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ANALYSIS OF A RESIDENTIAL CO-ED CAMP
IN CENTRAL AMERICA

BY

Gwendolyn Lucile Rowe

A Professional Paper

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Health, Physical Education
and Recreation

1981

This paper is humbly dedicated
to the memory of Katherine Elizabeth
Stixrud Wagner, a camper who shared her
love of life with us at Camp Pino Alto

during our inaugural session.

Acknowledgments

 

This paper would not have been attempted without the
encouragement of two professors at Michigan State University,
Dr. James L. Bristor and Dr. Richard Paulsen, and a doc-
toral candidate, Mr. Currin Cooley. These three professionals
served on the committee which reviewed each phase of the
paper's development. For their time and persistent prodding,
I am thankful.

A special thanks goes to all my family members whose
continual and patient love is constantly put to the test
when I am writing a paper. For their constructive criti-
cisms and supportive help, I am.grateful.

My appreciation abounds for all my friends both big and
small, resident in Guatemala during 1977-1980, who helped
turn Camp Pino Alto from a vision into a demonstration that

joy, peace and love are universal truths.

ii

Preface

The author of this paper examines the establishment of
a bilingual residential camp, Camp Pino Alto, by two American
women who resided in Guatemala, Central America. For the
first time, a residential camping experience was made avail-
able locally to an intercultural group of boys and girls
8 to 12 years of age. Information regarding the cultural
setting of Guatemala establishes a background against which
the underlying reasons for attempting and accomplishing the
establishment of a bilingual residential camp gain perspec—
tive. An analysis of the various functional camp components
i.e., facilities, finance, personnel, program and public
relations outlines the successes and pitfalls in starting a
bilingual residential camp in Guatemala.

Innocence and vision were the motivating factors which
carried the idea to reality. Individuals knowledgeable in
business management or with purely a profit orientation
might not have attempted the establishment of a residential
camp in this third world country. Those interested in the
field of recreation and particularly camping as a phenomena
for development in third world countries should find the

ideas presented herein encouraging yet cautioning.

iii

TABLE OF CONTENTS

Page

ACKNOWLEDGMENTS ............... . ....... . .............. ii
PREFACE...... ................... . .................... iii
INTRODUCTION... ...................................... 1
Background Information on Guatemala ............. 1
Rationale for Starting Camp Pino Alto ........... 4
Historical Perspective of Camp Pino Alto ........ 7
MANAGERIAL FUNCTIONS: AN ASSESSMENT TOOL ............ 12
Facilities.... .................................. 13
Planning ................................... 14
Organizing ................................. 16
Directing .................................. 20
Reviewing .................................. 22
Personnel..... .................................. 25
Planning ................................... 26
Organizing ................................. 28
Directing .................................. 34
Reviewing .................................. 38

Finance ......................................... 41
Planning ................................... 42
Organizing ................................. 43
Directing. ................................. 44
Reviewing .................................. 46

Program ......................................... 47
Planning ................................... 48
Organizing .................................. 50
Directing ............................ . ...... 52
Reviewing .................................. 53

Public Relations ................................ 56
Planning ................................... 56
Organizing ................................. 58

Directing .................................. 63
Reviewing .................................. 64

iv

Table of Contents (continued)

 

Page

CONCLUSION ............................................ 67
NOTES ................................................. 70
REFERENCES ............................................ 71
APPENDICES ............................................ 72
Appendix A - Functional Chart #1 ................. 73
Appendix B - Functional Chart #2 ................. 74
Appendix C - Diagram of Camp Site ................ 75
Appendix D - Counselor Job Description ........... 76
Appendix E - To The Applicant. ................... 77
Counselor Application ............... 78

Recommendation Form ................. 80

Appendix F - The Management-Employee's Agreement. 81
Appendix G - Staff Handbook ...................... 85
Appendix H - Cover Letter to Universities ........ 89
Appendix I - Organizational Chart ................ 90
Appendix J - Camp Director Job Description ....... 91
Appendix K - Program Director Job Description.... 93
Appendix L - Booklist ............................ 95
Appendix M - Activities List .................... 98
Appendix N - Brochure ............................ 99
Appendix 0 - Private Guatemalan Schools .......... 102
Other Publicity Contacts ............ 102

Appendix P - Central American Schools ............ 103
Appendix Q - Publicity Letter .................... 104
Appendix R A Week At Pino Alto ................. 106
Application For Admission ........... 107

Health History and Examination

Record ............................ 108

Information Of Interest To Parents.. 110

List of Clothing and Articles ....... 112

Appendix S - Awards .............................. 113

INTRODUCTION

Background Information On Guatemala

Nestled between the rich oil fields of Mexico and the
currently war-ridden countryside of El Salvador, lies the
small Central American country of Guatemala. Guatemala has
a land mass approximately the size of Ohio. Its largest
portion is the sparsely inhabited Peten Jungle, while over
a million people live in the capital and major city,
Guatemala City. Factors which affect the potential develop-
ment of leisure opportunities in Guatemala are social,
economic and political.

The social structure of Guatemala is unique. It is one
of the only Central American countries to still have an
Indian population notably larger than its immigrant popula-
tion. Eighty percent of this country's population is Mayan
Indian with little or no formal education. The other 20
percent is comprised of immigrants and Guatemalans of
European descent (commonly referred to as Ladinos). This
singular social phenomenon is a contributing factor in the
current economic development of the country.

Mayan Indians retain century-old agrarian practices.
These methods no longer yield sufficient produce to sustain
them nor their growing awareness of modern products, there-
by linking them economically to the ever progressive Ladinos.

Although the Mayans are known for their handicrafts, these

are not the result of after—work—hour pursuits. They are

an economic necessity whose production and sale is mandatory
to ensure survival. WOmen and children are regularly
occupied with the creation of these tourist—oriented items.

A striking contrast exists between the daily survival
struggle of the Indian and the affluent Ladino. Besides the
well-to-do Ladino, in the capital of Guatemala, there is
also a large foreign sector. Along with the Ladinos they
own and operate the major businesses. Business endeavors
range from small family owned operations to worlddwide con-
glomerates such as Coca-Cola. With factories being the
major means of production for these world-wide concerns,
businessmen find a ready supply of laborers among those
individuals who have left the small villages.

These recent arrivals to the capital city are a signi-
ficant factor in the emergence of a middle class. Along
with the sons and daughters of less affluent Ladinos, they
form a group which makes the development of leisure possible.
Ladinos with large incomes pursue leisure activities ranging
from the exotic, safari hunting or travel abroad to local
participation in country clubs. The middle class enjoys
visiting parks, jogging, reading and watching television.
(One must realize a TV in Guatemala might be twiCe or three
times the cost of similar unit in the United States making
this not only a status symbol but a very costly leisure
pursuit.) The economic diversity between Ladinos and

Mayans shapes their leisure as well as their destinies.

Politically, Guatemala is depicted in tourist informa-
tion as a "Republic with a representative government elected
by popular vote. The state is divided into three powers:
the legislative, judicial and executive, with a presidential
term of four years." (Guatemalan Tourist Commission, n.d.)
Although elections are a constitutional provision, some
feel these are handled in a questionable manner and others
see the president as a dictator holding control over all
governmental bodies and the country's revenue. Currently,
there is much violence being directed at the government (The
New York Times Magazine, 1980). Owners of businesses,
teachers, students--none are immune to this aggressive acti-
vity felt throughout Central America and in Guatemala.

This small Central American country endures conflict
due to social, economic and political differences. On one
hand it is 20 years behind the United States as regards to
racial equality, economic development and political opera-
tion. 0n the other hand, the benefits of twentieth century
technology are enjoyed by a small Ladino population. Tech-
nological improvements mean additional leisure options.
Those Guatemalans participating in more technologically
advanced professions may seek new leisure pursuits as has
been predicted in the United States (Rose, 1969). How the
social, economic and political dissimilarities within the
Guatemalan society are resolved will, to a large extent,

determine the growth of new leisure concepts in Guatemala.

Rationale for Starting Camp Pino Alto

 

The establishment of Camp Pino Alto, in the Guatemalan
Highlands, west of Guatemala City, was the result of ideas
put into action by two American teachers, Kathryn Matheu
and myself, Gwendolyn Rowe. During the late 1970's we both
were living and working in Guatemala. Together we had
acquired experience in Guatemalan private and parochial
schools. Our philosophical conversations on how to improve
the educational experiences of the children in this Central
American country led us to see the value, benefit and need
of education outside the more structured, less flexible
classroom. To build a resident camp where children could
learn the importance of relationships between self and
others as they explored nature became our prime objective.

The value of helping children develop a greater com-
passion for and understanding of the many cultures they
daily encountered was one of our concerns. Education
rooted and grounded in this foundation would foster hope
for and perhaps ultimately lead to improved social rela-
tions in Guatemala. The current Guatemalan educational
system includes public and private, nonsectarian and sec-
tarian, schools. This system generally fosters segregation
of students according to the economic and religious back-
ground of their parents. Our camp would allow mixing
economic, ethnic and religious backgrounds to promote a

more spontaneous exchange of ideas among youth. We felt

that resident camping would create an environment where
disparities might be naturally resolved through mutual
daily tasks and experiences.

Benefits of the resident camping environment would
include the awareness of the harmony that can exist between
people, as well as that which can exist between human beings
and nature. This is an important insight for future citi-
zens of a third world country whose economics are at present
based on tourism and agriculture. Ecology and the preserva-
tion of natural resources are new thoughts to most Guate—
malans. Only within the last five years have laws been
enacted to prevent the slash harvesting of virgin forests
‘made accessible as new roads are built and government pro—
grams have started to halt soil erosion through improved
farming techniques. Such governmental conservation efforts
assured us of both the need and benefits possible through
a camping program.

Additional benefits gained through resident camping
would include introducing children to rural community life
providing an experience away from school and home and con-
stant contact with the English language. In particular,
residential camping would allow Latin girls this opportunity,
since they are generally not allowed to exercise indepen-
dence without strong parental influence. English as a
part of daily life at camp would promote comprehension and
vocabulary growth. Many of the campfire songs and certain

other activities would be presented in English contributing

to informal instruction. Thus, we felt that resident camping
would offer adjunct and additional benefits not available
in their current educational system.

Many benefits could be gained by Guatemalan children
from participating in a locally operated resident camp pro-
gram, so the need for the development of a Guatemalan camp
enterprise was researched. No residential camps existed in
Guatemala nor were there any available in Central America,
according to our investigation. Very few resident camps
are organized in South America and the cost of going to
them would be prohibitive for most Guatemalan families.
Residential camping was reserved for those financially able
to attend such a program in North America. By offering a
resident camp in Guatemala;we‘would be able to serve that
population which could not justify sending their children
abroad. Also, a resident camp facility situated in Central
America might attract interest from other neighboring
countries. Since geographic location would reduce costs
for the parents, families which had never before considered
the idea might consider enrolling their children. The need
had been determined for a resident camp serving Guatemalans
and others.

After establishing the need for a resident camp, we
reviewed what camping meant to us. We envisioned our camp
as encouraging the camper to accept responsibility for self
and others, to cooperate with others in order to complete a

task, to accept and appreciate others because of their

individuality and uniqueness while learning to respect and
preserve nature.

The innovative concept of this camp idea seemed vital
since one of the leading private schools had recently formed
a committee of teachers to develop a values clarification
curriculum which would improve and instill such values in
school age children. This same school endeavored to insti-
tute ecology-oriented activities to help the students rea-
lize the impact of their actions on the physical environ-
ment. A new school was requiring each class to spend time
sodding the school grounds to generate a sense of usership
and responsibility among the students. Having ascertained
the value, benefits and need of an educational experience
which would reach beyond the classroom, we began the opera-

tional tasks necessary to put the camp idea into action.

Historical Perspective of Camp Pino Alto

 

Outlining the historical background of Camp Pino Alto
may prove helpful in providing perspective for the ensuing
case study which illustrates the utilization of managerial
functions in the establishment of our resident camp. The
historical life pattern of the camp is related best by
discussion of land acquisition, a description of the loca-
tion and an explanation Of the conceptual and organizational

stages.

Acquisition of a site was our prime objective after
deciding to build a resident camp in November, 1977. The
ideal spot was to be somewhere on the farm, Finca Vista
Bella, where my married partner and her family lived. After
discussing the possibility of establishing a children's camp
on the farm property with her husband and gaining his
support, my partner and I received approval and a site was
agreed upon.

Thus, Camp Pino Alto was located on Finca Vista Bella,
a plantation-like farm in the Highlands of Guatemala within
the Department of Chimaltenango (Notes--l). This century
old farm.maintained large pine forests along with orchards
and acreage devoted to wheat and the commercial production
of vegetables. The designated camp site was a 22 acre pine
forest tract within the larger farm, Vista Bella. The
forest-covered site, which was beautiful in its pristine
state, did not interfere in any way with the use of areas
more suitable for farming.

Our ravine camp site was located between two forest-
covered mountains and naturally hidden from the farm road
above. A hillside road fronted the camp property. This
trail was used by barefoot Mayan Indians traveling between
their villages and the local market place, Tecpan. Thus,
noise was at a minimum and the camp was virtually invisible
from all roads either because of distance or vegetation.

The Pan-American Highway, the major road leading north

from Guatemala City to Mexico and south to El Salvador,

passes through Finca Vista Bella dividing it into two

unequal portions. Our camp was situated 80 kilometers north

of Guatemala City and two kilometers east of this major

highway. Ordinarily the drive north from Guatemala City to

Camp Pino Alto took an hour, depending upon the condition of the
Pan-American Highway. (The highway is under con-

tinual repair due to climatic conditions and earthquakes.)

Thus, our camp was easily accessible to the majority of

our first patrons who resided in the vicinity of Guatemala

City.

Camp Pino Alto's history was divided into two stages:
conceptual and operational. Conceptualization of a bus-
iness is the natural outgrowth of mutual decisions and
agreed upon perceptions of what is to take place. Since
my partner was concurrently the owner of a small bakery,-her
major contributions were financial, while mine were opera-
tional. However, both partners wanted to have a voice in
the operation and thus specific responsibilities were
delegated(Appendix A).

It was established verbally from the beginning that
both partners would share equal titles and that the finan-
cial committment by my partner would be paid off like any
other capital investment. An understanding existed that
both partners would be involved for a five year period.
Hopefully, after five years, the camp would grow to a point
where we could be freed from the physical operation of the

camp and assume strictly administrative roles.

10

Construction began March, 1978, and was completed
November, 1978, approximately two months after the scheduled
date for completion. Originally, we planned to offer three
camp sessions during October, November and December of
1978. These three months constitute the Guatemalan school
vacation period.

Due to the delay in construction, however, our first
official opening camp session was postponed. The first
camp session was held during June, 1979, when the percentage
of children available is significantly lower than during
the Guatemalan school vacation period. Therefore, we
were pleased to generate enough interest among a small group
of parents to run one two-week session for their children.

Before the first camping session began, my partner

unexpectedly informed me of her intent to leave Guatemala.
A decision had to be made regarding the future of the camp
administration. Encouraged by the parental and camper
response to Camp Pino Alto during the first session, my
decision was to continue as camp administrator. A written
contract was then signed with my partner's husband. His
relationship to Camp Pino Alto would be limited to that of
landlord. He would be the recipient of a set fee for
rental of the land. The contract designated my role as sole
administrator, retaining complete operational control of
the camp (Appendix B).

In total, five camping sessions were conducted at Camp

Pino Alto. The first camp session was offered in June,

11

1979. Second, third and fourth camp sessions were held in
October, November and December, 1979, respectively. These
four camp sessions were each two weeks long in duration. A
fifth one-week Easter camp session was held in March, 1980.
At the conclusion of the fourth camp session various
factors indicated a need to reevaluate the plausibility of
continuing Camp Pino Alto as it currently was operated.
Factors influencing the decision were the inability to
retain the services of a program director, the lack of
sufficient revenue and the political unrest in Guatemala.
Having terminated my contract with Camp Pino Alto in
May, 1980, the site was without experienced personnel to
operate. Nevertheless, a former Guatemalan counselor
recently expressed interest in reopening Camp Pino Alto.
This person feels there is sufficient interest evidenced
by many phone calls from former campers. Although he would
like me to return as camp director, it seems unwise. In
spite of positive responses from campers, their parents
and staff members, I believe that until the political situa-
tion stablizes, most Guatemalans will not accept residential

camping as we know it here in the United States.

MANAGERIAL FUNCTIONS: AN ASSESSMENT TOOL

 

The development of Camp Pino Alto was examined using
as a mode of presentation functions of the managerial pro-
cess. These functions, given various titles throughout the
development of management science (Wren, 1979); were referred
to, in this case study, as planning, organizing, directing,
and reviewing.

The initial function in the managerial process is
planning. This involves conceptualizing, discussing and
developing an outline for action. PrOper planning deter-
mines the likelihood of success or failure of a new
business. At this stage thoughts become a working design
and a decision is made as to the feasibility of the project.
If the decision is made to proceed more energy must be
devoted to the planning function of the managerial process
than to any other in order to assure future success.

Linked to planning is the second managerial process:
organizing. A simple translation of organizing is complet-
ing tasks that must be accomplished before a business, in
this case, a resident camp, can operate. A resident camp's
purpose is to provide new social and educational opportuni-
ties for children. Thus, organizing requires readying of
everything for that first day of the first camp session.

The third function of the managerial process is
directing. This refers to coordinating the opera-
tion of facilities, personnel, finances and program.

12

13

Public relations is of minimal importance during this func-
tion. In this case study, the information reported under
this heading explains what happened at Camp Pino Alto from
a manager's viewpoint, beginning with the first day of
camp.

Reviewing is the final function in the managerial pro-
cess. Each camp component is examined retrospectively.
What happened is compared to what was initially planned so
that prospective improvements can be instituted. The
necessity of reviewing is important as it is the basis for
directing future planning. The managerial process must be
applied as a continuous, linked cycle and not a straight
line process.

These four managerial functions form an assessment tool
for evaluating each camp component: facilities, personnel,
finance, program and public relations. In the succeeding
sections of this case study, side headings identify manage-
ment functions during each developmental stage of the camp

components.

Facilities

 

The facilities located and maintained on our camp site
were major economic and operational concerns. Our camp
construction plans were to be kept to a minimum. Nine
structures consisting of six cabins, a showerhouse, a dining

hall and a sundeck comprised the initial facilities

14

at Camp Pino Alto. Support systems included a septic tank
and a water pump. A swimming pond was proposed but later
proved to be unfeasible. The final camp site was capable
of sheltering 48 children and a staff of ten. A discussion
of how these structures were planned, constructed, utilized

and evaluated for appropriateness and usefulness follows.

Planning

Our general mode of operation during the planning
function of the managerial flow was to determine what United
States resident camp structures might be adaptable to our
camp site. To that end, a California resident camp was
visited. The American Camping Association was joined in
order to receive their current literature. Our camp build-
ings would require adaptations to the physical site besides
being built in a less developed country where cultural
values and construction practices, skills and labor were
often different from United States counterparts.

Camp Pino Alto's structures were intentionally designed
to reflect an intimate homelike atmosphere which would
mirror the close familiai relations found in the Guatemalan
culture. Keeping in mind current cultural values helped
us establish a facility acceptable to our targeted Guate-
malan clientele. By constructing smaller cabins housing
eight campers and a counselor, a "family" unit was derived.
Three cabins for boys were located at one edge of the camp

site and three for girls at the other extreme. This

15

spacial distance was necessary to insure skeptical parents
that co-ed camping did not promote co-habitation. Current-
ly many Guatemalan schools continue to be segregated by
sex so it was a realistic concern to be taken into con-
sideration.

Plumbing for the camp was thoroughly considered before
construction began. Although our desire was to keep the
camp rustic, outhouses would not be suitable. A septic
system was included in our plans for the site. A shower-
house was also planned because Guatemalans (especially
Ladinos) view a lack of plumbing as a throwback to the Mayan
culture.

Water was a necessity. A small river that ran along
the base of our camp site indicated the presence of under-
ground water. The river's source was on the farm property
adjacent to the camp. Certainty of water for all plumbing
purposes was therefore reinforced. Modern plumbing
improved our credibility with the parents of prospective
campers.

On our list of structures to be built, a top priority
was given to the dining hall. The dining hall of the camp
was to serve as the main lodge. It was necessary to provide
ample space for indoor activities because some of our camp
sessions were scheduled during the rainy season (Note--2).

After seeing a picture of a lovely building on a
private school campus in the United States, it was decided

to construct a modified A-frame, dining/lodge facility.

16

This unusual structure gave uniqueness to the camp and pro-
jected a spacious image, necessary for indoor activity.

A further addition to the camp facilities was suggested
by our lead American carpenter. His idea was to add a sun-
deck, which following its construction was labelled the
arts and crafts deck. This provided a much needed flat work
area in the predominately hilly, Sloping ravine camp site
(Appendix C).

Along with the nine structures a parking lot at the
entrance to the camp was needed. An existing road led to a
natural clearing in the adjacent pine forest which was
further developed and served as our parking lot. Entrance
from this hillside lot to the camp was via a steep footpath
which led down the'mountainsidea to the ravine camp site.
During the development of camp facilities, planning helped
us prepare for the second function in the managerial pro-
cess: organizing-—the actual construction of the buildings

and support systems.

Organizing

 

Construction initially began in March, 1978. All
materials were transported by car or truck from Guatemala
City to Finca Vista Bella. The only access to and from our
ravine camp site property was by foot. A11 construction
materials, with the exception of gravel, which was poured
down a Specially constructed sluice, were carried down into

the camp site. However, sand and water came from the stream

17

at the foot of the ravine, so concrete was mixed on the
site. The manual construction methods used were quite
primitive by American standards.

Electricity was not initially available to help con-
struction work move along more quickly. The main dining
hall was built without the convenience of electricity.

Each wooden piece was cut by handsaws. After finishing the
dining hall and noting the number of weeks required to con-
struct all the buildings under similar conditions, we
obtained a generator from generous friends. This favor
made a vast difference in the rate of work that was
accomplished.

The glass for the irregular-shaped windows in the A-
frame building was cut following hand drawn patterns. Since
safety glass was unavailable and plexiglas prohibitive in
cost, standard glass was placed in all the windows of the
A-frame.

The first completed building was the main dining hall,
the modified A-frame structure. Situated in the center of
the site, it was the first view of the campgained after des-
cending from the parking lot. We all felt its appearance
was impressive. After construction was well underway, it
became apparent that this modified A-frame, eliminated some
very necessary storage space. Cupboards in the kitchen
were minimal because of the sloping side walls. Head space
was also reduced in the dining hall area at the end of each

table. Our plans called only for a second level room above

18

the kitchen area. Space above the dining hall was open to
the ceiling. The second level room was designed as the
on-site manager's bedroom.

After completing the dining hall, work began on the
cabins. In total, six cabins were constructed using a
batten—board technique (Note-—3). Pine boards were used for
construction of all camp buildings. The lumber was obtained
from the farm forest trees. We paid only a nominal fee to
the farm for their purchase and then lumber mill costs.

This kept expenses to a minimum. A current Guatemalan law
had been instituted which prohibited tree cutting without
a permit. The farm had an active permit and was thus un-
affected by the statute.

Green timber was used in the construction of the
buildings and this had many drawbacks. Time would cause
the wood to shrink, warp and perhaps even split. Drying
the lumber would have required more time and money. With
the desire to complete construction within seven months,
time for drying was not feasible. Also our tight budget
did not make allowance for drying. Another reality was that
in Guatemala a common practice is to build "farm buildings"
withgreen wood, so we proceeded.

The showerhouse was built using the same batten-board
style with green wood. It was designed according to stan—
dards required for such a facility in America. A Guate-
malan architect, provided us with specifications for this
building. It was probably the most spacious building on

the site.

19

A new well had to be dug next since a dependable water
supply was needed for the showerhouse, food preparation
and drinking. Our well was dug by hand. The actual events
of this process make an interesting anecdote besides
illustrating a novel problem involved during camp construc-
tion in a less developed country.

Well-diggers in rural Guatemala are a cross between
”diviners" and "crazy men". Skills such as this are passed
from father to son. Our contractor must have been over 60
years old, hardly the type one expects to see doing hard
labor. His spirit indicated a youthfulness not commonly
depicted in a grandfather-figure. The diggers lived in a
small village near by. The head man, who arrived to look
at the site, assured us water could be found precisely be-
hind our main dining hall where we wanted it to be. Formal
contracts between rural help and employers are rarely
drawn up. A price is bartered for, in this case per barra
(a measurement of a little less than a yard). When both
parties come to an agreement the price is set for the
duration of the work. In digging a well, price increases
at various intervals due to the depth of the hole and the
consequent, potential dangers. We agreed on a price and the
head digger said he and his sons would return in a few days
to begin the work.

A few days later the old man returned with his two sons.
Their tools consisted of a long strong rope, buckets and a

pulley. Sometime later when a city friend was visiting

20

the camp site she remarked on the ingenuity of the people.
"Why,look at the way they can devise crude implements on
the spot from materials available in order to get the job
done." To our workmen these were not crude implements but
the prized possessions of daring and skilled craftmen.
Their lives depended on these few simple tools.

Once during earthquake season the well diggers stopped
for a number of days. None of the workmen went down into
the hole for fear that dirt would cave in on them. Since
the earth in this area is a mixture of volcanic ash and clay,
their fears were justified.

The senior member of the crew was often seen working
as hard or harder than his young sons. One day they did
not report for work after a village holiday. In Guatemala,
village celebrations are as important as national holidays.
Their valor, it turned out, was supported by a vice--drink-
ing. They had been incarcerated for drunken behavior. So,
another delay in our construction plans!

The above, characterized much of our experience while
building in Latin America. Material, and equipment needs,
along with 'setbacks in our schedule, provided obstacles

that had to be patiently overcome one by one.

Directing

 

During the operation of camp sessions little work was
done on the facilities. Minor repairs caused little con-

cern. But, when the water pump went out, keeping the

21

camp in Operation became a major challenge. These mana-
gerial headaches were of little concern to the children.
They loved an excuse for bathing in the river when showers
were impossible. The only available water supply for cook~
ing and drinking was that which remained in the storage
tanks. Throughout the campfls operation the water pump
proved to be the most unsatisfactory piece of equipment.
Maintenance problems, along with lack of a backuP water
system on the site, can be attributed directly to poor
foresight in the initial planning function.

Problems with the water system also occurred when
children would leave toilets running after using them or
when they did not turn off water at showers or sinks. This
quickly drained the storage tanks. The first morning this
happened,it produced such concern among the campers and
counselors that the counselors willingly accepted a nightly
turn at closing all water valves on the fixtures. After
another similar water shortage during the day, we discovered
a sink tap open. It was then made a general camp policy
to have water fixtures only open during certain time periods
(generally before each meal). This constant supervision
of the water supply was very taxing. American counselors
and the director found these water shortages much more
frustrating then the Guatemalans who periodically experience
water shut offs in the cities. Experiences such as this
one are common in third world countries where skilled labor,

repair parts and natural resources are in limited supply.

22

Reviewing

 

During the application of this final function of the
managerial process, major facility changes and additions
were investigated. Camp maintenance, storage space, equip-
ment and grounds improvements, required review and in some
instances, immediate action.

Camp maintenance included such items as cabin roof
repairs. The roofs of each cabin were made from a product
called "duralita". This is a type of corrugated sheet tile
roofing. When dead branches fell from the pines, the small
branches pierced the roof, creating quarter-size holes
needing immediate attention. Although periodic checks of
each cabin were made during the operational stage of the
camp, it was necessary to cut dead limbs regularly between
sessions to avoid further problems.

Another maintenance problem concerned the pump. There
were no funds for purchasing a new piece of equipment. Two
or more options had to be considered at the completion of
the final camp session. Either the pump had to be taken off
the well cover and hauled into the capital for renovation,
or an expert pump mechanic brought from the distributor out
to the site to make the repairs. It was also a possibility
that the set up was inappropriate and was causing the pump
failure. The landlord of the camp maintained that the well

had to be dug deeper because the pump was too powerful for

23

the depth of our well. No action was taken on any of these
options and the pump was left in unsatisfactory condition.

Wear and tear on the entrance steps and the access
road caused washouts in some areas on the road. With
additional use and rains, these areas would have been
severely damaged, prohibiting passage. Our camp budget
did not include projected costs for such camp maintenance.

The need for storage space for kitchen supplies was
apparent after the first camp session. The small second
level room above the kitchen area was furnished with shelves
to store the food and camp supplies. A local carpenter,
under contract, built these storage shelves.

There was also a need for space to store sports equip-
ment, library books, and office supplies in the lodge. This
need had not been considered during the planning or organiz-
ing functions. Since this did not affect the ability of
the camp to operate on a daily basis, the resolution of this
need had to be given a low priority.

Additional equipment needs included a second cooking
stove and a water heater. After the first camp session, it
was apparent that a second stove would be necessary, due to
increased enrollments. The first gas cooking stove had
been donated by a local restaurant for an indeterminant
length of time. The second stove was purchased second—
hand, which greatly reduced the capital outlay.

A hot water heater was essential due to the cool

weather in this highland region and the low temperatures

24

of October, November and December. Installation was
scheduled to take place before the beginning of the second
camp session. It was not completed until two days before
the closing of that session. Even after it was working, the
water heater proved inadequate. The heater was located on
the outside wall of the boys' side of the showerhouse. It
heated sufficient water for the initial four showers on
the boys' side, but produced meager temperature changes on
the girls' side. this problem never was resolved. It in-
volved a change of shower heads from ones too large to
small ones, plus rerouting the waterline and using a
smaller diameter of tubing.

Improving the camp's buildings and grounds was also a
low priority on our budget. However, one improvement that
followed the first camp session was the addition of a per-
manent archery and riflery range. This range was located
behind the boy's cabins. The terraced area was between two
mountains. One side served as a natural backstop for bb's
and arrows that missed their targets, and the other side
provided seating space. We needed adequate space so
that orderly lines could be maintained when teaching the
children these new skills. The tri-level terraced area pro-
vided more safety when larger groups (ten at the maximum)
‘were using the range. Physical layout *was an important
key in achieving orderly behavior among participants and

observers.

25

Our planning for the camp facilities had provided
adequate construction with attractive structures that
assisted in creating a joyful environment for campers. A
review of our efforts showed areas that could be expanded
and improved. More capital and time would be needed, but

the seeds of quality camping facilities had been sown.

Personnel

 

A11 personnel needs for the camp were identified during
the first managerial function: planning. Construction
laborers first and then camp staff were needed. After
determining our personnel needs, hiring personnel was the
major emphasis of the second managerial function: organiz-
ing. Both construction laborers and camp staff were essen-
tial. During this time, two distinct sets of organization
were taking place. One was the actual location and utili-
zation of construction laborers; the other was outlining
job descriptions, preparing the staff handbook and employ-
ing qualified candidates. When construction was completed
and camp staff selected, it was then possible to begin the
third managerial function: directing. In this section
of the paper directing will focus on staff relationships,
yet it is important to realize, that at various times
during this managerial function, contractors were hired,
as was pointed out in the previous section, entitled Facili-

ties, under the side headings: directing and reviewing.

26

The fourth managerial function: reviewing--identified

personnel needs and their use.

Planning

First, the hiring of a construction foreman was man-
datory in order to lay the groundwork for the camp build—
ings and to organize a crew of workers. A young American
carpenter, who lived in the Indian village adjoining Finca
Vista Bella, was approached to serve as a construction
foreman, and he agreed to accept the responsibility. My
partner and her husband had witnessed this carpenter's skill
during reconstruction work following the devastating Guate-
malan earthquake of 1976. A job description was not
developed for this position. We were pleased to obtain the
help of an individual whom.we trusted and realized had the
necessary competence. He was one with whom we could freely
discuss ideas because there was no language barrier.

It was obvious to us that one carpenter, no matter how
skilled, could not build the camp by himself. Conversa-
tions with our American carpenter indicated his desire to
have a small crew of no more than ten men. His minimal
command of the Spanish language limited his ability to con-
trol and direct a larger crew.

The construction laborers, although recognized as a
necessary element in the process of building a camp,
never were analyzed with regard to job tasks and require-

ments. A crew member was expected to knOW'hOW to shovel,

27

to carry loads of material on his back, to hammer a nail
straight and to use a handsaw. One basic assumption was
that any experienced .farmhand possessed these skills.

At first it was thought possible to contact additional
workers through radio announcements over a local station.
Yet, we were cautioned against this because it would draw
undue attention to the farm, Finca Vista Bella. Thus, it
was decided to take workers temporarily from the farm fields.

The necessity of finding competent and compassionate
staff members was given t0p priority. Camp staff was
defined as six counselors: three males and three females,

a cook and possibly two kitchen helpers. We, as co-direc-
tors, intended to be actively involved in daily camp life.
My role was on-site manager and my partner's role was city-
camp liaison, taking care of the support systems, such as
food purchases, materials and emergencies.

A bicultural counselor staff was thought most appro-
priate for our camp. We wished to offer an example of
intercultural harmony plus foster informal English learning.
Legally, the Guatemalan government requires 95 percent of
a business's personnel to be Guatemalan. It seemed impossi-
blee to meet this requirement, as both directors were
American and very few Guatemalans possessed camping exper-
ience. Our decision was to hire the most qualified candi-
dates and see if there was some means by which the law could
be circumvented. One means of complying with the law

would be to establish Camp Pino Alto as an extension of

28

Finca Vista Bella. Finca Vista Bella hired only Guatemalan
laborers and by combining our staff with the farm laborers

the percentage requirement could be fulfilled.

Organizing

 

The American foreman began with a crew of eight un-
skilled men chosen from the farm laborers. Initially there
seemed to be enough tasks requiring unskilled laborers to
keep all the men occupied. As construction work began on
the buildings, the foreman found himself overwhelmed by the
task of teaching basic carpentry skills to so many men.
Thus, three men returned to the farm and a crew of five
individuals began the work. Two of these men became
assistants. They were very dependable, learning each new
skill and demonstrating the initiative to take on a task
and complete it. They learned to ask assistance only when
uncertain about a particular aspect. The other three young
men worked closely with the two more experienced men and the
foreman, or they completed unskilled labor tasks unsuper-
vised.

Larger crews were organized for specific tasks, such
as repairing the farm road leading to camp property, or
carrying down heavy pieces of equipment or quantities of
materials. At one point, after the two Guatemalan assis-
tants had demonstrated competence and the camp completion
was determined to be lagging behind schedule, it was

decided, by the directors, to add more men to the work

29

crew. This idea was rejected by the American carpenter.

He did not want to stop his own participation in the actual
construction process and take on a strictly supervisory
role. His reluctance to change roles, and our reluctance
to fire him because he was indispensible, settled the issue
immediately.

Organizing a camp staff meant the development of job
descriptions (Appendix D), applications (Appendix E), con-
tracts (Appendix F),and staff handbook (Appendix G). The
job descriptions and handbooks would serve as guidelines
in the selection of staff counselors. These guidelines
would also be used in directing the staff after camp had
opened. Since our staff was to be intercultural, the
materials needed to be bilingual. A translator was not
considered earlier during the planning function under
personnel.

Our paperwork was a compilation of information obtained
from camps and private schools in the United States. We
adapted this material to reflect our camp philosophy and
setting. We visited people in the field of camping in the
United States so that we had firsthand information. The
format and content of our paperwork appeared credible. This
was as important in locating prospective counselors as
other items were important to prospective parents of campers.
The target date for opening had been October, 1978. Work
on the printed materials had to wait until July, 1978,

because I was under contract with a Guatemalan school. When

30

I arrived at the camp in July, it was apparent to me that
designing the printed material must be postponed until the
construction work was better organized.

Construction work was lagging behind schedule due to
the inability of the foreman to make weekly plans. For
example, until a particular item, such as nails was needed,
it simply was not ordered. Then, as directors, we were
expected to get the supplies. This was difficult to do
because it meant a special trip to a larger town or the
capital city. It was hard to meet the American carpenter's
requests. His laissez—faire attitude was not questioned by
his subordinates, as it fit well into the stereotyped
"manana” attitude. Yet, it was not what I personally
expected or could accept. I began to establish deadlines
and hold morning meetings when supply requests could be
submitted. Progress reports on construction were also
discussed.

These structured meetings were a frustration for the
foreman and me. The foreman was satisfied with the way
things were going and my partner wanted to maintain the
congenial relationship already established. She pointed
out that he was working for us at wages well below what he
might receive in the United States, or for that matter,
in Guatemala City. Also, our project would come to a halt
if he left and we had to search for another carpenter.
Realizing the truth behind her statements and my inability

to forego organizing details, I returned to a temporary

31

teaching job in Guatemala City. My temporary leave allowed

construction work to continue as before. It did, however,
hinder production of printed staff materials.

Staff materials were finalized in February, 1979, while
I was attending Michigan State University for winter term.
They were sent back to Guatemala for a translator to work
on. Upon my return to Guatemala in March, I found all
these materiaksstill had not been translated. Since our
official opening session was in June, it became imperative
to get them completed.

With the translation of staff materials underway, it
was time to begin hiring camp staff. As most Guatemalans
with teaching background were employed for the year, January
through October, finding Guatemalans would be difficult.

We felt that it was important to acquire staff members with
teaching experience, since most would have no previous
camping experience. Teaching would indicate an interest in
‘working with children although different from the 24-hour
supervision necessary in a camp setting.

In order to select a staff for our first camp session,
letters were sent to various United States universities to
see if college students might be interested (Appendix H).
Those who responded would be exceptional people if they were
willing to pay for the flight down as we had no means of
paying transportation costs. An advertisement was placed

in the American Camping Association magazine. Although

32

there were interested individuals the remuneration was not
large enough to off set the expense of flying to Guatemala.
An alternative means for staffing, if Guatemalans and
American college students were unavailable, was locating
Americans in Guatemala who were qualified. This effort
yielded our first staff of two women and two men as counse-
lors. Due to low enrollment a full staff was not needed.
Our first camp staff was composed of two Canadian stu-
dents (one male and the other female) and two Americans (a
female school teacher and a male naturalist). A well-known
local Guatemalan cook who had experience cooking for large
groups, such as the Peace Corps, was hired, and a local
village girl who had served occasionally as a housemaid
in my partner's home, filled the kitchen help position.
Before hiring the second camp staff, a simplistic
organizational chart was drawn up (Appendix I). A job
description was written for my position as camp director
(Appendix J). It was felt that the previous information
written regarding definitions of responsibilities for the
counSelors was sufficient. Job descriptions for a cook
and kitchen help were never written. 1
Since my former partner was no longer working with the
camp, a new position of program director was created. A job
description was written for this staff position (Appendix
K). A vivacious American mother recently moved to Guatemala
expressed a desire to be involved with the camp, Her

acceptance of the program director position was the first

33

step in employing staff members for the second, third and
fourth sessions.

Since the majority of campers would be Guatemalan dur-
ing the second, third and fourth camp sessions, I decided
to hire bilingual Guatemalan counselors. A change in the
legal identity of the camp, due to my taking sole responsi-
bility of Camp Pino Alto, forced stricter adherence to the
Guatemalan law of hiring 95 percent Guatemalan staff.

The best way to obtain counselors was by word of mouth
and personal recommendations. An underlying principle in
Guatemalan hiring practices is "who you know rather than
what you know'h This led to one individual generally
knowing others who were qualified or interested. This
practice also assured the hiring of individuals of similar
background and promoted Congeniality among staff members.
In our case the need was for youthful, energetic young
people with some teaching background and preferably from
rural lifestyles.

Our second camp staff consisted of the American female
program director also acting as a counselor, a female Guate-
malan school teacher, a male Guatemalan physical education
teacher, and the Mayan Indian school teacher who had design-
ed materials for the camp. The same cook employed during
the first session stayed with the camp through the fourth
session. An Indian girl from Tecpan was hired as the

kitchen helper.

34

During the third camp session increased enrollment
meant additional staff members. The program director left
and was not replaced. Another female Guatemalan school
teacher joined the staff. Our female Canadian hired dur-
ing the first camp session rejoined the staff. In the boy's
section two male counselors were needed. A few of the boy
campers spoke only German, thus necessitating the hiring
of a German-speaking Guatemalan male counselor. An American
was hired as the second male counselor. In total, there
were three female counselors and four male counselors.

Male staff was reduced for the fourth camp session
due to fewer boy campers. The physical education teacher
and Indian school teacher remained as boy's counselors. The
two Guatemalan teachers stayed on as girl's counselors. A
female American teacher interested in nature study joined
the staff replacing the Canadian.

A staff of four took a small group of children camping
for one week during the final session at Camp Pino Alto.
Staff members included myself, the female naturalist, the
Guatemalan physical education teacher and an American-

Guatemalan male.

Directing

 

A month before the first camp session, the American
school teacher was hired. She, my partner and I spent many
hours planning activities and making purchases. The other

staff members were hired one or two weeks before camp began.

35

All staff members met together the weekend prior to camp
opening. We discussed the daily program, including each
staff members particular responsibilities. With this small
group, an intimate and friendly candor was easily esta-
blished. Although a training period was considered important,
it was impossible to arrange because of the late hiring of
staff and the distance one member had to travel (from
Canada).

As on-site manager, I was responsible for seeing that
staff and campers worked together harmoniously. I occasion-
ally led a program activity when a staff member needed a
day off.

The congenial working atmosphere was probably promoted
by the fact that all staff members, excluding cook and
kitchen help, spoke English. Our ability to communicate
easily facilitated nightly counselor meetings. At these
gatherings,plans were finalized for the next day, materials
and supplies organized, craft samples prepared and notes
written to camper's parents. Problems with campers were
discussed and solutions offered. At the first nightly meet-
ing the daily structure of life at Camp Pino Alto took
concrete form“ We discovered that developing a weekly
schedule of maintenance duties for each cabin and then
posting it daily created a smooth running operation. The
campers enjoyed reading for themselves what they were to
do. This achieved a sense of responsibility for camp

maintenance. Another outcome of these meetings was

36

the development of a daily activity program which was also
posted. Posting duties and activities generated a greater
willingness among campers to conduct themselves responsibly.

A night guard was hired to patrol the camp grounds
after construction was completed in December, 1978. It was
necessary to maintain the services of a night guard while
the camp was in operation. As there were no fences around
the property, any animal or individual could wander in.
There was xno particular fear but it was deemed a wise
precaution.

In addition to the duties I performed during the
first camp session, for the second, third and fourth sessions
I needed to make trips into the capital city to purchase
food, make office calls, contact parents, drop.off and pick
up laundry and perform other miscellaneous tasks. Initially,
completing these tasks required weekly trips to the city.
With better pre-camp preparation, I was able to reduce the
number of trips into the capital city. Instead, needed
materials and supplies were obtained by a short trip to the
local town of Tecpan.

Spanish was the dominant camper language during the
second, third and fourth camp sessions. Thus, we needed to
hire more Guatemalan counselors. I now had the additional
role of translator for my English-speaking staff members.
Items brought to the nightly meetings had to be carefully
translated and communicated, otherwise one-half the staff

knew what was happening and the other half did not. As in

37

the previous session, I continued posting camper duties
and activity schedules in the main dining hall. These
schedules, always printed in English, promoted an informal
learning experience.

During the third camp session, an unexpected problem
developed--the inability of the new male counselors to
follow established rules. Two male staff members took it
upon themselves to leave camp one night without informing
me. They also began telling other counselors to not
accept my direction and to complain about the food or
whatever disturbed them. It was a challenge to take the
instigator aside and state unequivocally that he had to
surrender his pride and do as asked or leave. I pointed
out that if anyone had a complaint they were free to tell
me or discuss it at the nightly meetings. For anyone to
discuss grievances behind my back was inadmissible. This
frank conversation changed the counselor's attitude and
without his support the friend's behavior changed also.

Soon after the second camp session opened,a need for
additional kitchen help and needed maintenance repairs
influenced my decision to acquire another worker. Our
cook knew a young unemployed man whom she felt would gladly
perform both duties. Hiring this additional staff member
greatly improved the operation of the camp. The cook was
a dominant and perceptive person and was able to supervise

the new worker, thus easing my responsibilities.

38

The final camp session was unique in that it was very
informal. Before the session, camp counselors drew up
tentative activity schedules. These schedules proved to
be tentative for as the days progressed, the campers became

actively involved in the decision-making process.

Reviewing

 

As is the case with most personnel, overcoming short-
comings of staff and firing of staff are the two most
difficult aspects of personnel management. In the period
of construction, teaching skills to the laborers was time
consuming. Taking unskilled laborers from the farm provided
a ready supply of laborers but caused deadline problems.
Work on the farm was always given precedence over work on
the camp. In addition to delaying construction of the camp,
using farm help occasionally caused hard feelings between
farm and camp administrators. However, this arrangement
allowed flexibility in the size of the construction crews.
Different construction tasks required varying numbers of
workers.

Selection of a lead carpenter based on skill and
ability to converse with administrators overlooked one
important skill--the ability to supervise. It was a
difficult lesson to learn that some individuals, like our
lead carpenter, are craftsmen and have no desire to direct

others, although they may be quite willing to teach capable

39

individuals their trade. This was the case at Camp Pino
Alto.

One aspect of planning for personnel needs,which in
the final analysis seemed critical in order to avoid future
problems, was preparation of detailed analysis for each
job and related tasks. This was especially true in the
construction of a camp where a knowledgeable foreman was
required. Simply listing the number of individuals needed
to complete each task did not assure us of skilled or moti-
vated personnel.

Firing construction crew members was not a problem
since unproductive workers could return to farm work.
Although this was an easy method of replacing and removing
workers, the flexible arrangement with the farm regarding
the use of workers was another cause for tension between
farm and camp administrators. In retrospect construction
personnel might have benefited from additional administra-
tive work in the planning function.

The camp staff was not without its own unique pre-
dicaments. Our young American school teacher hired for the
first camp session took the role of head camp counselor.

On her own initiative she organized activities and programs.
As on-site manager I was kept very busy and her independent
work was a welcome relief. This, however, proved to be
challenging. The woman's behavior was encouraged by my
partner as it benefited the camp program. I felt my role

as on-site manager might be undermined, if the counselor's

4O

responsibilities were not controlled. My partner's per—
ception of the situation was shaped by her infrequent visits
to the camp site. My perception was colored by daily
contact with the counselor. Resolution came when my

partner admitted she thought the counselor and I worked so
well together that perhaps the counselor would make a fine
replacement for herself when she left the business. I was
reluctant to form.a new partnership before having time to
evaluate what had transpired during the first camp session.
After reflection, I decided not to take in a new partner but
created the new position of program director. The counselor
.did not accept that position and so another individual was
hired before the second camp session.

The most neglected personnel management function was
personnel training. Later this training was recognized as
indispensable. A training period was important in order to
have all members of the staff work together harmoniously.
Yet, excuses abounded as to why a formal training period
was not possible. The main reason was the time needed to
conduct a training session. The administrative duties
required to prepare for the camp opening occupied all my
time and attention. Another deterrent was cost. Although
the cost-benefit was high in terms of more efficient use of
staff skills, and better understanding of camp policies and
procedures, money for this training was not available.

Nightly staff meetings served as mini-training sessions.

They also fostered better communications and smoother camp

41

operations. The printed staff materials proved adequate
in outlining counselor duties and responsibilities. They
were referred to whenever it was appropriate.

No personnel was fired. Considering language barriers,
personalities, cultural value differences, and the lack of
experience among the entire American/Guatemalan staff, the
staff did a fine job of performing their duties. Their
desire to do well and their receptivity to new ideas and
suggestions were the key factors in overcoming each obstacle

that presented itself.

Finance

Producing sufficient capital to meet fixed and variable
costs involved in the operation of any business is a primary
goal of administrators. A worthy purpose is only an idea
without direction if there are not sufficient funds to
ensure its development. When starting a new business it
is important to keep in mind all the financial aspects.
Besides,meeting the short term goals, long term financial
goals must be outlined. The author provides in this section
an explanation of the naive approach to finance taken by two
individuals because they lacked managerial accounting back-

ground.

42
Planning

Neither my partner nor myself had sizeable liquid
assets. My partner was the owner of a small business in
Guatemala and felt that funds could be diverted from that
business to begin construction of the camp. The initial
capital forwarded for camp construction costs was $10,000.
This later proved to be substantially less than the actual
amount necessary, $20,000.

Cost estimates were made on food, staffing, materials
and equipment. These costs eStimates assisted in determin-
ing the ultimate enrollment fee to be charged. Food costs
were projected at $3 per day per camper. Vegetables
supplied from the farm garden reduced food costs. Cost of
salaries included six counselors, a cook and kitchen help.
The two administrators salaries were not included in the
projected expenses, as we were to receive a percentage of
the profits.

The counselor's salary was set at $300 for eight
weeks, averaging $75 per session. This salary rate follow-
ed closely the existing teacher salary rate for Guatemalan
teachers in private schools. The existing teacher pay
ranged from $50 to $100 per two weeks.

Cooks and maids in Guatemala City earn from $40 to
$55 each month. We planned to pay approximately this
amount per two week session since the number of individuals

in camp was larger than in an average single-family dwelling.

43

After making rough estimate costs, we decided that a
fee of $175 per camper per two week session was a fair
price. A reduced fee of $150 was charged for each addi-
tional family member. Selling price, the camp fee in this
case, is traditionally defined as cost—plus or whatever
the market can bear. Being a novel idea with no prede—
cessors to follow, school tuition served as an additional
guide in establishing the final enrollment fee. Private
school tuitions ranged from $25 to $100 a month. Some
covered supplies, others did not. Thus, our fee was set
taking into consideration, salaries, food and supplies.

Construction labor costs were never analyzed.
Unskilled farm labor was usually paid by the day and
salaries ranged from $1.50 to $2 per day. Skilled crafts-
men were paid $35 to $40 a week. The recovery of these

expenses was not added into the camper enrollment fee.

Organizing

 

Spending money is an easy thing for most people to do.
Our spending was based on a day to-day demand rather than
a carefully planned budget. An American business man,
offered assistance. Accounting forms were provided by his
company. These forms served as suggested guidelines for
the development of a camp budget. We discussed deprecia-
tion of buildings and equipment. At this time, construc-

tion was in progress. As new financial liabilities

44

presented themselves, they were dealt with on their per-
ceived merit since we had no operating budget.

Mbney was taken from.my partner's business, a bakery,
and used to pay camp bills incurred during construction.
This was in addition to the original $10,000 borrowed.
Eventually, another loan of $10,000 was secured in order
to finish the nine camp facility structures. This loan,
as well as the original loan, was an interest-free loan from
my partner's parents. These loans were the only cash
available for the completion of the project until revenue
from campers was received.

In order to have cash to pay for the supplies and
food, a $50 non-refundable deposit was required with each
enrollment. These funds became the operating cash, until

the camp fee was paid in total.

Directing

 

Our revenue from the June, 1979 session was $2,212.50.

This included ten full-fee payments at $175, two reduced
payments at $150 and one at $75 (Note--4) and a payment

of $87.50 for a camper who stayed only one week. The
expenses for this period were food and supplies: $780,
counselors: $475, liability insurance: $40, T-shirts:
$32.50, kitchen cook: $45'kitchen help: $25 and night
guard: $24.50. Additional purchases or expenses may have
been incurred and not accounted for, as a number of pur-

chases were made at the local village market and no purchase

45

receipts were exchanged. A mental note of money used

had to be made. One indispensable item for running the
camp was gasoline for the water pump. Other items were
white gas for lamps and propane gas for the stoves. These
purchases were overlooked many times as they were paid in
cash from the bakery's cash fund.

After the first camp session an attempt was made to
keep accurate records so that an analysis could be made to
determine the feasibility of running the camp. With the
data available, there was a 27 percent earning rate when
each camper paid $175. This rate was deemed sufficient
to keep the camp running.

Figures computed after the first, second and third
sessions indicated 55 percent of the campers paid full-
price, 31 percent paid the reduced price and 14 percent
paid adjusted fees. Expenses for the period were similar
to the first session with the exception of the additional
cost in salaries for the maintenance worker and an extra
counselor during the third session, plus the maintenance
supplies needed for repairs.

' The March session operated on a break-even basis.
This session was conducted for personal friends and former
campers. The counselors were willing and interested in
offering this final camp session. Profitability was not
considered in the planning of this session.

The camp site was offered for rent to select groups

in order to secure additional funds between camping

46

sessions. The camp site was rented for three weekends.
With additional effort, the rental of the camp might have
generated more revenue. Renting the camp site proved

to be an excellent way of producing supplemental income.

Reviewing

 

The weakest aspect of the camp's total administration
was finance. Inability to prepare an operating budget with
short—term and long-term goals made assessment during
operation more difficult. It indicated the importance of
employing an accountant early in the planning of a business.
All members of an administrative staff should have a clear
understanding of expected return. Securing expert account-
ing advice may also eliminate errors. An experienced
accountant would foresee future expenses, such as realistic
advertising, maintenance and personnel expenses, which
less experienced persons might underestimate or entirely
overlook.

Accuracy in recording expenses was ignored or over-
looked, since cash was taken from the bakery and used to
pay camp bills. The desire to meet current liabilities
sacrificed accounting principles and standards, thus,
clouding the true profit level of both businesses.

Irrespective of difficulties with the mechanical
aspects of finances, the camp was able to operate in the
black at all times. It was, however, unable to generate

sufficient funds to repay the original loans. (By 1980

47

these loans between my partner and her parents had been
resolved.) The landlord of the camp waived the rental
fee for usage of the camp site. This waiver also helped
to keep the camp operating in the black. At the closing
of Camp Pino Alto,monies left in the bank account were
given to the landlord to pay back a portion of the waived
rental fee.

Our enrollment fee was deemed expensive by some
Guatemalans. However, the camp provided food, shelter,
equipment and materials, plus 24-hour supervision. Some
parents could not comprehend that comparing lower school
tuitions with our fee was inappropriate since respective
operating costs were different. Changing our fee (whether
raising it or lowering it) seemed unwarranted. Our figures
indicated if parents were unwilling to pay the enrollment
fee as set, we could not operate the camp at a reasonable

profit or break-even.

Program

Camping is a new concept to the Latin culture. It is
unique with its coéed setting, cabins, campfires, songfests
and "roughing it" atmosphere. The only organization which
offers a similar outdoor program in Guatemala is the Boy
Scouts. It only serves boys. Boy Scout troops in Guate-

mala have been organized by Guatemalans and Americans.

48

During the three years I lived in Guatemala, there was
no mention of a Girl Scout or Girl Guide troop.

There was a co-ed American church youth fellowship
which held activities in the capital city. A Guatemalan
church fellowship offered activities for boys. Private
swimming clubs, and private special interest classes
were available for youngsters. Our resident camp programm-
ing considered the youth programs already available and

the limited camping experience of the children.

Planning

The main focus of our programming fostered the inter-
personal and personal growth of the children through con-
tact with a rural environment. Activities involved nature,
sports and arts and crafts. English as a by—product of
songs and encounters with English-speaking counselors was
a selling point. Guatemalan parents want their children
to be bilingual and seek programs that foster the learn-
ing of English.

Our camp program approximated a United States camping
experience. It was hoped that this camp program would
draw the attention of parents looking for innovative and
new educational experiences for their children. It
served as a springboard allowing children who might later
attend _stateside camps or boarding schools to adjust

more readily to new environments.

49

In planning our camp program, age span, health care,
food and length of session were considered. The camp was
built to serve 48 children: 24 boys and 24 girls. These
children ranged in age from 8 to 12 years. We felt a
wide age span was necessary in order to secure full
enrollment.

The most frequent questions asked by parents pertained
to health care and the quality of the camp meals. Health
precautions, such as establishing working relations with
local doctors and preparing menus, were mandatory adminis-
trative tasks.

The number of days included in each session was
reviewed. We needed two weeks in order to provide a well
rounded camp program and give the camper time to adapt and
enjoy the camp environment. Since most of our campers were
children who had never been away from home before, the
psychological impact of this fact had to be taken into
account.

Regarding a camp theme, it was decided to emphasize
nature and crafts in our programming. Many United States'
camps use an American Indian theme for their programming.
Due to cultural bias in Guatemala, it was considered
inappropriate to use a Mayan Indian theme. However, we
did want to encourage a deeper understanding of the contri-
butions made by the Mayan people to the culture of Guatemala.
Therefore, we asked a local village school teacher, of

Mayan descent, to write a booklet explaining some of the

50

significant cultural contributions of the Mayan Indians.
His final project was considered unsatisfactory but later

he was employed as a counselor.

Organizing

 

To begin work on the nature program, a young American
botanist, living in the camp vicinity, was asked to pre-
pare notes regarding the local vegetation. Her efforts
proved too technical for the elementary age of the prospec-
tive campers. Therefore, ideas were taken from various
resource books written in English and adapted to the local
vegetation.

Riflery (b-b guns) and archery were major attractions,
as children are fascinated with these sports. These
sports programs required special equipment. B-b guns
and bows and arrows for the camp were purchased in the
United States. Since my partner was a resident of Guatemala
and her husband was a Guatemalan citizen, they were able to
bring in these items after vacationing in the States. Any
items not manufactured in Guatemala carry prohibitive
price tags in local sport shops.

A water program was designed as the third attraction
but dropped when construction of the pond proved unfeasi—
ble. Campers participated in group games whenever there
was free time or by group decision for the change in planned

activities.

51

Another programming idea involved the invitation of
talented guests to the camp. These guests possessed special
skills that our staff members lacked. Animal husbandry,
weaving and dyeing with natural materials and clay sculptur-
ing were some of the programs offered. These activities
were highlights during each camp session.

Our arts and crafts program included many activities
we remembered from our own personal camp experiences. We
solicited ideas from friends and took other ideas from
craft books and camp program handbooks (Appendix L). Again,
the cost and the availability of materials in Guatemala
had to be investigated.

After developing programs, attention was given to
potential crises and their resolution. Care of laundry
for the camp was given special thought. In Guatemala,
laundry is done at home in tubs by laundry women or maids.
The quantity of laundry coupled with the uncertainty of
weather conditions for drying made washing camp laundry
on site impractical. Laundry was to be collected from all
campers mid-session and taken 80 km. into the capital
city. Guatemala fortunately did have commercial laundry
establishments where clothes could be left in the morning
and picked up in the afternoon.

Regarding medical services, it was decided to contact
local physicians. Medical personnel in towns like Tecpan
were employed at the public health center. In an emergency

children would be taken there. Cases needing

52

hospitalization would be driven 45 minutes away to Antigua.
Antigua is a larger city with hospital facilities, both
private and public. First aid was available from a Red
Cross certified camp staff member.

Another support service, fundamental to the opera-
tion of a camp, was the food service. Hiring a Guatemalan
cook meant that native foods were prepared. Our initial
attempt at planning meals reflected our American back-
ground and did not take into account the space and cooking

utensils available in the camp kitchen.

Directing

 

Once camp was in session the program developed and
followed the groups interests and attention span. The
first camp session included many ideas suggested by our
staff members. Some of these craft activities became
standard activities for each subsequent session. Batik,
tie-dyeing,leather crafts and god's eyes, were camper
favorites. The batik cloth covered their camp scrapbook
and the tie-dyed cloth was sewn into knapsacks for their
lunches when we hiked to the nearby Mayan ruins. Leather
marble bags were popular with the boys, since this is a
popular game in Guatemala (Appendix M).

Our first staff naturalist designed a flower press
which was used throughout all the camp sessions. He also
cut and sewed material for butterfly nets to be attached

to poles. The children actively participated in the

53

preparation of these butterfly nets. The campers

searched for just the right limbs to serve as poles. This
camper participation created enthusiasm for other nature
activities. Our naturalist also began an insect collec-
tion to which each group of campers added more insects.

The local village school teacher led folklore activ-
ities. His conversations during hikes to surrounding
camp areas or to the Mayan ruins, Ixemche, were natural
introductions to the Indian culture and history. We felt
that his presence on the staff was a concrete demonstra-
tion of harmonious relationships built on ability not
ethnic origin.

Another Guatemalan counselor offered an activity
reflecting the Guatemalan culture. At the end of each
session, breaking the pinata became a standard activity.

A few days before camp closed, the counselor and some
children decided on the shape of the pinata to be created.
These children spent time decorating it. The last day of
camp the campers were blindfolded and took turns trying to
break it. It was as exciting for those observing as for

those participating.

Reviewing

 

It was felt that the total camp program fostered
interpersonal relationships, as well as, teaching responsi-
bility. One mother thanked us later for the marvelous

change that had taken place in her child. The daughter

54

now made her bed and kept her room tidy. Also, the daughter
followed her parents requests without too much resistance.
The mother felt the daughter's experience at Camp Pino

Alto had taught her how to cooperate and listen to others.
We assured the mother it was not just the result of her
daughter's camp experience but we were happy to hear of the
camper's new awareness and acceptance of her responsibili-
ties at home.

Parents were pleased with their children's new English
vocabulary and songs. One school administrator applauded
our camp's informal method of teaching English. She felt
it was a natural way for children to learn a second languge.

The nature, sports and arts and crafts activities
were improved each session through suggestions from staff
members and campers. There were few complaints from
campers regarding activities, although for both boys and
girls the favorite activity was riflery.

Age span and length of stay seemed to have little
bearing on the camper's participation or interest in the
camp program. There were usually enough campers of a
certain age so that they could be grouped together and
activities modified. Only three campers complained of
homesickness. Parents related later that these children
sang camp songs with their siblings.

The special guests were a wonderful addition to daily
camp life. A new personality always intrigued the campers.

The guests enjoyed sharing their special talent and it

55

created excitement among the campers. These guests also
provided relief in staffing. A counselor could be
released for a day off when the special guests were pre-
senting programs for the children.

Dealing with the camper's laundry was easily resolved.
It was taken into Guatemala City by the city-camp liaison
person on her one trip to the city for food, supplies and
miscellaneous errands. The medical services were not
used, as there were no injuries among the campers. Only
one case of measles developed.

With additional experience and time, materials could
be translated into Spanish so that activity booklets for
each area (nature, sports and arts and crafts) might be
developed. These would eliminate time consuming explana-
tions by the administrator to counselors and they would
establish continuity in camp programming.

Programming as an outgrowth of resource books, sugges-
tions from friends, other counselor's and prospective
parents ideas helped design a program that met the campers
needs. Our program contributed to the growth and happiness
of each camper and the camp staff was satisfied in the

knowledge of a job well done.

56

Public Relations

 

Making parents in Guatemala aware of the unique camp-
ing opportunity available to their children at Camp Pino
Alto was a prime administrative concern. Beautiful build-
ings, a relevant program and enthusiastic counselors would
be nothing without children. Children themselves do not
decide if they will go to camp. It is generally the
parents' decision. Therefore, various means of approach-
ing parents were examined. On the personal level, there
were school parent meetings, small gatherings of friends
in homes and camp open houses. Traditional advertising
methods included the development of a brochure and news-
paper ads and articles. We also printed parent information
for prospective campers. Before the camp was in operation

we had Camp Pino Alto shirts ordered and printed.

Planning

The development of our brochure was of great impor-
tance. This bilingual brochure was both educational, as
well as informative. For many individuals, this was
their first contact with a camping situation. Statements
on all facets of camping were explained in detail. In
order to assure ourselves of the best possible brochure
and after my partner had written the basic content of the

brochure, we sought the advice of a Panamanian journalist.

57

Before completing the final lay-out, photographs were
taken and a camp logo designed. We contracted for both of
these services. A small group of children was photo-
graphed at the camp site participating in mock camp activi-
ties. These pictures formed the picture story-line in our
brochure (Appendix N). A second series of photographs
showing only the buildings was taken. The second series
was placed in a facilities portfolio to show prospective
parents. Our camp logo was the work of a young American
graphic artist residing temporarily in Guatemala.

Meetings with parents were another important aspect
of public relations. Since individual contacts with Ladino
families and their friends were so important, we decided
to ask the cooperation of private schools and private
clubs in order to meet with parents (Appendix 0). Private
schools in other Central American countries would be con-
tacted also (Appendix P) The idea of an open house at
the camp was discussed.

.Ads and articles in newspapers were kept to a minimum.
We did this because the landlord did not want "just anyone"
to know about the location of the camp. Any public infor—
mation was limited to a local English newspaper and a few
English newspapers in El Salvador and Costa Rica before
the first camp session. Publicity for the second, third,
and fourth session included ads in a Guatemalan national

newspaper.

58

Clothing with the camp logo for both campers and staff
served as post-camp advertising. The T-shirts also were
a memento of the camper's stay at Camp Pino Alto. This
clothing was made in Guatemala and printed by a local print-

ing company.

Organizing

 

An office in Guatemala City was necessary for the
dissemination of information. Space was loaned to us by
the father-in-law of my partner. He had a business office
in zone 9, located near the Bus Terminal Market. Having
a city office gave us access to a telephone number that
could be printed in our brochure. There are no telephones
in rural area homes, such as Finca Vista Bella. Additional
office benefits included the loan of his secretaries to
answer the telephone when we were not there, ready access
to typewriters, copying machines and other office supplies.

Following the first camp session, the office was
moved to my home. This meant interested parents could
contact me at any hour. There was always someone present
to answer the telephone and the locale,although on the
fringes of the capital city,was in an upper class neigh-
borhood.

Next on our list of public relations projects was the
brochure. Although the developed pictures were ideal and
the logo a catchy symbol, putting the text and graphics

together to form a visually pleasing product was difficult.

59

Assisted by a journalist, an attractive and informative
brochure was completed. Another difficulty came in trans-
lating our text into Spanish. Initial attempts, even by
fluent English-speaking Guatemalans were stilted, verbatim
translations from English. The poetic rhetoric of the
Spanish language was finally developed with the help of a
retired Guatemalan teacher. She offered her version of
what we wanted to say. The opening paragraph introduced
the new idea of resident camping in a way that quickly
caught one's attention. The final copy in Spanish was as
successful as the English counterpart.

A later change in public relations was the use of a
single sheet flyer, instead of the text and photograph
brochure. This method simulated a personal letter format
which served as the initial introduction to the second,
third and fourth camp sessions. It also invited the
parents to attend our open house at the camp site
(Appendix Q).

School mailing lists were thought to be one means of
contacting potential camper's parents. Predominately
European and American schools with holidays in June were
contacted before the first camp session. Their parent
directories were solicited. Each school had a unique
response to our request.

The German School was very formal asking us to meet
with the Headmaster. He felt the camp might be a good

idea, yet he was skeptical of the camp's success. He did

60

allow us to contact ”grade parents". The 'grade parents"
would then decide if a meeting of all parents for a parti-
cular grade level would be called together. After talking
to the "grade parents” we were asked to leave the bro-
chures with the secretaries to be distributed at school.

The response was quite different at the Mayan School
(U.S. Embassy). Administrators at the Mayan School referred
us to the Parent-Teacher Association. The PTA allowed us
to speak at a group meeting. The attendance at the meeting
was disappointing, so we obtained a copy of the parent
directory. This directory served as our mailing list.

Before the second camp session, the German School was
revisited and more literature distributed. At the Austrian
School, the Headmaster actually permitted me to go to each
classroom, give an explanation of the camp program and
facilities, and hand out camp literature. These presenta-
tions were all given in Spanish. A young bilingual
American camper from our first session also spoke to the
children attending the Austrian School.

The American School of Guatemala did not cooperate.
It was their policy not to give out mailing lists nor
allow information not pertaining directly to school acti-
vities to be distributed. To contact this large and
financially capable consumer audience, alternative means
were necessary. The Alumni Association of the American

School was contacted.

61

Parents whom I knew personally were called and they-
agreed to help share the information with their friends.
Later, other parents of children enrolled in camp,
expressed disappointment in the American School's policy.
They wished they had been informed about the camp earlier
and allowed to make their own decision. Many parents who
did send their children to camp were certain that other
parents might also have done likewise, if they had been
informed.

Other public relations activities before the first
camp session. involved meeting with a private club. A
sign-up sheet and information table were set up at a meet-
ing of the American Society--women's division (Note--5).
My partner and I were introduced as Camp Pino Alto's
administrators at their luncheon. This was good exposure
for the camp and allowed mothers to meet personally with
us.

An open house was held at Camp Pino Alto for interest-
ed parents and children. Refreshments were served after
short guided tours of the camp. These tours included a
brief discussion of the various types of activities avail-
able. The open house helped many parents to make a favor-
able decision with regards to sending their children to
Camp Pino Alto.

The following example, however, illustrates one
negative response. A father asked specifically what we

intended to do with the children. It was apparent he did

62

not mean activities as he had just been on a tour of our
camp and had read our brochure. As I questionned him
encouraging further clarification, he explained his skepti-
cism regarding the enrollment of his daughter at Camp

Pino Alto, which involved unfamiliar people and an extended
period of time. It seems his daughter's classmates had
attended a church retreat and had returned home brainwashed.
Her classmates talked only about communism and expressed
hatred toward their parents for the evils that they per-
petuated in the country. Immediate resolution of the
situation was impossible. Although no religious or
political affiliations were advocated by the camp, the
man's fears of the possible alienation of his child were
too great. He decided to wait and see what others said
after their children had attended a session.

This example indicates a skeptical attitude taken
by some Guatemalan parents about new ventures,and in parti-
cular, our camp. For the most part, after an open house,
parents agreed to send their children or were persuaded
by their eager children.

Before the second camp session meetings in private
homes, as well as another open house, were held. At the
open house,former campers in their camp T-shirts led the
tours and informally shared their experiences at Camp
Pino Alto with parents and children. This advanced our
purpose of introducing parents and children to Camp Pino

Alto and some staff members. Some parents even enrolled

63

their children that day. Group meetings in private homes
did not accomplish the same goal, although they did expose
a different segment of parents to information about our
camp than had been reached through the other public
relations techniques.

Parents who enrolled children received a packet of
printed material (Appendix R). Included in the packet was
information which explained camp details. This was an
important public relations technique because parents had
in their possession material that could be referred to
whenever they had a question about the camp. It also
answered many questions overlooked during the open house

or their individual contacts with the camp administrators.

Directing

 

Public relations was minimal at this point because the
camp was in session. The distance of the camp (80 kms)
outside the Guatemalan capital warranted few trips into the
city. There were no telephones to facilitate communica-
tions between the camp and parents.

One important goodwill tool, appreciated by the
parents, was a personal note from each counselor to the
parents of their respective campers. This written communi-
cation was the only contact between parents and staff
during the camper's stay. Personal contacts were made by

the administrator, to return sick children home,

64

to reassure parents their homesick camper was fine, or
to pick up additional blankets and forgotten items for
campers.

A number of the activities at camp were designed to
serve as public relation tools after the session was over.
A notebook containing short daily entries and flat finished
projects, such as, knot samples- and paintings would later
be shown to friends and relatives. Awards received at the
closing campfire were included in the notebook along with

fellow campers'and counselors' autographs (Appendix S).

Reviewing

 

It seemed that talking individually with parents in
their homes generated trust in the camp staff. Also,
these parents located other friends and interested them in
the camp so that their children could attend together.
There were a few instances where campers convinced friends
to come to camp. In general, the adult endorsements among
friends generated the most new enrollments.

Our picture brochure was the best means of advertis-
ing the camp, once personal contacts had been made with
interested individuals. The flyer announcements saved
mailing costs through reduced weight but did not have the
visual impact of the brochure. Perhaps the most success-

ful promotional work would have combined both formats.

65

Using school mailing lists or visiting classrooms did
not achieve the same impact as parent endorsements.
According to some parents, their children did not relate
to them.the information presented to the children during
our classroom visits. Thus, future mailings and classroom
visits would need revision or be discontinued.

The ads in local English newspapers in Guatemala and
El Salvador created interest in the camp. In fact, one
child from El Salvador attended the first camp session.
The interest of these parents was such that if more monies
had been available for travel to E1 Salvador,and long dis—
tance communication easier, future additional enrollments
might have been possible. In one instance a former camper's
parents were transferred to Honduras. The possiblity of
this child returning to camp and encouraging new friends
indicated hope for an inter-Central American camp enroll-
ment.

T-shirts and sweatshirts had been ordered from a
factory. Due to limited enrollments an administrative
decision was made to change the order to T-shirts only.
These printed T-shirts became almost status symbols with
the campers. One teacher, a former counselor, commented
that one boy at school must have worn his Camp Pino Alto
T-shirt for a week after attending camp. Parents remarked
on the excellent quality of the T-shirt material and
wanted to purchase additional shirts. The factory which

manufactured our shirts would sell only in gross lots.

66

These large quantities and our small enrollments made
ordering additional T-shirts questionable. Changing
firms would mean lowering the quality and I would not

accept this. Fortunately, the T-shirts on hand lasted

throughout my stay.

CONCLUSION

 

Four managerial functions: planning, organizing,
directing and reviewing were utilized in the assessment
of Camp Pino Alto. After completing the assessment it
was interesting to note how each camp component: facili-
ties, personnel, finance, program and public relations,
evolved following the managerial process. Analysis of
Camp Pino Alto using the four managerial functions,
creates a yardstick by which future attempts to establish
resident camps in third world countries can be compared.
The statements under each camp component heading record
actions that happened in Guatemala. They are not recommen-
ed nor necessarily commonly accepted principles of quality
camp operations.

Camp practices must rely on ordinary common sense.
By using the managerial functions, as a structural tool
rather than an assessment tool, a plan of carefully thought-
out policies and procedures can be developed. These poli-
cies and procedures will then reflect acute common sense.

Certain qualifying conditions will exist for each
new third world resident camp dependent upon climate and
culture. The resident camp program outlined represents
Camp Pino Alto as it existed from 1977 to 1980. Today
current resident camp practices might reflect different

circumstances.

67

68

Improvements as suggested under the side heading:
reviewing,record ideas for that particular camp component
at a specific time in the history of Camp Pino Alto.
Compiled suggestions, after evaluation of the camp com-
ponent, indicated strengths and concerns. Corrective
action can be implemented once concerns have been deter-
mined. For any program it is wise to be aware of short-
comings so that they do not continue unnecessarily. In
the case of Camp Pino Alto, the cycle of planning, organiz-
ing, directing and reviewing has been broken by my resigna-
tion so that all the recommended improvements can not be
implemented.

Although neither my partner nor myself had managerial
training, it is interesting to note how a business instinc—
tively develops along the lines of the managerial process.
Our efforts were sincere, if not technically sound.
Creativity can be a desire to make something new or
improve a situation. This was the impulse behind Camp
Pino Alto. It was transmitted to staff, campers and their
families and influenced their attitudes and behavior.

Creativity and feasibility may be prime factors in
future development of resident camps in third world
countries. Technical analysis alone may hinder attempts
at providing youth worldwide with memorable, educational
resident camp experiences. Leaders in leisure pursuits

for children, particularly resident camping, must view

69

this report not as a fact finder, but an impetus to go

forward and do better.

70

NOTES

 

The country is divided into 21 departments, each
governed by a "political chief" who is appointed by
the president and responsible to him. Each town with—
in a department elects its own mayor.

Guatemala's rainy season begins in June and lasts
through September. During this time it showers in
the afternoon like clockwork, with sunny skies before
and after.

The batten-board technique involves hammering wide
boards to the frame of a structure. Then narrow strips
of wood are fastened to one side of adjoining boards

to cover the cracks.

A $100 reduction in enrollment fee was bartered for
the photographs taken for camp publicity.

The American Society is a private group which sponsors
education and recreation activities for Americans
residing in Guatemala. Membership is open to all
nationalities.

71

REFERENCES

 

Guatemalan Tourist Commission, "Information on Guatemala,‘
Graphic Sales Innovators, Inc., Miami, Florida. n.d.

Rose, Arnold M. and Caroline B. Rose, 1969 Sociology--
The Study of Human Relations (3rd revised edition),
Alfred A. Knopf, Inc., New York, New York, 1969.

Riding, Alan, ”Guatemala: Stage of Siege," The New York
Times Magazine, August 24, 1980, pp 16-22, 24, 26,
29, 66-67.

Wren, Daniel A., The Evolution of Management Thought New
York: John Wilesy and Sons, pg. 446,Il979.

APPENDICES

72

APPENDIX A

FUNCTIONAL CHART #1

73

 

 

 

Co-Director

 

 

 

 

 

 

Co-Director

 

 

 

 

 

 

 

 

 

 

B Facility
Planning

U

D |

G l

E

T
Publicity

 

fimZZOUJ‘FUW'U

3

 

 

 

 

l

 

Construction

 

 

Builder

 

 

 

 

2 Assistants
4 Helpers

 

 

 

 

 

Programming
and
Operations

 

 

4 Counselors
2 Kitchen Staff

 

 

 

 

 

APPENDIX B

 

I 1

Personnel

 

 

 

74

FUNCTIONAL CHART #2

 

Camp Director

 

 

 

 

 

Budget

 

 

 

Publicity

 

 

 

Support Services

 

 

1 Cook
2 Kitchen Helpers
(1 vacant)
1 Maintenance Person

 

 

Programming

 

 

 

 

1 Program Director

(vacant)

6 Counselors

 

 

 

APPENDIX C

75

DIAGRAM OF CAMP SITE

 

Boys Cabin

Boys Cabin

Boys Cabin

Main Dining Lodge
Showerhouse

Girls Cabin

Girls Cabin

Girls Cabin

Arts and Crafts Deck
Stream

OKOGJVO‘UI-L‘UJNH

H

-
. .

.m'

allll‘

         
 

 

APPENDIX D

76

PINO ALTO
Co-ed Camp for Children 8-12 Years of Age

Counselor Job Description

 

Setting: Pine Forest in the Highlands of Guatemala
(Tecpan). We are one and a half hours
north of Guatemala City on the Pan-
American Highway--84 1/2 km.

Objectives: To increase awareness of the importance
of ecology: living in harmony with
nature; responsibility to self and others;
learning about a world outside of their
everyday existence.

Camp Session: June l8-August 10
Includes one week of orientation, plus
one week of evaluation.

Child-Counselor 8:1 counselor sleeps in cabin
Ratio: 12:1 teaching situation
Total: 48 children and six counselors

Responsibilities: Two evenings per week night patrol.
Leading group singing and campfire.
Knowledge in one or two of the following
areas: riflery, archery, swimming, canoe
safety, arts and crafts, gardening, folk
dance, nature study, wood crafts/skills,
sports, hiking, coaching, astronomy,
lifesaving, first aid.

Pay: Three hundred ($300) for the eight week
period.

Those applying must make a self-evaluation and determine if
they truly are interested in learning. This experience
calls for individuals open to other cultures and languages.
It is not necessary to be bi-lingual. A willingness to
communicate and express themselves as best they can is the
only requirement.

Contact: Kathryn Matheu
Finca Vista Bella
Tecpan, Guatemala C.A.

Gwendolyn L. Rowe

1828 Robindale

Dearborn, Michigan 48128
(313) 565-3119

APPENDIX E

77

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

TO THE APPLICANT

Pino Alto is dedicated to the development of out-doors education in Guatemala. An awareness
of the harmony that can exist between man and nature underlies the basic philosophy at Pino
Alto. The dignity and worth of each individual is of prime importance. Therefore, sarcasm,
ridicule, anger and impatience have no place in camp. Personnel must possess qualities, such
as: honesty, kindness, patience, genuine concern for others, reverence for all living creatures,
respect for their country and flag. If you believe you would like to help establish such an environ-
ment, then please complete this application.

There is no other occupation that offers the opportunity to develop your leadership and counsel-
ing abilities. A competent counselor can take pride in his contributions to the development of
youth. Taking a position with Pino Alto is a committment to the camp’s basic philosophy and
standards for conduct. Our goals can only be achieved if all are working in harmony.

Our acceptance of you implies complete faith that you will follow all rules and regulations. Be-
cause of our interest in health and harmony we do not hire individuals who smoke or use drugs.

Please be honest when completing the forms. Don't mark ”NO" with the intentions of quitting
later. Be true to yourself, to us and the campers. In addition, drinking has no place at camp.

Please send enclosed forms to your references and include stamped envelopes addressed direct-
ly to us. A personal interview with us or our representative is always required. For out-of-coun-
try applicants, we can sometimes arrange to have a representative interview you. Before the

personal interview, we like to have all paper work completed and references in. We would ap-
preciate a snapshot of you.

The salary is $300.00 for 8 weeks. This includes room, board and laundry. The season begins

.............. and the last session ends --------------------. Counselors are expected
to attend a training session the week before the first session begins and an evaluation week at
the finish. These are included in the eight weeks.

All positions require experience and definite qualifications. We prefer individuals with exper-
ience working with children. Two years college experience is preferable.

Every iob is important in its contribution to the total success of the program and the happiness
of each child. Every adult is hired because of the campers. This is a child’s world where every-
one is expected to contribute to the common good.

 

 

 

 

 

 

 

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77a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

AL SOLICITANTE

Pino Alto esté dedicado al desarrollo, la educacién de las actividades al aire Iibre en Guate-
mala. La filosofia bésica de Pino Alto estriba en que estamos conscientes de la armonia que
puede existir entre el hombre y la naturaleza. La dignidad y valores de cada individuo son de
suma importancia. Por tanto, el sarcasmo, el ridiculo, la ira y la impaciencia no son admitidos
en el campamento. El personal deberé poseer cualidades tales como: honestidad, bonded, pa-
ciencia, y un genuino interés por los demés, tener estimacion por todas las creaturas vivientes,
respeto por su pals y por su bandera. Si usted cree que le gustarla y estaria dispuesto a crear
un ambiente como este, entonces Ie rogamos llenar esta solicitud.

No hay otra ocupacion que ofrezca la oportunidad de desarrollar sus habilidades de liderazgo
y de conseiero. Un conseiero competente podré sentirse orgulloso de su contribucion al desa-
rrollo de la nifiez. El ocupar un puesto en Pino Alto conlleva el compromiso a observer la filo-
sofia bésica del campamento y sus normas de conducta. Nuestras metas podrén ser alcanza-
das unicamente a través de la armonia en el trabaio.

Nuestra aceptacién de sus servicios, implica que tenemos fe en que usted observara todas las
normas y reglamentos. Debido a nuestro interés en su salud, no contrataremos a personas
que fumen o usen drogas.

Les rogamos total franqueza al llenar los formularios. Les rogamos no marcar un NO con in-
tenciones de deiar de hacer tal o cual cosa después. Sea sincero consigo mismo, con nosotros
y nuestros participantes. Ademés, cualquier tipo de bebidas alcohélicas no tienen cabida en el
campamento.

Favor de enviar los formularios adiuntos a sus referencias e incluir sobres con sus respectivas
estampillas y rotulados directamente a nosotros. Se requiere una entrevista personal ya sea con
nosotros o nuestro representante. Para solicitantes fuera del pals, podemos arreglar que algu-
no de nuestros representantes lo entrevista. Previo a la entrevista personal, quisiéramos tener
en nuestro poder todo el papeleo y la informacién de las referencias debidamente completo.
También agradeceriamos enviar una fotografia suya reciente.

El salario seré de Q.300.00 por ocho semanas. Esto incluye aloiamiento, comidas y lavanderia.
La temporada se inicia ............................ y la ultima sesion termina .........

................... Se espera que los conseieros o instructores asistan a la sesién de entre-
namiento una semana antes de que se inicie la primera sesion y a una sesién de evaluacion al
terminar la temporada. Estas estan incluidas en las ocho semanas.

Todos los puestos requieren experiencia y cualidades definidas. Preferimos a personas que ten-
gan experiencia en trabaiar con nifios. También preferimos a personas con por lo menos dos afios
de educacién universitaria.

Todo trabaio es importante, ya que contribuye al éxito total del programa y al bienestar de ca-
da uno de los nifios. Este es un mundo de los nifios donde se espera que todos contribuyan para
el bienestar comun.

78

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

COUNSELOR APPLICATION

Position desired ........................ Date of application ........................
Name _________________ . .............. Birthdate ................................

Permanent Address .......................................................... r _ - -
Street City State lecode

Phone ...................
. Include area code

School or Temporary address ......................................................
Street City State Zipcode

Phone ...................

EDUCATION: List colleges attended, year in college or degrees granted. If in college give maior
and minors and what you plan to do after college.

CAMP EXPERIENCE: List most recent employment first giving name of camp, address, director,
your position and dates you worked.

With what age do you prefer to work at camp? - ...............
On a separate sheet, please write a brief biographical sketch. (No more than one complete

page). Include specialized training in camping and experience or training in other fields which
might have a bearing on this application.

79
List Honors you have- had.

Clubs/Groups (social and professional)

Present Occupation ...............................................................
Smoke? ............ Drink Socially? ............ Hobbies: ..........................
Musical Instruments you play:

Sports in which you participate or have participated:

The following activities are taught at Pino Alto: Swimming (list certificates), crafts, nature crafts,
sketching, nature (plant and bird identification), hiking, science, astronomy, riflery, archery, do-
mestic animals, guitar, cooking, gardening, lashing, knots, fire building, drama, puppetry. List
four in order of choice that you would like to teach. List training and experience in each. Please
mention any of the following in which you would be interested, stating your experience: Sunday
Vespers, Music, campfire and any other interest applicable to camp life.

i.

78a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

SOLICITUD PARA CONSEJEROS O INSTRUCTORES

Puesto solicitado .................... Fecha de Solicitud ..........................
Nombre‘ ............................ Fecha de nacimiento ........................

Di reccién permanente ............................................................
Calle Zena Ciudad

Teléfono ....................

Colegio o direccién temporal .....................................................
Calle Zona Ciudad

Teléfono ....................

gCuéles de las actividades ofrecidas en Pino Alto se siente Ud. capaz de ensefiar? .............

éQUé pasatiempos tiene Ud.? .....................................................
gQué idiomas habla Ud.? ............................................. .. ............

EDUCACION: Lista de Colegios o Centres Educativos, titulos obtenidos. En caso de estar cursan-
do estudios superiores, proporcionar pormenores sobre sus planes al concluir Ios
mismos.

EXPERIENCIA EN CAMPAMENTOS: Una lista de los empleos mas recientes, proporcionando nom-
bre del campamento, direccién, nombre del director, puesto desempefiado y las fe-
chas en que trabaio en los mismos.

éCOn qué grupo de edades preferiria trabaiar en el campamento? ........................

En hoia separada, favor de proporcionar un breve resumen biogréfico (no mas de una hoia). In-
cluir cualquier tipo de entrenamiento especializado o experiencia en otros campos o actividades
que puedan servir de complemento a esta solicitud).

80

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

Concerning: ____________________________________________________________________
Name of Applicant

This person has applied for a position on the staffof Camp Pino Alto. The applicant has given your
name as a reference. We shall appreciate it if you will return this as soon as possible, in the
enclosed self-addressed stamped envelope. Information given will be considered confidential.
In what capacity and for what length of time has the applicant been known to you? .......
............................. Would you employ this applicant for a position of leader-
ship and responsibility for your child? ........................

In the following categories, please rate the applicant as: Outstanding, Very Good, Good,
Fair or Poor.

PERSONAL APPEARANCE (Neatness and grooming) .................................. '
PHYSICAL HEALTH (Posture, energy, endurance, defects or handicaps) .....................

------------------------------------------------------------------------------

EMOTIONAL HEALTH (Adiustments, objectivity, emotional maturity, tolerance, stability, common

sense) ....................................................................
PERSONALITY (Poise, tact, adaptability, culture, cooperation) ____________________________
INTELLIGENCE (Alertness, ability to accept responsibility) ______________________________
CHARACTER (Integrity, loyalty, sincerity, reliability, social sense) ________________________

PROFESSIONAL INTEREST IN CAMPING (Promise and capacity for development in the camping
field) .....................................................................

We will appreciate any additional comments you may care to make on the back of this page or
in a separate letter.

Signature ______________________________
Title _______________________ Date .......

80a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

Asunto: ......................................................................
N ombre del Solicitante

La persona arriba mencionada ha solicitado un puesto en el Campamento Pino Alto. El solicitante
nos ha proporcionado su nombre como referencia. Agradeceremos se sirva devolver este formulario
a su mas pronta conveniencia, para Io cual se adiunta un sobre debidamente rotulado y porteado.
La informacion proporcionada seré tratada en forma confidencial.

gQué nos puede decir acerca de sus capacidades? gHace cuénto tiempo que Io(a) conoce? .....
............................... aRecomendarla Ud. a esta persona para que ocupara un
puesto directivo donde tuviera que responsabilizarse por su hiio? .......................

En las siguientes categories, favor de calificar al solicitante como: Excelente, Muy Bueno, Bueno,
Regular 0 Malo.

APARIENCIA PERSONAL (pulcritud y arreglo personal) ..................................
SALUD FISICA (Postura, energla, resistencia, defectos o impedimentos) ...................
SALUD EMOCIONAL (Adaptacién, obietividad, madurez emocional, tolerancia, estabilidad, sentido
comun) .......................................................................
PERSONALIDAD (Aplomo, tacto, adaptabilidad, cultura, cooperacién) .....................
INTELIGENCIA (Agilidad o agudeza (mental), habilidad para aceptar responsabilidades) .......

SENTIDO HUMORISTICO Y JOVIALIDAD ............................................
DOTES DE MANDO (Obietividad, paciencia, comprension, cualidades eiecutivas 0 de supervi-
sion) .........................................................................
INTERES PROFESIO‘NAL EN CAMPAMENITOS (Capacidades que aseguren un buen desarrollo en ac-
tividades de campamento) ........................................................

Agradeceremos cualquier informacion adicional que pueda proporcionarnos, ya sea al dorso de este
fromulario o bien por separado.

Firma ..................................

Cargo .................. Fecha ..........

APPENDIX F

 

81

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

THE MANAGEMENT - EMPLOYEE’S AGREEMENT

The Camp Administration offers employment to ................................. .- _

in the capacity of ...................................... for the summer season of

...... , ----------------- to --------------------, inclusive, with remuneration
of ............ according to employee's status.

The Camp Administration will furnish living accommodations, food and laundry as neces-
sary.

The Camp Administration agrees to make all assignments consistent with reason and iudg-
ment. Children’s Camp Sessions run a 12 day period. Counselors are off at 12 noon on
Friday until IO am. Sunday between the sessions. There is also a day-off during each ses-
sion.

It is understood that counselors sleep in the cabins wiht eight campers. Counselors will set
a good example by getting the minimum of eight hours sleep each night.

THE COUNSELOR AGREES:

VI.
VII.

VIII.

To supervise a tent of at least eight campers and to perform his duties as a counselor with
all the kindness, energy and enthusiasm of which he is capable.

To conduct herself or himself as a lady or gentleman and to maintain a neat, clean ap-

pearance at all times and to be an example to the campers in the prompt and cheerful ob-
servance of camp rountine.

To keep the campers under his care -— clean and neat as to clothing and body.

To maintain highest possible standards of table manners and decorum at his table at all
times.

To furnish his own bedding, transportation and personal equipment suitable for the du-
ties assigned.

Not to leave camp except on official ”time o " without notifying the administration.

To maintain CAMP LOYALTY and to be a CAMP BOOSTER among the campers and parents,
and to act in the best interest of the camp at all times.

To remember the WHOLE IS ONLY AS GOOD AS THE INDIVIDUAL PARTS. Do your best
as a part of this camp experience.

To have a physical examination before departure to camp and it is suggested a chest X-ray
be taken within six months prior to camp. This is important and the camp will furnish
the forms.

82
IT IS MUTUALLY UNDERSTOOD AND AGRE- THAT:

I. In cases of any breaches by the employee of the accepted moral code this contract auto-
matically becomes void. All obligation hereunder on the part of the camp is canceled.

2. In cases of negligence of duty or breaches of this agreement by the employee, this con-
tract may be terminated by the camp without notice. If terminated, the pay period shall

not extend beyond the day of discontinuance of service.

3. In case of illness or iniury where employee is unable to continue to perform his or her du-

ties, this contract may be terminated by the camp without notice.

THIS CONTRACT BECOMES VOID IF NOT SIGNED AND RETURNED WITHIN 20 DAYS AFTER

THE DATE WRITTEN.

I have read and agree to perform duties and to abide by all rules and regulations of the camp as now

promulgated or as adopted in the future.

Signature: .......................
Employer
Signature: .......................
Employee
Social Security Number ....................
Permanent address: .......................................................
Street City State

Phone Number: ...........................
Include area code

(Two copies are submitted; retain one copy and return the other).

 

83

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

THE MANAGEMENT - EMPLOYEE’S AGREEMENT

The Camp Administration offers employment to ...................................

in the capacity of ...................................... for the summer season of

...... , ----------------- to ---------..-_--------, inclusive, with remuneration
of ............ according to employee's status.

The Camp Administration will furnish living accommodations, food and laundry as neces-
sary.

The Camp Administration agrees to make all assignments consistent with reason and iudg-
ment. Children’s Camp Sessions run a 12 day period. Counselors are off at I2 noon on

Friday until IO am. Sunday between the sessions. There is also a day-off during each ses-
sion.

It is understood that counselors sleep in the cabins wiht eight campers. Counselors will set
a good example by getting the minimum of eight hours sleep each night.

THE COUNSELOR AGREES:

VI.
VII.

VIII.

To supervise a tent of at least eight campers and to perform his duties as a counselor with
all the kindness, energy and enthusiasm of which he is capable.

To conduct herself or himself as a lady or gentleman and to maintain a neat, clean ap-

pearance at all times and to be an example to the campers in the prompt and cheerful ob-
servance of camp rountine.

To keep the campers under his care — clean and neat as to clothing and body.

To maintain highest possible standards of table manners and decorum at his table at all
times.

To furnish his own bedding, transportation and personal equipment suitable for the du-
ties assigned.

Not to leave camp except on official ”time off” without notifying the administration.

To maintain CAMP LOYALTY and to be a CAMP BOOSTER among the campers and parents,
and to act in the best interest of the camp at all times.

To remember the WHOLE IS ONLY AS GOOD AS THE INDIVIDUAL PARTS. Do your best
as a part of this camp experience.

To have a physical examination before departure to camp and it is suggested a chest X-ray

be taken within six months prior to camp. This is important and the camp will furnish
the forms.

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84
IT IS MUTUALLY UNDERSTOOD AND AGREED THAT:

I. In cases of any breaches by the employee of the accepted moral code this contract auto-
matically becomes void. All obligation hereunder on the part of the camp is canceled.

2. In cases of negligence of duty or breaches of this agreement by the employee, this con-
tract may be terminated by the camp without notice. If terminated, the pay period shall

not extend beyond the day of discontinuance of service.

3. In case of illness or iniury where employee is unable to continue to perform his or her du-

ties, this contract may be terminated by the camp without notice.

THIS CONTRACT BECOMES VOID IF NOT SIGNED AND RETURNED WITHIN 20 DAYS AFTER

THE DATE WRITTEN.

I have read and agree to perform duties and to abide by all rules and regulations of the camp as now

promulgated or as adopted in the future.

Signature: .......................
Employer
Signature: .......................
Employee
Social Security Number ....................
Permanent address: .......................................................
Street City State

Phone Number: ...........................
Include area code

(Two copies are submitted,- retain one copy and return the other).

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APPENDIX G

85

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

STAFF HANDBOOK — PIN O ALTO

(Please Read Carefully and Keep in Notebook)

Rules and Regulations: Order and harmony can be created by guidelines. Therefore, we ask you
to read and follow the rules and regulations outlined. The lives of many persons are affected by the
manner in which these guidelines are carried out. High standards can not be compromised espe-
cially when young children are involved. Your c00peration is expected at all times. If you feel
in disagreement about any of the following, please speak with us now.

THOUGHTS TO PONDER
”To every thing there is a season, and a time to every purpose under the heaven".
”Give a man fish and he eats for a day. Teach a man to fish and he never goes hungry".

"Skola (Greek for school) means «place of leisure". Help create a free and stimulating environ-
ment, where children discover their personal interests".

"Children learn more from what they see than what they hear. Set a good example”.
"Love your neighbor as yourself”.

Transportation: Counselors who drive may bring their cars to camp. The cars will be left above
camp in the parking area. It is a poor policy to loan your car to others.

Camp Vehicles: Are only driven by authorized personnel. Camp vehicles can not be loaned. All
vehicles have schedules.

Awards: Please make sure your campers receive awards due them! (Read awards explanation
in your notebook).

Final Reports: Counselors are expected to write a report on each child in their cabin. These re-
ports are sent to the parents after each session. (See explanation of final reports in your note-
book).

Communications with Parents: Due Tuesday by Taps. Each counselor is to write a postcard to
the parents of each camper in their cabin. The postcards are to be personal, & original. These
are to be OK’ed by the director and redone if not accepted.

Curfew: Camp life is ragged. Reveille is 7:00. Curfew is 11:30. All should be in bed and the
camp quiet. Please use good iudgment and get additional sleep if you find yourself tired,
not feeling well, irritable, etc. The gate entrance wlil be locked at dusk. If you are coming
in at a later hour from your official time off, please get a key to the lock.

86

Evaluations: The Camp Director will hold an evaluation conference with each staff member.
A record of the evaluation will be kept on file in the Office. A good evaluation can prove
helpful for college applications or future iob references. Top quality staff members are always
welcomed back. (See notebook for iob description and expectations).

Campers: Please watch your campers closely. Note if there is any change in their behavior
which might be an indication of a health or physical problem. Tell the director immediately.
Make sure any tired campers get extra rest or sleep if needed.

Cleanliness of Campers: It is your responsibility to see that your campers are healthy. See that
they change their clothes regularly, brush their teeth and shower, etc. This applies to all camp-
ers 8-I2. ON CLOSING DAY YOU AND YOUR CAMPERS ARE TO WEAR YOUR PINO ALTO
T-SHIRTS AND A COMPLETE SET OF CLEAN CLOTHES.

Smoking: No smoking or use of narcotics at any time. ALCOHOLIC BEVERAGES are not per-
mitted in camp, cars, or any area where campers are located. Violation of these rules will
mean dismissal.

Laundry: Laundry is done once a week; there is no ironing. A laundry schedule will be given
you. Please use this service or do your laundry on your off days.

Pino Alto T-Shirts and Sweatshirts: Please plan to buy two T-shirts and a Sweat shirt. A Pino
Alto shirt must be worn on Opening Day, Closing Day and Sundays. DO NOT wear a iacket
over a sweatshirt when sweatshirt or T-shirt are required for uniform. Do not cut off sleeves
off a Pino Alto sweatshirt.

Supplies: There will be one shopping day. Turn your requests into the director. This request
will then be approved. Plan your program and need for supplies ahead. Do not ask to have
someone «running around» at the last minute.

Grooming: Please note the condition of your clothes and shoes. HAIR: Women staff with hair
shoulder length or longer during the day. should wear a pony tail, braids or have it styled
away from the face. Dinner and evening activities hair may be worn long. Men staff: Please
keep your hair neat and well groomed: long hair (which touches the collar), bushy hair or hair
worn near the face below the bottom of the ear is not acceptable. If sideburns are worn, they
should be trimmed, neat and not below the lobe of the ear. Smooth face is preferred.

Snacks: Snacks are put out in the dining hall for after taps enioyment.‘ Head counselors make
sure snacks are put out in the evening in camp dining hall. Unauthorized Staff are not permitted
in the Camp Kitchen. Do not eat or drink in front of campers. No food is allowed in the cabins.
Gum chewing is not permitted on Camp grounds. Confine this to after taps in the lodge.

Time Off: Each staff member has 48 hours off after each two-week session- Time off in case
of emergency or any special requests may only be granted by the Directors. Anyone who is
not available when expected to be on duty, may be asked to resign from the staff. As each
person knows, a contract was signed stating that this iob is 24 hour duty. On organized days,
cabin counselors teach activity periods, have one free period, and one professional hour.

Payment of Salary: Staff member will be paid after each two-week session. No cash is left on
hand at the camp. Counselors should not keep cash in their cabins. All money should be kept
on you personally or left with the directors.

Professional Hour: This is to be used to write cards or letters home or work on your activities.
You may be asked to spend this in the boys or girls areas. This is not a free hour-take advant-

87

age of thistime for required work. This is a good time, too, to visit with campers or to watch
your cabin campers in activities.

Furniture Around Camp: Do not sit on tables, arms of chairs, or on any furniture not intended for
sitting. This is common sense and the only way a large group can live together, not ruin fur-
niture and observe health habits especially on tables where food is served. Please enforce this.
Please do not put your feet on top of furniture, chairs, etc.

Patrol: Cabin counselors must not leave tents after Taps unless assured campers are quiet. Each
staff person has patrol duty. See the schedule on the Bulletin Board. EVENING PATROL DUTY
see your notebook.

Mail: Counselors pick up your campers mail on your way to rest period. It will be in your box.
Please read mail in the privacy of your cabin - not on Camp Grounds. Think of the campers who
does not receive mail that day. If you have mail to send out, put it in the directors’ box.

Mail to Parents: Campers are required to write once during the two-week session to their pa-
rents. Please help campers and make sure letters are addressed correctly.

Camp Activities: All camp personnel is expected when in camp to attend Sunday services,
Camp fires and all General Camp Activities.

Messages to Kit and Gwen: Leave messages for us in our boxes. These boxes are for staff and
campers who would like to see us for any reason. We will look you up. Please do not hesitate,
no matter how small a reason. We are anxious to listen to anything anyone may have to say.

Telephone: There are no telephone services at the camp. Special arrangments will have to be
made if you have an emergency phone call to make. A message may be left by parents for you
at the city office, it will be relayed to the farm by radio and then brought to you.

Personal Visitors: Are not allowed on camp grounds. Messages may be left with the guard at the
gate only. IT IS IMPORTANT THAT WE KNOW EACH AND EVERY PERSON IS WHO COMES INTO
CAMP. Therefore, we cannot allow visitors.

I. Transistor radios, are not allowed in camp. Please enforce this rule with your campers, too.
Encourage them to listen to the sounds around us,- the sounds of the woods, etc. This is some-
thing they can not have at home - give it to them here.

2. Money should not be kept in the cabins by campers or staff. It may be deposited with the
directors and returned the last day of the session. Valuables should not be kept in the cabins.
Camp cannot be responsible for cameras, guitars, watches, etc.

3. Food of any kind should not be kept in tents. You must enforce this. This brings insects,
rodents, etc.

4. Cabin Counselors, remember that you live in these cabins, too. It is your responsibility to
share the work, iust as it is your campers’. Keep your cabins clean and orderly.

5. We believe in co-educational camps. However, there are certain responsibilities. Please
watch your conduct around the opposite sex — no horseplay during duty hours. Hands off is a
good rule. Men counselors should realize that older girls may get crushes on you. This is nor-
mal — but you must be mature and handle this wisely. Make sure you do not encourage this
by your actions.

88

6. Remember little courtesies - the use of PLEASE and THANK-YOU. ANOld slang expressions;
use YES instead of YEA. Sarcasm is out. Try to address people by name. Remember to stand in the
presence of a woman or guest. This is important in the dining room. Friendliness and sincerity
are important. Speak and smile and offer to be of service to any guest in camp. This is your
home for the summer -— you are host and hostess. We are here to help you in every possible way.
We want this to be a wonderful and growing experience for you as well as our campers. It means
dedication and service to others — but isn’t this what makes life worthwhile?

7. Counselors should never use physical punishment to discipline campers. Serious discipline

problems should always be discussed with the Directors. NEVER HESITATE TO BRING YOUR DIS-
CIPLINE PROBLEMS TO THE CAMP ADMINISTRATORS.

8. FOUL LANGUAGE IS NOT USED BY ANYONE IN CAMP.

9. Campers should never be left unsupervised. A counselor should know the where abouts of
every camper in his group at all times.

10. When concluding an activity, place your interest on campers. Do not make a habit of visit-
ing with the other staff.

85a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpa’n

 

MANUAL DEL PERSONAL — PINO ALTO

(favOr de leer cuidadosamente y mantenerlo en su cuaderno de notas)

Normas y Reglamentos: El orden y la armonia se logran a través de lineamientos. Por lo tan-
to, les rogamos leer cuidadosamente y seguir las normas y reglamentos aqui delineados. Las
vidas de muchas personas serian afectadas por la forma en que estos reglamentos sean obser-
vados. Altos valores no pueden quedar comprometidos especia-lmente cuando esta-n involucra-
dos nifios pequer‘ios. Contamos con la colaboracién de ustedes en todo momento. Cualquier
discrepancia o desacuerdo que puedan tener en cuanto al contenido del presente documento,
les rogamos hacérnoslo saber ahora.

PENSAMIENTOS PARA REFLEXIONAR

«Para cada cosa hay una estacion, y un tiempo para cada proposito baio el cielo».
«Dale al hombre pescado y lo comeré por un dia. Enséfiale a pescar y nunca tendra hambre:.

«Skola (escuela en griego) quiere decir «lugar de esparcimiento» — contribuye a crear un am-
biente estimulante, donde Ios riifios descubnan sus intereses personales».

«Los nifios aprenden mas por lo que ellos ven que por aquello que escuchan. Da el buen
eiemplo».
«Ama a tu préiimo como a ti mismo».

Transporte: Los conseieros o instructores que maneien podrén traer sus automoviles al campa-
mento y estacionarlos en el area de aparcamiento. Sera una mala polltica prestarle su automo-
vil a otras personas.

Vehiculos del Campamento: Serén conducidos unicamente por el personal autorizado. Los ve-
hiculcs del Campamento no podrén prestarse. Todos los vehiculos estarén suietos a determina-
dos programas.

Premios: Asegurense de que los participantes reciban Ios premios que merecen. (Favor de
leer las explicaciones relacionadas con premios en su cuaderno de notas).

Informes Finales: Los conseieros o lnstructores tendran que escribir un informe sobre cada uno
de los nifios asignados a su cabar‘ia. Estos informes seran enviados a los padres al finalizar ca-
da temporada. (Ver explicaciones relacionadas a reportes finales en su cuaderno de notas).

Comunicacion con los Padres: Deben estar listas los martes antes del toque de silencio. Cada
conseiero o instructor debera escribir una postal a los padres de cada uno de los nifios en su
cabana. Las postales deben ser personales y originales. Estas pasaran el visto bueno del direc-
tor y vueltas a redactar si no se consideran aceptables.

86a

Toque do Oueda: La vida en el Campamento es bastante agitada. El toque de Diana es a las 7:00
y el toque de silencio a las 8:30. Todos deberén estar en cama para entonces, y el campa-
mento permaneceré en silencio. Pongan en préctica su buen sentido comun y duerman un po-
co mas si lo iuzgan conveniente en caso de estar cansados 0 de que no se sintieran bien, irri-
tados, etc. La entrada principal se cerraré con llave al anochecer. Si llegara tarde de regreso
después de su tiempo libre oficial, se le ruega obtener una llave del candado.

Evaluaciones: El Director del Campamento tendré una conferencia de evaluacion con cada uno
de los miembros del personal. Un registro sobre evaluacion se llevara en los archivos de la
Oficina. Una buena evaluacion podra influir favorablemente en futuras solicitudes para ingreso
a la universidad 0 para referencias de trabaio. Los miembros del personal que hayan demostra-
do una actuacion optima serén siempre bienvenidos para colaborar con nosotros nuevamente.
(Ver el cuaderno de notas la seccién dedicada a descripciones de trabaio y expectativas).

Participantes: Se les ruega observar cuidadosamente a los participantes, para poder detectar
cualquier cambio en su comportamiento que pueda indicar cualquier problema de salud o fisico.
Notificar inmediatamente al director. Asegurense de que cualquier participante que de muestras
de fatiga o cansancio tenga un periodo de descanso extra 0 de suefio, como sea necesario.

Limpieza de los participantes: Es su responsabilidad el de que los participantes a su cargo estén
saludables. Ver que se cambien de ropa regularmente, se cepillen Ios dientes y se bar'ien, etc.
Esto aplica a los participantes del grupo de edad entre 8-l2 afios. EN EL DlA DE LA CLAUSURA
UD. Y LOS PARTICIPANTES A SU CARGO DEBERAN USAR SUS PLAYERAS DE PINO ALTO Y UN
JUEGO COMPLETO DE ROPA LIMPIA.

Fumar: No esta permitido fumar ni el uso de narcoticos en ningun momento. LAS BEBIDAS AL-
COHOLICAS estén prohibidas en el campamento, carros 0 en cualquier area donde estén ubi-
cados Ios participantes. La violacion de estas reglas daré motivo a expulsion.

lavanderla: La lavanderia se llevara a cabo una vez por semana,- no hay servicio de aplancha-
do. Se les entregaré un itinerario de lavanderia. Favor de utilizar este servicio 0 de encargar-
so de su lavanderia en los dlas libres.

Playeras y Sudaderos de Pino Alto: Se les ruega comprar dos Playeras y un Sudadero. Debe-
ré usarse una camisa de Pino Alto en el dia de lnauguracién, dia de Clausura y los Domingos.
NO USAR saco sobre el sudadero cuando se requiere el uso de sudadero y playera como uni-
forme. No se deberén cortar las mangas de los sudaderos cle Pino Alto.

Provisiones: Habré un dla destinado a compras. Entregar sus solicitudes al director. Esta solici-
tud sera entonces aprobada. Planeen su programa y necesidades por anticipado. No soliciten
ayuda de otras personas en el ultimo momento.

Pulcritud: Presten atencion al cuidado de su ropa y zapatos. CABELLOS: El personal femenino
que tenga cabello largo a la altura de los hombres o més, debera durante el dia recogerlo en
cola, trenzas 0 en cualquier otra forma que deie el rostro despeiado. Durante la cena y otras
actividades en la noche podra usarse el pelo suelto. El personal masculino: Favor de mantener
el cabello bien peinado: cabello largo que llega hasta el cuello, cabellos enmarafiados, etc., no
sera aceptable. Si usan patillas largas, se les ruega recortarlas y mantener una apariencia nitida
y arreglada. Se prefiere el rostro bien afeitado.

Refrigerio: Seré servido en el comedor para esparcimiento después del toque de queda. Los
conseieros o instructores principales se asegurarén de que el refrigerio sea servido en el come
dor del campamento en las noches. Al personal no autorizado no le sera permitido el acceso a
la Cocina del Campamento. Se les ruega no comer o beber nada delante de los participantes.
No es permitido mantener ninguna clase de comida en las cabafias. No esta permitido masti-
car chicle en el area del campamento. En todo caso podrén hacerlo en la cabafia principal des-
pués del toque do queda.

87a

Tiempo libre: Cada miembro del personal tendré 48 horas libres después de cada sesion de dos
semanas. Tiempo libre en casos de emergencia o cualquier solicitud especial deberé ser au-
torizada por los Directores. Cualquier persona que no se encuentre disponible cuando sea su
turno de estar trabaiando, quedaré suieta a que se le solicite presentar su renuncia. Cada una
de las personas sabe que firmo un contrato en el que esta estipulado que este trabaio implica
que deben estar disponibles durante las 24 horas. En dias organizados, los conseieros 0 ins-
tructores daran clases durante los periodos de actividades, tendrén también un periodo de des-
canso y una hora profesional.

Pagos do salario: Los miembros del personal recibirén sus pagos al finalizar cada sesién de dos
semanas. No habra dinero efectivo disponible en el campamento. Los Conseieros o lnstructores
no deberan mantener dinero en efectivo en las cabafias. Todo el dinero lo deben llevar per-
sonalmente o bien debe ser depositado con los directores.

Hora Profesional: Se usara para escribir tarietas o cartas para enviar a casa 0 para trabaiar en
sus actividades. Se les solicitaré pasar este tiempo, ya sea en el area de los nifios 0 de las ni-
fias. Este no es un periodo libre, aprovéchenlo para el trabaio requerido. Es una hora en que
estaria bien también, visitar a los nifios o bien observar las actividades de los nifios a su cargo y
participar en sus actividades.

Muebles del Campamento: Se les ruega no sentarse sobre las mesas, descansos de las sillas, o
cualquier otro mueble que no esté disefiado para sentarse en él. Es cuestion de sentido comun
y la (mica forma en que un grupo grande puede convivir, es no arruinando los muebles y ob
servando habitos saludables especialmente cuando se trata de las mesas donde se sirven Ios ali-
mentos. Favor hacer énfasis en esto. No poner los pies encima de los muebles, sillas, etc.

Patrullaie: Los conseieros de las cabafias no deben abandonar las cabafias después del toque
de queda a menos que estén seguros de que los nifios ya estén tranquilos y callados. Ca-
da una de las personas del personal tienen turno de patrullaie. Favor de referirse al itinerario
que aparece en el Tablero. Para TURNOS DE PATRULLAJE NOCTURNO sirvanse buscarlo en su
cuaderno de notas.

Corroo: Los conseieros deberan recoger todo el correo del grupo de participantes a su cargo en
camino a su periodo de descanso. Se les ruega leer el correo en la privacidad de su cabafia —
no en el area del campamento. Piensen en aquellos nifios que no recibieron nada en el
correo ese dia. Si tienen correo para despachar, se les ruega entregarlo en el buzon del director.

Cortoo a Ios Padres: A Ios nifios se les exige escribir a sus padres al menos una vez du-
rante una sesién de dos semanas. Se les ruega ayudarles y ver que los sobres lleven la direccion
correcta.

Actividades del Campamento: Se espera que todo el personal, cuando se encuentre en el campa-
mento asista a los servicios del Domingo, las Fogatas y otras actividades generales del campamento.

Mensaies a Kit y Gwen: Favor deiar los mensaies dirigidos a nosotras en nuestros buzones. Estos
buzones estén a disposicion de los niiios o miembros del personal que deseen hablar con
nosotras por cualquier razon. Los buscaremos. Les rogamos hacerlo no importante cuan trivial sea
el motivo. Estamos ansiosas de escuchar todo lo que quieran decirnos.

Telefono: No contamos con servicio telefonico en el campamento. Se han hecho arreglos especia-
les, para que en caso de emergencies se puedan hacer llamadas. El mensaie podra ser deiado por
los padres de Uds. en la oficina de la capital, y por radio seré retransmitido el mensaie a la finca y
les sera entregado.

Visitas Personales: No estén permitidas en el area del campamento. Pueden deiarles mensaies con
el guardian que se encuentra a la entrada. ES DE SUMA IMPORTANCIA QUE CONOZCAMOS Y
SEPAMOS QUIEN ES CADA UNA DE LAS PERSONAS QUE ENTRA AL CAMPAMENTO. Por lo tanto,
no podemos permitir Visitas.

10.

8853.6

Radios de transistores no estén permitidos en el campamento. Se les ruega hacer énfasis en
este punto con los participantes a su cargo también. Enséfienlos a captar los sonidos que nos
rodean; Ios sonidos provenientes del bosque, etc. Esto es algo que no tendrén en casa — y
que pueden disfrutar aqul.

No se debe mantener dinero en efectivo en las cabafias — esto aplica tanto a participantes
como a los miembros del personal. Podra ser de nositado con los directores y devuelto el ul-
timo dia de la sesién. Obietos de valor tampoco deberan guardarse en las cabafias. El campa-
mento no se responsabiliza por cameras, guitarras, reloies, etc.

 

 

 

 

 

Ninguna clase de comida deberé guardarse en las cabafias. Debe hacerse un énfasis especial
en cuanto a esto. Esto acarrea molestias por insectos o roedores, etc.

A los conseieros o instructores se les recuerda que ustedes viven en estas cabafias también.
Por lo tanto seré responsabilidad de ustedes compartir el trabaio y las tareas, en la misma for-
ma que lo harén los participantes a su cargo. Mantengan las cabafias limpias y ordenadas.

Creemos en campamentos mixtos. Sin embargo, hay ciertas responsabilidades. Favor de ob-
servar su conducta con personas del sexo opuesto — nada de bromas durante las iornadas de
trabaio. Una actitud de no intervenir 0 de mantenerse al margen seré la mas adecuada. Los
conseieros de sexo masculino deben de considerar que las nifias mayores podran sentirse
atraidas hacia ustedes. Esto es normal — pero ustedes deberan contar con la madurez nece-
saria para maneiar estas situaciones con buen criterio. Asegurense de no alentar estas situa-
ciones a través de sus actitudes.

Recuerden las pequefias corteslas — empleen los términos de POR FAVOR y MUCHAS GRA-
CIAS. Se les ruega no usar modismo o expresiones vulgares, empleen NO en lugar de NEL.
Nada de sarcasmos. Traten de dirigirse a las personas por su nombre. Recuerden ponerse
de pie en la presencia de una dama 0 de un visitante. Esto es particularmente importante en
el comedor. La amistad y sinceridad son importantes. Hablen y sonrian y sean amables, ofrez-
can su ayuda a cualquier visitante que llegue al campamento. Esta es su casa durante el ve-
rano — ustedes son los anfitriones. Nosotros estamos para ayudarlos en todas las formas posi-
bles. Queremos que esta sea una maravillosa y creciente experiencia, tanto para ustedes como
para los participantes. Esto significa dedicacién y servicio hacia los demés — (pero, no es esto
precisamente lo que vale la pena?

Los conseieros o instructores deberén abstenerse de aplicar discipline flsica a los nifios.
En caso de surgir problemas serios en cuanto a discipline se les ruega discutirlos con los Di-
rectores. NO VACILEN EN DISCUTIR SUS PROBLEMAS SOBRE DISCIPLINA CON LA ADMIN|S~
TRACION DEL CAMPAMENTO.

NO ES PERMITIDO DECIR MALAS PALABRAS EN EL CAMPAMENTO.

Los nifios no deberén permanecer sin supervision en ningun momento. Los conseieros 0 ins-
tructores deben saber donde se encuentran y qué estén haciendo Ios nifios en todo momento.

En la conduccion de actividades, su interés deberé estar proyectado en los nifios. No formen
el habito de estar conversando o visitando a otros miembros del personal.

APPENDIX H

89

Gwendolyn L. Rowe
PINO ALTO

l Calle 3—46

Zone 9

Guatemala, Guatemala
Central America

Placement Office

Dear Placement Officer:

Enclosed please find a job description for our bi-lingual
summer camp in Guatemala.

We are in need of three male counselors and three female
counselors. I would like to have a notice of our opportunity
for work in Guatemala placed in your summer employment bulle-
tin. If you do not publish a placement bulletin, would you
please forward this letter to the campus newspaper, as they
may be able to use the information in some way.

Thank you for your assistance in this matter.

Sincerely,

Gwendolyn L. Rowe
Director

Enclosure

APPENDIX I

Head Cook

 

KEY

90

ORGANIZATIONAL
CHART»

 

 

 

 

Camp Director

 

 

 

KH -- Kitchen
Help
C:-- Counselor

 

Program
Director

 

 

APPENDIX J

91

CAMP DIRECTOR

 

Job Summary

 

The camp director is responsible for the promotion and over-
all scheme of the camp. Promotional work is a major responsi-
bility of the camp director. Contacts must be made with
school directors, parents, children and staff. Budget control
is maintained and administered by the camp director.

Duties of the Camp Director:

 

l) staffing the camp

2) supervising the counselors and kitchen staff
3) promoting the camp

4) interviewing parents and children

5) developing a budget and administering it

6) maintaining accurate records

7) purchasing supplies

8) organizing the camp schedules

Supervision

 

The camp director has the right to hire or fire individuals
as set forth in the staff handbook and contractual forms.
This also implies that disciplinary measures must be taken
up with the camp director, whether within the staff or the
children.

The program director will report to the camp director any

concerns and follow the guidelines established in the program
director job description.

Requirements

 

l) The applicant must have a B.A. plus have or be working on
a Masters in: Natural Resources
Recreation or
Business Management

92

Requirements (con't)

 

2)
3)

4)
5)

The applicant must have a 3.5 grade average.

The applicant must have had four (4) years teaching
experience or equivalent work experience.

The applicant must be able to communicate in Spanish.

The applicant must be able to demonstrate business know-
ledge. This will be evident in the ability to converse
with both adults and children without jeopardizing the
role of leader. As well as, establishing necessary con-
tacts within the community for promotional purposes.

APPENDIX K

93

PROGRAM DIRECTOR

 

Job Summagy

 

The program director is responsible for the development of
programs in the area of art, nature and sports. The program
outlines and materials necessary for the above mentioned
program areas must be presented to the camp director for
approval. The program director must see that the program
areas are carried out during the camp sessions.

Duties of the Program Director

 

1) Selecting project ideas appropriate to the program area.

2) Compiling the program in a written form will be expected
of the program director.

3) Instructing the counselors on how to carry out various
program details.

4) Collaborating with the camp director in the organization
of the total camp program.

5) Directing the camp when the camp director is not present.
6) Occasionally the program director will be asked to per-

form office duties, such as, typing and phoning.

Supervision

 

l) The program director is responsible to the camp director.

2) Before camp the program director will meet weekly with
the director for a four (4) hour period to discuss
concerns.

3) The program director will be responsible for meeting
daily during the camp session(s) with the director to
discuss problems, suggestions and changes.

4) Working with the program director will be six (6)
counselors. The program director will supervise the
counselors regarding the carrying out of program area
objectives. (These objectives will have been established
and discussed before the counselor performs any task.)

94

PROGRAM DIRECTOR (con't)

Requirements

 

1)
2)

3)
4)

5)

College education

Experience in one or more of the following areas:

-- education

-- ecology

-- physical education
-- art

The applicant must have a 3.0 grade point average.

The applicant must have had one year experience
teaching or equivalent work experience.

The applicant must be friendly and sincere. Working

in the outdoors and living under rustic conditions must
not be a new experience for the individual. The appli-
cant must be able to handle in a mature and responsible
way any unusual circumstances within the camping
situation.

APPENDIX L

95
BOOKLIST

American National Red Cross, Standard First Aid and Personal
Safety, United States, 1973.

 

Beetschen, Louis, edited by, Countpy Treasures, Pantheon
Books, USA, 1971.

 

Boy's Club of America, Standards Rgport, Boy's Club of
America, New York, New’York, n.d..

 

Boy Scouts of America, Cub Scout Songbook, Boy Scouts of
America, New Brunswick, New Jersey, 1969.

 

Boy Scouts of America, Cub Scout Water Fun, Boy Scouts of
America, New BrunszCk, New Jersey, 1969.

 

Boy Scouts of America, Scout Master's Handbook, Boy Scouts
of America, New Brunswick: New Jersey, 1972.

 

Boy Scouts of America, Webelos Den Activities, Boy Scouts of
America, New BrunszCE, New Jerseyf_l969.

 

Boy Scouts of America, WOlf Cub Scout Book, Boy Scouts of
America, New Brunswick, New Jersey.

 

Camp Fire Girls, Adventure, Camp Fire Girls, Inc., New
York, New Yor , -

Camp Fire Girls, Outdoor Book of Camp Fire Girls, Camp Fire
Girls, Inc., New York, New York, 1970.

 

Cole, Ann; Carolyn Haas, Faith Bushnell, Betty Weinberger,
'I Saw A Purple COW, Little, Brown and Company,
Boston, 197?}

 

Cooperative Extension Service, "4-H Camp Activity Sugges-
tions”, Michigan State University, East Lansing,
Michigan, n.d.

Cooperative Recreation, Inc., Chasons de Notre Chalet,
Delaware, Ohio, 1957.

 

Daisy Manufacturing Company, "Daisy Model 840 Operation
Manual", Rogers, Arkansas, n.d.

Dauner, Victor P., Dynamic Physical Education for Elementary
School Children, Burgess Publishing Company,
Minneapolis, Minnesota, 1971.

 

 

Dearborn Recreation Department, "Archery and Riflery", City
of Dearborn, Dearborn, MI 1971.

96

Booklist (continued)

 

Dearborn Recreation Department, ”Folk and Square Dancing in
Camp", City of Dearborn, Dearborn, Michigan, 1971.

Dearborn Recreation Department, "Indian Lore in Camp", City
of Dearborn, Dearborn, Michigan, 1971.

Dearborn Recreation Department, "Miscellaneous Program
Ideas", City of Dearborn, Dearborn, Michigan, 1971.

Dearborn Recreation Department, "Pioneer Handbook", City of
Dearborn, Dearborn, Michigan, 1971.

Dearborn Recreation Department, ”Waterfront in Camp", City
of Dearborn, Dearborn, Michigan, 1971.

Editorial Staff of Rodale Press, Have A Natural Christmas
'78, Rodale Press, Inc., Emmaus, Pennsylvania, I978.

 

Fiarotla, Phyllis, Snips and Snails and Walnut Whales,
Nature Crafts for Children, Workman Publishing Company,
New Yofk, New York, 1975.

 

 

Girl Guides and Scouts, Trefoil Round the World, World
Association of Girl Guidés and Girl Scouts, Great
Britain, 1958.

 

Girl Scouts, Brownie Girl Scout HandbOok, Girl Scouts of the
United States of AmeriCa, New YorkaNew York, 1955.

 

Girl Scouts, Cadette Girl Scout Handbook, Girl Scouts of the
United States of AmerICa, New YorkaNew York, 1963.

 

Girl Scouts, Girl Scout Leader's Guide, Girl Scouts of the
United States of America, New York, New York, 1955.

Girl Scouts, Junior Girls Scout Handbook, Girl Scouts of the
United States of America, New York, New York, 1963.

 

Hammett, Catherine T., Your Own Book Of CAMPCRAFT, Pocket
Books, New York, New York, 1973.

 

Hart, Malcom, La Senda de la Naturaleza: ngaros, Ediciones
Plesa, Madrid, Spain, 1977.

Haslett Outdoor Education Committee, "Camp Handbook",
Haslett Public Schools, Haslett, Michigan, n.d.

Haslett Outdoor Education Committee, "Outdoor Education”,
Haslett Public Schools, Haslett, Michigan, n.d.

97

Booklist (continued)
Haslett Outdoor Education Committee, ”Pioneer Cooking",
Haslett Public Schools, Haslett, Michigan, n.d.

Haslett Outdoor Education Committee, "Pioneer Life",
.Haslett Public Schools, Haslett, Michigan, n.d.

Jobb, Jaime, The Night Sky Book, Little, Brown, and Company,
Boston, Massachusetts, 1977.

 

Romberg, Let's Discover Crayon, Center for Applied Research
in Educafion, Inc., New York, New York, 1973.

Romberg, Jenean, Let's Discover Pginting, Center for Applied
Research in Education, Inc., New York, New York, 1973.

 

Romberg, Jenean, Let's Discover Tissue, Center for Applied
Research in Education, Thc., New York, New York, 1973.

 

Romberg, Jenean, Let's DisCover WatercolOr, Center for
Applied Research in Education, Inc., New York, New
York, 1973.

 

Royal Canadian Air Force, RCAF ExerciSe Plans for Physical
Fitness, Canada, 1962.

 

San Diego State Recreation Department, "Camp Program Ideas",
San Diego State University, San Diego, California, n.d.

Selberg, Ingrid, La Senda de la Naturaleza: Arboles y_Hojas,
Ediciones Plesa, Madrid, Spain, 1977.

Tarsky, Sue, La Senda de la Naturaleza: Flores Silvestres,
Ediciones Plesa, Madrid, Spain, 1977.

Thonson, Ruth, La Senda de la NaturaleZa: Insectos,
Ediciones Plesa, Madrid, Spain, 1977.

White, Merry, Cooking for Crowds, Basic Books, Inc., New
York, New York, 1974.

 

APPENDIX M

Archery

Art
general:
sketching:
weaving:

98

ACTIVITIES LIST

 

silhouettes, Easter egg tree, macrame,

jewelry, stationery, yarn animals, basketry,
tie-dyeing, batik, dough figures, masks, paper,
flowers, god's eyes, leather marble bags,
sandcasting, candlemaking, pottery, kite con-
struction.

charcoal, pencil, pen.

backstrap, paper.

Camp Crafts: knots, fire-building, lashing, orienteering.

Carpentry: toys, doormats.

Cookouts
English

Gardening

Hiking: to flour mill, to Mayan ruins.

Mayan Folklore

Nature Crafts:
Nature Study:

Pinata
Riflery

Various Games:

rock animals, pumice carving, bows and
arrows.

insects, plants, animals, scavenger hunts,
hikes, pressed flowers.

soccer, relays, tag.

APPENDIX N

Address :

Pino Alto

10.". 346, Zorn 9

Tel. 64-5-65
Tuudty: and Fridays in

ACTIVITIES

 

skuching

weaving
Nature Study
Hiking

Soccer

Sowing

Phyficol Firms:
Cooking
Bseball

English

intermediate
advanced
Camp Crafts

beginning
Gardening project

Canoe Surrey

Smdl Animal Care
An

Swimming

N.
M
m
A

Riflery

PINO ALTO

 

Indian Folklore

Astronomy
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APPENDIX 0

102

PRIVATE GUATEMALAN SCHOOLS

 

The American School of Guatemala

The Austrian School of Guatemala

The German School of Guatemala

The Mayan School

La Nueva Escuela, Antigua

Christian Academy of Guatemala
Inter—American School, Quetzaltenango
Colegio Ingles-Americano

Colegio Belmont

Instituto Guatemalteco-Americano

Liceo Javier

OTHER PUBLICITY CONTACTS

 

American Society Newsletter

United States Embassy Newsletter

Union Church Bulletin

American Embassies in Other Central American Countries
Language Schools

' Book Clubs

American Chamber of Commerce in Guatemala

APPENDIX P

103

CENTRAL AMERICAN SCHOOLS

 

Mexico: The American School Foundation
The Butler Institute
Colegio Americano de Torreon
American School Foundation of Monterrey
Colegio Americano de Puebla
American School Foundation
Lomas Grade School
Pan American School
Instituto Mexicano Noreteamericano de Relationes
culturales

Costa Rica: The Costa Rica Academy
The Country School

Honduras: Escuela Internacional Sampedrana
The American School
The Elvel School
Sociedad Educacional Interamericana de
Tegucigalpa

Nicaragua: The American—Nicaraguan School

El Salvador: American School of San Salvador
Colegio Liceo Salvadoreno
Colegio Garcia Flamenico
Colegio Externado de San Jose
Colegio Guadalupano
El Sagrado Corazon
Colegio La Asuncion

APPENDIX Q

1 04

PINO ALTO

Camp Pino Alto

Finca Vista Bella, Tecpan

 

Dear Parents:

We are happy to announce the opening of a bilingual summer camp program for
children 8 to 12 years of age.

Pino Alto is located in the beautiful pine forests of Finca Vista Bella in Tecpan,
kilometer 83 - Carretera Pan Americana.

This new educational experience has been organized by northamerican teachers
who have background in this type of programming.

Obiectives
Giving children the opportunity to live for two weeks in direct contact with nature

under the direction and supervision of counselors, who help them obtain the most from
this unique experience.

Living with others of a similar age, learning how to share, to cooperate and to
accept group decisions.

Developing new skills through camp activities, such as arts and crafts, sports, ga-
mes and camp chores.

Meals

The meals served are especially chosen and prepared so as to be healthy and ap-
pealing to young children.

Accommodations

Rustic yet very comfortable, best describes the facilities at Pino Alto. Children are
required to bring their own sleeping bag.

Camp Sessions

During the current vacation period there will be three sessions:

October 21 — November 2 co-ed
November 11 — November 23 boys
December 2 - December 14 girls

1 0 5
Capacity

30 children per session.

Cost

Q.l75.00 per child and Q.150.00 per additional child. A 0.50.00 deposit is re-
quired per child. The balance is to be paid a week before camp.

Responsible Personnel

The director of this program is Miss Gwendolyn L. Rowe. She is a certified teacher
who has experience working with children in both Guatemala and the United States. She re
ceived her degree from Central Michigan University in teaching with an emphasis in child
psychology. Her graduate work has been done at Michigan State University in administra-
tion.

Miss Rowe is responsible for the selection of the counselors and for programming.

Interested? Please be in touch with Miss Rowe at the following telephone number
48-18-56 or write 2a. Avenida 44-48, Zona l2, Colonia Monte Maria.

NOTE: An Open House will be held so that interested persons may view the facilities.

APPENDIX R

106' PINO ALTO

Finca Vista Bella, Tecpan

Campamento cle
Vacaciones

 

A WEEK AT PINO ALTO

Our day starts at 7:30 am. and Reveille at 7:45 am.
Bedtime is from 8:30 to 9:30 p.m., depending on the age group.

Sundays are special days. The first Sunday is a day of getting aquainted with counselors,
meeting new friends and the excitement of beginning a new adventure. The second Sunday
we arise a little later, dress in our blue slacks and gold shirts (Pino Alto’s colors) and come
to the Lodge for a leisurely breakfast. After breakfast there is a Sunday Service. This is fo-
llowed by a big Sunday Dinner and quiet activities or an organized game of baseball or
voHeybaH.

Monday, Tuesday, Friday and Saturday are scheduled days for learning skills. Campers have
over 18 skills from which to select. There are six activity periods on the these days.
These skills are taught by trained counselors in small groups of 8-l2 children.

Hiking Day is Wednesday. Each cabin of boys or girls, with their counselor packs a sack
lunch and plans for a day or over night hike into the woods. These hikes have been careful-
ly pre-planned by the staff. This is an opportunity to hike and use outdoors crafts. Skills to
be learned might include: gathering wood (the right kind), cooking over a campfire, lash-
ing wood to form a table, trail blazing or trail marking, etc.

Those who have not overnighted begin preparation for Thursdays’ Special Activity. A gene-
ral theme is chosen. This is carried out in free choice activities during the afternoon. This
is a day for hayrides and waterpolo.

In addition to all this, there are trips to the lximche ruins, bird watching, plant identifica-
tion, drama, singing, hotdog roasts and more.

Then there are evening activities after dinner. Once each week there are All-Camp Fires,
when each cabin group makes a special presentation, for everyone else to enjoy. Nightly
there are campfires in the boys and girls areas. Here songs are shared and guitars played
around the glowing embers.

How difficult to explain what a typical week is like; for it is each camper and their unique
contributions that make Pino Alto exciting.

106a

PINO ALTO

Campamento cle
Vacaciones

Finca Vista Bella, Tecpan

 

UNA SEMANA EN PINO ALTO

Nuestras actividades diarias se inician a las 7:30 a.m., y el toque de diana as a las 7:45 am. La hora
de acostarse es entre 8:30 y 9:30 p.m., dependiendo del grupo por edad.

Los domingos son dias especiales. El primer domingo esta dedicado a familiarizarse con los instruc-
tores y nuevos compafieros y el estimulo del inicio de una nueva aventura. El segundo domingo, nos
levantamos un poco mas tarde, y vistiendo nuestro pantalon azul y camisa color oro (Ios colores de
Pino Alto) nos reunimos en la Cabana Principal para disfrutar con la debida expansion y tiempo, de
nuestro desayuno. Después del desayuno hay un oficio dominical. A continuacién participamos en el
almuerzo especial del domingo, luego reposo o bien un iuego organizado de baseball 0 volleyball.

Lunes, martes, viernes y sébados han sido programados para aprendizaie de habilidades. Hay mas de
15 distintas artes o manualidades de donde escoger. Son seis periodos de actividades durante el dia.
El adiestramiento esta a cargo de instructores debidamente entrenados en grupos pequefios de 8 a T2
nifios.

El dia de excursion es el miércoles. En cada cabana el grupo de nifios o nifias y sus respectivos instruc-
tores preparan su bolsa de comida para el almuerzo y planean su excursion para el dia o bien para
pasar la noche en el bosque. Estas excursiones han sido cuidadosamente planeadas de antemano por
la direccién, y les proporcionan Ia oportunidad de salir al campo y poner en practice y uso las habili-
dades y manualidad-es desarrolladas en el campamento. Las habilidades, entre otras, podrén ser: iun—
tar lefia (del tipo adecuado) para fogatas, cocinar en las fogatas, trozas para formar mesas, marcas y
otras para sefialar caminos o veredas, etc.

Aquellos que no hayan pasado la noche acampando fuera, se prepararén para iniciar la Actividad Espe-
cial de los iueves. Se escoge. un tema de interés general. Se lleva a cabo, deiando que se escoian libre-
mente las actividades de la tarde. Este es un dia para iugar en el heno y polo acuético.

Ademés de todo lo anteriormente citado, habrén excursiones a leMCl-IE, observacién de péiaros, iden-
tificacion de plantas, drama, canto, asados de hot-dogs y mucho mas.

También hay otras actividades que se llevan a cabo después de la cena. Una vez por semana se en-
cienden fogatas en todo el campamento. Cada grupo de cada cabafia hace su propia presentacion, pa-
ra que todos los demas puedan disfrutarla. Todas las noches se enciende una fogata en el area de las
nifias y de los nifios. Aqui, reunidos alrededor y al calor de las mismas, se entonan canciones acom-
pafiados por guitarras.

Es un tanto diflcil describir en pocas palabras todos los eventos que incluye una tlpica semana de cam-
pamento, ya que son los participantes en si, quienes a través de sus particulares contribuciones hacen
que Pino Alto sea un lugar de gratas experiencias y emociones.

l O 7
Kathryn de Matheu

Gwendolyn L. Rowe, Directors

1 Calle 3-46, Zona 9
Guatemala, Guatemala C. A.

PIN O ALTO Tel. 64-5-65

 

Date ..---. _______________________ --. __________

APPLICATION FOR ADMISSION

l. Full name of camper ___________________________________________________________________________
Nickname if used regularly ___________________________________________________ Sex ______________

2. Age ........ Age at camp time ________ Date of Birth ______________________ Ht. ....... Wt. .......

Month, Day, Year
3. Mother’s Maiden Name ________________________________________________________________________
4. Nearest of Kin _______________________________ Address ______ . __________________________________
(Grandparents, Aunt, Uncle, etc.)

5. Names of Parents or Guardian: Mother ____________________________________________________________
Father ..................................... Guardian _______________________________________
is applicant living with both natural parents? ____________ Divorced? ____________ Separated? ___________

Deceased? Who? ____________________________
If not living with parents, with whom is applicant living? ___________________________________________
Names and ages of brothers and sisters ____________________________________________________________
6. Home address _______________________________ City ___________________________________________
Zip Code
Telephone ______________________________________
Area. Code Number
7. Business of Parent or Guardian __________________ . ________________________________________________
Business Address _____________________________ City ___________________________________________
Zip Code
Telephone ______________________________________
Area Code Number

8. School Camper attends _________________________ Grade __________________________ (NEXT School Yea-r)
Address -------------------------------------------------------------------------------------

9. Camp previously attended _______________________________________________________________________

10. If new to us, how did you hear about Pino Alto _____________________________________________________

11. Session of Camp desired _____________________________ Dates: ____________________________________

What would you like the camper to especially gain from camp this summer? Please list any additional infor-
mation you would like to give the camp that will help us and the camper. (Please use other side).

I am enclosing a $ 75.00 registration fee. It is my understanding that: the balance of the fee is to be paid not
later than Opening of camp unless other arrangements have been made; the registration fee will be refunded only in
case of illness; that the camp may use any pictures taken during camp time; that the camp directors reserve the right
to refuse an application or dismiss a child from camp without refund for misconduct or unsocial behavior.

The camp is not responsible for iniuries incurred while the camper is disobeying camp rules which have been esta-
blished and explained.

Signed: _____________ . _____________________________________

Parent or Guardian

 

ll.

12.

107a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

Fecha: ...............................

SOLICITUD DE ADMISION

Nombre completo del participante .................................................
Apodo, en caso lo use regularmente ........................ sexo ..................
Edad ........... Edad durante el periodo que dura el campamento ......................

Fecha de nacimiento .......................... Estatura .............. peso .........
mes die afio

Nombre de soltera de la madre ....................................................

Pariente mas cercano ............................................................
(abuelos. tin. do. etc.)

Direccion: ....................................................................
Nombres de los Padres o Tutores: Madre: ............................................
Padre: .............................. Tutor: ...................................
gSe encuentra el solicitante viviendo con ambos padres naturales‘? ........................
gDivorciados? ........................ aSeparados? .............................
Si no vive con sus padres, acon quién vive? ..........................................
Nombres y edad de hermanos y hermanas ...........................................

Direccién de su residencia ........................................................
Ciudad ......................................... Teléfono .....................
Profesién u ocupacion del Padre o Tutor .............................................
Direccién comercial ........................ Ciudad .............. Teléfono ........

El participante asiste al colegio _______________________________ Grado _______________
(correspondiente a} promo ciclo escolar)

Direccién .....................................................................
Campamento al que asistié anteriormente ............................................
En caso de ser nuevo, écomo se enteré de Pino Alto? .................................

Perlodo en que desea asistir al campamento: fechas — de ................................

gQué beneficios desearia usted que su nifio obtenga particularmente, a través de su participacién
en el campamento, durante las vacaciones?

Favor de anotar cualquier informacion adicional que desee proporcionar al campamento y que considere
que nos pueda ser de ayuda, tanto a nosotros como al participante. (Hacer uso del dorso de esta hoia).

107b

Adiunto envio Q.75.00 como cuota de inscripcion. Tengo entendido que el saldo de la cuota debera ha-
cerse efectivo a més tardar el dia de inauguracion del campamento, a menos que se haya previamente
concretado otro arreglo; la cuota de inscripcion seré reembolsada unicamente en caso de enfermedad;
el campamento podra usar libremente cualquier fotografia que sea tomada durante la temporada del
campamento; los directores del campamento se reservan el derecho de no admitir 0 de expulsar a cual-
quier nifio sin lugar a reembolso, en caso de mala conducta. o comportamiento anti-social.

El campamento no es responsable por accidentes que ocurran cuando el nifio infrinia las reglas del cam-
pamento que han sido establecidas.

l-08
Kathryn de Matheu
Gwendolyn L. Rowe, Directors

1 Calle 3:46, Zona 9
Guatemala, Guatemala C. A.

PINO ALTO Tel. 64-5-65

 

HEALTH HISTORY AND EXAMINATION RECORD
To be filled in by parent before presenting to physician

NAME _________________________________________________________________ PHONE __________________
(last) (first) Include Area Code
Camper's Residence Address ________________________________________________________________________
Number Street City (Zip Code)
AGE ___________ SEX ___________ Date of Birth ______________________________________________________
Month Day Year
Height __________________________________ Weight __________________________________________________

PARENT OR GUARDIAN

(If necessary, please elaborate on any of the questions below on another sheet and staple it to the Health Examination
Form). - '

Does the camper have a history of: Epilepsy ___________ Enuresis (Bed Wetting) ......... Sleep Walking _________
Asthma __________ Poison Oak __________ Nose Bleeding __________ Chronic Constipation ________________
Has camper had Chicken Pox? ______________

Is there any history of severe allergic reactions such as to bee stings, poison oak, drugs, etc? __________________
Are there any emotional problems of which we should be aware? ________________________________________

Does your child take any medications? ________________ What? _______________ How Much? _______________
Does your child have any skin problems at the present time? __________________ What? ___________________
Has your child undergone surgery at any time? __________________ If yes, please state the nature of the operation.
Has your child ever suffered iniury involving broken bones, concussion, etc.? _________________ If so, please give
brief description of iniury ___________________________________________________________________________
Are any special dietary controls or medication to be observed? ........ If yes, please give the needed information.
Does your child wear glasses? ____________________________ Regularly? ________________________________

Has your child suffered any prolonged or severe illness which has not been mentioned? ________________________
Are there any restrictions in camp activity participation as described in current camp brochure? __________________
(For girls either in or entering puberty). Has menstruation commenced? ____________________________________
Are there any problems regarding this? ____________ (Use extra sheet). If not commenced, has she been prepared
psychologically? ________________________________

Please mention any precautions or physical problems of which we should be aware and concerned in the care of this
child while he/she is in camp. ______________________________________________________________________

. PERMISSION SLIP
In case of emergency and parent or guardian cannot be reached call: (Family doctor is good)

Name Address Phone

This is to certify that if ____________________________________________________________________________________
should become ill or have an accident requiring emergency medical care, and if the parent or guardian cannot be
contacted, the director, assistant director, or nurse has permission to authorize such action as he or she deems ne~
cessary.

PARENT’S DECLARATION: To the best of my knowledge, this camper has not been exposed to any contagious or
infectious disease during the past three weeks. I give permission for this camper to engage in all camp activities
(List any exceptions).

Signature of Parent or Guardian
PLEASE SEE REVERSE SIDE FOR PHYSICIAN'S STATEMENT

109
PHYSICIAN’S STATEMENT (REQUIRED)

(Physical examination requested if none has been performed within the past year).

____________________________________________________ was seen by me for a complete physical examination
on ___________________________________________ There is no evidence of any disorder that would oontraindicato
participation in all camp activities.
Special Problems?
Immunizations:
Diphtheria-Tetanus: _______________________________________
Date of last tetanus booster: _____________________________
Measles, Mumps, Rubella: __________________________________
Polio: __________________________________________________
Tine Test: _________________________________________________
______________ s Eaftfir'e'Jr‘fiiJii-hifig'PER—15:25"—""-"""-fi;t3""""""
' ________________ 6: I; """""""""" sill?"-""""""71%1’e}33£«§""

.————_—~—-——_——--———————————————-—__———————-—-——___-__—__-—-_——————.-—__————————-————----—--—-———_
.—————_..——_——_—————-—————--————————_——————————_-—. _-.__-—_————-———-——————--———-—-—-----——--——---—-——
.———_-——————_—__--——————-————————————_———_———_——-—u—- ————_—_—_-_————-__——_—--—-—_---—-——-——-—..-_____—

_ _______________-—_.___—___——————__————— _—__.—..—_..—__——.———————-——--—————-—-—-------—-u—————_

— CAMP RECORD —

Weight on arrival __________________ HI. ............ Weight on departure ________________ Ht ____________

 

DATE DIAGNOSIS AND DOCTOR FIRST AID REMARKS

—————————————————————————————————————————————————————————————————————————————————————————————————

—————————————————————————————————————————————————————————————————————————————————————————————————
—————————————————————————————————————————————————————————————————————————————————————————————————

————————————————————————————————————————————————————————————————————————————————————————————————
——————————————————————————————————————————————————————————————————————————————————————————————————

_________________________________________________________________________________________________
——————————————————————————————————————————————————————————————————————————————————————————————————
——————————————————————————————————————————————————————————————————————————————————————————————————
——————————————————————————————————————————————————————————————————————————————————————————————————
_________________________________________________________________________________________________
__________________________________________________________________________________________________

——_——————-————————-—_—_—————————-~-_—__.-——__—————.----—.—-———————_—_—————---———-—-—--_—————-———-____

PLEASE MAIL IN

108a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

HISTORIA CLINICA Y REGISTRO DE EXAMENES

(Para ser completado por los padres antes de ser entregado al médico)

NOMBRE: ................................................... TELEFONO: ...........
Mmmmo rmmhmimmn
DIRECCION DE LA RESIDENCIA DEL PARTICIPANTE .........................................
mmnuo cane uma
EDAD .......... SEXO .......... FECHA DE NACIMIENTO .............................
mes dis ado
ESTATURA ..................... PESO .....................

PADRES O TUTORES: .................................................................

(En caso sea necesario ampliar informacion en cualquiera de las preguntas, podran responderse en hoia
separada y adiuntarla a la presente). '

Indicar si el participante ha padecido de: Epilepsia .......... Enuresis (moiar la cama) ..........
Sonambulismo .......... Asma .......... Alergia por contacto con hoias venenosas ..........
Sangre de nariz .......... Estrefiimiento cronico ........... gHa tenido Varicela? ............

¢Ha sufrido reacciones alérgicas serias debido a picaduras de insectos, contacto con plantas venenosas,
medicinas, etc.? .....................................................................

aEsta tomando el nifio alguna medicina? ......... acuél? ..................................
Dosis ............................. ¢Padece su nifio de algi’Jn problema de la piel actualmente?
......................................... aCuél? -----_-----__---------..-_--_-----_

Indicar si su nifio ha sido sometido a cualquier tipo de intervencién quirurgica ...................
En caso afirmativo, explicar la naturaleza de la operacién ....................................
gHa sufrido su hiio golpes o lesiones, rotura de huesos, contusion, etc.? .......... L ..............
En caso afirmativo, proporcionar la informacion necesaria.

eUsa su hiio lentes? ........................ gTodo el tiempo? ..........................
gHa sufrido su hiio de una prolongada o seria enfermedad- que no haya sido mencionada? ..........
gExiste alguna restriccion en cuanto a su participation en las actividades descritas en el prospecto del
campamento? ......................................................................
(Para nifias que se encuentran en-x'o estén entrando en la edad de la pubertad) gSe ha iniciado ya la
menstruacion? ............ ¢Existe algt'm problema en este sentido? ............. (usar hoia adi-
cional). En caso de que no se haya iniciado, aesté ella psicologicamente preparada? ________________
Favor de mencionar cualquier precaucion o problemas fisicos que debemos tomar en cuenta y que se
relacionen con el cuidado de su nifio mientras se encuentre en el campamento ....................

109a

NOTA DE AUTORIZACION

En caso de emergencia, cuando Ios padres o tutores no puedan ser notificados en ese momento, favor
de llamar a: (el médico de la familia seria la persona més indicada).

Nombre Di reccién Teléfono

—--------------------------------------------_--C--------------------------------.

For la presente certifico que en caso de enfermed‘ad o accidente que requiere tratamiento médico de
emergencia, y si no pueden contactarse Ios padres o tutores, el director, director asistente o la enfer-
mera contarén con la autoridad necesaria para que se proceda en la forma que él o ella crea necesaria.

DECLARATORIA DE LOS PADRES: Por este medio certifico que a mi meior saber y entender, este partici-
pante no ha sido expuesto a enfermedades infecto-contagiosas durante las ultimas tres semanas. Auto-
rizo a mi hiio(a) para que participe en todas las actividades del campamento (incluir una lista de cual-
quier excepcion).

.---------------‘----------------—-------

Pinna de las padres o tutores
INFORME MEDICO (OBLIGATORIO)

(Se requiere un examen fisico en caso no haya sido sometido al mismo en término de un afio).
...................................................................... fue sometido a

a un chequeo fisico general el ................. de ........................ de 19 .........
no habiendo evidencia alguna que pudiera contraindicar la participacién del nifio en todas las activida-
des del campamento.

gAlgun problema especial? ............................................................

lNMUNlZAClON:
Difteria/Tétano: ..............................

Fecha del Ultimo refuerzo: ......................
Sarampion/Paperas/Rubeola: ....................
~ Polio: ......................................

DATOS PARA El. REGISTRO DEI. CAMPAMENTO

Peso a su llegada .......... Estatura .......... Peso a la salida .......... Estatura ..........

FECHA DIAGNOSTICO Y DOCTOR PRIMEROS AUXILIOS COMENTARIOS

 

----------------------------------------------------------------------------------

no PINO ALTO

Finca Vista Bella, Tecpan

Campamento de
Vacacuones

 

INFORMATION OF INTEREST TO PARENTS
PINO ALTO
PLEASE FILE

REFERENCE FOR THE ENTIRE SUMMER

OPENING DAY: Campers may come in any time afternoon; if possible please plan your arrival
before 2:00, at which time lunch is served for the campers. Health forms should have been sent in
before this time, late forms may be turned into the directors on Opening Day. Special problems
should be pointed out at this time. Your camper’s counselor will be waiting to meet you. PLEASE
mail your statement of money due prior to Opening Day. We are sorry that we are unable to ac-
commodate guests for lunch on Opening Day.

CLOSING DAY: Parents and families are urged to arrive on time Closing Day. Camp is over at IO
a.m. Counselors are free to leave at 11:00 am. Remember this is their 2 day weekend.

LAUNDRY: Remember that laundry is available for an additional charge. Small things can bewashed
by hand in the pila.

HEALTH FORMS: These may be mailed in prior to Opening Day. However, parents with campers
who have special medication or any special instructions should bring the form and meet the directors
on Opening Day. Adoctor or nurse will make weekly visits to the camp to make rountine checks on
the childrens health.

POLIO: All children must have required polio shots as recommended by your doctor.
TETANUS: Tetanus shots are required as recommended by your doctor.

GENERAL GROOMING: In active activities such as swimming, etc., hair must be kept off the face.
GIRLS with long hair may wear it down in the evening, but during the day it must be styled in braids,
pony tails, etc. BOYS should keep hair reasonably well groomed. While the camp recognizes that
hair is styled longer now for boys, unusually long or untidy hair is not acceptable.

LABEL CLOTHING: Some way must be found to mark each individual piece of clothing. We suggest
some type of printed tag to be sewn in the clothing. This avoids confusion within the campers cabin
as to what belongs to whom.

STATIONARY: We suggest that parents send '2 postcards addressed and stamped that your camper may
send home.

COSTUMES Donation of: All costumes are very much appreciated for the costume collection.
BOOKS: Campers should bring a favorite book to be used: during rest periods.

CAMERA: A camera is great to have. Please do not bring an expensive one. Bring along ample
extra film and flash cubes. Campers love to take pictures.

 

a.
E

'I
ob ‘

11171
GUNS AND BOWS/ARROWS: Furnished by Camp. Do not bring your own to camp.

TRANSISTOR RADIOS: May not be played in camp. Therefore, leave them at home. Fire code forbids
any electrical appliances in the cabins. Leave hair dryers and other electric appliances at home.

COMMUNICATION: You may expect the following communication from the camp and counselors.
One postcard will be sent to tell how your camper is adjusting. A report will be written after the
camper returns home. Please notify the Camp if you do not receive the above communications.

EMERGENCY: Since we are located outside Guatel’s service area, emergency communications must be
through telegrafico Tecpan. Special arrangements have been made for them to carry messages to
us any time of the day. DO NOT ASK YOUR CAMPER TO CALL HOME!

MAIL: Campers enioy receiving letters or postcards. Try writting a note early in the first week,
since mail service is slow at times. This will insure your child hearing from you at least once dur-
ing the two week period.

PINO ALTO
c/o Finca Vista Bella

Tecpan, Guatemala

SLEEPING BAG: The camp has bunk beds with mattresses, but campers provide sleeping bags. Lin-
ers may or may not be used. If the camper does not have a sleeping bag, two blankets and two
sheets may be used.

SHOES: Tennis shoes may be worn. Heavier shoes or boots are good for hiking

CLOTHING LIST: Don’t forget to send the completed clothes list. DO NOT FORGET to mark clothes
and personal articles, toothbrushes, camera, etc. A list is mandatory consisting of everything brought
to camp. Do not send articles in good luggage.

TREATS: Do not send treats. Please notify all relatives. Please do not give in to the pleas of the
Camper because he is away from home. Fruit or cookies are acceptable treats if provided for the
entire camp. A treat for the entire camp can be passed out in the afternoon and is very welcome.
(The camp will order this for you if prearranged before the session. The cost will be approximately
Q.20.).

NOTE TO PARENTS: We appreciate parents letting us know any special concern they may have, so
that we can all work together to help our campers in every possible way. Educating children to-
day (and camp life is an education) takes the cooperation of all of us. Gaining independence and
self—reliance are-two main values of camp. Some of you are sending us your children and it will be
their first time away from home. We recognize the trust, faith that you place in us. If your child
writes homesick notes the first week, does not like camp, wants to come home, etc., continue to write
back with reassuring but positive notes that he or she must make an effort to adiust. NEVER tell
a camper that if he or she does not like camp, he or she can come home. Children must learn to
overcome seemingly difficult situations. Life can’t always be easy. What better place is there for a
child to learn to be away from home, to increase his or her sense of independence and self-reliance
than here at Camp, where everyone cares and is trying to produce a child’s world. Please rely on
our iudgment, as we are here and can see the entire situation. If we feel any action must be taken
we will contact you. We want this to be a satisfying and enjoyable experience for all involved.

110a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpa’n

 

INF ORMACION DE INTERES A LOS PADRES
PINO ALTO

FAVOR ARCHIVAR COMO REFERENCIA DURANTE
TODO EL PERIODO DE LAS VACACIONES

DIA DE INAUGURACION: Los participantes pueden llegar a cualquier hora después del me-
diodia: de ser posible planear su llegada para estar alli antes de las 2:00 (hora en que se ser-
viré el almuerzo a los participantes). Los formularios de salud habrén sido enviados antes de
esa fecha, los que estén pendientes de entrega lo hara’n en la direccion este dla. Proble-
mas especiales deberén tratarse en esta oportunidad El conseiero o instructor de participan-
tes Ios estaré esperando para conocerlos. Se les ruega enviar. . .

Lamentamos no poder tener invitados al almuerzo del Dia de Inauguracién.

DIA DE CLAUSURA: A Ios padres familiares se les ruega Ilegar puntualmente el dia de Clau-
usura. El Campamento termina a las 10 am. Los conseieros o instructores podrén marcharse
a partir de las 11 a.m., ya que es parte de sus dos dias libres de fin de semana.

IAVANDERIA: Recordar que hay servicio de lavanderia, por el que se cobra una cuota adi-
cional. Los articulos pequefios podrén ser lavados a mano en las pilas.

FORMULARIOS DE SALUD: Deberan enviarse por correo con anticipacion al Dla de Inaugura-
cion. Sin embargo, los padres de los participantes que requieren medicamentos especiales o
deseen impartir instrucciones especiales deberén traer el formulario y exponerlo a los direc-
tores el dia de inauguracién. Un médico o enfermera haré una visita semanal al campamen-
to para efectuar chequeos de rutina en cuanto a la salud' de los nifios.

POLIO: Todos los nir'ios deben estar vacunados conforme a las instrucciones de su médico.
TETANO: Las vacunas contra el tétano son requeridas en la forma que recomiende su médico.

APARIENCIA GENERAL: En actividades tales como natacion y otros deportes, la cara deberé
estar despeiada. Las nifias con cabello largo, deberén usarlo en trenzas, cola, etc., pudien-
do soltarlo en las noches. Los nifios, aun cuando reconocemos que en la actualidad usan el
pelo relativamente largo, un cabello demasiado largo o despeinado, no sera aceptable.

MARCAS PARA LA ROPA: Cada una de las piezas deberé estar debidamente marcada. Su-
gerimos etiquetas de tela cosidas a las prendas. Esto evita confusion entre los participantes
para identificar sus pertenencias.

 

111a

PAPEL DE ESCRIBIR: Sugerimos que los padres envien con sus nifios una o dos postales con
sus correspondientes sellos postales y direccién para que los nifios les puedan escribir.

DISFRACES: Los donativos de disfraces serén altamente apreciados, ya que vendrén a inte-
grar la coleccion de disfraces del campamento.

LIBROS: Los participantes deberén traer algun libro de su preferencia que usaran durante los
periodos de descanso.

CAMARA: A los participantes en general les gusta tomar fotografias, por lo que considera-
mos que traigan una camera, siempre y cuando no sea una camara cara. Ademas, se les
ruega traer suficientes rollos cle peliculas, asi come whites para flash.

RIFLES, ARCOS Y FLECHAS: Serén proporcionados por el campamento, por lo que les pedi-
mos no traer Ios suyos.

RADIOS DE TRANSISTORES: No se podrén usar en el campamento. Los reglamentos contra
incendio no permiten la tenencia de aparatos eléctricos en las cabafias. Se les ruega deiar-
Ios en casa, asi como secadoras de pelo y cualquier otro implemento eléctrico.

COMUNICACIONES: Podrén esperar las siguientes formas de comunicacién de parte del cam-
pamento y los instructores: Una postal que seré enviada para informarles en qué forma se
esta adaptando su nifio. Un informe seré enviado cuando el nifio regrese a casa. Les roga-
mos notificar al campamento en caso de no recibir dichas comunicaciones.

EMERGENCIAS: Ya que estamos ubicados en las afueras del area de servicio cubierta por
Guatel, las comunicaciones de emergencia se harén a través del telégrafo de Tecpan. Se han
hecho arreglos especiales para el envio o recibo de mensaies a cualquier hora. iNO LE PIDA
A SU NINO QUE HAGA LLAMADAS A CASAI

CORREO: A Ios nifios les gusta recibir cartas o postales. Traten de enviarles una notita en
los primeros dias, ya que el correo es un poco lento algunas veces. Asi podran asegurarse
de que su nifio tenga noticias de Uds. durante el periodo de dos semanas.

SLEEPING BAGS: El campamento esta equipado con camas tipo litera y colchones, pero Ios
sleeping bags deberén traerlos Ios participantes. Pueden usar Ios forros para las mismas, si
asi lo desean, pero no es indispensable. Aquellos que no tengan sleeping bag, podran traer
dos frazadas y dos sabanas.

ZAPATOS: Se usarén zapatos tennis. Botas o zapatos mas fuertes seran utiles para las cami-
natas o excursiones.

LISTA DE ROPA: No se olviden de enviarnos la lista completa de ropa, asi como de marcar
todas las prendas de r0pa y articulos personales, cepillos de dientes, cémaras, etc. Es obli-
gatoria la lista de todos Ios articulos que se lleven al campamento. NO ENVIEN LAS COSAS
EN PIEZAS DE EQUIPAJE FINO O CARO.

OBSEQUIOS O GOLOSINAS: Se les solicita no enviarlos y agradeceremos comunicérselo a
familiares y amistades, asi como no acceder a las sOplicas de los nifios, solo porque se en-
cuentran leios de casa. Fruta o galletitas serian obsequios aceptables, siempre y cuando
sean para todo el campamento. Un obsequio de este tipo para todos seria altamente apre-
ciado. En tal caso. el campamento se encargaré de hacer el pedido (si asi se conviene antes
de la temporada). El costo seria de aproximadamente 0.20.00.

lllb

NOTA A LOS PADRES: Mucho apreciaremos que los padres nos comuniquen cualquier duda
o preocupacion con relacion a sus nir‘ios y iuntamente trataremos de resolverlos para ayudar-
los en la meior forma posible. La education de los nifios hoy en dia (y el campamento es
un tipo de educacién) conlleva la cooperacién de todos nosotros. Alcanzar independencia y
confianza en sl mismos, son dos de los valores principales en nuestro campamento. Algu-
nos de ustedes nos esta’n enviando a sus nifios, y quizés para ellos sea la primera experien-
cia leios del hogar. Reconocemos esto y les agradecemos la confianza que han depositado en
nosotros. En caso de que el nifio escriba notas a su casa indicando que se siente triste, que
no Ie gusta el campamento y que desea volver a casa, les rogamos que sus respuestas sean
optimistas y que les sirvan de estimulo para lograr un esfuerzo por su adaptacion. Nunca les
diga que en caso no les guste pueden volver a casa. Los nifios deben aprender a sobrepo-
nerse a situaciones y dificultades. La vida no es siempre fécil. Si el nifio se encuentra leios
de casa, qué meior lugar que éste para que pueda incrementar su sentido de independencia
y seguridad en si mismo. Aqul en el campamento, donde todos estén pendientes de él, se
interesan. y tratan de crear un mundo especial para los nifios. Les rogamos confiar en nues-
tro criterio, ya que nos encontramos aqui y podemos enfocar de cerca cualquier situacion. Si
creemos necesario tomar cualquier medida, nos pondremos en contacto con Uds. Deseamos
que esta sea una experiencia llena de satisfacciones y alegria para todos los que estemos
involucrados en ella.

PINO ALTO

Finca Vista Bella, Tecpan

Campamento de
Vacaciones

 

The problem of keeping track of the clothing and other possessions of campers is tremendous.
Losses can be prevented only by your cooperation.

LIST OF CLOTHING AND ARTICLES TO BRING TO CAMP
(Separate list and separate luggage for each camper, PLEASE!)

PLEASE WASH ALL NEW CLOTHING

Camper’s Name: ................................................................
Parent’s Signature: ...............................................................
Counselor’s Signature: ...................................... Cabin: ................
No. No. No. No.
Needed Sent Article Needed Sent Article
4 ______ Levis or Jeans __ 2 ______ Pillow Cases
2 Paiamas .___2_ ______________ Bath Towels
Belt .-...l _______________ Beach Towel
I ______ Jacket ___2_ ______________ Wash Cloths
3 ______ Sweat-Shirts or sweaters ___l _______________ Sleeping Bag
8 Underwear .-__2_ ______________ Liners for Bag (optional)
8 prs. Socks _-_1 ______________ Pillow
I Shoes (optional) 1 ea. Soap, Shampoo
"’1' """"""" " T , Sh """"""""""" Toothpaste, etc.
................. _. ennls oes I Personal kit (comb,
2 Swimsuit """""""""" brush, toothbrush)
1 ---------- Laundry Bag ---! ............... FlaShhght
7 Cotton T-shirts or "J ............... Bathrobe
— ----------------- WEST) arid wear blouses 1 Rubber Thongs
Shorts """"" ' """""
" """""""""""" {1 ________________ Safety Pins
““““““““““ "‘ 1 box Kleenex

NOT CLOTHING THAT REQUIRES IRONING, PLEASE“

Additional items that may be included. Please label each one!
Plant and bird identification books ...........
Binoculars ..............................
Camera ................................
Canteen ...............................

PLEASE: No chewing gum, candy, loose cash, sheath knives, hand axes, record players,
expensive items, toys or radios.

112a

PINO ALTO

Campamento de
Vacaciones

Finca Vista Bella, Tecpan

 

El problema de llevar un adecuado control de la ropa y demas efectos personales de los participantes es tremendo.
Pérdidas por negligencia podr‘n pravenirse unicamente si contamos con su colaboracion.

Lista do Ropa y Articulos que se requieren para el Campamento
(Por favor llenar listas individualmente y empacar por separado el equipaie de cada participante).

FAVOR DE LAVAR TODAS lAS PRENDAS DE VESTIR NUEVAS

Nombre del participante: ..........................................................................
Firma de los Padres o Encargado: ____________________________________________________________________

Firms del Conseiero: ........................................ Cabana: ______________________________

Cantidad Cantidad Cantidad Cantidad

necesarla enviada Articulo necesaria enviada AItIcqu

4 Jeans 0 Levis 2 sobrefundas

2 piiamas 2 toallas de bafio

cincho I toalla de playa

I chumpa/chaqueta 2 toallitas pequefias
3 sudadero] sweater I sleeping bag

8 ropa interior 2 forros p/la misma
“““““““““““““““““““““““““ (0pcional)

8 pares calcetines 1 almohada
_1 ______________ ZGPGTOS (OpClOflOl) l C/U iabén’ shampoo,

l . """""""""""" pasta de dientes, etc.
________________ zapatos tennis cepillo, peine

2 calzonetas __1 __________ cepillo de dientes
I ________ bolsa p/rOpa sucia __1 ______________ flashlight

7 playeras de algodon l ginas
""""""""" o camisas wash 8: wear """" """"

shorts 6 ._ - .. ganchos de ropa

1 beta de bafio . (de seguridad)
---------------- I can kleenex

NINGUNA CLASE DE ROPA QUE NECESI'I’E APlANCI-IARSE
POR FAVOR
Podran incluirse otros articulos. Favor do marcar cada uno.
Libros de identificacién de plantas y paiaros __________________________________________________________
Binoculares _____________________________________________________________________________________
camera ________________________________________________________________________________________
Cantimplora .....................................................................................

POR FAVOR: Los siguientes articulos NO estén permitidos: chicles, duloes, dinero en efectivo, cuchillos, hachas,
tocadiscos, articulos de valor o iuguetes, radios.

APPENDIX S

 

113

ANNIE OAKLEY AWARD

I certify that ...........................................
has been tested and found proficient in the understand-
ing and practice of proper gun handling rules.

_.-._____.-_..._._—V,-_-_.._.._...___.____-__.__.__-__

signature of instructor

Camp Pino Alto
Tecpan, Guatemala

---.._._—.——_ -—-. -—-~—————_——_—__.._-—“__..-

 

 

 

BUFFALO BILL AWARD

Those who receive the BUFFALO BILL AWARD at Camp
Pino Alto, Tecpan, Guatemala, have totaled the highest
score during their riflery class.

This is to certify that

has earned the BUFFALO BILL AWARD

Camp Pino Alto
Tecpan, Guatemala

 

 

 

 

 

1'14

 

MAID MARION AWARD

Those who receive the MAID MARION AWARD at Camp
Pino Alto, Tecpan, Guatemala, have totaled the highest
score during their archery class.

This is to certify that
has earned the MAID MARION AWARD

Camp Pino Alto
Tecpan, Guatemala

 

 

 

 

ROBIN HOOD AWARD

I certify that ................................... ‘ ........
has been tested and found proficient in the understand-
ing and practice of proper bow and arrow handling rules.

signature of instructor

Camp Pino Alto
Tecpan, Guatemala

-——--—a——-- . ~.—--——---—_—--- .A ..-..---—_._...—

 

 

 

115

 

 

BU LL’S EYE AWARD

Those who receive the BULL’S EYE AWARD at Camp Pino
Alto, Tecpan, Guatemala, have hit the center of the ar-
chery target.

This is to certify that

has earned the BULL’S EYE AWARD

Camp Pino Alto
Tecpan, Guatemala

 

 

 

DEAD EYE AWARD

Those who receive the DEAD EYE AWARD at Camp Pi-
no Alto, Tecpan, Guatemala, have hit the center of the
riflery target.

This is to certify that
has earned the DEAD EYE AWARD

Camp Pino Alto
Tecpan, Guatemala

 

 

 

116

pioneer aware

Those who have earned the distinction of being a PIONEER at
Camp Pino Alto, Tecpan, Guatemala, are able to: tie two kinds
of knots, make two types of fires, use a pocket knife to Whittle
a point on a stick, find North in camp without a compass, make
two types of trail signs, cook two types of ‘tfood on an open fire.

THIS IS TO CERTIFY THAT

has completed all the requirements
necessary to be a PIONEER.

 

CAMP PINO ALTO

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293 03168 9718

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31