1 S,'Un

(0 E.,111,:kt,!1,Aweri, Prirtg

flo.oilr,n, (11(1) ( 11Nr,o),( I. ,

I .-()NI, Ani(.1-1,frIltrI, un Hir,d Life 111,1 it,/ I on the11 oril Si the

I...Turn, .41/ Nn..41/1/./,11,1111,(Irlt, Women' PnivcrLty, N131111(

P ICoN.-Y{11'1:1'10N it OF 1,

C.OhOH of Puerto Rito, Police

EYI(11114, II C1 1 InL1111,

fc.1, Pi Sc' Yurk

INDEXA

Accrediting, associations:

Activity prtip".1f11: 37

Administration: details of, 31, 111functions, 2, 27, 31

importance of, 2, 32, 117informal approach, 13, -12, s1,1

need for, 6, 32, 51, 117participation in, 6, 19, 54, 55, 60,

63, 61, 117pressures on, it,problems, 67

process, 11

related to corninunity, 1, 5, 20

relationships: t lee Administratio:relationships )

community advant,i,i_:es, 13, -12

Administratice consultant: liltAdministrati% council: 98, 113Administrati\ ct leadership: 3, 1, 6, 10,

I, 28, 33, 39, ;al, 53, 5-1, 60, 62,66, 71, 72, 108, 116, 120

board of education, 11

building principal, 58, 59, 60, 9

Administrative relationships,1 1

hoard of coitkation, 17, 51, 67,

92, 117

parent, 63

principal, 91

tea( her, In, 62

Adnumstr,ttive stall '1, 32, 01, 58,

1 1 3

Administrative supervision: 108

Administrative unit: ( ;cc. Schooldistrict

Administrator: intivities of, 31, 32

9,1R(1) tritt( ri,11L), 52, 53

«impetencies needed, 61, 11.1, 116,

117

c1fcctivencs+, 1.1, 32, 66, 118, 119nbtruLtii.n31 supervisor, 57leadership responsibility, li,opportunities in small community

12

pt Nona( involvement,11.1, 115, 119

personal life, 118personal qualities needed, 8pressures on, 119professional Ltromith, 115

professional preparation, 52, 53, 116relationships: (tee Administrative

relationships)responsibilities, 2, 10, 26, 27, 30,

40, 50, 87, 102, 113, 119role, 9, 10, 37, -10, 119salary, 9, 52, 53secretarial assistance

selection, -18, 93

tenure of service, 8, 23, 56

Adult education: 39Advisory committee: 50, 55, 57, 72,

90, 113Alternation of (1Ltsse., 76

American Association of School Ad-ministrators: An, 9

Anderson, Vivienne: 63Attendance center: 26, 28

consolidation of, 27 also Schooldistrict rcorpinizd,Ion)

Attendance: winpulsory, 70supers ision of, 102, 101

Audiovisual services: 103

32, 52, 113,

for, 514

liarr, NIontfort: 22

Hoard of education: community leader-ship. 11

15'

I58 An:slim:sr-RA.110N IN 1 !IL (I)MMI.N111' SCHOOL

csultlislunent of, .15

meetings, 93, 101isolictes: ( School board polky)relations with administrator, .17, 67represuntAtion, 21, .16

responsibilities, 3, 24, 17, -18, 58,

87, 93role, 59selection of, .16, 50

size of, 16stite agcnty, -16

lionkmobi lc 10t.,

lircudy, K. ().: 73

litiilding principal: 1 i.ce Principal)

Business pro( educes: 2, 101

CPrmuplcs, 31

Central purchasing: 59, 11)1

Chandler, B. A.: 55Child: individual dilfercnces,

needs of, 36, 52underprivileged, ih

Church, Harold ff.: 22

Citizens committee: ( Advisorycommittee)

Citizenship: «location 'or, 31Clais period: length of, 77Class size: 75Commission on Reor;:ani/atIon of

Secondary Education: 31

Communication: in community, 15, SS

in school system, I 1, 55, 113, 11.1skills, 31

Community: autonomy, .15, 53

iondaries, 7o(hinge, 6sdefinition of, 16

ditfercn(cs, 19

olucltion31 needs. 33, 17. 93intercierentienct:, 18life, enrichment of, 39, 67, 87

1,,Itterns of ,cssoci.ttfon, 18rower structure, 11

relationships to school, 21, 27, .15,16, 57, 63, 67, 83, 117, 120

representation on lsoard of education,.16

resources, 39, 61, 9S, 1 1 0 , 1 1 1

responsibility for education, 27size, 16, 28solidarity, 53, 56traditions and customs, I, 5, 20, 23%Alm's, 23

Community councilCommunity library: 21, :to

Community school: 27, 39('onsolidation: (see, School district

reorp)ization)Consultant: role of, .18, 97, 110

services, 101, 109C.onsufner educaticin.. 3.1

(:01Ter,ttisre planning: 76Cloorerativc Program in Educational

Administration: 51(:..torerative purchasing: (t. e Central

purchasing)Coor(.rative services: 52, 59, 80, 97,

10$, 109Coortinution: are administr,ftise func-

tion, 2

C.orn.spondence courses: 76County suimmtentIent of Schools: -51,

'1$, 108

C'urrioalum:

development of 3 1, 110, 116

elementary schi)ol, 21, 25 3.1, 79

limit.ctions, 22, 73policies, 11

scope of, 3.1, 70, 75secondarv- school, 25, 26, 35, 37,

7;, 110, 117

Custudi,t1 staff: 63

INN X 159

D ucationAl proyram: (hanging, 71,Davio, 1),tniel It 51, 03 79, 80DA \o,,n, I lorart1 A.: 22, 69, 97 (o,,rd notion cif, s9, 601)cc Liu rAli:e..11 ion of : by nit ion, 27

state, 2 7 (ilrichimilt, 39, I `) I, S0, 75,7. 109

1)L-(1,[on >, 55, 60 9

IkKo(k, I I. C.: 71 Alton(m, 47, ,18, 55, 60expin(iity, 27, 51

1)(..1e,,.;,Ati0n of r -spoto,ibtlity: 10, 27,tinanny, 211, 1S12, 10, 00, 01, 11.1

ointro\ 72, 1(0, 116

1)einoirAtic AdmInistrAtion : 10, 12, I

55, 117Intim:n(1-, Ill, 2(1

publti understanding, 21, 22kadership, 10, I I

(Ltat'ity of, '7, 27, 68, 118, 120stll.t11 school aLl, tnIa1.; 13 st hoot boAr(I responsibiltt-y, 15

I)(.A Wilbur 70 tcicAiNion: 80Dowm.-rs, Cyroc, 51 EltimiltAry education: 24, 25, 3.1, 79,1)rop-out,,: fail, 01, 70

HetiicrItary prImipAl. 58, 00E binot tonal intluQn(c: -1, 5

FAL1c, 5.11,hiL,in: 17 52

Intliwnc8 on educational program,1:(1(1(Ation. wIntilunity rt.-,ron1, Sis, 120

brim at!' of, 67rcTo vt7,1)%irt,rylAte,i t cost, 22Educ.tt:on,11 lvAilerstlip: 10, 11,

o

: 17, 15, 5533, 53, i, 00, 02, 71, 1 0,-;,An Adintritivt: function, 211)9, 120 L. T Admulist rativ/ mk n

ExaTtionAl (1)11(1N:11: 35, 36, 102lc,idL'rSIi fl)

service: 11070'Txtra curn( ulAr- activities: 37, 117

/Ct. Opiit.)1,11 14, 1

(Jelin 8(,I, 31, 33, 31,

50, (',2, 10, 1} 5

intlucncts till, 20, 61 Farm 51

Film...100/o] opporturutic-,-. I r( di,' rimier. Chides A'., Jr.: 73AtionAl rrogr.: In) FinAn((.. an ALiminktr,itive function, 2

A.1)1.11,Illty 1 20 unting: ) 0)inTrir.im ;0. Is. 51, 59, 75, 9", 1:1n,tricial support: Ability, 20

hrusi,ion of, 20, 23, -18, 5.1, 71

need tor, Fltz\v,kr,r, C. 7.1

nu ,, idiitc, 2", 15, 16, 67, ,(.11(:(1111c.: 77

(11.1,1! I tV, 68, 1 I 8, 120 Foundation MinimumLiu( AtIonal plAnniny: 11, 'i' fo,undition program)

An ailministrAtro: function, Frcedoni of cxl,r(s,,iiin: 63

160 AI!.MENItiIE klk IN EN ME ',MAI I ("WO IIODE

G JCiauntrutz, NX'altcr II.: 25, 70, 77 Junior (.harnber of Commerce; 81Group prows: 11, 12, 55

,tiiministratice skill in, 1.1

. ,role of consultant, 12 S J t 11

,Guidance services: 36, 37, 75, SI, 11./2 Krug Edward A.: s3

H

Hall, Morrill NI.: 30fart, Leo

k itarth education:le,-11111 sere ices: 30 3,t

Hi,g1ter education i n s t i t u t i o n s : 5 1 , 1 1 1

assistance of, Ill, t ispreparation fur, 7 i

Human drives: 0;Iftunan relations: 5, 11, I, 51, 59

sours its- (1, 1 I , 12i

imPerAine Y-tith : 3

Individual ditfcrcncL: ),Inderc:ricicit e of action: 6.iInsemie c-clucation: 59, 89, 101

Instruction: ailinintstratie responsilsil-itt: for, 2, .;), .10

c:rotifs, 76

inclividu.11

leaticrship for, 3L),

Instruction:11 materials:91, in;

sight sa n1 162

Intermediate aiiiMinsiratise unit5 ; 7s, :(),

al-olislung, tooipment, 116

i,NtaLltslm,enr. 108

lintitaticris. 168

Tic:L.4i? for, ; 1. 108, [ IS

superiwcit,L.rit : sl,iris;

Rohert :

L

1ine, '::111.trd 1R.: (0, 861,doising Stitt, jolorndl: 18I.,ty advisory committee: (.rtt' Advisory

committee)Leadership: f ice Administrative leader.

ship)Leisure tune: use of 3.1

Length of school 3S, 75Lod of livin,L;: 18

Library ser ice: 3(, 91, 101, 1001stca1 administrative unit: (rte Sdlool

district )

MMel)onald, l criAt A,, Jr.: 77

NliCiltehey, Marion A.: 22

Meverden, McrvilleMigratory agricultural cvcirkii-s: 36,

102

Minimum foundation program: 7CMinority groups: 36

NNational Ildtit:ation Association: 52,

111

N6rth Central Association of Collegesand Secondary St 1- > Ls: 71

0One- gather schools: PllInt,t1 of, 2.1

Oklahoma CioperatiN:e Projc...t in Edo.Adininistratii 'n: 8')

St Itf.' School Itoirdsanon. 50

Ort.tanization: an adritinistrat c func-tion, 2

Nil X 161

P

Parult.Tc.11 In r Asso at ion : 50, 01,9ti, 110

Parent-teacher relations: 6.2

Per,orial satisfaction: 7

Personnel administration: 18, 5k,t

all administr,ttive function, 2

selection of personnel, is, So, 01116

Pett(, Paul V.: 55

Pin 13(..ta Kappa: 71Physical ( School plant )Placement ser-1(.e fur teachers, 101,

106

Poltcies: ( Selyacal hu,tnl poi cx,'

[Via Ian on di titihtitii in, 17

iro)billtv, I '. Iti 47

Pnin demotion of, 3

professional ,L:rov,t1i,

l'r:'1.;-5`ltful status, (,)

rilationslops v)ith teachers, 01515, 59, ()()

PruldQUI ,r

Profcti.innal 3.5,(3/4,Lit,10[1,,., 0s, I I I, 10,

1115

on,, ti

I 1 1 18.

i)rolessi(!n11 eonicirclicts attendanie,o2. 1111

Prores,ional

Profes'oonal lihrar,.. I (, 1

5t9

1'uhlic icilth servi,:c.': 1 10

Public relations: 5, '11

Pupil ad)thtinerit (Al, 61, 7(1

Pupil teacher rat

Pwpil transportaaion. 10, N.

;, 108, 110

."tat' support, 71

PurL1112;inat prc>ci.:daires: I t Lntra I

purchasing)

Purposes (.4 education 1, 31, 33, 31,I i Ilducational ohjec-tises)

zolucn«,

of olio ati,,i);120

R

7, 27, 68, 118,

Recreation: 361:1xc's, Floyd \X',: 22, 69Reid John Lyon: SOReiman, Gene: 8IRwrganizgion 1)1 Scio)c)1 districts:

(see School district reorganiza-tion.)

Resources: utilization of, 117, 12(1

Community: re-,ources)Rice, Nfahel C.: 25

75, 70, 77, 75, 79Sti.111,01: 1e,. Saul? schtiol)School Administration: (cce Adminis-

tration)School administrator: ( ice Adminis-

trator )Sclioot policy: adoption, t-.0

o(riiinunity participation, 11, 15, 50,63,

execution, :4s, tiff

formulation, II, 12, .tiff

,izaiiite for, st,), 0(1, 01, 92interpretation if 01written, 88, 80, 117

School pus driver. 03School-community relations .11, 8,

56, 57, 76, I ft, (ointrionity)School illy: length of, t',8

Scholl district: adeiplacv, 67, 6S, 11(,,120

1)otin)i.ino, 00ch,iracteri,tic5, 21, 70,

l dcllritl Ion, 21

not operating a schi:)01, 2

162 .1tiNIIci tlilllilN IN 1111 551.111 (WAN! UNI1 11(R)1

11l1101(.1", 21 limitations, 23, 27, 11.r,or,i4anieation, 67, 68, 71 need for, 8, 2(1, 27, 28

sl/e of , 23 stren,ettheriin,ez, 71, 71, 97, 118Shisal tiv,trst t reort!,,u) Soo31 acceptance and tiiis,apiprovalt

11(1 II

factors intluenci nc.t, 71 change; Is, (+8, 1118

1111p6\111); OILIC,ItiOt1,11 opportunities, Social pressure: 8, 2071, 9-7 St Me education ass,)clations: 111, 118

intcritices for, os, 'l Proles-proicclurcs, 5(1, 71 thins)

School Ion( h pro,t.train: 3(1, State education ,..lepartinent: 109School plant: an adruH'strative re- expansion, 98

sponsibility, leander,Inp, 71, 109community center, 21 rcspo-sibilities, 109

maintenance, 59 services, 109, 110, 1 Is

planning', 110 State responsibility: delcLitation of, 1(i

isrot riet, 18 financial support, 21), 23, 71state financial support for, 71 Stile school boards associations: 89

School pro,erain: Educational Sul-nil-1%ln doelopment: 56rrogranI) Superintendent: ( At11111nis-

Sch.s.)1 hycholoy,ist: Ill i trator):5<:(01-1(1.1r)' 7.1 52, 116 t.,t,thiishinctit, 51

new approaches, 79 tictinition, 3

Secondary schools: number, 25 25

size, 26 Superisii principal: 3, 25 Ott, air('Senne, 1)onatf C.: 73 Administrator)Shared services I Cooperatite Surervision of instruction: 2, 39, 1(I,

services)Shaw, Archibald 80Small community: (ice

Inunity)\ anta,Q,2s,

clairalleristi,s, 1". 39, ;11limitations, 25nunthc.1, 17occupational interests, 19

professional (MAU en,i4c; in,response to chan,ete, 18

80011 opportunities, 21, 23, Xstiblitty, 17

Small ,c.119o1: (.4sr, 22, 2 i, 68, 71classiFt(atton, 15, 16

currittilurn, 11, 22, 34, I, 110, 11(1

'reacher .tilvisory counc I : 98Teacher associations: 87 ( rce atio

Professional ass, )

Teacher load: 22, 23, 67, 75, 78, 117'Teacher study coinmttc.c.,' 12, 01Teacher visitation: 11Teachin,i; attractinp,, 83, 85, 86,

117

tompetcnce, 1(1

creati e ability, 11

clevelopment It, 51, 59

exi(.11c.ru.e.

lisuIIC oc,4itlons, 23, 67, s7211,431e, 11

nr:.ntation, 86, 87lit: for, WI, in(,

f,Ri.tr,tttoti, 10, 82

rof(8.sional library for, 101

1,r(.stiLL;(.: in «mu:windy, 9, 11rut Aurai.,,,, 67, 81, i4. 85, 117

saLtry, 9, 1 I, 2 3'.; ;, ;i7

Thad: n, I. F.: IS, 71

TransrortAt i on of pupils: (rec Pupiltran,rortattn

Itotwn:Turnocr: Administrators, 8, 24, 5(,

of tt'u.11(..a.,:, 8, 22 23

shg)rt.-', (17, tit, s 7

tot noc, r, 8, 21 1', lutcd St ati:s Public Health Service:

vcr.at tlity rbiturcd, !-2

condirion,,, 1, 2 2, n II, V( tic.c Ai,,, Tc.h ht. r 10,1L1 ) VALI(' iliclycnkAtS: If)

T,,,inra.ork in d iininnntration: (), 11), N'Aut. rattcrns: 200, 51. (,0, (14, (; -1, 117 ( cct.

Administration )Tcle%-ision: 11:c I:ducational tale- \X"deox, John: 13

istori ) Grace S.: 77

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