,^3S. i Wjv * ■ , EDUCATIONAL ACTIVITIES IN THE TRAINING CAMPS Issued by the EDUCATIONAL BUREAU The National War Work Counol OF THE Young Men’s Christian Associations OF THE United States 124 East 28th Street, New York City Digitized by the Internet Archive in 2016 https://archive.org/details/educationalactivOOnati Educational Activities in the Training Gamps PURPOSE There are, or will soon be, 600,000 men in train- ing for service overseas. This vast force will, generally speaking, spend the fall and winter months, possibly till March, in wooden barracks, mostly two stories high, sleeping in dormitories and eating together at a common table. They are young men representing the rank and file of our population. They will be kept busy at a most serious occupation, being welded into a united force, each man giving willing obedience to his superior officers. To achieve most they must see things in the right way, feel right, think right, and act right. Every- thing we do educationally, therefore, must con- tribute to these ends. The immediate must take the place of the more remote. Helping to win this great struggle is our present duty. EDUCATIONAL METHOD Our educational method is determined, in part, at least, by our purpose, and this method is in har- mony with the more progressive educational thought of the day. Starting with the men in Camp, we ask “What are their immediate needs?” and then we develop courses to meet these needs. This approach appeals to the hard sense of the officers and fits in with the desires of the men, nor is it in- consistent with a large and enduring educational program. ILLUSTRATIONS OF THE EDUCATIONAL APPROACH 1. English for Foreigners There are many foreign-speaking men in the cantonments. They must know how to understand, read, and give orders in English. They must also be trained in the principles of better citizenship. 1 The English lessons, therefore, are conversation- al, and as nearly as possible arranged to fit into the daily duties of the men. Technical rules of grammar and much of the material often given in English courses are omitted. The men should be taught to read the signs about camp, know the letters of the alphabet as they appear on company streets, read and understand orders given, and use the English language at least sufficiently to make themselves understood. Teach- ing English to foreigners is worth all it costs in patience and effort. Texts Suggested (Secured through Association Press) English for Coming Americans, Roberts. Military Series D, for beginners, without charts and supplemented by blackboard exercises. English for Coming Americans, Roberts. Domestic Series A, with charts. Beginners’ Readers, Roberts. Numbers 1, 2, and 3, following 1 above, or 1 and 2 above. Advanced Reader, Roberts. English for Foreigners, Book 1, O’Brien. Useful with foreigners who know their own language. English for Foreigners, Book 2, O’Brien. A reading and elementary civics book com- bined, for use following the Roberts’ Readers. Civics for New Americans, Hill and Davis. A reader for use after the men are able to read with some ease. 2. Elementary Courses In many of the cantonments there are those who cannot read and write. It becomes our duty — often the work is assigned to us by the military author- ities — to prepare these men in the most elementary fashion. They have adult feelings and experiences, and are without the training to give expression to these feelings. The approach to this problem will have to be 2 worked out in a new way, starting from the camp needs and relating daily activities to an instruc- tion program. Our task is to train illiterate whites, blacks, Indians, and half-breeds for efficiency, and at the same time to fit them for citizenship. Texts Suggested (Secured through Association Press) The texts recommended should be supplemented by special lessons related to camp duties. The barracks, the mess halls, the Young Men’s Chris- tian Association buildings, the orders of the officers, and the general camp regulations afford a basis for supplementary work in English, in arithmetic, in camp sanitation, in local and general geography, in personal hygiene, in modern civics and govern- ment, and in camp morale. Use dispatches, tele- grams, and orders from headquarters to give point to the formal lessons as outlined in the following texts : Soldiers’ First Book, Stewart. For beginners. English Reader, Roberts. An elementary text adapted for adults who have had a little elementary work. Country Life Readers, Books 1 and 2, Stew- art. Prepared for use in the “moonlight schools” of the South. Note. There are in preparation two texts, one by Mrs. Stewart of the Illiteracy Commission of Kentucky, and one by the Bureau of Education, Washington, D. C., which promise something of value. The Story of Old Europe and Young America, Mace and Tanner. Gives a basis for language work, geography, and history discussions, and is suitable for those who know how to read, after an interest has been aroused in the question of backgrounds, American Hero Stories (1492-1865), Tap- pan. Is suitable as a reader combining his- tory, story, and geography. Beginners’ History, Mace. Valuable for a slightly more advanced group. 3 Elementary Science, Coulter. Simple and interesting and will aid in the practical ap- proach to the needs of the men in training. It is for men able to read simple English. Geography Manual, Frye. Geography, Dodge. Both of these books pre- sent excellent material in an interesting way. 3. School Subjects — Junior High School Grade Many men now in the Army were compelled to leave school early in life before finishing an ele- mentary course. These are handicapped in many ways and must be given an opportunity to equip themselves for a larger service in the Army, and for a more useful life when they return to civil occupations. The work offered should bear little of the nomen- clature of the school. The content of each course should include problems in arithmetic, English, spelling, etc., related to camp life. Centering around his gun, his tent, his cantonment, numerous problems may be found for the soldier, the solu- tion of which will give point and practical value to the work in Camp. In English, reading dispatches and orders, reading commands, understanding and developing habits of neatness, orderliness, and alertness through strict attention to details will furnish a basis for courses immediately helpful. In Mathematics translating miles into kilometers, determining heights by measurements, and working out camp problems give the approach desired. The following textbooks as a basis for this work are suggested, but these should be supplemented by lesson material drawn from camp life. Mathematics Complete Arithmetic, Wentworth and Smith. For the last four years of the grammar school. Community Arithmetic, Hunt. For students of the upper grades of the elementary school or in the Junior High School. This text works from the practical problem point of view. 4 Vocational Arithmetic, Vincent. A prac- tical text in arithmetic and business forms, including exercises in spelling and defining. Arithmetic by Practice, Werremeyer. Of- fers a list of problems related to work along industrial and vocational lines. Business and Industrial Practice, Walsh and Suzzalo. Designed to train in meeting the ordinary demands of life. Essentials of Business Arithmetic, Van Tuyl. For business schools and academic high schools, designed to develop skill in the fundamental operations. Modern Business Arithmetic, Finney and Brown. Includes topics and types of prob- lems arising in common business practice. Arithmetic, Stone-Millis. Helpful in sug- gesting practical approaches in teaching arithmetic. Higher Mathematics Almost any modern text will serve the purpose desired in the hands of a good teacher. School Algebra, Wentworth and Smith. Plane and Solid Geometry, Wentworth and Smith. Vocational Algebra, Wentworth and Smith. Plane Trigonometry with Applications, Wilczynski and Slaught. History arid Civics The Leading Facts of French History, Montgomery. American History, Muzzey. The Plain Story of American History, Bas- sett. Grammar School Grade. The Community and the Citizen, Dunn. The New Civics, Ashley. Outlines of Furopean History, Part I, Rob- inson and Breasted. To the opening of the eighteenth century. 5 Outlines of European History, Part II, Robinson and Beard. From the seventeenth century to the War of 1914. Science Elements of Military Hygiene, Ashburn. Specially arranged for officers and men. First Aid in Emergencies, Eliason. The Story of Foods, Crissey. Presents sub- jects of daily interest, including the agencies concerned in the production, preparation, and distribution of foods. Practical Biology, Smallwood-Reveley-Bai- ley. A simple, workable, and attractive course in Biology. Physics with Applications, Carhart and Chute. Presents the practical aspects of the subject, including some of its commercial applications. High School Geography, Parts 1 and 2, Dryer. Physical and Economic. It is de- signed to make students think. A Civic Biology Presented in Problems, Hunter. Commerce and Industry, Smith. A text for use by advanced students. Healthy Living, Winslow. Gives in a prac- tical fashion the practice of physiology, hy- giene, and sanitation. English Practical English for High Schools, Lewis and Hosic. The latter half of the text is of particular value in connection with educa- tional work in the camps. Effective English, Claxton and McGinniss. Approaches the subject from the problem point of view. Practical Argumentation, Pattee. A discus- sion of the questions which arise in debating and in the preparation of briefs. 6 American Literature, Pace. Presents read- ings from the leading American authors. Parliamentary Law, Paul. Gives forms and diagrams of motions based on Roberts’ “Rules of Order,” for use in debating and discussion clubs. Selected English Classics will furnish valu- able supplementary material. 4. Conversational French Our men will soon go to France. There they will mingle with French people and will be called upon to understand and use the language in con- nection with their military duties. The limited time and the special need determine the content of the work. As quickly as possible the ear must be trained to hear and understand, the eye to read and see, and the tongue to express. The teacher is an important factor in this work. Knowledge of the language, skill in teaching, and enthusiasm in presentation are essential. Little grammar is desired, and this only upon a natural demand for explanation from the students them- selves. There are many courses in French, each with special merit. We are suggesting tentatively a few texts which will need to be supplemented by prac- tical series of conversations, related to the life of the soldiers in France and in the Army. Other modern languages — Italian, Russian, Spanish, Ger- man — will be given as desired. French Texts (Secured through Association Press) First Aid in Learning French, Hervey and Wilkins. A manual rather than a text, to be supplemented by blackboard exercises given by the teacher. First Lessons in Spoken French for Men in Military Service, Wilkins, Coleman and Huse. Contains a little grammar. Adapted for use in the camps. English-French Handbook. Issued by the National Security League and distributed by them without cost. For the use of 7 the United States soldiers. A manual which will need to be supplemented by the teacher. La Soldat Americain en France, Wilkins, Coleman and Huse. A reader, suitable as a basis for conversations, giving much infor- mation concerning French life and customs. French in Twenty Lessons, Cortina. For use with phonographic records. Cortina French and English Military Man- ual, Jean A. Picard. For use with phono- graphic records. Note. Two textbooks for each student and twenty records and one phonograph for use by small groups of ten or twelve may be secured, and classes may be conducted at small cost per student — approximately $5.00 for fifty half-hour sessions. It is found that the twenty records will require about fifty half-hour periods. If a leader who knows a little French can be se- cured, this method of teaching French has much to recommend it. The Language Phone Method. An elemen- tary course followed by military French les- sons — twenty in all. For use with phono- graphic records. The above note applies to this also. La Belle France, Monvert. Adapted as a reading text for beginners. French Life, Allen and Schoell. Suitable as a reader for those who know a little French. French Scientific Reader, Francis Daniels. Illustrates the part French scientists have played, and is suitable for advanced students only. Hospital French, by Ernest Perrin. A man- ual with questions and general conversations relating to hospital service. Quartermaster and Ordnance Supply. A series of questions developed to meet a need. Le Francais et sa Patrie, Talbot. Reader for first year students; is interesting and instruc- tive. 8 Soldiers’ Service Dictionary, F. H. Vizetelly. Recommended for those who want a handy manual. Gasc’s Little Gem French Dictionary. Pocket size. Is of value. The Ideal System of Teaching French, Gaudel. Includes an appendix of French phrases for soldiers. 5. Technical and Vocational Training (Advanced Courses) There are in the cantonments many occupations, 157 by one count, in which men are now engaged. Increasing the efficiency in the doing of these tasks is the immediate purpose of our educational work. Consequently, the need will first be determined and then the way in which that need can be met will be worked out. Some of the men will want industrial and engi- neering courses, such as principles of chemistry, electricity, physics, heat, light, sound, drawing and designing, strength of materials, higher mathe- matics, applied mechanics, etc. Others will be interested in business courses, such as bookkeeping, accounting, commercial law, busi- ness English, report writing, advertising, salesman- ship, public speaking, scientific management, ap- plied psychology, character analysis, etc. Whatever the demand for instruction, the Young Men’s Christian Association endeavors to meet it. With such an approach we can look to the officers and to the men for their active support of the edu- cational program, because it will be of direct in- terest to the men and will fit them for better service. Note. Some of the texts indicated above will be found suitable. Others will be suggested upon request. 6. Club Groupings and Classes: Lecture and Discussion Courses A program of activities to induce right thinking and right acting throughout the War and also later, when the men return to civil life, is important. Contentment, camp spirit, and camp morale will 9 result from the proper kind of educational activ- ities. If the conviction can be built up in the minds of the men that they are fighting in a cause worth while, the efforts spent will not be in vain. With this in mind, study courses — relating to the background of the War, history, civics, literature, social conditions, geography, and practical science — are being developed for use in the various can- tonments, with a view to the cultivation of reading and study habits. The approach in every instance should be from the point of view of the present, leading from that to the backgrounds. Thus, in history, present wars and present social and eco- nomic conditions suggest other wars and former conditions. Reconstruction, now so much discussed, can lead us to our own civil war and the following period of reconstruction. Other approaches will readily suggest themselves. The “preceptorial” system, added to the “uni- versity extension” idea, is in brief the plan. Lec- turers live in camps for a week at a time, say, from Monday to Friday, inclusive, and rotate from build- ing to building, thus giving their inspirational message to the entire camp. Out of such activities there develop special study classes under local volunteer preceptors. A carefully selected library, covering one or all of the following topics, is provided by the Ameri- can Library Association upon request. A few texts are suggested. Others will be mentioned as the out- lines are prepared. Texts Suggested (Secured through Association Press) Political and Social History of Modern Europe, Hayes. Vol. I, 1500-1815. Vol. II, 1815-1915. Diplomatic Background of the War, Sey- mour. Historical Backgrounds of the Great War — Its Origins and Warnings, Adkins. The New Map of Europe, Gibbons. Headquarters Nights, Kellogg. A study in psychology. 10 How France Is Governed, R. Poincare. France Today, P. Sabatier. French Life in Town and Country, Lynch. France Under the Republic, J. C. Bracq. French Traits, W. C. Brownell. French Renaissance, C. Sarolea. French Perspectives, E. S. Sergeant. The following are some of the general headings under which special short term courses are in- cluded: a. Civic and Social Questions Historical Causes of Local Government the War Biological Bases of the Backgrounds of the War: racial traits; an- War thropology. Human Municipal Affairs needs and the ways in National Affairs which they are sup- Comparative Govern- plied. Maladjustment ment problems. American European English French German b. History Russian Italian Japanese Chinese Use as references texts which present the subjects in an appealing fashion. The struggle for liberty in its various aspects in each country will serve as a central theme. c. Literature, Classical and Modern French Polish English Italian American Russian German, etc. The great masterpieces giving the best thought of all time will appeal to the men at home and abroad. For the leisure hour lighter productions will best serve the ends desired. “Reading maketh a full man, conversation a ready man, but writing an exact man.” 11 d. World Problems The World Being Democratized. Political, Diplomatic, and Consular Service. Labor and Industry — Public Control of Utilities. The Organization of the World for Democracy. e. Geography ( using on occasion Motion Pictures and Stereopticon Slides) The Movements of Peoples Since the Dawn of History. Commercial Geography as a Basis for Trade and Industry. Industrial Organization. Welfare Work. Effects of Soil and Climate Upon Human Wel- fare. Travel Talks, showing the customs and institu- tions of peoples in various lands. /. Philosophy The Meaning of Today’s Events. Political Philosophy. General Spirit of Modern Philosophy — its de- fects and virtues. Modern Prophets and Their Messages. g. Science Popular and practical discussions of Astronomy, Geology, Natural History, etc. New Civic and Social Ideals. This world con- flict is shaking all of us into new relationships. Questions — social, moral, and religious — are now asked that were never dreamed of before, and they deserve answers that are thoughtful. There is in process even now a reconstruction in the standards and ideals of all, a recasting of old forms into new- er ones. Whether we like it or not, we are being forced into greater world relationships, which place upon us responsibilities that we as a nation cannot evade. One of these is the development of new civic and social ideals. The plans indicated above are designed to help meet this need. 7. Health, Hygiene, Camp Morale In cooperation with the Camp Physical Director, the Physical Work Bureau, and the Bureau of Social Hygiene, the formation of reading clubs is urged for the purpose of studying, among other questions : Community Health and Sanitation, Care of the Person, Standards of Conduct — Ideals, Sex Hygiene. Texts Suggested (Secured through Association Press) How TO Live, Fisher and Fisk. The Efficient Life, Gulick. The Physical Effects of Smoking, Eisher and Berry, Preventable Diseases, Hutchinson. Making Life Worth While, Fisher. Rational Sex Life for Men, Exner. The Dynamic of Manhood, Gulick. Life’s Clinic, Hooker. Friend or Enemy, Exner (Pamphlet) . 8. Self-Governing Clubs and Special Grouping Musical — Banjo, Mandolin, Guitar. Singing — Chorus — Orchestra. Debating — ^Topics of current interest. Current Topics — Using material in papers, magazines, periodicals, and standard books. Discussion Clubs. 9. Stereopticon Slides There are now being accumulated stereopticon lectures of an educational nature for use in the Training Camps and abroad. The subjects will cover a wide range, including general science, geol- ogy, astronomy, history, travel, exploration, indus- try, health and welfare problems, manners and customs of peoples, natural history, art and archi- tecture, etc. Suggestions as to specific topics are desired. 13 ORGANIZATION OF THE WORK IN EACH CANTONMENT (See Educational Manual) 1. A General Committee in each cantonment to advise concerning the best approach to the prob- lem, and to devise ways and means to carry out a large educational program. 2. Local Committees in connection with each of the Association buildings in each cantonment, to promote and to operate the courses or activities planned. 3. A Community Committee in the neighbor- hood of the camp, to cooperate with the camp committee in securing talent, such as lecturers, en- tertainers, and teachers, and material, such as books, magazines, musical records, newspapers, blackboards, and other needed equipment. Note 1. The American Library Association, the State and local libraries, the schools and colleges, the Commission on Training Camp Activities, and other agencies, will be glad to cooperate in this large task. In many instances there will be found committees ready to do this work. Use them. Note 2. Do not delay forming educational classes for committee organization. Start French classes, classes in elementary subjects, clubs, etc., at once. PROCEDURE IN ORGANIZING THE WORK (See Educational Manual) 1. Secure the general and special committees, either by appointment after consultation with offi- cers and men, or by election. 2. At a conference with the committees, deter- mine upon an advertising program, using bulletin boards, local newspapers, including Camp and Trench, the personal approach, and such leaflets as are supplied by the Educational Bureau. Find 14 out if possible what each man is interested in, and locate leadership talent within the cantonment. It is better to encourage each cantonment to care for itself as fully as possible. A demonstration class which has been well ad- vertised produces results. Have talks by men able to arouse enthusiasm and then follow these up by definite enrolment. A company or regimental canvass can be fol- lowed with profit for some classes — particularly elementary subjects. Work through a sympathetic officer. 3. Train your leaders in teaching methods, call- ing upon the Educational Bureau for such help as may be given by conference or by correspond- ence. Do not delay action, however, for detailed directions. 4. The educational staff will cooperate with the entire staff, but in a special way with the religious work director and the physical director. 5. Classes and groups will meet at times and places agreed upon, in Association buildings, bar- racks, mess halls, etc. 6. Teachers will be secured from the camps for the most part, but a few can be furnished by the Community Committee. 7. A charge should be made for texts used, and in some instances for class instruction — to cover the cost of a paid teacher when a volunteer cannot be secured. 8. A record of enrolment and attendance should be kept for each class, to stimulate interest and to afford an accurate basis for reports of results attained. See Association Press for a Class Record Book. 9. In the interests of teaching efficiency the class work should be graded as closely as is possible. Limit the number in each class and encourage reg- ular attendance. 15 TWO CONTENDING PHILOSOPHIES It is evident that there are in this conflict two contending ideas or philosophies. One is the philosophy of force, which tests right and justice hy success, and which subordinates all humane feel- ings — such as love, gentleness, mercy, kindness, and regard for the wishes of others — to the stern dic- tates of the law of the survival of the fittest, based on brute strength. The other viewpoint is based on the spirit back of the ideas of “mutual aid,” cooperation, brother- hood, and united action in the interests of all. This is a democratic idea, in the interest of which the rest of the world is united against the Teutonic forces. The first view maintains that the world would benefit if force were the dominating idea, if people were controlled and managed by those at the top. The second view urges that a large measure of in- dividual liberty is essential to the happiness and welfare of man. That this liberty may be used to advantage and not abused, the educational inherit- ance we have and the ideals in which we believe must be given to these young men who are now preparing to serve their country. Their off-duty hours must be turned to profit, and there must be aroused in each a love for study and a desire for self-improvement. 16 •i ** i ^ *„■ \