xt7jsx647r9k https://exploreuk.uky.edu/dips/xt7jsx647r9k/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1944-10 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Planning an Action Program for Schools", vol. XII, no. 8, October 1944 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Planning an Action Program for Schools", vol. XII, no. 8, October 1944 1944 1944-10 2022 true xt7jsx647r9k section xt7jsx647r9k  

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(Teacher Education Work Conference Held at the
University of Kentucky August 27—September 1, 1944)






Published by


Superintendent of Public Instruction

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Entefed as second-class.matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912. .

VoI. XII October, 1944 NO: 8












School leaders in all parts of the state are actively interested in
planning their educational programs so they will be effective. Not
only are they interested in teaching the fundamentals but they are
interested in making schools serve the needs of people. The disposition
to plan in terms of child needs is not confined to the State Depart-
ment of Education and institutions of higher learning. Superin-
tendents, principals and teachers are interested in making the schools
mean more in the lives of people.

This Bulletin describes educational plans formulated by seven
areas of the state. These plans were developed through cooperation
of seven colleges with six county school systems and two schools. They
are presented here as types of planning done in the state.

Other counties and cities are making plans for better education.
Colleges are laying foundations for making more significant contribu-
tions to the state’s educational program. The State Department of
Education is planning for better attendance, better trained teachers,
more functional school, plants, better health services, more adequate
supervision, better recreational programs, more emphasis upon voca-
tional education, better service to returning veterans, and better
service to the schools.

I want to congratulate the school leaders and patrons upon their
vigorous cooperation in providing better school services.


Superintendent of Public Iv‘tstmction.
October 18, 1944.

Frankfort, Kentucky.




 terested in
ctive. Not
t they are
te Depart.

he schools

by seven
ols. They

‘tment of
>011 voca-
d better

)on their







The 1944 Work Conference is a part of a Cooperative Study for
the Improvement of the Quality of Living through the Schools. The
study was made possible by a grant—in—aid by the General Education
Board to the Department of Education for a continuing study of
teacher education in Kentucky.

The purpose of the study, in brief, is to study social and economic
problems as they affect living in a community and to understand the
implications of these problems for the preparation of teachers in Ken-
tucky. The study is concerned with ways and means of making teacher
education more effective in the solution of the social and economic
problems of living.

Colleges, Counties, and Schools
Under the Cooperative Study each of seven colleges is working

cooperatively with a county school, system or a large school in attempt- ,

ing (1) to develop a more functional school program which will im-
prove the quality of living in the school community and (2) to develop
further the program of teacher education which will prepare teachers
with mlderstandings, skills, and techniques necessary for leaders in
community schools.

Very early in the study each participating college selected the
county or school as its cooperating area and has been making its study
in terms of the problems of that area-in an effort to find out how much
schools can do to improve local. living conditions. The participating
colleges, counties, and Schools are:

Berea College and Pulaski County

Eastern and Bell County

Morehead and Carter County

Murray and Marshall County

University of Kentucky and Green County

University of Louisville and Lowell and Valley Schools
Western and Hopkins County


Each college has a coordinator, assisted by a committee of the
faculty, who works with the cooperating county or school in formulat-
ing plans and in bringing about desirable action. The coordinators
are; _









Berea College—Pulaski County .................................. C. C. Graham

Eastern—Bell County .................................................... D. T. Ferrell

, , Morehead—Carter County .............................................. Gr. C. Banks _
l ' ’ ' .: Murray—Marshall County ............................................ Rubie Smith
3 ‘ ‘ A University of Kentucky—Green County .................... Maurice Seay

University of Lo‘uisville—Lowell, Valley Schools—

J. J. Oppenheimer
\Vestern—Hopkins County .................................... H. H. MeMurtr-y

The coordinator works very closely with the county superin-
tendent and other local professional groups. The superintendents of
these participating counties and key persons of the participating
schools are:


A. . . Bell County .................................................................. \V. M. Slusher W
s; ‘3 Carter County .................................................... Heman H. McGuire l
l ~ " H Green County ................................................................ Nona Burress
. Hopkins County ............................................................ H. \V. Wilkey
g " Marshall County ............................................................ Holland Rose,
l l ' Pulaski County .................................................. Raymond J. Wesley
‘ l ; Lowell School. (Louisville) ...................................... Mrs. Ada Bache
l ‘ ‘ .. ‘ Valley School (Jefferson County) ______________________ Mrs. Julia Fahey

. ., l i ' The study is sponsored by the Superintendent of Public Instruc-

" ' tion and the Council on Public Higher Education. The State Director
of Teacher Education and the Advisory Committee on Teacher Educa
tion have over-all supervision, of the cooperative study. The Director
of Teacher Education is general coordinator of the study.

Activities During the Year
. y ‘ . . - An aggregate of 320 persons have participated in 8 specific enter—
1 i ' prises.

1. Peabody Seminar was held April 9-10, .1943, at Nashville
1 ' . under the direction of Dean John E. Brewton and Dr. Henry
" Harap. The Deans of the cooperating colleges, the State .
Director of Teacher Education, and the State High School
Supervisor took part in the seminar.- Its purpose was to dis-
cuss the broad approaches to the study. Nine persons at-
‘ tended. A detailed report of the seminar is given in Part II
in of Teacher Education Circular No. 46, released April 15:
‘ ‘ 1943, through the Division of Teacher Education and Cer—


2. Gatlinburg Conference was held August 2-16, 1943. This was
a regional conference devoted to the development of learn-




‘. Ferrell
C. Banks ‘
ie Smith
'ice Seay


dents of

. Wilkey
nd Rose.
a Bache
a Fahey

' Educa-

ic enter-

. Henry
:e State
. School
3 to dis-
;ons at-
Part II
pril 15,
ad Cer-

‘liis was
E learn-




ing- materials in the field of natural and human resources.
The State Director of Teacher Education who is coordinator
of the Cooperative Study and two persons from one of the
cooperating colleges attended.

Work Conference at Eastern State Teachers College was
held August 26-31, 1943. Representatives from the cooperat-
ing colleges, schools, the staff of the State Department of Edu-
cation, and several consultants attended. The purpose'of this
work conference was to give opportunity for the cooperating
units to work out plans in each of the areas. Participating
in this work conference were 120 persons.

An evaluation of this work conference is found in
Teacher Education Circular No. 50, released September 24,
1943. A full report, including tentative plans for 5 college-
county groups, is given in the January 1944 bulletin pub-
lished by State Department of Education. Tentative plans
for the year for the other 2 college-county groups (Berea~
Pulaski County and Murray-Marshall County) were given in
Community Circulars No. 6 and No. 7 released February 14,


Study-Visit to Holtvillc, Alabama, was made November 15—
]8, 1943. This group was made up of the deans of the co—
operating colleges, the coordinators, and the county superin—
tendents of the cooperating counties and principals of the
two cooperating schools. On this trip there were 22 persons.
This was a study of the ways and means used by a school,
working with a community in improving the quality of
living. A description of. observation of this school-community
relationship and enterprises is given in Teacher Education
Circular No. 51. December 15, 1943.

An Institute on Conservation was held in Richmond on
March 2-3, 1944. Dr. H. A Morgan of the TVA, Miss Vir-
ginia James of the TVA, and Dean John E. Brewton, Dean
of the Graduate School, George Peabody College for Teach-
ers, were consultants. There were 81 persons from the co-
operating colleges, counties and schools in attendance. The
purpose was to develop ways and means of relating resource
knowledge to the everyday school curriculum to the- end that
there may be improVement of the quality of living.‘ A report
of this Institute is given in Teacher Education Circular
No. 53. Other reports relative to this Institute are given in
















Community School Circulars No. 10 and N0. 13, March 18,

During this Institute the coordinator ot'each cooperat-
ing college—county group reviewed and evaluated the accom~
plishments in their cooperative program for 1943-44, set up
at the Eastern Conference, August 1, 1943. Each coordinator
and all representatives from each cooperating county or
school worked together at this time on next steps in their
programs of action and presented these to the group attend-
ing the Institute. Teacher Education Circular No. 54, March
23, 1944, is devoted to these Cooperative Study Progress

First Carrollton, Georgia, Study—Visit was made March 28.
29, 1944. This group was made up of coordinators, super
intendents, principals and State Department staff members.
This trip was made by 16 persons. The visit was to study
college—county (West Georgia College and Carroll County)
school relations in improving the quality of living through
“cooperatives” and to note changes in the quality of school-
community relations resulting from the program. Impres-
sions gained from observing the West Georgia College and
Carroll County programs are described in Teacher Education
Circular No. 55, June 9, 1944, and Community School Cir-
cular N0. 19, July 7, 1944.

Second Cam‘ollton, Georgia, Study—Visit was made May 1-3,
1944. In this group were 11 members of the Advisory
Committee 011 Teacher Education. The purpose of this visit
was to study administrative relationships in the teacher
education program and to observe how these relationships
had affected the quality of teaching.

Institute on Learning M aterials for Schools was held at the
University of Kentucky, April 29, 1944. The purpose of
this conference was to give persons in all levels and areas of
interest in the schools opportunity to think together on the
problems related to reexamination and restatement of goals
of learning programs in the schools, and to study the ma-
terials developed in the Sloan Experiment. At this Institute
there were 38 persons. The Report of the Institute is given
in Community School Circular No. 15, released May 10, 1944.

Community School Circulars
Community School Circulars are issued from the office of the
State Coordinator of the Cooperative Study. To date 25 of these have



 [arch 18, I been released. Each circular is based upon some incident or problem
j related to the community school concept. Other circulars will be
zooperat- 1 devoted to further activities of these programs as they develop.
.e accom. ‘ Only persons who have participated in the Conferences and
4, set up i study-visits receive the Community School Circulars.
)rdinator ‘, ' i
)unty or t
in their »
p attend-
‘4, March
Progress k

Teacher Education Circulars

These larger circulars are prepared when longer statements of
3, information or policy are needed. Since August 1933, we have released
‘ 56 of these. '




[arch 28.
's, super-
to study
)f school-
llege and
lducation 1
hool Cir-

May 1-3,
this visit
a teacher





ld atthe }

[rpose of ‘L
. areas of
3r on the
; of goals
the ma-
: is given


:e of the
hese have












The Second Annual Work Conference of the Cooperative Study
was held at the University of Kentucky August 27 to September 1,
1944, inclusive. Its purpose was to give the colleges and school sys-
tems which were working together on the program of making the
schools function more effectively in the improvement of the quality
of living, opportunity to study what had taken place during the past
eighteen months in their cooperative efforts, and, in the light of these
experiences, to plan the immediate and long-time programs of action
which might appear desirable.

There were representatives from seven colleges, six counties and
two schools engaged in the cooperative study in the \Vork Conference.
In addition to these a majority of the professional staff of the State
Department of Education took part as well as representatives from
four-year colleges not engaged in the cooperative study, representa-
tives from the Kentucky Education Association, and a staff of con
sultants. More than 100 persons attended, including college teachers,
college deans, college presidents, county superintendents, classroom
teachers in large elementary and secondary schools, one room teachers,
helping teachers, supervisors, principals, and specialists from the
Department of Education.

The first three days of the Work Conference were spent by each
of the seven cooperative areas, (1) in setting up desirable programs
for the cooperating college-county units, (2) determining how much
of this desirable program is now in operation in each cooperating
area, (3) what is still to be done in order that there may be a p1‘0-
gram which will actually improve the quality of living, and (4) what
steps are to be taken in the 1944-45 school year toward a desirable pTO-
gram. The time was spent, as can be seen, in planning educational
programs for the present and post-war period.

In order that the work conference might be carefully guided t0-
ward accomplishing its purpose, each group followed a Specific out-
line. This outline suggested (1) the point of View which should be
the working basis, (2) a method of approach, and (3) the nine specific
phases of a community school which should have attention. Each
group was left free to work out its plans in the light of needs in each
area. It was the desire of the steering committee, not to suggest thzl'E
any group would do to accomplish its purpose, but to emphasize the



 we Study
ember l,
hool sys-
king the
3 quality
the past
', of these
of action

uties and
the State
ves from
f of con
from the

t by each
[OW much
be a pro-
(4) what
rable pro-

guided to-
ecific out-
should be
.1e specific
on. Each
is in each
gest What
hasize the


importance of planning toward making the school influence the quality
of living. The' following outline served as the guide to the groups:

Working Point' of View

A school which builds its program of activities upon the needs
and resources of the community and the people—young and olcl—Twho
live where there is a community school; and such a school will con-
tribute substantially to the improvement of the quality of living.

Work Plan

Each cooperative group should study its program of action under
the nine areas in the next paragraph below. Under each area four
questions should be answered in detail and in tabular form where
possible. These questions are:

1. What is desirable in our area?

2. What do we now have in our area?

3. \Vhat do we still need to do to get a desirable program?
4. \Vhat shall we undertake to do in 1944-45?

It. is believed that every community school which desires to im—
prove the quality of living will attack the problem from at least the
following nine directions. It is urged that the four questions listed in
the preceding paragraph be answered by each group about each of
the following nine phases of a community school:

1. Health, physical education, and recreation for school and
out-of—school population
The fundamental processes
3. Vocational competencies of people in school and out


4. Worthy home membership and family life

5 The development of ethical character

6. The development of the appreciation of esthetic values

7. Citizenship training

8. The development of the individual as a person—self—realiza-

9. The development of desirable human relationships

Each major problem should be approached with the View of show-
ing the extent to which its solution is or may be reached through con-
Slderation of community needs and resources.

College-County-School Planning in 1944

The Work Conference was truly a planning conference. Each
000Del‘ating college-county and college-school group got down to the
serlous business of planning. Each group approached its problems in


















an orderly manner: (1) Each took stock of its belief as to what kind
of a long-time school program might reasonably be expected over a
series of years, (2) each took an inventory of school conditions to
see just how much of a deSirable program now existed in the area,
(3) each selected the things which would be worked upon during the
current year, and (4) each organized its plan of attack.

The remainder of this bulletin describes the plans formed by
each of the seven cooperating groups.


The September 1944 Educational Bulletin contained the
report of work done during the last two days of the Conference
under the title “Evaluating the Community School”. It also
contained a list of persons attending the conference.





 .at kind

over 21
:ions to
1e area,
'ing the

ned by


_ the

CHAS. C. GRAHAM, Coordinator

RAYMOND WESLEY, County Superintendent
Health, Physical Education, and Recreation for School

and Out-of-School Population

What is desirable?

A. Healthy population with reasonable access to diagnosis and

proper care ,

1. Personnel

l a.


More activity on part of medical profeSSion already in
the county
More physicians to serve rural areas

0. More oculists
d. More dentists
2. Plants
a. Hospital
b. Sanatorium
3. Program
a. Broadened so as to include not only diagnosis, vaccina-
tion, and health education, but sanitation as well
(1) Attention to water supply
(2) Schools equipped with sanitary toilets
b. Broadened so as to include efforts toward posture cor-
rection, rest periods, and recreation
(1) For school
(2) For community
0. Expanded to include instruction in making of play


What we have available
A. Personnel



Eight doctors varying in efficiency
One health ofiicer

Three full-time nurses

One sanitary inspector

Seven dentists























What we shall undertake



Plants and equipment

1. Unfinished hospital
2. Very insanitary toilets


General conditions


Epidemic of typhoid

2 High rate of TB.

3. Polluted streams

4 Undesirable playgrounds

85% of wells tested found impure



1. Few hot lunch programs

2 Helping teachers stressing health practices

3. Free medical care for railroad men

4 Free supplying of glasses for those school children who
need them

Little directed play

6. No time in school program for rest periods



What we still need

1. More doctors

Plants and equipment
1. Hospital

2 Sanatorium

3 Sanitary toilets ‘
4. Better playgrounds and equipment
5 Dental clinic


1. Protection against flies and harmful insects
2. Improvement of diet

3. Supervised play and rest periods
4. Special program for care of eyes
5. Improvement of water supplies

To get more rural doctors

To complete hospital and to work toward sanatorium

To supply all schools with toilets

To insist that all toilets be kept clean

To put on campaign to purify streams and water supplies



 'en who




rum 9f?


Disseminate health knowledge through the school

To create better understanding between health department
and schools

To stress personal cleanliness

To encourage the placing of hand washing facilities in all

To encourage hot lunches

To encourage production of proper foods

To have playground supervision in all schools

To teach the making of playground equipment

To emphasize value of rest periods

To emphasize posture correction r ‘ , _

Fundamental Processes

What is desirable


For the entire population to be able to apply the fundamental

. skills to the problems of daily living

What do we have?




Traditional schools

No provisions for adult education

Average population school attendance is
seventh grade

Average attendance of those enrolled 7 7 %
Tentative standards of achievement formulated during Work-
shop 1944 as a guide for teachers

Three helping teachers trying to improve methods


What we still need



To develop the practical program of community schools

To provide opportunities for adults to learn to read and write
To raise average population school attendance to approxi-
mately high school level as exemplified in community school
To enroll all children

To improve teachers’ methods through grouping and caring
for individual differences

What can we do in 1944-45



Keep school so attractive that children will want to come
Have all schools work toward becoming real community

Attempt to make the fundamental skills function in ordinary













Make effort to get all school-age children enrolled
Provide library facilities for adult population
Make effort to show movie entitled “\Vest Virginia One—room
School” to all teachers as an incentive toward better group-
ing and schedule making.


Vocational Competencies
What is desirable
A. To obtain and apply the available vocational knowledge
B. To furnish more vocational service to out-of-school people
C. To employ more well—trained vocational teachers
D. To establish more cooperatives
E. To make every effort to get surplus war commodities

What do we have?
A. Four-fifths of population are farmers


B. We have employed:
1. One county agent
2. One assistant agent
3. Three agriculture teachers (supervisors)

C. We have as equipment and services:

Three farm shops with extension services
One vocational training center

One vocational training school in county
One cannery

Home nursing course given by nurses
One business college

Three chapters of F. F. A.


D. Program of county agent has cooperation of board of educa-

E. Five communities are encouraging “whole” education

What we still need

A. More scientific farming

B. More cooperative community enterprises

C. More adequately trained home economics and agricultul‘e

D. A home demonstration agent

What shall we undertake in 1944-45

A. To get surplus war commodities if possible
B. To influence fiscal court to get home demonstration agent




er group-



i of educa-



on agent



To encourage growth of community schools

To establish more 4-H clubs

To plan another workshop for iii-service teachers
To establish three new canneries

Worthy Home Membership and Family Life

What is desirable?
A. To work through the schools for




Improvement of appearance of homes

Improvement of nutrition in homes

Improvement in understanding of family relationships
Attainment of democratic living

Respect for opinion of others

Respect due individual ’13 personalities

Sharing of responsibilities

Accepting obligations and responsibilities of home life


Improvement in comforts in home
Improvement in child care and psychology
Improvement in home nursing

To gather patrons and community adults into school f01



To discuss the psychology of family living
To discuss child ca1e

C. To have visits by teachers in community home with frequency

'What we have

A. Teachers of schools who help pupils to make articles for home

use and beautification

B. Helping teachers who are emphasizing home improvement
0. Different agencies working 011 home problems

What we still need to do
A. We need to give emphasis to each point listed under “What

is desirable”

What we shall undertake in 1944-45
Collect and tabulate information about home life through



questionnaire (already formulated)
Encourage patrons to meet in schools
Encourage home visitation

Cooperate with various agencies













E. Stress the importance that the home be made a place of enjoy-
ment for all members of the family
F. Stress democratic living in the school
1. Respect for personality
2. Respect for opinion of others
3. Accepting of responsibilities and obligations
4. Sharing of responsibilities

Development of Ethical Character

What is desirable?
A. Having every subject, every activity become an opportunity
for inculcating character and morals within the school
B. Developing in community concern for welfare of all
0. Creating county-wide enthusiasm for absolute honesty

1. In thought
2. In action

What we have t
A. Administrators who are setting examples in ethical behavior
B. Teachers who are developing school programs that encourage
pupils to live:
1. Honestly
2. Unselfishly

C. Churches which cooperate in spiritual and moral training
D. Bible reading in school during opening exercises
E. Various very strong community sentiments and mores

What we still need
A. Entire school program pointed toward ethical character

B. Survey of various religious groups and clubs purporting to
promote ethical character

C. Meetings of parents, pupils, and teachers to work out im-
portant phases of character building

What shall we do in 1944-45
A. Work through teachers’ organization to stress ethical concepts

B. Organize Girl Reserves and Hi-Y
C. Start meetings of parents, pupils, and teachers for discusswll

of ethics

D. Emphasize qualities of :

1. Truth
2. Sportsmanship


 )f enjoy-






aorting t0

k out im-

Ll concepts




3. Loyalty

4. Accuracy

5. Unselfishness

Reverence and similar attributes

Development of Worthy Use of Leisure

What is desirable?


Family solidarity in social life
Schools kept open for family fun
Development of crafts and arts
Community play productions
Community “ sings ’ ’

Reading centers

Radio discrimination
Community recreation houses
Traveling libraries

Improved movies

Community playgrounds

What we have


A few school libraries

One public library

Travelling libraries

Wild West shows (picture)

Saturday street corner sociability

County singing festivals (shaped note and religious)

Pie suppers, carnivals and programs and plays in schools

Few radios in homes

What we need


Increased emphasis on entire list of “desirables”

What shall we do in 1944-45


To encourage people to spend more time as a family unit
To foster better understanding between adults and youth
To build better playgrounds

To develop better community evening entertainments

To demand better moving pictures

To create reading centers

To encourage community singing

To turn school houses into recreational centers

To establish shops for simple woodwork and crafts (arts)














What is desirable?

A. Community and county-wide realization of the costs of poor
Citizens with a sense of belonging to community (local,
county, state, etc.)
Citizens with a sense of ownership of public property


Citizens with respect for constituted authority

Citizens with knowledge of governmental agencies

Citizens who desire civic improvement and who assume

a ‘ . G. Schools which give actual apprenticeship in citizenship
” through pupils’ assuming of responsibilities


What we have
A. Disrespect for law agencies
13 Disrespect for private and public property
C. “Imposed” citizenship
D A beginning awakening among teachers of. the potentialities
of the school in citizenship development

What we need
A. To emphasize the role of the school in building citizens
‘ i B. To re-think the course of study in social studies for the pur—
pose of bringing it closer home
‘ 7' C. To persuade and convince pupils and patrons that politics
I need not be crooked
D. To make prominent reference to examples of good citizenship
and to advertize the benefits of active citizenship
E. To project pupils into active citizenship participation

What shall we undertake in 1944-45
A. Bringing parents and community adults into school for pur-
. ‘ poses of planning community schools
1'” ‘ B. Giving pupils responsibilities in organization of school and
' I ‘ community as apprentices in citizenship
C. Initiating social studies with local emphasis

Self Realization

What is desirable?
A. A school system with knowledge of potentialities and abilities
of each child


m '







 of poor





the pur-



for par-

hool and

l abilities


B. School programs of total experiences which will result in
maximum growth of individuals
C. Schools that fit all children into satisfying niches in society

What we have
A. Little respect for individual differences
B. Little patience for the underprivileged child
0. Neglect of the superior child
D. Too little emphasis on development of leadership

What we need '
A. A testing program
B. Cumulative record files
0. Program of experiences and appreciations to widen horizons
and deepen feelings and sensibility
D. Teachers who through example show the benefits and joys of
being genuine and true to oneself

What we shall undertake in 1944-45
A. Work out testing program for skills and aptitudes
B. Encourage teachers to keep cumulative records and files of:

1. Health records
Personality traits
Family relationships



C. Acquire portable radio and good victrola and records for
giving deepening appreciations

D. Encourage moments of worship in the school for giving
deepening spirituality

Human Relationships

What is desirable?

Leaders who know techniques of working with people
1. Proper atttiudes

B. Followers who identify themselves with leader.‘ and with the
Situation (“It is I”)

C. Cooperation between peers in authority

D. Total understanding of le