A/8M6 i! i ijiiji i I' I!! if !: Cornell University Library LC 232.N8M6 The parent-teacher aSSi^{iSimiHm 3 1924 013 408 087 Vol. I. No. 10 FEBRUARY 1, 1922 UNIVERSITY EXTENSION DIVISION UNIVERSITY OF NORTH CAROLINA EXTENSION BULLETIN THE PARENT-TEACHER ASSOQATION A HAND-BOOK FOR NORTH CAROLINA PUBLISHED BY THE UNIVERSITY Entered as second-class matter Sept. 1, 1921 • CHAPEL HILL, N. C. Vol. I, No. Vol. No. Vol. No. Vol. No. Vol. No. Vol. No. UNIVERSITY OF NORTH CAROLINA EXTENSION BULLETIN FOLLOWINQ IS A LIST OP EXTENSION MiAJTJETS WHICH WILL BE SENT TOU tJPON APPLICATION EITHER PEEE OR TOR THE PRICE LISTED : 1. University Extension Service. Free. 2. Extension Lecture Service, 1921-1922. Free. 3. Correspondence Courses, 1921-1922. Free. 4. Bureau of Public Discussion, Free. 5. Social Service, Free. 6. The Bural Playground, Free. EXTENSION LEAFLETS Vol. I, No. 10. Selections for Speaking in the Public Schools: I. Lee, Lincoln, and Washington Anniversaries. Price .10. Vol. I, No. 11. Selections for Speaking in the Public Schools; II. The Present Crisis. Price .10. Vol. I, No. 12. American Ideals in American Literature — A Syllabus. Price .10. Vol. I, No. 14. National Ideals in British and American Literature. Price .50. Vol. I, No. 16. The Community Pageant. An Agency for the promotion of Democ- racy. Price .10. Vol. II, No. 4. The American University and the New Nationalism, Free. Vol. II, No. 5. A Syllabus of Comparative Government and National Ideals. Price .25. Vol. II, No. 6. Reconstruction and Oitizeiiship. Free. Vol. II, No. 7. Studies in the Social and Industrial Condition of Women as Af- fected by the War. Price .10. Vol. II, No. 9. Sanitation in the South. Price .25. Vol. II, No. 10. A Man/ual for Teachers on the American's Creed and Our National Flag. Price .25. Vol. Ill, No. 1. Studies in Citizenship for Women, For Women's Clubs. Price .25. Vol. Ill, No. 3. Country Bome Comforts and Conveniences Series. Parts I and II. Free. Vol. III. No. 4. Physical Education, ' Free. Vol. Ill, No. 5. Community Music. Free. Vol. Ill, No. 6. The Consolidation of Bural Schools. Price .25. Vol. Ill, No. 7. Our Heritage. A Study through Literature of the American Tradition. For Women's Clubs. Price .35. Vol. Ill, No. 8. The Consolidation of Bural Schools. Second Edition, Price .25. Vol. Ill, Nos. 9 & 10. Development of Farm Water Power, Country Home Comforts and Conveniences. Series No. I, Part III. Free. Vol. IV, No. 1. Oon.structive Ventures in Government : A Manual of Discitssion and Study of Woman's New Part in the Newer Ideals of Citizenship, For Women's Clubs. Price .50. Vol. IV, No. 2. Construction of Farm Telephone Lines. Country Home Comforts and Conveniences. Series No. I, Part IV. Free. Vol. IV, No. 4. Library Extension Service. Free. Vol. IV, No. 6. Community and Government. A Manual of Discussion and Study of the Newer Ideals of Citizenship. Price .50. Vol. IV, No. 6. Music in the Public Schools. Free. Vol. IV, No. 7. A Study Course in Modern Drama. For Women's Clubs. Price .50. Vol. IV, No. 8. CommAinity Music Methods and Materials, Free. Vol. IV, No. 9. High School Athletic Contests. Free. Vol. IV, No. 10. A Study Course in American Literature, For Women's Clubs. Price .50. STAMPS, CHECK, OR MONET ORDER ACCEPTED ADDRESS: UNIVERSITY EXTENSION DIVISION. Chapel Hill, N. C. UNIVERSITY EXTENSION DIVISION UNIVERSITY OF NORTH CAROLINA EXTENSION BULLETIN THE PARENT-TEACHER ASSOCIATION A HANDBOOK FOR NORTH CAROLINA BY HAROLD D. MEYER Supervisor of Field Work, School of Public Welfare PUBLISHED BY THE UNIVERSITY CHAPEL HILL, N. C. 1922 TABLE OF CONTENTS PAGE Letter of Teansmissal Miss Nellie Koberson, Chief of the Bureau of Public Discussion, University of North Carolina. Letter of Interpretation Hon. E. C. Brooks, State Superintendent of Public In- struction. Letter of Greetings Mrs. R. W. Sinclair, State President North Carolina Parent-Teacher Association. Preface Part I. The Pabent-Teacher Association at Work Its Purposes and Ideals 9 How to Organize a Parent-Teacher Association 10 Developing and Maintaining Interest in Parent-Teacher Associations 14 Funds for Active Work by the Association 17 Part II. Suggested Programs Group I. The School Building and Grounds 21 Group II. Child Welfare 27 Group III. Part I. Educational Aims 33 Part II. School Laws 33 Group IV. Part 1. The Teacher 39 Part II. Some School Problems 39 Group V. Agencies Aiding the Community and the School 46 Group VI. Some Miscellaneous Subjects 52 Special Features for Programs 58 Part III. Constitutions and Directories The National Organization 61 The State Organization 67 The Local Organization 72 Outline Forms for Yearly Programs. Bureau and Service op the Extension Division. Aids that the University Offers the Parent-Teacher Association BUREAUS AND SERVICE o/(Ae UNIVERSITY EXTENSION DIVISION CHAPEL HILL, N. C. The University of North Carolina through its University Extension Division offers to the people of the state : I. CoEEESPONDENCE AND CLASS iNSTRrcTiON : Standard University courses by mail, either for credit or non-credit. All courses are credited toward university degrees and state teachers' certificates. Evening extension classes in several cities. Write for correspondence bulletin. H. Lectukes: Popular or technical lectures, individual or in series for clubs and community organizations. Addresses for commencement or other special occasions. Write for lecture bulletin. HI. Shoet Coukses and Institittes: Upon request short courses at the University for educational groups. Institutes on road engineering, country life, community drama. IV. Public Discussion: Programs for women's clubs and other groups. Package library loans. Home reading courses. Programs and guid- ance for debating clubs, parent-teacher associations, etc. General information. Write for bulletins. V. CoMMUNiTT Drama: Guidance and field direction in the writing and production of community plays, pageants, and festivals. Write for bulletins. Services of a field agent available. VI. Commeecial and Industeial Eelations: Cooperates with business and manufacturing organizations of the state. Special studies and research on economic problems. Vn. CoMMUNiTT Music: Leadership for community sings. Eormation of community choruses. Lectures on public school and community music. Piano and organ recitals. Write for bulletins. VIII. Municipal Infoemation and Keseaech: Eor use in studying and drafting city, town, village, and county legislation. IX. Economic and Social Surveys: Of counties and communities for use by them in efforts to improve their economic and social conditions. X. Community Development: Promotes community organization, rec- reation, student service, and child welfare. Services of a field agent available. XI. High School Debating and Athletics: Annual state-wide con- test in high school debating and all branches of athletics. XII. Design and Impeovement of School Geounds: Planting designs for school yards, home grounds, factories, parks, and playgrounds. Write for bulletin. Services of a field agent available. XIII. Educational Information and Assistance (in cooperation with the School of Education) : Educational tests and measurements. School surveys. Teachers' appointments. Advice and counsel with reference to school buildings, equipment, and general administrative problems. For educational advice and assistance write directly to the School of Education, or to the Extension Division. Cornell University Library The original of tiiis bool< is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924013408087 LETTER OF TRANSMISSAL To the Parent-Teacher Associations of North Carolina : At the request of the Bureau of Public Discussion of the Uni- versity Extension Division, in conference with Dean N. W. Walker, of the School of Education, Professor Harold D. Meyer, of the Department of Sociology in the University of North Caro- lina, has prepared this Bulletin for parent-teacher associations in the state. Its purpose is to encourage the organization of parent-teacher associations and to assist them with their meet- ings. Outlines have been worked out carefully and limited ref- erence books cited for outside reading. Package libraries and books have been secured for the use of those who follow these outlines and will be sent to those who make the necessary ar- rangements with the University Extension Division. The Bul- letin wiU be sent free of charge to every parent-teacher associa- tion in the state, as well as to high school principals and superin- tendents. A small charge wiU be made when mpre copies are wanted. Leaders of parent-teacher association meetings are invited to call on the Extension Division for help with the programs and all assistance possible will be rendered. For further information regarding this bulletin and the pro- grams it contains, address THE BUREAU OF PUBLIC DISCUSSION, University Extension Division Chapel Hill, North Carolina. January 10, 1922. A MESSAGE TO THE PARENT-TEACHER ASSOCIATION From the State Superintendent of Public Instruction A STiccessful public school cannot be maintained without the cooperation of patrons, teachers and school officials. For many years it was thought that the governing board of a school rep- resented the public. Therefore, little attention was paid to se- curing the cooperation of the individual patrons. The public school, however, should seek to promote not only the well-being of the individual pupil but the unity, harmony and welfare of the entire community. No agency has come to the aid of the schools that has greater possibilities for good than the parent- teacher association. It can give the teachers an understanding of the pecidiar needs of the children, the helps or hindrances of home environ- ment and the special needs of the children to which the school should address itself. It can bring about a coooperation of parents and teachers that can work together in a large way for the improvement of the community. In this way isolation, clan- ishness, and community strife may be overcome, for people learn one another when they work with common aims, and when they learn one another misunderstandings in the main disappear and harmony, as a rule, is the result. The best community is the one in which all of its citizens are active members of the local gov- ernment. The purpose of the parent-teacher association is in harmony with the modem spirit of cooperation that every rural com- munity, every village and every citizen should be organized, in order that this spirit of cooperation may extend its educative values both to the parents and the children. E. C. BROOKS, State Superintendent of Public Instruction. LETTERS OF GREETINGS The child is the foremost consideration of the world today; everything else has faded iato insignificance compared with him. That is one of the vital reasons why our Parent-Teacher Asso- ciation is the most important association in the world today. I can imagine no organization with so strong an appeal; its scope is so wide, its ideals are so high, and with it all, its purpose is so very practical. In it we can work along the line that most appeals to us. "We can work to better civic conditions, we can help to create a better understanding between parents and teachers, we can work for the spiritual well-beiag of our children and of those to come. RUTH M. SINCLAIR, President of North Carolina Parent-Teacher Association. January, 1922. PREFACE This Bulletin has been prepared with the idea that its use would promote generous cooperation among local community groups; that it would prove of value as a book of suggestions and sources; that it would stimulate the use of other materials and of original ideas; and that it would aid in developing a state-wide allegiance to the state association. In this plan of working together and of utilizing the best resources, the North Carolina Parent-Teacher Bulletin, the first number of which has appeared since this handbook was prepared, is of special import- ance. It will be published monthly by the North Carolina Col- lege for "Women in cooperation with the State Parent-Teacher Association, and its first issue gives generous promise of the future numbers. It is, therefore, expected that this hand-book will be used in close correlation with the North Carolina Bulletin. H. D. M. PART I THE PARENT-TEACHER ASSOCIATION AT WORK IDEALS AND PUEPOSE , .j. There is this happy circumstance about parent-teacher as- sociations : they deal with fundamental human relationships. In the long road of the gradual development of hunian welfare, the child, the school and the home have constituted a large factor. In the long and trying history of the development of the school, (the home has always played its major role ; and in the slow but sure evolution of the teacher the parent has provided many an intermediary stage. And always the community itself has been a determining factor in the extent to which success has come to the school and the home and the child in their midst. Thus have these relationships been inseparably involved in the increasing approximation of the larger public welfare. Likewise in the development of the individual himself there has always been a close relationship between the two social insti- tutions, the home and the school. The child leaving the direct environment of the home enters, for the next step in proper growth, into the school. There the teacher is introduced to the child and becomes an agent in its development. So it can be easily understood why there should exist complete cooperation between parent and teacher. To further this end parent-teacher associations are established. Here, in an association whose ideals tend to promote the welfare of the chUd, parent and teacher meet fdr sympathetic understandings, for frank discus- sions of child problems, for the development of a greater love for childhood and for mjaking constructive criticisms and practical suggestions. All is done in full cooperation for the best interest of the child.- Here personal rivalry is abandoned. The child is the central thought ; selfishness and jealousies give way to the advancement of the child. Here no politics exist. Here is an association full of the true spirit of democracy. It welcomes all parents, it invites constructive criticism, it calls for sincere in- terest and helpful efforts on the part of all who are interested in the real development of childhood. 10 The Paeent-Teacheb Association If parents thoroughly understand the school, its teachers, its methods, its program of work, and its aims, ideals, and prob- lems — if they would become acquainted with the teacher, visit the school, take active and sincere interest in its development, certainly many of the petty troubles of school relationships would vanish. And the clear understanding that will be obtained will bring about a greater and more vital growth in the work of the school and in its relationship to the child and the community. If teachers, school supervisors and other school officials \m- derstand better the parent, the home, its environment, home methods of discipline, health conditions, community environ- ment — if they would visit the parent, visit the homes, mingle more with the people of the community, study comm,unity prob- lems, customs, relationships, certainly many of the troubles of parent relationships would not arise. On the other hand proper relationships would be established and community progress would result. The parent-teacher association endeavors to es- tablish this type of relationship. In this way it hopes to foster the better community, the community of prosperous homes and happy, healthy childhood. ORGANIZING A PAEENT-TEACHEE ASSOCIATION There are about one hundred parent-teacher associations in North Carolina. Should there not be an association for every school and as many members as there are parents, teachers and school patrons? "A Parent-Teacher Association in every school and every parent and teacher a member" is a good slogan for the year. The state association will scarcely be satisfied until this goal is approximated. What then are the next steps? Should each community wait until a group of parents realize that there are certain outside needs in the school for the proper development of their own children ? And that these needs cannot be met except by means of the combined efforts of the community of parents and teachers working together ? Or should all parents and teachers, assumiag a greater need for all the children of the community, begin such an organization without awaiting some emergency or personal gain? A Handbook foe North Caeolina 11 Preliminary Steps: The prelimiinary steps to the organiza- tion of any club are important. Here foundations are laid, un- derstandings are begun and aims are set. At the very beginning it should be clearly understood by all that unity is the greatest factor in organization. In an association of this type, dealing so closely with complexities of human nature, perfect under- standing and unity are highly desirable. Since the association is a combination of parents and teach- ers and since it originates, in most instances, as the suggestion of parents, it is best to have close cooperation and support of all educational authorities of the state, county and local groups. Especially is this true of the local corps of teachers. With the full support of teachers a big forward step toward success is al- ready made. The next step is the call for the preliminary meeting. Through a clear understanding of the initial group, a preliminary meet- ing is held with representatives from such leading organizations as mjay be chosen to which should be added also a representative group of teachers. It is best to have this meeting at the school house. It is understood that this is not the first official meeting of the association but an informal group to discuss the feasi- bility of organiziag such an association. Preliminary Meeting: At this meeting preparations are made for the first general m\eeting. It will be found best to work out every detail. Have it understood who shall start the general meeting and select the persons best fitted for temporary chair- man and temporary secretary. Have it maderstood that a few leaders will make short and enthusiastic talks at the first meet- ing on such subjects as : History of parent-teacher associations, our state association, reasons for organizing, an outline pro- gram, what other associations are doing and have done, and the importance of a large membership. It is not best to have any long speeches. Following these talks the temporary chairman should open the meeting for general discussion. If the initial group will resolve to make the association something big in the life of the community and spend the time between their first meeting and the meeting of the general group working toward this goal, good results are sure to follow. 12 The Paeent-Teachee Association Time Between Preli^nary Meeting and First General Meeting: One of the biggest factors during this time in the life of organizing is publicity. Much of the success of the associa- tion and the meetings will depend upon the publicity given it. What are some of the best means of advertising the first meet- tag? (These suggestions will also apply to all other meetings.) (a) The newspaper is a splendid medium. Any newspaper of the state, county or local community will be pleased to give full space for aiding the parent-teacher association. (b) Have the children at school write letters about the meet- ing and carry them to their hom,es; having the interest of the children is a big step forward. (c) Attractive posters offer one of the best means of adver- tising the time, place of meeting, the purpose of meeting, and the general program. In every community there will be found local talent to assist in such publicity work, thus utilizing new sources of interest from the start. Place the posters in conspicuous and logical places such as post office, depot, drug stores, general stores, and school house. (d) The churches may help. "While the church may not al- ways make a practice of announcing commjunity gatherings it should be interested in this closely related agency and can help much in this way. (e) A well planned series of telephone calls will be effective. Divide the community telephones among the members of the in- itial group. Call the people of the community and tell them about the meeting. Be sure to mention time and place and urge them to call someone else. (f ) Conversation with members of the community wherever met, on the street, elsewhere or on special calls will prove a good way of spreading the desired information. 2. Arrange a program for the first meeting. As a suggestion, have the children give a short, program of songs, recitations or a play. The presence of children on the program wiU assure the attendance of most of the parents of the children involved. 3. All effort to make the first meeting entertaining and at- tractive will be found worthwhile. Where possible serve some light refreshments. Also have the meeting as informal as pos- sible. A Handbook foe North Carolina 13 4. "Write to the various official organizations of the associ- ation — ^national and state. Ask for information which will aid the local association. Ask for sample constitutions. These agencies will contribute much to the proper type of organization and will help in various ways from time to time. The First Meeting : It is advisable to let the superintendent of the school start the meeting and have the teachers act as host- ess for the first meeting. Let them be on hand before the set time to welcome the community to the gathering. At the ap- pointed time have the program begin. Begin on time ; this will make a good impression. A good way to make folks feel at home and to set the audience at ease is to start with a eomdnunity sing. Sing some of the favorite songs and insist that all sing. After the preliminary program let the superintendent tell the purpose of the meeting. After briefly stating this, call for the election of a temporary chairman. Someone in the initial group should rise and say : "I nominate Mr. or Mrs. B for temlporary chairman." The superintendent will say : "Are there any further nominations ? " If there are none then he will say: "All in favor of Mr. or Mrs. B .say 'Aye.' All op- posed say 'No'." He will then declare the election. Call the elected chairman to the front and let him or her continue the meeting. Should there be more than one nominated then conduct a vote for all those nominated and the person receiving the plu- rality vote wiU be declared elected. The next step is the election of a temporary secretary. Pro- ceed with this election in the same manner as for the election of temporary chairman. The temporary secretary should keep full and complete records of all that occurs at this meeting. It is well to keep unusually full records at the beginning since they are matters of policy and of history. The temporary chairman should then thank the group for the election and begin with a formal message as to the purpose of the meeting and call for expressions of opinion. Here the members of the initial group give short talks on the subjects already mentioned. When the last talk is given a resolution, prepared before the meeting, re- solving that a permanent organization of the parent-teacher association for the local community be perfected, should be pre- 14 The Pabent-Teacheb Association sented. The temporary chairman then calls for the adoption of the resolution and if adopted appoints a commdttee on consti- tution with the power to act as nominating committee to report at the next meeting. A time should then be set for the next meeting. After the business session is over either serve light refreshments or have a genuine get-to-gether. Second Meeting : At the appointed time the meeting should be called to order by the temporary chairman. The temporary secretary reads the minutes of the first meeting and they are ap- proved. The temporary chairman then calls for the report of the committee on constitution. The chairman of the committee reads the proposed constitution and makes comments. (Note. A good sample constitution for local organizations is printed on page 72.) A motion is made and seconded to adopt the consti- tution and if passed the constitution is read section by section and approved or changes ntode. After the adoption of the con- stitution the officers nominated are duly elected. They take their places at once. It is good to elect the chairmen of the var- ious committees called for by the constitution and have the chair- men appoint the other members required on each committee. From the time the constitution is adopted it becomes effective and the organization is governed by it. Note: In "Robert's Rules of Order"— Revised Edition 1915 page 284, is found a full parliamentary method of organizing clubs. It will be worthwhile to follow an authority of this type for all business procedure of the meetings. DEVELOPING AND MAINTAINING INTEREST IN THE PARENT- TEAOHEE ASSOCU.TION From a questionnaire sent to all the organized parent- teacher associations of North Carolina it was learned that a number of associations found it difficult to get the people of the community interested, to get them to attend meetings, or to keep the interest at the proper height after the organization had been perfected. While this is a problem everywhere, yet it is to be solved if the work is to be successful. There are no set ways or rules that will perfect interest or keep it. Every community and every association has its local color and it will take the individual A Handbook for North Carolina 15 strength of all interested, constantly working, to make the big majority interested and thus obtain results that will be vital to all. Nevertheless a few suggested ideas may be given which may be of some value in solving the particular and peculiar prob- lems of the local association. 1. Every club should have specific and worthy purposes and be working for something all the time. The organization that lacks a motive cannot function except iu a social way. Make the association a vital force in the community by being real builders and worthy doers. 2. AfBliate with the state association and thereby be a part of the national association. In this way much aid, many sug- gestions and often personal supervision and direction will be obtainable. The larger units are working for the proper develop- ment of the local units. 3. Interest large numbers in the work of the association. Scatter responsibility. It may be that many in the community feel that only a few are running things and trying to dominate the club. This should not be. The very purpose of the club calls for unselfish service. Have numbers working. When there is anything to do divide the work into as many parts as possible and place the interest accordingly. Anyone working for the As- sociation will most likely be interested. 4. Obtain the interest of the men. Men are parents too. The association is not restricted to womjan members. Wherever pos- sible elect a man for president. The writer has in mind two organ- izations that are functioning properly that have men as presi- dents. Give the men of the community som;ething to do and the chances are they will become interested. 5. Choose a good time for meetings. The time element plays an important part. If the large majority of men cannot attend in the afternoons have the meetings in the evenings. If the even- ing meetings keep away a large number of parents not able to leave home at that time then place the meetings in the after- noons. It will be a matter of wise choosing. This can best be obtained by experience. 6. Advertise the meetings properly. This feature has been discussed under the heading of organizing. It must not be taken 16 The Paeent-Teacher Association for granted that everyone knows about the meetings. It may be that there is a set time for the meetings. If so, notices should be sent out before hand. 7. Keep the association continually before the people. If it is functioning properly its work will speak for itself. Have the meetings well advertised and after every meeting have a write-up for the papers. 8. Keep the children interested. Having them write letters about the meetiags and programs. Now and then giving them a part on the program will help hold interest. Constantly re- miad them of what the association is attempting to do for them and what has been acomplished. 9. Use outside forces when available and consistent with the advancement of the association. Get in touch with all the na- tional, state and county agencies that are aiding comm,unity an- terprises. In this way very valuable material is available. 10. Every association accomjplishing anything needs funds. It is not a wise plan to ask for money at the meetings. Obtain fimds either by membership drives or by community affairs such as plays, festivals and sales. A list of these methods is given in the next division. In fixing the yearly dues do not pauperize the as- sociation. Many associations have the small yearly dues of twenty-five cents. This is too small and besides, any member that is interested will gladly pay a fee of twice the amount or better still of four times this ampunt. 11. From time to time have membership drives. These drives will always succeed in listing a few people who have never been interested before. Offer prizes to the grade in the school for the largest number of new members obtained. Have membership drives conducted by members in some original method. 12. Do not have too many outside speakers. Use local talent most of the time. Occasionally have a feature program and open community gatherings. 13. Remember not to let the social part of the meetings be the feature. This is a secondary matter. The development of the childhood of the community is first. Nothing can do more harm than to have the association drift into a social club by too much entertaining and too little work. A Handbook fob North Caeolina 17 14. "Work for the upbuilding of the commuiiity in every way. A happy and prosperous community — spiritually, physically, morally, mentally and socially will be more responsive to the needs of childhood than one that is reversed. Whenever the community is uplifted in any way by any source it makes it easier for the association to accomplish the high aims and lofty motives for the development of the community. FUNDS FOE THE WOEK OF THE ASSOCIATION Attendance on the regular meetings should not be all for which the member enrolls. The association should function in the community and in the school. From time to time, in order to carry on the work, funds will be needed. It is not wise to solicit or collect funds at regular meetings. Do not have the members feel that every time they attend a meeting they will be called on for funds. Rather, let the association plan ways and means of obtaining funds through community channels. The com- munity at large will not hesitate to give when it feels that in re- turn it is doing good, having a good time and enjoying fellow- ship. It is generally better to raise funds by community affairs rather than by individual subscriptions. A few suggested meth- ods are here given: 1. Festivals — Holiday celebrations — such as May day. Have pro- gram and charge a small fee. Valentine party, Armistice Day. 2. Parties — Children's parties, lawn parties, silver tea, indoor parties and receptions. 3. Concerts — ^Local talent, musical concerts, band concerts, old fiddlers' convention, victrola concerts and the like. 4. Feeds — Box suppers, chicken stews, pie dinners, cake sales, oyster suppers, sandwich sales, candy sales. 5. Community Affairs — Community Christmas tree, community ath- letic field day, community picnic, community fair, community circus. 6. Miscellaneous — ^Debates, plays, pageants, siAgs, school exhibits, speUing bees, popular girl contests, story hours and games, library night, illustrated lecture, moving pictures, rummage sales and carnivals. The community may h^ve many other original ideas and micthods. It may be that the local community utilizes the com- munity chest or financial federation for raising funds. In this case, the parent-teacher association should have all its plans conform to the accepted community programs. PART II SUGGESTED PROGRAMS THE PLAN The programs of work for the association are most important. It is true that it is better to do than to talk about doing ; it is, \however, necessary to study conditions, to discuss problems, and to know situations before altering them or before making criti- cisms. It is also necessary to have the association assem|ble from itime to time to receive inspiration, to catch a vision of the work as a whole and to divide the work properly among the various committees and individuals. It is also good for the community to study and know national and state issues and to obtain a va- riety of opinion on these subjects. Whenever giving a program remember to study all problems in the light of the local community. Attempt every solution with the local group as the unit. Thus, the local comjnunity ra- diates into the neighboring sections and soon joins the work of other communities until the state association is functioning through local units. The programs given are for practical use. There are six main groups of programs with ten subject programs to each group. They are so arranged as to form yearly programs of ten meet- ings per year. Every subject in a group is related to the other subjects of the same group. It is not necessary that the entire group be followed. Associations miay find it best to select pro- grams from the various groups. There are iu all sixty programs arranged for the use of association meetings. The general plan of each program is as follows : 1. Subject for Study. 2. Topics for Discussion. 3. Suggested Types of Meetings. 4. General Suggestions. 5. Beferenees and Beadings. 1. iSubjects for Study: There are endless numbers of sub- jects for study. It is a difficult task to choose those which will be most interesting and at the same time function in the com- A Handbook foe Noeth Caeolina 19 munity. Some subjects of vital interest to the individual eom- mjunity may not be listed. Whenever a problem arises that needs immediate local consideration and solution or whenever it is pos- sible that the services of an out-of-town speaker are available, give way from the regular meeting to the special meeting. The subjects listed may be studied in group form as yearly programs or individual subjects chosen from among the sixty given. 2. Topics for Discussion : For the convenience of those who are to be on the program the subject is divided into five topics: They are given as workable suggestions and to give an insight into the subject chosen. It is not necessary that they be followed slavishly. Where there is only one speaker on the program the topics may serve as an outline for the speaker. Where two or m|ore are to be on the program the topics may serve as subjects for their remarks. 3. Suggested Types of Meetinp: To add interest to the meetings vary the methods of presenting the programs. Dif- ferent subjects will call for different types of presentation. It will be surprising to find how many varieties of meetings can be given. It may be that many suggestions for one meeting may be used for another. Originality applied to the types of meetings will serve to make them interesting. 4. General Suggestions: Under this heading a few general ideas and important suggestions are given. Every meeting and every subject presents something new. To present the subject so as to give the audiences the proper impressions is worthwhile. To "get-across" the desired message will call forth the best that is in the members giving the program. These suggestions are to aid in accomplishing these things. 5. References : A subject is a useless thing imless it is pos- sible to have someone available who knows about it or to be able to obtain books, bulletins and other helps from which to gather information. The references and readings given in the programs are provided by the University Library. Through the Bureau of Public Discussion of the University Extension Division package libraries are made, dealing with the subjects given. They are sent out to the comm,unities to aid them in developing programs. 20 The Parent-Teacher Association "Write to Miss Nellie Roberson, Bureau of Public Discussion, Uni- iversity Extension Division, Chapel Hill, N. C. The Bureau will give every assistance possible. The references given are but a few of the many on all the subjects and if further material is needed ask for it. In writing for the package state subject and time of meeting. SUBJECTS FOR PROGRAMS Group 7.— THE SCHOOL BUILDING AND GROUNDS Subject 1. The School Building. Subject 2. The School Grounds. Subject 3. School Equipment. Subject 4. Beautifying the School Grounds. Subject 5. The Playground at School. Subject 6. The School Garden. Subject 7. The School Sanitaries. Subject 8. The Water Supply for the School. Subject 9. Consolidation of Schools. Subject 10. The School as a Community Center. Subject 1. The School Building. Topics foe Discussion: 1. Is the building adequate for the needs of the eommunity? 2. What is the general condition of the building? 3. Is the building properly lighted? 4. Is the building properly heated? 5. Is the building properly ventilated? Suggested Types or Meetings: 1. Eegular club meeting with members leading discussion. 2. An open meeting with the community. 3. Some authority on school architecture to lecture. 4. Illustrated lecture showing buildings, proper methods of heating, lighting and ventilating. General Suggestions: Stress the fact that the school building is owned by the community. It exppresses civic pride. Study proper and modern methods of heating, lighting, and ventilating the school building. Study modern types of school building plans and architecture. Cooperate with school officials. Eefbkences : Williams, L. A., The Construction of Schoolhouses, University of North Caro- lina Extension Division. Chapel Hill. 1920, Contains biblio^aphies, Bdmondson, B, H., Suggested Programs of Study and Work for Parent- Teacher Associations. University of Indiana Extension Division, Blooming- ton, Ind, 1921, Contains bibliographies. Dresslar, F. B., Bural School Houses and Grounds, Bulletin Whole No. 585, U. S. Bureau of Education, Washington. 1914. Mills, W, T., American School Building Standards, Franklin Educational Pub- lishing Oo., Oolumbus, Ohio. 1915. 22 The Pabent-Teachee Association Subject 2. The School Grounds. Topics tor Discussion : 1. The location, shape, size, and development of grounds. 2. The general divisions of grounds — ornamental, play area, and school gardens. 3. The ornamental grounds. 4. The play area. 5. The school gardens. Suggested Types op Meetings: 1. Eegular club meeting with members leading discussion. 2. Open air meetings, members surveying grounds, suggest practical methods of better development. 3. Illustrated lectures on school grounds. General Suggestions: Develop community pride in beautification of grounds. Carry the beautification movement into every garden. Set aside special days for committees to work on grounds, planting flowers, developing play area and the like. Eefeebnces : Same as for No. 1. Subject 3. School Equipment. Topics ros Discussion: 1. Has the school proper equipment needed for work? 2. Are the desks, blackboards, and tables of the proper type? 3. What can be done for curtains, pictures, flowers and many attractive features of this kind! 4. How do the pupils care for their books? 5. What are the needs and how can they be met? Suggested Types op Meetings: 1. Let the teachers lead this discussion. 2. Have a survey of the equipment by dividing the club into small groups and teacher leads in the survey. Report from this survey. General Suggestions: Every business man likes to have a well equipped office. Every workman likes to have good tools with which to do work. Every housekeeper wants modern conveniences. Work at school is greatly handicapped by poor equipment. Study modern methods of equipment. Study the text-book problems. Beperences : Same as for No. 1. A Handbook for North Carolina 23 Subject 4. Beautifying the School Grounds. Topics toe Discussion: 1. The general appearance of the grounds. 2. Walks and paths of school grounds. 3. Flowers and shrubbery of the grounds. 4. The fence and border of the grounds. 5. What can be done for development. Suggested Types of Meetings: 1. Regular club meeting with members leading. 2. Practical out-door meeting, survey of grounds, suggesting develop- . ment. 3. Have a flower meeting. Members bring seeds, cuttings and plants for planting. Genekai Suggestions: Study the grounds before planning. Plan with some future development in view. Give special attention to walks and borders. Carry the movement into home gardens. Befekences : Coker, W. C, and Hoffmann, Eleanor, Design and Improvement of School Grounds. University of North Oarolina Extension Division, Ohapel Hill. 1921. Subject 5. The Playground at School. Topics for Discussion: 1. The play area of the school grounds. 2. Laying out the playground. 3. Equiping the playground. 4. Some pieces of home-made equipment. 5. The value of the playground. Suggested Types of Meetings: 1. Eegular elub meeting with members leading. 2. Having a supervisor of playgrounds lecture. 3. Have a demonstration meeting by school children in the way of a field day of games. 4. Practical meeting in aiding the pupils in making home-made equip- ment. Geneeal Suggestions : Carefully plan the play area. Carefully place play equipment. Use space to greatest advantage for largest number. Make a study of the philosophy of play. Correlate with this meeting, games, health and ethics. 24 The Paeent-Teacher Association Eepebences : Edmondson, Edna H., Suggested Programs of Study and Work lor Parent- Teacher Associations. University of Indiana Extension Division. Blooming- ton. 1921. Contains bibliographes. Layout and Equipment of Playerounds. Community Service. One Madison Avenue, New York City. 1921. Curtis, H. S., The Reorganized School Playground. U. S. Bureau of Edu- cation, Washington, D. 0. Meyer, Harold D., The Rural Playground, University of North Carolina Extension Division, Chapel Hill. 1921. Subject 6. The School Garden. Topics poe DisctrssiON: 1. The general value of the school garden. 2. Correlating the theory and praetiee of agriculture. 3. The aid of and to the home of school gardens. 4. Marketing the school garden products. 5. Interesting stories of school gardening. Suggested Types of Meetings: 1. Eegular meeting with members leading. 2. The home and farm demonstration agents as lecturers. 3. Joint meeting of parent-teacher association and farmers' organiza- tions of community. 4. Practical demonstration lesson by pupils. 5. Luncheon of school garden products to members. Genekal Suggestions : Encourage this type of education. Give spacious areas for developing at home. Encourage the buying of products. Study the marketing situation of the community. Study the chief agriculture products of the community. Kepebences : Coker, W. C, and Hoffmann, Eleanor, Design and Improvement of School Grounds. University of North Carolina Extension Division. Chapel HilL Greene, Maria Louise, Among School Gardens, Charities Pub Committee New York. 1911. ' Hemenway, H. D., How to Make School Gardens,' DouMeday, Page, New Subject. 7. The School Sanitaries. Topics por Discussion: 1. The type of sanitary in the school. 2. The different types of sanitary sanitaries. 3. Keeping the sanitary sanitary. 4. Diseases traceable to improperly kept sanitaries. 5. The responsibility of this problem. Suggested Types of Meetings: 1. Eegular club meeting with members leading. A Handbook foe Noeth Caeolina 25 2. Have health officer to lecture and demonstrate. 3. Have some local doctor lecture. 4. Eoundtable discussion of this problem. 5. Demonstration of different types of sanitaries. General Suggestions: Stress the importance of this question. Make a thorough study of the situation, suggest and solve. Study diseases common to the sanitaries. Do not neglect the moral side of the question. Stress the fact that it is a community problem. Eefeebnces : Saville, Thorndike, Sanitation in the South, University of North Carolina Extension Division. Ohapel Hill. 1919. "Williams, L. A., The Construction of School Houses. University of North Carolina Extension Division, Chapel Hill. 1920. Dresslar, F. B., School Hygiene. Macmillan Co., New York City. 1916. State Reconstruction Studies, No. 41, University of North Carolina Extension Division, Chapel Hill. 1921. Subject 8. The Water Supply. Topics tor Discussion: 1. The general values of proper water supply. 2. Sources of water contaminations. 3. Keeping the supply clean and plentiful. 4. Prom the well or faucet to the mouth of the pupil. 5. The common drinking cup or dipper — the sanitary way. Suggested Types of Meetings: 1. Eegular club meeting with members leading. 2. Have health ofScer or local doctor lecture. 3. A community meeting to study problem as a community affair. General Suggestions: Stress the value of a pure water supply. Make first-hand studies of water supply. Have the water examined. Banish forever the common drinking cup or dipper. Teach fundamental principles of sanitation. Eeferences : Saville, Thorndike, Sanitation] in the South, University of North Oarohna Extension Division, Chapel Hill. 1919. Kerr, J. W., and Moll, A. A., Common Drnking Cups and KfoUer Towels, U. S. Public Health Service, Treasury Department, Bulletin No. 57, Washington, D. 0. Subject. 9. Consolidation of Schools. Topics for Discussion: 1. The general movement of consolidation. 2. Benefits of consolidation. 26 The Paeent-Teachee Association 3. Arguments against consolidation and answers. 4. Examples of successful consolidations. 5. Consolidation in the local community. Suggested Types op Meetings: 1. Regular meeting with members leading. 2. Have county superintendent lecture on consolidation. 3. Visit consolidated schools and study. 4. If school is not consolidated — study methods of procedure toward consolidation. General Suggestions: Consolidation will solve many of the present ailments of the small schools. Study the movement from the financial standpoint. Make special efforts to interest those opposed to the movement. Eeperences : Knight, E. W., The Consolidation of Rural Schools. University of North Carolina Extension Division, Chapel Hill. 1920. Contains bibliography. Package Library of 7 pieces. University Extension Library Service, Chapel Hill. Cubberley, E. P., Rural Life and Education, Houghton Mifflin, Boston, 1914. Subject. 10. The School as a Community Center. Topics pok Discussion: 1. The school as a community builder. 2. Why the school should be the community center. 3. Agencies and organizations using the school. 4. The future citizens of the community. 5. Values of having the school the community center. Suggested Types op Meetings: 1. Regular elub meeting with members leading. 2. Open community meeting with general discussion. 3. Evening lecture on subject. 4. Community get-together on grounds. Dinner and speeches. Geneeal Suggestions: Stress the fact that the children of the community gather there every day of the school year. It is generally located for the convenience of the largest number. It is the most democratic organization of the community. It is a building owned by the community. Eeperences : Bittner, W. S., The Community School House, Indiana University Extension Division, Bloomington. 1915. ' Edmondson, Edna H., Suggested Programs of Study and Work for Parent Teacher Associations, Indiana University Extension Division, Bloomington. Jackson, H. E., A Community Center, Macmillan Co., N. Y. 1918. Gro«^ 77.— CHILD WELFARE Subject 11. The Rights of Childhood. Subject 12. Our Child Problem in North Carolina. Subject 13. Infant Welfare. Subject 14. School Children. Subject 15. Juvenile Courts. Subject 16. Child-Caring Institutions. Subject 17. The Delinquent Child. Subject 18. The Dependent and Neglected Child. Subject 19. The Defective Child. Subject 20. The Future Citizen. Note — The general plan of these programs with the subjects follows closely the program of the State Board of Charities and Public Welfare on Child Welfare. It is especially urged that the work of the board be known and their general plan followed. Subject 11. The Rights of Childhood. Topics fob Disctjssion: 1. Healthful childhood. 2. Educated childhood. 3. Happy and protected childhood. 4. Patriotic childhood. 5. Eeligious childhood. Suggested Types op Meetings : 1. Eegular meeting with members leading. 2. General open community meeting (inspirational). 3. Some successful mothers to talk. 4. Some expert on Child Welfare to lecture. General Suggestions : This series of subjects form the basis of all the fundamental studies of the association. Stress the rights of childhood. Study ways of giving these rights to every child. Apply them to the individual child. Test them as to the children of the community. Befeebnces : Key,- Ellen K., Sofia. The Century ot the Child. G. P. Putnam's Sons, New York City. 1909. Mangold, G'. B., Child Problems, Macmillan Co., New York City. 1910. McKeever, W. A.. Outlines of Child Study, Macmillan Co., New York City. Child Welfare Program, State Board of Charities and Public Welfare, E^leigh, N. C. 1921. 28 The Paeent-Teachbe Association Subject 12. Our Child Problems in North Carolina. Topics toe Discitssion: 1. Children of North Carolina. 2. The child problems as shown by the selective draft act. 3. What is being done in North Carolina. 4. The work of other states in child welfare. 5. The child welfare program of the State Board of Charities and Public Welfare. SroGESTBD Types or Meetings: 1. Eegular meeting with members leading. 2. Commissioner of public welfare to lecture. 3. Some school leader to talk. 4. Lecture by child welfare ofScer of state. 5. Lecture by superintendent of public welfare of county. Geneeal Suggestions: Everyone should know the problems of child welfare. Study what is being done and affiliate with the work. Know what /Jther states are doing. Know the child welfare program of the state board and aid them in any way. Befeeences : Swift, W. H.. Child Welfare in Nortt Carolina. National Child Labor Com- mittee. New York City. Child Welfare Program, State Board of Charities and Public Welfare, Baleigh, N. C. 1921. Subject 13. Infant Welfare. Topics toe Discussion: 1. Pre-natal care of the mother. 2. Instructions in care of child. 3. Proper diet and care of children of pre-school age. 4. Diseases common to infants. 5. The general care of the infant. Suggested Types or Meetings : 1. Eegular meeting with members leading. 2. Health nurse to lecture. 3. Some authority on subject to lecture. 4. Eoundtable discussion by group. General Suggestions : This is a subject of vital importance. Study the new Sheppaid-Towner maternity bill. Study the statistics of death from child-bearing. Study the number of children dying before they reach six. What is the condition in your community? A Handbook foe North Caeolina 29 Bbfeeences : Head, Mary Lillian, Mothercraft Manual, Little Brown & Co., Boston. 1916. Packaffe Libraries, University of North Carolina Extension Division, Ohapel , Hill, N. 0. Subject 14. School Children. Topics roa Discussion: 1. The school children of our eommumty. 2. "Wholesome and healthful school surroundings. 3. Wholesome supervised recreation. 4. Children's organizations. 5. Importance of the child's environment. Suggested Ttpes op Meetings : 1. Regular meeting with members leading. 2. Some expert of children's work to lecture. 3. The county or local superintendent of schools to lecture. 4. Study group of statistics on the subject. Genbeal Suggestions: This is the heart of the club's endeavors. I Make a thorough survey of school conditions and surroundings. Know the kind of club or group in which the boy or girl is interested. Strive to have the environment the best. Kepebences : Hartshorne, Hngh,, Childhood and Character. Pilgrim Press. Boston. 1919. Subject 15. Juvenile Courts. Topics fob Discussion: 1. The juvenile court laws of North Carolina. 2. Methods of procedure. 3. Juvenile court oases. 4. The juvenile offender and his ease. 5. The juvenile offender and the case of society. Suggested Types op Meetings: 1. Eegular meeting with members leading. 2. Juvenile court judge to lecture. 3. Probation officer to lecture. 4. Eoundtable discussion for community study. 5. Some leader of boys work to lecture or lead the discussion. General Suggestions: Study the progress of the juvenile court. What is the juvenile offender condition in the community? Wliy the juvenile offender? Is the jail the proper place for him? What is the best solution of the question? Is the visiting-teacher a good juvenile court ofi&ce? 30 The Paeent-Teachbb Association Eeperences : Flexner, Bernard, and Baldwin, Eoger N., Juvenile Courts and Probation. The Century Co., New York City. 1916. , „.^ ,„„„ Mangold, George B. Mangold, Macmillan Co., New York City. ISZO- . State Reconstruction Studies, No. 41, University ol North OaroUna Extension Division, Chapel Hill. 1921. ^ „ , ,„,„ George, W. K., Junior Bepublic, D. Appleton & Co., New York. 1912. Child Welfare Program, State Board of Charities, Raleigh, N. C. Subject 16. Child-Caring Institutions of the State. Topics foe Discussion: 1. State child-caring institutions. 2. Maternity homes. 3. Private child-caring institutions. 4. Child-placing and child-placing societies. 5. Type and study of children in child-placing. Suggested Types of Meetings: 1. Regular meeting with members leading. 2. Some official of some child-caring institution to speak. 3. Some official of the state department of public welfare to speak. 4. If possible — visits to child-oaring institutions. General Suggestions: Make a careful survey of the community and see if all children are cared for and protected. Study methods of child-placing. Where possible break home ties as method of last resort. Beperences : Publications of State Board of Charities and Public Welfare, Raleigh, N. C. Social Laws and Agencies of North Carolina, School of Public Welfare, Uni- versity of North Carolina. McKeever, William A., Training the Boy, Macmillan Co., New York City. 1915. McKeever, William A., Training the Girl, Macmillan Co., New York City. 1914. Gruenberg, S. M., Your Child, Lippincott, Philadelphia. 1913. Subject 17. The Delinquent Child. Topics for Discussion: 1. Delinquency and the child. 2. Causes of delinquency. 3. Delinquency and the community. 4. Solving the problems of delinquency. 5. Cases of delinquency. Suggested Types of Meetings: 1. Eegular meeting with members leading. 2. Eoundtable discussion with group study. 3. Some official of State Department of Public Welfare to lecture. 4. Some authority of the subject to speak. 5. The County Superintendent of Public Welfare to speak. 6. Study groups making surveys and studying statistics of other states. A Handbook for Noeth Carolina 31 Geneeal Suggestions : This and the next two subjects are closely related and will be studied together. Having made a thorough study of these factors the community has made a good survey of the child. Always study with two ends in view — the welfare of the child and the good of the community. References : Breckinridge, S. P., The Delinquent Child and the Home. Charities Publica- tion Committee. New York City. '4.912. Publications of State Board of Charities and Public Welfare, Ealeigh, N. C. Social Laws and Agencies of North Carolina, School of Public Welfare, Uni- versity of North Carolina. Subject 18. The Dependent and Neglected Child. Topics fob Discussion: 1. Dependent and neglected children. 2. The home and the dependent or neglected child. 3. The community and the dependent or neglected child. 4. What may be done by juvenile courts and superintendents of Public Welfare. 5. Cases of dependent and neglected children. Suggested Types op Meetings: (Same as for subject 17. Generai, Suggestions: Same as for subject 17. Ebpeeences : Same as for No. 17. Subject 19. The Defective Child. Topics fok Discussion: 1. The defective child. S. General physical defects of childhood. 3. What may be done to eliminate these. 4. The defective child and education. 5. The defective child and the community. Suggested Types op Meetings: Same as for subject 17. General Suggestions: Same as for subject 17. Eeperences: Treadway, W. L., and Lundberg, E. O., Mental Defect in a Kniral County. Bulletin No. 48. 1919. Government Printing Oflce, Washington, D. C. Goddard, H. H., Human Efficiency and Levels of Intelligence, Princeton Uni- versity Press, Princeton, N. J. 1920. 32 The Parent-Teacher Association Subject 20. The Future Citizen. Topics tor Discussion: 1. The rights of childhood. 2. What the community owes the future citizen. 3. The future citizen and citizenship. 4. Tho future citizen today. 5. The future citizen and the future state. SroGESTBD Types or Meetings: 1. Regular meeting with members leading. 2. Some distinguished citizen of today to talk. 3. Open meeting of community with the future citizens as guests. 4. Picnic with future citizens as guests and speaking. 5. Pageant with the future citizen in proper relation with community as theme. Geneeai, Suggestions: Have this an inspirational meeting of the highest type. Endeavor to have as many children present as possible. Use this meeting as a membership drive meeting. This will be a good opening or closing meeting. EErEEENCES : Cabot, Ella Lyman, A Course in Citizenship and Patriotism. Houghton Mifflin, Boston. 1918. Group 777.— EDUCATIONAL AIMS AND SCHOOL LAWS Subject 21. Training for Citizenship. Subject 22. Americanization. Subject 23. Elimination of Illiteracy. Subject 24. Vocational Training. Subject 25. Physical Training. Subject 26. Teaching Thrift. Subject 27. Compulsory Education Law. Subject 28. Child Labor Law. Subject 29. Financing the Schools. Subject 30. Some Proposed School Legislation. Subject 21. Training for Citizenship. Topics foe Discussion: 1. The real meaning of citizenship. 2. Ideals of citizenship. 3. Methods of training for citizenship. 4. Patriotism and citizenship. 5. The community and citizenship. Suggested Types op Meetings : 1. Begular meeting with members leading. 2. The school superintendent or teacher to talk. 3. Patriotic program bringing out the citizenship idea. 4. Some out-of-town speaker, having an inspirational meeting. General Suggestions : This is one of the leading topics of the present educational program. Study the subject from the national as well as local viewpoint. Apply principles of citizenship in practical ways. Eepeeences : Allen, W. H., Universal Training for Citizensliip, Macmillan Co., New York City. 1917. Cabot, Ella Lyman, A Oourse in Citizenship and Patrlotigm, Houghton Mifflin Co., Boston. 1918. Hamilton, J. G. deR.. and Kniffht, E. W., Education for Oitizenship. Govern- ment Printing Office, Washington, D. C. 1921. Jenks, J. W., Citizenship and the Schools. Henry Holt & Co., New York City. 1906. Subject 22. Americanization. Topics poe Discussion: 1. The meaning of Americanization education. 2. Training the resident persons of foreign birth or parentage. 3. Immigration and Americanization. 4. Aims of Americanization. 5. Promoting national unity and solidarity. 34 The Pabent-Teacher Association Stjggested Types op Meetings: 1. Eegular meeting with members leading. 2. Some civic official to talk. 3. General open community meeting with speaker. 4. Group study of immigration and its problems. General Sttgoestions : The problem of immigration is an important one. The assimilation of the foreign element is necessary. Study the problems and know what is being done. Study the local immigration situation — if any. Form study groups to make a thorough study of this subject. It is interesting. Beferences : Dixon, Royal, Americanization, Macmillan Co., New York City. 1916. Package Libraries: University Extension Library Service, Obapel Hill, N. 0. Subject 23. Eliminating Illiteracy. Topics foe Discussion: 1. Illiteracy in the United States, in North Carolina and in the local community. 2. The illiterate. 3. The illiterate and the community. 4. What is being done to help eliminate illiteracy. 5. Lowering the percentage of illiteracy in the local community. Suggested Types op Meetings: 1. Eegular meeting with members leading. 2. Some prominent social worker to speak. 3. Study group of the local situation and condition. 4. County superintendent of schools to give talk. 5. Practical work in eliminating illiteracy. General Suggestions: There is too much illiteracy in most communities. Make a survey of the number and see what may be done. Set as a standard — 100 per cent literate. Study the evils of ignorance and illiteracy. Befebenceb : Publications from ofQce of Superintendent of Public Instruction, Raleigh, N. State Reconstruction Studies, No. 41, University of North Carolina Extension Division, Chapel Hill, 1921. Subject 24. Vocational Training. Topics foe Discussion: 1. Types of vocational training and general value. 2. Manual arts in the school curriculum. A Handbook for North Carolina 35 3. Home economics in the school curriculum. 4. Part-time schools and education in trades and industries. 5. Agriculture in the school curriculum. Suggested Types op Meetings: 1. Eegular meeting with members leading. 2. Have teachers of the various vocational subjects to lead. 3. Have some state or national field agent to speak. 4. Practical meeting with an exhibit of work by school children. 5. Have pupils give papers on the value of the work. General SiraGBSTiONS : This is one of the leading subjects of modern educational thought. Make it a part of the school curriculum of the local community. Especially stress the advantages of certain subjects for local color. Eepeeences : Publications from State Board of Vocational Education, Raleigh, N. 0. Subject 25. Physical Training and Development. Topics foe Discussion: 1. Physical training as a part of the school program. 2. State requirements in physical training. 3. Advantages of good physical training. 4. Physical training and the future citizen. 5. General physical training in the community. Suggested Types or Meetings: 1. Eegular meeting with members leading. 2. Some expert in physical training to lecture. 3. Demonstration meeting with children leading. 4. A survey of physical condition of children with a program of development. General Suggestions: This is a subject that is vital to the best development of the com- munity. Encourage its promotion and program. Study the effects of no physical training. If possible, have a trained leader in this work. EErEEENCES : Publications from State Bureau of Community Service, Raleigh, N. C. Camp, Walter Chauncey, Keeping Fit All the Way, Harper and Bros., New York City. 1919. Subject 26. Teaching Thrift. Topics toe Discussion: 1. Values for character development in thrift. 2. Making an early start With the thrift movement. 36 The Paeent-Teachee Association 3. Thrift olubs and thrift aids. 4. Thrift in home and oonununity life. 5. Experiences and stories of thrift. Stjggbbted Types op Meetings: 1. Eegular meeting with members leading. 2. Some government agent to speak. 3. Experience meeting with stories of thrift. 4. Children to tell ways of thrift. General Suggestions : The United States Government is interested in this subject and will give aid. Find ways to allow the children to earn and then teach thrift. Encourage thrift. Study character development in men and women who know thrift. Bbpebences : Outline of Lessons to Teach Thrift, U. S. Government Treasury Department, Washington, D. C. Brown, Mary Wilcox, The Development of Thrift, Macmillan Co., N. T., 1900. Haskin, F. J., How Other People Get Ahead, U. S. Treasury Department, Government Printing Office, Washington, 1919. Subject 27. Compulsory Education Law. Topics tor Discussion: 1. The North Carolina compulsory education law. 2. Enforcing the law. 3. Non-attendance of school — its effect on child, school and community, 4. The truant problem and solution. 5. Bettering the compulsory education law. Suggested Types of Meetings: 1. Eegular meeting with members leading. 2. Truant officer to talk. 3. County superintendents of schools to explain law. 4. Group study of community situation. General Suggestions: This is a good law and needs the support of every association to make it a better law. Aid in keeping the law. Develop an attractiveness at the school to hold the child. Make the school inviting. Cooperate with officials in performance of duties. Eeperenoes : Publications of State Board of Education, Ealeigh, N. C. State Reconstruction Studies, No. 41. University of N. C. Extension Division Chapel Hill. 1921. ' A Handbook for North Carolina 37 Subject 28. The Child Labor Law. Topics poe Discttssion: 1. North Carolina's child labor law. 2. The national law and its enforcement. 3. The child labor problem in the community. 4. North Carolina child labor commmission. 5. Child labor and the community. SUQGESTED TYPES OF MEETINGS: 1. Regular meeting with members leading. 2. Government official to lecture. 3. Illustrated lecture. 4. State official from the Department of Public Welfare. General Suggestions : While this is a problem of welfare it is directly related to school. Close the doors of the factory to children and open the doors of the school. Encourage the enforcement of the law. Study the results of child labor. Study the question from the future viewpoint. Eeperences : Publications of the National Child Labor Committee, 105 East 22d Street, New York City. Spargo, John, The Bitter Cry of the Children, Macmillan Co., New York City. 1915. Publications of State Board of Charities and Public Welfare, Raleigh, N. C. Subject 29. Financing the Schools. Topics tor Discussion: 1. Financing the state schools. 2. Local tax and local means of financing the school. 3. Taxation for education. 4. Bonds for school improvements. 5. Education as an investment. Suggested Types of Meetings: 1. Begular meeting with members leading. 2. County ordinary or commissioner to talk. 3. County representative or senator to talk. 4. Open meeting for raising school funds. 5. Practical meeting in aiding bond election. General Suggestions: Everyone should be interested and know about the ways and means of financing education. Encourage the development of school in the community. 38 The Paeent-Teacheb Association Help in all elections for development. Study these questions from a future standpoint as well as present. Befebences : Publications of State Board of Education, Baleigh, N. 0. State Reconstruction Studies, No. 41, U. N. 0. Extension. Social Laws and Agencies of North Carolina, School of Public Welfare, University of North Carolina. Subject 30. Some Proposed School Legislation. Topics toe Discussion: 1. Some proposed school laws. 2. Will they develop or hinder development. 3. What is the effect of the proposed law on the individual and on the community? 4. What are some of the needs of education that may be legalized I 5. Working for constructive educational legislation. STrOGESTBD TYPES OT MbETINOS : 1. Eegular meeting with members leading. 2. Representative or senator^in state legislature to explain proposed laws. 3. Planning laws for educational development. General Suggestions : Show active interest in any proposed law to develop education. Study the law and see if it deserves support. Do not accept any and every law for schools. Study the situation and see what may be done to improve things. Never encourage the tearing down of laws that have been made where they are constructive. Befebences : Publications of N. E. A., Hugh Mac&ill, Washington, D. 0. (History of the Towner-Sterling BiU can be secured by writing to Hugh MacGill). Group IF.— PART I: THE TEACHER PART II: SOME SCHOOL PROBLEMS Subject 31. The Teacher and the Commuiiity. Subject 32. The Teacherage. Subject 33. Teachers' Salaries and Preparation. Subject 34. Shortage of Teachers. Subject 35. School Organization and Reports. Subject 36. The Daily Program of School Work. Subject 37. How to Study. Subject 38. Discipline. Subject 39. Retardation and Backward Children. Subject 40. Music, Art and Expression in the School. Subject 31. The Teacher and the Community, Topics roB DiscrssioN: 1. What the teacher means to the community. 2. What the commuiiity means to the teacher. 3. What the teacher owes the community. 4. What the community owes the teacher. 5. Teacher and parent in full cooperation for the good of the child. Suggested Types or Meetings: 1. Eeg^lar meeting with members leading. 2. Have a general representative meeting of parents and teachers with a roimdtable discussion. Geneeal Suggestions: Eemember this meeting is best in results when made practical in cooperation. A thorough understanding of parent and teacher is half the school battle. A clear understanding prevents so much unnecessary trouble. Encourage the association of parent and teacher. Befebences : McFee, Inez N., The Teacher, The School and the Community, A. B. C, New York, 1918. Hart, J. K., Educational Resources of Villaee and Eniral Communities, Mac- millan Co. 1914. Subject 32. The Teacherage. Topics for Discussion: 1. The non-resident teacher and her home in the community. 2. A teacherage in the community. 40 The Paeent-Teacheb Association 3. Benefits of a teacherage. 4 How a teacherage is obtained, kept up and supplied. 5. Examples of successful teacherages. Suggested Types op Meetings : 1. Regular meeting with members leading. 2. If there is a teacherage in the community have the teachers to entertain the association there. 3. Have a teacher from a neighboring teacherage talk about the teach- erage to the association. General Suggestions: The housing of non-resident teachers in the community is a prob- lem. The teacher should have entrance into the best homes. A happy and healthy surrounding and home will make for the best work. The teacherage offers the teachers a home that they may call their own. Beferences : The UniTersity News Letter, Vol. Ill, No. 23, Chapel Hill, N. 0. Cottaees for Country School Teachers. World's Work, 32:266. Jl. '16. Need of Teachers' Homes, Mrs. P. Y. Fennybacker, Ladies Home Journal 32: 25, Feb. '15. School Manse. School and Society, 7:772-3, Je. 29, '18. Teacherages, J. S. Pardee, Country Life, 29:24, Mr. '16. Subject 33. Teachers' Salaries and Preparation. Topics poe Discussion: 1. The salary schedule of local teachers. 2. Salaries of neighboring teachers and the salary schedule of the state. 3. The preparation for service. 4. Normal training and its value. 5. Is the laborer worthy of his or her hire? Suggested Types op Meetings: 1. Regular meeting with members leading. 2. A defense and plea for better salaries by civic leaders of the community. 3. Application lesson by teachers — giving salaries, standards of living, earnings, etc. 4. An open discussion of the question by local members of the board. 5. Lecture by county superintendent. General Suggestions: Make a close study of teacher's salary and cost of living. Require the best of preparation when paying good salaries. Have the teachers give their side of this problem. Study the question of paying for the year around. A Handbook for North Carolina 41 Befebences : Evenden, E. S., Teachers' Salaries and Salary Schedules, Commission Series No. 6, N. E. A. Washington, D. C. 1919. Better Pay and Better Teachers. P. P. Claxton. Forum 64: 346-51 N. '20. Snow Shovelers and School Teachers. Lit. Digest 64: 34-5. Mar. 6, 1920. Teachers' Salaries. R. of R's. 61: 31617, Mar. '20. Teachers' Salaries and the Wases of Unskilled Labor. School and Soc. 11: 176-7. F. 7. '20. Teachers' Salaries in General. School and Soc. 11: 27 Ja. 3. '20. Subject 34. The Shortage of Teachers. Topics fob Disctission: 1. Eeasons for the shortage. 2. Ways of attracting people into the profession. 3. The teacher before and after the war. 4. Benefits of having numbers into the profession. 5. Methods of licensing teachers in the state. SUG,GESTED TYPES OF MEETINGS: 1. Regular meeting with members leading. 2. Expert from state department or national bureau to lecture. 3. Statistical meeting with charts and diagrams. General Suggbstions : This problem is vital to every community. Study the national and local situation. Make a study of the percentage of men in the profession. Study ways of attracting teachers to the community and of keeping them there when they are giving good service. Eepeeences : Shortage of High School Teachers. School and Soc. 12:50, Jl. 10 '20. Shortage of Teachers in the United States. School Review 28: 89-90, F. '20. Teacher Crisis. F. W. Wright. Educa. 40: 548-50, My. '20. Subject 35. School Organization and Reports. Topics foe Discussion: 1. The organization of the community school. 2. Officers in authority and their duties. 3. Bxplana,tion of the report system. 4. The health report cards. 5. Cooperation of parent and teacher in the matter of handling re- ports. Suggested Types of Meetings: 1. Regular meeting with members leading. 2. County superintendent to explain organization plan of county. 3. Local superintendent to explain the report card plan. Practical meeting with demonstration cards showing system of grading, marking and signing. 42 The Parent-Teacher Association General Suggestions: It is well to know the plan of school organization. Also to those in authority and their principle duties. Monthly or weekly report cards are necessary to proper school func- tioning and complete support of parents in the matter of sign- ing the cards and returning them promptly, is important. Befebences : Alexander, Carter, School Statistics and Publicity, Silver Burdett, New York City. 1919. Cubberley, E. P., Public School Administration, Houghton Mifflin, Boston, 1916. Subject 36. The Daily Program of School Work. Topics for Discussion: 1. The daily program of work and examples from different grades. 2. The time element and the daily program. 3. Number of periods per day and subjects taught. 4. Adapting the program to needs of the students. 5. Suggested remedies for crowded programs. Suggested Types or MsETiNQa: 1. Regular meeting with members leading. 2. Superintendent and teachers conduct meeting and give facts and experiences. 3. Eoundtable discussion for practical solution if the program is crowded. General Suggestions: If the school is not a consolidated school the program is a big prob- lem and deserves sympathy of every parent. If the school is con- solidated or graded then the proper selection of subjects offers consideration. Study this problem from the standpoint of the child's best interest. Kbfebences : Bagley, W. C, Class Management, Macmillan Co., New York. 1914. Sears, J. B., Classroom Organization and Control, Houghton Mifflin Boston 1918. Subject 37. How to Study. Topics fob Discussion: 1. Teaching how to study. 2. The daily lessons — the teacher's part and the part of the child and parent. 3. Home work. 4. The time element in teaching and studying. 5. Full cooperation of parent and teacher for best interest of child. A Handbook foe North Carolina 43 Stjggested Types of Meetings: > 1. Eegular meeting with members leading. 2. Specialist or supervisor to lecture and give demonstrations on how to study. 3. Practice lessons by teacher and child before the ii