A CGMPARSSON C)? ASMRAfiONS WETH AC’r-HEVMNTS iii A sac-ii? GE: assign MECWGAN PUBLEC S’CHO’CfiL CAMFS Thesis {or “19 Degree of Eti. D. MECHEGM STATE UNIVERSETY Fan} Ernest Rupff 2957 M IIIIIIIIIIIIIIIIIIIIIIIIIIIIII III IIIIII IIIIIIII I/ 3 1293 20154 119 This is to certify that the thesis entitled A Comparison of Aspirations with Achievements in a Group of Selected Michigan Public School Camps presented by Paul Ernest Rupff has been accepted towards fulfillment of the requirements for .LdggL—degree inAdministative and Educa- tional Services -// Major professor Date February 28 J 1957 0-169 PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. ——__ ‘ DATEDUE DATE DUE DATEDUE —_ at 7'.r , as h d “\a‘fic I (J MSU Is An Affirmative Action/Equal Opportunity Institution czwmmmspj A COMPARISON OF ASPIRATIONS WITH ACHIEVEMENTS IN A GROUP OF SELECTED MICHIGAN PUBLIC SCHOOL CAMPS By PAUL ERNEST RUPFF AN ABSTRACT OF A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1957 Approved LIBRARY Michigan State University AN ABSTRACT Paul E. Rupff The purpose of this study was to determine what has been achieved by the part-time camp programs in Michigan within the de- fined needs of a good educational experience. First, it was necessary to form a set of goals or objectives based upon accepted criteria from modern educational experts. Secondly, these goals were then applied to existing camp programs in order to find out how well the specific programs achieved the goals. The criteria of the study were incorporated into a set of question— naires which were then submitted to campers, parents, and teacher- counselors within a sample of five public school camps. This phase of the study was followed by a series of interviews on school camping held with eighteen Michigan school superintendents. Boy camper responses were compared with girl campers as a preliminary breakdown. There were no significant differences except in the case of their reactions toward work tasks and their feeling toward teachers after camp. The campers felt they ate new foods, followed safety rules, and learned about nature. In addition, they indicated that they enjoyed their stay at camp very much and that within their peer group they learned of an increased need for friends and for skill in getting along with others. Parents and teacher-counselors tended to agree with the campers but the teacher-counselors were the most enthusiastic, not only in these 2 Paul E. Rupff ratings but in all items. Parents lagged behind considerably in their respective ratings through tests of significance at the one per cent level. Superintendents of schools were primarily concerned with financ- ing and initiating the camping program, community pressures, proper staffing, and values to the campers. Foremost in the values just mentioned were science learning, health and safety education, develop- ment of camper personality and special democratic values. In summary, part-time camping in Michigan appears to be achieving its aims to a reasonable degree although the importance of the program and its place in the curriculum have not been clearly established. Further attention needs to be given to (l) establishing uniform definitions for school camping, (2) developing effective teaching methods for camp, (3) communicating the values of school camping to all groups and (4) bringing the level of financial support for school camping up to the support given to other educational activities within a school district. First, it is recommended that the aims for school camping be re-defined in terms of the outdoor setting and that teaching methods be centered around exploration and problem-solving. Secondly, it is recommended that camp movies, planned tours and visitations be used as media for public relations. The purpose of the second would be to illustrate the aims of camping and demonstrate the need for increased financial support. A COMPARISON OF ASPIRATIONS WITH ACHIEVEMENTS IN A GROUP OF SELECTED MICHIGAN PUBLIC SCHOOL CAMPS By PAUL ERNEST RUPFF A THESIS .\ Submitted to the School for Advanced Graduate Studies of Michigan State Univer/sity of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1957 /’ ‘7'j‘g g .7313 ii ACKNOWLEDGMENTS The inspiration for a study on camping was first received many years ago from "Rudi"; a pioneer in organization camping, whose hearty, "Yo let's go," marked the beginning of this camper‘s first 'outdoor experience. Since that time, camping has undergone many changes and developments but the basic experience that it offers to boys and girls remains the same. The author wishes to express his gratitude toiall the teachers and school administrators who participated in this study. Especially is he indebted to the members of his committee; namely, Drs. William H. Roe, Clyde M. Campbell, Walker H. Hill, Cecil V. Millard, Julian W. Smith, and John Useem, whose combined advice and guidance made this entire work possible. TABLE OF CONTENTS CHAPTER PAGE I. THE PROBLEM AND NEED FOR STUDY . . . . . . 1 Statement of the problem . . . . . . . . . . . . . . 2 Procedures and content of thesis . . . . . . . . . . 2 Assumptions. . . . . . . . . . . . . . . . . . . . . 3 Limitations . . . . . . . . . . . . . . . . . . . . . 4 Definitions of terms. . . . . . . . . . . . . . . . . 5 School camping. . . . . . . . . . . . . . . . . . 5 Outdoor education . . . . . . . . . . . . . . . . 6 Community school camping . . . . . . . . . . . 6 Group camp sites. . . . . . . . . . . . . . . . . 6 Permanent based camp . . . . . . . . . . . . . 6 Part-time camps. . . . . . . . . . . . . . . . . 6 Need for study. . . . . . . . . . . . . . . . . . . . 6 II. BACKGROUND OF CAMPING . . . . . . . . . . . . . 15 History of camping . . . . . . . . . . . . . . . . . 15 Beginnings of school camps. . . . . . . . . . . . . 17 Research and related literature. . . . . . . . . . . 22 Camp and the deviant problem . . . . . . . . . . . 27 Summary....................... 29 iv CHAPTER PAGE III. AIMS AND MEASURING INSTRUMENTS . . . . . . . . 30 Goals. . . . . . . . . . . . . . . . . . . . . . . . . 30 Initial steps . . . . . . . . . . . . . . . . . . . . . 35 Designing and testing a set of questionnaires . . . . 40 Pilot study . . . . . . . . . . . . . . . . . . . . . . 43 Summary. . . . . . . . . . . . . . . . . . . . . . . 45 IV. CAMP SITE SAMPLE AND DATA. . . . . . . . . . . 46 Sample........................ 47 Definition and procedure . . . . . . . . . . . . . 47 Procedure. . . . . . . . . . . . . . . . . . . . . 49 Presentation of data . . . . . . . . . . . . . . . . . 51 Camper questionnaire . . . . . . . . . . . . . . 55 Parent questionnaire . . . . . . . . . . . . . . . 61 Teacher-counselor questionnaire . . . . . . . . 66 Closing statement. . . . . . . . . . . . . . . . . 66 Summary . . . . . . . . . . . . . . . . . . . 72 V. THE DATA AND CULTURAL IMPLICATIONS . . . . 74 The goal of self-realization . . . . . . . . . . . . . 75 Summary . . . . . . . . . . . . . . . . . . . . . 78 Cultural implications . . . . . . . . . . . . . . . 78 The goal of human relationships. . . . . . . . . . . 80 Summary..................... 85 CHAPTER Cultural implications . The goal of economic efficiency . Summary. Cultural implications The goal of civic responsibility Summary. Cultural implications . VI. CHILD GROWTH IMPLICATIONS AND FURTHER ANALYSES : . Child development implications Comments. Parents Special values to rural campers Pre and post camp planning. Justifying camping. By—products . School camp as a competitor Value of parent-child separation ‘ Campers Teacher-counselors . Effect of a previous camping experience Data . PAGE 85 88 90 90 91 93 93 .96 97 101 101 102 103 104 106 106 107 109 109 110 111 CHAPTER Analysis. Summary . VII. THE INTERVIEW SETTING AND ANALYSIS OF INTERVIEW DATA . Interview setting. The interview schedules . The sample and background Analysis of the interview data Aspirations . Origination of a program. Community pressures Problem of instructional staff . Problems involved with pupils . Achievements. Other contributions. Special democratic influences Summary . VIII. SUMMARY OF FINDINGS AND RELATED RECOMMENDATIONS . Findings Self-realization vi PAGE 120 122 123 124 124 126 135 136 137 138 139 141 143 144 147 148 150 151 151 CHAPTER PAGE Human relationships . . . . . . . . . . . . . . . 152 Economic efficiency . . . . . . . . . . . . . . . 153 Civic responsibility . . . . . . . . . . . . . . . 154 Further interpretation . . . . . . . . . . . . . . 155 Special note to school administrators . . . . . . 157 Unknown quantities . . . . . . . . . . . . . . . . 158 Interview findings . . . . . . . . . . . . . . . . . . 160 Specific recommendations . . . . . . . . . . . . . 161 Uniform definitions . . . . . . . . . . . . . . . 162 Evaluation . . . . . . . . . . . . . . . . . . . . 165 Developing the learning situation . . . . ._ . . . 169 Communicating the values of school camping . . . . . . . . . . . . . . . . . . . 170 Problems needing further study . . . . . . . . . 171 Closing statements . . . . . . . . . . . . . . . . . 173 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . 174 APPENDIX A . . . . . . . . . . . . . . . . . . . . . . . . . . 184 APPENDIX B . . . . . . . . . . . . . . . . .' . . . . . . . . . 188 APPENDIX C . . . . . . . . . . . . . . . . . . . . . . . . . . 197 APPENDIXD.......................... 237 TABLE III. IV. VI. VII. VIII. IX. XI. XII. XIII. XIV. XV. XVI. LIST OF TABLES Limitations and Resulting Sample . Camp Reservation Data Background on Total Camper Responses Per Cent of Return. Camper Questionnaire Responses . Parent Questionnaire Responses. Teacher-Counselor Questionnaire Responses. The Goal of Self-Realization, The Goal of Human Relationships . The Goal of Economic Efficiency The Goal of Civic Responsibility Responses of First Time Campers and Those Campers With Previous Experience Parent Responses of First Time Campers and Those Campers With Previous Experience. Camping Programs Sponsored by the Districts Contacted Through Interview . Frequencies of School Camp Evaluations Familiarity with Camping Among Those Superin- tendents from a Non-Program District. PAGE 48 50 53 54 56 62 67 77 81 89 92 112 116 128 133 134 ix TABLE PAGE XVII. Contributions of School Camping According XVIII. XIX. XX. XXI. XXII. XXIII. XXIV. XXV. XXVI. XXVI]. XXVIII. XXIX. XXX. XXXI. XXXII. to the Sample of Superintendents . Composite of Camp Programs. Proposed Goal and Evaluative Criteria for School Camping . Godwin Camper Questionnaire Responses. Godwin Parent Questionnaire Responses Godwin Teacher-Counselor Questionnaire Responses. Tuscarora Camper Questionnaire Responses . Tuscarora Parent Questionnaire Responses Oneida Camper Questionnaire Responses . Oneida Parent Questionnaire Responses Mohawk Camper Questionnaire Responses Mohawk Parent Questionnaire Responses . Cayuga Camper Questionnaire Responses. Cayuga Parent Questionnaire Responses Seneca Camper Questionnaire Responses . Seneca Parent Questionnaire Responses. 145 159 168 198 201 204 207 210 213 2.16 219 222 225 228 231 234 LIST OF FIGURES FIGURE PAGE 1. Michigan Conservation Region III and Group CampSitesinSample............. 13 CHAPTER I THE PROBLEM AND NEED FOR STUDY For the past fifteen years Michigan has experienced a new development in the field of education through the growth of the com- munity1 school camping program. Many questions have arisen in regard to the program itself. Answers are especially needed to those which probe into the way in which the curriculum can best be extended to use the out—of—doors most effectively in the learning process. Superintendents have raised many of the questions themselvesZ cover- ing such items as: 1. What pre-planning and follow-up activities are desirable for camping? 2. What evaluation processes are best? 3. How can the learning from a camp experience be integrated with the classroom activities? 4. How effective are the direct and real experiences of an This term has been used in connection with school camping be- cause school camping programs have been developed through communi- ty cooperation and in many cases in conjunction with community school programs. 2 The Department of Public Instruction, A Report on the Michigan Secondary School Camping Program £93: 1953-_5_4 (Lansing: Clair L. Taylor, 1955). p.8. outdoor camping program? Systems which have incorporated camping into their programs have incidental and subjective evaluations, but school administrators want to know more about the benefits of camping to the children who go to camp. This is very important if intelligent decisions are to be made in regard to integrating school camping in the present day curriculum. Statement _o_t: the problem. The purpose of this study was to see what has been achieved by the part-time camp programs in Michigan within the defined needs of a good educational experience. First, it was necessary to form a set of goals or objectives based upon accepted criteria from modern educational experts. Secondly, these goals were then applied to existing camp programs in order to find out how well the specific programs achieved the goals. A summary of the project is presented here. Procedures and content of thesis. Chapter 1 contains the re- search design employed in the study. This discussion also includes a definition of terms and a section on the need for such a study. Chapter II is a review of the literature and a short historical account of school camping. These materials are important because they will give the reader some general background in the whole area of school camping. Chapters Ill and IV are accounts of the procedures used for gathering the data. The material first covers the preliminary camp visitations that served as a basis for devising a set of questionnaires to measure the achievements in camping according to the adopted goals. This is followed by a description of the testing period for the question- naires that were devised; namely, a questionnaire for campers, one for parents, and another for the teacher-counselors. The section ends with an account of how the refined questionnaires were distributed to the campers, parents, and teacher-counselors in a sample of public school camps. Chapters V and VI are devoted to the analysis of the data re- ceived from the questionnaires; including statistical tests and infer- ences, cultural implications, child development implications, and the meanings behind the added comments. Chapter VII deals with a sample of follow-up interviews that were held with eighteen Michigan school superintendents. Chapter VIII is a summarization of the data received from these interviews, with special interpretation on the points which would be of value to school administrators. The last section of the study presents recommendations for future studies and further action which will improve public school camping. Assumptions. The following assumptions are basic to the entire study: 1. School camping is an educational experience which may be good, bad, or varying shades of each. 2. The best source for establishing camping's objectives is the written materials of both the educational leaders and camping experts themselves. 3. Aspirations and evaluations of school administrators and camp directors are valuable, but they alone cannot be used to determine the achievements of a camping experience. 4. Yardsticks to measure camp achievements can be con- structed by combining the aims of camping as stated by experts in the field with those of education as a whole. 5. Any school which uses camping in its curriculum attempts to make the camping period the best educational situation available within its resources. 6. School administrators need to know more about the effect that camping has upon the campers in learning areas. Limitations. There are four limitations to the study which will be discussed in full as they are imposed. They are, in order of presentation: 1. Only those public school. camps are included which use group camp sites in Conservation Region III of Michigan. 2. Only those public school camps are included which operate at conservation group camp sites for at least five days and not more than six. 3. Only those public school camps are included which provide a camp experience for sixth and seventh grade students. 4. Only those public school camps are included which operated in October, November, and December of 1955. Definitions _o_1: terms. A few specific terms are used throughout the study and each has a special meaning. They are defined here in context with the material so as to eliminate any possible confusion on the reader's part. School camping. "An educational enterprise, located in an out-of—doors environment, which provides children with the opportunity to: (1) live, work, and play in a group situation; (2) obtain experience and insight into many of the basic processes of life; and (3) receive guidance from a mature counselor who observes and influences the camper twenty-four hours per day over an extended period. " 3 Frank L. Irwin, The Theorygf Camping, (New York: A. S. Barnes and Company, 1950), p. 2. 6 Outdoor education. This includes all phases of education which take place in the out-of—doors environment. Community school camping. Camping provided by those public schools which plan the program through the cooperation of parents, teachers, and administrators. Group camp sites. Those camp sites which have been established by the Conservation Department of the State of Michigan as camping areas for groups of adults or children nho desire some experience in outdoor living. Permanent based camp. A camp site which is owned or leased so that a continuous camping program is in operation on a year-around basis. Such a camp necessitates considerable financial investment by a given school district. Part-time camps. Public school camps which are operated by school districts at conservation group camp sites for short periods of camping. I Need for study. Many administrators have accepted the camping 4For further information see Michigan Department of Conser- vation, Parks and Recreation Division Bulletin, Group Camp Facilities, January, 1955. phase of outdoor education because of its general appeal to their own concepts of education. Others are lukewarm because camp is a new idea and a capital outlay is necessary to begin a pilot program or ex- periment within their own school system. A third group may be classi- fied as a wait-and—see group who are neither for nor against but rather neutral in attitude, awaiting more tangible evidence before approaching their community or school board with any specific stand on camping. This study, through its broad objective, is designed to aid the undecided groups by trying to appraise the specific achievements in the outdoor setting which make the camp valuable. Camp directors defend camping as a part of the school curricu- lum with arguments like the following: The modern community school utilizes all of the resources available in the community in providing a curriculum to meet the needs of all the students. In achieving the accepted objectives of education, it becomes clear that many learning experiences can take place most effectively outside the classrooms. The wholeness of nature, the simplicity, and the realness found in the outdoors are conducive to good learning. Children are realistic and adventuresome, and when participating in activities planned by the group, are enthusiastic learners. "Realness" as used in the above quotation is rather vague. Kelley uses the same term in his book Ejucation For What Is Real6 where he 5Society of State Directors, Camping and Outdoor Education, (Report of Task Force, 1955 Workshop, Kellogg Center, Michigan State University), p. 1. 6Earl C. Kelley, Education For What I_s Real (New York: Harper and Brothers, 1947). - speaks of "realness" as visual perceptions, each being unique to the individual involved. This definition could be substituted in the preced- ing as an aid to understanding what the camp directors mean, but it is not certain just what the proper interpretation should be. In any case, moving the classroom from the school plant itself appears to be an attempt to get away from the traditional concept of the child going to a classroom to receive formal instruction. Furthermore, if bringing the child closer to his physical environment makes possible certain kinds of learning, then more needs to be known regarding the function of this atmosphere. Dewey, when speaking of an educational environ- ment said: Three of the more important functions of this special environ- ment are: simplifying and ordering the factors of the disposition it is wished to develop; purifying and idealizing the existing social customs; creating a wider and better balanced environment than that by which the young would be likely, if left to themselves, to be influenced. Items such as hiking, using camp property wisely, conserving natural resources, and studying nature appear over and over in the literature as the values found abundantly in the camp program. These are intrinsic values, but camping experts go one step further and as- I sume that there is growth in learning through these activities. For 7 John Dewey, Democracy and Education, (MacMillan Company, 1937), p. 27. instance, Masters says, "Of course, each group of campers carries back to the school the enthusiasm aroused by their experiences and thus enhances the anticipation of the groups still to go and recalls the ex- . . 8 periences of those who have earlier attended camp. " He then goes on in further elaboration to say that "Teachers are heard to say, 'I do not . . . . . 9 recognize this child as the same pupil I had in my classroom. ' " These statements of glowing praise offer only the judgments and feelings of those who are already completely convinced of the values of community school camping. These judgments may be very true, but evidence beyond that of impression needs to be added so as to give further evidence in terms of actual learning accomplishments by the students. This pronounced optimism, expressed by men in camping, has gained steadily since the first programs were initiated. Julian Smith says, "The American people need no convincing that a camp experience is good for all. "10 In a recent foreword, Walter Anderson says, "I 8Hugh B. Masters, "A Community School Camp, .. The Ele- mentary School Journal, XLI (June, 1941), p. 744. 911ml. p. 745. 10Julian W. Smith, ”By 1960 Every Boy and Girl a Camper, " Camping Magazine, (November, 1951), p. 31. Mr. Smith is an as- sociate—professor in the Department of Administrative and Educational Services, Michigan State University and director of the Outdoor Edu- cation Project of the American Association of Health, Physical Education and Recreation. 10 predict that twenty-five years from no-v school camping will be as es- sential a part of the curriculum as are the three R‘s today. "11 Such statements as just presented do not represent exceptions in the literature but rather a general sentiment by those who write about outdoor education. Along with this sentiment, these same writers - recognize a need for evaluation and procedures which will further de— fine the role of camping education. Gilliland puts it very aptly as follows: In all enterprises with educational implications it is a good policy to check up now and then to see what is going on and how well purposes are being achieved. Evaluation of the camping program should thus be given serious consideration. School camping programs should be evaluated in terms of broad social purposes of the community and of society. If the program does not contribute to the broad educational objectives of the school, then it has little basis for existence. Continuous study and ap- praisal must be made. Dewey, when speaking for education as a whole, says; "The criterion of the value of school education is the extent in which it creates a de— sire for continued growth and supplies means for making the desire effective in fact." 11 John W. Gilliland, School Camping, (Association for Super- vision and Curriculum Development, Department of the National Edu— cation Association, Washington: National Education Association, 1954), p. iv. 12_I_b_i_d_. , p. 48. 3Dewey, fl. _c_i_t., p. 62. 11 It is readily recognized that evaluation itself is very difficult be- cause there are few tests which can measure objectively the growth of the student through a camping experience. As a result little has been done in the camping field regarding the measurement of growth in the personal, social, and subject matter areas, particularly at the ele— mentary school age. This gap between strong impressions and measured results continues to hamper many school administrators from accepting camping at face value. There is a need for research that will find out something about the benefits that have been gained by the campers through an experience at camp. This means an actual testing of camping's ob- jectives through a device that will reach the camper learner. Limitations. The four limiting factors of this study were listed in brief form on page four. These limitations were imposed so as to have the study include a specific type of public school camps and at the same time serve as criteria for the selection of a sample. The first limitation was made because Michigan is divided into three different conservation regions and all have the same type of camp- ing facilities. Consultation with members of the Conservation Depart- ment showed that group camp sites in Regions 1 and II were used mainly by private groups, such as the Girl and Boy Scouts. School groups, on the other hand, seemed to cluster themselves within the geographical area of Region 111. Therefore it seemed logical to concentrate on 12 14 Region III. The second limitation was made because there are two types of public school camps in the state of Michigan. One type includes the permanent camp such as Clear Lake, operated by the Battle Creek public schools, and Mill Lake Camp, operated by the Dearborn public schools. The other type is the part-time camp which uses conservation group camps for short periods of camping. The limitation to the latter type grew out of the following reasons: 1. The school district, using the conservation group camp sites for part-time camping, has no money invested in the site as such but uses the existing facilities as provided by the state through the Con- servation Department. Therefore this lack of investment encourages all types of public school districts regardless of size, location, and experience to participate in an outdoor camping program. 15 As a result the study included all degrees of experience, from the district which was just embarking on a camping program to those which had a rather well established program. 2. The permanent year-around camp, of which there are so few 4Figure l on page 13 is a map showing this area and the specific camp sites that this study included. 15The Department of Public Instruction, A Report 93 the Michigan Secondary School Camping Program for 1953—54 (Lansing: Clair L. Taylor, 1955). 13 '\ Scale of Miles 7/ 77/ //l' V/ 5’. we I Island Proud,” Chief Noon Lake). Lake ‘I/ I I ,z’ Day I 1. Cedar Lake I / ./ A‘M/J/(MJWIWIIIM/z/mmwwj . FIGURE 1 MICHIGAN CONSERVATION REGION 111 AND GROUP CAMP SITES IN SAMPLE 14 in Michigan, was not so representative of public school camping. Some distinguishing features are that they have full—time camp directors and that they are achieving a fairly effective system of evaluation. Also this type of camp is directed mainly toward repeating groups within their own district, although outside schools are sometimes invited to participate. 3. In most cases the school board and administration give ' continuing support to the yearly operation of the permanent camp;17 this is not always true for the part-time public school camp. Changing staff and lack of proper interpretation to the supporting school district accounts a great deal for intermittant support given the part-time camp. The third and fourth Limiting factors, namely; that of including only sixth graders and that of using the months from September to December of 1955, were further confining features of the study. These will be covered in more detail in Chapter IV where the sampling pro- cedure is discussed in full. 6Based on visitation to Mill Lake Group Camp. 17Battle Creek and Dearborn. CHAPTER. II BACKGROUND OF CAMPING The available literature on camping consists of historical ac- counts, descriptions of brief excursions in camping, and accounts of scattered experiments. This literature is summarized below as a background for the present study. History _o_f camping. 1 Camping its..-lf dates as far back as the first settlers themselves. Living in the out-of—doors and learning how to cope with the immediate environment was a necessity to the first colonizers and later to the pioneer who moved westward. At the same time that the West was being settled, the East felt the impact of the industrial revolution and with this came the movement toward urbani- zation. Transportation, communication, and a host of manufactured goods were making it possible for the American to live a new and different way of life. It was only natural then that the American peoples‘ pioneer heritage made them eager to return to the out-of—doors on certain occasions and also find methods whereby their children could capture some of the same experiences that they had had as children. This I 1Camping 1952 - Historical, (from a collection of manuscripts in the library of Julian Smith, Michigan State University). 16 latent need for some expression of outdoor living found its outlet in the form of organized camping. 2 As far back as 1861 there are accounts of organized camping. In that year Frederick Gunn of the Gunnery School set aside a two-week. summer camp as a part of the curriculum. Later, in 1876, there is an account of a Dr. Joseph Rothrock who established a summer school'of physical culture for "weakly boys. " About this same time Reverend George Hinckley was sponsoring religious activities in the outdoors and in a camp setting. All of these efforts took place in the eastern states. Major credit for the establishment of the outdoor camp goes to Ernest Balch, who in 1881 at Camp Chorcorua put forth the idea to ”learn by doing. " This phrase is also commonly associated with John Dewey and the pragmatic approach through experiential learning. 3 It has been put in another way by Kelley through the use of the term "real. "4 By 1900 there were all types of organized camps. They included private, church, family, Y. M.C. A. , and settlement camps. The move 2James A. Wylie, ”Camping and Our Schools, An Editorial, " Education, LXXIII (September, 1952), p. 3. 3John Dewey, "Experience and Education" (New York: The MacMillan Company, 1938). 4Kelley, loc. Sit: 17 to establish camps received impetus between 1910 and 1930 with the aid of the Boy Scouts, Girl Scouts, Y. W. C. A. , and Y. M. C. A. By 1930 alone there were 2,500 organizational camps serving more than 750, 000 people. A check in 1952 found more than 12, 000 camps repre— senting 30 different types of operation. They in turn served 3, 500, 000 children or one—tenth of the children of school age. This prolification of camps required organization. First to form, in 1910, was the Camp Directors Association. Later, in 1916, the National Association of Directors of Girls' Camps was organized, and in 1921 the Midwest Directors Association was founded. These three united in 1924 to form the Camp Directors Association of America. The last organization, which was formed in 1935, was the American Camping Association with a goal of "furthering the interests and wel- fare of children and adults through camping as an educative, recreative, and character developing experience. " The Camping Magazine serves as its official publication. Beginnings 2f school camps. Michigan was a leader in school camping. No one can be sure of the date of the earliest camp or the exact reasons for its establishment. One can conjecture that the move- . I . ment began because various schools wanted some form of experimental curriculum and because private and agency type camps were becoming 18 increasingly popular. 5 In 1931 Tappan Junior High School in Ann Arbor. began taking classes on a trip to a camp they were developing. The Cadillac board of education had acquired a camp ofits own for ele— mentary school children about this same time and was using it during the summer months. Meanwhile the W. K. Kellogg Foundation was operating three experimental camps as a part of a health program for children. After the experiments were over, the Clear Lake Camp was made available in 1941 to the Lakeview (Battle Creek), Decatur, and Otsego schools for a year-around camping program, the first of its kind in which camping became a definite part of the curriculum. The idea for making camping a part of the curriculum is attributed to Hugh B. Masters of the W. K. Kellogg Foundation. The war interrupted this program but it was resumed again in 1944 by Battle Creek and a few other surrounding school districts. This type of program strengthened the cooperation between the Michigan Departments of Public Instruction and Conservation. Each fortified the other in fur- thering conservation learning through the addition of camping to the public school curriculum . 5Julian W. Smith, "The Michigan Story of Camping and Outdoor Education, " The Journal p_f_ Educational Sociology, XXIII (May, 1950), p. 508. l9 7 and Michigan8 were the first to have Virginia, 6 New York, enabling legislation that would permit school districts to own and operate camps. The Michigan legislation amended previous acts so as to permit school districts to purchase land and charge fees for camps as boards of education might see appropriate. As a result Michigan's Department of Public Instruction and Department of Conservation, with the cooperation of the W. K. Kellogg Foundation, gave considerable impetus to schools in establishing outdoor activities. Many materials and publications were made available to encourage and further outdoor education. By 1946 the day camp program, designed, for daytime use only, was expanding as rapidly as the state parks and group camp facilities could be opened. A conference in Washington, D. C. in 1948, made up of repre- sentatives from the Chief State School Officers, the National As- sociation of Secondary School Principals, the U. S. Office of Education, the American Council on Education, the National Education and other 6Virginia Code of 1942. Title II, sec. 668a. 7New York Laws, 1944 Ch. 654; Education Law, sec. 1025-a, renumbered see. 1028 in 1946; New York Laws, 1940; Education Law, see. 1025, renumbered sec. 1029 in 1946; and New York Laws, 1937. Ch. 792 (unconsolidated). 8 . . Michigan Statutes Annotated. Vol. II, Title 15, secs. 15.476 (3) (4) (5), as added by Public Acts 1945, No. 170. See Appendix A. groups, recommended: 1. that public schools should provide opportunity for camping experience for all youth as a part of the educational program. 2. that the State of Michigan immediately set up demonstration research projects in camping for older youth in order to ac- quire data and facts about the program and operation of such camps and provide for observation by leaders from other states and the general public. Again the W. K. Kellogg Foundation cooperated with the Michigan State Departments of Public Instruction and Conservation during the years of l 1948 and 1949. Eleven experimental high school camps were conducted, involving 800 high school youth and more than 100 specialists. During the period of experimentation more than a thousand school administra— tors and other leaders visited these camps. The Michigan Legislature further supported the movement by providing $10, 000 in the 1949 state aid bill so that schools might be reimbursed for work experience in their camps. In 1949 a conference was called at Haven Hill Lodge. This was attended by distinguished leaders from all over the nation. Their com- mittee reports endorsed community camping's importance in the area 95mith, 313. 2;.” p. 510. 10Superintendent of Public Instruction, Youth Love, "Thy Woods and Templed Hills" (An Account of Eleven Experimental High School Camps in Michigan 1948-1949, Lansing: Lee M. Thurston, 1949). 21 of (1) youth problems, (2) the use of natural resources, (3) education, and (4) the coordination of all agencies involved with youth. 11 Further committee action took place in 1952 at another such conference. This time the following further steps were outlined for Michigan: 1. Pilot Programs for Observation, Inspection, and Research. 2. Professional Education. 3. Program Documentation and Materials. 4. Interpretation 5. Research. 6. Policies with Respect to the Use of Public Lands and the Development of Facilities. 7. Finance. 8. National Conferences and Meetings. 9. Teamwork at the State Level. 10. Special Problems. 12 Michigan's experimentation in the school camping field led com- munities in other states on to similar action. San Diego, California, 11The Department of Public Instruction, _A_ Report of the National Conference 93 Community School Camping (Lansing: Lee M. Thurston, 1949). 12The Department of Public Instruction, ”A Look Ahead At Camping and Outdoor Education" (Lansing: Department of Public Instruction, 1952). (Mimeographed.) 13James Mitchell Clark, Public School Camping (Stanford: Stan- ford University Press, 1951), p. 51 - 105. 22 14 are both examples of Michigan’s influence, and and Tyler, Texas, the programs of their camps reflect the original experiment at Clear Lake. Research and related literature. Research in the achievements of school camping has been limited and in some cases incidental. Practi- cally every account of a camping program has expressed the open desire and need to evaluate the program's effect upon the camper. Some have done a more able job than others, and conclusions vary from those found in the form of summarizing sentences to those which can be deduced from a tabulation of data. In 1952 a report sent to the Battle Creek board of education included these collected opinions about camp opportunities at Clear Lake Camp.15 OPINIONS OF PARENTS Number The association with and consideration of others. 79 Increased independence and self-reliance. 72 Learning about science, nature, and the out-of—doors. 41 I 1 4Alma M. Freeland, "Camp Tyler," Texas Outlook, May, 1949, p. 14 — 15. 15"The Five Year Use of Clear Lake Camp 1948-1952" (A report to the Battle Creek Board of Education and the W. K. Kellogg Foundation, 1952). (Mimeographed.) OPINIONS 93‘ PARENTS W Working with others. 21 Learn things not taught in school. 20 OPINIONS _O_F TEACHERS Egress: Cooperation and sharing. ' 6 Experience in planning own program. 4 Lumbering. 3 Crafts, use of tools and tool maintenance 3 Developing the social graces. 3 Learning to live together. 2 Compass and map work. 2 Weather study. 2 Nature study. 2 Adjustment to the group. 2 Self care and safety 4 Somewhat typical. of the evaluation of most camps is that which has been reported by the eleven experimental high school camps in 16 1948-1949. The total evaluation included impressions gained from 6Superintendent of Public Instruction, Youth Love "Thy Wgods and Templed Hills" (An Account of Eleven Experimental High School Camps in Michigan 1948-1949, Lansing: Lee M. Thurston, 1949). 24 the staff each day, plus statements received from campers and staff the 17 last half day of camp. In all, seventy-four camper statements and nine staff statements18 were listed. Examples are given in these state- ments where the campers said, "We had a good atmosphere out in the woods. It made me feel good to get up early and eat and go to work, just “19 like we were really doing something big, or the staff remarked, "Better camper-teacher relationships were developed that otherwise would have been impossible in the classroom. "20 Camp Hi-Hill, serving the schools of Long Beach, California, also provides some literature evaluating its program. It reports that teachers and parents were very receptive to the camping experiment. Information was obtained through an item checklist for the teacher and parent group. Highest among teacher responses was the item, "Learn- ing to get along, " in which seventy-six per cent felt that camp was more effective than the regular class room. Lowest on the more effective classification was "Spiritual values, " with fifty-two per cent. In fact, ”Spiritual values" together with "Sharing work" were actually registered 17Ibid. pp. 42-45. 18mm. p. 45. 1915M. p. 45. zolbid. p. 46 25 as being less effectively taught at camp by nine and three per cent respectively. The parents responded to different items, but seventy—three per cent felt the children learned knowledge, skills, and appreciation of outdoor living; thirty-nine per cent emphasized group living, fifteen per cent self-reliance, and thirteen per cent noted improvement in manners, especially at the table. 21 Life Camps, Incorporated, now known as The Outdoor Education Association, in cooperation with the New York City board of education, 22 In conducted an experiment in continued education through camping. this experiment sixty-two children from two different schools were sent to National Life Camp for a three-week period in June. They were matched with a control group back at school, in sex, age, I. Q. , and reading ability. Three types of appraisal techniques were set up; namely, objective measurements, semi-objective measurements, and on-the-spot observations and interviews. The above classifications are further described in the following: 1. Objective Data -- tests in nature study, science, health 21J. Holley Ashcraft, "Report of the First Year Operation of Camp Hi-Hill, " (California: Long Beach Municipal System, 1949). (Mimeographed.) 22Extending Education Through Camping (New York: Life Camps, Incorporated, 1948, p. 17. 26 education, vocabulary, arithmetic, plus an interest inventory. 2. Semi-Objective Data -- an evaluation of the language arts, artistic pictures, a sociometry test, and a ”guess who. " 3. Observations -- recorded by the school psychologist, assistant to the principal, and the counselor. 2‘3 Two tests, one before and one after the camping period, were given to the stay-at—home and control group. The objective data showed superiority for the camping group over the control or stay-at-home group, with many of the differences being statistically significant. 24 25 The experimental group also showed gains in language arts and artistic work. 26 The experiment failed to obtain valid sociometric results, with the reason being given as follows: And third, there is present a factor in the camp situation that probably invalidates the use of sociometric technique as employed in this study. This is the fact that in the initial week camping period, immediately prior to the final testing, the children lived in groups of eight. In fact, in some groups there were only four from each of the two schools. Thus the narrowing of the group would be a factor in limiting the number of friendships formed. This would cut down on the probability of improved sociometric results as used here. It must be remembered that the control children continued in the same kind of class situation. All of the foregoing leads to the conclusion that the sociometric results are not valid indices of social adjustment in this camping 23 24ibid. p. 63. lbid. pp. 56-58. 25 26 Ibid. p. 71. Ibid. p. 75. 27 experiment. In fact, taking advantage of the opportunities afforded by hindsight}? one might conclude that the technique should not have been used. 2 Camp and the deviant problem. The camp setting has also been used as an answer to specific problems of deviant boys and girls. One such program was at Mill Lake from February to June 1951 for sixty 28 These boys whose boys from Bay City, Ann Arbor, and Dearborn. ages ranged from fifteen to nineteen were either potential drop-outs or had already dropped out of school. The staff and interns were chosen because of their interest in the problem of drop-outs and these same people devoted their efforts to a semester program of camping. The result of this effort is summarized as follows: The most convincing fact about the success of the Mill Lake Camp Program is what became of the sixty-five boys who spent all or part of the semester there. At the close of camp, their futures were: fifty-five had enrolled in school for 1951—52, nine had secured employment, three graduated from high school and had accepted positions. Moore, who was one of the interns in the above camp, also made 27Ibid. p. 77. 28A Community School Work-Learn Camp (Sponsored by The Department of Public Instruction in cooperation with The Department of Conservation, The W. K. Kellogg Foundation and Ann Arbor, Bay City and Dearborn Public Schools. Lansing: Superintendent of Public Instruction, 1951). zglbid. p. 45. 28 a study of this same group using a sociometric test, and a student, teacher, and parent precept‘fon rating scale. 30 In conclusion he states: A large number of the sixty students made an honest effort to gain by their personal experience in camp. Some others showed positive evidence that the program benefited them in no way and made no efforts to capitalize upon their opportunities. Thus out- door education may be profitable to some drop—out students while it may prove of no value to other drop-outs. 3 Grand Rapids also tackled the deviant problem by running a 32 The camp for fifty boys and fifty girls during the summer of 1951. criteria for selection were social and financial need; seventy-five per cent came from broken homes and seventy-eight per cent had failed from one to four grades. Teacher-counselors were receiving nine credit hours from Michigan State College in addition to their room and board plus a small salary. In this case the evaluation was actually a summary of the counselors’ observations. Their conclusions stated that the campers gained social and emotional security, and learned about space activities. 30William N. Moore, “A Sociometric Study of the Older Youth Project as Related to School Drop —outs" (unpublished Doctor's dis- sertation, The University of Michigan, Ann Arbor, 1953). 3115M. p. 108 -——-— 32Douglas Blocksma and Raymond Goozer, "How Camping Helps Save Children, " The Michigan Educational Journal XXIX (April 1952). suffit .’ ‘ Will“. I any 5' L stilt? Anot‘r. PFTTEE groggy (O'gl‘ISc trdIOl‘: POHdtr 29 In addition camp developed loyalty, responsibility, successful attain- ment and cooperation. Summary. There are many praiseworthy reports of camping successes but for the most part they are based upon observed results, with little verification in terms of tests or measuring devices. Actually any study dealing with a subject of this kind is likely to run into dif- ficulties on objectivity because of the very fact that it deals with people and human problems. A second qualification in connection with the previous studies is that the camps using the more objective techniques of research were better equipped than the group camps generally found in Michigan. Another feature also common to the former camps is that they use permanent staff; therefore their findings were hardly applicable to the group camp whose staff is made up of teachers acting as temporary counselors in a camp setting. The resulting gap in evaluating the majority of Michigan's com— munity camps has created a very real stumbling block to the adminis- trators who have incorporated camping into the curriculum or are pondering such action. This study is aimed at filling in the above gap. CHAPTER III :- AIMS AND MEASURING INSTRUMENTS This chapter first deals with education's established purposes and how these purposes are related to camping. From this point it moves into an account of several visits to community school camps within the limits of conservation Region III. The material in these two sections helps the reader to better understand school camping's aims as they are stated in the literature and practiced at the camp site. The last section of this chapter tells about the formation of a set of questionnaires which will measure possible camper learning through a period at camp. This process involves a first draft of questions which are put through a pilot run plus a final draft which is a refinement of the pilot run. An important step in the research de- sign of the study takes place when criteria and a set of questionnaires based on the criteria are established. In brief, the material in the next three sections carries the study to a point where it is then possible to begin collecting data that will further the topic under investigation. Goals. The Educational Policies Commission has established four major purposes of education. Stated in brief form they are: (1) Self-Realization, (2) Human Relationships, (3) Economic Efficiency, and l r; 4. l I]! ‘ .‘PI 31 and (4) Civic Responsibility. 1 Camping experts have taken these same purposes in one form or another and used them as objectives for camping. Ann Arbor, for instance, says in their information sheet, The camp program is designed to give students an opportunity for experiences in democratic group living, in assuming real responsibilities, for doing meaningful work, and for studying first- hand our natural resources and learning how to conserve them. Equally representative are the remarks of George W. Donaldson who states, Schools and their informal outdoor counterpart camps, must think through their objectives carefully and critically, select those that can be met best in camp, and then organize learning ex— periences to meet them there. He then closes his discussion in this section by saying, "The following experience areas are educationally significant: (1) Democratic Social Living, (2) Conservation, (3) Work, (4) Health, and (5) Recreation."4 Masters agrees with Donaldson, for the most part, as to the 1Educational Policies Commission. The Purposes of Education in an American Democracy. Washington: National Education Association, 193 , Chaps. IV-VII. 2"Outdoor Education in Ann Arbor’s High Schools" (information sheet on Ann Arbor’s school camping), p. 1. (Mimeographed) 3George W. Donaldson, School Camping (New York: Association Press, 1952)., p. 56. 41bid. p. 64 n7 cl 32 areas in which he felt camping made contributions. He listed them as social living, work experience, recreational living, and healthful living. Similar objectives were used in the University of Wyoming's camping experiment; (1) Practical Democratic Social Living, (2) Healthful Living, (3) Scientific Understanding and Appreciation, (4) Recreational Living, (5) Purposeful Work Experiences and (6) Spiritual Values. 6 The abOVe citations are reflections and mixtures of the four major purposes of education. However, a 1950 report on school camp- ing actually stated camping's objectives in the same terms as given in the beginning of this section. These goals, in the viewpoint of the author, then became acceptable camping goals for this study. The four purposes are very broad and, therefore, needed sub- dividing if they were to be used adequately. Camp Cuyamaca's E'Hugh B. Masters, "Values of School Camping," The Michigan Educational Journal, January, 1951, pp. 14-15. 6School Camping (Bureau of Educational Research Bulletin, Volume X, No. 2. University of Wyoming: College of Education, 1951). 7Report of the Committee gr: Camping .12 Education for Year 1949-52 (American Association for Health, Physical Education and Recreation, Washington: National Education Association, 1950). 33 evaluation was very valuable at this point in that it recorded the use of some specific subdivisions under the broad purposes of the Policies Commission. 8 Cuyamaca's norms were incorporated in this study wherever applicable. Self Realization was limited to the two learning areas of con- servation and health. These subdivisions were not arbitrary but were inserted because the literature and personal observations seemed to support their inclusion. For instance, conservation was chosen because the contract between schools reserving camp sites and the Conservation Depart- ment specifically requires setting aside time for teaching conservation by the staff and resource people available. The philosophy of the conservationists in this matter states that, The first and most important consideration is that of social need. Society in our day faces two problems of first-rate im- portance: (1) Maintaining just and peaceful relations among the people of the earth; and (2.) living in proper relationship with our physical environment, or, in other words, managing wisely the resources on which our civilization and indeed, our very existence depend.9 8James Mitchell Clark, _P_ublic School Camping (Stanford: Stanford University Press, 1951), p. 106. 9R. H. Eckelberry, The Case For Conservation (National Committee on Policies in Conservation, Columbus, Ohio: Ohio State University, 1953), p. l. 34 The other four reasons have to do with ways in which conser- vation education can help improve the school program in general. It can do this by furthering the development of a more integrated and functional curriculum, by securing more effective teaching of various kinds of subject matter, by bringing into the program first- hand experiences, and by contributing to the development of the community school. Health appeared to be a second logical division under Self Realization because of its repeated appearance in camping literature. Items such. as food, rest, cleanliness, and good emotional climate in the out-of-doors, are considered parts of the camping atmosphere conducive to health learning. Human Relationships was the second major purpose to be subdivided. Cuyamaca divided this goal into (1) Working and playing with groups of peers, (2) Learning the skills and understandings for 11 effective family living, and (3) Learning about other groups. In this study the Cuyamaca items just presented were changed to (1) Peers, meaning other child associates, (2) Family living, and (3) Other groups, these including any people outside the peer or family classification, such as teachers or other adult contacts. The subdivisions used in the Cuyamaca evaluation under Economic Efficiency and Civic Responsibility also were applicable in in Michigan's program. Where Cuyamaca used "Becoming an economic producer" and "Becoming an effective consumer," this study modified 0Ibid. p. 5. 11Clark, loc. cit. 35 the phrase to simply (1) Producing and (2) Consuming. Those under Civic Responsibility were shortened to (1) Democratic ideals and (2) Obligations of citizenship and development of civic skills. 12 In summary, the goals and their subdivisions which were established are listed in the following sequence: A. Self-Realization 1. Conservation 2. Health B. Human Relationships 1. Peers 2. Family living 3. Other groups C. Economic Efficiency 1. Producing Z. Consuming D. Civic Responsibility. 1. Democratic ideals 2. Obligations of citizenship and development of civic skills. Initial steps. The goals adopted in the foregoing were actually 12llsicl. 36 the norms of the study. Several points had to be cleared, however, before a measuring instrument could be devised. In the form of questions they were: 1. What type of instrument would be best? 2. To whom should the instrument be applied? 3. What grade level should be chosen in making any application? Answers could be gained to these questions through a visitation to school camps that were already in operation. These visitations gave an overview of Michigan public school camping as it existed and aided the author in his plan for measuring achievements. During April and May, 1955, the author visited four community school camps in Region 111, each at different sites. The choice of months was logical because there is a period from December on through the winter months when few group camp sites are reserved by schools; however, spring brings about a large number of reservations. First to be visited was a group of eighth graders from Lake Orion at Island Lake Group Camp. Here the campers were observed through a morning activity period, lunch hour, and afternoon program. On this day four different groups were rotating in the activities of riflery, tree planting, and a geological hike. Group enthusiasm was very good and of special note was the participation by the teacher- counselors in the activities. The tree planting was typical of the work 37 projects, which are a part of the camping program, and the tree planting served as follow-up on the teaching of timber measurement and soil study. Riflery was very well accepted by all the campers, so much so that all groups were overly anxious for their next period on the firing range. During the lunch hour one section of students had the responsi— bility of setting up the tables, carrying the food from the counter to the tables, and then cleaning up. The school cook prepared the meals with some student help. Pots, pans, and dishes were washed by another designated group with the help of many staff members. Students not on a work detail during this period could participate in games, skit preparations, nature projects, or mere relaxation. The afternoon schedule resumed where the morning had left off, with more rotation of the activities mentioned before. Each day had its own schedule which included the service of the resource people who were at hand. Many of these had been engaged in order to present instruction in a special area. The next observational visit was made at Chief Noon Day Camp where the Allegan schools had a senior group of high school students encamped. Unfortunately, many were out on hiking trips, but two groups were at the site. Both of these were engaged in first aid demon- strations and practice inside the lodge itself although the weather was 38 very favorable for outdoor activities. This age group presented an al- together different atmosphere with a vast interplay of personalities often found in teenage mixed groups. Because of their age, the program was less rigid and more freedom was allowed. It was further learned that one of the hiking groups was also engaged in a tree planting project with the aid of the conservation men at that site. The available resource staff~ gave much of the conservation information and it appeared that the same type of outdoor activities were offered to this twelfth grade level as at the Lake Orion eighth grade level. Thirdly, the author observed and visited Cedar Lake Camp where the Ann Arbor high school had a group of sophomore students camping for a five day period. 13 The activities observed here were much the same as those at Island Lake and Chief Noon Day. A fourth and last visit was made to Mill Lake Camp. This site is actually a permanent based camp for the Dearborn public schools. 14 The camp director was gracious in pointing out various activities in a conducted tour. One very interesting scene was a group of sixth graders 13See Appendix D for complete program. l4Dearborn Public Schools, Community School Camping (Camping Pamphlet No. 5. Dearborn: Division of Elementary and Junior High Instruction, 1954). 39 preparing for an outdoor hike and cook-out. Many of the other activities observed were a part of the same pattern as described in the preceding paragraphs but all could be carried out better because of finer facilities. It was very obvious that the buildings and surroundings represented a more permanent type of operation than the other camps. These visits produced background material on current camping practices at four grade levels. The immediate conclusions were: (1) that any study in community school camping would have to be narrowed to one grade level, (2.) a specific type of community school camping would need to be chosen for study, and (3) that the aims and program content had many items in common no matter what grade level was in- volved or where the camp site was located. The observations also made clear that program directors of school camping felt the programs were at least partly successful in the following respects: 1. Provision was being made for active learning situations. 2. Small-group living was possible through cabin operations. 3. Camping afforded opportunity for problem solving. 4. Meaningful work experiences were readily available. 5. Planning in camp was done by and for all children. 6. Provision was made for the individual differences among campers. 40 7. A program of recreation and fun was available to staff and campers. Designing and testing a set of questionnaires. The questionnaire was the instrument chosen for measuring achievements in terms of the camper learner. Three equally important group reactions might be held, namely; the campers', the parents', and the teachers'. Therefore a separate schedule of questions had to be made for each group. Each question- naire was designed and constructed on the basis of the four goals and the subdivisions under each goal. The sixth and seventh grades were chosen as the levels on which the achievements would be measured. This choice was an im- posed limitation because it confined the study to a small segment of the student population; however, it was logical when a check with the state conservation department showed that more camp sites are used by these levels than any other. As a result, these two grades were used as a basis for word usage when each of the sentences were con- structed for the camper questionnaire. Further support for the above choice was found in the Camp White Cloud folder, which stated that sixth graders were chosen for camp because it appeared that outdoor activities were ideal for learning development at that age. 15 15Camp White Cloud (University City: University City Public Schools), p. 1. (Mimeographed.) 41 These became the basic assumptions in the entire construction of the questionnaires: 1. The achievements of school camps can be measured and evaluated through teacher-counselors, campers, and parents. 2. Yardsticks can be constructed to measure individual camp experiences from an overview of all camping aims. 3. Administrators need to gain more precise knowledge about the accomplishments of an outdoor experience. Items to be incorporated into the questionnaires were taken from two main sources: first, from observations taken during the visitation period, and secondly, from an organization and development manual for school camping in Michigan put out by the Superintendent of Public Instruction. 16 Aid in sentence form was received from the Camp Cuyamaca evaluation. 17 The camper questionnaire was the first to be constructed. It seemed logical to concentrate on this first because the study was mainly interested in the effect of camping upon the campers. It would not be possible to cover each goal completely no matter how many questions were asked, so it was decided to ask a few key questions under each Superintendent of Public Instruction, Community School Camping (Lansing: Lee M. Thurston, 1950). pp. 9-24. 7 Clark, BE. £i_t_., pp. 175-180. 42 goal. These questions would cover the more obvious and general ac- tivities and each one would be answered by a rating instead of a write-in. In the area of Self-Realization, one question was designed to find out something about the health habits practiced at camp and another to get camper reaction to what they felt was learned about the out-of- doors. The questions to get at Human Relationships were slanted at the camper's friends, cabin mates, and adult associates. For instance, a typical one was, "Did camp make you feel you ought to have friends?" In this area it was necessary to have more questions than under Self- Realization because of the three levels covered; namely, peers, family, and others such as the teacher. Economic Efficiency was the most difficult to test, but it was soon clear that a question on work tasks and another on saving resources would approximate some rating on producing and consuming. This same type of question was also very appropriate for the goal of Civic Responsibility, for example, "How did you feel about the tasks and work projects at camp? " Care was taken to make the questions as simple as possible and to lreep the number in each area to a minimum. Once this had been ac- complished, there was little difficulty in constructing the parent and teacher-counselor questionnaire. Here the task was to transfer the thought in the camper question to a parallel question on the parent and ‘3'. 43 teacher-counselor level. In some cases the question on the camper questionnaire had no counterpart on the other two schedules because it was pertinent to the camper only. Once the core questions were placed in each questionnaire it was then possible to add items and questions which were appropriate to just the camper, parent, or teacher-counselor. These additional questions helped to fill in gaps and give continuity to the sequence of questions. Pilot Study. The next logical step was to conduct a pilot study using the schedules just constructed. Again the Michigan State Conser- vation Department was called upon for data on camp reservations be— ginning in September of 1955. One of the first groups going out was the Godwin Public Schools who were taking a group of sixty seventh- grade children to Chief Noon Day Camp from September 18th to 23rd. A further review of camp site reservations showed that periods of ten days to two weeks occurred in such a small number that an adequate sample would be impossible. On the other hand, the six-day period as chosen by Godwin was most popular, with five days an equally common choice. Therefore, it was decided to use both the normal five— day school week period and also the six-day camping period as the learning time to be measured. The Godwin School could be used as a basis for the study because 44 it fell within the grade and time requirements. An added advantage was Godwin's previous camping experience and its willingness to be used as a part of the study. The camp director, who was also the principal of Godwin Junior High School, was briefed in a personal interview at his school as to the mechanics of filling in the questionnaires. It was decided to have the campers and teacher-counselors fill them out together, during a home room period in the second week after returning from camp. The parent questionnaire was to be taken home by the camper at the same time and then returned to the school. It had been the original intent to provide a return addressed envelope with the parent questionnaire and have them mailed back. The school, however, desired to be the collecting agent so all materials were returned at one time. Godwin was interested in the actual tabulation, 18 but the pilot study determined weaknesses and changes that would make the question- naires as valid as possible. The return totaled one hundred per cent of the campers, seventy-five per cent of the parents, and one hundred per cent of the teachers. As it turned out, few 'major changes were necessary in the camper and parent questionnaires because neither group made serious 8See Appendix C 45 objections to any item nor did they display any lack of understanding any item. In all cases the minor changes were in the wording rather than the content itself. The greatest change took place in the teacher- counselor questionnaire where it was necessary to adjust the rating scale. \I The refinement of the questionnaires was the last step in the 19 pilot study. At this point the final schedules could be printed and applied to a sample. Summary. Goals were established from the written material of the educational and camping experts. Visitations were then made at four different public school camps in order to make observations. The observations were classified according to each camp and the age group it represented. These preliminaries led to a set of questionnaires which incorporated the criteria of the study. The instruments were then used as a pilot process in the Godwin Public Schools. From this trial operation there developed some refining features which were important in producing a set of questionnaires which would be more precise in measuring the effect of camp upon campers. 1C’see Appendix B. during cause' ranges Visuc: fondm ll’lé‘ pl; aS‘wa lcpl‘ hllth pro: CHAPTER IV CAMP SITE SAMPLE AND DATA October, November, and December were selected as the months during which data would be collected. These months were chosen be— cause they had the advantage of simulating the same temperature ranges and weather conditions as were found when the investigator visited camps to develop the research design. Thus the same seasonal conditions prevailed during the sampling months as were present d21ring the period when the instruments were constructed. The winter months, as was said before, are not used a great deal for outdoor camping ex- cept by a few school districts such as the ones in the upper peninsula of Michigan or Wyandotte which make special use of a winter sports program. A list of reservations for school camping was secured from Region III Conservation Headquarters in Lansing, Michigan, for the school year 1955-56. From this list those camps were screened out who operated during the fall months of October, November, and December. This list served as a basis for selecting the school camp sample ac- cording to the two remaining limiting conditions of study. After that \ 1Betwee, Marcus C. "Report of a School Camping Experiment" (unpublished Master's essay, Wayne University, 1953), p. 89. 47 the measuring instruments were applied to each camp within the sample and from this the data was obtained. 2 I. SAMPLE Definition and procedure. Two additional conditions were ap- plied to the list of reservations after the first two limitations had been imposed. Camps were included that had a camping period of five or six days and had a program either for sixth or seventh grade students. An added modification limited the representation to one school in a given district, such as in the case of city-type districts that might send several of their schools to camp. This appeared to be necessary so as to reduce the bias that might be created through an over weight from the more densely populated districts. Table I shows the successive limitations and manner in which the sample was obtained. Seven schools fell within the chosen universe after the two ad- ditional limitations were applied. Invitations to participate in the study, with a sample of the questionnaires enclosed, were then sent to the seven superintendents involved. Six replies were returned of which Adams School, Birmingham; Lockman School, Royal Oak; Bird School, Plymouth; Lincoln School, Ypsilanti; and Bellevue expressed a willing- 2 See Appendix A. TABLE I LIMITATIONS AND RESULTING SAMPLE 'h—n— —-—-— 48 Criteria Total Meeting criteria Not meeting criteria Number Operate at conser- vation group camp sites. 33 Operate for 5 or 6 days. 20 Experience provided for 6th and 7th grade. 10 Operate during October, November, and December. 10 Represent each district by one school. Per cent 100 60. 30. 30. 21. Number 13 23 23 26 Per cent 39.4 69.7 69.7 78.8 *Reduced to five because of one to participate. cancellation and one refusal 49 ness to participate. One school made no reply even upon a follow-up invitation and later one of the six schools cancelled its camping program. Thus five schools finally became active participants in the study. Table II shows a listing of the five participating schools and registration information pertinent to their contribution to the sample. At this point the coded names of Tuscarora, Oneida, Mohawk, Cayuga, and Seneca were adopted so as not to make any reflection upon a school camp by name. It should be noted that the final sample groups actually represented only sixth-grade students. This was because the two schools which did not participate were the only two representatives of seventh- grade students. Procedure. Packages of materials were prepared, including a letter of instruction, and enough camper, parent, and teacher- counselor questionnaires to supply the group. A return addressed en- velope also accompanied every parent questionnaire, but the camper and teacher-counselor questionnaires were filled out and returned as a group unit from the school itself. Also important in the procedure was the allowance of two weeks to lapse after camp before filling out the questionnaires. This made the evaluation a post-camp type, giving any possible camp values some chance to carry over into the school and home scenes. It is recognized, however, that although the camper and teacher-counselor could be held to a specific date for filling out the 50 TABLE II CAMP RESERVATION DATA School Camp’i‘ Date Site Grade Adults Campers Tuscarora October 17—21 Chief Noon 6 7 65 Day Oneida October 24-29 Pleasant 6 6 60 Lake Mohawk November 27- Cedar Lake 6 12 70 December 2 Cayuga October 31- Island Lake 6 8 65 November 4 Seneca October 31- Pleasant 6 4 33 November 4 Lake Totals 37 293 *Code name of school. 51 questionnaire, the best that could be hoped for in regard to the parents" schedule was an exact distribution date with a request for a quick reply and mailing. These mechanics worked out very well as was somewhat foreseen through the instrumentation period at Godwin. All of the participating schools were enthusiastic in their replies and some requested a pre—camp meeting with the staff. This was avoided, however, because of the possibility of unduly influencing the camp pro- gram with the study's established goals and in this way aiding the staff in making a better showing for its school in the final results. It was decided that a better time for such a meeting with camp staffs would be later when all data had been collected and interpreted. The last camp to report, namely the Mohawks, returned all of its data by January 1, 1956. The tabulation could now be made, and the beginning step toward analysis was possible. II. PRESENTATION OF DATA Separate returns for each camp group under code are recorded in the Appendix; however, it was not the intent to evaluate one group against another but rather to incorporate all groups into one sample. The purposes of "camp breakdowns" were to prepare individual reports to be sent back to the participating school and to enable the reader to see the parts of the sample. 52 The total sample is recorded here by a series of tables, each of which will be interpreted. Table II gives the number of responses for both boys and girls in all the respective camps. It should be noted that 254 campers replied to the questionnaire and that the range went from 46, who had been once to another camp other than school camp, to one camper who recorded 7 such experiences. All campers indicated that this was their first school camp experience. Table III records the actual return by per cent. The Mohawk parent return was the only one under 50 per cent and this is attributed to the interference of the Christmas holiday activities. The per cent of return is based upon campers who were registered when the school made application to Region III Conservation Headquarters for a group camp site reservation. Actually the return might be higher or lower depending upon student cancellation at the school, or later additions after the application was filed. The teacher-counselor per cent of re— turn is not given because there wasn't any reliable base upon which a ratio could be calculated. This is because the registration number includes all adults and not just teacher-counselors. Also the question- naire was purposely constructed so as to eliminate teachers who might have been counselors but who did not have the campers in the school situation. TABLE III BACKGROUND ON TOTAL CAMPER RESPONSES Times at a camp other Camp Responses th h 1 an sc oo. Boys Girls Total 1 2 3 4 5 6 Tuscarora 23 40 63 12 4 2 1 0 O Oneida 25 24 49 16 10 5 2 l 0 Mohawk 26 22 48 12 0 2 l l O Cayuga 40 26 66 5 l4 1 4 0 O Seneca 16 12 28 l l l l 1 O Total 130 124 254 46 29 ll 9 3 0 54 TABLE IV PER CENT OF RETURN Camp Campers Parents Registered Returned Returned Tuscarora 65 63 95 48 74 Oneida 6O 49 82 42 7O Mohawk 70 48 69 18 26 Cayuga 65 66 100 37 57 Seneca 33 28 85 28 85 *All per cents are to the nearest whole per cent. 55 Camper Questionnaire. Table V is a summary of all camper re- sponses broken down into boys, girls, total, and the respective per cents. The greatest num er of responses by the boys was in question three where they indicated they enjoyed their stay at camp very much and the least response occurred in this same question where no one indicated little enjoyment at camp. The girls gave question eight their highest response. This pertained to the helpfulness of group activities to them as campers. Contrary to the boys, the girls gave several equally low responses. These occurred in the following areas and all were in the "very little" rating: learning about nature, enjoying camp, gaining new friends, helpfulness of group activities, and gaining ideas about saving natural resources. A further check shows that the highest responses made by both boys and girls are parallel to each other. A test of significance was made for the difference between the per cents as recorded for the boys and girls, assuming an unbiased random sample and using the formula: P191 + P292 P1 " P2 = N1 N1 where: p1 = the per cent of boys giving the response in the form of a decimal fraction q1 = 1 ' Pl N1 3 the size of the boys‘ sample p2 ; the per cent of girls giving the re- sponse in the form of a decimal fraction, 92 = 1 - P2 and N2 ; the size of the girls' sample TABLE V CAMPER QUESTIONNAIRE RESPONSES 56 Question Boys Girls Total 52- 20 .1112 72 £2 10 Check any of these health or safety habits that camp helped you practice. Washing and bathing 66 51 51 41 117 46 Brushing teeth 75 57 69 55 144 56 Eating new foods 96 73 98 78 194 76 Getting necessary rest 72 55 75 60 147 57 Following safety rules 100 76 100 80 200 78 Did you learn anything new about nature and the out—of- doors? Very much 96 73 90 72 186 73 Some 31 24 35 28 66 26 Very little 3 2 0 O 3 I Did you enjoy your stay at camp? Very much 125 95 116 93 241 94 Some 4 3 7 6 ll 4 Very little 0 O 0 O O 0 TABLE V (continued) 57 Question Boys Girls Total 52.- 520 .119 e .1112 j'Zo Did you feel as much at home in the things you did at camp as you do at school? More 68 52 72 58 140 55 About the same 53 40 48 38 101 39 Less 7 5 3 2 10 4 Do you have new friends now that you didn't have before camp? Many 48 37 64 51 112 44 Some 69 53 58 46 127 50 None 14 11 0 0 14 5 Did camp make you feel you ought to have friends? Very much 92 7O 91 73 183 71 Some 31 24 31 25 62 24 Very little 6 5 1 l 7 3 How did you get along with all the campers? Better than at school 76 58 56 45 I32 52 About the same as school 50 38 62 50 112 44 Worse than at school 1 l 5 4 6 3 TABLE V (continued) 58 Question Boys Girls Total .132 .79 E3 Z0 _N_0 1° 8. Did you feel that what you did in your groups was helpful to you? Yes 119 91 123 98 242 95 No 11 8 0 0 11 4 9. How did you feel about the tasks and work projects at camp? Enjoyed 83 63 98 78 181 71 Didn't mind 44 34 23 18 67 26 Didn't like 2 2 2 2 4 2 10. Did camp give you new ideas about saving our natural resources? Many 84 64 80 46 164 64 Some 41 31 42 34 83 32 None 3 2 0 0 3 1 11. Do you help at home and school with jobs you did not do before camp? Yes 83 63 74 59 157 61 No 41 31 50 40 91 36 TABLE V (continued) 59 Question Boys Girls Total .132 10 lie :70 52. lo 12. If your answer to eleven was yes, what kind of jobs are they? Bed making 47 36 42 34 89 35 Washing dishes 50 38 41 33 91 36 Outdoor cooking 17 13 18 14 35 14 Other 24 18 16 13 40 l6 13. Do you feel that your teacher is a friend since camp? More 74 56 92 74 166 65 About same 52 40 30 24 82 32 Less 3 2 1 l 4 2 60 This test showed that only the following questions had significant differences. Their respective "t" scores are also recorded so as to Show the degree of significance. Question 9, Enjoyed t s 2.72 favoring girls 9, Didn't mind t 3.07 favoring boys 13, More t 3.15 favoring girls 13, About same t 2. 85 favoring boys The boys and girls maintain their respective attitudes in both questions nine and thirteen, with the girls showing their greatest re- sponse in the more enthusiastic category. A safe assumption would be that the girls in the sample were more enthusiastic in their reactions to the work projects and teacher friendship. The boys, on the other hand, remained rather neutral in these same areas. All other items showed no significant difference, making it necessary to accept the null hypothesis that the boys and girls represent the same population. The totals indicate a high feeling of camp endorsement in their group work and an enjoyable experience at camp. This is then followed by the campers' feeling that they learned the necessity of following safe- ty rules in addition to an experience of eating new foods. Their next highest ratings were in the area of making new friends at camp and enjoyment of work tasks. A per cent of 70 or above was arbitrarily set 61 as a region for high ratings with lower ratings considered by rank order only. Parent questionnaire. Table VI breaks the parent responses down into parents of boys, parents of girls, and total. Here, parents of boys indicated their highest rating of 88 per cent in question four, ”very much, " and their lowest ratings of zero in questions three, "less," and fourteen, "less. " The parents of girls coincide with boys' parents in their highest ratings and also in their lowest rating, for the mo'st part. Higher ratings parallel each other for the categories under boys and girls. The same formulao.’ = p1q1+p2q2 --was used to . P1 ' P2 N2 N2 test the significance between "boy parent ratings" and I’girl parent ratings, " assuming a normal distribution for the sample. In only one case was the difference between the per cents significant. This was in question twelve, "hunting and fishing, " with a "t" score of 3. 28, an evident natural interest for boys. This also happened to be the "boy parents" highest rating in the area of new interest for "wise use and saving natural resources"; however, the per cent itself was rather low in comparison to other categorical ratings. The totals reflect but one very high rating by the parents, this being in item four, ”very much. " It is quite evident that the campers convinced the parents that camp was a happy experience. All other TABLE VI PARENT QUESTIONNAIRE RESPONSES 62 *‘fl -— Question Boys Girls Total 1:12. lo so. 10 lie. to Check any health habits which have improved since camp. If they became worse write in less. Washing and bathing 13 17 11 12 24 14 less 2 3 2 2 4 2 Brushing teeth 16 21 18 19 34 20 less 0 O 0 0 0 0 Eating habits 20 26 28 29 48 28 less 1 2 0 0 1 1 Proper rest 13 17 12 13 25 14 less 2 3 1 1 3 2 Did your child display a great- er respect for safety pre- cautions since camp? Yes 42 54 51 61 100 58 No 20 25 25 26 45 26 Does your child show more interest in nature and topics of the outdoors? More 40 51 61 64 101 58 About the same 35 45 32 34 67 39 Less 0 0 0 0 0 0 TABLE VI (continued) 63 Question Boys Girls Total Es ”l 52 {/2 E2 72 Does the manner in which your child talks of camp re- flect a happy experience? Very much 69 88 91 96 160 92 Some 8 10 5 5 13 8 Very little 0 0 0 0 0 0 Does your child show confi- dence in undertakings since camp? More 20 26 27 28 47 27 About the same 57 73 66 69 123 71 Less 0 0 0 0 0 0 Please check the type of in- stance for question five. His own 32 41 29 31 61 35 Family 21 27 27 28 58 34 Group 10 13 18 19 28 16 Does your child show a desire to make new friends since camp? More 15 19 24 25 39 23 About the same 57 73 69 73 126 73 Less 0 0 0 0 O 0 TABLE VI (continued) 64 Question Boys Girls Total lie to 52 "12 112 “l 8. Does your child mention or exhibit signs that he made new friends at camp? Yes 52 65 73 77 124 72 No. 21 27 18 19 39 23 9. Does your child show con- sideration within the home since camp? More 16 21 13 14 29 17 About the same 62 79 81 84 143 83 Less 1 2 1 2 2 l 10. Does your child help around home since camp? More 15 19 l3 14 28 16 About the same 62 80 81 85 143 83 Less 1 2 0 0 1 1 11. Does your child show a new interest in saving and making wise use of natural resources? Yes 51 65 53 56 104 60 No 17 22 23 24 40 23 TABLE VI (continued) 65 Question Boys Girls Total It‘s .‘1/0 5.2 .79 3‘12 lo 12. If the answer to question eleven is yes, what are the interests? Forest fire control 20 26 25 26 45 26 Soil 14 18 15 16 29 17 Hunting and Fishing 31 4O 17 18 48 28 Others (write in) 12 15 11 12 23 13 13. Has your child shown a desire to assume responsibility for jobs around home since camp? Increased 14 18 17 18 31 17 Same 63 81 79 83 142 82 Less 0 0 O 0 0 0 14. How would you rate your child in leadership since camp? Higher 8 10 18 19 26 15 About the same 67 86 75 79 142 82 Less 0 0 0 0 0 0 15. Would you want your child to attend camp again? Yes 77 99 94 99 171 99 No 1 2 1 l 2 1 16. If the answer to question 15 is "no, " please explain why. 1 2 l l 2 1 66 high ratings fall in the ”same" rating with the exception of question eight, "yes, " where parents feel that their children made new friends at camp. Teacher-counselor questionnaire. Table VII represents the teacher-counselor responses to the same areas covered in Tables V and V. All ratings are consistently high with the peak of 100 per cent in question eight regarding a desire on'the children's part to make new friends. Most of the lower per cent ratings are due to failure to an- swer and rate the question rather than giving negative responses. The teacher-counselors had the greatest tendency to fill in only parts of the questionnaire, whereas the campers and parents, on the other hand, were more apt to complete every item in the schedule. There may be varied reasons for this, but the one most noted by the teachers was a feeling of inability to make any expression or rating. Closing statement. The foregoing represents the data as re- turned and tabulated. No attempt has been made as yet to inject any analysis of what it seems to represent as an over-all picture. This will come in the following chapter where each of the three questionnaires will be broken down into the original adopted goals of the study and placed side by side for comparison and interpretation by the author. Analysis of the comments made by the respondents will also be included at that time. TABLE VII l TEACHER aCOUNSELOR QUESTIONNAIRE RESPONSES 67 Question *1" o M c 5 Total 1L0 lo 1. 1 have been a counselor at camp time(s). All experience. One 0 l 4 1 2 8 38 Two ~ 1 2 4 0 0 7 33 Three 0 0 1 0 0 1 5 Five 0 1 1 2 0 4 19 Six 0 1 0 0 0 l 5 2. Is there apparent improve- ment in observed health habits in the students? Yes 1 5 9 3 2 20 No 0 0 1 0 0 1 More than half 1 4 2 1 1 9 About half 0 0 5 2 l 8 Less than half 0 0 l 0 0 l 5T, O, M, C, and S, stand for Tuscarora, Oneida, Mohawk, Cayuga and Seneca, respectively. 95 43 38 TABLE VII (continued) 68 Question O M S Total £39. to What is the type of in— stance indicated in two? Cleanliness 4 5 2 14 67 Eating 5 5 0 13 62 Safety 5 6 2 15 71 Other 4 1 1 7 33 Do the students display a clearer understanding of conservation and its concepts? Yes 4 9 2 19 90 No 0 0 0 0 0 More than half 4 7 2 17 81 About half 0 2 0 2 10 Less than half 0 O 0 0 0 If the answer to number four is greater than few or none, what areas are mentioned? Animal life 3 9 2 16 76 Forests 4 8 2 18 86 Saving resources 4 6 2 14 67 Soils 4 8 0 15 71 Other 2 0 0 3 14 69 TABLE VII (continued) Question T O M C S Total Did the students consider camp a happy experience? Yes 1 4 10 3 2 20 95 No 0 0 0 0 0 0 0 More than half I 4 10 2 2 19 90 About half 0 0 0 0 0 0 0 Less than half 0 0 0 O 0 0 0 Did the group gain con- fidence in themselves? Yes 1 4 9 3 2 20 95 No 0 0 0 0 0 0 0 More than half 1 4 10 2 2 19 90 About half 0 0 0 0 0 0 0 Less than half 0 0 0 0 0 0 0 Is there an increased de- sire on the children's part to make friends? Yes 1 5 10 3 2 21 100 No 0 0 0 0 0 0 0 More than half 1 3 7 l 1 13 70 About half 0 l 3 2 l 7 33 Less than half 0 0 0 0 0 0 0 TABLE VII (continued) 70 Question 10. 11. Are the isolated children brought in the group? (If there were no isolates, dis- regard this question.) Yes No More than half About half Less than half Is there improvement in the attention-getting type child? Yes No More than half About half Less than half Is there more consider- ation of others within the group? Yes No 10 13 16 20 70 29 24 76 43 14 10 95 TABLE VII (continued) 71 Que 3 tion Is there a positive change in attitude toward tasks assigned or undertaken? Yes No More than half About half Le s s than half Are there instances in which the children are more help- ful in the school situation? Yes No If the answer to thirteen is yes, what is the type of instance? Clean-up Cooperation Others Have you noticed shifts or changes in leadership with- in the group? Yes No 14 11 16 10 16 67 14 52 19 10 76 48 62 14 76 14 72 Summary. A complete list of camp reservations was used as a basis in selecting the sample. Out of this list seven camps fulfilled sample specifications. This eventually was reduced to five due to a cancellation of camping on the part of one and a lack of desire to partici- pate by the other. Questionnaire materials were then sent to each of the partici- pating schools after their group returned from camp, two weeks being allowed to lapse before the questionnaires were filled out. This process took place over the period of October through December of 1955, with all data on file by January 1, 1956. Boy camper responses were compared with girl campers as a preliminary break-down. There were no significant differences except in the case of their reactions toward work tasks and their feeling toward teachers after camp. In both cases the girls have higher ratings than the boys. According to Mead these higher ratings given by girls would not be unusual, for in her book Male and Female she says; So all through an American boy's childhood he has to compete, at home and at school, with girls who have an edge in almost all the activities for which reward is given, as one is, for example, rewarded for standing up for oneselfbut not for fighting. Ath- letics with their close relationship to bodily strength and vulner- ability remains almost the only field from which female compe- tition is barred, and they provide through life a thrilling escape, if only in the pages of a newspaper, for American boys and men. And escape is needed from a game in which all the dice are loaded 73 and yet one must not lose on penalty of losing love and so self- esteem. This same preliminary break-down was used in the parent responses with the only significant difference occurring between boy parent and girl parent responses in the area of hunting and fishing. Here the boys received a higher rating than the girls concerning an interest in this natural resource item. The teacher-counselors, of course, made responses and ratings on the campers as a group and not according to boys or girls. Here, however, the teachers gave consistently high ratings in all items. This was somewhat different than in the case of the camper and parent responses, where the ratings varied to a certain degree. At this point it was now possible to take the tabulated data and begin an analysis of the information. The basis of this analysis to be found in the goals of Self Realization, Human Relationships, Economic Efficiency, and Civic Responsibility. 3Margaret Mead, Male and Female, (New York: William Morrow and Company, 1949), p. 316. CHAPTER V THE DATA AND CULTURAL IMPLICATIONS In this section the four areas, as expressed in the goals, will be analysed in separate manner. Each table represents the parallel responses made by campers, parents, and teacher-counselors. All responses have been converted to per cent values so as to establish common unit values. It is recognized, however, that the sample for the teacher-counselors is considerably smaller than the one for the campers and parents. This, of course, is inevitable in terms of teacher—pupil ratio, but the relative size does not detract from the value of the over-all conclusions. In order to really appreciate the significance of the responses it will be necessary to probe deeply into the American personality. Through this process the basic structures can be determined at the latent level and the outward manifestation level. As in all cultures, the American must screen out values and items from the world about him in order that life will be happy and meaningful to him. Benedict says in this connection: From the moment of his birth the customs into which he is born shape his experience and behaviour. By the time he can talk, he is the little creature of his culture, and by the time he is grown and able to take part in its activities, its habits are his habits, its beliefs his beliefs, its impossibilities his impossibilities. Every child that is born into his group will share them with him, 75 and no child born into one on the opposite side of the globe can ever achieve the thousandth part. In order to accomplish this meaning and happiness, he must have both self and social esteem. The degree to which he attains this esteem depends entirely upon how skillfully he is able to handle his cultural items and mold them into his whole personality. This molding becomes a prime objective for the'educative agent in our society, namely the teacher. At this point, the study will proceed with the goals and tie them in with American cultural patterns. In this manner not only the latent cultural forces can be given which support the outward manifestations, but significance can also' be added'to any educative accomplishments that are a result of a period of community school camping. In all cases no judgment is being made as to the rightness or wrongness of the particular cultural patterns. Instead the purpose will be to show how the camping experience lent support, if any, to the cultural patterns involved. I. THE GOAL OF SELF-REALIZATION Table VIII shows the goal of Self-Realization in'terms of total responses. In the improvement of health and safety, 46 per cent of the lRuth F. Benedict, Patterns _o_I: Culture (New York: The New American Library, 1953), p. 2. 76 campers indicated they practiced the habit of washing and bathing at camp, and 67 per cent of the teachers report an observance of improve- ment in these same items. On the other hand, only 14 per cent of the . parents report an observed improvement in these same health habits the campers say they practiced. Table VIII also shows, however, that the same teacher- counselors were divided as to whether the improvement in health habits was observed in "more than half" or "about half" of the students. It would appear then that although the teacher-counselors rate improve- ment in health habits higher than the parents, they cannot agree exactly as to the number of cases in which it was observed. The teacher response, nevertheless, seems to agree more closely with the camper response than the parent response. This same condition of agreement with camper responses hold true for all teacher-counselor responses P191 P292 in health and safety, using the formulaO" : -- at one per cent level of confidence. Agreement in the highest rating occurs in only one instance for all three groups; this is in the item of safety. The parents, however, still make the lowest rating and a test shows it to be significantly dif- ferent. Furthermore, 26 per cent actually report that their child dis- played no greater respect for safety precautions. The "nature learning and interest" area is rated high by the entire sample. The parents, although divided, show a significant TABLE VIII GOAL OF SELF-REALIZATION 77 m-fld“ ._ — — Improvement Camper Parent Teacher in HEALTH Washing and Washing Cleanliness LEARNING bathing 46% improved 14% 67% less 2%? Eating new Eating Eating foods 76% improved 28% 62% less 1%”: Getting Proper rest More than rest 57% improved 14% half 43% less 2%); Brushing Brushing Less than teeth 56% teeth half 38% improved 20% less 0% NATURE Very much 73% More 58% Yes 90% LEARNING Some 26% About same 39% No 0% Very little 1% Less 0% ATTITUDE More than TOWARDS half 81% NATURE STUDY Less than half 10% *These parents reported that these health habits were worse after camp. 78 difference between those who checked the "more" category and those who checked "about same. " The teachers substantiate both campers and parents by an indication of observing nature learning and interest in ”more than half" of the campers. Again it should be noted that the parents are more cautious, however, than either the campers or teachers. Summary. The entire goal of Self-Realization seems to have been reached best for the campers in eating new foods, following safety rules, and learning about nature. Parents and teacher-counselors tend to agree with the campers but the teacher-counselors are the most enthusiastic, not only in these three ratings but in all items. Parents lag behind considerably in their respective ratings through tests of significance at the one per cent level. Cultural implications. This goal is primarily based on the latent drive for success. The American must forever and ever be in a process of becoming better in all fields of endeavor. Every phase of life falls under this process, so that self improvement in any area is important. The "ideal" is the thing to strive for because it gives vent to the whole process of becoming. As a result the child learns early that he must be aggressive in his self initiative and his inner direction. The items sampled under this goal were health, safety, and learning about nature. Health habits and cleanliness represent a 79 manifestation of the American's desire to have his children bigger and better than other children. In this fashion the parents are conforming to the American ideal of health and vigor. Their children with this asset will be better equipped to attain success. Mead, when speaking about parents in this same connection, said: Primarily they are concerned with their children as little potential bundles of high achievement, who must be given the very best chance, the best education, the best habit-training, for success in life. Life is a race that both boys and girls must run clear-eyed, sweet breathed, well-bathed, with their multi- plication tables in their heads, and feet that come down accurate- ly on the mark. The boy should excel in his trait of masculinity as most fathers show special interest in their son's athletic achievements and his ability to "hold his own. " Girls, of course, may compete in the health area but at the same time she must restrict herself in the amount of masculinity she may assume, especially in work roles. So throughout her education and her development of vocational expectancy, the girl is faced with the dilemma that she must dis- play enough of her abilities to be considered successful, but not too successful; enough ability to get and keep a job, but without the sort of commitment that will make her either too successful or unwilling to give up the job entirely for marriage and motherhood. The process of becoming suggests mobility and this in turn 3Margaret Mead, Male and Female, (New York: William Morrow and Company, 1949,) p. 283. 4Ibid. p. 320. 8O demands good communication. Combining mobility and communication is bound to produce hazards so there must be a system of checks to overcome the danger. It is for this reason that safety becomes so important. Slogans are made and councils are formed to instill proper safety habits in children at a very early age. Therefore, any observed growth in safety habits is a very important accomplishment. The sample item of learning about nature is important as it is a learning area under the broader area of science. Our day and age is placing more and more emphasis upon scientific and technical knowledge of any shape and manner. Learning about nature is therefore a cultural intrinsic value but it actually supports the greater cultural item of consuming. However, this will be more fully discussed under the goal of Economic Efficiency. II. THE GOAL OF HUMAN RELATIONSHIPS Table IX is a breakdown of the second goal as related to peers, family living, and other groups. The introductory item in this area, referring to the stay at camp, is not directed toward any specific level but rather as a general appraisal. It can be quickly noted that the three groups responding give a high endorsement of the stay at camp. The campers give a direct rating where parents and teacher-counselors give a reflected rating through observation of the camper's behavior. 81 TABLE IX GOAL OF HUMAN RELATIONSHIPS Item Camper Parent Teacher—counselor Observations Observations ENJOYED Very much 94% Very much 92% Yes 95% STAY AT Some 4% Some 8% No 0% CAMP Very little 0% Very little 0% GAINED More 55% More 27% Yes 90% CONFIDENCE About same 39% About same 71% No 0% AND Less 4% Less 0% SECURITY His own 35% Family 34% Group 16% GAINED Many 44% Yes 72% Isolated children brought in the FRIENDS Some 50% No 23% group None 5% Yes 70% No 0% Improvement of attitude in the attention-getting children Yes 76% No 5% 82 TABLE IX (continued) -.—_— ' _\ Parent Teacher-counselor Item Camper Observations Observations INCREASED Very much 71% More 23% Yes 100% DESIRE Some 24% About same 73% No 0% FOR Very little 3% Less 0% FRIENDS GETTING Better than school 52% ALONG About same as school 44% Worse than at school 3% CONSIDER- More 17% Increase ATION About same 83% Yes 95% FOR Less 1% No 0% OTHERS 83 Agreement, with a range between 92 and 95 per cent, is very close among all the respondents. Dewey would feel that this was important, as he has said: "Contribution to immediate intrinsic values in all their variety in experience is the only criterion for determining the worth of instrumental and derived values in studies. "5 In the next item, the campers indicate they felt more at home in the things they did at camp than the things they did at school through the 55 per cent who checked the "more" rating. A comparison of this "more" rating with the 39 per cent who checked "about same" shows that the difference is significant at the one per cent level of confidence. Seventy—one per cent of the parents report, however, that the camper, upon his return home, displayed no signs of more confidence in his undertakings. The 27 per cent of the parents who did report "more" confidence developed into 35, 34, and 16 per cent respectively when it came to classifying the instance. This inconsistency must be due to the parents in the "about same" rating who also checked the item on instance. The teachers again give the top rating in that 90 per cent reported that the group gained confidence. The number of "friends gained" is a debatable item for the campers. More campers actually checked the "some" rating than the 5John Dewey, Democracy and Education, (MacMillan Company, 1937), p. 292.. 84 "many," but this difference is not significant. Therefore, no clear- cut decision can be made as to which rating could be accepted. Seventy-two per cent of the parents, on the other hand, say that their child exhibits signs of having made friends. It is safe then to assume that the camper did make friends, but little can be supposed as to the number. The teacher-counselors do not have a comparable item in gaining friends, but they do respond about isolates and the attention- getting child. They agree that the attention-getting type of child im- proved in more than half the cases and likewise agree that isolates were brought into their groups. Disagreement occurs as to whether the number was in "more than half" or ”about half" of the cases. The campers report that camp made them feel "very much" that they ought to have friends. Teachers substantiate this by 100 per cent of them reporting that they observed an increased desire on the part of campers to make new friends. The parents, however, report that they observe no change in their children's desire to make friends since camp. Again campers and teachers appear to be in closer agreement. Although the campers report they got along better at camp than at school, the difference in percentages between "about the same" and "better" is not conclusive. It is definite though that a worse condition did not exist. The parents report about the "same" consideration for 85 others within the home, and the teachers report increased consideration. Neither one negates the other, however, as the home situation is natur- ally different than the school situation. It might be concluded that al- though more consideration for others does not occur in the home, it \ does occur where his fellow classmates are concerned. Summary. The campers indicate that they enjoyed their stay at camp very much, and that within their peer group they learned of an increased need for friends and for slaill in getting along with others. They further agree that they made new friends and were more at home at the things they did at camp than at school. Teachers also support these improvements at the peer level. The parents support the same items at the peer level, with the exception of increased desire to make new friends. In addition, the parents point out exceptions at the family level. These were that more consideration for others and more confidence in tasks did not occur in the home . Cultural implications. Just as success becomes the key word underlying Self-Realization, so does the word "acceptability" serve to Human Relationships. One sociologist has described the American social culture as being a combination of three structures; namely, those who are tradition-directed, those who are inner-directed, and those who are 86 other-directed. 6 In the case of the tradition-directed, customs and traditions as handed down determine much of how an individual will act in certain situations. With the inner—directed, the reactions are guided by a set of internalized "key values" but the other-directed in— dividual adopts his standards from the others about him. The shift in emphasis seems to be toward other-directed especially in urban com- munities, however, most people are shades of all three types with certain roles being played as the situation changes. In fact Dewey says: "True individualism is a product of the relaxation of the grip of the authority of custom and traditions as standards of belief. "7 The other—directed skills are of extreme value in human re- lationships as far as the American child is concerned. Gaining the respect of others and having people like him is what every child is taught to treasure from the very beginning. In social situations the young have to refer their way of acting to what others are doing and make it fit in. This directs their action to a common result, and gives an understanding common to the participants . Of course this goal can cause quite a bit of anxiety for the child 6David Riesman, The Lonely Crowd (New Haven: Yale University Press, 1950). 7Dewey, op. £_i_t. p. 356. 81bid., p. 47. 87 because he is not always sure where he stands with the group. Even if he is sure of his standing, it is necessary to prove himself over and over and to assess and re-assess himself continuously. Nevertheless, he must be able to handle this process well because again it is a part of the ideal to become. The child is told to be himself; yet this very being is what the group dictates. Appearing too different and outside the group can lead to disaster. All of the child's prejudices are structured by a particular set of values. Some may come from tradition but most of them are ex- ternal. For example one of these values is early dislike for authori- tarianism or people who practice it. Incorporation of all these preju— dicial factors into the child take place somewhat through sociological osmosis. All of this places importance upon learning proper roles, with most of the roles designed so that others will like the individual. What a child does in his human relationships should be done with the idea of winning friends. The phrase, "winning friends and influencing people, " although a little worn, still carries a large amount of Ameri- can cultural truth. The group camping experience, as reported here, contributed to the human relationships. It was mainly demonstrated through the child making more friends both at camp and after. Equally important was the teachers' gain in pupil friendship. 88 It appears that school camping is justified through its contri- bution in the area of human relationships alone because of the great value which American society places upon being liked from the proximi- ty of the individual's own friendship circle to the concept of inter- national good will. 111. THE GOAL OF ECONOMIC EFFICIENCY The goal of economic efficiency is covered in Table X. Pro- ducing and consuming are represented by work tasks and saving re- sources, respectively. Of the campers, 71 per cent responded that they enjoyed the work tasks at camp, and 26 per cent reported that they didn't mind. Parents report, through an 83 per cent response, that their child helps "about the same" around the home since camp. Teachers report that "more than half" of the campers did display a positive change toward tasks assigned, but it should be noted that only 67 per cent responded that they observed any change. In any case it appears that some of the camper enjoyment toward camp work carried back into the school but not into the home. "Many" new ideas in saving resources were reported by 64 per cent of the campers. Here the parents somewhat back this up by re- porting through a 60 per cent response that they have observed in their 89 TABLE X GOAL OF ECONOMIC EFFICIENCY A C Parent Teacher-counselor- rea amper Observations Observations WORK Enjoyed 71% Around home Positive change toward AND Didn’t mind 26% More 16% TASKS Didn't like 2% About same 83% Yes 67% Less 1% "No 14% NEW IDEAS Many 64% Yes 60% Yes 90% IN WISE Some 32% No 23% No 0% USE OF None 2% Forest fire Forests 86% control 26% NATURAL Soil 17% Soil 71% RESOURCES Hunting and Animal fishing 28% Life 76% Others 13% Saving re- sources 67% Others 14% 90 children new interests in saving natural resources. The most frequent instances where this new interest occurred were in hunting and fishing, forest fire control, and soils. None of the percentages were unusually high, however. Teachers also agreed with parents and campers that there was a clearer understanding on the campers part in the area of saving resources . Summary. The campers report that a favorable attitude toward producing was created through the work tasks, and that ideas were gained in consuming through the material presented on saving resources. Parents report no carry-over to the home in the producing area through work tasks, but they do agree that new consumer ideas are observed in their children's regard for saving resources. Teachers again are fully in accord with the campers in both area items. Cultural implications. This goal is actually one of the very key- stones in the American way of life. The industrial emphasis and the constant desire to improve communications make it necessary to always keep a watchful eye upon economy. Therefore every life undertaking is measured by the efficiency of its operation wherever it occurs. It is only logical that this goal should also be one of the aims in a project of camping. 91 The two phases of an economy are producing and consuming, with the latter having special meaning for the American. We are a nation of consumers, always conscious of the latest through the various advertising media. Consuming is pointed up even further through our awareness of others and the direction we receive from group thought and pressures. The very act of producing is always shaped in terms of the potential consume r's whims, likes, and dislikes. An American feels most at ease when he can describe the market as belonging to the buyer rather than the seller. The condition of the consumer holding the upper hand in any business dealing during life is considered healthy. An illustrative slogan of this is ”The customer is always right. " In a very real. sense the sample camps contributed toward this goal by providing situations for producing and consuming. It was re- ported that work tasks were carried out in such a manner that the group enjoyed them and that some of these tasks, such as tree planting, were pointed toward the future consumers of outdoor resources. In addition, the campers were learning principles of wise consumption. In this case the items in point were the natural resources found in the wooded and lake areas of Michigan. IV. THE GOAL OF CIVIC RESPONSIBILITY The last goal tested in the questionnaires is reported in Table XI. 92 TABLE XI THE GOAL OF CIVIC RESPONSIBILITY Parent Teacher-counselor Area Camper . . Observations Observations HELPING Yes 61% Increased 17% In school WITH No 36% Same 82% Yes 76% JOBS Bed making 35% Less 0% No 5% SINCE Washing dishes 36% CAMP Outdoor cooking 14% Other 16% LEADERSHIP Higher 15% Shifts in About same 82% Yes 76% Less 0% No 14% Here the fan”- home after CI school by g“ virtually the about the sat Incre the parents, 76 per cent : first appear served by th. no evidence i Sumrr bility, accgr follow With a Parents as a tGathers in ej Cuhur K“ tied Up in the 1 the 0ingations In a demOff'drt JeCIIVC' In this .4 93 Here the campers seem to feel they helped more with jobs around the home after camp than before. Teachers report a greater helpfulness in school by greater cooperation and school clean-up. The parents take virtually the same stand as in Goal III; namely, that the child displays about the same desire to do jobs around home as before camp. Increased leadership since camp is noted by only 15 per cent of the parents, but 82 per cent make a ratingof "about the same. " The 76 per cent of the teachers who observed shifts in leadership might at first appear out of line, but it is possible that these same shifts ob- served by the teachers are the ones rated higher by the parents; however, no evidence is available to support this. Summary. Some achievement is perceived in civic responsi- bility, according to campers, through helping with jobs. The teachers follow with a further addition, that of leadership development. The parents as a whole do not agree with the gains as reported by the teachers in either "helping with jobs since camp" or "leadership. " Cultural implications. One of the definers of our culture is tied up in the goal of Civic Responsibility. Here the reference is to the obligations of citizenship and the responsibility attached to living in a democracy. Patriotic emotion often makes it difficult to be ob- jective in this area. Often the individual who personifies a good citizen 94 to his extremity is really as bad as the individual who is labeled a poor citizen. However, the extreme exponent is overlooked because he carries to the uttermost one of our current cultural doctrines. 9 Nevertheless, being an American citizen means learning all of the duties attached to it. Chief among these is civic responsibility. Dewey says in connection with responsibility: By doing his share in the associated activity, the individual appropriates the purpose which actuates it, becomes familiar with its methods and subject matters, acquires needed skill, and is saturated with its emotional spirit. The school camp seemingly attempts to teach this responsibility in any number of ways. This study sampled in but two: the area of helping with group projects and the all important area of leadership. In both of these areas it is recalled that campers and teachers reported gains. The skill of group accomplishment is highly prized in American society because most decisions, plans of action, and actual projects are done on a group basis. Any human enterprise in our society is doomed unless it can be carefully guided through the process of group action. As a result there is an immediate need for some sort of leader- ship. This prized quality is forever in the front when describing an 9For an excellent discussion of this see Ruth Benedict, Patterns _O_f_ Culture (New York: New American Library, 1953), pp. 249-57. 10Dewey, 92. _(_:_i_t_. p. 26. 95 individual's attributes. Every parent wants his child to be a leader and every teacher strives to develop a leader out of every student. The process, however, is not easy and it is further complicated by the belief that there is a certain set of static values which make a leader when a simple sociogram illustrates that this is not true. 11 Instead the quality of leadership is very dynamic, and what might constitute leadership under one set of conditions is wholly inadequate under another. Camping seemingly gives a greater opportunity for using various kinds of leadership in that it covers so many of the everyday activities of the child. The classroom on the other hand tends to screen out but a few of these activities. Therefore a potential leader in hiking gets a chance to excel where he might never find the opportunity within the confines of academic study. 12 llWillard C. Olson, Child Development (Boston: D. C. Heath and Company, 1949). p. 199. 12This is documented in the material covering Interviews with SLlperintendents in Chapter VII. CHAPTER VI CHILD GROWTH IMPLICATIONS AND FURTHER ANALYSES This chapter is a continuation of the data analysis begun in the previous section. It is divided into sub-sections which cover three distinct topics growing out of the data received from the questionnaires. The first section deals with child growth implications and is patterned like the previous presentations under cultural implications, with the following exception. Here emphasis is placed on the data as a whole rather than separate discussions under each goal. Parent and camper comments form the basis of discussion in the second section. These comments are the write—in statements over and above the responses made to each of the questions. This section con- tains unique insights and new ideas as seen by the non-professional educator and camper. The last section is a follow-up on the responses made by campers with previous camp experience and those with no experience. Likewise the responses of their respective parents are tabulated and compared with the camper counterpart. This process became a possibility when the composite tabulation in Table 111 showed that 39 per cent of the campers had previous camping experiences. Chili, growth achit teachers in . ment of spev. It is teachinr studies, and otlm pLoratzo are beu a Wide \ Huence: Classrgx~ Growth stud; and Michiga, total culture The emerge Concept 'IbECOml 97 I. CHILD DEVELOPMENT IMPLICATIONS Child growth and development theory and research supports the growth achievements as registered by the campers, parents, and teachers in this study. Millard has said, when speaking of the achieve— ment of specific learnings: It is clear that they are influenced by many other factors than teaching or schooling alone. Thus the utilization of community studies, the gradually growing cooperative tie-up between school and other community institutions, the use of school time for ex- plorations and trips, and the development of socialized projects are being used today not for their social values alone but because a wide variety of special studies indicates that learning is in- fluenced by this type of activity as well as by the more formal classroom and drill techniques. Growth studies at the University of Michigan, the University of Chicago, and Michigan State University all show the great importance of the total culture as a factor in conditioning learning. Brim said: The psychology upon which Dewey founded his program has emerged in clarity. Biological findings have changed their concept of a static and fixed universe to one that is dynamic and "becoming. " The learning which has been observed in the reported camp set- tings has developed out of the daily activities experienced at camp and 1Albert J. Huggett and Cecil V. Millard, Growth and Learning the Elementary School (Boston: D. C. Heath and Company, I946), 17. O 1 "9!: 2O. G. Brim, "Basic Realities and the Activity Program, " mressive Education, XI (May, 1934), p. 330. are not (1118 l 1. overshadow remained in 1 stimulating aroused the l be beneficial In tin of respc activity. the deer the 2.11 ‘ . 1r -A-_4 The t sample Wen gaining skill about [he Se I affix" CroxtOn Iist‘ thil 98 are not due to formal classroom procedures: Any directed teaching was overshadowed by supplemental experience in which the instructing agent remained in the background as a guide. In this manner the teacher was stimulating growth by presenting situations and opportunities which aroused the camper to do something simply because the activity might be beneficial to him as an individual. In the growth concept of learning there is a continuous shifting of responsibility from the teacher to the pupils for the direction of activity. The teacher dominates in the final analysis according to the degree of maturity attained by the group but mainly in defining the field of activity. The two greatest benefits generally agreed upon by the camping sample were in the areas of learning about conservation concepts and gaining skills in social relations. Natural science is one of the common subject matter elements which was used in camp as an activity to bring about these benefits. Hikes, nature hunts, trips, and conservation activities are but a few that were listed in the various programs. Croxton lists the following interest activities as suitable for sixth-grade children and it should be noted that they are very much like those that were available in the camping sample: Identification of common birds, habits, food, usefulness, migration, nesting, enemies. Our changing earth, volcanoes, mountain formation, rocks changed to soil, minerals, beginning 3Huggett and Millard, 3p. Eli" p. 93. 99 of life on the earth, coal age, age of fishes, age of reptiles, rise of modern plants, first warm-blooded animals, ice ages, age of mammals, food as a generator of power in the human body, water supply, and muscles and health. Most writers who have done research in child growth and de— velopment agree that science actually makes a double contribution to the development of the child. First it contributes to his social de- velopment through the broadness of the science topic, and secondly it contributes to individual development because it appeals to so many individual interests. This dual role of science allows the individual to excel and yet at the same time contribute to society as a whole. In this way individuals can better appreciate the contributions of each other as they support group effort. "In emancipating an idea from the particular context in which it originated and giving it a wider reference, the results of the experience of any individual are put at the disposal of all men. "5 The end result of such cooperative effort is to reduce compe- tition and eliminate the greater threat of rivalry. Finally, authorities in child growth and development do not over- look the importance of play and its function. That camp provides for Play. no one denies. In this study itself, the item on camp enjoyment 4W. C. Croxton, Science in the Elementary School (New York: McGraw-Hill Book Company, 19377,? 125. 5Dewey, o_p. c_i_t., p. 270. 100 received the highest rating of all responses made by the three respond- ing groups. Olson says: "Activities broadly classified as play are sought by children because of inner urges for growth and function and are given direction by the opportunities provided by the culture. "6 This statement lends support for the view that although camp enjoyability is a simple outcome there is tremendous real value in terms of growth nurture. In fact Anderson writes: As one works with children two principles become impressive: first, the essential toughness of human protoplasm from birth onward as shown in its great capacity for resisting stimulation that is not appropriate to nor harmonious with the system of personality being developed and, second, the great modifiability and increased level of behavior of children and adults over a long period of time in an environment that is stimulating in its quality and sound in its totality, even though many elements de- part far from the ideal. Actually the data revealed that the school camps provided far more than play or recreation, which is a criticism leveled by some educators. If the play and recreation in camp as registered by the campers and teachers did not go beyond amusement, then the criticism might be valid. However, in the light of Olson's and Anderson's pre- vious remarks coupled with Dewey's statement, it is definitely clear 6 Willard C. Olson, Child Development (Boston: D. C. Heath and Company, 1949). p. 88. 7J. B. Anderson, "Freedom and Constraint or Potentiality and Environment, " Psychological Bulletin, 41: 1-29, 1944. 101 that camp falls within educationally sound pronouncements. Psychologically, the defining characteristic of play is not amusement nor aimlessness. It is the fact that the aim is thought of as more activity in the same line, without defining continuity of action in reference to results produced. Activities as they grow more complicated gain added meaning by greater attention to specific results achieved. Then they pass gradually into work. II. COMMENTS Parents. Fifty-two parents made some comment on their questionnaires which ranged from one sentence to lengthy paragraphs. Forty-six made a favorable comment towards camp and six were completely derogatory, though only two out of the six went so far as to check on the questionnaire that they would not allow their child to attend camp again. Most comments went beyond a simple statement of approval or disapproval through the use of modifying remarks. For instance, six reported the time was too short for changes to take place. The most frequent endorsing remark was in the area of group- living. This was followed by their feeling that there was value in the child living away from home for awhile and the bountiful good time provided. The unfavorable comment most frequently made was in regard to 8John Dewey, Democracy and Education (Mac Millan Company, 1937), p. 241. 102 poor supervision. 9 All others were miscellaneous in nature, ranging from ”too much use of profanity" by the campers to "not enough rest. " The comments themselves have a great deal of meaning for school administrators and educational camping directors. Many of the parents and campers give interesting clues as to ideas they have on any number of areas connected with a school camping experiment. These same ideas can give new meanings and suggestions to the educator who is looking toward improvement and refinement of the school curriculum. The following discussions cover the new and different ideas that were presented through the comments on the questionnaires. Special values to rural campers. Most of the camping efforts to date have been slanted towards giving the urban child a chance to get out in the natural setting. Furthermore, it has been felt that camp is es- pecially useful to the urban teacher who lacks physical space for sup- porting projects and activities for their instruction. These reasons are all valid, but for the most part the possible benefits to rural children have been overlooked. One such possible benefit is in the area of friendship. The fol— lowing is a group of comments received from rural parents. "I think This comment was especially frequent where high school students and teacher externs were used as junior counselors. 103 the school camping trip was very good. Most country children do not have the opportunity to play with other children as much as a child in the city_does. " In this case camp gave an opportunity to the rural student to play with a wider range of personalities than is usually possible. Another comment along this same line was: Although it doesn't show here, I think my child got a lot of good out of going to camp and being a member of a large group in daily living experience. It was good for him to find out that many of his daily chores are done by many others in other homes besides himself in his own. Still another commented: "It gives the child a chance to live with others his own age which he is unable to do in everyday life." Pre and post camp planning. Many camping experts have sus- pected that the period at camp has contributed to learning experiences outside of the actual period itself. The camping period might be likened to a given force which sets in motion certain other forces beyond its own perimeter. One such outside effect is the individual and group planning necessary before going to camp. One parent said: One of the best values of camp was not in the camp experience but in the preparation in the classroom. The teaching was more meaningful because it was related to a real experience. The study of bacteria in science was related to dish washing and toilet cleanli- ness. The same was true of their study of basic foods related to their meal planning for camp. Greta shows a more relaxed attitude with her own age group and a little more enthusiasm in taking part in group activities since she has lived together with the group. Her 104 school camp was a more worthwhile one than summer camp I feel because it was a happy experience with the youngsters she plays and works with every day. Not only was this element apparent in the classroom but also in the home itself. In this case the comment was: The experience of getting ready for camp was worth the money it cost. Planning was done very thoroughly, thanks to her teacher. Sally assumed complete responsibility for having needed things; learning to make a bed well was no longer a chore but a necessity if she was to keep warm. We planned many things for her comfort and her appreciation of it brought us closer than we had felt for quite a time. She checked all things brought home against her list and I do believe not one thing was lost-~a miracle for her. There is, however, a pending trouble spot in the period prior to camp. This is undoubtedly due to the teacher who feels subject matter will suffer during the camping period. Either this is the case or she reflects possible pressure from the school administrator. An example of this trouble is given where a parent said: Planning assignments could have been improved. My child was compelled to work many long late hours the week after camp. I suggest acceleration of work, and assignments before camp and not all of it afterwards. Activities in the classroom such as just described mean that although a school attaches school camping in its curriculum, it still might keep the program in an attached status, leaving out any integrative process. Justifying camping. It may be that educators are trying too hard to find means of justifying a camping period and, in this process of 105 justification, defeat legitimate values. The camping experts have es- tablished some rather well defined goals and this study itself is an effort structured on these goals. It appears then that if camps succeed, in these goals, the camp is justifiable; if it doesn't succeed, there is cause for concern. Parents do not necessarily agree with this outlook. For instance one parent said: We think it's silly to try to evaluate the effect of camp on a child by the criteria listed here. Time is too short. Like trying to find out why Johnny's a better boy because he went to Sunday School 1a st Sunday. School camping is a valuable part of the whole learning experience. It's an environment for learning not a curriculum. Our girl loves natural resources. Respects 'em. Is interested in all aspects. Takes care of 'em. Understands much about nature. She practices safety rules. She helps around the house. She didn't learn those things in camp. They're part of her edu- cation since she was born. She loved them and practiced 'em in camp in a wholesome way. In a natural environment. Thanks for listenin'. This same trend in thinking is expressed again through another comment. I don't think there could be any noticeable differences in a child in such things as leadership, confidence, responsibility, etc. , in just five days away from home. However, I think the companionship, outdoor activities, and group activities of the week at camp have been very good for our boy, and I'm sure a memorable experience for him. Both of these comments reflect that the parent might be reluctant to have the camping values broken down into segments. Instead they view it as a "whole" or Gestalt outlook, with the whole being the point of 106 departure in evaluation. Many of the written statements support the theory that camping should be accepted as a total area the same as arithmetic or spelling, thus suggesting that any evaluation should be made not on what the re- sults are of a period of camping but rather on the methods and techniques that were used in order to make the camping experience richer and fuller. It should be noted at this point, however, that this theory is opposite to the viewpoint that was taken at the beginning of the study. _B_y-products. The camping experience itself, besides fulfilling a major de— signed purpose, also has other implications. Many parents expressed any‘number of these implications, but the ones most often made were: (I) The school camp is competing with other social agents, and (2) The school camp allows child-parent separation, this being of value. School camp as a competitor. Most camp directors would never suspect that their school camping activity was creating any negative feeling because it was creating a sense of insecurity for some other existing educational agent. Nevertheless this is a possibility and any decisions in regard to establishing a program of camping need to be made with due consideration of the possibility of some infringement. The two agents most frequently mentioned by the parents were 107 organizational Scouting and parental influence itself. An example of one parent's reaction in regard to Scouting was: "I would let my son go to camp again, but I don't think the camp did such a great improvement as the questions on the other side indicate. Boy Scouts are doing far more than the camp did. " Another said: "It is what we people in Scout— ing have been trying to do for a long time. " Other statements illustrating competition, this time in regard to the home, were made. One parent said: There is no doubt that my child gained some beneficial ex- periences at school camp, and it was a happy experience. How- ever, we feel that experiences of this sort are the responsibility and privilege of the family and 93E the school. Another commented: "Our child is pretty good anyway; we didn't see where she needed any improvement. " None of these statements actually say that school camping is com- peting with whatever the special area may be; however, there are over- tones of a pending possibility. Value of parent-child separation. There are evidences that some parents believe that there is value in just giving the child a chance to be away from home. It is felt that the experience will develop a sense of confidence and independence that is impossible in the home. This feeling was clearly indicated when a parent said: I believe it is good for the child, and also the parent, to be separated for a time. I believe the child learns new ways of doing 108 different things and when they come home, they like to try out whatever they learned and also they appreciate their home more. It might also be noted in this same connection that in no instance was homesickness mentioned by any respondent. The school camp atmosphere appears to be able to meet the homesickness problem because (1) the child moves into the new life routine of camp with familiar faces and (2) the camping period is short enough so that the activities do not repeat themselves. The following shows a breakdown of all the parent remarks: Camp is good because: Camp is good. Camp is good but: Item It brought teachers closer to children It had group living It had tasks It was a happy experience It allowed parent and child separation for awhile It made no great changes It was too short for any great changes to take place It had poor supervision It allowed too much mischief It was only a vacation It was only for underprivileged 5313313.: 14 46 109 Campers. All of the campers' comments were an elaboration of why they liked camp, with side remarks for the camp director, as to parts of the program which most appealed to them. Many remarks, while being very humorous, added little information that was not already covered in the questionnaire. A breakdown has been made, as in the case of the parents, to show the general areas mentioned. Item Number Camp is good because: It brought teachers closer to us 9 It had group living 12 It had tasks 6 It was fun 65 It allowed us to get away from home 3 It taught about nature 15 Camp is good but: The teachers are too strict 4 The living facilities are poor 6 The season was bad 2. Teacher-counselors. The teacher-counselors made no comments on their questionnaires other than to elaborate on ratings, which they had made. Even at that, it occurred in only three out of the twenty-one, and each of these were directors for their own school's camp. 110 III. EFFECT OF A PREVIOUS CAMPING EXPERIENCE Table III in Chapter IV shows that thirty-nine per cent of the campers had been to camp before. 10 This suggested a breakdown of camper and parent responses into two categories; namely, respondents representing a first experience at a camp and those representing pre- vious camping experience. The purpose of this additional analysis was to see if there were any significant differences between the two categories and, if so, what goals and items were involved. It should again be em- phasized that this was the first public school camping experience for all respondents. Previous camp experience as reported by the campers and sub— stantiated by the parents represented many different types of programs. Those mentioned included: family camping, overnight sleep-outs, day camping sponsored by local groups, Scout camping, "Y" camping, private camping, and church camping. This variety represented many different kinds of agencies and probable aims. For the purpose of definition, Scouting and "Y" camps are usual- ly referred to as organization camps, while the summer vacation and recreation camps owned by individuals for making money are grouped as private camps. The latter grouping caters more to the child coming loReported on p. 53. 111 from a financially privileged family than does the organization camp. Data. Table XII shows the tabulation of camper responses by the two separate categories of "first time" and "previous. " It was im- possible to break the "previous" down into the type of experience be- cause many respondents made no comment on the exact type. The matter was complicated even further because the previous camp ex- periences could have varied from a day to a whole summer. It seemed best, therefore, to use just the two categories as stated above and thus maintain a maximum degree of validity in the conclusions. A check of all the camper questionnaire items revealed that there was no significant difference between the two categories except in one possible instance. This difference occurred in item four, concern- ing camp activities. Here a higher percentage of campers with previous experience reported that they felt more at home in things they did at camp than did the campers with a first experience. The word, possible, is used because even though the difference is fourteen per cent there is some statistical doubt as to its significance. Table XIII is a record of the parent responses according to whether their child had a previous camping experience or not. Again there is no significant difference between the responding percentages except in one possible item. In this case it occurs in item two, on safety, where more parents of children with no previous camping TABLE XII RESPONSES OF FIRST TIME CAMPERS AND THOSE CAMPERS WITH PREVIOUS EXPERIENCE Question First Time (155) Previous (99) Check any of these health or safety habits that camp helped you practice. Washing and bathing 70 45 47 47 Brushing teeth 80 52 54 54 Eating new foods 115 74 79 79 Getting necessary rest 86 56 ' 61 61 Following safety rules 120 77 80 80 Did you learn anything new about nature and the out-of—doors? Very much 109 70 77 77 Some 43 27 21 21 Very little 2 1 1 1 Did you enjoy your stay at camp? Very much 144 92 96 96 Some 7 4 3 3 Very little 0 0 O 0 TABLE XII (continued) Question First Time (155) Previous (99) No. 10 No. Z) Did you feel as much at home in the things you did at camp as you do at school? More 76 49 63 63 About the same 67 43 33 33 Less 6 4 3 3 Do you have new friends now that you didn't have before camp? Many 71 46 41 41 Some 74 48 52 52 None 6 4 6 6 Did camp make you feel you ought to have friends? Very much 111 72 70 70 Some 37 24 25 25 Very little 1 l 4 4 How did you get along with all the campers? Better than at school 75 49 57 57 About the same as school 71- 46 41 41 Worse than at school 3 2 3 3 TABLE XII (continued) Question First Time (155) Previous (99) 10. 11. Did you feel that what you did in your groups was helpful to you? Yes No How did you feel about the tasks and work projects at camp? Enjoyed Didn't mind Didn't like Did camp give you new ideas about saving our natural resources? Many Some None Do you help at home and school with jobs you did not do before camp? Yes No 147 108 39 97 51 101 46 go 95 70 25 63 33 65 30 .152- 94 73 26 67 31 55 44 94 73 26 67 31 55 44 TABLE XII (continued) 115 Question First Time (155) Previous (99) 1:12 31o lie % 12. If your answer to eleven was yes, what kind of jobs are they? Bed making 55 35 34 34 Washing dishes 58 37 33 33 Outdoor cooking 17 ll 18 18 13. Do you feel that your teacher is a friend since camp? More 106 68 61 61 About same 47 33 35 35 Less 2 l 2 2 TABLE XIII PARENT RESPONSES OF FIRST TIME CAMPERS AND THOSE CAMPERS WITH PREVIOUS EXPERIENCE Question First Time (110) Previous (64) NO. 10 _l_\l_c_)_. 0/0 Check any health habits — which have improved since camp. If they became worse write in less. Washing and bathing 16 15 8 13 less 4 2 0 O Brushing teeth 30 27 14 22 less 0 0 0 0 Eating habits 29 26 19 30 less 1 l 0 0 Proper rest 19 17 6 9 less 3 2 0 0 Did your child display a greater respect for safety precautions since camp? Yes 70 64 30 47 No 26 24 19 30 Does your child show more interest in nature and topics of the outdoors? More 61 55 40 63 About same 47 43 20 31 Less 0 0 0 0 TABLE XIII (continued) Question First Time (110) Previous (64) 59; 2° 53- 20 Does the manner in which your child talks of camp reflect a happy experience? Very much 100 91 59 92 Some 9 8 4 6 Very little 0 0 1 2 Does your child show confi- dence in undertakings since camp? More 28 25 19 30 About same 80 73 42 66 Less 0 0 O 0 Please check the type of in- stance for question five. His own 36 33 25 40 Family 27 25 20 31 Group 19 17 8 13 Does your child show a desire to make new friends since camp? More 26 24 13 20 About the same 81 74 45 70 Less 0 0 0 0 TABLE XIII (continued) Question First Time (110) Previous (64) NO. :79 N0. 070 Does your child mention or exhibit signs that he made new friends at camp? Yes 83 75 41 64 No 24 21 15 23 Does your child show con- sideration within the home since camp? More 16 15 11 17 About the same 88 80 53 84 Less 2 2 0 0 Does your child help around home since camp? More 19 17 8 13 About the same 88 80 54 84 Less 1 l 0 0 Does your child show a new interest in saving and making wise use of natural resources? Yes 64 59 39 61 No 26 24 14 22 TABLE XIII (continued) Question First Time (110) Previous (64) 132/ :72 52 72 12. If the answer to question eleven is yes, what are the interests? Forest fire control 26 24 19 30 Soil 11 10 18 28 Hunting and Fishing 32 29 16 25 13. Has your child shown a de- sire to assume responsibility for jobs around home since camp? Increased 20 18 10 16 Same 90 82 52 81 Less 0 0 0 0 14. How would you rate your child in leadership since camp? Higher. 17 15 9 14 About the same 91 83 51 80 Less 0 0 0 0 15. Would you want your child to attend camp again? Yes 108 98 61 95 No 1 l 2 3 120 experience report their child displayed greater respect for safety pre- cautions after camp than did the parents of children with previous camping experience. Again, however, the significance of the seventeen per cent difference is statistically doubtful. Analysis. The data shows very clearly that previous camping experience does not measurably contribute to any growth in the camper along the lines of the objectives of public school camping as used in this study. At first this appears disappointing as it seems logical that children with previous camping experience would show a positive dif- ference in some areas over and against those who have never been to camp before. Since this did not happen there must be some explanation for the results. The explanation actually rests within the aspirations and goals of the public school camp itself. It is quite reasonable to assume from the data that the school camp is a very different type of camping ex- perience than that provided by organizational, church, and private camps. Therefore, no matter how much experience in camping has been received by the campers through other agents, the experiences and opportunities for growth in learning as presented in community school camps are new and unique. All groups appear to enter the school camp experience at a zero point on the scale regardless of previous camping experiences. 121 School camping seems to be more than just getting in the out-of- doors. This viewpoint gains further support in a later section where both superintendents who have and those who do not have camping in their school curriculum agree that school camping has an added edu- cational and broad-reaching element not apparent in other camping programs. Their statements, of course, were based on observation and impression but the information given in Tables XII and XIII appear to add validity to the views of the superintendents who were interviewed. Someone might take the view that instead of the data pointing to the uniqueness of public school camping, it instead means that the number of camping experiences, no matter how many, contributes nothing to growth in learning. This viewpoint must be rejected in light of the previous analyses in Chapters IV and V. It is agreed, however, that there is a definite need for further study of the effects of a previous camping experience upon a camper prior to attending a school camp before making any far-reaching conclusions. One especially interesting clue to the need for such follow-up is item two on the camper questionnaire. Does the higher percentage given on feeling more at home at camp by campers with previous ex- perience have significance? One would naturally suspect this, but the results are not conclusive here. Similarly one wonders about the safety item where first time campers are rated higher by their parents than 11see Chapter VIII, p. 148 & 160. 11 122 campers with previous experiences. These are but two questions that might be included in the area of previous camping experience influence upon the school camper. Summary. Camper and parent responses were categorized ac- cording to "first camping experience" and "previous camping experience. " In no cases were the differences in percentages of the respondents significant at the one per cent level. The evidence seems to point out that the sample represented one population and that the previously re- corded growth in learning was due to the school camp experience alone, therefore meaning that the school camp is a unique and different experience. CHAPTER VII THE INTERVIEW SETTING AND ANALYSIS OF INTERVIEW DATA Up to this point, the writer has reported only the findings of the questionnaires that were submitted by a sample of campers, parents, and teachers. The need for using these responding groups was stated under the assumptions in Chapter 1. However, this same assumption recognized the importance of contacting a sample of school superin- ' tendents who might also furnish information on the problem involved. Very often the superintendent is not actively involved in the camp pro- gram as such, nor does he actually live and work with the campers at the camp site; nevertheless, as executive officer of the board, much of the decision about taking steps to place camping in the curriculum rests in his hands. This chapter and the succeeding one deal with a series of inter- views that were held with a sample of school administrators. They, as individuals, represented school systems which varied in size, social make-up, and varying degrees of experience in school camping. The data from these interviews were the last to be received and therefore are treated somewhat as a follow-up to the questionnaire phase. In come cases the interview data substantiated the questionnaire findings 124 and in other cases it produced discrepancies, but in all instances, ad- ditional information was obtained regarding the aspirations and achieve- ments of public school camping. 1. INTERVIEW SETTING The interview schedules. As in the case of the questionnaires, the goals of Self-Realization, Human Relationships, Economic Efficiency, and Civic Responsibility served as a framework for the instruments. Two separate schedules had to be made so that the basic goals could be adequately covered--one questionnaire for interviewing the superin- tendent who represented a school district which had a camping program and another one for the superintendent who represented a system with no camping program. Each item was placed under the respective goal so as to lend structure and focus for the interview. However, at the same time, allowance was made for any possible additional item that the interviewee might care to discuss. Weinland and Gross have said: "It is possible to depend entirely upon a set of detailed questions only for interviewing an average man. Since no individual is an average man, any guide or pattern, if held to with too great rigidity, will be incomplete. l The content for each item on the interview schedule was taken, for the most part, from the previously constructed Teacher-Counselor 1James D. Weinland and Margaret V. Gross, Personnel Inter- :iewing (New York: The Ronald Press Company, 1952), p. 220. 125 questionnaire. In a few items, where the Teacher-Counselor question- naire was not sufficient, ideas were combined from the Camper and Parent questionnaires. Even at that, it was necessary in some in- stances to construct entirely new questions. Care had to be taken in the wording and procedure for each question, both scheduled and extemporaneous. According to Musico, the most reliable form of question is the subjective direction form which uses neither a negative or definite article. 2 These precautions were taken so as to make sure that the wording of each question would have a minimum amount of influence on the interviewee‘s responses. It was recognized, however, that in spite of many careful precautions, the three following influencing factors, as stated by Young, might also con- tribute to unreliability: (1) the interviewee might have a faulty memory, (2) there might be a lack of common points of view or definitions be- tween interviewer and interviewee, and (3) the interviewer might fail to detect the difference between personal goals and those of the interviewee. In all of Young's points there are underlying factors which could be con— trolled through the skill and technique of the interviewer himself. Therefore For a complete record of Musico's findings see, B. Musico, "The Influence of the Form of the Question, " British Journal 5! Psycholo- gy, 8:351-389, 1916 Pauline V. Young, Scientific Social Surveys and Research, (New York: Prentice-Hall, Incorporated, 1949), p. 246. 126 the written material of Bingham and Moore4 was carefully reviewed for interviewing aids that would improve the approach and personal con- tact of the interviewer. It was now possible to proceed with the actual interviews them- selves. The refined schedule of questions had been completed5 and preparations were made towards conducting a depth interview. The next section proceeds with the selection of the sample for interviewing and background information on the respondents within the sample itself. The sample and background. The Outdoor Education office at Michigan State University was contacted for names of those superin- tendents who might have a knowledge of school camping and also be will- ing to participate in the study. Included in the suggested names were those superintendents who had school camping in their curriculum as well as those who did not have camping in their schools. The final list contained ten superintendents in each category, making a total of twenty possible interviews. This list was then checked for duplication against the sample names contacted under the questionnaire phase of the study. Substitutions were made wherever duplications occurred. Other names 4Walter VanDyke Bingham and Bruce Victor Moore, How to Interview, (New York: Harper and Brothers, 1931). 5 See Appendix B for the schedule of questions. 127 were also added so as to make up for any superintendent who might not reply and thus keep the interview sample as near twenty as possible. Letters requesting an interview on school camping were sent out to the superintendents beginning in the middle of June, 1956. Ap- proximately five were sent out each week thereafter into the middle of August. This system allowed for conflicts in dates, a smooth itinerary, and adjustments in order to adapt to the summer vacation schedules of the superintendents in the selected school districts. The total of letters sent out was twenty-seven, of which eighteen volunteered for an inter- view, one declined the request, and nine made no response at all. The final list of school districts to be visited for interview purposes included the following towns: Bay City East Lansing Kalamazoo Midland Ann Arbor Mesick Unionville Bangor Clare Essexville Mt. Pleasant Jackson Coleman Battle Creek Flint Grand Ledge Pinconning Cadillac Table XIV shows how the sample was distributed as far as camp- ing activities were concerned. Six of the districts had no sponsored camp activity, six had some experimentation in camping, and six had a well- developed program. One district in the first category at one time had a TABLE XIV 128 CAMPING PROGRAMS SPONSORED BY THE DISTRICTS CONTACTED THROUGH INTERVIEW Category District Means of Financing Experience No sponsored Coleman“: Board of Educ. School farm school camp* Bangor None activity. Mt. Pleasant None Pinconning“: None Clare None Bay City Board of Educ. Had a program ‘ and students for five years Some school Midland Board of Educ. Two days camp* experi- Flint Board of Educ. Twenty days mentation Unionville Essexville Mesick Cadillac and subsidy Board of Educ. and parents Board of Educ. and parents Board of Educ. Board of Educ. and campers $Based on the definition given in Chapter I. #0:: . . . Did have some outdoor act1v1ty. Eight years Five years Five weekends Fifteen years TABLE XIV (continued) 129 Category District Means of Financing Experience Well de v eloped school Camping program 0 ‘o .s. l Based on the definition given in Chapter I. Grand Ledge East Lansing Ann Arbor Battle Creek Kalamazoo Jackson Board of Educ. and camper 3 Board of Educ. and campers Board of Educ. Board of Educ. and subsidy Parents and campers Board of Educ. and campers Ten years Eight years Fifteen years Sixteen years Ten years Eight years 130 rather well-developed program up to about five years ago, but since that time had dropped it. Of the remaining five in this first group, one district had a school farm and another was about to sponsor its first band camp in late August of 1956. Six districts were sponsoring some camp experimentation at the time of the interview but it was during the summer on non-school time. Midland, however, had sent one group of children out for a two- day period. Mesick schools also had extended their summer schedule som ewhat and was developing its own forest camp on Carp Lake, Wex- ford county, to a point that they were able to send a few weekend groups out during the school year. Those schools who restricted their camping Program to the summer only were mainly interested in providing a recreational experience for their campers. Both Cadillac and Flint owned their own camps, with the latter district devoting its effort to the unde rprivileged child. 7 Of those districts who had a well-developed program, Grand 1‘6de . Ann Arbor, and Jackson used conservation group camp sites. The 0the r three; namely, Battle Creek, Kalamazoo, and East Lansing, used t}, .. 8 e Clear Lake facility. AN '7 S h See the brochure titled Land 2f the Torenta Tall Pines, Cadillac C 001 Camp, 1956, for further information. 8 Battle Creek Public Schools, Clear Lake Camp, Annual Report, 1954— 5 5 . 131 Table XIV also gives the distribution of the districts according to the manner in which their outdoor activity is financed. Those that were included in the "no sponsored" camp activity are the ones who do not have school camping but they might have some outdoor activity. The two schools who did have some outdoor activity were Coleman and Pinconning. It should be noticed that in most cases the board of education take 3 a mutual responsibility along with the parents in financing the program, regardless of the stage of development and the potential re- sources of the community. One paradox existed, however, where one well — developed program never received any board help although the interview revealed that an average of eleven classroom groups partici- pated every year from this district. Every superintendent in all three categories mentioned that financial difficulties stood in the way of further developing their program. Some admitted that their board of education was divided on the importance of the camping program and further probing showed that the question of importance was not entirely on the board's part but was equally shared by the Superintendent himself. This occurred especially where a super- intendent had taken over after the camping program had been in progress for 363‘,€31? . . . . al years or where some particularly enthuSIastic asmstant or teac . . . . . . he 1- had persuaded the administration to experiment In camping. One 132 superintendent felt that if the Chamber of Commerce, a very active or— ganization in that community, would push camping as it had other some- what extraordinary school programs, the board of education would quick- ly underwrite a camping budget. The extraordinary school expenditures in this instance happened to be $45, 000 for a community economics program. Superintendents were quick to add that the community itself had neve r reacted unfavorably to a camping program nor would they if one were to be inaugurated or expanded. The only qualification necessary woul d be good communication and enthusiastic salesmanship from the school administrative officer himself, meaning that the superintendent aPPea rs to be the key person when initiating a school camping program. Evaluations of the camping programs in the respective districts have played some part in winning continued financial help from boards 0f edlacation. Table XV shows the degree of evaluation carried out by the " some experimentation in" and the well-developed" school camping program 3. All districts involved in school camping made financial reports to the Sllperintendent at the conclusion of the school year. None of the evaluations were designed to measure growth in learning in any area. InStead they were opinion polls to determine whether the respondent was for . . . . or a~gainst school camping as an activ1ty and to what degree. 133 TABLE XV FREQUENCIES OF SCHOOL CAMP EVALUATIONS Category No evaluation Verbal Written reactions of reports teachers, parents, and campers Some 3 chool camp 2 4 0 experimentation Well -developed school camping 0 2 5 program The superintendent representing a district with "no sponsored school camp activity" fell into a different classification than the other two categories. In his case it was first necessary to determine his ac- quaintance and contact with camping in any form and proceed from that point. Table XVI reveals this information. Two out of six were not acquainted with school camping although they had all been camping in one form or another. Four out of the six stated their children had been to a camp, with most of them attending Scout camps. In all cases they reported their children enjoyed the experience and that they thought the activity was valuable. TABLE XVI FAMILIARITY WITH CAMPING AMONG THOSE SUPERINTENDENTS FROM A NON-PROGRAM DISTRICT ‘—.—-.. *“w - —.s———.—-—.———.-—-—-—__‘———— Are you acquainted with school camping? Yes 4 No“: Have you ever done any camping yourself? Yes._6__ No 0 Have your children ever been to a camp Yes 4 No 2 If yes: Organizationalj_, Church 2 , Private 0 _.__——_— If the superintendent was not acquainted with school camping, it was necessary to give a brief description of the program. Those who were acquainted with school camping were given an opportunity to ask any questions at this point in order to fill in any camping information gaps. With both the non-acquainted and acquainted superintendent on equal footing in the field of camping, it was possible to ask what con- ditions might stand in their way of implementing a program. Some, of course, were speaking from actual experience, while others were not. Their replies are listed as follows: Condition Number Staff inadequacy 6 Personal reluctance 4 Financial difficulty 3 135 Condition . Number Community reluctance 2 Board reluctance 0 Unable to foresee 3 The highest frequency occurred in staff inadequacy. Here in- adequacy not only referred to the number available but also to training and personal attributes necessary to carry out a camping program. Personal reluctance on the superintendent's part was next mentioned most frequently. This reluctance was expressed chiefly through a feeling that he was involved in enough other school business without adding to his burden. In only one case did the superintendent actually state that school camping was nothing more than recreation and play. Lowest in mentioned frequency was board of education reluctance. Here it was felt that the school board would reflect the superintendent's and the community's feeling toward introducing school camping. II. ANALYSIS OF THE INTERVIEW DATA The analysis will be broken into sections devoted to the aspi- rations and achievements of camping as reported by the school superin- tendents. All of the material in these sections is a composite of direct answers, side comments, and insights given to the interviewer by the superintendents themselves. Most of the analytic items are so broad 136 that they do not lend themselves to tabular form; therefore, in most instances the data will be introduced and analysed in paragraph form. Aspirations. The aspirations of superintendents in regard to school camping differ sharply in type from those of the teacher or camp- ing expert. Where the teacher or camping expert is more apt to think in terms of curriculum and program content, the superintendent is completely involved in the administrative aspects. Of course the super- intendent is interested in curriculum content to some extent, but his knowledge is not extensive in this area. When questioned about pro— grams and teaching devices used in camp, he would often refer the in- terviewer to another individual who might know more about the program area. Usually the individual involved was either the camp director, the classroom teacher, or the curriculum consultant in the case of the larger system. The superintendents' concept of the camping program was rather broad and without any detail. The only area where they could speak in technical terms was that of financing the program. At this point they had numbers, figures, and reports which they could re- fer to for the exact facts. Through this medium they were better able to measure their camping program and its aspirations than in any other single term. Camp finance was but one item in the superintendent's administrative yardstick for measuring the achievements of school camping. The paragraphs to follow will illustrate further some of the 137 other items which make up the complete picture. Origination _o__f_ 3 program. Every program of camping appears to have its roots in one individual. In only one out of twelve programs was that individual the superintendent himself. Frequent persons to initiate the idea of school camping with the superintent were elementary science teachers and elementary principals. In these cases the indi- vidual interested in school camping approached the superintendent and persuaded the administration that school camping was needed in the curriculum. In most instances the idea of camping caught on quickly. After the process was started it gained momentum and became a permanent feature of the curriculum. So great was this permanence that even when some originating personnel or superintendent left the school dis- trict, the program was kept in operation. Superintendents were cautious not to simply put camping in the curriculum without definite foresight. A frequent complaint was that too much is added and nothing taken out, therefore inducing strange mixtures of subject materials. In fact one represented district had just had con- siderable trouble within its ranks over added frills versus the funda- mental "three Rs. " Their program of camping, although very well- developed, was severly criticized by the school board. The incoming new superintendent, however, saw value in the camping program and 138 has been fairly successful in winning continuing board support for the camping program by keeping the board members well-informed through reports and board visits to the camp. It appears that initiating a camping program has been easier in school districts that have not developed specialties in other specific school _activities. Most districts which had no camping program had a particular reputation for an equal special activity. Those mentioned in orde r of frequency were athletics in the form of football and tumbling and mu sic with emphasis on the school band. One superintendent said in thi 3 connection: "We just don't lose football games. The only logical staff m ember I could send to direct a school camp would be the coach, and if i t was in the fall and we lost a game, it would be blamed on his days Spent at camp. " On the other hand it was felt it would be fairly easy to initiate a camping program where the school district had not already specialized in some school activity. Sommunity pressures. The key to the whole problem of develop- lng a Camping program appears to be the creation of a community cultur- a1 pre S sure for school camping. It has been written that: A significant and rather recent overtone of the industrial revo- lution has been the multiplication of pressure groups established p.I'iIrIarily to further the objectives of organizations and of indi- Vldllals within organizations. Since industry has so segregated pe(3ple that self-interests become easily identified it is not 139 surprising that pressure groups have been formed. All problems of initiation center around getting the right groups to sup- POrt the camping program. It was discovered that certain "right" groups had been able to bring about highly developed school programs in such things as rowing and school printing where one would least expect such developments. The program in rowing was attributed to an influential group of men who had attended eastern schools, and the school community print shop emerged from a vigorous community school program. If pressures can be created to support such developments'as the two just mentioned, then it is reasonable to assume that such can be the case in school camping. All the superintendents who were interviewed were actively seeking metho d s that would work best in their community to bring about the kinds of community pressures that would further the school program. Again . as mentioned in a previous chapter, the cultural emphasis upon ComrrlLll'iication and a need for sound public relations were clearly in focus . Problem of instructional staff. The instructional staff ranks lie ' - . . . . . . Xt 1n Importance when initiating a camping program. Many superin- \w l D Clyde M. Campbell, editor, Practical Applications 3f thic Administration, (New York: Harper and Brothers, D. 14. 140 tendents report difficulties in this area because the physical environ- ment at camp and the newness of the concept keep older teachers from volunteering for a camp assignment. As a result the program rests in the hands of the new and younger teacher. But, here also a problem arises in that younger teachers, if married and with families, are re- 1uctant to leave husbands or wives for an extended time. Every superin- tendent of a well-developed camping program as well as those who did not ha Ve a well-developed program, mentioned that good staffing was 0f Prime importance and lack of such a staff would be a considerable drawback. One such superintendent remarked: "In my district we pay the tea cher for extra class duties and camping would be such a duty. Even extra pay might not be enough of an incentive to recruit the teaChe r with a camping background to go with his or her class. " As it was previously discovered, one of school camping‘s values was a new understanding between teacher and pupil. 2 Therefore if the classroom teacher, herself, did not go to camp with her children, the teache r-pupil experience would be eliminated. This would occur even if anOther qualified teacher were to go along. Still another aspect in the area of instructional staff is that of securing teachers who are trained in outdoor education techniques. One \ \_————_._ Z See Chapter IV, p. 60. 141 Superintendent remarked that he had enough interested staff but that his staff was lost when forced to rely on the outdoor environment for a teaching situation. Experiences on school picnics and short trips to the school forest had taught him how inadequate his teachers were in this area. Interviewees agreed that teachers with camping experience were an exception rather than the rule. Problems involved with pupils. All the school districts in the intervi ew sample who had been involved in school camping felt that student 5 should participate only on a voluntary basis. This was very nece s sary in order to allow for the student with religious objections, the student who was frightened at the idea of camping, and those rural StUdent 3 who had home obligations and chores. Mild pressures were “361111 in attempting to get all students to go to camp, but provision was always made for the small stay-at-home group. One school district gave up school camping because it could not get Cal'T‘ipers to go. It should be added that this was at the high school leVEI Where the school camp served a different age level than that covered in thi 3 study. However, it is mentioned here because it does have mean- ing for any camping program. In this instance the better student would “Ot go because of work he might miss even when tutors were taken along to rem Edy the situation. This reluctance on the student’s part was traced in — mdny instances to faculty members who berated the importance of 142 camp and emphasized the danger of missing their class. Such influence by faculty members was most often noticed in the better student who wanted to maintain a good record. The principal finally found himself actually coaxing students to go to camp. At this point the camp program was abandoned because of the predicament that the school administra- tion found itself in. After that, little was done to re—introduce camping at any other age level in spite of the superintendent's glowing praise for all the many things that the camping program had done for problem boys and potential drop-outs. The above situation is contrasted to another where the district deCided to use the spring vacation for school camping after having used reg-1131‘ School time for several seasons. This shift was made in order to determine whether the children went to camp only so as to get away from Sf‘hool. The result was very warming in that there was no loss in applicants and the students retained their same high enthusiasm. One problem did arise, however, in that some parents felt it was unfair to infringe on the student's vacation by scheduling the only opportunity to go to Camp at that time. There is some difference in opinion as to what type of child the Camping program should serve. The districts which have school camp- ing {alt that camping was so unique and different that it was of value to all c ' hildren, regardless of any other camping experience. Those 143 districts which did not have camping envisioned it as a program for either the underprivileged or problem child. Although these superin- tendents could see nothing particularly wrong in camping for all children, they seemed to feel the first need was for the special rather than the general case. They also felt the best time for such an oper- ation would be in the summer on non—school time with an emphasis on recreation for the child. These superintendents therefore saw the role of the school camp as being one to serve the child who was unable to go to an o rganizational or private camp. Achievements. The achievements of school camping, as re- lated by the superintendents, also had the administrative flavor common to the aspirations. In this area, however, the only superintendents who could contribute information were those representing districts with some expe ri ence and those representing well-developed programs. Obviously the SLl13erintendent representing a district with no camping program COUId 1fiave little insight on the actual results of a camping program. Science was mentioned over and again as being the best subject area. in which achievements were made. In fact a majority reported that they felt that the main justification for school camping was the labora tory setting for the teaching of science. Elementary teachers, ac— cord‘ . . lug to the superintendents, found that nature study was more eaSIly acco . . . IT‘IDlished at camp and that in many cases the campers' attitude 144 toward science was changed. For instance one story related to the interviewer told of a change in a Negro boy who had little interest in any subject material area. In addition the boy had shown a special distaste for science. It appeared that s C hool could appeal to him only through athletics and other activities which were physical in nature. At camp, however, this same boy He was seem ingly changed his attitude, especially toward nature study. obser v ed many times by the teacher as he described leaf formation and Plant 1 i fe to other campers while on a nature hike. The superintendent was p0 sitive that camp had helped to show this particular boy that nature study was really not something 'sissy" but an interesting and worthwhile activi ty to be enjoyed by all. Mention was made that teachers saw later evidences in the class- room confirming the view that learning had taken place at camp. Several Engli S h teachers had reported that the children always had a greater abundance of materials for reports and written work after camp than before ~ Botany and biology teachers made similar reports, as did the a r' g lcul ture teacher. The latter teacher group almost always served as ca . . . IT) 13 resource persons in the case of a rural district. Other contributions. Table XVII. lists other areas of learning menti . . . . . . on(id by the superintendents either during the 1nterv1ew or in the rint p ed materials describing their camping program. As before, the 145 TABLE XVII CONTRIBUTIONS OF SCHOOL CAMPING ACCORDING TO THE SAMPLE OF SUPERINTENDENTS Contribution to Some Experimentation Well- developed -.—. Self— R e alization I-Iealth learning 3 5 Safety habits 4 5 Huma n Relationships The child as a personality in his leadership skills 4 4 gaining confidence 4 4 adapting to a new situation 6 5 gaining friends 6 5 pupil-teacher relations 3 4 Economic M Work attitudes 1 3 Civic . . . ——-——a Bisponmbility Gt‘Oup cooperation 3 5 I“Itiividual cooperation 2 5 N 146 superintendents could not give many details on just how the camping experience added to the camper's growth in learning. This condition existed because they have left evaluative details to other delegated staff membe rs. Nevertheless they were aware of some contributions they thought camping had made to the children of their district. Therefore Table XVII must be interpreted with caution in that the interviewer found i t impossible to determine in all instances what represented mere- 13’ €du cational philosophy and what was authentic observation on the super i ntendent's part. This was complicated even more by the lack of any re ported objective evaluations in any district that was represented by an i nterview. The goals of camping as adopted for this study were not mentioned to the superintendent so as not to give him any clues whereby he might be ELIE-l tied in giving what he thought might have been the answer which WOUId give the best showing. The goals were placed in the table, how- ever ’ to show the reader how the interview responses tied in with the criteria of this study. All the contributions under the goals have approximately the same frequen . . . . Cy With the exception of work attitudes. Most superintendents, When . . . . questioned about work proviects, felt that any contribution to good Work 1"é‘lbits and attitudes through a work project were highly limited. The )2 fEIt this limitation was due to the fact that few work projects were 147 within the realm of possibility at the sixth grade level. Any contribution at all would have to take place in cabin clean-up and routine duties where emphasis is on group and individual cooperation. Both types of school district as represented in Table XVII report the respective contribution at about the same relative frequency. Again the reader's attention is called to the fact that every contribution covered by the superintendents had a definite cultural meaning for every Ameri— can child. Special democratic influences. The superintendents felt that school camping as practiced in their district had democratizing values. SPecifically mentioned most often were: (1) school camping's cross sectional service, (2) school camping's integrative forces, and (3) sChool camping's extension of co-education. Most camps other than school camps reach only a select group. The respondents indicated that this very selectivity has given organi~ zational and private camping the name of being a privileged activity. SChool camping, on the other hand, disregarded selectivity and opened oPPortunities for all. This cross sectional coverage eliminated any Special label or stigma for the camper such as is created by other well- meaning service organizations who have sponsored so-called "special Cal“1135-" No doubt a great deal of good has been so accomplished by these service clubs, but it was felt that selectivity had divided the total 148 potential camping group into separate groups. The cross sectional coverage brought about integrative forces to a remarkable degree. Children from all backgrounds lived and learned together as never before accomplished in the school setting. One superintendent was particularly enthusiastic about using Clear Lake because another sharing school had some Negroes enrolled and his district did not. As a result, the campers of his district were given their first chance to live side by side with a different race. He quickly added that his community wholeheartedly endorsed the plan and no criticism was incurred. The third point, that of extending co-education, is so common in the public school that it is taken for granted. However, this very feature was a unique contribution to camping in general. Most other camps are known as a boy or a girl camp, whereas schools carried out an edu- cational camping program for boys and girls simultaneously. Superin- tendents were quick to add that it is true that the area of co-education in camp induces sharp criticism from some religious groups and poses camp administrative difficulties to directors. Yet, for the most part, these problems have been overcome by adequate, mature supervision. Summary. Superintendents of schools were primarily concerned with the administrative aspirations and achievements of school. camping. Areas of special concern were means of financing the program, problems 149 of initiating a program, community pressures, proper staffing, and values to the campers. Those having programs felt sure that camp was achieving good results in science teaching, health and safety, development of camper personality and special democratic values. All favored camping in one form or another but were divided on its importance in the school curricu- lum and on how a program of camping should be integrated into the school curriculum. The interviews further pointed out five problems that needed solutions in the area of school camping. They are as follows: 1. The problem of establishing a uniform definition for school Camping and each of its related terms. 2. The problem of devising valid and useful techniques which Can be used to determine the values gained in a camping experience. 3. The problem of developing good methods whereby the most can be achieved through camp learning experiences. 4. The problem of finding a way to communicate to all groups the Values of school camping. 5. The problem of bringing the level of financial support for school camping up to the support given to other educational activities of the school district. CHAPTER VIII SUMMARY OF FINDINGS AND RELATED RECOMMENDATIONS At this point the findings of the study will again be reviewed in order to make specific recommendations to school administrators and camping personnel. The recommendations are considered as important a S the findings themselves because of their potential value to those who Will be making future plans for community school camping. Therefore, the study is now directed to the school administrator and professional educator who are seeking information on school camping regardless of thEir acceptance or rejection of the school camping program. The data itself represents indicators of achievement in all the ad0pted goals of school camping. In some items, the evidence was more Cc>l'1czlusive than others; however, this varying evidence did not make it impossible to construct valid patterns of achievement in terms of a five- or Six-day camping experience. Furthermore, all the goals of camping as presented in this study appear to be within the realm of achievement. Naturally, this statement is valid only to the extent that the items chosen in the measuring instruments covered the particular goal in question. Thus, it is not feasible to determine to what extent each respective goal i . . . . . S achieved, but it is posmble to point out the strong and weak areas 151 under each goal according to the representative sample items. 1. FINDINGS Valuable information on the achievements made by campers was received from the questionnaire phase and the follow-up interview with school administrators. However, as was stated before, the question- naire phase produced more information on the learning aspects of a camping experience than did the interview. Nevertheless, while the interview did not cover the learning phases of camping so completely, it more than made up for this shortcoming through yielding information on the administrative processes in school camping. Because of the unique features characterizing each phase, the findings will be dis- cussed as those received from the questionnaires and those which were gained from the interviews. Self-Realization. The learning sub-area of safety under S_e_l_f- W is achieved fairly well through the camping experience ac- cording to the campers, parents, and teachers. This achievement is limited to following safety rules, however, as there is little evidence to suppor C any claim that the camp experience improved health habits. Even t1‘lough campers report eating new foods and teachers report ob- serving improvement in eating habits, the parents report no change. There f0 re, an overview shows that the sample items point up an achieve— 152 ment in safety learning, but that even the health item most frequently checked as "improved" is reported by only two responding groups. The other learning sub-area under Self-Realization; namely, conservation learning, was very strongly achieved according to all three responding groups. From the data it can be seen that the Conser- vation Department's main purpose appears to be fully realized. In addition, the purpose is not only realized but also endorsed by the camper 8, parents, and teachers when they state that camp is a happy, enjoya bl e experience. lluman Relationships. The goal of Human Relationships is best achieved at the peer level where skills are gained in working together. Apparently, these skills carry over to the degree that parents and teache rs can observe tangible results. Additional support in the peer area i 8 obtained through respondent agreement that campers made new friends ; however, parents do not agree with the campers and teachers in the 1 term, "increasing the desire for friends. " These same skills do not seem to carry back into family re- lations . or, if they do, they are not great enough to impress the parents_ 1 Teachers, on the other hand, feel that the campers retain these Camp peer skills into the school situation. A possible reason for __\___ F This is discussed more completely under the section entitled Litheq Interpretation. 153 this retainment at the school level might be that the school gives further opportunity for the continued development of these friendship skills within the same peer group whereas the home does not. Campers and teachers agree that more confidence was gained in work tasks, to the point that the campers demonstrated greater confidence in the school situation. Here the increased confidence might be due to a greater feel- ing 0f security in the well-supervised tasks at camp and school, in contrast to less directed supervision at home. The latter statements, however, are mere guesses at best as to why the teacher and parent reports revealed somewhat contradictory evidence. Economic Efficiency. Although campers enjoyed their work taSkS to the extent of commenting on the fun of serving "K. P. , " parents do not report that the campers enjoyed household tasks more after camp than before. Teachers do feel, though, that there is a positive change in attitude toward work assignments made at school. Work production, therefo re, is achieved somewhat according to the respondents but even this i 8 limited to the conditioned situation created under teacher directiOn. Efficiency in consuming is apparently well-achieved, especially in the area of wise use of natural resources. Parents, campers, and teache rs are united in this respect. Much of this is evidently due to the em . . . phasm on conservation and the added service of the resource personnel 154 furnished by the Michigan State Department of Conservation. _ivic Responsibility. The attitude of the campers toward pro- ducing and consuming is further tested in the item "doing more tasks and work back home" under the goal of Civic Responsibility. The campers feel quite strongly that they do more jobs around home after the camping experience than before, but parents do not support their contention. Teachers agree with the campers by saying that they ob- serve more work done around school. It seems then that little con- ClUSi Ve evidence is available through the study as to whether or not the camper gained a greater awareness of the need for cooperative work through work experience. The results under the final sub-area are quite debatable. Teachers report an increased effort on the campers' part to lead, while the parents report no gain. This, though intangible in most peoples’ minds, is a quality which parents and educators are always striving to instill. It appear 3 again and again as one of the elements of a free society. Camp- bell ha 8 said: In a free society the leader, as such, does not exist because leadership is diffused among all and is a characteristic of the Citizen in action. Leadership is a mobile characteristic which f1its from person to person according to the demands of the situ- ation. In any event, leadership is something that conczerns every- bOdy and is the function of everyone in a free society. \— Ad . ZCIYde M- Campbell. editor, Practical Applications of Democratic W, (New York: Harper and Brothers, 1952), p. 33. 155 The counter-responses given by the parents and teachers seem incom— patible unless the teachers are again more sensitive to gains in social skills than the parents. In any case, the item used for questioning leadership did not establish any final evidence of growth or non-growth within the camper. Further interpretation. An element common to most of the CODClusions is a mutual agreement between campers and teachers in their ratings. This condition persists even when parents take a neutral 0" Opposite stand. One possible reason for this situation might be the group factor which is present both at camp and at school. Riecken state s in his work camp study: Some beliefs and behavior may not be defined in work camp bUt (l)relevent and directly involved in the situation of action (2) reinforced through the nature of interpersonal relationships e Stablished among group members, and (3) subject to strong Sanctions against deviation from the established group standard. In the Case of community school camping the group remains intact from camp back into the school, where in the home the camper is out of his group- Therefore, the standard of the group as established in camp is less I‘(z‘inforced in the home, leading to behavior in the home which is defined as deviant in relation to the goals established in camp. \ Ad _ 3Henry W. Riecken, Volunteer Work Camp, (Cambridge: dlson Wesley Press, Incorporated, 1952), p. 163. 156 Riecken illustrated more of this theme by saying: Magnitude of these will determine the degree of change in at- titude behavior, (a) explicit ideology of the group, (b) relevance to action in the particular situation, and (c) the nature of imperson- al relationships obtained in the group. Personality dispositions are altered most successfully, not by acquiring new information about himself, or rules to apply, but when he enters into a new situation of action and a new kind of social relationship. Another possible explanation for the consistent difference be- tween the parent ratings and those of the other two respondents was obtained from the school administrators who were interviewed in the fOHOVW -up phase. In more than a few instances, when questioned about parent evaiuations of their camping program, the superintendents re- plied that they felt the parent lacked insight to make valid evaluations. Furthe rmore, they went on to say that most parents just cannot make apprai sals in learning areas. Their reason for this belief was that they felt that any camp appraisal made by the parent is entirely influenced by the parents' overwhelming concern to appraise the physical care and Wen‘EDeing that was given their child while at camp. 50 great is this conce rn that appraisals in any other area become inconsequential in the eyes of the parent. __\____ 4Ibid. p. 164. 5Ibid. p. 165. 157 Special note to school administrators. All of the material in the preceding paragraphs has meaning for the school administrator who has been dubious about community school camping. In order to make these meanings clearer, the following statements have been listed to give further interpretation. One should keep in mind, however, that each statement is intended to be accepted within the framework of the study, and cannot be generalized to a wide unlimited area. 1. The area goals that were adopted in this study are being reasonably achieved. 2. Foremost are the achievements in group living at the peer level. 3. Keener awareness in conservation is an achieved reality, and this appears to be a learning area which merits much of the past praise it has received. 4. Camping as an experience is very enjoyable to the camper; therefore, giving the teacher an excellent physical setting in which to teach. 5. Parents whose children have been in camp are receptive to the camping idea and will endorse it as a worth-while experience. There is evidence of community willingness to endorse departure from con- ventional school patterns in the form of school camping. 6. The socializing outcomes of group experiences in camp living are evident in school camping, and these efforts to promote group 158 experiences for children are especially apparent in the communal aspects of camp living. Any school administrator who is using school camping as a part of his sixth-grade curriculum should be very encouraged by these re- sults. Likewise, the administrator who has been reluctant to add camp- ing in his later elementary curriculum should note that there appears to be evidence to justify its inclusion. Degrees of success are possible if any one of the programs as used by the sample camps is followed. Table XVIII is a composite of all the programs. Unknown quantities. One cannot justify these positive statements without also giving some attention to the unknown quantities. First, the study does not propose that the items listed above as achievements are done better at camp than at school. It does point out, though, that it is not a wasted experience in time and effort. Secondly, the study does not support any contention that camp is a good medium for any type of learning. Learning areas best for camp can only be determined by further exploration. In fact, a few parents were indignant over the material contained in the questions. Their reaction was that it was un- fair to judge camping on these bases. More will be said concerning this and other exploratory areas in the last part of this chapter. See Appendix D for a sample of each camp's program. 159 TABLE xvui COMPOSITE OF CAMP PROGRAMS Order of activity Description Arise Breakfast and detail Morning activities Lunch and rest period Afternoon activities Afternoon rec reation Flag lowering¥ Dinner and detail Prepare for camp fire Camp fire Prepare for taps Taps Time allowed for washing and dressing. This is followed by flag ceremonies. Groups eat and then clean cabins. Camp details include wood gathering, policing area and work items. Groups rotate usually between two activities. Groups again rotate Free time or participation in games according to individual. Groups eat and carry out work assign- ments such as K. P. Time to get fire ready and prepare for the program if groups are to furnish program. Movies, stunts, songs, talks, stories, and planned programs of all types. Get ready for bed, quiet period for cabin discussions, and appraisal of the day's happenin g s. Lights out, everybody quiet. a: Not common to all sample camps. 160 II. INTERVIEW FINDINGS The data received from the interviews, as has been said pre— viously, were primarily administrative in nature. Superintendents viewed both their aspirations and the resulting achievements of a school camping experience as part of their over-all administrative and financial program. In short, a program of school camping was assigned a priority number which was bound up in the administrator's over-all aspirations for his school district. Naturally if outdoor education and its many phases were important in his personal educational philosophy, then the importance he placed on camping was rather high. If, on the other hand, the administrator had never really developed any feeling for outdoor activities, then the importance he gave to camping was low. The term, "developed a feeling, " appears to be most appropriate in this connection because even the most enthusiastic supporter of camping stated that he was at one time introduced to the idea of camping by one individual or group. From that point on it was simply a matter of learning more of the whole school camping program and eventually developing plans whereby a program could be initiated. The evidence points out very clearly that superintendents are not hostile to the idea of school camping and that the atmosphere is favorable for new and continued developments of school camping programs. Listed below 161 are four items which the superintendents mentioned most frequently when discussing the entire area of school camping. 1. School camping for the intermediate grades can best be initiated through elementary principals. In high school the best person to initiate such a program is the science teacher. 2. Development of a camping program must be slow and well- integrated; otherwise it becomes simply a flair, unattached, and therefore dies after a short period. 3. Teacher supervision is paramount. It takes the right kind of a personality, proper maturity, and careful training in outdoor edu- cation to make a good teacher-counselor. Failure to meet these re- quirements will result in untold camper and parent criticism. 7 The parent is primarily interested in his child's well-being; likewise, the child is interested in his own security. 4. According to superintendents, the best learning areas for camp are science, fundamentals of everyday living, and directed teach- ing that will develop civic skills within the campers. III. SPECIFIC RECOMMENDATIONS In the summary of the last chapter, five problems were listed as needing solutions. These problems characterize areas which were mentioned most frequently by the superintendents who were interviewed. 7See p. 102. 162 The sections that follow will present solutions to these problems in the form of recommendations based upon the findings of the study. Uniform definitions. There is a great deal of confusion in the area of school camping because of a lack of clarity in defining what school camping is and what it proposes to do. In one instance outdoor education is used synonomously with school camping and in another case outdoor education is used to define a whole program of which camping is but one phase. Tenting, educational camping, and community school camping are used interchangeably at will without having specific mean- ings. The multiplicity of terms has developed because different and widely divided sections of the country have experimented in school camping programs. Each has added its own contribution and its own terms to the camping conducted by the school district. Now, however, it is time for the leaders to get together and adopt uniform terms for their camping program in light of the specific aims they hope to accomplish. This means first establishing aims which are simple and compre- hensive. Much difficulty was encountered in this study when trying to establish the aspirations for school camping in the form of educational goals. At present the premise for school camping rests upon the aims of education as expressed by the Educational Policies Commission. Excellent as these may be, they are too cumbersome and involved to 163 suit school camping's purpose. It is time to restate the goals of camping. Parents indicated this need through their reluctance to judge camping upon the criteria used in the questionnaire. Teachers and administrators express the same reluctance through their inability to devise adequate evaluative criteria. It appears that one possibility is to reduce the set of goals now used by school camping into one all- inclusive goal. Such a goal would automatically cover all the camping activities rather than attempt to compartmentalize an infinite number of experiencesinto the four categories used up to now; namely, Seli- Realization, Human Relationships, Economic Efficiency, andm Responsibility. By establishing one comprehensive goal, many of the difficulties encountered when trying to measure and evaluate school camping would quickly disappear because the goal would be flexible enough to cover all activities. One actually needs to look no further than the writings of John Dewey for a workable comprehensive goal. This pragmatic educator and philosopher reflects in all his writings the spirit of "learning by doing," the same spirit that best characterizes school camping. Per- haps this philosophy is best presented in Democracy and Education 8John Dewey, Democracy and Education, (MacMillan Company, 1937). 164 where every chapter carries his theme to greater depths. The writer would take these thoughts and combine them with the data of the study in establishing the following all-inclusive goal for school camping. In -simple terms the proposed goal for school camping would be: To provide all types of interesting activities in a simple outdoor setting and through this setting cause the camper to participate in these activities because he: feels they have value for him E3311 individual. By such a goal, the educator who is responsible for a camping Program need not find himself at a loss in defending what he feels is the major purpose behind his particular program. Examples of these evident differences in purpose are found where in one case school camp- ing is organized under the physical education department and in another case it is supervised by the science curriculum coordinator. In the former instance the main purpose seems to be the development of health and recreation where the latter places the emphasis in an academic area. Both organizational schemes tend to contradict the present set 0f educational. goals adopted by school camping; however, when taken in context with the entire administrative structure of the school system, these schemes become reasonable for the system involved. One over— all goal such as just proposed would eliminate the confusion encountered x 9lbid. , p. 192, for exact statement by Dewey. 165 when placing school camping in the organizational structure because this type of goal would simultaneously allow for all learning areas. Evaluation. Closely allied to the problem of uniform definitions is that problem which is concerned with the evaluation of school camp- ing programs. As has been stated many times before, evaluative pro- cedures have arrived at a stalemate, with most of the techniques limited to the collection of impressions given by groups of campers, parents, and teachers who have had some contact with a school camping program in one form or another. This study tried to gather group impressions rather than broad general reactions. Although the study fulfilled the intent of getting at more specific ratings to a greater extent, there still were features to be desired. For instance, any study of this type should be very careful to have its schedule questions contain the same content when similar schedules are to be used on different groups. Even though the intent in this study was to have matched items, it was felt at the evaluation step that this was not achieved in every question or area goal. At the time of making the schedule, it seemed right to add more questions in one area in order to get more information. This addition destroyed some matching of data because information received from these added items gave overtones to the basic content, therefore making clear-cut evaluative decisions difficult. 166 Another desirable feature would have been to have all three groups fill out their schedules simultaneously and separately. Lack of this feature makes it impossible to know how much influence one group had over the other in the answers. Information on this influence is partiCLIla rly pertinent when interpreting the camper and teacher- counselor returns. It is felt that many of these difficulties were due to the compart- menta l ization of the present goals established for school camping. In fact, the re is great doubt in the writer‘s mind that it would ever be POSSIbl e to completely evaluate a school camping program in terms of the Present goals of the Educational Policies Commission. Once the goal for school camping has been established around creating interesting activities for the camper's intrinsic appreciation, then Sound criteria can be established in keeping with this goal. Stress must be placed on educational soundness, however, as some might interpret intrinsic appreciation to be only play and recreation for the camper. Again the works of John Dewey are used so as to be consistent With the new goal; this time the purpose is to add an element of education— a1 soundness to the evaluative criteria. 10 The first evaluative criterion would be based on the degree to Which the camping activity creates or develops a problem. Next to be -uo‘.‘ 1012i} p. 192. Also see pp. 8 and 163 of this work. 167 considered should be the degree to which enriching information is made available to the camper so that he can solve the particular problem in- volved. Following this enrichment, a set of possible solutions should be suggested by the teacher-counselor so that the camper has several choices. Last and perhaps most important is the criterion that the camper have a chance to test his chosen solution. 11 Table XIX gives the complete goal with the four evaluative criteria. In this manner emphasis is placed upon the learning activity itself rather than the product. As a result there need be little concern over whether an immediate learning test is present or not because the criteria is intended to increase the presence of a learning atmosphere. School administrators and camping personnel would no longer have to be concerned with the problem of measuring an outcome to see if learn- ing were present. Instead the administrator could follow the criteria as a method for teaching and always have a continuous check while the learning was in process. This procedure would tend to reduce the experimental tag which has been given to school camping and give it a full-fledged educational status. It appears that this evaluative approach is a good beginning to the second problem which was posed by the inter- viewed participants of the study. 1See pages 7 and 10 of this work where the need for such criteria is expressed by Kelley, Gilliland, and Dewey. 168 TABLE XIX PROPOSED GOAL AND EVALUATIVE CRITERIA FOR SCHOOL CAMPING ’-—-—-——.—————- — Goal The goal of school camping should be to provide all types of interesting activities in a simple outdoor setting and through this setting cause the camper to participate in these activities because he feels they have value for him as an individual. H I Criteria Does the activity develop a problem? 2. Is information furnished which is pertinent to the problem? 3. Are solutions presented during the activity for solving the problem? 4. Is opportunity given to test a solution for validity ? 169 Developing the learning situation. The study has already made clear the areas of learning which were best achieved in the school camp situation. These, of course, can serve as indicators for future emphasis and development. However, several of the interviewed superintendents intimated that greater development needs to take place in the area of group living. It appears that camp, more than any other educational setting, has tremendous potential for this particular area. The superin- tendents further indicated that the development should be a two-phase operation. The first phase might occur at any of the later elementary levels. At this stage emphasis should be placed upon the fundamentals of living. This means establishing a certain amount of personal independence in the camper together with creating a fine atmosphere for developing social skills. An example of this need was given by one superintendent Who said: "You should see how bewildered these children get when told to unpack and get their bunks made. They just do not know how to get started at the simplest tasks. " Developing the camping program around the fundamentals of living would help fill in this void and also be in keeplflg with the feeling of many parents who indicated it was good for the child to be away from home for awhile. The second phase should be at the secondary level at a grade no later than the first half of the eleventh. Here the underlying theme might 170 well be the "ideal community. “ At this grade level the child usually has developed enough skills so that he can handle the fundamentals of student government rather well. Camp could develop these fundamentals into a workable basis for a complete community, involving elected offices and organizational structures to implement group effort. Still another reason for using an early secondary grade level is that school activities have not as a rule taken complete dominance of the child's attention such as occurs when he approaches the senior Year. This factor must be clearly reckoned with if camping is to be established as an activity at the secondary level. It is readily agreed, however, that designing the camp program along the lines of the ideal Community would not be a simple task, but any effort in this direction would be worth while in the results it could produce. Communicating the values o_f school campirg. A fourth problem mentioned by the superintendents was that of establishing good school camping communications between the schools and community. Several administrators whose districts sponsored a school camping program admitted it had been difficult to show the values of school camping to their boards of education. Many boards, after giving an endorsement to a camping program, often opposed continuance of the program at a later time. Others simply displayed disinterest when items on expand- mg the camp program were brought up for action. Both cases illustrate 171 a communication break-down between the camp personnel and the spon- soring board of education. On the other hand, the districts which were having no such in- terpretive problem with their boards of education seemed to have eliminated the problem through special communicative efforts. The two best communication devices, according to the interviewees, were the use of movies or filmstrips covering their camp and planned visits to the camp for parents and board members. Both methods served as an on-the—spot report to the respective groups. Effort along these lines seemed to pay in terms of increasing board and community support in all phases of the school district's camping program. It is therefore recommended that procedures be established by the district that will implement these two excellent communicative measures when the dis- trict embarks upon a camping program. It might be added that if the difficulties in communication are remedied at the very beginning, the problem of getting the board to provide funds for the camping program will then be partially solved. Problems needirLg further study. The study itself produced some unanswered questions which pose problems for future studies. Any one could well serve as a follow-up to the material presented within the scope of this study and as a result shed more light on the topic that was undertaken in this work. ‘72 J. Perhaps the first question is whether the achievements evident for sixth-grade students are also applicable to other grade levels. Continuation with the same instruments through various camping grade levels might yield some indices as to just what grade level is most receptive to the aims in community school camping. The next suggested study arises out of the data in Tables V and V1. In these tables, the boy and girl responses were significantly dif- Does this suggest that there are areas in If so, exactly what ferent. in certain areas. camping which are better suited to boys than girls? are they and of what significance is this to the program or curriculum director? The consistently higher ratings given by teachers and campers, in comparison to those submitted by parents, brings to mind the follow- ing questions: Does this mean that the school setting brings out more of l. the camp values than the home setting, or do the teachers tend to over- rate what they observe? Is there a possibility that the teachers are more skillful Z . observers than the parents? 3. Were the questions more obvious to the teachers than to the iarents? 4. To what degree were the questions leading enough to the camper hat he was able to give right answers in an effort to please? 173 Naturally the new proposed goal and its accompanying criteria need testing. The question arises as to how well they would hold up when actually applied to a sample of school camps. Only through testing can the validity of these proposals be determined. IV. CLOSING STATEMENTS The specific materials and findings of the foregoing study have There been limited to that phase of education known as school camping. still is, however, a great need for more exploration in all areas of It would seem that we as educators must push forward at education. a greater pace in order to catch up with the techniques that man has devised in order to fulfill his material desires. Of prime importance is the development of scientific instruments which can be used to interpret the distracting living patterns which our These very patterns are keeping society has contrived inadvertantly. our youth from a greater realization of the limitless creativity possible in a democracy and at the same time are blocking the development of high civic attitudes. The task is difficult, to be sure, and the materials such as presented here are but meager beginnings; yet somehow or some way, new and better living patterns can be obtainable to our piece by piece, youth and society. BIBLIOGRAPHY BIBLIOGRAPHY I A. BOOKS Allen, Hazel K. Camps and Their Modern Administration. New York: The Woman's Press, 1938. Backus, Ramona. Camping and the Community. Report of Camp Seminar held at George Williams College, March 13-15, 1942. New York: Association Press, 1942. Benedict, Ruth F. Patterns of Culture. New York: The New American Library of World Literature, 1953. Bergh, David. Your Child and Camp. New York: Odyssey Press, 1946. Bingham, Walter Van Dyke and Moore, Bruce Victor. How 1‘2 Interview. New York: Harper and Brothers, 1941. Blumenthal, Louis H. Group Work _i_r_i_ Camping. New York: Association Press, 1946. Campbell, Clyde M. (ed. ). Practical Applications 9_f_ Democratic Administration. New York: Harper and Brothers, 1952. Carr, Lowell J. , Valentine, Mildred A. , and Levey, Marshall II. Integrating the Camp, Community, and Social Work. New York: Association Press, 1939. Clark, James Mitchell. Public School Camping. Stanford, California: Stanford University Press, 1951. Committee on Standards. Marks of: Good Camping, a synthesis of cur- rent standards. New York: Association Press, 1941. Croxton, W. C. Scienceinthe Elementary School. New York: McGraw— Hill Book Company, 1937. Dewey, John. Democracy and Education. New York: MacMillan Company, 1937. . School and Society. Revised Edition. Chicago: University of Chicago Press, 1923. 176 Dimock, Hedley, L. , and others. Administration _o_f the Modern Camp. New York: Association Press, 1948. Donaldson, George W. School Camping. Press, 1952. New York: Association Educational Policies Commis sion. Education for All American Children. Washington: National Education Association, 1948. Educational Policies Commission. American Democracy. Association, 1943. The Purposes pl Education 12 Washington: National Education Huggett, Albert J. and Millard, Cecil V. Growth and Learning 33. the Elementary School. Boston: D. C. Heath and Company, 1946. Irwin, Frank L. The TheoryplCamping. New York: A. S. Barnes and Company, 1950. Kelley, Earl C. Education For What Is Real. _ New York: Harper and Brothers, 1947. Ledlie, John A. The Camp Counselor's Manual. New York: Association Press, 1931. Life Camps, Incorporated. Extending Education Through Camping. New York: Life Camps, 1948. Linton, Ralph. Cultural Background 31: Personality. New York, London: Appleton-Century Company, 1945. Manley, Helen and Drury, M. F. Education Through School Camping. St. Louis: C. V. Mosby Company, 1952. Mead, Margaret. Male and Female. New York: W. Morrow and- Company, 1949. Olson, Edward G. School and Community. New York: Prentice-Hall, Incorporated, 1945. Olson, Willard C. Child Development. Boston: D. C. Heath and Company, 1949. Pumala, Edwin E. The Cuyamaca Story. San Diego, California: City- County Camp Commission, 1948. 177 Riecken, Henry W. Volunteer Work Camp. Cambridge: Addison Wesley Press, Incorporated, 1952. Riesman, David. The Lonely Crowd. New Haven: Yale University Press, 1950. Weinland, James D. and Gross, Margaret V. Personnel Interviewing. New York: The Ronald Press Company, 1952.. Young, Pauline V. Scientific Social Surveys and Research. New York: Prentice-Hall, Incorporated, 1949. B. PERIODICALS Bode, Boyd. "The Role of Camping in a Living Democracy," Camping Magazine, 14:10-12, February, 1942. Brim, O. G. "Basic Realities and the Activity Program, " Progressive Education, 11:330-333. "Camping and Outdoor Education. " Editorial, School Executive, 66:1, January, 1947. Champion, L. E. and Donaldson, George W. "School Camping," School Executive, 69:28-30, December, 1949. "Charting Outdoor Education. " Editorial, Extending Education, 3:4-5, March, 1946. Department of Elementary School Principals, National Education Association. "Camping Education for the Elementary Child, " The National Elementary Principal, 18:1-47, February, 1949. DeWitt, R. T. "Camping Education - A Philosophy, " The National Elementary Principal, 28:3—5, February, 1949. Donaldson, George W. ”Elementary School Camping at St. Mary's, " National Education Journal, 36:368-69, May, 1947. "Educational Leadership in School Camping, " Camping Magazine, 23:20-21, May, 1951. 178 Eliot, Charles W. "The Role of Camping in Social Life in a Changing World," Camping Magazine, 14:20-22, February, 1942. Fay, Lewis C. "School Camping: An Experiment in Living," Michigin Educational Journal, 23:429-35, April, 1946. Gibson, H. W. "The History of Organized Camping, " Camping Magazine, 8:15, 1936. Goodrich, Lois. "Parents Size Up Camping, " The Bulletin, National Association of Secondary Principals, Washington, D. C., 31:9-12, May, 1947. Hammond, Maurice. "School Camping Education," New York State Education, 30:52, October, 1932. Hoffman, Getty. "School Camping Means Real Life Learning, " The Journal, National Education Association, 38:360-61, May, 1949. Holland, Barbara. "Camping for Developing Better Understanding," The Bulletin, Michigan Secondary School Association, Lansing, 13:52, May, 1949. Mason, Bernard and others. "The Role of Camping in America, " Camping Magazine, 1423-72, February, 1942. Masters, Hugh B. "A Community School Camp, " Elementary School Journal, 412736-47, June, 1941. "Values of School Camping," The Journal, 29:14-15, January, 1951. McClusky, Howard Y. "The Out-of—Doors as a Part of the Total Educational Program," Extending Education, New York: Life Camps, Incorporated, 2:8-9, March, 1945. Musico, B. "The Influence of the Form of the Question, " British Journal 31: Psychology, 8:351-389, 1916. Pumula, Edwin E. "The Community School Camp, " The Bulletin, National Association of Secondary School Principals, 31:100-105, May, 1947. Rogers, Virgil M. "School Camping All Year Round," Educational Leadership, 3:38-39, May, 1946. 179 Sears, Radford G. "In Developing Your Camp, Have a Master Plan, " Camping Magazine, 1827-8, March, 1946. Sharp, L. B. "Outside the Classroom, " The Educational Forum, 7:361-68, May, 1943. "Schools Go Out-of-Doors, " School Executive, 42:3, January, 1944. "The Public School Camp, " Camping Magazine, 7:5 March, 1935. Smith, Julian W. "Camping and Outdoor Education," The Bulletin, Michigan Secondaiy School Association, Lansing, 11:41-45, May, 1947. "Education Goes Camping," School Executive, 47:33-34, September, 1948. "Older Youth Camp at Yankee Springs," The Bulletin, Michigan Secondary School Association, Lansing, 13:3, January, 1949. "On the Land, " Michigan Conservation, 1626-12 October, 1947. "Outdoor Resources for Learning Science, " The American Biology Teacher, 13:56-58, March, 1951. _ . "The Use of Community Resources, " The Bulletin, Michigan Secondary School Association, Lansing, 12:45-56, May, 1948. "Youth Learns to Conserve," Michigan Conservation, 17:7- 14, December, 1948. . "The Michigan Story of Camping and Outdoor Education, " The Journal o_f Educational Sociology, 23:508-15, May, 1950. Vinal, William G. "Curriculum for the Out-of-Doors," Extending Education, New York: Life Camps, Incorporated, 2:5-7, March, 1945. 180 C. PUBLICATIONS OF THE GOVERNMENT AND OTHER ORGANIZATIONS American Association of Health, Physical Education, and Recreation. Report of The Committee 92 Camping i_n Education f_o__r _Year 1949-59:— Washington, D.C.: National Education Association, 1950. American Camping Association, Marks of Good Camping. Report of a Workshop on Camping Standards, New York: Association Press, 1941. Ashcraft, J. Holly. Report 3f the First Year Operation of Camp Iii-Hill. Long Beach, California: Long Beach Municipal System, n. d. Austin Public Schools. Camping Education _i_n Austin. Austin, Texas: Division of Instruction, 1949. Board of Education. Guide for Camp Hi-Hill Program. _...-.___._ __ Long Beach, California: the Board, October, 1949. Board of Education. The Five-Year Use of‘Clear Lake Camp, 1948-1952. Report to Battle Creek Board of Edd—cation and W. K. Kellogg Foundation, 1952. Bureau of Educational Research and Service. School Camping. Uni- versity of Wyoming: College of Education, 1951. Camping Committee. Godwin Goes Camping. A Report of Our Ex- periences In Organizing and Conducting a School Camping Program, Godwin, Michigan: the Committee, 1953. Cleveland Heights Public Schools. Camping Education-Handbook for Teachers. Cleveland Heights, Ohio: Board of Education, March, 1949. Council of Superintendents of the State of New York. Report of _t_I_i_e_ Committee 92 Camping. New York: the Council, 1948. Dearborn Public Schools. Community School Camping. Dearborn, Michigan: Division of Elementary and Junior High School Instruction, 1954. 181 Department of Public Instruction. A Community School Work-Learn Camp. Lansing, Michigan: free M. Thurston, Superintendent, 1951. _A_ Look Ahead At Camping and Outdoor Education. Lansing, Michigan: the Department, 1952. . Alieport 21: the National Conference 92 Community School Camping, Haven Hill Lodge. Lansing, Michigan: the Community School Camps, A Guide for Development. Lansing, Michigan: the Department, 1950. Department of Public Instruction in Cooperation With the W. K. Kellogg Foundation, the Michigan Department of Conservation, and Participating Community Schools and Agencies. Michigin's Out-of—Doors, 1946-1953. Department, 1953. Education 13 Lansing, Michigan: the Department of Public Instruction. Youth Love Thy Woods and Templed Hills. An Account of Eleven Experimental High Schools in Michigan. Lansing, Michigan: the Department, 1949. Division of Field Services. Report _o_f_ the First Summer Hartley Nature Camp, 1948. Mt. Pleasant, Michigan: Central Michigan College, 1948. Eckelberry, R. H. , Chairman, National Committee on Policies in Conservation Education. The Case For Conservation in a General Education. Columbus, Ohio: Ohio State University, 1953. Gilliland, John W. School Camping. Washington: Association For Supervision and Curriculum Development, Department of the National Education Association, 1954. Holland, Kenneth and Bickel, George L. Work Camps for High School Youth. Washington: American Youth Council, 1941. Mackintosh, Helen K. Camping and Outdoor Experiences 32 the School Program. Washington: United States Office of Education, Bulletin No. 4, 1947. Michigan Department of Public Instruction. A Camping Experience for Older Youth. Lansing, Michigan: the Department, 1948. 182 Michigan Department of Public Instruction. Community School Camps, the Story 2}: the Organization and Development 21: the School Camp- ing Program _i_n_Michigan. Lansing: the Department, n. d. Taylor, Clair L. iReport on the Michigan Secondary School Camping Program for 1953-54. Lansing, Michigan: the Department, 1955. University City Public Schools. Camp White Cloud. University City: the Committee, n. d. D. UNPUBLISHED MATERIALS Betwee, Marcus C. "Report of a School Camping Experiment." Un- published Master's Essay, Wayne University, 1953. Brim, R. P. "A Study of Certain Problems in the Organization and Administration of School Camps. Unpublished doctor's dis— sertation, Columbia: University of Missouri, 1948. Chapman, Hazel, "Planning the School Camp. " Unpublished Master's thesis, Seattle: University of Washington, 1946. Department of Public Instruction. "Conservation, Camping and Outdoor Education." Lansing, Michigan: Unpublished report, 1947. "National Conference on Community School Camping. " Lansing, Michigan: Unpublished report, 1949. Donaldson, George W. "Living and Learning in Camp; a Charter for Educational Camping. " Unpublished manuscript, Battle Creek, Michigan: Clear Lake Camp, 1948. Gilliland, John W. "A Study of Administrative Factors in Establishing a Program of School Camping." Unpublished doctor's dissertation, School of Education, New York University, 1949. McCall, Margaret A. "The Organization and Administration of Camps Conducted by Departments of Physical Education in Colleges, Teacher Training Institutions and Universities in the United States. " Unpublished doctor's dissertation, School of Education, New York University, New York: 1943. 183 Michigan State Normal College. "Evaluating Committees Report," 1953. (Mimeographed.) "A Sociometric Study of the Older Youth Project Moore, William N. Unpublished doctor's disserta- as Related to School Drop Outs. " tion, University of Michigan, 1953. Society of State Directors. "Camping and Outdoor Education," report of Task Force. Unpublished report of 1955 Workshop, East Lansing: Kellogg Center, 1955. Thurston, Lee M. "Community School Camping." Lansing, Michigan, unpublished report, n.d. Vannier, Maryhelen. "A Manual for Camp Counselors. " Unpublished doctor's dissertation, School of Education, New York University, 1949. Walton, Thomas W. "A Study of the Administrative Practices Used in the Operation of Thirty Selected Part-Time School Camps in Michigan. " Unpublished Doctor's Dissertation, East Lansing: Michigan State University, 1955. Wear, Robert M. "School Camping in t'he Thumb. " Unpublished report. Mt. Pleasant, Michigan: Central Michigan College, 1947. Young, Jean M. "Procedures In Beginning a Program of Outdoor Education and School Camping in the Public Schools. " Unpublished master's thesis, Boston University, 1951. APPENDIX A State of Michigan Camping Legislation Region III Camp Reservations for October and November of 1955 185 STATE OF MICHIGAN 63RD LEGISLATURE REGULAR SESSION OF 1945 Introduced Reps. Morgan, Bill No. 141 Eaton, Cornell, Carey, and Sienkiewicz HOUSE ENROLLED ACT NO. 108 An Act to amend chapter 5 of part 2 of Act No. 319 of the Public Acts of 1927, entitled "An act to provide a system of public instruction and primary schools; to provide for the classification, organization, regu- lation and maintenance of schools and school districts; to prescribe their rights, powers, duties and privileges; to prescribe penalties for violations of the provisions of this act; and to repeal all acts incon- sistent herewith, "as amended, being sections 7419 to 7443, inclusive, of the Compiled Laws of 1929, by adding to said chapter 3 new sections to stand as sections 33, 34, and 35 thereof. The People of the State of Michigan enact: Section 1 . Chapter 5 of part 2 of Act No. 319 of the Public Acts of 1927- as amended, being sections 7419 to 7443, inclusive, of the compiled Laws of 1929, is hereby amended by adding to said chapter 3 new Sections to stand as sections 33, 34, and 35 thereof, said added sections to read as follows: PART II CHAPTER V. SEC- 33- The board of education of any school district except primary school districts may operate and maintain a camp or camps for resident and nCHI-resident pupils for recreational and instructional purposes: or 32y Cooperate with the board of another school district or the governing 0° y of any other municipality of the state or with individuals in the nitration and maintenance of such camps in any manner in which they y mutually agree. Effie-“134. The board or boards shall determine the age and other may bCe requirements for pupils attending the camp program. Fees e Charged both resident and non-resident pupils attending the 186 camp or camps to cover all of the operation and maintenance costs of the program: Provided, That such programs shall be operated without profit. The costs of a camp program shall not be included in the de- termination of the percapita costs of the regular school program of any school district. SEC. 35. The board or boards may acquire, equip, and maintain the necessary facilities and employ the necessary persons for the operation of the camp program which may be conducted on property located either within or outside the territorial limits of the school district. The board or boards are hereby authorized to accept private contributions to be used exclusively for the operation of such camp or camps as may be established under this act. Camps may be conducted on property under thecustody and management of the school district; on other public Property under the custody of the state, the federal government, the state board of education, or any county, township, city or village with its consent; or on private property with the consent of the owner. 187 REGION III CAMP RESERVATIONS FOR ‘ ' OCTOBER AND NOVEMBER”: ---—.-— '''''' DATE SCHOOL GRADE SITE'M‘ ADULTS CAMPERS October 2- 7 Mt. Pleasant 4-6 S.P. 20 80 2- 8 Lakeview P. L. 5 40 3- 7 Jane Adams 7 I L 8 65 (Royal Oak) 8-14 Rochester H.S. 10 S P 7 60 1,0-‘14 Ann Arbor H.S. --— -—- 5 48 10-21 Lincoln 1. L. 6 60 (Ypsilanti) 10- 4 Redford Twp. 8 C. L. 6 60 16-22 Lakeview 6 P. L. 5 40 15-22 Pontiac H. S. -—- S. P. 6 60 17-21 Tuscarora 6 N. D. 7 65 23- 3 Ferndale --- S. P. -- -- 24-29 Oneida P. L. 6 60 24-28 Starkweather 6 I.L. 8 65 (Plymouth) 31- 4 Seneca 6 P. L. 4 33 31- 4 Cayuga 6 I.L. 8 65 November 6-18 River Rouge H.S. 7 C.L. 5 50 7-11 L'Anse Creuse 7 —-- —- -- 7-11 Labadie J. H.S. -—- I.L. 5 60 (Wyandotte) 8-12 Lakeview 6 P. L. 5 40 13-19 Lakeview 6 P. L. 5 40 14-18 L'Anse Creuse --- S. P. -- -- 14-18 Jane Adams 7 I. L. 65 (Royal Oak) 27- 2 Mohawk 6 C. L 12 70 ~‘o ""‘Site Code: )"As of September 1, S..P brute. P. l. C. N. 1955 Sleeper Park Group Camp Proud Lake Group Camp Island Lake Group Camp Cedar Lake Group Camp Chief Noon Day Group Camp APPENDIX B Camper Questionnaire Parent Questionnaire Teacher-Counselor Questionnaire Interview Schedules A and B 189 CAMPER QUESTIONNAIRE (May be read aloud by teacher) We would like to know your answers to these questions in order to make camping better and better for those who go'to camp. Just put a check on the line after the words which best tell how you think or feel since camp. Please don't write your name or talk to others before finishing it. Name of my school . Boy or Girl _——-— Number of times at a school camp including this Times at any other camp 1. Check any of these health or safety habits that camp helped you practice. Washing and bathing Getting necessary rest Brushing teeth Following safety rules Ea ting new foods‘ Z. Did you learn anything new about nature and the out Of doors? Very much Some Very little 3. Did you enjoy your stay at camp? Very much Some Very little 4. Did you feel as much at home in the things you did at camp as you do at school? More About the same Less 5- Do you have new friends now that you didn't have before camp? Many Some None 6- Did camp make you feel you ought to have friends? Very much Some Very little 7- How did you get along with all the campers? Better than at school About the same as in school Worse than at school 8. 10. 11. 12. 13. 14. 390 Did you feel that what you did in your groups was helpful to you? Yes No How did you feel about the tasks and work projects at camp? Enjoyed Didn‘t mind Didn‘t like .m- Did camp give you new ideas about saving our natural resources? Many Some None Do you help at home and school with jobs you did not do before camp? Yes No If your answer to eleven was yes, what kind of jobs are they? Bed making , Washing dishes , Outdoor cooking . Write down anything else Do you feel that your teacher is a friend since camp? More About the same Less ———-——.———- Please write anything else you would like to say about camp on the back of this paper. PARENT QUESTIONNAIRE The following questionnaire is part of a study being made on com- munity school camping. Your reply to these questions is of great im— portance because of your child's recent experience at such a camp. Please help us by filling out this rating sheet in accordance with your own feelings. Each question can be checked by an appropriate rating. School your child attends Boy or Girl Number of times at a school camp including this Times at any other camp Check any health habits which have improved since camp. If they became worse write in less. Washing and bathing . Brushing teeth Eating habits . Proper rest 10. 11. 12. 13. 14. 15. 16. 191 Did your child display a greater respect for safety precautions since camp? Yes . NO Does your child show more interest in nature and topics of the outdoors? More About the same Less Does the manner in which your child talks of camp reflect a happy experience? Very much_ Some Very little Does your child show confidence in undertakings since camp? More About the same Less Please check the type of instance for question five. His own , Family , Group Does your child show a desire to make new friends since camp? More About the same Less _..__. Does your child mention or exhibit signs that he made new friends at camp? Yes * No Does your child show consideration within the home since camp? More About the same Less Does your child help around the home since camp? More About the same Less Does your child show a new interest in saving and making wise use of natural resources? Yes No If the answer to question eleven is yes, what are the interests? Forest fire control , Soil , Hunting and Fishing , Others (please write in) Has your child shown a desire to assume responsibility for jobs around home since camp? Increased Some Less How would you rate your child in leadership since camp? Higher About the same Less Would you want your child to attend camp again? Yes NO If the answer to question fifteen is no, please explain why. PLEASE ADD ANY OTHER COMMENT YOU DESIRE ON THE OTHER SIDE 192 TEACHER-COUNSELOR QUESTIONNAIRE Name of School Grade The following questionnaire is part Of a study being made on community school camping. Your reply to these questions is of great importance because of your recent first hand experience as a teacher- counselor in an outdoor situation. Please help us by filling out this rating sheet in accordance with your own reactions. Please check either Yes or NO as it expresses your feeling. 93 on to the further ratipg only if your feeling is Yes for the question. Make any additions under Other where appropriate. This is a post-ca—rhp evaluation. y.‘ I I have been a counselor at camp_ _time(s). (Please include all experience.) 2. Is there apparent improvement in observed health and safety habits in the students? More than half _. About half_.___-_ Less than half 3. What is the type of instance indicated in number two? C1ean1iness_ , Eating , Safety , Other 4- Do the students display a clearer understanding of conservation and its concepts? Yes No More than half __ About half_ Less than half_ 5- If the answer to number four is greater than few or none, what areas are mentioned? Animal life , Forests , Saving resources , Soils , Other ._ --- 6- Did the students consider camp a happy experience? Yes No More than half About half Less than half 7- Did the group gain confidence in themselves? Yes No More than half About half Less than half ,1. 93 Is there an increased desire on the children's part to make friends? Yes No More than half About half Less than half_ Are the isolated children brought in the group? (If there were no 10. 11. 12. 13. 14. 15. isolates, disregard this question.) Yes No More than half About half Less than half Is there improvement in the attention-getting type Of child? Yes NO More than half About half Less than half Is there more consideration Of others within the group? Yes- NO Is there a positive change in attitude toward tasks assigned or undertaken? Yes No More than half About half___ Less than half Are there instances in which the children are more helpful in the school situation? Yes No If the answer to thirteen is yes, what is the type of instance? Clean-up ___, Cooperation , Others Have you noticed shifts or changes in leadership within the group? Yes: NO PLEASE ADD ANY OTHER COMMENT YOU DESIRE ON THE OTHER SIDE .—-. 194 Schedule A. (Guide questions) Interview Schedule for School Superintendents who had some school camp experimentation in their district as well as those who had a well- developed program. I would like to talk with you about public school camping. As I understand it, you are acquainted with the program to some degree so therefore I am very interested in many ideas that you may have. The questions I will ask are designed to cover specific areas that are perti- nent to my study but I do not propose that they are all inclusive. There- fore, I am also very interested in any additional or side comments which you may wish to make anytime during the interview. School represented Superintendent 1. What type of camping activity does your school district sponsor? What is the background on its development? How long has it been in operation? 2. Have you ever had any evaluation of the program? If so, what type? If not, why? 3. Do you think school camping contributes to any special learning areas? If so, which ones? 4. What are the reactions of your school board to the program in camping? Are there any particular problems which have developed as far as the board is concerned? 5. What are the reactions of the staff to the program in camping? Are there any particular problems which have developed in the area Of staff relations to the program? 6. What is the reaction of the community tO your program in camp- ing? Are there any interpretive problems which have arisen? 195 7. What are the reactions of the children who go to camp? What means do you use to recruit for camper applicants? 8. In your estimation, in what way or ways does camp contribute to the camper as a personality? 9. Does your program do anything with work projects? 10. Are there any additional comments you would care to make con- cerning school camping which we have not already covered; such as, special problems, your personal feelings about school camping, the future Of your district's program or any other area in particular? Note: Many times the superintendent made comments which required additional questionning. Notations were also made on these responses, even though the questions were not a part of the above schedule. sFhedule B. (Guide questions) ELEM Schedule for School Superintendents who did not sponsor any SChool camp activity in their district. I would like to talk with you about public school camping. As I understand it, you do not have any camping program in your district and may not be acquainted with the program. If that is the case, I will be glad to give you a brief description. The questions I will ask are designed to cover specific areas that are pertinent to my study but I do not propose that they are all- 1“Clusive. Therefore, I am also very interested in any additional or Side Comments which you may wish to make anytime during the interview. School represented Superintendent l. 196 Have you ever camped either with a group or with your family? Have your children ever attended a camp of any kind? Do the classes in your school go on special field trips? Do you have any outdoor education program such as a school farm or forest? What might be the reaction of your school board if you proposed a program in school camping, such as the one I have described to you? Are there any particular problems which might develop? What might be the reactions of your staff to a program in camp- ing? Are there any possible problems which might develop in the area of staff relations? What might be the reaction of the community to a program in camping? Are there any interpretive problems that might arise? How might the children react to such a program in camping? Can you see any contributions that a camping program might make to the campers as a personality? Can you envision any other possible contributions that camping might make in addition to what you said to the question just asked? Are there any additional comments you would care to make con- cerning school camping which we have not already covered; such as, special problems, your personal feelings about camping, pos- Sibilities Of establishing a program, or any other area in particular? APPENDIX C Godwin Camper Responses Godwin Parent Responses Godwin Teacher-Counselor Responses Tuscarora Responses Oneida Responses Mohawk Responses Cayuga Responses Seneca Responses 198 *TABLE xx GODWIN CAMPER QUESTIONNAIRE RESPONSES Item Section Boys Girls Total 1. Washed regularly 29 28 57 Eating new foods 15 17 32 Good rest 28 26 54 Brushed teeth 29 29 58 Followed safety rules 28 26 54 2. Very much 7 11 18 Senna 20 '18 38 Very little 1 0 l 3. Very much 25 29 54 Some 5 0 5 Very little 0 O 0 4. More 20 18 38 About the same 5 11 16 Less 5 0 5 ="The tables in this section of the Appendix represent the number of people who made the specific responses to the items covered in the questionnaires. Each camp site is reported in a separate set of tables. 199 TABLE XX (continued) Item Section Boys Girls Total 5. Many 13 14 27 Some 14 15 29 None 3 0 3 6. (Very much 19 25 44 Some 14 4 18 Very little 2 0 2 7. Better than at school 17 8 25 About the same 13 21 34 Worse than at school 0 0 0 8. Yes 28 29 57 No 2 0 2 9. Enjoyed 18 27 45 Didn't mind 10 2 12 Didn't like 2 0 2 10. Many 11 ll 22 Some 17 17 34 None 2 1 3 200 TABLE XX (continued) Item Section Boys Girls Total 11. Yes l8 I4 32 No 8 8 16 12. Bed making 15 16 31 Washing dishes 14 14 28 Outdoor cooking 4 4 8 Write in 1 9 10 13. More 18 24 42 About the same 10 4 14 Less 2 0 2 _._ _ - '.“'—— *_—.--vmmvmwm—m—-—-_¢g--—.‘“m TABLE XXI 201 GODWIN PARENT QUESTIONNAIRE RESPONSES -—_- ~_._‘ _.—_—_—.--—_—_—‘_.._.._——-._—. Item Section Boys Girls 1. Washing and bathing 10 8 Brushing teeth 7 9 Eating habits 10 9 Proper rest 10 9 2. Yes 16 12 No 4 6 3- More 8 11 About the same 14 10 Less 0 0 4- Very much 22 21 Some 0 0 Very little 0 0 5- More 5 7 About the same 17 13 Less 0 0 Total *— .—.—_—_————— 16 19 19 28 10 19 24 43 12 30 202 TABLE XXI (continued) Item Section Boys Girls Total 6. His own 5 3 8 Family 5 9 14 Group 4 5 9 7. More 7 8 15 About the same 15 12 27 Less 0 0 0 8. Yes 19 17 36 No 3 3 6 9. More 4 9 13 About the same 18 12 30 Less 0 0 0 10. More 6 7 13 About the same 16 14 30 Less 0 0 0 11. Yes 13 ll 24 NO 6 7 l3 203 TABLE XXI (continued) Item Section Boys Girls Total 12. Forest fire control 3 5 8 Soil 1 1 2 Hunting and fishing 12 2 14 Write in 2 3 5 13. Increased 6 7 13 Same 14 14 28 Less 0 0 0 14. Higher 5 7 12 About the same 16 13 29 Less 0 0 0 15. Yes 22 21 43 GODWIN TEACHER-COUNSELOR QUESTIONNAIRE RESPONSES TABLE XXII ————- ——.- ‘— --‘ —.——.c—_—- 204 Item Section Response 2. Nearly all 0 About half 2 Few or none 1 3. Cleanliness 2 Eating 2 Safety 1 Other 0 4. Nearly all 1 About half 1 Few or none 0 5. Animal life 0 Forests 2 Saving resources 1 Soils 1 Other 0 TABLE XXII (Continued) 205 Item Section Response 6. Nearly all 2 About half 0 Few or none 0 7. Nearly all 2 About half 1 Few or none 0 8. Nearly all 2 About half 0 Few or none 0 9. Nearly all 0 About half 1 Few or none 1 10. Yes 3 NO 0 11. Nearly all 2 About half 0 Few or none 0 TABLE XXII (continued) 206 “-- ——————.———— .heni Secfion Response 12. Nearlyefll 2 .AbouthaH' 1 Few'ornone 0 13. Yes 2 No 0 14. Clean-up 2 (looperatHNi 2 Others 5 15. Yes 1 No 2 TABLE XXIII TUSCARORA CAMPER QUESTIONNAIRE RESPONSES 207 Item Section Boys Girls Total 1. Washing and bathing 13 21 34 Eating new foods 12 32 44 Getting necessary rest 17 32 49 Brushing teeth 13 25 38 Following safety rules 20 37 57 2. Very much 14 28 42 Some 8 12 20 Very little 0 0 0 3. Very much 21 37 58 Some 1 3 4 Very little 0 0 0 4. More 5 22 27 About the same 15 16 31 Less 1 2 3 5. Many 8 28 36 Some 12 12 24 None 3 0 3 208 TABLE XXIII (continued) —-———-——-._. Item Section Boys Girls Total 6. Very much 17 30 47 Some 4 9 13 Very little 1 1 2 7. Better than at school 6 13 19 About the same as in school 15 24 39 Worse than at school 1 3 4 8. Yes 22 40 62 No 1 0 l 9. Enjoyed 9 35 44 Didn't mind 12 4 l6 Didn't like 1 1 2 10. Many 16 24 40 Some 6 16 22 None 0 0 0 11 Yes 16 30 46 TABLE XXIII 209 (continued) Item Section Boys Girls Total 12. Bed making 12 18 30 Washing dishes 9 17 26 Outdoor cooking 7 12 19 Write in 7 9 16 13. More 13 31 44 About the same 9 8 17 Less 1 0 1 14. Comment 7 26 33 TUSCARORA PARENT QUESTIONNAIRE RESPONSES TABLE XXIV -- _—‘———— .————— _—-‘--——---—.— 210 Item Section Boys Girls Total 1 Washing and bathing 2 8 10 less 0 0 0 Eating habits 6 16 22 less 0 0 0 Brushing teeth 5 9 14 less 0 0 0 Proper rest 3 6 9 less 0 0 0 2. Yes 9 22 31 No 5 6 ll 3. More 5 14 19 About the same 13 15 28 Less 0 0 0 4. Very much 17 30 47 Some 1 l 2 Very little 0 0 0 5. More 2 6 8 About the same 16 23 39 Less 0 0 0 TABLE XXIV (continued) 211 Item Section 6. His own Family Group 7. More About the same Less 8. Yes NO 9. More About the same Less 10. More About the same Less 11. Yes Boys Girls Total 9 8 I7 4 8 12 0 4 4 2 7 9 I6 23 39 0 0 0 13 24 37 5 7 12 2 6 8 16 25 41 0 0 0 5 6 11 13 25 38 0 0 0 10 19 29 4 4 8 TABLE XXIV (continued) 4.- ——_—— 212 b .— ltem Section Boys Girls Total 12. Forest fire control 1 6 7 Soil 0 3 3 Hunting and fishing ll 9 20 Write in l 3 4 13. Increased 2 6 8 Same 16 25 41 Less 0 0 O 14. Higher 2 4 6 About the same 16 25 41 Less 0 0 0 15. Yes 18 31 49 No 0 0 0 16. Comment 4 4 8 TABLE XXV ONEIDA CAMPER QUESTIONNAIRE RESPONSES 213 .g..- - --.—‘_ ——.-..— Item Section Boys Girls Total 1. Wash’ilipand bathing 10 5 15 Eating new foods 17 18 35 Getting necessary rest 17 19 36 Brushing teeth 10 13 23 Following safety rules 18 17 35 2- Very much 19 19 38 Some 6 5 11 Very little 1 0 l 3- Very much 25 22 47 Some 0 l 1 Very little 0 0 0 4' More 22 18 40 About the same 2 4 6 Less 1 l 2 5. Many 3 10 13 Some 18 13 31 None 4 O 4 214 TABLE XXV (continued) Item Section Boys Girls Total 6. Very much 20 18 38 Some 4 5 9 Very little 1 0 1 7. Better than at school 21 11 32 About the same as in school 4 11 15 Worse than at school 0 1 1 8. Yes 23 23 46 No 2 0 2 9- Enjoyed 17 16 33 Didn't mind 8 7 15 Didn't like 0 0 0 10. Many 10 17 27 Some 13 6 19 None 2 0 2 11' Yes 9 13_ 22 No 12 10 22 TABLE XXV (continued) 215 _——-————- -——‘—.-_—..— Item Section Boys Girls Total 12. Bed making 5 5 10 Washing dishes 7 10 17 Outdoor cooking 3 2 5 Write in 3 3 6 13. More 21 22 43 About the same 2 2 4 Less 1 0 1 14. Comment 10 12 22 TABLE XXVI ONEIDA PARENT QUESTIONNAIRE RESPONSES - --.—..-. - Section Boys Girls Total Washing and bathing ‘ 2 0 2 less 2 1 3 Eating habits 3 3 6 less 0 0 0 Brushing teeth 2 l 3 less 0 O 0 Proper rest 3 0 3 less 1 0 1 Yes 9 13 22 No 5 8 13 More 13 23 36 About the same 3 2 5 Less 0 0 0 Very much 15 26 41 Some 1 0 1 Very little 0 0 0 More 3 8 11 About the same 12 17 29 Less 0 0 0 Item TABLE XXVI (continued) 217 6. Family Group More About the same Less Yes More About the same Less 10. More About the same Less 11' Yes No His own Boys .— .___.—_.-—‘_._ +——-——- - -~-——~ ou—w ._-—-‘ Girls Total 18 ll 9 2 7 9 12 19 31 0 0 0 11 20 31 3 6 9 5 2 7 12 24 36 0 0 0 2 3 5 14 22 36 0 0 0 11 15 26 4 5 TABLE XXVI (continued) Item Section Boys Girls 12.. Forest fire control 6 10 Soil 5 9 Hunting and fishing 5 2 Write in 5 4 13. Increased I 4 Same 15 22 Less 0 0 1“1- Higher 2 3 About the same 14 23 Less 0 0 15. Yes 16 26 NO 0 0 16' Comment 4 8 K .«4—*--. -_-_.—_. a..— 218 37 37 42 12 219 TABLE XXVII MOHAWK CAMPER QUESTIONNAIRE RESPONSES ‘w”—_h.. -—__. --- m; —.—_._.—- ———————_——-.———-—---———---—. —— v. Item Section Boys Girls Total 1. Washing and bathing 12 9 21 Eating new foods 21 15 36 Getting necessary rest 20 16 36 Brushing teeth 19 15 34 Following safety rules 20 21 41 2. Very much I9 14 33 Some 6 9 15 Very little 1 0 1 3- Very much 24 19 43 Some 2 3 5 Very little 0 0 0 4- More 17 12 29 About the same 8 10 I8 Less 1 0 1 5' Many ll 6 17 Some 14 15 29 None 2 0 2 TABLE XXVII (Continued) -— _ --~-—— ._.——. ——---_..-__-—»-—---—-—————-—- C._——.—.~.—..— - Itern Section Boys Girls Total 6. Very much 17 1.4 31 Some 9 8 17 Very little 0 0 0 7. Better than at school 16 ll 27 About the same as in school 8 10 18 Worse than at school 0 1 l 8- Yes 22 22 44 No 4 0 4 9- Enjoyed 18 15 33 Didn't mind 7 7 l4 Didn't like 1 0 1 l0. Many 16 8 24 Some 10 14 24 None 0 0 0 '1- Yes 18 14 32 No 7 8 15 221 TABLE XXVII (continued) um—- - §_—_——- —‘ c. ‘_ - ——— -—_-.——-_——_ -—.-—- --.—--—— -- .——_—.——.~ Item Section Boys Girls Total 12. Bed making 17 10 27 Washing dishes 14 10 24 Outdoor cooking 3 Z 5 Write in 0 0 0 13- More » 14 16 30 About the same 12 6 18 Less 0 0 0 14' Comment 15 14 29 \Q _.—- - _._ MOHAWK PARENT QUESTIONNAIRE RESPONSES N Section -n- ~»-—— -—- —-—- TABLE XXVIII 222 ~ - —_.—--—_—._----__.-__‘._-.—--_. Washing and bathing Eating habits Brushing teeth Proper rest Yes No More About the same Less Very much Some Very little More About the same. Less Boys Girls Total 2 1 3 less 0 0 0 2 3 5 less 1 0 l 3 2 5 less 0 0 0 2 4 6 less 0 0 0 3 8 ll 3 2 5 4 6 10 3 6 9 0 0 0 6 ll 17 l l 2 0 0 0 1 5 6 6 7 l3 0 0 0 _._ Section 10. 11. His own Family Group More About the same Less Yes More About the same Less More About the same Less Yes TABLE XXVIII 223 (continued) --—.- --- ——.--~———_—.——_—— “--.——¢———..-.—_-..__-.—_- .--—--—-—_'~—_-_-“———.~_m-_..——— Boys Girls Total 3 5 8 3 5 8 2 2 4 2 2 4 5 8 l3 0 0 0 4 7 11 2 3 5 l 4 5 6 8 14 0 0 0 1 3 4 6 9 l5 0 0 0 6 6 12 ——¥ W Item TABLE XXVIII -——.-_.——__.—‘—-_ —— Section 12. 13. 14. 15. 16. Forest fire control Soil Hunting and fishing Write in Increased Same Less Higher About the same Less Comment *— — --.—..--- —.-.—_-. (continued) 224 --—¢—_.-.-.__—-__ __._.—_——-_________-.'~--._.- Boys Girls 1 3 2 0 3 3 1 0 2 5 5 7 0 0 O 4 6 7 0 0 7 12 0 0 3 5 Total 12 13 19 TABLE XXIX CAYUGA CAMPER Section Washing and bathing Eating new foods Getting necessary rest Brushing teeth Following safety rules Very much Some Very little Very much Some Very little More About the same Less Many Some None __ --’-— -———‘— 225 QUESTIONNAIRE RESPONSES Boys Girls 18 I4 33 23 6 1 '19 13 29 19 33 21 7 5 0 0 39 26 l 0 O 0 13 12 23 14 4 0 22 16 15 10 3 0 48 54 65 25 37 38 25 TABLE XXIX (continued) Item Sechon IO. 11. Very much Some Very little Better than at school About the same as in school Worse than at school Yes Enjoyed Didn't mind Didn't like Many Some None Yes 38 27 13 31 28 12 12 14 26 23 20 12 15 N to 0‘ 32 34 64 50 15 40 27 TABLE XXIX (continued) Item Section 12. l3. 14. Bed making Washing dishes Outdoor cooking Write in More About the same Less Comment 18 21 26 11 ha 11 12 32 32 37 227 .——.——‘.__—_ CAYUGA PARENT QUESTKDHLURE RESPONSES TABLE XXX Itern Section —-_—-—- - .—._.—_—- —._— Washing and bathing Eatnughabns Brushingteeth Proper rest Yes NO hdore About the same Less Verytnuch Sonn: Very little hAore About the same less less less less Boys Girls Total 3 1 4 0 l 1 6 2 8 0 0 0 3 3 6 O 0 0 4 1 5 2 0 2 10 6 16 6 8 14 ll 8 l9 9 7 16 0 0 0 17 13 30 3 2 5 1 O 1 6 5 11 15 10 25 0 0 0 228 --— .—.—- --._.—-— .—-__._-.— —_ ~— 229 TA BLE XXX (c Ominued) ~-._. .—.—-——‘~___ - m_~‘ -—— --—_-.-_ —.—._.._4—-———o———- --_—. .— _.-.._.—___.._. - ,-.-.——- Item Section Boys Girls Total 6. His own 7 3 10 Family 6 2 8 Group 4 5 9 7. More 5 5 10 About the same 14 10 24 Less 0 0 0 8. Yes 12 13 25 No 6 2 8 9. More 5 0 5 About the same 16 14 30 Less 0 l 1 1 0. More 4 1 5 About the same I7 14 31 Less 0 0 0 1 1 . Yes 13 5 18 TABLE XXX (continued) Item Section 12. Forest fire control Soil Hunting and fishing Write in 13. Increased Same Less 14. Higher About the same Less 1 5. Yes No 1 6. Comment \‘ __————-_.————. “.--—-— Boys Girls Total 7 4 11 4 1 5 6 0 6 2 1 3 6 2 8 l4 13 27 0 0 0 2 5 7 17 10 27 0 0 0 20 13 33 1 2 3 10 8 l8 —‘ -—..-- TABLE XXXI SENECA CAMPER QUESTIONNAIRE RESPONSES 231 “H“ ————— __.._ ~~ --._.. m- -_- Item Section Boys Girls Total 1 . Washing and bathing 13 2 15 Eating new foods 13 10 23 Getting necessary rest 12 7 19 Brushing teeth 14 3 17 Following safety rules 13 6 l9 2. Very much 11 8 19 Some 4 4 8 Very little 1 0 l 3. Very much 16 12 '28 Some 0 0 0 Very little 0 0 0 4. More 11 8 19 About the same 5 4 9 Less 0 0 0 5. Many 4 4 8 Some 10 8 18 None 2 0 2 TABLE XXXI (continued) Section 10. 11. Very much Some Very little Better than at school About the same as in school Worse than at school Yes Enjoyed Didn't mind Didn't like Many Some None Yes Boys 11 13 14 12 ll 12 —~_-—-_----————"“-H~_—. Girls 10 12 11 232 —- -_— —.__ —__-———‘—- —— -‘M -— _-___—_--‘.._.__ _ _ __—_.—- --._. Total _. -“—.. mmm—--_ R_——..-___-_-_-—- -___ 21 22 26 21 22 17 ll TABLE XXXI (continued) _ —._._-_—_-————.-——.—...--_.—- Item Section Boys Girls 12. Bed making 7 3 Washing dishes 7 3 Outdoor cooking 0 0 Write in 5 l 13. More 8 9 About the same 8 3 Less 0 0 14. Comment 6 6 233 ~————————~——-—.—.—---‘_“-c—a——__ .__._ ._.___ Total 10 17 11 12 TABLE XXXII SENECA PARENT QUESTIONNAIRE RESPONSES —— ~— ~— Item Section Boys Girls Total 1. Washing and bathing 4 l 5 less 0 0 0 Eating habits 3 4 7 less 0 0 O Brushing teeth 3 3 6 less 0 0 0 Proper rest 1 I 2 less 0 i 1 2 Yes 11 9 20 No 1 1 2 3. More 7 10 17 About the same 7 2 9 Less 0 0 0 4. Very much 14 ll 25 Some 2 1 3 Very little 0 0 0 5. More 8 3 11 About the same 8 9 17 Less 0 0 0 TABLE XXXII (continued) Item Section Boys 6. His own 5 Family 5 Group 1 7. More 4 About the same 10 Less 0 8. Yes 11 No 5 9. More 3 About the same 12 Less 1 10. More 3 About the same 12 Less 1 11 Yes 11 No 3 Girls ._—--—.-_—--—__.—-.—‘ 11 11 Total 235 —-- ———.-——-——.---—.--—..—.—-.——_ .—.--.—.——o— c—..———.—..——.——.—..-._._.......— 19 20 23 23 19 236 TABLE XXXII (continued) .. -.—- —__—-—..—-_——._—_.. -__. .—-- .- ---—. - _—.——-.—..—— - —-—. _.-.-.——_._—_.-—. Item Section Boy‘s Girls Total 12. Forest fire control 5 2 7 Soil 3 2 5 Hunting and fishing 6 3 9 Write in 3 3 6 1 3. Increased 3 0 3 Same 13 12 25 Less 0 0 0 1 4. Higher 2 2 4 About the same 14 10 24 Less 0 0 0 1 ‘5. Yes 16 12 28 No 0 0 0 16- Comment 2 4 6 APPENDIX D Lake Orion Activity Program Ann Arbor Activity Program Godwin Activity Program Tuscarora Activity Program Oneida Activity Program Mohawk Activity Program Cayuga Activity Program Seneca Activity Program LAKE ORION PROGRAM OF THE WEEK 238 MORNING PROGRAM AFTERNOON PROGRAM Timber Riflery tion Day Group First Second Third Fourth A Historical Tour First Orientation Park Ranger Aid B Historijal Tour Orientation First Aid 1 st C First Aid [Orientation Historical Tour D Orientation First Aid Historical Tour A Camping Youth Act. Conserva- Measure tion Timber B Youth Act. WCamping Measure Conservation and Timber C Conserva- Measure Camping Youth Act. tion Timber D Measure Conserva- Youth Act. Camping Conservation Practice B Geological Hike Conservation Soils 3rd Practice fi C Soils Conservation Geological Hike Practice D Conserva- Soils Riflery tion \ A Tree Planting Geological Hike B Tree Planting Riflery 4th C Riflery Tree Planting D Geological Hike Tree Planting § ' ° ANN ARBOR 239 PROGRAM OF THE WEEK D T’ GRO U PS ays 1me 1 2 3 4 lstv P. M. Area Area Compass Historical Project Project Hike Hike A. M. Fishing Fire Arms Wild Life Fishing Safety Hike 2nd P. M. Forestry Compass Historical Forestry Hike Hike A.M. Fire Arms Fishing Soils Wild Life l Safety Hike 3rd P. M. Historical Historical Fishing Soils Hike Hike 4th Trip to Wild Life Forestry Trip to farm Farm Hike P. M. Soils Forestry Fire Arms Trip to farm Safety GODWIN PROGRAM OF THE WEEK 240 Day Group MORNING PROGRAM AFTERNOON PROGRAM First Second Third Fourth 1 Activities Scavenger Fire Build- Orientation Hunt ing 2 Orientation Activities Scavenger Fire lst Hunt Building 3 Fire Orientation Activities Scavenger Building Hunt 4 Scavenger Fire Orientation Activities Hunt Building 1 Fishing Conser- vation Conserva- Boating 2 Botany Botany 2nd tion and 3 Conserva- Fishing Resource Swimming tion Films 4 Botany Botany Person Safety 1 Conserva- Compass Botany Botany tion 2 Fishing Films Conserva- Compass 3rd tion 3 Compass Conserva- Botany Botany tion 4 Films Fishing Compass Conserva- tion 4th All COOKOUT ALL DAY 5th A11 ENTIRE CAMP CLEAN-UP, CLEAR CAMP TUSCARORA 241 PROGRAM OF THE WEEK Day Group MORNING PROGRAM AFTERNOON PROGRAM 1 2 lst All Tour Of Camp I Trail Blazing Conser- vation ARTS II Conservation Trail 2nd Blazing AND 111 Nature Hike Conser- vation CRAFTS IV Conservation Nature Hike V Conservation Trail Blazing 1 Map Making 11 Map Making ARTS 3rd AND III Trail Blazing - CRAFTS IV Trail Blazing V Map Making 4th All Hike to Devil's Soup Bowl (All Camp) 5th All Evaluation Clean-up and Pack Session 242 ONEIDA PROGRAM OF THE WEEK MORNING PROGRAM AFTERNOON PROGRAM serve on kitchen police. Day Group lst All Arrive Orientation 1A Phys. Ed.--(K.P.) Field IB Field Art A Z“? 2 Field Art 3 Art Field 1 Field Art 2A Phys. Ed. --(K. P.) Field J 3rd 2B Field Phys Ed.--(K.P.) 3 Art Field 1 Field Art 2 Art Field‘ 4th 3A Phys. Ed. --(K.P.) Field 33 Field Phys. Ed. --(K. P.) 5th All Choice of Activity Clean-up and Leave Note: Groups were split into two groups on the day that they were to 243 MOHAWK PROGRAM OF THE WEEK Day Group MORNING PROGRAM AFTERNOON PROGRAM First Second Third Fourth lst All Arrival, unpacking, and orientation 1 Conservation Area Mapping 2nd 2 50113 Conservation 3 Animal Life Soils 1 Soils Prepare for Parents‘ Nite 2 Area Mapping Archery 3rd 3 . Archery Area Mapping l Archery Animal Life 4th 2 Preparation for Animal Life Parents' Nite 3 Preparation for Animal Life Parents' Nite 5th All Clean-up and pack , 244 CAYUGA PROGRAM OF THE WEEK Day Group MORNING PROGRAM AFTERNOON PROGRAM lst All Setting up camp and orientation . Arts and Crafts Arts and Crafts 2nd Rotate Riflery Riflery Truck Trip Forestry Work Proj. Arts and Crafts Arts and Crafts Riflery Riflery 3rd Rotate Conservation Work Project Forestry Work Arts and Crafts Arts and Crafts Soils Soils, Forestry h t t 4t R0 a e Archery Archery Work Project Geology, Work Proj. 5th All Clean-up 245 SENECA PROGRAM OF THE WEEK Day Group MORNING PROGRAM AFTERNOON PROGRAM lst All Orientation Tour of Camp Halloween Preparations 1 Cook Out Resource Person 2nd 2 Work Experience Local History 1 Game Biologist Individual Projects 3rd 2 Cook Out Game Biologist I Work Experience Individual and 2 Camp Work Group Projects 5th A11 Clean-up and Evaluation, Departure. mm Cc Cy [\UUMI t5 Una. . Date Due Demco-293 -—________________ ____ HICHIGQN STATE UNIV LIBRQR IIIIIII1III2IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII 293201541194