CALIFORNIA STATE BOARD OF EDUCATION 
 
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 BULLETIN No. 27 
 
 Parent-Teacher Associations 
 
 Rnral and Village Schools 
 
 PRF.PABV" B\ 
 
 LIRA SAWYER OAK. . 
 
 K\t«'ii^liin Division. Chico Stale Norina Scho«il 
 
 SiiliiiiitU-u .') the 
 
 i^ omniis-.i()nrr of Eleineiitar\ S<livx>Is 
 of California 
 
 (AUrORNU STATE PRINTINO Of ^CK 
 SACRA JfENTO 
 
 1 9 1 X
 
 JUL I5i92l 
 
 
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 PLEA,*:^: DO NOT REMOVE 
 THIS BOOK CARD 
 
 AnMLIBRARYq^ 
 
 I 1 
 
 University Research Library 
 
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 INTOODUCTIOxN 
 
 Of this bulletin it may be said it carries to the right people the right 
 message at the right time from the right woman. 
 
 Addressed to rural communities it goes to the right people because, 
 while so much has been written and published for urban communities 
 that is suitable only for solution of urban problems and can be effec- 
 tively practiced only unxier urban conditions, comparatively little has 
 been prepared for the problems and conditions of rural life. Tiiis 
 bulletin is designed to meet jusB those problems and conditions that 
 distinguish rural from urban communities, "and is therefore a valuable 
 contribution to a national need for which so few well-considered and 
 useful contributions have been made. 
 
 It carries the right message because it lays special stress upon the 
 importance of health and the need of improving rural conditions in the 
 direction of better sanitary customs, regulations and equipment. It 
 will not be easy to provide in the country districts the sanitary plumb- 
 ing, draining, sewerage and water supply- of cities ; neither is it possible 
 to obtain in some rural communities the prompt attendance, counsel 
 and supervision of doetQrs and health officers. Nevertheless much can 
 be done and will be done when a majority of the people of the rural 
 districts have a clear understanding of the causes of disease and of the 
 best methods of preventing them. 
 
 The health of children brought up in t.he open air of the fields and 
 Avoods of the countrysides should, in the nature of things, be better and 
 more secure than that of city children, but statistic;? show a contrary 
 condition. It is therefore evident that the benefits of open spaces and 
 healthful exercise are more than counterbalanced by neglect of simple 
 principles of health that science has long since disco-vered and Avhich 
 should be knowrC and heeded everywhere. 
 
 This bulletin by its suggestions of conferences on such subjects will 
 help to that end and serve not only to brighten the minds but to 
 strengthen the <l)odies through which the mind has to act in all the 
 ways of life. 
 
 The messag(iXcomes from the right woman. Mrs. Liira Sawyer Oak 
 has learned the conditions and the problems of rural communities 
 through the threefold experience of life, labor and love. She has 
 lived in them, she has labored in them, she has loved them. Her 
 teaching is drawn from the experiences of an active life, from tlie 
 services of arduous work faithfully done, and fi-om a love univcisjiky 
 comprehensive in its sympathies.
 
 Slio sets t'ortli 11(1 l';ir-()tV iiU^al t'oi- vain aspiralioii. Slic siil)iiiils 
 programs that i-aii he cai-ricd out \\\{\\ the exci-cise of swell talent and 
 energy and intclligenee as may he found in any American community. 
 She suggests something for various needs: for occasions of festival or 
 of national observance, for conferences of serious discussion, and for 
 eomnninity gatherings for social advantage and I'ccreative pleasure. 
 
 The message comes at the right time. Tlie mighty impulses of 
 patriotism aroused by tiie war liave lifted all minds above little things 
 to a comin-ehension of the larger issues of the time. There are few 
 indeed in the United States that do not now live and move and liave 
 their being in the vast life of the nation and of liumanity. In tiiis 
 mood their minds are readily receptive to new teachings and new 
 aspirations. The counsels and the suggestions of the bulletin will 
 therefore appeal to a sentiment already formed, and all that will be 
 needed will be a leader in each community, to make the influence of 
 the message permanently useful in every rural communitj'. 
 
 Margaret S. McNaught, 
 Commissioner of Elementary Schools.
 
 PARENT-TEACHER ASSOCIATION IN RURAL AND 
 VILLAGE SCHOOLS 
 
 FOREWORD 
 
 • 
 
 The suggestions lierein set forth are intended particularly for the 
 smaller rural and village conimvinities where it is neither possible nor 
 desirable to follow programs otitliiied for parent-teaeher associations in 
 larger towns and cities. 
 
 Many woi-thy attempts to organize motliers' eliibs and parent-teaeher 
 associations in the smaller communities have failed because the leaders 
 have been city-trained teachers whose attempts to fashion highly 
 organized parent-teacher associations after the model of the city clubs 
 were doomed to failure from the beginning. Book reviews, "Problems 
 of Juvenile Delinquency." ''The ]\rontessori Method," "Cultivating 
 the Dramatic Instinct," subjects which readily suggest themselves to 
 the leaders of the city clubs find no responsive interest from the mem- 
 bers of a rural organization. This lack of interest is not due to inferior 
 intellect nor to indifference to the great problems of the day, but to the 
 fact that the country mother is absorbed in other interests which are, 
 however, equally important to child welfare and ecpially adaptable to 
 the activities of mothers' clubs or parent-teacher associations. 
 
 The teacher who would successfully organize a parent-teacher associa- 
 tion should understand that her first step is to discover the supreme 
 worth in the life and interests of the people with Avhom she is 
 associated. Having recognized that she has niueh to learn from them, 
 5\nd having accepted them as co-workers, she is ready then to consider 
 suggestions for a parent-teacher association. It should be kept in 
 mind that the association should be as democratic as the school itself 
 and its membership should include representatives from all homes in 
 the community. 
 
 STEPS PRELIMINARY TO ORGANIZATION 
 
 An organization that is to function in a substantial, vital way must 
 concern itself with the substantial, vital interests of the comnuinity. 
 There is no limit l)eyond which these may not extend when the leaders 
 clear the way for a normal development from the simple state of things 
 as they are to the broader communistic and humanistic interests. 
 
 Since the matter of organization falls largely to the leadership of 
 the teacher, the suggestions outlined herein will proceed on the sup- 
 position that she is the initiator of th(^ movement throughout.
 
 — 6 — 
 
 It" llu' teac'luT is iiol certMin lli;it llicrt' is liUcly io he iinnuHliato 
 interest in the formation of a ehih slie might well postpone tlie snjr- 
 gestion nntil after tlie parents, upon lier invitation, liave met at the 
 sehoolhouse to discuss plans for an evening entertainment for the 
 henefit of the school. In the early part of October when the school 
 work is well under way the parents might be invited to meet at the 
 sehoolhouse to plan for a Halloween entertainment (as described else- 
 Avhere herein). The twofold purpose, to provide entertainment and Io 
 raise funds for some i)artieular school need which the teacher will tact- 
 fully point out, will probably arouse wide interest in co-operative plans 
 for the entertainment. 
 
 When the community has been aroused by a successful social 
 gathering the time is meet to suggest plans for an organization. The 
 teacher nuiy then call the parents and neighbors together and submit 
 to them a plan for a parent-teacher association. She should have in 
 mind a definite outline of work the value and practicability of which 
 will be apparent to all. The success of the movement will depend very 
 largely on the judgment and care with which the initial steps are taken. 
 
 The teacher will, of course, adapt these suggestions to the conditions 
 of her community. 
 
 There should be at least one social gathering a month which all 
 members of the community may attend. One purpose of the parent- 
 teacher association might be to arrange programs and entertainment 
 for these social gatherings and one meeting a month, held preferably 
 at the sehoolhouse, might be called regularly to perfect plans for the 
 community gatherings. 
 
 j^^(For suggestions for programs and entertainment, see pages 25 
 to 32.) 
 
 Aside fi'om these meetings there .should be at least one meeting a 
 month, preferably at the various homes at such a time that fathers may 
 attend, for the discussion of subjects of common interest concerning 
 the child and matters of child nurture.* In such meetings an attempt 
 should be made to bring out the talent of the various members by 
 asking them to contribute in whatever way each may be especially able. 
 
 In order that all business may be efficiently transacted, each meeting 
 should be opened with a formal business meeting in whicli llic rules of 
 parliamentary order are observed. 
 
 (The Woman's Manual of Parliamentary Law, by llariictic K. STiaduck, 
 published by Lee and Shepard, Boston, price $1.00.) 
 
 In formulating plans for the beginning work of a local a.ssociation 
 the members may well keep in mind the following aims and purposes 
 
 •In rasp ,all membf-r.s can nrit fonvenieiitly entertain, the larlies may combine In 
 t.'r<iiiiis of two, one member to foniisli tlic ii.sc of licr homo, tin- other to .'fupply a 
 (i{rln liiri<li fur tlie mc^'tluK of wliich Uicy arc liostcsse.*!.
 
 of the California Congress of Mothers and Parent-Teacher Associa- 
 tions : 
 
 "To carry the mother-love and mother-thought into all that concerns 
 or touches childhood in home, school, church or state; to raise the 
 standards of home life; to develop wiser, better parenthood; to bring 
 into closer relation the home and the school that parent and teacher 
 may co-operate intelligently in the education of the child, using sys- 
 tematic earnest effort to this end through the formation of mothers' 
 clubs and parent-teacher associations in coiniection witli public schools 
 and elsewhere. • 
 
 "To give young people, ignorant of the proper care and training of 
 children, opportunities to learn that which will enable them to better 
 perform the duties of parenthood. 
 
 "To rouse the whole country to a sense of its duty and responsibility 
 to childhood. 
 
 "To surround the childhood of the whole world with that loving, 
 wise care in the impressionable years of life that will develop good 
 citizens instead of lawbreakers and criminals." 
 
 Members of local organizations will be benefited by co-operation with 
 the national association, and may obtain helpful material in the form 
 of bulletins and pamphlets by applying to the National Congress of 
 Mothers, 910 Loan and Trust Bldg., Washington,- D. C. 
 
 For information concerning the California Congress of Mothers and 
 Parent-Teacher Associations, consult the Year Book of the Association 
 on file in all county free libraries and in the State Library at Sacra- 
 mento. 
 
 The Congress of Mothers and Paront-Toacher Associations luis 
 become one of the greatest instruments for child welfare legislation 
 and administration in our country, and every woman should accept 
 the ])rivilege of adding her iiieiiil)ejsliip and her supixn-f to this great 
 association. 
 
 Organization Meeting 
 
 The teacher may act as chairman at the organization meeting. After 
 asking some one to serve as secretary to record the proceedings of the 
 meeting she may submit the plans for an organization, a.sking for an 
 informal discussion by those present. The chairman may then ask for 
 a resplution stating tlie pleasure of the nu>eting in regard to the forma- 
 titm of a permanent organization. After the resolution to form an 
 association has been adopted, the following simple form for a constitu- 
 tion may be submitted :
 
 — 8 — 
 
 SUGGESTED FORM OF CONSTITUTION FOR PARENT- TEACH ER 
 
 ASSOCIATIONS 
 
 Article I. Name 
 T!»c uanie of tins organization shall be The 
 
 Akticle II. Object 
 
 Its objocl shall Ix' to si-ciirc tlio co-operation of paiviils and tcac-iiors for the pur- 
 pose of promotini; child-welfare in home, sehool and community. 
 
 Ahtki.k 111. Membership 
 
 Any one interested in the welfare of children may become a member by signing 
 (he constitution and paying semi-annual dues. 
 
 Article IV. Officers 
 
 Section 1. The officers shall be a president, vice president, secretary, treasurer 
 and historian. 
 
 Sec. 2. The president shall preside at all meetings and shall appoint committees. 
 
 Sec. 3. The vice president shall preside in the absence of the president. 
 
 Sec. 4. The secretary shall keep an accurate account of the proceedings of each 
 meeting; be prepared at any meeting to refer to the minutes of previous meetings; 
 read communications; send out notices of meetings; furnish the names of members 
 of committees to their respective chairmen; tile all important letters; keep the roll; 
 and, with the president, sign all warrants. 
 
 Sec. 5. The treasurer shall receive all money and pay out the same on order 
 of the president and secretary, keep an account of all receipts and disbursements, 
 and render a monthly report. 
 
 Sec. 6. The historian shall preserve the history of the organization, and prepare 
 an annual record, a copy of which shall be made for the state historian. 
 
 Article X. Election of Officer.s 
 
 'I'hc (iHi<(Ts (if this organization shall be elected by ballot on the srcond l-'riday 
 after the opening of the school tcnii and shall assniuc their diitii's at the next un'i-t- 
 ing following their election. 
 
 AtnicLE VI. Ti:iiM of Office 
 
 The term <jf oliice shall be one year. No person shall hold the same oHice for 
 more than two consecutive terms. 
 
 Article VII. Dues 
 
 The dues of this organization shall be cents per year. cents of 
 
 vhicli shall be for state and national dues. 
 
 .\rticle VIII. Qloiuim 
 
 members shall constiiute a i|iiorum for the I raiisart ion of business. 
 
 .Vkticle I.\. Tim I. and I't.AtE of .MLini.Mi 
 
 Tills iirganizaliDii shall meet limes a month, at sikIi linii' ;mi 
 
 shall Ik- agreed upon by a majority of its members.
 
 — 9 — 
 
 Article X. AMtxuMKM.s. 
 
 Tliis coiistiiiitioii may Ik; amended by a two-tliirds vote of tlio members present 
 at any regular meetiu;;. provided notice shall have been j^iven in writing at the 
 l>revious regular meeting. 
 
 ORDER OF BUSINESS 
 
 Roll Call. 
 
 Minutes. 
 
 Reports of Officers. 
 
 Reports of Committees. 
 
 Unfinished Business. 
 
 New Business. 
 
 The chairman reads the proposed constitution, section by section, asking after 
 each section is read, "Are there any amendments to this section?" If any are pro- 
 posed, they are voted on at once but no vote is taken on the section as amended. 
 The constitution as amended is next read before the vote on adoption is taken. 
 
 Permanent officers are then elected according to the provisions made in the 
 constitution. When the president is elected she replaces the chairman, and the 
 elected secretary in turn replaces the temporary secretary. When all are elected 
 the organization is complete. 
 
 Suggestions for Programs 
 
 Programs should be short. One hour and a half should cover the 
 entire session. This gives the mothers time to get home early to pre- 
 pare the evening meal. Provision should be made for the care of the 
 little children during the meeting. One or two older girls may be 
 ftsked to remain to amuse the little people in an adjoining room. Play- 
 things and games should be provided. 
 
 All members should be encouraged to take i)art in programs and 
 discussions. 
 
 Outside speakers may occasionally be invited to give addresses on 
 .subjects of interest, but the greater num])er of programs should depend 
 entirely on the members of the organization. 
 / The National Congress of Mothers, 910 Washington Loan and Trust 
 Building, Washington, D. C, has provided a list of loan papers for 
 program use which have been prepared by eminent educators and 
 leaders in child welfare work. These loan papers, a list of which may 
 be o])tained upon application, are sent for club use at a charge of 
 20 cents each for three Aveeks or in sets of twelve at $2 for one year. 
 These papers may be read hy various members and made the basis of 
 general study and discussion. 
 
 The Personal Service Bureau of the Mothers' ^Magazine, Elgin, 111., 
 has prepared a list of loan papers for the use of mothers' associations 
 which will be found instructive and especially lielpful to clubs which 
 are unable to obtain sufficient reference books. These loan papers 
 cover one liuiidrcd subjects ol" iutci-cst and ai'c supplied at 4 cents 
 rf-ach. A list of loan papers may be obtaincil I'ret' upon apjdicatiou. 
 The bureau has the co-operation of prominent educators and otters free 
 information and assistance on all )uatters that may come before 
 mothers' associations.
 
 — 10 — 
 
 III the pn'pai'atioii ol" this bulletin inuuy lielpi'iil .siiggestioiLs were 
 {uiopted from the pamphlets of this bureau. 
 
 PROGRAM I 
 The Advantage of a Hot Lunch 
 
 L Could it be prepared iii our school? 
 
 2. List of dishes possible to prepare.* 
 
 3. "What can each mother contribute? 
 
 4. The importance of the noon meal served under sanitary, orderly 
 
 conditions. 
 
 Refircnci'S. 
 
 U. S. Deyailmeut of Agriculture, Farmers' Bulletiu No. 712. (Free.) 
 Hot Lunch and Social Center Work, free bulletin by Rural School Department, 
 State Normal School, Cheney, Washington. 
 
 PROGRAM II 
 
 The Value of Play 
 
 1. What is play? 
 
 2. What is the distinction between work and play ? 
 
 3. What is the ditference between rcmiping and playing? 
 
 4. To what extent slioiild parents and teachers direct children in 
 
 their i)lays? 
 
 5. What kind of plays would you encourage for the timid child? 
 
 For the boisterous child? 
 n. Is play necessary to children or is it merely a pleasurable pastime? 
 7. What sliould be the adult attitude toward children's play? 
 
 Urfrrciuxs. 
 
 "K<lucatiou b\ I'la.vs and (James," by Joliuson, (i. K., published by (Jinn & Co., 
 
 I'x.ston. .$1.10. 
 "Thv. Home IMaygrouiid," by Lee, Joseph, imblished by Kussell Sage Foundation, 
 
 New York. 
 "(James for the Playground, Home, School and Gymnasium." by Bancroft, 
 
 Jes.sic H.. i)ublished by The Macmillan Ck)., New York, .$2.(X). 
 "I'lay and Recreation for the Oi)en Country," by Curtis, H., pul)lislii'd by (Jinn 
 
 & Co., Boston. $1.16. 
 "I'lay Life in First Eight Y^ears," by Palmer, Luella A., published by Ginn & Co., 
 
 Boston, ,$1.20. 
 
 PROGRAM III 
 Nervousness in Children 
 
 J. What are some of the chief causes of nervousness in cliildren? 
 
 2. What effect has fear on nervous condition ? 
 
 3. What arc Ihf (biiigfrs in rri.ohtciiiiiv' iliildcm? 
 
 •SuRgostions : milk, luiist, riff, Honp, cliocolatf,
 
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 4. What relation has fatigue to some forms of nervousness? 
 
 5. To what extent may nervousness be due to imagination ? To 
 
 imitation 1 
 
 6. What special precautions should be taken in eases of nervousness ? 
 
 7. Should parents make threats of punishment? Threats of the 
 
 doctor ? 
 
 8. Is a dread of the dark natural to children? Plow may it be 
 
 overcome ? 
 
 References. 
 
 "Health Index of Children," ],y Iloag, E. B., published hy Whitaker & Ray 
 
 SO cents. 
 "Introduction to Child Study," hy Dmmniond. W. B., Lonjjmans Green & Co 
 
 •1(1.70. . , ., 
 
 "Power Thru Repose," by Cull, A. I'., Little, Brown & Co., Boston, .$1.0(\ 
 
 PROGRAM IV 
 Physical Development 
 
 1. What arc the advantages of school athletics? 
 
 2. What kind of (on tests are desirable? What kind undesirable? 
 
 3. What kind of work is harmful to the growing child? 
 
 4. The dangers of overworking in childhood. 
 
 5. The need for child labor laws to apply to country children as well 
 
 as to city children. 
 
 6. What playground activities tend to all-around bodily develop- 
 
 ment ? 
 
 7. What apparatus do we need for our pla.vground? 
 
 8. How can we obtain it? 
 
 References. 
 
 "Manual in Physical Education." by Iletherinston, Clarke W.. free bulletin 
 
 published by State Board of Education. Sacramento, Cal. 
 "Physical Training for the Elementary Schools" by Clark. Lydia A., published by 
 
 Sanborn Co.. Boston. ,$1.60. 
 'Physical Education Complete, for Schools and Playground" by Kaul, Lavinia, 
 
 published by News Publishing Co., Sacramento, .$2.00. 
 "Playground Apparatus for Rural Schools." free bulletin. State Normal School. 
 
 Fresno, Cal. 
 
 PROGRAM V 
 The Clothing of Children 
 
 1. Is it possible lo clothe the child in garments that do not bind or 
 
 interfere with free bodily movements? 
 
 2. What are the dangerous effects of clothing children in ill-fitting 
 
 garments ? 
 8. Are corsets harmful to growing girls?
 
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 4. ^Vhat is tlu' offec-t of hi.ij:h-h(.'i'led shoes on the ahdomiual organs? 
 
 5. AVhat shoes are reeominended by specialists to insure the proper 
 
 development of the child's foot? 
 (\ Do the fashion plates affect posture habits of our girls? 
 
 References. 
 
 "Exercises for Women," liy lioltdii, Florcatv, i)ul)lislie(l l>.v l^imk & Wasnalls, 
 
 Now York, $1.00. 
 ■Thildron's Series Buliotins," free, U. S. Dept. of Labor, ("liiklroii's Bureau, 
 
 Washiniiton, D. C. 
 Aini'ric.in Posture lA^asiie's bulletins, free, 10 Church St., Ni'w York. 
 
 PROGRAM VI 
 The Junior Red Cross 
 
 1. What is the nature of the Junior Red Cro.ss organization? 
 
 2. What is the educational value of Junior Red Cross work? The 
 
 economic value? The moral value? 
 8. Why is it important that the children be inspired with the ideal 
 
 of service — the true American ideal? 
 4. Tlie importance of giving the children opportunities for public 
 
 service. 
 
 0. The importance of developing the international outlook through 
 
 unselfish service for children of other nations, 
 fi. Ilnw can we develop this work in our school? 
 
 References. 
 
 "A Program of Junior lied Cross Service," published l).v the American Red Cross, 
 
 ^Vashiugtou, D. C. 
 Tree pamphlets and bulletins, National Director of .Junior Membership, American 
 
 lied Cross, Washington, D. C. 
 
 PROGRAM VII 
 Patriotism and the Meaning of "Americanism." 
 
 "With malige toward none; with charity for all; with firmness in the right, as 
 God gives us to see the right, let us strive on to fini.sh the work we are in." — 
 Ahralunn Lincoln. 
 
 1. Tn our jiomes and in our schools, how can we lead our children to 
 
 an al)iding love and loyalty for our country and the ideals for 
 which it stands? 
 
 2. How can they liest l)e trained for wor-Diy citi/.cnshii) in this great 
 
 democracy ? 
 8. How can we inspire tlicm to become ci'usaders for the cau.sc of 
 
 "liberty and justice for all?" 
 4. Ts our duty completed if we teach the children to love and respect 
 
 the Hag without leading them to an under.standing of America's
 
 — 13 — 
 
 ideals as expressed by Jefferson, Lincolu, AVoodrow AVilson and 
 her other great spokesmen? 
 
 5. How can our patriotism l)t'st l)e cxprcssod? 
 
 6. How can we as a community conform more closely to the prin- 
 
 ciples of democracy ? 
 
 References. 
 
 "What to do for Uncle Sam." by Bailoy. Carolyn Sherwin, published by Flanagan 
 
 & Co., Chicago, 75 cents. 
 "A Course in Citizenship," by Cabot, Andrews, Hill and MeSkimmon. published 
 
 by Houghton Mifflin Co., lioston, $1.25. 
 
 PROGRAM VIII 
 The Teaching of Manners 
 
 1. What is the value of training in ''manners"? 
 
 2. What undesirable results may follow the teaching of formal 
 
 manners which lack the spirit of kindness and depend on insin- 
 cere behavior? 
 
 3. Can we expect politeness from children if we extend discourteous 
 
 treatment to them? 
 
 4. What are the best methods of teaching good manners in the home? 
 
 In the school? 
 
 References. 
 
 "Boys, Girls and Manners," by Florence Howe Hall, published by the Page Co.. 
 
 53 Beacon street, Boston. $1.35. 
 U. S. Bulletin, 1017, No. 54, "Training in Courtesy," by Margaret S. McNaught, 
 
 U. S. Bureau of Education. Washington. D. C. 
 "Mental Training for Children," Children's Year Headquarters, 323 Haight street, 
 
 San Francisco. (Free.) 
 "The Goop Series" (humorous), by Gellet Burgess, published by Frederick A. 
 
 Stokes Co., New York. 
 
 PROGRAM IX 
 The Physical Health of Children 
 
 "The Ladies' Home Journal." "Good Housekeeping." "The 
 Mother's Magazine." the "Woman's Homo Companion." and many of 
 the leading women's magazines supply valnal)le material for study. 
 Free bulletins on the care of children may be secured upon application 
 to Miss Jidia Lathrop, Children's Bureau. Department of Labor, 
 Washington, D. C. A free bulletin prepared by Dr. T. A. Wood, of 
 the Committee on Health Problems of the National Council of Educa- 
 tion, 525 W. 120th St.. New York City, contains helpful suggestions. 
 All schools should receive the California State Board of Health Bulle- 
 tins. Address : State Board of Health, Sacramento.
 
 — 14 — 
 
 After collecting in;itt'ii;il fi-dni many sonrccs tlic leader of the dis- 
 cussion may select the topirs known to l)e of s]>ocinl interest and value 
 to the club. 
 
 1. Proper feeding of children. 
 
 2. The care of the body. 
 
 3. The importance of sitting and walking correctly. 
 
 4. How may eyestrain be prevented? 
 
 ' 5. Why are rapidly growing children generally lazy? 
 
 6. The importance of healthful sleeping habits. 
 
 7. How many hours of sleep are required at varions ages? 
 
 8. The importance of bodily cleanliness. 
 
 9. How may we obtain the services of a visiting nurse? 
 
 10. Adenoids and enlarged tonsils. 
 
 11. The care of the teeth. 
 
 References. 
 
 "The Care of the Baby," by (Jrilliili. .)<>liii P.. published l)y W. !». Saiindoi-s Co., 
 PhiladoIi)hia, $1.50. 
 
 "Tli<> ("are and Feodiug of Children," by Holt, Ij. lOmmelt, publislio<l by D. Apple- 
 ton & Co., Chicago, 75 cents. 
 
 "The Training of the Human Plant," by Burbank. Luther, published by Century 
 Publishing Co., New York, (iO cents. 
 
 Note. — Write to State Board of Health. Sacramento, for information concerning: 
 tiie free services of a visiting nurse. 
 
 PROGRAM X 
 
 Music 
 
 1. ITow may good mu.sical taste be cultivated in children through the 
 
 school and home singing and the use of the phonograph? 
 
 2. Does "taking music lessons" always insure to the child an appre- 
 
 ciation of music? 
 n. TTow .soon in his life may a child be lanLrht an ni))>r('ciation for 
 
 good music? 
 4. At what age may music lessons l)e begun ? 
 
 Note. — Tliese references are not intended to aid in the teaching of nuislc technique. 
 They are for tlie use of parents and teachers who lack musical training, but who 
 can, nevertheless, cultivate in the children a love and appreciation for good music 
 through the use of selected phonograph music. Eacli of the first three references 
 mentioned m.ny be obtained free. 
 
 References. 
 
 "Music Moods." by Mohlcr, Louis, an educational bullelin. published by the 
 Columbia Graphophone Company, New York City. 
 
 "The Victor in Rural Scliools," published by Victor Company, Camden, N. J. 
 
 "A New List of Records for the Homo. Kindergarten and School," published by 
 Victor Company. 
 
 "What We Hear in Music," B''aulkner, published by Victor Company. 
 
 "The Pipes of Pan," booklet of children's stories to be illustrated Ity records, pub- 
 lished by Victor Company, price o.') cents.
 
 15 — 
 
 PROGRAM XI 
 The Social Needs of Young People 
 
 1. Why is the social life of young people important? 
 
 2. Should adults be in sympathy wdth children's social pleasures? 
 
 3. How can Ave more fully meet the social needs of the young people 
 
 in our community? 
 
 4. To Avhat extent should direction or oversight be exercised in the 
 
 association of boys and girls? 
 
 References. 
 
 "The American Country Girl," by Crow, Martha Foote, published by Frederick 
 
 Stokes Co., New York, $1.50. 
 "Country Life and the Country School," by Carney, Mable, published by Row, 
 
 Peterson & Co.. Chicago, $1.2o. 
 "Bright Ideas for Entertaining," by Liuscott, Hilda B.. published by Jacobs & Co.. 
 
 Philadelphia, 50 cents. 
 "Neighborhood Entertainments," bv Sterns, Renee B., Sturgis «& Walton. New 
 
 York, $1.00. 
 
 PROGRAM XII 
 Habits of Thrift 
 
 1. How may the children be given experience in the judicious 
 
 expenditure of money? 
 
 2. How may they learn the value of household economy? 
 
 3. What is the value in giving the children individual allowances? 
 
 4. AVhat does it mean to a child to earn the money he gives to Sunday 
 
 School, or which he invests in Thrift or War Savings Stamps ? 
 
 5. Is it desirable for children Avhose parents can supply every need 
 
 to engage in work to make moncA^? 
 
 6. The importance of the Thrift and War Savings Stamp movement 
 
 in training children in hal)its of thrift. 
 
 Refcrciwcs. 
 
 Home Training Bulletins Numbers 9 and 7, Wm. A. McKeever, Manhattan. 
 
 Kansas, price 2 cents each ; samples 1 cent in quantities of ten or more. 
 "The Teaching of Thrift," bulletin by H. R. Bonner, published by State Superin- 
 
 ti>ndent of Schools, AVcst Virginia. 
 "The Use of Money," by Kirkpalriik. Edwiu .V.. i)ublisliod by Bobbs-Merrill Co., 
 
 Indianapolis, $1.00. 
 "The Chikl IIuusekeei>er." by Colson and CliiUendcn, piiblisln'd by A. S. Barnes 
 
 & Co., New York, $1.00. 
 
 PROGRAM XIII 
 The Home Garden 
 
 1. What is the rchition of gardening to nature study? 
 
 2. HoAV does it benefit Ihe cliihl to work Avith the soil and growing 
 
 plants?
 
 — 16 — 
 
 3. In what way does a child's garden help him to work out his 
 
 individuality ? 
 
 4. AVhat is the advantaiie of allotting each ehild a separate garden 
 
 spot and letting him choose his own crop? 
 
 5. Is it true that the earth and grass possess health-giving and nerve- 
 
 tonic properties? 
 (i. How may the gai-dcii ligurc in llie leaching ol" thrift? 
 
 '■I'rinciplos of Auriciilliiic Tlini tlie Sdioul iiiid Ihunc (Janloii," l)y Stobbiiis, ('. A., 
 published by The Maemilhiu Co., Now York, .$1.(XK 
 
 "Children's Gardens for Pleasure, Health and Education," by Pareous, II., pub- 
 lished by Sturgis & Walton, New York, $1.00. 
 
 Bulletins on home and school gardens, U. S. Department of Interior, Washing- 
 ton, D. C. 
 
 PROGRAM XIV 
 
 Pure Foods and Pure Milk 
 
 The Good Housekeeping jMagazine, through its Pure Food depart- 
 ment, conducted by Dr. Wiley, will supply valuable material on this 
 subject. 
 
 1. Is candy good for children? If so, what kinds, how nnich. and 
 
 when should it be eaten? 
 
 2. What guarantee have we that the food we are using in California 
 
 (sugar, flour, milk, canned goods, extracts) are a« represented? 
 
 3. What manufactured foods have been tested and found i)ure? 
 •4. What are the laws of dairy inspection in California? 
 
 5. How may poisons be generated in milk? 
 
 6. What is the best and simplest method of sterilizing milk and 
 
 keeping it sterile? 
 
 References. 
 
 "Care of Milk and Its Use in the Home," U. S. iH'iiartuiont of Agriculture, 
 Bulletin No. 413. 
 
 rrimiples of Nutrition and Nutritivt; Value of Food." Atwood, U. S. Depart- 
 ment of Agriculturi'. Fanners' Bulletin No. 142 California State Board of 
 Health Bulletins. 
 
 PROGRAM XV 
 The Motion Picture and Stereopticon Lantern 
 
 1. Kducational value of the moving picture. 
 
 2. To what extent is it now in the hands of educators? 
 
 3. I'se.s of a stereopticon lantern. 
 
 4. Would it be possible to have a hinter-n in onr school? 
 ."). How muili would it cost?
 
 — 17 — 
 
 References. 
 
 "Pui-pose and Progress of Visual Instruction,"' Badger Stereopticon and Picture 
 Machine Co., La Crosse, Wisconsin. 
 
 The University of California, through its Bureau of Visual Educa- 
 tion, lends many sets of slides entirely free to schools. Others are 
 loaned for a small fee. The school pays the express charges. 
 
 The State Normal School at Chico. through its Extension Division, 
 also lends slides of educational interest to schools at no expense to the 
 borrower except the express charges. A list of these slides w ill he sent 
 upon application. 
 
 The Department of the Interior, through the Bureau of Education, 
 has lantern slides on several phases of education which are loaned to 
 school authorities at no expense other than expressage from Washing- 
 ton and return. p]ach set contains 52 jincolored slides and is accom- 
 panied by an outline lecture and printed material to be used by the 
 person giving the lecture. The sets are on the following subjects : 
 
 The Consolidated Riiral School and Public Transportation. 
 Domestic Science. 
 Urban School Gardening. 
 Kindergartens and Kindei-garten Woi-k. 
 
 The Teaching of English to Native Illiterates and to Immigrants. 
 llural School Buildings and Grounds. 
 
 Special Activities in the Rural Schools (Industrial Work. Agricul- 
 ture, Music, etc.). 
 
 Application for the use of any of these sets sliould l)e made to the 
 Commissioner of Education. Washington, D. C. 
 
 PROGRAM XVI 
 Home Work 
 
 1. Under what conditions should children be rtMiuircd lo study .school 
 
 lessons at home ? 
 
 2. To what extent should parents assist children in h(»me duties? 
 
 3. Is home credit work a substitute for training in school? Can it 
 
 be utilized as supjdementary to school work? * 
 
 4. AVhat sort of recoi-d cai-ds will take a minimum of l>oth i)arent.s' 
 
 and teachei's' time for supervision .' 
 
 References. 
 
 "School Credit for Home Work." I.y Aldcinian. Lewis K.. published l>v Houiriiton 
 Mifflin Co., Boston, .$1.00.
 
 — 18 — 
 
 PROGRAM XVII 
 Children's Pets 
 
 1. Have they au educational value? 
 
 2. "What pets are desirable? 
 
 3. What is the value to children of studying birds and animals in 
 
 their native environment? 
 
 4. Should children bo permitted to confine Avild animals? 
 
 5. AVhat lessons do children learn from pets? 
 
 licfiri'iiccs. 
 
 "The Pet Book," by Comstock. Anna, imblishod by Comstock I'ublishiug Co., 
 
 Ithaca, New York. $2.00. 
 "Methods of Attracting Birds." by Trafton, Gilbert II., ijublished by Houghton 
 
 Mifflin Co., Boston, $1.2.">. 
 "Our Home Pets," by Miller, O. T.. pulilislied by Harper & Bros., New York. 
 
 .51.2.J. 
 
 PROGRAM XVIII 
 Pictures for the Home and School 
 
 "Beautiful art can only be oroduced by peoole who have beautiful things around 
 them and leisure to look at them." — -John Ruskin. 
 
 By selecting from the eatalogue of the Perry Picture C'om])auy, 
 jNIalden, Mass., the teaelier may obtain a number of prints of famous 
 pictures at 1 cent each. A profitable afternoon might be spent in the 
 consideration of pictures suitable for the home and school. Sepia 
 enlargements may be obtained of these prints at a very nominal price 
 and when suitably framed they make very attractive schoolroom 
 pictures. 
 
 1. Should the children be consulted in the selection of a school or 
 
 home picture? 
 
 2. What kind of pictures do children prefer? 
 
 3. To uhat extent should they be indulged in their preference for 
 
 pictures of kittens to pictures of the Pilgrim Fathers? 
 
 4. AVliat kind of pictures are hanging in the children's room at home? 
 
 5. Were we, as children, ever irritated by pictures we disliked? 
 
 6. To what extent may pictures react on the imagination and ideals 
 
 (jf children ? 
 
 7. What inHuencc may the picture of Sir Galaiiad or Hoffman's 
 
 l)icture of Christ in the Temple, for example, have over the older 
 boys ? 
 
 8. In our school how many i)ictures may be hung, consistent with 
 
 good taste? 
 
 References. 
 
 \ Child's Cuid<- In I'ii-luns." by CaHin, C. imblislied by P>akor & Taylor, X.\v 
 York, $1.25.
 
 — 19 — 
 
 # 
 
 PROGRAM XIX 
 Obedience From Children 
 
 1. Why is habitual obedience usually lacking in the child who has 
 
 decision of character? 
 
 2. Why is it, or is it not. reasonable to think that little children 
 
 should not be allowed to govern themselves? 
 
 3. Should a mother demand obedience from a child on the principle 
 
 that "a child should always obey its mother?" 
 
 4. If, after asking her child to do something, the mother found her- 
 
 self in the wrong, shovild she, or should she not, persist in 
 being obej^ed? 
 
 5. What effect is a command, issued in irritation or anger, likely to 
 
 have on the child? 
 
 6. How may tlie mother's voice tend to influence the child's 
 
 behavior ? 
 
 7. Is spanking or coercion the best way of training a child to 
 
 obedience ? 
 
 8. The difference between a broken will and a controlled will. 
 
 'eferenoes. 
 
 "Mcutal Tiaiuiuj^ for Cliildieu," Children's Year Heailtiuartcrs, 3lio llaiglit street, 
 
 Sau Francisco. Free. 
 "As the Twig Is Bent," by Chenery, Susan, publislied by Houghton MifHin Co., 
 
 Boston, $1.00. 
 "Studies in Childhood," by Sulley. 
 "The Normal Child and Primary Education," by Gesell and Gesell, published by 
 
 Ginn & Co., Boston, $1.50. 
 
 PROGRAM XX 
 Beautification of School Grounds 
 
 1. Does our school ground need clearing or leveling? 
 
 2. Can this be done by volunteer service of the men of the com- 
 
 munity ? 
 
 3. Whflt arrangements can we make for a community gathering to 
 
 have this work done? (Suggestions to follow.) 
 
 4. Where should walks be laid? Of what made? 
 
 5. What trees should we have and how and where sliould tliey be 
 
 located? 
 
 6. What vines are best suited for ornamental purposes on the 
 
 building? 
 
 7. What native shrubs, flowers and vines might be transplanted 
 
 without expense to beautify our grounds? 
 
 8. AVhere and when should they be planted? 
 
 ^. What plan can we work ont for the caiy of our trees, especially 
 during the siunmer months?
 
 — 20 — 
 
 Refaciiccs. 
 
 "Among Country Schools," l*y Koru, O. J., published by Ginn & Co.. Boston, $1.50. 
 ••Landscape luiproveuieut of Rural School Grounds," by Gregg, J. W. 
 State Bulletin issued by State Commissioner of Elementary Schools, Sacraniento, 
 Cal. (Free.) 
 
 PROGRAM XXI 
 Vacation 
 
 1. Is "Jill |)l;iy"' ;iiiy bcttei- than "all work"? 
 
 2. How may the vacation be directed to yield returns in character 
 
 as well as in money? 
 :l AVliat responsibilities may the girls assume in the home which will 
 be not only expedient but educational as well ? 
 
 4. IIow may we provide against the habits of laziness and discontent 
 
 which the long period o'f idleness often brings to the country 
 boy and girl ? 
 
 5. To what extent shall we consult the boy and the girl concerning 
 
 the kind of vacation, recreation and work? 
 
 Rcfvnncts. 
 
 "Home, School and Vacation." by Allen, A. W., lloiiglitun MlHlin Co.. Boston, 
 
 ifl.L'o. 
 Home Training Bulletins, Numbers 2, 3, 4, 5, 0, T, S. Mr. A. McKeever, Lawrence, 
 
 Kansas. (Price 2 cents each.) 
 
 PROGRAM XXII 
 Sex Hygiene 
 
 Undoubtedly there has been too much dodging of this (juestion, but 
 it is one which it is better to dodge than to bungle. 
 
 Such questions as the following may be profitably discussed under 
 the leadership of a mature w^oman, w'ell informed on the sexual life of 
 the child and the dangers of indiscriminate treatment of the subject: 
 
 1. How shall the children's questions be answered? 
 
 2. The "stork myth" and other myths. 
 
 ■ K How may habits of purity in thought and action In- insured l)y 
 maintaining the confidence of the children and siiper\isiiig 
 their relations to each otlier? 
 
 4. How can we safeguard our hoys in their association with older- 
 
 boys and with men ? 
 
 5. Will not training in habits of i)ersonal cleanliness be a more 
 
 effective guard against the innocent contraction of venereal 
 disease by children than a detailed discussion of the "social 
 evil"?
 
 — 21 — 
 
 6. Do we believe with G. Stanley Hall that the following ideals 
 become the most effective of all checks and tend, in themselves, 
 to sublimate, spiritualize and normalize sex ? 
 
 "The ideals of body keeping, physical perfection and .strength, 
 agility, skill, ))eauty, the full dcvelopmont of the shoulders, chest, arms, 
 loins, legs, a ruddy cheek, clear eye, love of exercise, of cold water and 
 cleanliness, of nature afield, of contest and competition, involving 
 victory and defeat, the legitimate ambition of being a splendid animal, 
 with strong and flexible voice, defiance of wind and weather, a normal 
 appetite and sane, regular sleeping habits, hearty, free open manners, 
 a laudable passion to excel, a love of rhythmical movements— those who 
 know, feel and do these things are developing probably the most effec- 
 tive of all checks against every kind of sexual aberration. 
 
 ''It is incalculably harder to develop these things than it is to give a 
 few lectures on sex dangers, but it is as much more effective as it is 
 harder. ' ' 
 
 References. 
 
 "Tho Renewal of Life." liy .Aloilcy, Margaret W., published by IMcC'lurg Pub- 
 lishing Co., Chicago, $1.25. 
 
 "The Song of Life," by Morley, Margaret W., published by McClurg Publishin- 
 Co., Chicago, $1.25. 
 
 "For Girls and the Mothers of Girls," by Hood, Mary, published by Bobbs-Merrill 
 Co., Indianapolis, $1.00. 
 
 "The Next Generation," by Jewett, published by Ginn & Co., Boston, 75 cents. 
 
 PROGRAM XXIII 
 The Children's Reading 
 
 1. What kind of books are usually most interesting to boys and to 
 
 girls. (1) Age six to twelve, (2) age twelve to eighteen? 
 (Suggestion: Valuable help may be obtained by consulting the 
 county librarian.) 
 
 2. Discussions of children's periodicals. 
 
 3. Do "book people" luivc as strong an influence on boys and girls 
 
 as real people? 
 
 4. Effect of reading upon thought and diaractcr. 
 
 5. How can we seeurc sufificicnt desirable reading for our childi-cn .' 
 
 6. The advantages of the county library system.* 
 
 7. Should the "funny paper" be read by children? 
 
 8. AVhat might be done to encourage a better class of Sunday supple- 
 
 ment reading for children? 
 
 •In counties wlicro tlie county library system has not yot been iiitiodueed iiifur- 
 mation concer"'Vg- tlii.s e.xcollent sy.stcni of library service mav be obtained by 
 writmg to Seliool Library OrRanizer, State Library. Sacramento '
 
 — 22 — 
 
 References. 
 
 "The Children's Readiuj;." by Ulcott, Frances J., publislied by Iloughtou Mifflin 
 
 Co., Boston, $1.25. 
 "How to Tell Stories to Children," liy Bryant. Sarah Cone, published by Houghton 
 
 Mifflin Co.. Boston. Sl.OO. 
 
 PROGRAM XXIV 
 School and Home Sanitation 
 
 1. AVliat i.s the teacher's duty iu regard to sending children home 
 
 upon tirst signs of eontagions disease*? 
 
 2. "Wliat are the diseases highly contagions to children and what 
 
 their symptoms? 
 
 3. The spread of disease through the use of common pencils, common 
 
 towels and the uncovered pail and dipper. 
 
 4. The importance of training children to keep their hands out of 
 
 their mouths. 
 
 5. How often should the individual drinking cui)s be washed in hot 
 
 w^ater ? 
 G. Has our school adequate facilities for washing of this kind? 
 
 7. Is the janitor e(iuipment such that the sweeping and diLsting may 
 
 be "dustless"? 
 
 8. How often should the school desks be wa.shed? 
 
 9. The importance of wire screens in ventilator openings of the 
 
 outhouses. 
 
 10. Is the condition of the outhouses entirely in accordance with the 
 
 laws of sanitation 1 
 
 11. How may this district obtain the services of a visiting school 
 
 nurse ? 
 
 12. Why should clothing worn next to the skin be changed frequently? 
 
 Itvfcrtnccs. 
 
 Public Health Bulletins, issued by State Board of Health, Sacramento. 
 
 Free bulletins by Metropolitan Life Insurance Company, New York. 
 
 "Disposal of Sewage in Rural School Districts," State Board of Education, Sacra- 
 mento. (Free.) 
 
 "Health Essentials for Rural School Children," free bulletin of Council of Health 
 and Public Instruction of the American Medical Association, 525 W. 120th 
 strei'l. New York City. 
 
 "Hyy;it'no of (lie School Child," b\- Trrman, I^cwis M., ijiihlisiu'd by Houghton 
 Mifflin (V... Boston, .$1.(35. 
 
 "Primer of Tuberculosis," State Board of Health, Sacramento. (Free.) 
 
 PROGRAM XXV 
 Feeding the Family 
 
 ]. How may wc hi-lp to lower the "high cost of living" V»y more 
 systematic jilanning and closer economy?
 
 — 23 — 
 
 2. Canning and drying vegetables and fruits for winter use. (Ex- 
 
 change of reeipas.) 
 
 3. Simple, wholesome dishes that are easily prepared. (Exchange of 
 
 recipes. ) 
 
 4. What foods are cheapest in view of nourishment furnished? 
 
 5. What foods might l)e eliminated with benefit to health ? 
 
 6. What foods may be substituted for meats? 
 
 7. Is it possible to destroy the nutritive value of food by poor 
 
 cooking ? 
 
 References. 
 
 Free bulletins, United Slates Food Administration, Wasliin.uton. I). (". 
 
 "Meals for Five or Six Dollars a Week," by .Josephine \j. Bessems, [)ul)lislied hy 
 Mothers' Magazine, Elgin, Illinois. (A pamphlet, 25 cents.) 
 
 "Elements of Theory and Practice of Cookery," by Williams and Fisher, pub- 
 lished by The Macmillan Co., New York, .$1.00. 
 
 "The Cost of Food," by Richards, E. H., published I)v .Tohn Wilev & Sons New 
 York, $1.00. 
 
 "Feeding the Family." by Rose, M. S., pul)lislie<l bv The >racminan Co New 
 York, .$LMO. 
 
 PROGRAM XXVI 
 Standardizing the School 
 
 Several counties of the state have adopted a set of standards for 
 their one-room and two-room rural schools. A very worthy purpose 
 of a parent-teacher association would be to hasten the day when its 
 school might be classed as "Standard" among those of the county. 
 
 In those counties where such a standard has not been fixed, the 
 schools may profit immeasurably by individually scoring and endeavor- 
 ing to raise the standards to a certain definite requirement. 
 
 The points on the score card presented herewith add to 100 per cent. 
 The standing of any school may be computed by checking off and 
 adding up its points of credit according to this card. 
 
 A STANDARD SCHOOL SCORE CARD 
 General Administration [15] 
 
 Flag __ o 
 
 Must be Hying every school day, weather peruiittiug. 
 Attendance 4 
 
 Average not less than 02 per cent for y.-ar and not to exceed 2 per cent for 
 tardiness for year. 
 Trustees 
 
 School visited o«ce a term by each trustee. 
 Teacher's salary 
 
 Not less than $800. 
 Length of term 
 
 Not less than eight mouths.
 
 24 
 
 Schoolhouse. [25] 
 
 Properly lighted with light from left side or from left aud rear 5 
 
 Painted inside aud out 5 
 
 Interior walls light with dull finish 3 
 
 Stove 3 
 
 Jacketed. 
 Cloakrooms 3 
 
 At least one hook for each child. 
 
 Shelf for lunch boxes. 
 Musical instrument 4 
 
 Organ, phonograph or piano. 
 Pictures 2 
 
 At least two, framed. 
 
 Supplies. [15] 
 
 Books 4 
 
 Sufficient texts, supplementary books and others for pleasure reading. 
 Blackboard 2 
 
 In good condition. 
 
 Low enough for comfortable use by little children. 
 Miscellaneous 4 
 
 Maps aud Globe. 
 
 Ink. 
 
 Chalk. 
 
 Erasers. 
 
 Thermometer. 
 
 Waste basket. 
 Janitor's supplies 2 
 
 Brush in good condition. 
 
 Suitable cloths for dusting. 
 Facilities for washing 3 
 
 Wash basin. 
 
 Mirror. 
 
 Soap. 
 
 Individual towels. 
 
 Fuel — Storage. [ 5 ] 
 
 Sufficient protection for keeping wootl dry 3 
 
 Neat woodbox near stove . 2 
 
 Grounds. [20] 
 
 Size 4 
 
 Not less than one acre. 
 Location 5 
 
 Good water supply. 
 
 Remote from unhoalthful swamps or ponds. 
 
 Drainage good. 
 Trees, plants, walks fi 
 
 Trees and plants well cared for. 
 
 Walks if necessary. 
 Playground 3 
 
 Cleared and sufficient for three groups of children. 
 Apparatus 3 
 
 At least three features.
 
 25 
 
 Toilets. [5] 
 
 Separate 2 
 
 Screened 3 
 
 Sanitation. [15] 
 
 The entire school plant must be scrupulously clean, free from marks and cleared 
 of all rubbish 1.5 
 
 "Lord, give the mothers of the world 
 
 More love to do their part ; 
 
 The love that reaches not alone 
 
 The children made by birth their own, 
 
 But every childish heart. 
 
 Wake in their souls true motherhood 
 
 That aims at universal good." 
 
 — Anonymous. 
 
 (Copied from the Yoar-Book of the California Congress of Mothers' and Parent- 
 Teacher Associations.) 
 
 SUGGESTIONS FOR SCHOOL AND COMMUNITY 
 ENTERTAINMENTS 
 
 "Only upon the basis of personal understanding and mutual confi- 
 dence is efficient and coherent social action possible. This is the foun- 
 dation of democracy. Communities nnist have, therefore, material and 
 social machinery by which various classes shall come to know each 
 other; some instrument that shall cross-section racial, financial and 
 social strata; something that shall go beneath these and touch funda- 
 mental interests. Of the.se the central one is the love of children, and 
 the machinery most natural as well as most available is the public 
 school system. ' ' — Gulick. 
 
 Good, wholesome recreation is as essential to a healthy body and 
 mind as fresh air and water. Perhaps in no other place is there such 
 need for entertainment as in the sparsely settled eountr3^ Certainly 
 it is not outside the province of a parent4eacher association to direct 
 the wholesome recreation of its community. 
 
 The details in some of the following descriptions no doubt savor of 
 frivolity, but they are submitted as examples of hearty, good times 
 which have served as occasions for a release of laughter, good feeling 
 and wholesome social intercourse. 
 
 The detailed description of the Halloween party is full of suggestions 
 which may be adapted to other occasions. 
 
 HALLOWEEN 
 
 Halloween, the festival of ghosts and witches, should be a s(^ason of 
 fun nnd joyous reveling for the children.
 
 — 2() — 
 
 The teacher can interpret tlu- spirit of tlic oci-asion at school, using 
 the early traditions and superstitions as a basis for composition work 
 and the various symbols, cats, witches, bats, ghasts, jack-o '-lanterns, 
 etc., for drawing and handwork. In preparation for an evening enter- 
 tainment, pupils may remain after school to design and make paper 
 witches, hats, masks and cut-outs of bats, c^ts and witches with which 
 to decorate the schoolroom. The teacher might suggest that the chil- 
 dren, with each other's assistance, nuike their own costumes, and work 
 out their own ideas. A long white apron with a border design of 
 black paper cats, for example, makes a very effective costume. Sheets 
 and pillowcases are always appropriate. A witch's costume which con- 
 si.sts principally of a long black shawl and liigh hat can he easily made 
 by the children. 
 
 The pupils may be asked to bring pumpkins, cornstalks, sunflower 
 stalks, ears of corn, autumn branches and leaves, streamers of yellow 
 crepe paper, red apples for stringing, or whatever appropriate decora- 
 tions the community affords. 
 
 The older pupils might make two large black cats, a foot or two 
 high, in the traditional liumped-up bhick-cat posture, to be put above 
 the blackboard as though on a fence, one on each side of the room. The 
 paper cut-outs may l)e used in profusion and the schoolroom trans- 
 formed into a rendezvous of witches, bats, l)lack cats and jack-o'- 
 lanterns. 
 
 In schools where the light is furnished by lamps and lanterns the 
 lights should be covered by j^ellow tissue paper. Triangular shelves 
 may be put in the corners, resting on the upper moulding of the black- 
 boards, upon which pumpkin jack-o'-lanterns nuiy be placed. 
 
 Jack-o'-lanterns should l)e placed on the gateposts and also in the 
 windows of the schoolroom so as to be seen from the outside. 
 
 The hour appointed for the evening's entertainment might be 
 announced by the solemn tolling of the school bell. As the guests 
 arrive they are met at the door by a tall ghost who silently directs 
 them inside by pointing a -long white finger (elongated by a white 
 paper cone) . Concealed in the cloakrooms or behind the piano are 
 three ghosts who set up a mournful wail as new guests arrive. 
 
 The children will cntfr heartily into the spirit of the evening if they 
 have been ])repm-e(l beforehand. Care sliould I)c taken that they are 
 not frightened or subjeeted to any serious nervous strain. 
 
 Those in charg«; of the enterl;iiunie!it should, as far as possible, give 
 all instructions and directions for ganu.'s by slow gestures. When 
 directions must l)e spoken they should be given in a low monotone. 
 
 When a number of guests have arrived a slow march may be played 
 i'.nd everv one directed to foi-ui in ;i circle and march arotind the room.
 
 — 27 — 
 
 After a few monieiits of solemn marcliiug, if the floor space is clear, all 
 may be requested to sit down on the floor in a circle for games. Appro- 
 priate Halloween games wall then be in order. Besides ducking for 
 apples and eating apples from a suspended string, the guests might be 
 required to sort beans from a hill of beans on the floor in the center of 
 the circle, the boys to select brown beans, the girls white beans, and 
 keep an accurate count. At the end of five minutes, time is called and 
 a prize is given to the one who has counted the greatest number cor- 
 rectly. The presence of a bean of the opposite color among those 
 selected by any contestant iniiuediatcly disqualifies from further con- 
 testing. 
 
 Ducking for round pieces of candy in a pan of flour, with the hands 
 behind the back, also affords great amusement. 
 
 A "cock fight" between two boys is the source of great fun. With 
 hands tied behind, the two boys kneel on tlie floor in the center of a 
 .small chalked circle and by pushing with their shouldei's attempt to 
 ])ut each other over the line. 
 
 Drawing pigs gives no end of merriment. Guests are provided with 
 pencil and paper, blindfolded and requested to draw a pig, not for- 
 getting the eye and tail. The results, with the names of the artists, 
 are pinned on the wall and a prize awarded. 
 
 AN EVENING OF SONGS WE LIKE TO SING 
 
 We Americans need to sing. We need to keep alive our old folk 
 songs. We need to know our national songs and be able to sing them 
 together. The entire community, old and young, should come together 
 at regular intervals to enjoy a rousing festival of song. 
 
 The C. C. Birchard ('omi)aiiy, Boston, i)iil)lisli('s a little paper- 
 covered song book, "I Hear America Singing.'' ]t contains fifty-five 
 of the best songs and choruses for cominnnity singing. The price is 
 10 cents. 
 
 CLEAN-UP DAY 
 
 There is scarcely a country schoolyard which does not need either 
 clearing, cleaning, leveling, fencing or planting. In most cases, the 
 work would be very expensive if labor were hired and certainly an 
 excellent opportunity for stimulating community spirit would be lost. 
 
 The officers of the club should consult with members of the school 
 board concerning the work to be done and decide what can be under- 
 taken. Then a general clean-up day should be decreed and all members 
 of the community invited to take part. The nu'U will gladly contribute 
 teams and a day's worlv. Ihc women can ])icparo luncli and a bonfire 
 snppci", wliilc the cbildrcii can lind snificicnt opportunity for w oi'lc in 
 a.ssisling wlicrcvcr little liaiids arc needed.
 
 — 28 — 
 
 A great bonfire miglit be made the closiiig I'veiit of the day, when 
 sausages and bai'on are roasted around the fire ami a picnic dinner 
 served out of doors. 
 
 A elean-up day should he an annual event in every district school, 
 until the school plant is so highly improved that nothing remains to 
 be done. 
 
 THANKSGIVING 
 
 Thanksgiving oit'ers an e.xeellent opportunity t'oi- an entertainment 
 by the children. There is abundant material in books and magazines 
 for little plays, dialogues and recitations. 
 
 • Scenes from "The Courtship of Miles Standish" or from "Hiawatha" 
 can be well presented by older pupils. An Indian dance by little boys 
 in Indian costume is very ai)propriate and effective. 
 
 DEBATES 
 
 There is no reason why debating should be confined to high .schools 
 and colleges. In every community there are wideawake, thinking people 
 who, if only convinced of theij- ability, eould become able debaters. It 
 is not necftssiuy that all the (lel)aters l)e silver-tongued orators. The 
 educational stimulus, as well as the entertainment afforded, is well 
 worth a serious effort to arouse the interest necessary to organize 
 debating teams. It is often possible to hold debates between adjoining 
 districts and in this way to arouse a wholesome competitive spirit 
 between districts. 
 
 XoTE. — Tlie Extonsiun Division of the VTiiiver.sity of California issues free bulletins 
 on tlie .snbjert of debating. 'I'liey s'ive in.stniftions for preparing material, lists of 
 que.stions for debate and instructions for judging debates. 
 
 CHRISTMAS 
 
 Christmas time should l>e the children \s time. It should bring joy 
 and gladness into the heart of every child — the happiness that comes 
 from giving gifts to others. Parents, in their unselfish love, too often 
 deprive the children of the deeper joys of Christmas by making thein 
 receivers only. 
 
 The children should be encouraged and assisted in making gifts and 
 in planning surprises for mother and father. During the months of 
 November and December the mothers might invite the girls to bring 
 their .sewin<r and meet with tlicin on certain afternoons, when patterns 
 might be ('xehanged. the girls given lessons in knitting and crocheting 
 and the al'ternoon made; sociabh; and enjoyable to all. Every child 
 .should have the piivilcgc of iriaUim:' and giving Christmas gifts to those 
 lie loves. The homeless little I'l-iends acro.s.s the seas should be remem- 
 l»ered in the Christmas of1'ei-in<rs of our children.
 
 — 29 — 
 
 The Christmas numbers of children's magazines contain many 
 interesting things for boys to make. 
 
 The teacher (?an not be expected to do more than offer suggestions and 
 advice, but the parents should help her make Christmas all that it 
 should be to the boys and girls. 
 
 The season would not be complete without a program at school which 
 recalls the songs, the old folklore and the deeper meanings of Christmas- 
 tide. The teacher will find .sufficient material for recitations, songs 
 and dialogues in the many books and magazines at her disposal. 
 
 After the program, of course, there should be a Santa Claus. It is 
 a good plan to have an older boy play Santa Claus and to unmask after 
 he has distributed his bags of candy, allowing the children to enjoy 
 the fun of having been cajoled. As the school program is usually 
 given several days before Christmas, this make-believe Santa Claus in 
 no way usurps the lionors of the Santa Claus who comes on Christmas 
 eve. 
 
 The bags of candy and nuts may be provided by funds of the asso- 
 ciation. Colored netting cut in the shape of bags or stockings and 
 sewed with colored yarn makas satisfactory bags. 
 
 If the entertainment is made a community affair and the little 
 brothers and sistere at home are invited, everyone will be glad to assist 
 in making a merry Christmas for the children. 
 
 A MOCK COUNTY FAIR 
 
 (For raising funds and fun.) 
 
 The plan for this entertainment is to conduct a miniature county 
 fair in the school building with livestock exhibits, sideshows, candy 
 stands, fortune tellers, better-babies contests, hot sandwiches, etc. 
 
 With a few suggestions the imagination of the readers will be left 
 to conceive further attractions. Anterooms and cloakrooms should be 
 reserved for the sideshows, to wliieli a small admission fee may be 
 charged. The baby show will perhaps be the central feature. A num- 
 ber of young men who are willing to sacrifice a little dignity for the 
 sake of some genuine fun are dressed as babies and arrayed on high 
 chairs for exhibition. Black court-plaster over all the front teeth but 
 one, and a little soaping and plastering of the hair will soon transform 
 a handsome young man into a charming Baby Snookums and when 
 dressed in rompers or a long white gown the effect is irresistible. Some 
 of the babies may wear bonnets. They may carry teddy bears, rattles 
 or sticlffi of candy. There is no end to the fun of a baby show. Of 
 course a prize should be given to the handsomest "baby." 
 
 Booths in the cornci-s of tlic schoolroom wh(>re homemade candy, 
 api'oiis, "hot dogs" and Viii'ious souvenirs are sold m;i\" !)(' made of 
 boxes decorated with Ixinliiig and i)einiaiits.
 
 — 80 — 
 
 A ^ypsy-like tent may be made of sacks and curtains. The fortune 
 teller, appropriately dressed, may "read palms" or draw ready-made 
 "fortunes" from a mysterious kettle. 
 
 A side show might be exhibited featuring "The Famous Murphy 
 Twins" (two Irish potatoes). 
 
 Those who attend should remember they are coming to a "County 
 Fair" and dress accordingly. 
 
 The plans for this entertainment should be worked out very carefully 
 and an executive committee should be appointed to remain in charge 
 durino- the evening. 
 
 A HARD TIMES PARTY 
 
 Almost everyone is familiar with the traditional "Hard Times 
 l^arty. " The guests Avear tattered costumes, patched and mended, and 
 fines are imposed on any who give evidence of excessive prosperity. 
 
 Old-fashioned games may be played, such as "Who has the Thimble?" 
 "Simon Says Thumbs Up," "Fruit Basket Upset," etc. 
 
 If a lunch is served, it should be eaten from paper plates, with 
 pasteboard spoons and newspaper napkins, to carry out the "hard 
 times" idea. 
 
 JUVENILE PARTY 
 
 This should be for adults only. The guests are dressed as children 
 and spend the evening playing children's games. 
 
 CHARADES 
 
 At a young people's gathering an entire evening might be devoted 
 to the i)laying of charades. The guests are divided into two groups 
 of actors, each with a leader. The leaders should have previously pre- 
 j)ared a list of words suitable for charades. The sides take turns 
 illustrating certain words which are to be guessed by the opponents. 
 Some words may require one actor, others several. The leaders will 
 select those who are to take part, and dirooj^^ performance. The 
 number of syllables in the word to be Wln^jj^^a should be announced 
 to the opponents before each "act." 
 
 For example, an egg sprinkled with sand might be carried in on a 
 tray followed by a number of people exclaiming "Oh!" If the 
 onlookers are r-ntirely unal)le to make a guess, someone might make a 
 remark about the "sandy egg," which would probably soon call for 
 the answer, "San Diego." 
 
 MUSICALES 
 
 II is no loM'jfr lim- tliat only fhi' I'ortiiiiatr ft-w jiia\ licar and study 
 the l»e.st in music The educational departments of the various phono-
 
 — 31 — 
 
 graph companies have compiied lists of records for study aud special 
 occasions and have published self-instruction books by means of wliich 
 it is possible for the most remote country connnunity to receive all the 
 pleasure and education which heretofore has depended on proximity 
 to great centers of culture. The various operas may be studied, one 
 an evening, the leader of the entertainment outlining the story and 
 accompanying it at the proper points by selections on the phonograpli. 
 
 The book, "Wliat We Hear in Music," by Faulkner, published by 
 the Victor Company, Camden, New Jersey, price $1.00, interprets many 
 of the finest Victor records and affords an excellent guide in carrying 
 out a program as suggested above. 
 
 "The Pipes of Pan," a booklet published by the same company, price 
 35 cents, contains a number of charming children's stories to be accom- 
 panied by records. 
 
 Certain county libraries are now circulating phonograph records for 
 use in schools. 
 
 No community should neglect to avail itself of the privileges afforded 
 by the right use of the phonograph music. 
 
 ARBOR DAY 
 
 Arl)or Day in California is observed on Luther Burbank's birthday, 
 March 7, which is now known as "Conservation, Bird and Arbor Day." 
 It differs from other holidays in that it requires observance, not only 
 in song and appropriate ritual, but also in the accomplishing of a definite 
 piece of work. 
 
 All educational institutions of the state are directed to observe this 
 day. The State Department of Education from time to time issues 
 Arbor Day bulletins which may be obtained free upon application. 
 
 MAY DAY PICNIC 
 
 Instead of confining the school picnic to the immediate community, 
 it may be made an occasion for bringing together the children and 
 parents of two or three adjoining districts. Such a joint picnic affords 
 an opportunity for developing wholesome competitive contests between 
 different schools, an occasion for experience on the part of the 
 children to act as hosts, hostesses, and guests, besides offering the many 
 advantages of wider social intercourse. 
 
 Relay races, short hurdle races, broad jimiping, running jumping, 
 baseball games, basket ball games, etc., may serve for the competitive 
 contests. Discretion must be exercised, however, in these contests that 
 the children in their excitement and eagerness to compete do not over- 
 exert or attein[>t feats beyond the power of their undeveloped JKxIies.
 
 — ;^2 — 
 
 A i)ro«rr;uu of sougs, .1 .Ma\ pule (huu'c iiiid oilier ;ii)i)ro|)i-iate 
 out-ot'-tloor t'xcrcisos niiglit be arrauged in wliicli all the eliildi-cn could 
 participate. 
 
 There is such a wealth of material on festivals of this kind that it 
 seems unneeessary to give closer details here. 
 
 LAST DAY OF SCHOOL 
 
 \Vh\- should there not be appropriate graduating exercises in the 
 smaller schools? There, if anywhere, do eighth grade graduates merit 
 the honor of special attention and commendation. There, too, they 
 need inspiration and encouragement to go on to high school. If more 
 attention were given to the cer.emony of graduation in the smaller 
 schools, it would serve as a stimulus to the younger eliildren aiul would, 
 no doubt, be an influence in holding them in school until they should 
 finish. 
 
 The exercises should, of course, be of a simple nature, but every 
 endeavor made to have them inspirational and helpful to the children. 
 
 The graduates should be properlj^ seated in a place of honor, and the 
 occasion graced with becoming flowers and decorations. A speaker 
 who knows how to talk to children might give a short address, but the 
 graduates themselves should furnish the main part of the program, 
 either by reading original essays or compositions, presenting a little 
 dramatic production, or participating in whatever way they may be 
 especially able. 
 
 At the close of the program the clerk of the school board should 
 present the certificates of graduation. 
 
 The other pupils of the school should attend to the details of decora- 
 tion and all arrangements for the entertainment, and enjoy the pleasure 
 of extending every possible courtesy to the graduates and guests. 
 
 Where possible it is highly desirable that two or more districts hold 
 their graduating exercises together in one of the school buildings, the 
 districts taking turns in entertaining. These exercises afford an occa- 
 sion for a widening of acxiuaintanccs and a furthering of connnunity 
 interests. Whatever tends to extend couniuinity boundaries enriches 
 community life. All future development looks to the wider horizon, the 
 merging of smaller units into wider fields of co-operation and social 
 contact.
 
 88 
 
 ITEMS THAT CONTRIBUTE TO THE SUCCESS OF A PARENT- 
 TEACHER ASSOCIATION 
 
 (Reprinted from the Year-Book, 1917, of the National Congress «t Mothers and 
 Parent-Teacher Associations — with slight modifications.) 
 
 1. A spirit of kindness, tolerance and mntnal helpfulness between 
 parents and teachers. 
 
 2. Punctuality in opening and closing the meetings. 
 
 3. Programs that give practical, helpful suggestions to both parents 
 and teachers. 
 
 4. A social spirit which eliminates considerations of class, religion 
 and nationality and brings all together upon a common plane of interest 
 in the welfare of children. 
 
 5. Moderate dues paid as a privilege rather than by compulsion. 
 
 6. Meetings held in the schoolhouse; the worse it is. the more need 
 for the community to know about it. 
 
 7. Addresses or papers that are brief and to the point, followed 
 always by questions and discussion from the floor. 
 
 8. Thorough command of a few simple parliamentary rules. 
 
 9. Concise and crisp management of the business transacted. An 
 occasional whole session given to business rather than allowing it to 
 crowd the programs. 
 
 10. A wide distribution of responsibilities through committees. 
 Committees wisely appointed, carefully instructed and lield responsible 
 for the work entrusted to them. 
 
 11. Constant personal effort of interested members to secure the 
 interest and attendance of others. 
 
 12. Recognition of the fact that the association belongs etjually to 
 pai-ents and teachers and that the interest and attendance of the latter 
 are essential ; also that the burden of the work should not be placed 
 upon the teachers. 
 
 18. Elimination of all politics. 
 
 A Parent-Teacher Association is justified, especially in its early 
 years, in raising a certain amount of money and rendering a certain 
 amount of material assistance to the school. It is not designed, how- 
 ever, to do the work of a Board of Trustees, whose province it is to secure 
 and administer the school funds and decide upon the school improve- 
 m.ents. A Parent-Teacher Association working through the Board of 
 Trustees, causing the members to see more clearly the situation and the 
 needs, is doing a much liigher work than one woi-king for the board in 
 securing improvements which the board should but will not make. 
 
 o 
 
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