' . F,.A‘- . . '...~.u. ~ A STUDY OF THE ADMfNiSTki?NE PRACTICES USED IN THE OPERATION {3F THERTY SELECfiD PART‘TIME SCHOOL CAMP PROGRANfl IN MICHIGAN Thesis for flu Dam of Ed. D. MICHIGAN STATE UNN‘ER'SZ‘E‘Y Thomas W. Wflfan I955 yth'lS This is to certify that the thesis entitled A STUDY OF THE. AE-IINISTRATIVE PRACTICES USED IN THE ClpLLlIi‘IiTIC'PJ OF HIRTY V SEJECTED PART-THE "WEI-1.1.: SCHOOL CAL-{P PROGRALLS IN 1.4m presented by Thomas ”J. I‘Jalton has been accepted towards fulfillment of the requirements for T . I? ‘ Joctcrs degree m .JdUCQthD. Troy L. Steams Major professor Date July 19; 1955 0-169 A STUDY OF THE ADMINISTRATIVE PRACTICES USED IN THE OPERATION OF THIRTY SELECTED PART-TIME SCHOOL CAMP PROGRAMS IN MICHIGAN BY THOMAS W. WALTON A THESIS Submitted to the School of 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 Foundations of Education 1955 , u f! 3 Fa-EG ABSTRACT 1. STATEMENT OF THE PROBLEM This study was undertaken to: (1) determine the administrative practices used. in thirty selected part-time school camps in Michigan; (2) analyze these practices in relation to current literature on camp- ing, records and materials used in specific programs, and observation of prOgrams; and (3) systematize and present these practices in a form which would be useful to school administrators. II. METHODOLOGY OF THE STUDY A. review of the literature on organized camping revealed that camp administrative practices could generally be classified under four major divisions: (1) Facilities, (2) Personnel, (3) PrOgram, and (4) School Camp-Community Relations. As a result these four divisional headings became the categories under which the adminis- trative practices discussed in this thesis were treated. Problems common to directors of organized camps were discovered from the literature and from interviews with camp leaders. A. list of these problems was deve10ped and presented to six Michigan school camp leaders for additions and corrections. From these corrected lists an ii interview schedule was developed and tested on three Michigan part- time school camp programs. As a result of these trial interviews a further revision of the interview schedule was made. Selection of the thirty programs used in this study was made from the seventy-nine part-time school camp programs operating in Michigan as of October, 1953. This selection was made through use of a set of criteria developed by the writer for this thesis. Once the selection was made, letters were sent to the direc- tors of selected programs requesting an interview date. All direc- tors responded and interview appointments were confirmed. The research interview technique was used and responses were recorded directly on the interview schedule. The responses were transferred to a master frequency chart from which Chapters IV, V, VI, VII, and VIII were deve10ped. - III. SUMMARY OF MAJOR FINDINGS Facilities 1. All but three part-time school camp prOgrams used group camps owned by the Michigan Conservation Department. Maintenance and insurance were the re3ponsibility of ownership. 2. Camp distance from school and emergency services was not gen- . erally a factor in camp site selection. 3. Infirmaries were maintained in over half of the camps studied. iii 4. Recreational facilities for staff, craft workshOps, museums, and lounges were generally provided in camp prOgrams studied. 5. Financial assistance was received by a majority of the part-time programs. Personnel 1. The mean number of campers attending one session was 70.1; the 1. grade level ranged from grades 4 through 12 with the sixth grade being the most frequent. . The average cost to campers in all programs was $8.23. Less than half the camper groups earned money to defray camper fees. . The hiring of substitute teachers was the most frequently used so— lution to the problem of providing instruction to those children who were unable to attend camp with their group. . Staff participation was voluntary in over 85 percent of the pro— grams. . Part-time school camp staffs were composed of school personnel, nonschool personnel, and parents. . In 95 percent of the prOgrams the duties of the camp director were performed in addition to other major teaching or adminis- trative responsibilities. Program Part-time school camp programs were planned with the assistance of children in all programs. The majority of prOgrams were planned in considerable detail before leaving for camp. . Teacher visitation to the camp site before planning was the tech- nique most frequently used to aid children in precamp planning. . Precamp orientation was provided fOr school staff in over 75 per- cent of the programs studied, but was provided for nonschool staff in less than 50 percent of the programs. iv 4. The only criterion used to select campers for attendance at camp was freedom from communicable disease. . Evaluations of part-time school camp programs were received from four sources: (1) campers, (2) teachers, (3) parents, (4) other community sources. . Objective, semiobjective, and nonobjective types of evaluation were used in the school camp programs studied. Nonobjective techniques were the type most frequently used. School Camp-Community R elations l. 2. 3. Community precamp planning committees were reported by over , one-half of the programs. All camp directors indicated some form of public relations tech- niques should be used to interpret school camp activities to the community. Few school camp groups had contact with professional camp per- sonnel or organizations. . Few school camp groups utilized any techniques to deve10p sound relationships with the camp community. .174? — ACKNOWLEDGMENTS The writer wishes to express his sincere appreciation to the following members of his guidance committee for the thoughtful di- rection and assistance which they gave during the planning and prep- aration of this study: Dr. Troy L. Stearns, Chairman; Dr. Wilbur B. Brookover; Dr. Carl H. Gross; Dr. c. V. Millard; and Dr. Milosh Muntyan. In addition, the writer wishes to express thanks to Mr. Julian W. Smith for his helpful suggestions, as well as to the many school camp administrators who so willingly participated in this study. vi VITA Thomas W. Walton candidate for the degree of Docto r of Education Born: December 16, 1920; Ishpeming, Michigan. High School: Graveraet High School, Marquette, Michigan, 1938. Undergraduate Education: Northern Michigan College of Education; 3.8., 1947. Graduate Studies: Boston University, Boston, Massachusetts; M.Ed., 1951. T eaching Experienc e: 1. Toivola, Michigan: 1940-41; 1941-42, eight-graded rural district. , 2. Battle Creek, Michigan: 1947—49, sixth grade. 3. Clear Lake Camp, Dowling, Michigan: teacher-counselor, 1949-50. 4. Michigan State College: graduate assistant, 1953-54 (teacher education). 5. Michigan State College: instructor, teacher education, 1954-55. Experience Other Than Teaching: 1. U. 5. Army: S/Sgt., Military Personnel; Northwest Ser— vice Command, Alaskan Defense Command. Personal Information: 1. Married (one child). 2. Organizations: (a) Michigan Education Association; (b) National Education Association; (c) Association for Childhood Education. vii TABLE OF CONT ENTS CHAPTER I. THE PROBLEM: ITS NATURE AND IMPORTANCE ....................... Statement of the Problem ............... Importance of the Study ................ Scope and Limitations of the Study ......... Definition of Terms ................... Organization of the Study ............ . . . II. BACKGROUND OF THE STUDY ............. History of School Camping .............. Development of Organized Camping ...... Motivations ..................... The reaction to urbanization ....... Working with children for twenty- four hour periods ............. The desire of educators to have freedom from a rigid curriculum . . Inability of the urban school to provide basic eXperiences for children viii PAGE 11 11 12 14 15 16 CHAPTER Origin of Program Variations ........ Types of Sponsorship .............. Private camps ................. Agency camps ................. Church camps ................. Public camps .................. School Camping in Michigan ........... Function of School Camping .............. The Acceptance of the Value of Camping for American Children ............. The Acceptance of Camping as an Expres- sion of the Activity Concept ......... The Acceptance of Camping as a Supple- ment to the School Curriculum ....... Review of Research ................... Studies Appraising the Value of School Camping ....................... Studies in School Camp Administration III. METHODOLOGY OF THE STUDY ............ IV. PRESENTATION AND ANALYSIS OF FINDINGS RELATED TO CAMP FACILITIES ......... ix 19 20 20 22 23 26 33 34 37 38 39 4O 45 51 63 CHAPTER Procurement of Camp Site .............. Winter Use of Camps .1 ............... Distance of Camp from Key Services ..... Change of Facilities ................. Maintenance and Management of the Camp Site ........................ Maintenance ....................... Insurance ........................ Nature of Camp Facilities ............... Types of Building Arrangements Used Campers' Sleeping Quarters . . . ........ Counselors' Sleeping Quarters .......... Provision of a Camp Infirmary ......... Off-Duty Facilities for Camp Staff ....... Other Program Facilities ............. Program and Personal Equipment ....... Provision of Other Camp Equipment ...... Environment of Camp Site ............... V. PRESENTATION AND ANALYSIS OF FINDINGS R ELATED TO P ER SONNEL .............. 66 7O 72 72 73 76 76 80 82 84 87 89 92 97 97 CHAPTER PAGE Numbers of Campers ................ 103 Grade Levels of Campers ............. 103 Camper Fees ...................... 106 Financial Assistance in Meeting Instructional Costs ................ 112 Provisions Made for Children Not Attending Camp .................. 114 Staff .............................. 115 Positions Occupied by Regular School Personnel ...................... 116 Positions Occupied by Nonschool Personnel ...................... 119 Positions Occupied by Parents .......... 119 Role of the Teacher in Part—Time School Camping ....................... 124 Camping ....................... 125 Role of the Nonschool Resource Person in Part-Time Camping . . . . . . . ; ..... 132 VI. PRESENTATION AND ANALYSIS OF FINDINGS RELATED TO THE ACTIVITY PROGRAM . . . . 135 xi CHAPTER Precamp Planning .................... Detailed Precamp Planning ............ Precamp Planning of Basic Activities Only .......................... Generalized Precamp Planning .......... Techniques Used to Aid Children in Precamp Planning ................ Techniques Used to Aid Teachers in Techniques Used in Camper Selection ..... Program Activities . . . . . . . . . . . .' ........ Classification of Programs ......... . . . Camp Skill Activities ..... ’ ......... Camp Craft Activities .............. Recreational Activities ............. Work Activities .................. Visits or Trips .................. Other Activities .................. Program Evaluation ................... Techniques for Obtaining Evaluations from Campers ................... xii 136 136 137 140 142 144 145 148 150 152 152 156 158 160 162 CHAPTER Techniques for Obtaining Evaluations from Teachers .................. Techniques for Obtaining Evaluations from Parents ................... VII. PRESENTATION AND ANALYSIS OF FINDINGS RELATED TO SCHOOL CAMP-rCOMMUNITY R ELATIONS ........................ Community Participation in School Camp Planning ........................ Community Participation in School Camp Activities ....................... Interpretation of School Camp Activities to the Community .................. Evaluation of School Camp Activities by the Community ................. Relations With Other Camping Organizations Relations With Camp Neighbors .......... VIII. SUMMARY, IMPLICATIONS, AND R ECOMMENDATIONS ................. Facilities ......................... PAGE 165 166 167 168 168 170 172 174 175 177 181 181 CHAPTER Findings Related to Facilities ..... Implications of Findings Related to Facilities ...................... Recommendations Related to Facilities Personnel ..................... Findings Related to Personnel .......... Implications of Findings Related to P ersonnel ...................... Findings Related to Program . . . ........ Implications of Findings Related to Recommendations Related to Program School Camp-‘Community Relations . . . . Findings Related to School Camp- Community Relations ......... Implications of Findings Related to School Camp-Community Relations Recommendations Related to School Camp- Community R elations .......... xiv PAG E 181 184 191 193 193 195 199 202 202 206 214 215 215 217 219 BIBLIOGRAPHY APPENDIX . . . OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO XV TABLE 11. IV. VI. VII. VIII . LIST OF TABLES PAGE Selection Process Used to Obtain Sample ...... 61 Methods Used in Heating Camp Buildings in Thirty Part-Time School Camp Programs . . . . 67 Distance Required to Travel from School Camp to Certain Key Services ............ 68 Types of Hand-Operated Fire Fighting Equipment Available in Thirty Part- Time School Camps ........... . ........ 75 Types of Building Arrangement in Camps Used by Thirty Part-Time School Camp Groups ............................ 77 Number of Buildings Used in Thirty Part- Time School Camp Programs ............ 79 Living Accommodations Provided Counselors in Thirty Part-Time School Camp Programs . . 83 Facilities Provided in Infirmaries Reported in School Camp Programs ............... 85 xvi TABLE IX. X. XI. XII. XIII . XIV. XV. XVI. XVII. Thirteen Part-Time School Camps Time School Camp PrOgrams Time School Camp Programs Camp Staff Recreational Facilities Provided by Ratio of Campers to Staff in Thirty Part— 000000000000 Program Facilities Available in Thirty Part- Program Equipment Furnished by Thirty School Systems Operating Part-Time School Camp PrOg ram 5 .............. .. Number of School Systems Furnishing Bedding and Towels to Campers and Staff . .' ........ Conveniences Furnished by Camps to Thirty Part-Time School Camp Programs ......... Special Environmental Features Found Near Camps Used by Thirty Part—Time School IIIIIIIIIIIIIIIIIIIIIIII Number and Per Cent of School Camps Serving Grades Four Through Twelve ....... Activities Used to Raise Money to Finance Camping T rip ooooooooooooooooooooooo xvii PAGE 88 90 91 93 96 98 100 104 109 TABLE XVIII. XIX . XX. XXI . XXII . XXIII . XXIV. XXV. XXVI. PAGE Sources of Campers' Fees for Campers Not Able to Pay ......................... 110 Sources of Financial Assistance to Schools Operating Part-Time School Camp PrOgrams . . 113 Positions in Camping Program Occupied by Regular School Staff ................... 117 Positions in Camping Program Occupied by Nonschool Staff ...................... 120 Positions in Camping Program Occupied by Parents of Campers ................... 121 Schools Using Regular School Staff, Nonschool Staff, and Parents in Positions in Thirty School Camp Programs by Number and Percentage ......................... 123 Camp-Connected Duties of Teachers in Thirty School Camp Programs ................. 126 Duties Part—Time School Camp Directors Performed When Not Engaged in Camping Activities .......................... 127 Duties Performed by Part-Time School Camp Director ........................... 130 TABLE XXVII. XXVIII. XXIX. XXX. XXXI. XXXII. XXXIII . XXXIV . XXXV. XXX V1. PAGE Sources from which Nonschool Resource Personnel were Procured ............... 134 Extent of Precamp Planning in Thirty Part- Time School Camp Groups .............. 138 Techniques Used to Assist Children in Precamp Planning in Thirty Part-Time Camp Programs . 139 Techniques Used in Precamp Orientation of Teacher Counselors in Thirty Schools Operating Part-Time School Camps ........ 141 Camp Skill Activities Chosen by Thirty Part- Time School Camps ........... V ........ 149 Participation in Craft Activities by Children in Thirty Part-Time School Camping Programs . . 151 Participation in Recreation Activities by Children of Thirty Part-Time School Camp Programs . . 153 Participation in Work Activities by Children in Thirty Part-Time School Camps . . . . ...... 154 Visits or Trips Made by Children in Thirty Part-rTime School Camps ............... 157 Miscellaneous Activities Participated In by Child- ren in Thirty Part-Time School Camp Programs . 159 xix TABLE XXXVII. XXXVIII. XXXIX. XL. PAGE School Camp Groups Studying Certain Camp Community Services ................... 161 Evaluation Techniques Used with Campers of Thirty Part-Time School Camp Programs . . . . 163 Techniques Used by Thirty Schools to Inter- pret Part-Time School Camping Programs to the Communities ................... 173 Community Relations Techniques Used in the Camp Community by Thirty Part-Time School Camps ....................... 179 XX CHAPTER I THE PROBLEM: ITS NATURE AND IMPORTANCE Since the beginning of school-sponsored camping, generally credited to the public schools of Chicago, Illinois, in 1919,1 many variations of program types have deve10ped. These variations have grown out of continued experimentation seeking to determine the par- ticular type of program, in terms of local needs, available resources, and interests, which might be suitable for specific school situations. Since 1945, Michigan has been the scene of arapidly develop- ing part-time camping program. This variation has deve10ped in reSponse to the schools' desire for camp programs, and their finan- cial inability to Operate school-Owned facilities Or to employ trained camp staffs for their Operation. Since the development Of this variation in 1945, there has accumulated a considerable body Of procedures and practices which are being used in the Operation of these camps. Until now no at- tempt has been made to identify these practices or to collect and 1 Maria M. Ready, Camps and Public Schools, Office of Edu- cation Circular NO. 74 (Washington, D. C.: United States Department of the Interior, 1933), p. 1. systematize them. The writer feels that such a collection and sys— temization would be valuable. 1. STATEMENT OF THE PROBLEM This study was undertaken to: (1) determine the administra- tive procedures used in Michigan camp programs; (2) analyze these procedures in relation to current literature on camping, records and related materials used in specific programs, and observation of programs; and (3) systematize and present these procedures in a manner which could be useful to school administrators desiring to establish such programs. 11. IMPORTANCE OF THE STUDY Within the last thirty years American educators have become increasingly aware of the educational Opportunities present in school camping. Such groups as the National Resources Planning Board, the American Association of School Administrators, The Association for Health, Physical Education and Recreation have stated the desirability of incorporating this type of experience into the public school curriculum. 2 Helen K. Mackintosh, Camping and Outdoor Experiences, Office Of Education Bulletin NO. 4 (Washington, D. C.: United States Government Printing Office, 1947), p. iv. Such leaders in education as William H. Kilpatrick,3 Ernest O. Melby,4 Charles W. Elliott,5 and John W. Studebaker6 have expressed similar favorable Opinions on the value of school camping and its potential for enrichment Of the school's program. This wideSpread acceptance of school camping has prompted educators to seek informatiOn concerning the establishment of school— sponsored camping.‘7 School administrators desiring to establish camping programs as a part of the curriculum have, in recent years, been faced with a serious financial problem. The phenomenal rise in numbers of children enrolled in the public schools8 and the at- tendant problems of providing instructional facilities for this growing 3 William H. Kilpatrick, ”The Role Of Camping in Education Today," Camping Magazine, 14:14-15, February, 1942. 4 Ernest O. Melby, "The Place of Outdoor Education and Camping in American Education," Bulletin of the National Associa- tion of Secondary School Principals, 312109, May, 1947.‘ I 5 Charles W. Elliott, ”The Role Of Camping in Social Life in a Changing World,” Camping Magazine, 14:20, February, 1942. 6 John W. Studebaker, “Why Not a Year-Around Educational Program," Journal of Secondary Education, 232109, February, 1948. 7 John 5. Carroll, "A Platform for Camping Education," California Journal of Secondary Education, 232109, February, 1948. 8 John F. Thaden and C. L. Taylor, "Potential Michigan Public School Enrollments,” Quarterly Bulletin of the Michigan State Agricultural Experiment Station, 34:457, May, 1952. pOpulation, have all but eliminated the possibility of purchasing or building camping facilities and engaging special staff to Operate them. Recognizing this problem, certain camping authorities have indicated that camping programs for schools can be deve10ped through the rental of private, agency, or government-owned camps at a relatively low cost, and that regular school staff can adequately direct such a program, thus eliminating the necessity for hiring additional staff.10 Although there are many programs of this nature now Oper- ating in Michigan, up to this time no attempt has been made to col- lect, analyze, and systematize the procedures necessary for the es- tablishment and Operation of such programs. This thesis proposes to study these administrative procedures because the writer feels the information would be valuable for two reasons: (1) it could act as a guide for camps now in operation, and (2) it could aid adminis- trators in the establishment and operation of new programs. Roy Sorenson, "Community Planning for Camping," Camp- ing Magazine, 20:21, May, 1948. 1 O For‘ elaboration of this point of view, see: Arthur W. Silverstone, ”COOperative Aspects of School Camping,“ Journal Of Educational Sociology, 23551, May, 1950; and George Donaldson,w "Livingand Learning Out Of Doors," School Executive, 64:44, February, 1953. I w III. SCOPE AND LIMITATIONS OF THE STUDY The American Association for Health, Physical Education, and Recreation issued a listing of school camps Operating in the United States as of October, 1953.11 This listing indicated that there were 134 such camps in the country with ninety of those programs listed as Operating in Michigan, including both part-time and year-around prOgrams. For this thesis,‘ selected administrative procedures used in thirty of these part-time school camp programs in Michigan, which conformed to criteria previously developed,12 were chosen for study, using the normative-survey method and utilizing a. research interview technique. It should be noted that the writer reCOgnizes certain in- herent limitations in this technique as indicated by Young: (1) The interviewee may suffer from faulty memory, (2) there exists Often a lack of common points of view or definition Of terms between the interviewer and the interviewee, and (3) the interviewer may fail to "School Camping Programs" (mimeographed listing), Amer- ican Association for Health, Physical Education, and Recreation, 1201 Sixteenth Street, N.W., Washington, D. C., October, 1953, p. 6. 12 See Chapter III for a more complete discussion of selection c rite ria. detect the difference between his personal goals and those of the in- _ 13 terv1ewee. Further, the writer purposely has not attempted to establish an extent of desirability of practice, because of the lack of criteria against which to measure the success of a part-time school camp program. IV. DEFINITION OF TERMS "Camping”: The term “camping“ as used throughout this thesis refers to organized camping, and is defined as: An educational enterprise, located in an out-Of-doors environ- ment, 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.14 "Outdoor education": ”Outdoor education” is an inclusive term which is used to describe school-sponsored activities utilizing the Out-of-doors as a source of information, material, and experience. It is further defined as an activity which supplements the instructional program provided through the regular school curriculum. v V l 3 Pauline V. Young, Scientific Social Surveys and Research (New 'York: Prentice-Hall, Inc., 1949), pi2461fi 1 4 Frank L. Irwin, The Theory Of Camping (New York: A. S. Barnes and Company, 1950), pf? ll lll\. I [Ill 1‘ ‘Illlil! ill! I .l I‘.‘ (I'll. ~l. ll .illll.‘ I I." I.!I.'-l . ‘I‘ II 'I‘ If "School camping": "School camping" will be considered to be any activity which meets Irwin's definition Of camping quoted above, and which receives sponsorship from the public schools. In addition, school camping is conceived as having its major activities supplemental to the school curriculum. "Part-time school camping": The part-time school camp program utilizes private, agency, or government-owned camp facili- ties, generally, and is staffed by teachers, administrators, and non- school personnel. ”Year-around school camping": "Year-around school camping" is a program which utilizes a camping facility Owned by the partici- pating school system or by a COOperating school System and which is Operated by a permanent camping staff. V. ORGANIZATION OF THE STUDY This study is presented in eight chapters. Chapter 1 includes a statement of the problem and other related information pertinent to an understanding of the study. Chapter 11 presents a brief historical background of school camping, concepts on the function of camping as a part of the school's program, and a review of the research in the field. Chapter III explains the methodology by which the study was developed. The data are presented and analyzed in Chapters IV through VII according to the following major organizational divisions: Facilities, Personnel, Program, and School Camp-Community Rela- tions. The final chapter, Chapter VIII, includes the summary of the findings, implications Of the findings, and recommendations as they relate to the major organizational divisions listed above. CHAPTER II BACKGROUND OF THE STUDY As was pointed out in Chapter 1, school camping as an inte- gral part of the program of the public schools in the United States is becoming increasingly a part of the educational scene. In order that the reader might have a more complete orienta- tion to the field in general, and specifically to this study, the writer feels certain background information should be presented here. This chapter is divided into three sections. The first treats the historical develOpment of school camping, the (second presents a brief discussion of the functions which camping serves as a part of the school's curriculum, and the third reviews research dealing. with the various aspects of the school camping field. 1. HISTORY OF SCHOOL CAMPING A recent book edited by Gerald P. Burns states that at the present time organized camping in America has four types of spon- sorship: private, agency, church, and public. The most recently 10 deve10ped type of sponsorship is public camping, of which school camping is one variation. Because school camps are a variation of public camping, and writers2 in the field have indicated a commonality of origin, methods, and objectives among the four types, one can assume that school camps, too, share this commonality. The writer accepts this posi- tion of common origin, methods, and Objectives, and as a consequence feels that a history of school camping must include a brief descrip- tion of the develOpment of the organized camp movement in order to place school camping in its prOper relation to the total movement in the United States. This section will present a brief history, in two,parts, of the organized camp. The first treats organized camping in general under three main headings: motivations, development of program variations, and types of sponsorship; the second part discusses the school camp, 1 Gerald P. Burns et a1., Program of the Modern Camp (New York: Prentice-Hall, Inc., 1954), p. 278. Z This position is held by the following writers in the field Of private, agency, and public camping: Ibid., p. 6; Frank L. Irwin, The Theory of Camping (New York: A. s.—"l§arnes and CO., 1950), p. 178; L. B. Sharp, "ROI-e of Camping, Our American Heritage," Camp— ing Magazine, 14:33, February, 1942; H. W. Gibson, "The History Of Organized Camping," Camping Magazine, 8:13, January, 1936; and George W. Donaldson, School Camping (New York: Association Press, 1950), p. 6. II ill 3'! 1.1111 11 a specialized form of public camping, as it has deve10ped in Michigan. DeveIOpment of Organized Camping Motivations Motivations for the initiation of early camp programs in the United States can be classified in two categories, general and spe- cific. The general motivations indicated in the literature are (1) re- action to urban life, (2) the desire on the part Of educators to work with children for a twenty-four hour period, (3) the desire Of edu- cators to have freedom from a rigid curriculum, and (4) a recognition that the urban school was unable to supply experiences which children previously gained from living in a rural environment. Common among the many specific motivations are the desire to: (1) promote better health, (2) provide children a more construc- tive summer vacation, (3) deve10p character and religious concepts through a study of nature, and (4) deve10p a more comprehensive knowledge or skill in a particular subject matter area. Writers describing early camp prOgrams do not connect a general motivation with the establishment of a particular camp, but indicate only a probable relationship with the total movement. It is 11111111 ...I . V .All [I] .11 Ill 1.1.- II. 1'... . 1.! "I 12 conceivable that all of the general motivations listed are a part of a reaction to the problems rising out of urbanization, but because such a connection cannot be established from the literature, they will be discussed as separate motivating factors. Specific motivations, on the other hand, can be more clearly established with the initiation of particular camps and will be discussed in connection with the de- velopment of program variation. The reaction to urbanization. The reaction to the problems of urbanization as a motivation for early camps can be found repeat- edly in the literature. In 1873, J. G. Holland described what is con— ceded to be the first camp program established in, the United States.3 This was the camp initiated by Frederick W. Gunn in 1861 at the Gunnery School for Boys in Washington, Connecticut. Although the first motivation for the initial camping trip at the Gunnery School was the desire to sleep in the out-Of-doors and to learn marching as a preparation for service in the Civil War, this was apparently not the reason the camp was perpetuated until 1879. In his book, Holland indicates that one of the main goals of 3 J. G. Holland, Arthur Bonnicastle (New York: Charles Scribner's Sons, 1937), pp. 388-92. Gib son, loc. cit. ril\ I! y 1 ill. fl... ll... . .1 .Alll. fill... l l .I\ 1‘ (III-1:. . 4 ill. I [I . .lllll'l II. I I. 13 the experience was to give boys a ”love of nature and the healthful, simple pleasures" which should act as a guard against the "seductive influences of an artificial society."5 The reference which Holland made in 1873 to an artificial society seems to bear out other state- ments found in the literature that the Organized camping movement was initiated and developed as a reaction to urbanization and its attendant problems. The Playground and Recreation Association of America, in 1924, writing on camping history, indicated that the vast shift in pOpulation which took place from the rural areas of our country to urban centers after 1820 created great sociological and psychological problems. The Association went on to say that frOm living and work- ing in conditions Of relative harmony in the rural areas, this vast pOpulation found itself, in a comparatively short time, in a society which was "confining, highly Specialized, and more or less artificial" and that the revolt which ensued was one back to the open country. Dimock, writing in 1948, re-emphasized the factor of urbaniza- tion as a major cause for the develOpment of the Organized camping movement . He said: 5 Holland, Op. cit., p. 389. Playground and Recreation Association of America, Camping Out (New York: The Macmillan Co., 1927), p. 2. 14 The forces and influences that have generated the organized camp, stimulated its develOpment and brought it to its present dimension and status in American life are numerous. Fore- most probably are the industrialization and urbanization of our society, which have tended to deprive persons of a sense of kinship with the natural world.7 Although the literature indicates urbanization was a major factor in motivating the organized camp movement, the exact relatiOn- ship between urbanization and the initiation of a specific camp pro- gram is difficult to establish. It may be, as Holland implied, that particular camps were organized to solve problems deriving from urbanization, but such is not explicit in the writings Of camping authorities. On the basis of this fact, it is possible to say only that urbanization appears to be a motivating factor in the rise of organized camping. Working with children for twenty-four hour periods. The de- sire on the part of educators to work with children for a twenty-‘four hour period appears to be another factor proposed to explain the develOpment Of summer camping. Dr. Hanford Henderson, reminiscing on his experiences as a camp leader during the early period, said at the first Camp Conference v i 7 Hedley S. Dimock, Administration Of the Modern Camp (New York: Association Press, 1948)? p. 22. 15 in Boston, in 1903, "Beginners in the movement went into it with very different ideas and with very different aims to carry out." He went on to say that some were attracted by the Opportunity of having a child twenty-four hours a day.8 The desire Of educators to have freedom from a rigid cur- m riculum. The schools of America, around the middle of the nine— teenth century, were rigid and highly mechanical in their approach to curriculum. Good says that gradually during this period there was a protest against the lock step, the rigid grading system, and the fixed curriculum.9 Henderson indicates that it was this dissatis- faction against the rigidity Of the school curriculum which was ex- pressed in the development of early summer camp programs. He said that directors felt the freedom of the camp would provide an Opportunity to achieve objectives not possible under the rigid cur- l riculum of the schools. 8 H. W. Gibson, ”The History of Organized Camping," Camp- ing Magazine, 8:18, April, 1936. 9 H. A. Good, A. History of Western Education (New York: The Macmillan Company, 1950), p. 455. 1 . 0 H. W. Gibson, ”The History of Organized Camping," Camp- ing Magazine, 8:19, April, 1936. 16 Inability of the urban school to provide basic experiences for children. With the growth of urban communities, the schools failed to deve10p a curriculum which provided opportunities for children to share certain primary eXperiences available to them in the rural environment. Olsen describes these as ”elementary experiences of humanity” and indicates their loss deprived children of the opportunity of maturing emotionally, develOping personal character, and attaching their emerging loyalties to personalized human values. In addition to the failure to provide experiences which might compensate for these losses, the schools increased the length of the school year from three or four months to nine. The problems aris- ing from these long, inactive months at school, plus poorly planned summers with little Opportunity for recreation, began to be recog- nized by educational, religious, and welfare agencies, according to Irwin, and'as a result experimentation in organized camping was 12 begun. Origin Of Program Variations Although directors of the early programs were in general agreement on the basic purposes and methods Of camping, they, 1 L 1 Edward G. Olsen, School and Community (New York: Prentice-Hall, Inc., 1945), pp. 4-5. 12 Irwin, op. cit., p. 4. l7 nevertheless, began to deve10p, from the very beginning, certain areas Of emphasis which were directly related to specific motivations. The earliest prOgrams of which there is a record attempted to reach the general aims of develOping character, improving health, promoting appreciation for work, and similar aims, but tended to emphasize the special interest or goals of their founders A brief discussion of some of these programs may suffice for illustration. The first recorded example Of a camp begun primarily for health purposes was that established by Dr. Joseph T. Rothrock in 1876 at North Mountain, Luzern County, Pennsylvania. It was called the North Mountain School of Physical Culture, and was begun for the purpose of taking ”weakly" boys out into the Woods in summer for the pursuit of health and the acquisition of practical information. An early camp established for the purpose of developing reli- gious experience was organized at Gardner's Island near Wakefield, Rhode Island, by the Reverend Mr. George W. Hinckley. In 1880 Mr. Hinckley took a group of his parish boys on a camping trip and initiated what was tO become later the Good Will Camp. This camp 13 H. W. Gibson, "The History of Organized Camping," Camp- ing Magazine, 8:15, January, 1936. 18 boasted "sane and sensible religious periods," as well as a sound . 14 educational program. One of the most famous camps started during this early period was Camp Chocorua. The founder, Mr. Ernest Balch, conceived of the camp after observing the ”miserable condition” of boys spending idle summers at hotels with their parents.15 In McCLuILes magazine for August, 1893, a description of Balch's camp indicates its primary purpose was to provide a place "where boys could have plenty of out- door sport, a reasonable amount of work, and abundant Opportunity to enjoy themselves in their own way."16 This camp was the first de— signed primarily to provide for boys a constructive summer vacation. Camp Algonquin, established in 1886, was an example of a camp started to develop in children a more comprehensive under- standing of a particular subject. Dr. Edwin DeMerritte, a specialist in the natural sciences, felt a camp should be educational. An ar- ticle in Camping Magazine, describing this camp, said, ”Dr. DeMerritte ——v 14 Ibid., p. 26. 15 H. W. Gibson, ”The History of Organized Camping," Camp- ing Magazine, 8:19, February, 1936. 16 . . . . H. W. Gibson, "The History of Organized Camping,” Camp- ing Magazine, 8:13, January, 1936. 19 established high standards in nature appreciation and Camp Algonquin was characterized by its emphasis upon the study Of nature." The practice of providing special emphasis in particular pro- gram areas has continued into today's camps. At the present time, camps can be found which specialize in such areas as riding, music, dancing, sailing, and writing. Examples of such Specialization in- clude: Camp Viking, at Orleans, Massachusetts, a camp aimed at develOping seamanship; Valley Ranch, Valley Ranch, Wyoming, pri- marily a riding camp; and National Music Camp, at Interloch‘en, Michigan, devoted to the study of music. Types of Sponsorship Camping programs which are found in the United States at the present time not only are classified according to the area Of empha- sis or specialization, but are also classified according to the spon- sorship which they receive. As has been indicated previously, there are four basic types of sponsorship for organized camps: private, agency, church, and public. In general, all types attempt to achieve the same Objectives, but are organized to reach a group of people not served by any other. l 7 Ibid., p. 27. 20 Private camps. The first camp programs initiated in the United States were private. Gibson's definition helps to clarify this type Of Sponsorship. He says‘a private camp is "conducted by an individual or a group of individuals as a private project . . . having no organic relationship with any institution or organization. ."18 Examples of early private camps are those discussed previ- ously as being initiated by W. F. Gunn in 1861, J. T. Rothrock in 1876, and Ernest Balch in 1881. Until the late nineteenth century, private camps were con- ducted for boys only, but Dr. and Mrs. Luther Gulick established a program for girls in the summer Of 1888, which set the pattern for a rapid development of girls' camps. The privately sponsored camp is still one Of the most prom- inent types in the United States today. Burns indicates that in 1951 there were 2,400 such camps in America enrolling approximately 1 330,000 children. 9 Agency camps. As the apparent advantages Of camping for children became recognized during the latter half of the nineteenth 1 8 H. W. Gibson, "The History Of Organized Camping," Camp- ing Magazine, 8:18, April, 1936. 1 9 Burns, Op. cit., p. 8. 21 century, social agencies became interested in programs of a similar nature for those who could not afford to attend the private camps. As a result, these agencies began experimenting with their Own programs. The first agency camp was that developed by the Children's Aid Society of New York in 1872. Later, in 1887, this same activity came under the direction Of Life's Fresh Air Fund.20 In the summer of 1885 Mr. Sumner F. Dudley conducted a camping activity which was to be the forerunner of the vast program Operated at present by the Young Men's Christian Association. After 1900 agency camping grew rapidly. It was during this period that the first Boys Club encampment took place. The Boy Scouts of America held their first camp at Whitehall, Michigan, in 1912. This same year witnessed the origin of the Camp Fire Girls and the Girl Scout camp prOgrams.zz Camping is now Sponsored by many agencies including the following: Community Chests, Salvation Army, local settlement houses, 20 H. W. Gibson, ”The History of Organized Camping," Camp— ing Magazine, 8:19, March, 1936. 21 . . Playground and Recreation Association of Amerlca, Op. c1t., 22 Ibid., p. 7. 22 Four-H Clubs, and crippled children's organizations. Agency camp- 2 ing programs served 2,750,000 campers in 1951. 3 Church camps. The prOgram developed by the Reverend George W. Hinckley is the first record Of a church-sponsored camp in America. This first outing, held in 1880, was actually a private activity not Officially sponsored by the church. It did provide, how- . 24 ever, a model for a later program which was church sponsored. The first Catholic-sponsored program was established for boys in 1892 by the Marist Brothers of St. Johns Academy of New 2 York. 5 The tradition of church-sponsored camps has continued to the present time with many denominations sponsoring such prOgrams. The Playground and Recreation Association Of America indicates that the Methodist, Baptist, and Christian denominations are most prominent in such activities. The Brotherhood of St. Andrew camps of the Protestant Episc0pa1 Church and the Catholic adult camps in the \ 2 3 Burns, Op. cit., p. 8. 24 H. W. Gibson, "The History of Organized Camping," Camp- in‘g Magazine, 8:26, January, 1936. 2 5 H. W. Gibson, "The History Of Organized Camping," Camp- Elg#Magazine, 8:19, April, 1936. 23 Allegheny State Park of New York are examples of programs de- signed for Older youth and adults under church Sponsorship. Church-sponsored camps in the United States in 1951 served 2 approximately 200,000 peOple. 7 Public camps. Public sponsorship of camping is a relatively recent venture. Such programs are conducted with public monies through such agencies as city recreation commissions, state health departments, and boards of education. The earliest report of a public-supported camp was that or- ganized by the Visiting Nurse Association of Dubuque, Iowa, with the cooperation of the Dubuque Board of Education in 1912. This was a specialized program for crippled children, and Operated as a summer 2 camp on a pattern deve10ped by Social agency camps. 8 In 1915 the city of Detroit, Michigan, began a summer activity at Brighton, Michigan. This camp was sponsored by the public, and was under the direction of the city recreation department. 26 Playground and Recreation Association of America, op. cit., 2 7 Burns, op. cit., p. 8. 8 Maria M. Ready, Camps and Public Schools, Office Of Edu- cation Circular No. 74 (Washington, D. C.: U. S. Department of the Interior, 1933), p. 1. 24 Since that date, public-sponsored camping has increased rap- idly and perhaps most rapid has been that type of program sponsored by public schools. I The first public school camp program financed by a board of education and organized as a part of the school's prOgram was that established in 1919 in Chicago, Illinois. This camp was operated in winter and summer at Arden Shores on Lake Michigan. A. slightly different type of program was Operated six years later, in 1925, by the public schools Of Los Angeles. This was a forestry camp sponsored jointly by the school board and the United States Forestry Service. In 1934, a very significant camping venture was undertaken in New York City by the Works Project Administration, the New York City Park Department, and the New York Board Of Education. This was a day camping project which was so successful that it eventually led to the Lindloff Camp Committee and ultimately to the 1 New York Experiment in 1947.3 k. 2 9 Loc. cit. 30 . . . . California State Department of Education, "Camping and Outdoor Education in California," Bulletin of California- State De- Partment of Education 21:1ii, March, 1952. 31 Board of Education of New York City, Extending Education Through Camping (New York: Life Camps, Inc., 1948)} E. 130. 25 The pattern of incorporating school camping into the school prOgram began to appear in many parts Of the country by the late 1930's. The following listing by Helen Mackintosh3‘2 of some Of these programs may be of interest: "Central Washington College Of Edu- cation has had a short term camping program for fifth, sixth, sev- enth, and eighth grade children since 1930; The North Carolina Congress of Colored Parents and Teachers at Rural Life School in Bricks, North Carolina, which has operated since 1939; and the Atlanta, Georgia, public schools and social service agencies spon- sored jointly a program which has Operated since 1938 during May and October.” During the same period Mackintosh indicated that the Parker School District of Greenville, South Carolina,33 and the George Peabody College for Teachers34 were exPerimenting with prOgrams which have since become established, permanent activities of the schools. From 1945 to the present time many of the well-known year- around school camp programs had their beginning. For example, ~ 2 3 Mackintosh, Op. cit., pp. 14-15. 33 Wilton Pruit, "Secondary School Camping at Parker," ionrnal Of the National Education Association, 34:6, May, 1947. 34 R. T. DeWitt and Gilbert M. Wilson, School Camping at Peabody (Nashville: George Peabody College for Teachers, 1952), P 1 26 San Diego, California, set up its camp at Camp Cuyamaca in 1945;35 Long Beach, California, began sending children to La Canada in the 36 ' spring Of 1948; and Tyler, Texas, began its program in the autumn of 1949.37 So far a discussion of Michigan school camp programs has been purposely avoided in order to emphasize the part the general school camp movement has played in the total develOpment and his- tory of organized camping. School camp programs in Michigan have played a prominent part in providing leadership for this activity in 38 . . all areas of the country. The development of Michigan school camps will be discussed in the following section. School Camping in Michigan In an article in the Journal of Educational Psychology for May, 1950, Julian W. Smith described an early experiment in school 3 5 James M. Clarke, Public School Camping (Stanford, Cal- ifornia: Stanford University Press, 19V51),Vp. 6. 36 California State Department of Education, Op. cit., p. 25. 7 Donaldson, op. cit., p. 11. 38 Julian W. Smith, ”The Michigan Story of Camping and Outdoor Education," Journal of Educational Psychology, 232508, May, 1950. J I T I 27 camping, Sponsored by the W. K. Kellogg Foundation in cooperation with the public schools of Lakeview (Battle Creek), Decatur, and Otsego, Michigan. This experiment, Mr. Smith indicates, was "un- doubtedly the first extensive prOgram on a year around basis with camping as an integral part of the curriculum Of the participating schools.“ Smith indicates, further, that this program provided the pattern for the develOpment of similar programs in other parts of the country. The purpose Of this section of the chapter is to trace briefly the development of school camping in Michigan and to discuss cer- tain possible reasons for the direction which such programs have taken. The first camping project in Michigan which was sponsored by a public school board was that deve10ped by the Fordson School Of Dearborn. In strict terms this was not a true school camping program, since it was undertaken in COOperation with the Boy Scouts of America and was Open only to scout members. This activity began in 1929, but there appears to be no record as to whether it was extended beyond that year. 39 Loc. cit. 0 Ready, Op. cit., p. 2. 28 Soon after this initial camp, several school boards in Michigan communities organized and Sponsored similar programs. These pro- grams were developed out of the schools' programs and drew camp- ers from the classrooms. Examples of these early school camps include: Tappan Junior High School of Ann Arbor, the Cadillac Board of Education, and Melvindale Public School. All of these programs were established prior to 1932. Actually, at first they were not camping activities of any extended time, but rather took the form of excursions and field trips. During the middle 1930's, an important develOpment took place which helped point the direction for school camping practices. This event was the establishment of the Michigan Community Health Project by the W. K. KellOgg Foundation with the COOperation of seven Michigan counties. The project required the construction Of two camps for its purposes. One was built at Pine Lake, near Delton, Michigan, and the other was erected at Clear Lake, near Dowling, Michigan. The purposes of the experiment and its results are not pertinent to this discussion except to point out the deve10p- ment of an appreciation of the general values Of camping for children 1 Smith, 10c. cit. 29 on the part of officials of the KellOgg Foundation.42 Masters, then director Of the Education Division of the W. K. Kellogg Foundation, indicated that the foundation, reCOgnizing the value of camping for children and realizing that existing camp programs were meeting the needs Of a relatively small number Of the country's youth, be- came instrumental in develOping experiments in school camping. Following the completion of the health experiments, these two camps were made available to Michigan schools for testing of school camp programs. The Clear Lake camp and staff were made available to the schools of Lakeview (Battle Creek), Otsego, and Decatur, as has been indicated previously. It was this program which Smith said established the pattern for school camping in many sections of the country. With the beginning of the Second World War, the growth of school camping began to be curtailed. Schools became busy with gardening projects, fat collecting, and war stamp drives. Many of the facilities which had been used for school camp programs were 42 Loc. cit. 43 Hugh B. Masters, ”A. Community School Camp," Elemen- tary School Journal, 412736, June, 1941. 4 Smith, loc. cit. 30 turned over to the government for use in the war effort. Hugh Masters wrote that, with the outbreak of the war, the Kellogg Founda- tion camps such as St. Mary's Lake and Clear Lake, which were in experimental process of testing school camping, entered into contract with the United States Coast Guard in June, 1942, to turn over the facilities as a training base. These remained under the administra- tion of the Coast Guard until 1944, when they were returned to the Kgllogg Foundation.45 At about the time the camps were being returned to the Kel- logg Foundation, another significant event in the develOpment of Michigan school camping took place. The regular session of the Michigan legislature in 1945 passed Act 170, which amended Chap- ter V Of part II Of the School Code. The three amendments, sections 33, 34, and 35, authorized all school districts, except primary dis- tricts, to purchase, equip, and maintain camps to carry out educational and recreational programs. This act further authorized these school districts to collect fees from resident and nonresident pupils in at- tendance in order to cover Operational and maintenance cost so long as the camps were operated without profit. Further, the legislation 45 Hugh B. Masters, "Camping in Michigan," Camping Mag« azine, 18:11, April, 1946. 31 allowed these camps to be outside the territorial limits Of the school district and gave permission to use state or federal lands provided prOper consent was Obtained.46 Soon after this enabling legislation was passed, the Depart- ment Of Public Instruction Organized a new division known as the Health, Physical Education, Recreation, School Camping, and Outdoor Education Project.47 This division has subsequently provided leader— ship and leadership training Opportunities on a broad scale for groups interested in school camping. Another important event which was taking place rapidly in the middle 1940's was the state acquisition of tax-delinquent lands in Michigan which were desirable as recreation areas. The availa- bility of this property, the enabling legislation permitting school districts use Of the property, and the leadership afforded through the Department Of Public Instruction and other state agencies, com- bined to speed the develOpment of school camping in Michigan. It Should be noted that until the late 1940's most of the school camp programs in Michigan were deve10ped at the elementary level. 4 6 Michigan Statutes Annotated, Vol. 11, Title 15, secs. 15.467 (3), (4), (5), as added by Public Acts 1945, NO. 170. 4 7 Eugene B. Elliott and Julian W. Smith, "The Michigan Program in Action," Bulletin of the National Association of Sego'nd- ary School Principals, 31:65, May, 1947. ||Illi I‘ll ll '11" It). it'll-Ill 1 I Ill‘lllllflll {.1 32 However, a significant event which helped spread the Opportunity for school camping into the secondary schools was the enactment of legislation in 1949 which set aside $10,000 in the state school aid bill for distribution to high schools in Michigan participating in school camping. The money was apportioned to schools on the basis of the number of campers who had been at camp a week or more partici-r pating in a program which was part of the school curriculum. During this period of development of school camping in Mich- igan several projects were initiated which helped to set the pattern by which school systems could establish part-time programs using state-owned, privately owned, or agency-owned facilities. Such pro- grams also showed the possibility of using teachersrand parents as staff, thus eliminating the cost of procuring permanent camp person- nel. Examples of such projects were the Huron County camp at Sleeper State Park, Allegan Public School camp in Yankee Springs Recreation Area, and the Menominee County program at Wells State Park, all using state-owned facilities; the Niles school camp using agency-owned prOperty, and the Jackson and Flint prOgrams using p riv ate foundation facilitie s. 4 8 Smith, Op. cit., p. 509. 33 Although Elliott and Smith indicated in 1947, the greatest possibility for extending camping to large numbers of youth will be through the use of state-owned facilities, they stated clearly that the approach to school camping in Michigan has never been to rec- ommend one type Of administrative program over any other.49 It would seem from this interpretation that if school camping would grow and contribute its maximum value to education, it must remain free of any rigid standard of Operational procedure, and must de- ve10p in relation to the needs and resources of particular communi- ties. II. FUNCTION OF SCHOOL CAMPING The inclusion of school camping in the regular program of the public schools is based upon a rec0gnition that such an activity can supply to children certain desirable experiences which are not 50 possible through the regular school curriculum. This acceptance of the value Of school camping is in turn based upOn at least three different conceptions of the function of 4 . 9 Elliott and Smith, Op. cit., pp. 68-70. 50 Helen K. Mackintosh, Camping and Outdoor Experiences, Office of Education Bulletin No. 4 (Washington, D. cf: firiteTfStates Government Printing Office, 1947), p. 5. 34 camping as it relates to the school. These are: (1) Camping ex- perience is valuable for the majority of American children, and be«- cause the existing camping agencies can not provide such experience for more than a small portion of Our population, the schools should augment them. (2) School camping provides an expression of the activity concept as deve10ped by Dewey and as a consequence can aid in the revitalization of the school's prOgram. (3) School camping can assist the school in reaching its objectives by supplementing the present curriculum. Since some or all Of these conceptions of the function of school camping in education are held by exponents of this activity, it would seem valuable to examine briefly these respective positions. The Acceptance of the Value of Camping vfii for American Children fi The values Of camping as an educational experience for child- ren has long been rec0gnized, although few studies have scientifically determined the exact nature of the growth accruing from this activity. v—v 51 William C. Morse, "Some Problems Of Therapeutic Camp- ing,” The Nervous Child, 6:2 1, April, 1947. 35 Dimock's presentation of these values, perhaps the most suc- cinct which can be. found in the literature, is as follows: 1. Greater health and physical well-being; bodily vigor, a capacity for play and relaxation, resistance to disease, and motor coordination. 2. Self develOpment and personal growth; a more ade- quate personality; interests and skills for their enjoyment; abilities which enable people to create, to imitate, to plan, to be critical minded, to make choices with judgment, to determine with a sense of proportion that which is suitable, to be self- directing because Of inner controls. 3. Social behavior and attitudes; satisfactory group re- lations and skills; social-mindedness, sense of communal re- sponsibility and concern for human need. 4. Appreciations, ideals, and philosoPhy; aesthetic life, or values of faith.52 Although educators and camp authorities have~ urged the pro- vision of camping experience for all children in the United States,53 the problem involved in making such provision is not a simple one as indicated by Sharp and Partridge in their discussion Of the de~ velopment of organized camping. They stated that organized camping deve10ped in America in two general directions, private and agency; fi W 52 Hedley S. Dimock et al., Character Education in the Sum- Eer Camp (New York: Association PresS, T935), p. 26, -fi,, L 53 For a more complete expression of this point, see: John W. Studebaker, "The Role Of the School in Camping," Camping Mag- azine, 20210, May, 1948; and Ray Johns, "Better CampngYOr More‘ Children," Camping Magazine, 20:11, January, 1948. 36 and since the former provided camp experiences for the wealthy, and the latter met the needs Of the indigent, the children of the vast middle class were thus excluded.54 The development of such pro- grams as the Boy Scouts, Camp Fire Girls, and others have helped to relieve the situation somewhat, but these programs have not solved this problem. Estimates, in 1948, indicated that existing camping organizations were, at that time, serving between 3 per cent and 17 per cent Of the nation's youth who were of camping age.55 This failure of the existing camp organizations to provide camping experience for the majority of children has caused educators to search for some instrumentality by which such exPerience could be provided. Since the public school touches all strata Of society and is a tax-supported institution, Oxley felt that it should serve as the agency through which the camp program could be extended to 56 include greater numbers Of children. 54 L. B. Sharp and E. DeAlton Partridge, "Some Historical Backgrounds of Camping," Bulletin of the National Association of Secondary School Principals, 31:17, May, 1947. 55 Johns, op. cit., p. 11. 56 Howard Oxley, "The Role Of Camping in Government," Camping Magazing, 15245, February, 1942. 37 The Acceptance Of Camping as an Expression of the Activity Concept In addition to the acceptance of camping as a desirable ac— tivity for children, those educators who embraced the psychology of . 57 . learning introduced by James and deve10ped by Dewey saw in camp- ing an opportunity to establish more realistically the true conditions , 58 . . of learning. These educators recogmzed that schools, highly on- ented toward academic teaching techniques and materials, failed to provide a complete and changing environment with which children . 59 . . could interact. As a result, they felt that camp could reVitalize the school's program through its more informal atmosphere and through activities based largely upon needs and interests develOping out of the children's group-living in close contact with the natural environment. 5 7 W. H. Kilpatrick, ”The Role Of Camping in Education TO- day," Camping Magazine, 15:14-15, February, 1942. 8 5 Lois C. Mossman, The Activity Concept (New York: The Macmillan Company, 1938), p. 51. 59 Fritz Redl, "The Role of Camping in Education," Camping Magazine, 15:41, February, 1942. 38 The Acceptance of Camping as a Supplement to the School Curriculum Certain Of the educators urging the acceptance of school camp- ing as a part of the program of the school did not view the role of this activity as one providing a totally new approach to education, as , 60 did Bristol, but rather they saw camping as a means of supplement- 61 , ing the regular curriculum. For example, Redl said that many schools, providing a flexible program and attempting to meet the nonacademic needs Of children, failed to furnish an environment which allowed a close contact with the basic processes of life and , 62 that camping could help to supply this contact. Donaldson saw school camping as a laboratory for the test- ing of learnings deve10ped through the classroom situation. He said that the school camp should not teach those things which a school 60 Esther Bristol, ”Classes that Camp Out,” National Parent Teachers, 44:24, May, 1950. 61 LawrencefiH. Conrad, "The Teacher Out-of—Doors," Bul- Letin of the National Association of Secondary School Principals, 31: 40, May, 1947. 2 6 Redl, loc. cit. 39 can teach better, but rather that camping should seek to provide an . . 63 extenSion of the curriculum. Perhaps the most succinct expression Of this concept of the function of the camp in education is that made by Sharp when he said: That which can best be learned inside the classroom should be learned there; that which can best be learned through direct experience outside the classroom, in contact with native ma- terials and life situations, should there be learned.64 From the foregoing discussion, it can be seen that there are three basically different concepts of the functions which school camping serves through its inclusion in the regular curriculum of the school. It is important to note, however, that each of these con— cepts has merit for those attempting to establish camp programs, and indeed, it is to be hOped that the school camp serves all of the s e functions . III. REVIEW OF RESEARCH Numerous studies have been completed treating various as— pects Of the general field of organized camping, but relatively few George W. Donaldson, "Living and Learning Out of Doors," Echool Executive, 54:44, February, 1945. 64 L. B. Sharp, "Outside the Classroom," The Educational Forum, 7:361-68, May, 1943. 40 have been concerned with the more specific area of school camping. Those studies which have been devoted to school-sponsored camping have investigated administrative procedure, camping legislation, school camp programing, personnel selection, and camp standards. Although all of these studies have been related to the camp as a part of public education, none has treated specifically the ad- ministrative practices which are peculiar to the. establishment and Operation Of part-time programs. Nevertheless, the writer has in- cluded a review Of them to provide a more complete Orientation to the field Of school camping. Studies Appraising the Value of School Gauging One of the major problems confronting the expansion of school camping in the United States is that of convincing school administrators, as well as taxpayers, that camp experiences as a . 65 . part of the school prOgram have value for children. This was . 6 made clear in a study by McCall 6 in 1943. Using the Opinions 6 5 Helen Manley and M. F. Drury, Education Through School Camping (St. Louis: The C. V. Mosby Company, 1952), p. 16. 66 Margaret A. McCall, ”The Organization and Administration of Camps Conducted by Departments of Physical Education in C01- leges, Teacher Training Institutions, and Universities in the United States" (unpublished Doctor's dissertation, New York University, 1943L 158 pp. 41 Of a selected panel of experts and surveying administrative procedures of ten college- and university-operated camps, she found that the extent to which camps would become a complement to the school system and be supported by the taxpayers, would depend upon the extent to which school administrators and the public were convinced Of the value Of camping as an integral part of the entire school sys— tem.67 As a result of this attitude, several studies have been de— veloped to appraise the value of camping as a part of the school program. An early study designed to appraise the value of school camp— ing for children was that made by Moore, in 1943.68 This study has importance since it was one of the first designed to measure Ob- jectively camper growth as a result of camp experience. The areas examined in this research were: (1) the mental level of the camper; (2) growth resulting from camp attendance; (3) effectiveness of camps in correcting personal habits; and (4) the environmental status. 7 _I_b_i_c_l_., p. 150. 68 . . . Harriet B. Moore, ”A Plan for the Organization of Camps as an Integrated Part of the Public School System of the City of New York” (unpublished Doctor's dissertation, Teachers College, Columbia University, New York, 1943), p. 177. 42 The study showed that growth was made in the areas of home- . . . 69 making, games, camp 11v1ng, woods lore, and arts and crafts. Fur— ther conclusions indicated that the camp experience resulted in habit changes in three main areas: mental health, physical health, and , 7 social adjustment. Another experiment conducted to determine the extent of camper develOpment as a result of school camp experiences was . . 71 that Sponsored by the New York City Board of Education in 1947. This experiment compared groups Of children matched according to sex, 1.0., and age. One group attended camp and the other remained at school. A number Of tests were administered to both groups be- fore and after camp. Included in these tests were thefollowing: achievement tests in arithmetic, science, health, and nature study; vocabulary; and an interest inventory. In addition to these more Objective instruments, information on campers' growth was obtained from physical measurements, written expression, drawings, socio- grams, ”Guess Who" tests, counselor and psychologist observations, and que stionnai re s . 69 Ibid., p. 72. 0 Ibid., p. 120. 1 7 Board Of Education of New York City, Extending Education Through Camping (New York: Life Camps, Inc., 1948), 130 pp. 43 The results of the experiment indicated that: (1) Gains made in the experimental group (camping group) were statistically signifi- . . . 7Z ' . cant in interest inventory and vocabulary. (2) The experimental group made gains in language arts. (3) The experimental group evi- denced more enriched concepts in artistic expression. (4) Socio- rnetric data tended to favor controls. (5) There were no significant changes noted in children's roles as indicated from results on ”Guess Who." (6) Counselors' records indicated a growth in insight about children. (7) Observers commented favorably on the growth in personal-social relationships among children as a result of camp- ing. (8) Parents, teachers, and pupils were unanimous in their 73 . approval of the camping experience. The over-all c‘oncluSion as a result of this study was that the experimental groups benefited to an extent not possible in the usual school prOgram. 75 . In 1953, Cragg made a study evaluating the program of the Long Beach, California, school camp, which was similar in nature 72 Ibid., p. 98. 73 Ibid., p. 99. 74 Ibid., p. 100. 75 Nadine Cragg, “An Evaluation of the Year-Around School Camp of Long Beach, California" (unpublished Doctor's dissertation, University of Michigan, Ann Arbor, Michigan, 1953), 341 pp. 44 to those undertaken by Moore and the New York Board of Education. The main purposes of this research were to: (1) determine if child— ren with a one-week camping experience showlgreater improvement in certain aspects Of develOpment than do those who do not have this experience; and (2) appraise the camp program in terms of formu- lated objectives of the school. Cragg used matched pairs of fifty sixth graders, one group going to camp and the other remaining in the classroom Situation. Several types of measuring techniques were used including the following: (1) check lists, (2) rating scales, (3) sociOgrams, (4) "Guess Who," (5) interview, (6) wire recordings, and (7) question— naires. The general conclusions of the study indicate that in Spite of the shortness of the period, school camping at Long Beach, Cal- ifornia, made contributions to educational development. In addition, the experience was unique to many children, but the response was enthusiastic, individualistic, and varied. Cragg finally concluded that the research techniques must be refined if more accurate appraisal 76 was to be made. 76 Ibid., p. 317. 45 Studies in School Camp Administration One of the most significant studies developed On the adminis- tration of camps was that made by the Committee on Standards of . . 77 , the American Camping Assoc1ation in 1940. This study was co- sponsored by the W. K. Kellogg Foundation, and was published as a monograph under the title Marks of Good Camping. It is important to the area of school camping because it'synthesized the many statements on administrative standards used in camps throughout the country and, in effect, set a level of Operation at which school camps could aim. The major divisions of the study were: (1) desirable practices in program; (2) desirable practices in selection, supervision, and organization of staff; (3) desirable practices in administration; and (4) desirable practices in health, safety, and sanitation. Although it is not possible, because of the length of the re- port, to indicate more than a selected number of the desirable prac- tices deve10ped by this committee, it will perhaps be valuable to list some Of those which have importance for school camping. The following may be considered as having implications for the Operation of school camp programs: 77 American Camping Association, Marks of Good Camping (New York: Association Press, 1941), 86 pp. 46 1. It is desirable that the staff participate actively in the formulation of the camp Objectives. 2. The planning of the camp program should be a coopera- tive experience of directors, campers, and counselors, each contrib- uting in relation to his experience and ability. 3. The yearly evaluation Should be made by the camp itself and should include appraisal by directors, counselors, campers, par- ents, and agency camp committee. 4. Each camp should have a functioning committee represent- ing the public to help determine the Operating policies of the camp. 5. Provision should be made for adequate legal and insurance protection. 6. The camp site should have at least one acre or more per camper. 7. Living units should be decentralized. 8. There should be a room that affords staff members se- clusion from campers and other persons for relaxation. 9. There should be separate quarters suitable to serve as an infirmary where ill or injured campers can be cared for. 10. Each camp should have a registered nurse in attendance. 47 It is significant to note that the standards deve10ped through this study were viewed as "highly tentative” and were not intended as absolute or complete. A study which has Significant implications for the topic of the thesis being undertaken here is that made by Eloise McKnight79 in 1953. McKnight examined school camps, Opinions of camp author- ities, and camping literature to determine the contributions and po— tentialities of this type of educational experience. The advantages of school camping which she listed were: (1) increased Opportunity for the teacher to study children, group dynamics, and techniques of guidance; (2) improved pupil-teacher relationships; (3) reduced group tension; (4) additional Opportunity for individual child growth and develOpment; (5) greater parent-teacher and school-community co- operation and understanding; and (4) personal and professional growth for teachers. Among the general recommendations growing out of the study were: 8 Ibid., p. 10. 79 Eloise McKnight, ”Contributions and Potentialities of School Camping" (unpublished Doctor's dissertation, Teachers College, Co— lumbia University, New York, 1953), 260 pp. 48 1. Assuming sanction Of the school board, the responsi- bility Of develOping a camp prOgram is chiefly the responsibility of the administration and teaching staff in situations where there is no established camp or regular camp staff provided. 2. The principle of cooperative policy making should be observed and this should involve all the administration and in- structional staff of the school, the parents, and the children.80 3. The school camp should not be regarded as a proj- ect of any one department, but rather it should be considered as a service unit similar to any other school facility.81 The subject of administrative factors in developing school . . . 82 . . . camp programs was also discussed by Gilliland. Gilliland studied camping administrative procedure by personal observation of prOgrams in four sections of the United States. His conclusions were that: (1) Staff members and laymen, as well as administrators should be included in planning the camp. (2) School administratOrs should ac- cept responsibility for developing a camping program as a regular part of the school curriculum. (3) School camps should be established by utilizing available facilities. (4) The support of conservationists, private and agency personnel, recreational leaders, and others is highly desirable in initiating school camping. 80 Ibid., p. 216. 81 Ibid., p. 217. 82 John w. Gilliland, ”A Study of Administrative Factors in Establishing a Program of School Camping" (unpublished Doctor's dissertation, New York University, New York, 1949). 268 pp. 49 . 83 . Brimm's study, made about the same time as the Gilliland research, in 1949, resulted in similar recommendations for the es- tablishment and Operation of school camp programs. Brimm surveyed the administrative practices of thirty-nine public and private school camps. The recommendations for the establishment and operation of school-sponsored camping were as follows: 1. States should pass permissive legislation for the es- tablishment of school camps. 2. Small School districts should pool resources to es- tablish camping programs. 3. Schools should seek assistance from other agencies. 4. Schools should Own camp facilities, but should use facilities owned by other agencies if necessary. 5. Objectives of camp Should be based on'areas in which the camp is best able to make contributions. 6. Program planning should be based on: Site, curricu- lum, interests Of children, and needs Of the community.84 A considerable body of related literature is available, but much of it is largely theoretical and untested except by very sub- jective techniques. The results of the studies reported tend to agree 8 3 Robert P. Brimm, ”A Study of Certain Problems in the Organization and Administration of School Camps" (unpublished Doc— tor's dissertation, University of Missouri, 1948), 317 pp. 4 Ibid., p. 274. with the general feeling that school camping can make a valuable c ont rib ution to educ ation. 50 111 1 .l '1 CHAPTER III METHODOLOGY OF THE STUDY The purpose of this thesis is to study the administrative pro— cedures now in use in. thirty selected part—time school camping pro- grams in Michigan as a source of data for the identification Of common practices appearing to be desirable for the successful op- eration of such programs. In order to compile these data, it seemed necessary first to identify a number of major organizational classifications into which these common practices might be placed. A study of the available literature On the administrative procedures of camping in America revealed many different organizational classifications which are in use, but certain ones, though not always stated in exactly the same way, appeared consistently and seemed to be common to all state- ments. It seemed advisable, therefore, to use the following categories of administrative procedure as the major organizational divisions Of this thesis: 1. Facilities and Equipment. 2. Personnel. 3. Program. 51 52 4. Community Relations. Other areas Of administrative procedures appearing often in the literature and which seem important to camp administration were those of finance, legal requirements, and health practices. Even though recognizing the importance of these factors to the successful operation of school camping programs, the writer did not feel that they warranted treatment as separate categories in this study, be- cause each will be discussed as it relates to the organizational divisions. Under the classification of Facilities, which includes buildings and ground, significant problems treated are: 1. Procurement of camp site. 2. Maintenance and management of camp Site: 3. Nature of camp facilities. 4. Environment of camp site. Under the classification of Personnel, two categories are dis- cussed: campers and staff, the latter being considered in three main groups: 1. School staff personnel who were regularly employed by the school. 2. Nonschool staff personnel, some of whom were employed by the school for the camping period only and others who were not employed by the school. 1 .1 if I'll. 1.1 n 1 l 1:1 illlll ‘1 l 53 3. Parents of children in the camping program who cooper- ated in various ways on a volunteer basis. A fourth category, college students, will be discussed inci- dentally Since they did not form a separate group in all programs. In addition, the aspects of staff procurement and function under the classification of Personnel is explained. The third major division of the data treats the characteristics Of the camp program itself. The following factors are identified as significant for study: 1. Precamp planning. 2. Program activities. 3. Evaluation. Since the accuracy of the data would be difficult to determine, the writer has eliminated a discussion Of postcamp carry-over. How- ever, certain activities which developed in the classroom or community as a result of the camping experience are included under the heading of evaluation. The final classification used in the organization Of the data is School Camp-Community Relations, divided for discussion into the following sections: 1. Community participation in school camp planning. 2. Community participation in school camp activities. 54 3. Interpretation Of School camp activities to the community. 4. Evaluation of school camp activities by the community. 5. Relations with other camp agency personnel. 0‘ Relations with camp neighbors. When the major problem was identified and the areas of in- vestigation determined, it seemed advisable to use a quantitative treatment of the data. Study of the various research techniques adaptable to the normative survey indicated that the research inter- view technique might be the most successful in terms Of quantity and quality of reSponse for several reasons. First, as Young sug- gests, the interviewer has the advantage of personal contact which often results in the revelation of attitudes or information not ob- tainable through the questionnaire.1 Second, the nature Of the study necessitated the obtaining of many factual details as well as opinions. The quantity Of the data which the writer Sought would have resulted in a questionnaire of such formidable length as to cause the number Of responses to it to drop significantly. On the other hand, even though the writer requested an hour and a half for the interview, no director Of a selected program refused the request. As a result, data were secured from 100 per cent of the selected programs. Pauline V. Young, Scientific Social Surveys and Research (New York: Prentice-Hall, Inc., 1949). p. 245. 55 Third, this personal contact with the directors of the camping proj- ects allowed for inspection of records, observation of some programs, and collection Of much miscellaneous material such as samples of programs, evaluation lOgs, letters from parents, and Similar material which could not have been obtained through the more limited ques- tionnaire approach. TO determine the items to be used in the interview the writer collected statements on administrative procedures, buildings and equipment, health practices, personnel practices, program activities, public relations techniques, and evaluative procedures found in the current literature on school, private, and agency camping. These statements were arranged in a list Of 179 items classified under four major investigation areas: facilities, personnel, program, and community relations. In some cases the‘items were judged signifi- cant to all areas, and were included in each. These statements were then given to selected leaders who had had experience in the field of school camping in Michigan for their appraisal, corrections, and additions. Leaders consulted were: Mr. Leslie Clark, Director of Camp Sargent, Boston University, Peterborough, New Hampshire; Mr. Julian W. Smith, Associate Professor, Department Of Administra- tive and Educational Services, School of Education, Michigan State Col- lege; Dr.. Donald Randall, Director, Clear Lake Camp, Dowling, Michigan; 56 Mr. Donald Hammerman, Program Director, Loredo Taft Field Cam- pus, Northern Illinois State Teachers College, DeKalb, Illinois; Mr. Archie Potter, formerly Assistant Director, Camp Tyler, Tyler, Texas; Miss Barbara Holland, Coordinator in Camping, Dearborn Public Schools, Dearborn, Michigan. From the suggestions made by these school camping leaders, a tentative interview schedule was developed following the procedures described by Young.2 The tentative interview schedule was then sub- mitted to the guidance committee for this thesis for comment, addi- tions, or modifications. From these suggestions a schedule was de- veloped which was used in a pretest by directors of three school camp prOgrams: Mr. Hartger Winter, Allegan High School, Allegan, Michigan; Miss Mertie Frost, Grand Ledge Public SchOOlS, Grand Ledge, Michigan; and Mr. Robert Wall, Superintendent of Schools, Dimondale, Michigan. As a result of this pretesting, further cor- rections and modifications were made. (The schedule as used in the gathering Of the data is presented in the Appendix.) Once the instrument was refined, selection was made Of the camping programs to be investigated on the basis of the following c rite ria: 2 Ibid., p. 226. 57 1. Selected program must have had a staff composed Of members Of the regular teaching or administrative force of the school participating in the camping program. 2. Selected program must have been in Operation during the school year. 3. Selected program must have been in operation as of Oc- tober, 1953. 4. Selected program must have been in operation at least five consecutive school days during its camping period. 5. Selected program must have been considered a regular part of the school's instructional program. (Programs were con- sidered a regular part of the instructional program if they had been in operation at least two years and there were no plans for discon- tinuing them.) 6. Selected program must have been coeducational and non—- selective in membership in terms of race, religion, or nationality. 7. Selected prOgram must have had acceptance of the School board as evidenced by their willingness to underwrite the cost of all or part of the program. It seemed advisable to limit the study to the Michigan pro— grams since on the basis Of information issued by the American Association for Health, Physical Education, and Recreation, 67.2 58 per cent of all school camps Operating in the United States were op- erating in Michigan as of October, 1953.3 Of the ninety programs Operating in Michigan, seventy—nine, or 88.8 per cent, were of the type classified as part-time school camps. This also means that the seventy-nine part-time school camping programs in Michigan were 58.4 per cent of the total number Operating in the United States. Furthermore, these Michigan camps were widely enough distributed to provide a sufficient variation of program organization, type of community, and geographical environment; and the length Of time these programs had been Operating in Michigan gave an Opportunity to observe practices which had been tested and established. The list of school camps published by the Department of Health, Physical Education, and Recreation of the National Education Association, referred to previously, showing the school camps in operation as of October, 1953, was checked against records of the Michigan Department of Public Instruction and personal files Of a member Of the faculty at Michigan State College. Of the ninety programs listed, eleven were participating in the year-around prO- gram at Clear Lake Camp and therefore were not considered 3 ”School Camping Programs" (mimeographed listing by the American Association for Health, Physical Education, and Recreation, 1201 Sixteenth Street, N.W., Washington, D. C.), 6 pp. ll...i!illl"i|llil!illl 59 part-time programs according to criterion number one. Twenty—one other programs were classified as summer programs only and were therefore eliminated because of criteria 1, 2, 3, and 7. Fifteen additional school camps were eliminated because they were not in operation during the school year 1953-54. Application of criterion 4 ruled out three more programs because they had Operated on week ends or during the week for less than five consecutive days. Another six programs were considered ineligible as sources of data because they did not meet the requirements established in criterion 5. No programs were eliminated under criterion 6 be- cause they were selective on a racial, religious, or nationality basis. However, three were omitted because they were not coedu- cational. NO programs were declared ineligible as alresult of ap— plication of criterion 7, since all the remaining programs had op- erated on School time and thus in effect were in part financially underwritten by the school board. This left a total of thirty-one school camps to be studied. Of that group, one additional program was excluded because it had a common director with one of the other programs selected. It was felt that there was a possibility of more uniqueness in operational procedures to be studied if there was no duplication in directorship of the selected programs. Fin- ally a total of thirty school camp prOgrams were selectedto be 60 studied. This number represents 20.3 per cent Of all programs op- erating in the United States-~a percentage considered to be statistically adequate for a sampling. An attempt was made to select an equal number of elementary and secondary school camp programs, but this was not possible since in many cases the prOgrams were not pure in terms of this classifi- cation. For example, some of the schools took only elementary children to camp, some took only secondary children, and others took both. In many instances elementary children from grade six were in camp with children from the ninth grade. In other cases where elementary and secondary children attended camp on succes- sive weeks it was reported as one program. Table I indicates the process of selection Of programs as the criteria were applied to the total number available for selection. Numbers in the first column of the table refer to the criteria presented. Numbers appearing in the second column are diminished by the number failing to meet the previous criterion. Columns three and four indicate the number meet- ing that particular criterion and the number not meeting that particu- lar criterion, respectively. Columns six and seven indicate the percentages meeting and not meeting a particular criterion. Of the total number to which the criteria were applied, 37.5 per cent met all the criteria, while 62.5 per cent failed to meet all of them. TABLE I 61 SELECTION PROCESS USED TO OBTAIN SAMPLE No. to N . P . Which No. ° Pct. Ct , Not Not Crl- Meet- Meet- 1 , Meet- , Meet- Total Criteria terion ing , ing , ing , ing Pct. was Cri- , Cri- , . Crl- . Cri- Ap- te rion te rion , , terion terion plied 1. Camp staff regular school personnel . . . . . . 9O 79- 11 85.5 14.5 100 2. In operation during regular school year 79 58 21 74.7 25.3 100 3. In operation as of June, 1954 . . . 58 43 15 74.1 25.9 100 4. Operated at least five con- secutive days . . . 43 40 3 93.0 7.0 100 5. Must have op- erated at least two years ..... 40 34 6 85.0 15.0 100 6. Must be non- selective on basis Of sex, race, re- ligion, or nation- ality ......... 34 31 3 91.2 8.8 100 7. Must have ac— ceptance of school board ........ 31 31 0 100.0 0.0 100 For a more complete statement Of criteria, see page 57. 62 Chapters IV, V, VI, and VII analyze the data relating to the four administrative categories chosen as major divisions for the study (Facilities, Personnel, Program, and Community Relations). NO identification will be made between the particular school camp and the data pertinent to it. This reservation was made at the be- ginning of each interview to facilitate responses and to allow for a higher degree of honesty than might otherwise have been possible. Once the selection of the school camps to be investigated was made, letters were sent stating the nature of the study and requesting interview appointments. Samples of these letters and the information Sheet which was enclosed for response will be found in the Appendix. All interviews were conducted at the place and time appointed by the interviewee. The interview schedule was repro— duced with a Spirit duplicator and the responses were written down as they were given. At the beginning of Section A Of the interview schedule a cOpy of the activities was given to the subject to facili- tate reSponse. This procedure worked satisfactorily. Once the data were received, they were tabulated and a fre- quency chart was developed. This chart was used as the basis for develOping Chapters IV, V, VI, and VII. CHAPTER IV PRESENTATION AND ANALYSIS OF FINDINGS RELATED TO CAMP FACILITIES The director of a part-time school camping program is faced with many problems relating to the acquisition and use of camp fa- cilities not generally confronted by directors of more traditional and established camping programs. In established camps the facility is either designed or rebuilt to fit the needs of the program. These needs become rather firmly established over a period of years and in general little change is required in the physical facility once these needs are established. On the other hand, part-time School camping programs cannot design or adapt the camping facilities they use, but rather, must often adapt the program to fit thefacilities. Faced with the desire to provide the essential buildings, equipment, and land area for a safe, healthy, and instructional camp period, but forced to use facilities designed for another purpose or prOgram, the directors and staff of part-time school camps in Michigan have devised a range Of administrative practices to help solve these problems. These practices appear to vary from school to school, Yet they possess a commonality which makes their collection valuable 63 64 to administrative personnel seeking to establish part—time school camps. This chapter describes the commonality of these practices as well as the variations which have developed. It is true that suc- cessful prOgrams have been operated using a wide range of practices, but it is difficult to appraise these practices as adequate or inade— quate in reference to the success of the programs. Therefore, these practices will be described in terms of maximum and minimum con- ditions which exist, rather than as being adequate or inadequate. This chapter is organized under four headings: 1. Procurement of camp site. 2. Maintenance and management of the camp Site. 3. Nature of camp facilities. 4. Environment of camp site. I. PROCUREMENT OF CAMP SITE The data gathered from the thirty schools used in this study show that of the programs investigated 96.7 per cent indicated they obtained the camp site which they used through rental or lease. Only one, or 3.3 per cent, owned their own camp. Another fact revealed was that of the twenty-nine schools represented in this study, 86.7 per cent, or twenty-six, obtained the camp from the Michigan Department of Conservation on a rental basis, at a cost 65 of $1.75 per week per camper. Figure 1, in the Appendix, shows the location of the camps which were used by the schools in this study. One of the three schools which did not‘obtain camping fa- cilities from the Michigan Department of Conservation secured its camp from the Boy Scouts of America. The others leased a camp from local foundations. Although no school indicated that it was using prOperty belonging to private camping organizations at the time of this study, several directors indicated that in the early stage of their prOgram use was made of such agency facilities. The data would seem to indicate that Michigan provides an ample source of available sites for carrying on school camp programs if use is made of camps which are idle during the fall, winter, and spring, as were those used by the thirty schools in this study. Winter Use of Camps Some difficulty might be seen in the wintertime use Of camps built only for summer programs. The fact that buildings were not winterized does not appear to be significant Since in the present Study 50 per cent of. the buildings used were not winterized. Data also reveal that although part-time school camp programs were Operated in every month of the school year, 76.6 per cent of the Camping periods were held during winter months when some method 66 Of heating was needed in the buildings. Several methods were used in heating these buildings. Table 11 indicates the type of heating methods used and the number of school camps using these methods. Distance of Camp from Key Services Table III reveals the distances the camps used in this study were located from schools and key services which appear essential to the school camp. A publication by the Michigan Department of Public Instruction states: A school camp should be reasonably accessible to the school or schools that are to utilize it. . . . It is generally conceded that a camp should be located within sixty miles of the school it is to serve.1 This publication further states that Since a camp infirmary or first aid medical staff can probably provide only a minimum 'of medical service, it is well to consider the distance necessary to. travel to medical aid such as a hospital or a doctor. A study of the data collected from the thirty part-time school camps in Michigan reveals that the mean distance traveled from the school to the camp site was 51.8 miles. The greatest distance 1 "Community School Camps," bulletin published by Michigan Department of Public Instruction, Lansing, Michigan; prepared by Michigan Camp Facilities Committee under direction of Lee M. Thur- Ston. 67 TABLE II METHODS USED IN HEATING CAMP BUILDINGS IN THIRTY PART-TIME SCHOOL CAMP PROGRAMS No. of Schools Pct. of Schools Oil stoves ............. p . . . 23 76.7 Central furnace . ........... 4 13.3 Fireplace . ................ 5 16.7 Wood or coal stoves ......... 1 3.3 68 TABLE III DISTANCE REQUIRED TO TRAVEL FROM SCHOOL CAMP TO CERTAIN KEY SERVICES (in miles) ‘ H Distance Required from Camp to: Camp W School Hospital Doctor Fire Station Highway 1 25 15 6 2 4.0 2 20 20 2 2 0.5 3 35 10 10 1 0.5 4 40 40 10 5 0.5 5 45 15 3 3 1.0 6 125 15 15 5 0.5 7 108 15 6 5 0.5 8 40 12 2 8 2.0 9 4 l9 4 4 1.0 10 60 15 3 3 4.0 11 56 12 9 8 8.0 12 80 7 7 7 0.5 13 60 5 5 5 1.0 14 19 6 4 8 0.0 15 30 15 10 10 5.0 16 50 12 9 8 8.0 17 4O 5 5 8 1.0 18 45 45 16 20 0.0 19 10 10 10 5 0.5 20 50 6 6 5 5.0 21 10 10 5 5 0.0 22 5 12 5 10 0.0 23 38 6 6 16 3.0 24 120 9 5 5 0.5 25 30 10 6 6 2.0 26 4O 4 , 4 4 1.0 27 105 12 12 5 0.5 28 55 8 8 10 0.0 29 150 10 5 5 0.5 30 60 15 4 2 1.0 Mean 51.8 13.2 6 9 6.0 17 gstance 69 traveled was 150 miles, while the least distance traveled was 4 miles. Programs which included only elementary children tended to select camp facilities nearer to school than did those schools including secondary students only. Although the mean distance required to travel to the hospital was 13.2 miles for all programs, some programs were located as far as 45 miles from a hospital. It would normally require approx- imately one hour to travel this distance in case Of emergency. As has been indicated, the distance required to travel to a hospital would not be so important if other medical assistance were available at camp or in the near vicinity. Most other programs were located within a-reasonably safe distance from qualified medical aid. The mean distance to a doctor for all programs was 6.9 miles. Again the distance required for a mobile fire fighting unit to reach camp would appear to be an important consideration in choosing a camp. Reports from the thirty programs investigated in this study Show that the mean distance from camp to the nearest mobile fire fighting unit (in most cases civil fire departments) was 6.0 miles. One program reported that it was located 20 miles from a fire sta- tion. The additional factor of hazardous driving conditions which predominate in the section of the state where the reporting program is located makes such a distance even more of a problem in terms 70 of adequate protection. Interviews with personnel from fire depart- ments and fire insurance companies indicate there is no distance from an organized mobile fire fighting unit recommended as the maximum distance for adequate fire protection. However, it was stated that a fire in a wood frame building could burn sufficiently in from ten to fifteen minutes to insure almost complete loss of the structure. Change Of Fac ilitie s In an effort to determine some of the factors which would cause a school to transfer its Operation from one camp facility to another, it was found that of the twenty-five programs to which such a conSideration was applicable, 84.0 per cent did not contemplate change. The following problems were given by the remaining 16.0 per cent as reasons for desiring to change from the camp site last used: 1. ”We have used the same group camp for five years and feel the children should explore a new environment." The group camp used by this school is located on the shore Of Lake Michigan and is approximately five miles from the school. Statement based on interview with personnel from Lansing, Michigan, and East Lansing, Michigan, fire departments, and Michigan Insurance Department, October 20, 1954. illil .Ill. 11 1 Ill! ‘lull. It. i! '1‘ 1. ll 71 2. ”The distance from the school to our present camp is too great." In this case elementary school children traveled over 100 miles to the camp site which was used. Transporting children of this age in buses was difficult from the point of fatigue alone, but there were other problems involved. This particular school was a college laboratory school which did not have a school bus at its disposal and the hiring of buses and drivers was expensive for such a trip. 3. ”Our present camp cannot accommodate the increasing numbers we are taking to camp.” It would appear that as camping groups increase in size a larger facility must be selected or a greater number of camping weeks must be Obtained at the facility in use. 4. ”We cannot get consecutive periods at the camp we use at present, SO we must transport equipment and go through the process of checking in and out twice instead of once as we might do if we could get consecutive periods.” It would appear that for schools having more campers than can be accommodated in one week consecutive camping periods would be most desirable. 5. "We cannot get the dates we want, because too many schools use the facilities we use." Here again the necessity to provide adequate facilities, plus the problem of providing those facilities at an appropriate time would appear to be major 72 considerations in the operation of part-time school camps. As has been indicated, Michigan does have an abundance of camp sites, not normally used in winter, which could supply the solution to such problems as overcrowding and inability to obtain desired camping periods. 11. MAINTENANCE AND MANAGEMENT OF THE CAMP SITE Mainte nanc e The necessity for providing building and road maintenance is a crucial one to camp directors. In a situation where there are so many people using the equipment, buildings, and roads, many prob- lems arise which demand the services Of maintenance personnel. In camps which are owned by a school system, these services are of two main types-rmaintenance and repair and janitorial service. In camps which have been rented or leased, the maintenance and repair services are generally supplied by the agency Offering the facility for rent. Of the thirty programs investigated in this study, 90 per cent procured the facility from the Michigan Department of Conservation. As a consequence, schools did not furnish_building or road maintenance personnel for these camps. All general repair work was the responsibility Of the Department Of Conservation. 73 Custodial services were the responsibility of the groups occupying the camp. School camp groups performed such duties as building fires, sweeping and mopping floors, raking the grounds, washing windows, and many other tasks generally associated with custodial services. Those which leased or rented camps from other agencies, 6.7 per cent of the total, reported similarly that the agencies from which the camp was rented or leased furnished maintenance per- sonnel, except for janitorial service. The one camp which was owned by a school system reported that all general maintenance was supplied by volunteer parents of school children. These men worked on week ends without pay, making the necessary repairs, but the daily custodial services were supplied by the school camp groups. Insurance Another problem generally faced by Operators of agency camps is that of providing adequate protection for buildings and equipment. School camp directors as a whole were not faced with this considera- tion, if renting other agency camp sites. Since 90 per cent of the schools used state camp facilities, they were not required to furnish insurance coverage. The remaining 10 per cent did carry some kind of insurance On the facilities they used, although they did not all carry complete coverage. Costs of insurance coverage or the amount 74 of the coverage was not ascertained, since it varied in relation to the value of the property and the type of coverage desired. In general, school camps using facilities other than state-owned prop- erty carried insurance which might cover costs of damage incurred as a result of their occupancy. Adequate equipment for fire protection through hand-operated fire extinguishers, axes, shovels, hoses, and sand buckets, as well as mobile fire fighting equipment, is an important consideration in procuring a camp. In general, these provisions were made by the agency supplying the camp, but in some cases the equipment avail- able was declared inadequate by school camp directors interviewed. Table IV shows the kinds of fire fighting equipment at the thirty school camps studied. Department of Conservation personnel re- ported that in general state-owned mobile fire fighting equipment was not provided in state camps, but that civil fire fighting equip- ment was the main source of fire protection for such facilities. Table III, previously referred to, indicates the distance the camp Sites were from the nearest fire departments. 75 TABLE IV TYPES OF HAND-OPERATED FIRE FIGHTING EQUIPMENT AVAILABLE IN THIRTY PART-TIME SCHOOL CAMPS N . S p . Type of Equipment 0 0f (3110015 ct of Schools Possessing Possessing Fire extinguishers ......... 28 93.3 Hose ................... 5 16.7 Automatic Sprinkler system . . . 0 0.0 Fire water supply other than lake or river . .......... 7 23.3 Axes ................... 10 30.0 Shovels ................. 12 40.0 Sand buckets ............. - 4 13 . 3 v 1 V l 76 III. NATURE OF CAMP FACILITIES Types Of Building Arrangements Used Camps are generally built along three basic organizational schemes: (1) the centralized plan, which provides in one building all the necessary facilities, such as counselor and camper sleeping quarters, lounge, dining and kitchen facilities, recreation or activity rooms, administrative offices, and infirmary; (2) the decentralized plan, which provides individual sleeping quarters, toilet and shower, and lounge facilities for one classroom group in small units built around a lodge containing activity rooms, dining and kitchen facili- ties, and the infirmary; and (3) the modified decentralized plan, which is a combination of the first two. This last arrangement has a main lodge housing the activity rooms, dining and kitchen facilities, and lounge. Campers and counselors sleep in cabins, and toilet and showerfacilities are in a separate building.3 For purposes of this study these organizational plans will be designated as Type 1, Type II, and Type 111. Table V indicates the type of arrangements used For more detailed description of organization plan, see: Lee M. Thurston, ”Community School'Camps, A Guide for DeveloP- ment" (Lansing, Michigan: Department Of Public Instruction), pp. 32-33. 77 TABLE V TYPES OF BUILDING ARRANGEMENT 1N CAMPS USED BY THIRTY PART-TIME SCHOOL CAMP GROUPS Types of . T . Building Arrangement No Using ype Pct Using Type Type I (centralized) ...... 2 6.7 Type II (decentralized) . . . . 1 3.3 Type III (modified decen- tralized) ............ 27 90.0 Total ................. 30 100.0 78 in the camps Occupied by the thirty school camps investigated in this study. No attempt is made here to evaluate the various types of arrangements in terms of which seems best for school camps. Num- ber of classroom groups in camp at one time, grade level of camper groups, and general purposes for which the camp is used will der termine generally the best type of building arrangement. As can be seen in Table V, most school systems used camps organized on the Type III plan. It must be noted that this does not necessarily mean that this type is most desirable for school camping, since the fact of availability and location of the camp were considered important in selection. Also, twenty-seven Of the thirty programs studied used camps built by the Michigan Department of Conservation for general camping purposes, and not with the specific needs of school camping in mind. Table VI indicates the number of buildings used in each camp- ing program. The particular type of decentralization described as Type III demanded that campers leave the sleeping cabins to go to dining room and toilet facilities. In many cases the distance nec- essary to walk to toilet facilities was great, and was especially unsatisfactory at night, particularly during cold weather. For 79 TABLE VI NUMBER OF BUILDINGS USED IN THIRTY PART-TIME SCHOOL CAMP PROGRAMS No. Used NO. Used Total Camp , for Other No. for Sleeping Purposes Used 1 11 4 15 2 8 4 12 3 2 3 5 4 8 4 12 5 8 4 12 6 4 3 7 7 12 3 15 8 6 4 10 9 5 4 9 10 17 4 21 11 8 4 12 12 7 4 ll 13 10 4 l4 ‘ 14 8 4 12 15 3 3 6 16 10 4 14 17 8 4 12 18 2 1 3 l9 1 1 1a 20 7 3 10 21 0 2 2b 22 2 2 4 23 4 3 7 24 6 3 9 25 3 3 6 26 12 3 15 27 9 3 12 28 2 2 4 29 11 3 14 3O 7 3 10 Mean 6.7 . 3.2 9.9 b a All activities in one building. Campers Slept in tents. 80 example, one school camp reported some campers had to walk five hundred yards to toilet and Shower facilities. It appears, however, that although distances were relatively great, this did not seem to be a significant factor in the selection or continued use Of the facility. Another factor which had to be considered by directors of programs using camp buildings distributed on the Type 111 plan was that of the increased number of Personnel to provide adequate night supervision. When groups of campers were housed in several cabins, this meant a greater number of supervisory personnel for rest and sleeping periods. In the larger dormitory type of sleeping accommo- dations, it was possible for one counselor to supervise as many as thirty campers during rest period. It was reported that in cabins it Often took as many as three to accomplish this task. As a rule, sufficient staff was provided to give such adequate supervision as was required in cabins, but the necessity of so many being on duty at one time limited the possibility of Off—duty time for counselors. Campe rs ' Sl eepinLQuarte rs Attendant to the discussion Of arrangement Of buildings is the problem of quartering children in a safe and healthy manner. Of the thirty programs studied, 83.4 per cent indicated children slept in separate cabins, 10.0 per cent indicated two main dormitory buildings 81 were used, 3.3 per cent reported children were housed in the main lodge, and 3.3 per cent reported children slept in tents. The program reporting children quartered in tents, received serious parental criticism and has discontinued Operation until better camping facili- ties can be obtained. In provision of Sleeping quarters for camp groups the problem of overcrowding must be considered. Although there is little objective evidence that overcrowding and spread of disease have significant correlation, it is strongly believed, because of the history of air- borne infections, that'overcrowding leads to the spread of such in- fections.4 All children's camps in the state Of Michigan require a license for Operation which is issued upon examination by the Mich- igan Department of Health and the Department of Social Welfare. This examination includes the inspection of .sleeping quarters and fixes the number Of beds allowed in the space allotted as sleeping quarters. Data from this study indicated that from four to fifty child- ren were assigned to the same room for sleeping. These figures included those assigned to large dormitory type buildings as well as American Camping Association, Marks of Good Camping (New York: Association Press, 1941), p. 85. 82 to separate cabins. It would appear that the public health laws were observed in these situations, since the programs were operated at camps which had been designated as children's camps for longer than one year, and because the licensing of these camps is renewed each year. In addition, 90 per cent of the camps used by schools in this investigation were built by the Michigan Department of Con- servation according to specifications set forth in the Revised Code of the National Park Service, which sets the number of beds assigned to space designated as sleeping quarters. Counselor 8' Sleeping Qgrte r S Counselors were quartered in rooms with children, in build— ings with children, but in separate rooms, or in separate buildings. In general, it was found that there was little difference in the ar— rangement of counselor sleeping accommodations among those pro— grams which were Operated by secondary schools and elementary programs. Table VII indicates the kind Of accommodations provided for counselors and the number of schools providing these accommoda- tions. There is a lack of any concrete evidence to show that a coun- selor sleeping in the same room with the children is more educa- tionally valuable than if he is in a room separate from the children. 83 TABLE VII LIVING ACCOMMODATIONS PROVIDED COUNSELORS IN THIRTY PART-TIME SCHOOL CAMP PROGRAMS NO. of Camps Pct. Of Camps Types of Accommodations Providing Providing Accommodations Accommodations Living in room or cabin with children ......... 21 70.0 In building with children but in separate room . . . 9 30.0 In separate building ...... 10 33.3 84 It was the Opinion Of all directors interviewed that children should not be left without an adult being responsible for them or being in the area where children know where to find him if necessary. Provision of a Camp Infirmary Of the thirty directors interviewed as sources of data for this thesis, 60.0 per cent felt that the establishment of an infirmary was an important addition to the camping facility. The remaining 40.0 per cent felt that either an infirmary was not essential to the pro- gram because the camp was located close enough to home or a hos- pital, or that the limited space at camp was too valuable to justify its use for an infirmary. In the Opinion of many directors, however, the establishment of an infirmary had some advantages for a school camp prOgram, even though children could be transported to a hos- pital or home quickly. The possibility of spreading an infectious disease before the child is removed was one reason given to justify the availability of at least a room which could be used for temporary isolation. The establishment of a room which had a supply of first— aid equipment, clean water, and a bed for relaxation, and which would be available for use at any time of the day or night was another reason given for providing an infirmary. Table VIII indicates the 85 TABLE VIII FACILITIES PROVIDED IN INFIRMARIES REPORTED IN SCHOOL CAMP PROGRAMS ' M M _. No. Having Pct. Having Facmfles Facilities Facilities Facilities for separation by sex . . . . 9 50 Beds for temporary isolation ...... 12 66.7 Equipment for minor injuries ...... 14 77.8 Nurses' quarters .............. 8 44.4 86 kind of accommodations available in infirmaries reported by school camp directors in this study. It seems important to notice that 66.7 per cent of the schools reporting indicated they provided beds for temporary isolation, a fact which shows that camp directors felt that such isolation was ad- visable when children reported they were ill. The data indicate that less than half of the school camps reporting the establishment of infirmaries provided nurses' quarters in the infirmary itself. It was indicated that it was not a matter of choice in most situations but rather lack of space, which prohibited the provision of nurses' quarters or the lack of a resident nurse in the program, which made such provision not necessary. When asked why they felt it desirable to establish such quarters for nurses, the following reasons were given: (1) An infirmary provides the nurse with opportunity to check frequently on the condition of the child' without going out of doors in inclement weather. (2) Such an arrangement allows the child to be isolated from the main camper group overnight and to be adequately supervised. (3) It frees the nurse from the necessity of moving from her quarters whenever a child is isolated because of sickness. 87 Off-Duty Facilities for Camp Staff A facility which is often assumed by camping leaders to be necessary to the efficient functioning of the staff is a room for off- duty recreation or relaxation. The presence of such facilities was not found in all school camps in this study, although directors of programs not having such facilities indicated that they would have liked to provide such an arrangement because of the exhaustive nature of camp staff duties, but no space was available Or else the staff had little time Off. Of the thirty programs studied, 56.7 per cent reported they had no such facilities for staff recreation. In cases where there were no such facilities it was reported that coun- selors gathered in the kitchen for coffee after the children were in bed. It was also indicated that counselors left camp and went into town on time off. Several types of arrangements were utilized by the 43.3 per cent which reported provision had been made for counselor off-duty recreational facilities. Table IX Shows the type of provision made. Most of the directors indicated that these facilities were improvised since the camp itself did not provide special places for staff rec- reation. The data further indicate that the majority of those report- ing staff recreational facilities provided Special rooms for counselors 88 TABLE IX CAMP STAFF RECREATIONAL FACILITIES PROVIDED BY THIRTEEN PART-TIME SCHOOL CAMPS No. of Camps Pct. of Camps T i it ype of Facl Y Providing Facility Providing Facility Lounge ............. 9 69,2 Rooms for rest ....... 6 46.2 89 to rest and relax. (As has been shown, all of the directors stated that they felt such recreation important to staff morale, since twenty- four hours' duty with so many children was eXtremely exhausting. One reason given by many school camp directors for not providing staff off-duty facilities was that the staff had little or no opportunity to be away from children. The data indicate that this was true in 63.3 per cent of the cases. In at least two programs, 6.6 per cent of the total number, provision was made even though there was little Opportunity for such relief from supervisory duties. Table X indicates the camper-counselor ratio for thirty part- time school camps used in this study. This table shows that only two prOgrams had a greater ratio than one counselor to fifteen camp- ers, as stated desirable by the Michigan Department of Public In- struction. Other Program Facilities Table XI indicates the number Of programs making provision for craft work, nature study, and library work. In camps which were procured from the Michigan Department of Conservation it ‘ was found that provision for these activities was made by converting 5 "Community School Camps," Op. cit., p. 13. RATIO OF CAMPERS TO STAFF IN THIRTY PART-TIME SCHOOL CAMP PROGRAMS TABLE X 90 T No. of Staff Ratio of Camp No. of (including Campers Campers director, to counselors) Staff 1 9O 12 7.5 to 1 2 65 7 9.2 to 1 3 60 5 12 to 1 4 75 5 15 to l 5 75 6 12.5 to 1 6 45 9 5.0 to l 7 90 24 3.8 to 1 8 100 14 7.1 to l 9 24 3 8.0 to 1 10 75 8 9.3 to l 11 45 3 15 to 1 12 80 5 16 to 1 13 75 10 7.5 to 1 14 65 5 A 13.0 to l 15 60 9 6.4 to l 16 105 9 11.5 to 1 17 100 10 10.0 to 1 18 50 4 12.5 to 1 19 35 4 8.8 to 1 20 80 9 8.8 to 1 21 80 9 8.8 to 1 22 70 12 5.0 to l 23 75 6 12.5 to l 24 65 7 9.3 to 1 25 50 5 10.0 to l 26 120 7 17.1 to 1 27 55 4 13.7 to 1 28 70 6 11.4 to l 29 6O 10 6.0 to 1 30 65 14 4.7 to 1 Mean 70.1 8.0 8.8 to l 91 TABLE XI PROGRAM FACILITIES AVAILABLE IN THIRTY PART-TIME SCHOOL CAMP PROGRAMS Type Of Facilities Pricidilcitg T:r:illisties Propfitdirci: F:::rilpi:ies Craft room ...... 23 V 76.7 Library ......... 25 83.3 Museum ......... 21 70.0 Lounge ......... 16 53.3 Guest rooms ..... 8 26.7 Administrative office ........ 14 46.7 92 space originally designated for some other purpose. Although such Space was not as desirable as space originally designed for these activities, still it proved adequate. It seems apparent from Table X1 that provision of guest rooms, administrative Offices, and a lounge either were not considered so essen- tial as space for craft, museum, and library in the operation of the pro- gram, or space was not available for such purposes. In general, directors of school camp prOgrams felt that lounges were desirable for campers and staff, but that administrative offices were not a necessity unless the prOgram was large or was Operated over a period of two or more consecutive weeks. The availability of guest rooms was dependent upon the length of time the resource people stayed in camp and the space which could be allotted for such purposes. In general nonschool resource people did not remain Overnight; Often if they were requested for two con— secutive days, they procured commercial accommodations. Program and Personal Equipment Most programs renting or leasing other agencies' facilities were faced with the necessity of furnishing some items of equipment which would allow a wider educational use Of the camping experience. Table XII shows the type of equipment furnished by the school systems 93 TABLE XII PROGRAM EQUIPMENT FURNISHED BY THIRTY SCHOOL SYSTEMS OPERATING PART-TIME SCHOOL CAMP PROGRAMS Type of No. of School Systems Pct. of School Systems Equipment Furnishing Equipment Furnishing Equipment Kitchen equipment 13 43.3 General library books . ..... 26 86.7 Play equipment . . 26 86.7 Work tools ..... ‘ 17 56.7 Craft materials . 24 80.0 Other ........ 13 43.3 94 for the Operation of the program. Although there were many other items furnished by the school system or staff members not indicated in the table, such items were found to be necessary to a limited number of programs. The following is a list of items not included in Table XII, but reported as furnished by several school systems: 1. Motion picture projectors, speakers, and screens. 2. Public address systems. 3. Record players and records. 4. Tape recorders. 5. Slide projectors. 6. Microscopes. 7. First-aid equipment. 8. Maps and compasses. 9. Photographic laboratory equipment and cameras. It can be seen from Table XII that relatively little kitchen equipment was furnished by the school system and those items which were furnished were minor items of equipment which were not ab- solutely essential, but which made the cooking and clean-up easier. In general, the camps furnished few tools for work projects. This was due in part to the kinds of work projects planned. Two schools 95 did not bring work tools to camp because work projects were not a part of their planned activities. I In the majority of cases the agencies from which the camps were Obtained furnished most of the equipment which was essential, while schools brought material which reflected the particular empha- sis they desired their prOgram to have. Few programs furnished personal equipment such as bedding, since such a practice would have involved a good deal of initial expense to equip the camp with additional amounts for laundry and replacement. Some programs offered blankets for use by those children from homes where there were insufficient blankets to spare for a camping period. In cases where other items of bedding could not be furnished by the home, additional sources were used to pro- vide them. Table XIII shows the types of personal articles furnished by various camps. The school System which owned its Own camp furnished all bedding to its campers. In some cases supplies of sweaters, mit— tens, and overshoes were also available for children who arrived at camp without sufficient clothing for extended outdoor activities. TABLE X111 96 NUMBER OF SCHOOL SYSTEMS FURNISHING BEDDING AND TOWELS TO CAMPERS AND STAFF L M No. of Pct. of No. of Pct. of School School School School Type Systems Systems Systems Systems Furnished Furnish— Furnish- Furnish- Furnish- ing to ing to ing to ing to Staff Staff Campers Campers Towels .......... 1 3.3 0 0.0 Sheets ........... 2 6.7 1 3.3 Pillows .......... 1 3.3 1 3.3 Pillow cases ...... 2 6.7 l 3.3 Blankets ......... 4 13.3 4 13.3 97 Provision of Other Camp Equipment In addition to the provision of personal and program equip- ment, consideration was given in this study to certain conveniences provided by the camp such as electricity, hot water showers, flush toilets, and refrigeration. Table XIV indicates the number Of camps providing these conveniences, but there was no indication these con- veniences were necessary to the Operation of the program. Telephones were reported available in most of the camps, but directors of part-time school camps reported that telephones in state-owned facilities had to be connected upon the request of the renting group. IV. ENVIRONMENT OF CAMP SITE In a school camp program, as in regular classroom study, the initiative, interests, and needs of the classroom group will often de- termine the use made of available resources. Directors interviewed felt that the presence of certain environmental features would increase the instructional scope of the program; therefore, attention should be directed to such features. It was further felt by these directors that the seemingly most insignificant features of camp environments can provide a myriad Of study possibilities to the alert and resourceful I 1411 lit. 98 TABLE XIV CONVENIENCES FURNISHED BY CAMPS TO THIRTY PART-TIME SCHOOL CAMP PROGRAMS " M Convenience No. of Camps Pct. of Camps Providing Convenience Providing Convenience Telephone ..... 26 86.7 Electricity ..... 30 100.0 Hot water showers ..... 29 96.7 Flush toilets . . . 30 100.0 Refrigeration . . . 29 . ‘ 96.7 99 camp group. Such features as tree stumps, hillside erosion, or stag- nant water in a drainage ditch can be significant resources for study. The features mentioned in Table XV do not in any way attempt to illustrate the possibilities in any environment but rather are listed to identify the presence of certain more outstanding features. The following features, other than those indicated in Table XV, were de- scribed as present in camp areas used by the thirty programs in this study, but their presence did not mean that they were used. 1. Historical cemeteries. 2. Great Lakes. 3. Lumber mill. 4. Indian village sites. 5. Indian burial grounds. 6. Fish hatcheries. 7. Gravel pits. 8. Eagle's nest. 9. Historical settlement sites. 10. Abandoned farm. 11. Lighthouse. 12. Village destroyed by fire. . 13. Deer sanctuary. 14. Fishing village. 100 TABLE XV SPECIAL ENVIRONMENTAL FEATURES FOUND NEAR CAMPS USED BY THIRTY PART-TIME SCHOOL CAMPS f" NO. of Camps Pct. Of Camps Environmental Features , , PosseSSlng Features Possessmg Features Marshland ......... 26 86.7 Lake ............. 28 93.3 River ............ 16 53.3 Forest ............ 30 100.0 Meadow ........... 24 60.0 Plain ............. 13 43.3 Dunes ............ 12 40.0 Indian trails ........ 9 30 O Mines ............ 1 3 3 Quarries .......... 15 50.0 101 15. Glacial formations and deposits. 16. Cascades. Use was made Of these special environmental features in various ways and a more thorough discussion of their use in the camp prOgram will follow in Chapter V. Of the thirty programs investigated, several utilized Waterloo Recreation Area, which has 14,367 acres. One used a camp facility which had only three acres. The American Camping Association recommends as desirable a minimum of one acre of land per child attending camp. In summary it might be said that the program facilities used by the thirty part-time school camps studied were adequate for suc- cessful camping, even though much improvisation was necessary. The significant conclusion which can be drawn is that although facilities varied from camp to camp certain basic requirements of space and equipment were necessary for these programs in gen- eral. CHAPTER V PRESENTATION AND ANALYSIS OF FINDINGS RELATED TO PER SONNEL This chapter deals with the personnel practices which have been developed through the Operation of part-time school camp programs, and will treat camp personnel under the following heading s: 1. Campers. 2. Staff. a. Regularly employed staff. b. Nonschool staff. Those people assisting in the pro- gram for the camping period only and including both compensated and noncompensated personnel. c. Parents. (1. College students. Some college students participated in part-time school camp programs under a Special arrangement with a teacher training institution and received special credit for such assistance. 102 103 I. CAMPERS Numbers of Campe rs The data revealed in Table X indicate that, although camper groups varied in size from 120 campers to 24, the mean was 70.1 campers, which was slightly over two classroom groups of thirty each. The largest number of children attending a school camp from any one school during the entire camping period was 1,900. This meant that 25.3 camp weeks were necessary to provide this experience for the entire group. For the most part, these were consecutive weeks with breaks occurring in the succession due to vacations. The total number of children attending the thirty part- time School camping programs investigated in this study was 5,861. This represented a total of 83.7 camping weeks, assuming seventy children to one camping week. Grade Levels of Campers Children from grades four through twelve were served through the thirty camping programs. Table XVI indicates the grade levels participating in the thirty camping programs studied. From the data it can be seen that the sixth grade is the level most commonly served by the school camping prOgrams. No attempt was made to discover 104 TABLE XVI NUMBER AND PER CENT OF SCHOOL CAMPS SERVING GRADES FOUR THROUGH TWELVE If A Grade Served No. of School Pct. of School Camps sen/”lg Camps Serving 4 2 6.7 5 7 23.3 6 13 43.3 7 6 20.0 8 7 23.3 9 6 20.0 10 9 30.0 11 5 16.7 12 8 26.7 105 reasons why this was so. We may infer from other data revealed in this study certain factors which may explain this situation. In examining the five programs which have discontinued Operation since October, 1953, it was found that all were secondary programs serv— ing children from the Seventh through the twelfth grades. One pro- gram reported discontinuing because the camp program was in com— petition with such activities as football and basketball games, and spring band festivals. Other directors felt that the problems of supervision increased as the children approached and reached adoles- cence. Another factor which may have influenced the grade level most frequently chosen for school camping was the organization by classroom groups which is present at the elementary level and not usually present at the secondary level. The classroom grouping at the elementary level facilitates planning and also allows for a con- tinuity of Study, before, during, and after the camping period, which may not be possible where no common study program exists for high school campers. But the indication that Sixth grade is the most popular level for part-time school camping is surprising when one. considers that high school programs receive reimbursements from state funds on the basis of the number of campers that have a week or more of 106 camping as an integral part of the school curriculum, but elementary grades receive no such reimbursement. Only 6.7 per cent of the schools made provision for inclusion of the fourth grade in their program. It was indicated by many di- rectors that they felt this grade level was too low to make camping as educationally valuable as it might be for higher grade levels. Those programs which included fourth graders, however, indicated that this experience was valuable and that inclusion of children at this grade level would be continued. Camper Fees One of the basic functions of school—sponsored camping is making the experience available to all children.2 A major problem facing those administrators attempting to realize this objective is involved in making the cost of the camp period low enough to per— mit. any child desiring camping to have it. This has been done to a considerable degree by practices developed in part-time school ”Community School Camping," bulletin published by Michigan Department of Public Instruction, Lansing, Michigan; prepared by Michigan Camp Facilities Committee under the direction of Lee M. Thurston. 2 John W. Studebaker, "The Role of the School in Camping," Camping Magazine, 20:10, May, 1948. 107 camp programs. However, the general tradition of the school re- taining the responsibility for furnishing instruction and the home furnishing the cost of maintenance of the child has been preserved. In most school camp programs the cost of instruction, including teachers' salaries, instructional materials, and similar items, is borne by the school budget, while costs associated with living, such as food, clothing, personal equipment, and items of this nature are borne by the parent. Despite the fact that camper fees are relatively low, there are still many children who cannot afford to attend camp without receiving assistance. In cases where parents are not able to supply this camp fee, or cannot afford to supply items of equipment necessary to healthy camp living, funds are usually made available through other sources so that no child is prohibited from attendance at camphecause of his inability to pay. In the thirty programs studied, it was found that the mean cost to campers was $8.23. This figure included food primarily, but in some cases may have included a transportation fee. The greatest amount charged any camper was $13.00, while the least charged was $7.00. In 46.7 per cent of the schools studied, it was reported that children earned money as a classroom or camp group to help defray 108 expenses for the camp period. Many techniques were used, and are shown in Table XVII. Paper sales seemed to be the most fre- quently used method for this fund raising. In addition to the fund-raising activities shown in Table XVII, the following projects were used: 1. Candy and popcorn concession at football and basketball games. 2. Sponsorship of a lecture. 3. Selling Christmas cards. 4. Selling seeds. 5. Selling magazine subscriptions. 6. Selling school sweaters. 7. Shoveling snow. 8. Collecting and selling scrap metal. In some cases, despite the use of several fund-raising tech- niques, the total sum necessary to send all of the group to camp was not raised. In these cases the remainder of the required amount was contributed through sources indicated in Table XVIII. In the 53.3 per cent of the schools which did not carry on ac- tivities to assist in the financing of the school camp programs, not every child was able to pay his own way. In these cases other sources were enlisted to aid these children. Table XVIII shows 109 TABLE XVII ACTIVITIES USED TO RAISE MONEY TO FINANCE CAMPING TRIP ‘V' v No. of School Pct. of School Camps Using Camps Using These Activities These Activities Activities Used to Raise Money to Finance Trip Paper sales .............. 11 36.7 Plays .................. 5 16.? Movies ................. 5 16.7 Candy sales .............. 8 26.7 Rummage sales ........... 2 6.7 Bakery sales ............. 11 36.7 Carnivals or fairs ......... 3 10.0 Dances ................. 6 20.0 110 TABLE XVIII SOURCES OF CAMPERS' FEES FOR CAMPERS NOT ABLE TO PAY No. of School Camps Pet. of School Camps Sources Reporting Sources Reporting Sources School .......... 5 16.7 Social service agency ........ 3 10.0 Class .......... 5 16.7 Private individuals . 4 13.3 Service clubs ..... 7 ‘ 23.3 Parent Teacher Association . . . . 4 13.3 111 the sources which were used to provide financial assistance to those children who could not afford the camp fees. The indication that schools provided money in 16.7 per cent of the cases meant that some fund in a particular school was used, but that such a policy was not necessarily a school board policy. In general, it Should be noted that local service clubs assumed these financial obligations most frequently. It was indicated in the interviews that no child was ever left out of a school camping program because of inability to pay. This may be a misleading statement since many children did not, attend camps for reasons which may not have appeared financial, but which in effect were based upon lack of finances. An example might be the lack of sufficient bedding in cases where children slept tog ether at home and only one child belonged to the group going to camp. Reasons might have been given by the camper which did not reveal the inability to furnish blankets for another bed. It would be a more accurate statement to say that no child was excluded from Participation in a camping prOgram for known financial reasons. AHOther example of such inadvertant exclusion was revealed in one of the programs which discontinued Operation. In this program it was reported that no child was prohibited from attending school camp because Of inability to pay, yet later in the in erview it was stated that membership for camp was selected from volunteers. It would 112 appear difficult to imagine a child volunteering to attend camp without being certain that he could get the money to pay the fee. In a sense, this was a selection technique which tended to exclude those who could not afford to pay. It was indicated by the director, however, that if a child could benefit from camp and he did not volunteer, the child was assured that money would be made available if he de- sired to attend and could not afford it. Financial Assistance in Meeting Instructional Costs fi Although the instructional costs of the school camp prOgram, a subject more thoroughly treated in Chapter IV, are not directly related to camper fees, it was felt important to include a statement here concerning the assistance schools received in meeting these instructional costs, since such assistance in some cases reduced camper fees. A. comparison between Table XVIII and XIX indicates that few of the agencies assisting with payment of camper fees also assisted the school in meeting the Operational costs of the program. This would indicate that the necessary Operational costs of part- time school camping were not prohibitive in terms of the regular school budget. In general the instructional costs of the school camp program were met by the school budget. In no case did the school board fail to assume the cost of some part of the program. 113 TABLE XIX SOURCES OF FINANCIAL ASSISTANCE TO SCHOOLS OPERATING PART-TIME SCHOOL CAMP PROGRAMS rv—f w No. of Schools Pct. of Schools i h Sources Using Sources Using Sources School budget ............. 21 70.0 Foundations .............. l 3.3 Private organizations ....... 0 0.0 Social service agencies ...... O 0.0 State reimbursement ........ 17 p 56.7 Other .................. 3 10.0 114 However, the total cost of operating the school camp was met by the school budget in only 26.7 per cent Of the cases. The remaining 73.3 per cent received some financial assistancef At least 56.7 per cent received reimbursement from the state, while the remaining 16.6 per cent received some financial aid from such sources as private individuals, school class funds, and the Parent Teacher Associations. It can be said that the cost of the camp week to campers was re- duced considerably by the financial assistance given through state aid and contributions from local agencies and individuals. Provisions Made for Children Not Attending Camp Since not all children were able to attend the camping pro- gram in which their class was participating, it was necessary for the school to make some provision for the instruction of these child- ren. The data indicate that 50 per cent of the schools studied hired substitute teachers to provide instruction for those children who did not participate in the camp program. In cases where too few child- ren from a particular classroom group remained behind to make the hiring of a substitute practical, these children were attached to another claSsroom for the camp period. This was true for 36.7 per cent Of the groups reporting. In 10 per cent of the school systems it was reported that when secondary groups went to camp, 115 those children left behind were so few that they were absorbed into the regular program of the school without special accommodation. During the period when they would normally'meet with the children who were at camp, they went to the library or a study hall. One school system, associated with a teachers college, used student teachers to work with those pupils who did not attend camp. 11. STAFF Important to the Operation of any school camp is the pro- vision Of adequate leadership. If the experience is to be valuable to children, it would appear necessary to recruit leadership in sym- pathy with the program, and leaders who see the possibilities of school camping as a supplementary method which can aid in reach- ing educational objectives. It would seem, also, that a primary con- dition of recruitment of such leadership must be that participation in the school camping program. is voluntary. Data collected in this study indicate that teacher participation was voluntary in 86.7 per cent of the cases. It is interesting to note that in only one of the Schools which has discontinued school camping was the participation required as a part Of the teaching duties for the participating grade. It seems important to note, too, that in asking the directors to indi- cate the necessary conditions which must be met for an adequate 116 school camping program, 53.3 per cent made positive statements in- dicating that the program must be voluntary for staff and that the staff must be interested. This does not suggest that the 46.7 per cent did not believe these conditions should exist. It may have been that this condition did not occur to them at the time of the interview. Participation of the remainder of the staff--that is, nonschool or parents—-was voluntary, or was a part of the duties for which they were hired. Positions Occupied by Regular Schogl Personnel Table XX shows the positions regular school staff members occupied in the part-time school camp programs studied. As can be seen on examination of the table, the greatest number of school staff was used in theposition of counselor. This position was most frequently held by classroom teachers and, in fact, was the main responsibility Of classroom teachers in the program. It is interesting to note, too, that in the program Of Camp Seven there were three directors instead of one. This actually was a directing staff of three classroom teachers who directed the program and supervised the counselors who were student teachers from an associated teacher training institution. The highest number of school staff peOple 117 TABLE XX POSITIONS IN CAMPING PROGRAM OCCUPIED BY REGULAR SCHOOL STAFF Total No Used Die- Main- te- Re— Di- rec- source Coun- in One Cook ti- Nurse tion nance Per- Camp Work- selor Pro- er SOD tor gram RTOFDIIAV4.4/OoJRJ4:O.4qlAv8.D/DLUQ/R44n60l6u4.bwl4a8 1 Z I 0.UnUnunvnVOAUnUnvnvonUnU1LnunvoxUnU11nUDVOAU1LnunvOnU nUnvOnUnunvonUnUnvoslnUnuonUlinvonUnUnvonUnUl.onUnuI lionUnUlaoelnunul.OAU1L7u011991.onUnUnv2nU0uoeltlnu1 onUnulenUnvonUILIaonUnvOAU1llaonUnUnv0nUnUnvOAUnvO onUnufiuonUnunvonUnUnquUnU7u0nU7gonU112:0116u0nUnv0 1 4—DA1474a3nufiqzqdq4Afi7u424.4nUQJQJ8x59L7u6v4pbaJCJ3.5 1 111111311111111111111111111111 1L7HQY4.b/DVIRVQI 10 11 12 13 14 15 16 17 18 19 26 29 3O 20 21 22 23 24 25 27 28 204 15 30 115 32 Total 118 involved in any one program was twenty-five. This appears to be an inordinate number from one school system at one time, compared with the number of children, when one examines the counselor-camper ratio indicated as desirable by the Michigan Department of Public Instruction.3 Some directors, when interviewed, indicated as an es- sential condition for the successful operation of a camp, adequate supervision even to the extent of overstaffing. Although resource people were listed in a separate column in Table XX, the number of school staff resource peOple used in the prOgram was not accurately indicated by the totals in that column. This was true because many school staff listed as counselors were also resource peOple and were used with another group on a loan basis for an activity which required the presence of a resource per- son. Those peOple who were reported as resource people in Table XX acted as resource peOple only, and did not perform the duties of counselor. Generally they were not present throughout the entire camping week, but arrived for the day when their particular Special- ties were needed. 3 "Community School Camping," Op. Cit”! P- 13- 119 Positions Occupied by Nonschool Personnel Table XXI indicates the positions occupied by nonschool staff in the thirty part-time school camping programs. The table shows that the greatest number of nonschool staff was used as resource peOple. The next-largest category involving nonschool staff personnel was that of counselor. For the most part these counselors were student teachers from teacher training institutions, although high school students acted as counselor assistants in two programs. It was reported that no nonschool personnel ever had the sole responsi- bility for children, but that all activities of children were under the direction of school staff. At times the responsible school staff per- son was not actually with the children, but he was in the imme«- diate area, and the nonschool staff person was acting under the di- rection of a school staff member. Positions Occupied by Parents Table XXII indicates the positions parents of campers Occupied in the thirty school camp programs. As the table shows, parents were used primarily as counselors. Their re- sponsibilities were generally as counselor assistants rather than counselors who directed the activities of campers. Usually parents IIIII 5111.1!!111 120 TABLE XXI POSITIONS IN CAMPING PROGRAM OCCUPIED BY NONSCHOOL STAFF led mmenm ONSI T U 0 e S r u N . .n mum t k 0 o C .eb .m.cr aeno ta M nW e C. A”or... Rwe sP . r mo od CS .._..n.cr Dmm P m a C Pro- gram er SOIl 42233546293928282265 1 1 1|. 00000010000000 00000000000000 01010003001100 1 0 0 2 1 0 1 0000010000000000 40222433222828 1 1 1 01001000070000 00000000000000 1234567890 . 1 l 1 2 l 3 1 4 1 102 4.4. 0 5 1 0 IO 1 000000 000000 002122 000010 224444. 000058 000000 789012 111222 0000 0000 2120 0000 41/06 0000 0000 23 24 25 26 27 28 24.67.8624 11 00 00 00 00 24 00 00 75 00 00 00 74. 00 29 30 193 23 0 30 136 Total 121 TABLE XXII POSITIONS IN CAMPING PROGRAM OCCUPIED BY PAR ENTS OF CAMPERS Total d .m e Mwnnma U10?”O e S r u N . n :0 D u k 0 O C .61..“ .m.crr aenoe ta M nw e c. .rrn aw; sP _ nr um oe Cs .0r 01 Dmm p m a C 602125200000200002000120000010 1 000100000000000000 000000000000000000 002000100000000000 00000000 00002000 60000510 00000000 12345678 0000000000 0000200002 0000000000 1... 0000000000 10 ll 12 13 14 15 l6 17 18 00 00 00 00 00 00 00 19 20 21 22 23 00000010 00000000 ZOO/00000 00000000 00020000 00020000 00000000 24 25 26 27 28 29 30 56 11 18 25 0 Total 122 helped to supervise during the bedtime preparation or rest period and they provided assistance on hikes and cookouts when the ratio between teacher-counselor and campers needed to be reduced. In four of the thirty school camps studied, parents performed duties as cooks or cooks‘ helpers. Several directors indicated their pro— gram might not have operated had it not been for parents' willing- ness to assume these responsibilities. Table XXIII shows the number and percentage of schools using the three categories of staff in the various positions necessary to the Operation of part-time school camping programs. It seems apparent that provision of supervision was the chief responsibility of the regular school personnel. Only eight, or 26.7 per cent of the schools, provided their own resource people. Table XXIII shows further that schools hired 50 per cent of the personnel used as cooks. It seems noteworthy that in only 13.3 per cent of the programs was the assistance of a dietitian reported. In many cases either the cooks planned the meals or the class, with the help of the home economics teacher, prepared the menus at school before the camp period. Twelve parent maintenance workers were involved in repair and construction of the facilities at one camp. This camp was owned by the school system and these parents offered their assistance free 123 TABLE XXIII SCHOOLS USING REGULAR SCHOOL STAFF, NONSCHOOL STAFF, AND PARENTS IN POSITIONS IN THIRTY SCHOOL CAMP PROGRAMS BY NUMBER AND PERCENTAGE I: I I Regular Nonschool Pa ts _ , School Staff Staff ren P081t10n No. Pct. No. Pct. No. Pct. Director ......... 30 100.0 0 0.0 0 0.0 Counselor ........ 30 100.0 7 23.0 6 20.0 Resource person . . . . 8 26.7 30 100.0 3 10.0 Maintenance worker . 5 16.6 2 6.7 12 40.0 Cook ............ 11 36.7 15 50.0 4 13.3 Dietitian ......... 4 13.3 0 0.0 O 0.0 Nurse ........... 3 10.0 2 6.7 2 6.7 124 of charge. Normally no maintenance workers were required in any programs using the facilities of another agency. One school brought a camp guard who is reported in the 16.6 per cent of schools which indicated that they furnish maintenance workers. It appears from this table that nonschool personnel were the most frequently used source of supplementary staff, although in sev- eral programs the assistance of parents was very important to the program. Role of the Teacher in Part-Time School Camping Teachers performed many duties in the part-time school camp program. In most cases they directed the precamp planning, helped in the selection and preparation of the camping group, helped make arrangements for resource personnel, directed activities of children 'at camp, supervised rest period, and performed a myriad of other tasks vital to the successful operation of the prOgram. As Fox says, The classroom teacher is the important link between the camp and the schools. She is the key person in integrating the values of the camp with the program at school.4 Denver C. Fox, “The Outdoor Education Curriculum at Ele- mentary School Level,” Journal of Educational Soci010gy, 23:535. May, 1950. 125 Table XXIV shows certain of the main responsibilities as- sumed by teachers in the thirty programs which provided the data for this study. As has been indicated previously, this tabulation in no way attempts to indicate all of the responsibilities of teachers in school camping programs, but attempts to indicate those thought to be most important by the writer. As can be seen from the table, activities which require positive direction of children were most frequently the responsibilities of teachers. Those activities such as rest period supervision, or sleeping in cabins with children were often performed by other personnel. It can be seen from this table that, in activities which involve the participation of children, the the teacher played a major role. Role of the Director infiPart-Time School Camping One of the most responsible positions in the Operation of part-time school camp prOgrams is that of the director. His task is that of general coordinator of the program, including the many duties associated with such a position. In all of the thirty programs studied except one, the duties of the director were part-time duties which were shared with other major teaching or administrative re— sponsibilities. Table XXV indicates the regular duties for which the part-time directors were responsible when not actually involved with 126 TABLE XXIV CAMP-CONNECTED DUTIES OF TEACHERS IN THIRTY SCHOOL CAMP PROGRAMS J 7 I I I No. Pct. Duties Performing Performing Duties Duties Accompanies classroom groups to camp ................... 29 96.7 Directs activities of children at camp . . ................... 29 96.7 Is member of school camp committee ................. 13 43.3 Supervises rest period .......... 28 ‘ 93.3 Sleeps with children ............ 23 76.7 127 TABLE XXV DUTIES PART-TIME SCHOOL CAMP DIRECTORS PERFORMED WHEN NOT ENGAGED IN CAMPING ACTIVITIES I j ’ 1 - A . Duties No. Pct. Superintendent of schools ................... 0 0.0 Principal of high school ................... 2 6.8 Teacher in high school .................... 16 55.2 Principal of junior high school ............... 0 0.0 Teacher in junior high school ............... 0 0.0 Principal of elementary school ............... 2 6.8 Teacher in elementary school ............... 6 20.7 Other ................................ 3 10.3 Total ................................. 29 100.0 128 camp duties. It seems important to note that 55.2 per cent Of the part-time camp directors were high school teachers. With the addi- tion of the high school principals, the Director of Athletics, Chair- man Of Girls' Physical Education, and Head of Pupil Personnel, high school personnel acted as directors of 72.3 per cent of the programs studied. This meant that 27.7 per cent of the elementary school camping prOgrams were directed by elementary school personnel. The elementary prOgrams which were directed by high school per- sonnel seemed to function as well as those directed by elementary school personnel. The majority Of part-time school camp directors were high school teachers of science or physical education. The practice of using such teachers is based upon an assumption that school camp- ing lends itself to these two specialties, particularly. Considerable controversy exists in relation to the validity of this Opinion. It is not the intent of this paper to discuss the controversy, nor to .take sides in it. It has been stated that school camping offers the This statement is based upon the fact that several elemen— tary programs are at present directed by secondary school personnel and have the support of the school board, parents, and teachers. In addition, these programs have operated with such leadership for sev— eral consecutive years and show no indications of discontinuing be— cause of inadequate leadership. 129 opportunity for the development of skills in many phases of education and that it would be difficult to prove the value of domination by any one field. Table XXV shows that the majority of part-time directors in the programs studied were teaching personnel on the elementary and secondary level. In no case was a superintendent a director of a camp. It was indicated, however, that in one case at least the superintendent was the real motivating force behind the program. This particular superintendent had been a director of a school camp program as a high school principal. As in the case of teachers, directors performed many tasks which were beyond the scope of this paper to tabulate or evaluate. It was necessary to reduce the number of director responsibilities to a few of the most significant ones. Table XXVI shows those duties which were performed by the thirty school camp directors interviewed. It appears from the table that most directors directed these activities at about the same incidence of frequency. In two Hugh B. Masters, "Policies and Procedures of Operating the Community School Camps," Bulletin of the National Association of Secondary School Principals, 31:50, May, 1947. . . I :i. ll it’ll I I’ll!- Ill". I. 1’ . 130 TABLE XXVI DUTIES PERFORMED BY PART-TIME SCHOOL CAMP DIRECTOR L‘ 1 V‘_ —r— NO. Pct. Duties Performing Performing Duties Duties Directs development of adminis- trative policies for school camp ..................... 28 93.3 Directs precamp training prOgram . . 27 90.0 Directs community relations program .................. 27 90.0 Directs school camp evaluation program .................. 28 ‘ 93.3 Supervises precamp planning ...... 28 93.3 Serves on school camp planning committee ................. 16 53.3 I! III I j I Ill-Ii In I) If I. I ... . III III 131 cases, the director reported that he did not direct the development of the administrative policies. In one case this was performed by a camp steering committee and in the other situation it was done by the superintendent. . In only 53.3 per cent Of the programs studied was the camp director a member of the school camp committee. In the other schools reporting, no such camp committee existed. Four of the thirty school camp programs, indicating a school camp committee, also stated that there was a community camp committee as well which functioned in c00peration with the school camp committee. In all cases the director of the camp program held joint member- ship On the two committees. In several of the duties--viz., direction of the precamp train- ing sessions or community relations program—-other personnel as- sumed the actual direction. Generally, the superintendent of schools directed the community relations program, even though the director was involved in the camping phase of the program and supplied the material. Individual teachers Often assumed the responsibility of evaluating the school camp, and reporting the findings to the director. The following is a list Of additional duties which were reported performed by directors of part-time camping programs. Not all III: I! l 3.‘ I III..IIII II I, III- II III II. I II... fl. lhrlt Iflfllr} I'll! “III I“ Illtui 132 directors reported these duties, but the frequency of their mention was felt sufficient to warrant inclusion here. 1. Procuring dates for camp site. 2. Arranging for attendance of resource peOple. 3. Making provision for transportation. 4. Coordinating plans for groups going to camp. 5. Coordinating purchase of supplies and equipment. 6. Making financial arrangements. In general it was felt that the director of the program bore the major administrative responsibilities for the school camps re- ported. Role of the Nonschool Resource PersOn in Part-Time Camping Nonschool resource personnel seemed to be a valuable addi- tion to the school camp programs reported in this study. Table XXI indicates that a total of 136 nonschool resource personnel were used in the thirty school camps investigated. For the most part, these resource personnel acted as consultants for special activities. In 20 per cent of the cases studied it was stated that these non- school resource personnel directed general activities as well. In .l.l. it'll. iii. ‘1’: ‘rfil III I ‘ 1 Il' rlnll. ll 1 133 no case did this group sleep in cabins with children or supervise the rest period. Nonschool resource personnel were procured from many dif- ferent "sources, as is shown in Table XXVII. As the table indicates, this group came most frequently from the Michigan Department of Conservation. The next group most frequently used in the program were men from the Soils Division of the United States Department of Agriculture. The data seem to indicate that although these two governmental agencies were called to serve the school camp pro- grams most frequently, a great deal of use was made of local agency personnel and local private citizens. I I I I'll I‘elllllllul.l 1.1 I I '.I III. III.- i TABLE XXVII 134 SOURCES FROM WHICH NONSCHOOL RESOURCE PER SONNEL WER E PR OCURED No. of Schools I —._A 4“: r Pct. of Schools Sources Using These Using These Agencies Agencies Michigan Department of Con— servation ............... 26 86.7 Soils Division, USDA ......... 13 43.3 Department of Public Instruction .............. 3 l 0. 0 County agricultural agent ...... 4 13.3 Michigan State Police ........ 2 6.7 Colleges or universities ...... 7 23.3 Boy Scouts of America ....... 1 3.3 4-H Clubs ................ 2 6.7 Private industries and businesses .............. 2 6.7 Audubon Society ............ 3 10.0 Local clubs ............... 7 23.3 Other school camps ......... 1 3.3 Private individuals .......... 3 10.0 T CHAPTER VI PRESENTATION AND ANALYSIS OF FINDINGS RELATED TO THE ACTIVITY PROGRAM The three basic administrative phases relative to the activity program of part-time school camping are precamp planning, pro- gram activities, and program evaluation. 1. PRECAMP PLANNING The philosophy related to precamp planning as reported by the thirty directors interviewed was varied. Despite such variation, however, it was evident that the directors' points of view fell largely within one of three categories: (1) detailed precamp planning, (2) precamp planning Of basic activities only, and (3) generalized pre- camp planning. Detailed Prec amp Planning Those accepting this point of view held that planning for school camp experiences should be completed in great detail before children go to camp so that time spent in camp would provide max- imum outdoor experience. This planning should take the form of 135 .‘l 1 \ ii ill. .11 “I“ ”“11 ill: 1 I ‘1. lylr :11 1 l I. ill“. I...“ 1 ft ‘5' I.‘ III". 1‘..- ‘1 136 complete daily schedules, including the actual times for activities, committee responsibilities, the resources and equipment to be used, and camp policies with respect to health, safety, and behavior. Precamp Planning of Basic Activities Only The proponents of this philosophy felt that a general schedule of activities for the camping week should be established before the beginning of the camping period, including the resource persons de- sired. They did not, however, believe that specific time schedules, committee responsibilities, or equipment needs should be planned in advance. G eneralized Prec amp Planning Those persons who advocated this point of view emphasized that the daily schedule of activities should deve10p as the program operates, and that precamp planning should be confined to establish- ing the general objectives of the camping period. Thus, they pre- cluded the need for considering in advance the daily schedule, particular committee responsibilities, specifically needed resource personnel or equipment. When the directors of the thirty school camps investigated were asked to indicate which of the above categories most closely 137 resembled the conditions of their groups' precamp planning, the majority stated that they believed it was important for children to do detailed planning before going to camp. ‘The number of schools favoring each Of the three types of precamp planning can be found in Table XXVIII. Techniques Ujed to Aid Children in Precamp Planning It was felt that careful and successful planning ought to util- ize experiences of other camping groups as well as the combined maturity and judgment of the planners. Thus certain specific tech- niques were devised for the planning phase which would provide a means for accumulating some of this past experience so that judg- ments and plans would be more meaningful. Table XXIX indicates some of the techniques used to aid campers in planning. Seen from the table it appears the most frequently used technique was having teachers visit camps prior to the children‘s going. Several techniques were reported which were not included in Table XXIX. Among them were the following: 1. Use Of pictures and slides of former camping groups. 2. Use of maps of camp area. 3. Short hikes and field trips from school. 138 TABLE XXVIII EXTENT OF PRECAMP PLANNING IN THIRTY PART-TIME SCHOOL CAMP, GROUPS ‘_v_' _ ‘ I f * Extent of Planning (1:51;): 22:11:): Precamp planning in detail. ............. 18 60.0 Precamp planning of basic activities only . . . 10 33.3 Precamp planning of generalized nature . . . . 2 6.7 Total ............................. 30 100.0 139 TABLE XXIX TECHNIQUES USED TO ASSIST CHILDREN IN PRECAMP PLANNING IN THIRTY PART-TIME CAMP PROGRAMS fl 1,— No. of Schools Pct. of Schools T h ' 6C nique Using Technique Using Technique Committee Of children visiting camp ......... 10 33.3 Committee of former campers helping ....... 18 60.0 Teachers visiting camp . . . . 21 70.0 Movies of previous camping periods ....... 4 13.3 140 4. Visit from Michigan Conservation Department personnel. 5. Children visiting camp site with parents. Techniques Used to Aid Teachers in Planning When discussing the techniques used to aid children in plan- ning, it was indicated that one technique used was to take teachers into the camp situation for a week end period or overnight to give them an opportunity to know what program possibilities were present in the environment, as well as to give teachers, new to camping, an opportunity to gain experience and security in the out of doors be- fore taking children to camp. This was one of a number of tech- niques used for the purpose of providing precamp training for school personnel. This precamp training was not used only for helping the children plan, although it was definitely beneficial for this purpose, but also it was used to prepare teachers for the kinds of situations which. might be met when they were with the children at camp. The types Of precamp preparation for teachers which were used in the thirty programs studied are indicated in Table XXX. From the table it can be seen that meetings and discussions were the most univer- sally used method to provide this precamp orientation. This method varied from school to school, but usually involved a talk to the staff by the director of the program, or by some school camp leader 141 TABLE XXX TECHNIQUES USED IN PRECAMP ORIENTATION OF TEACHER COUNSELORS IN THIRTY SCHOOLS OPERATING PART-TIME SCHOOL CAMPS j Techni ues No. of Schools Pct. of Schools q Using Techniques Using Techniques Visiting camp ........... 6 20.0 Spending week end or several days at camp . . . 5 16.7 Attending school c amp conference ........... 6 20.0 General training in camping techniques ..... 3 ' 10.0 Observing other school camps in operation ..... 1 3.3 Attending camp committee meetings ............ 18 60.0 None ................. 7 23.3 142 from another camp, and a general discussion covering the essential objectives of the camping period, prOgram possibilities, camp poli- cies, essential equipment, and similar topics. At such meetings evaluative material, samples of programs, or movies Of previous school camp activities often were presented. Occasionally, specific techniques of working with children in the out-Of-doors was presented as a part of this orientation. Another aspect of staff orientation and training seems to be that of preparation given to nonschool staff and parents. It was re— ported that 60.0 per cent of the school camps studied provided no precamp orientation or training for their nonschool personnel or parents. The remaining 40 per cent held general discussion meet- ingsto orient the staff to purposes, camp policies, and similar sub- jects. No specific reaction from staff was available in reference to the value of such preparation. Techniques Used in Camper Selection The general practices in reference to camper selection and requirements for attendance were found to be few. NO criteria for the selection of a particular grade to attend camp was established, although, as indicated in Chapter V, it was felt that sixth grade was a grade well suited to the camping program. 143 In all programs, once a grade level or a particular group at that grade level was selected for attendance, the child's participation in the camping program was voluntary. NO qualifications were re- quired except freedom from communicable disease or physical de- fects which might be aggravated by the camp situation. Of the thirty school camps, 43.3 per cent reported that a physical examination was a requirement for attendance. Many of the schools indicating that a physical examination was not a requirement stated that a school nurse checked children for colds, sore throats, or temperatures, and referred those with abnormal findings to a doctor. Similarly, requests were made to parents of the children with histories of certain diseases, such as heart trouble or diabetes, to furnish a doctor's written permission. The particular physical condition for attendance at school camp appeared to be about the same as for attendance at school. Special notification was made when a child had a physical condition or defect such as an allergy, frequent nose bleeds, fainting spells, heart ailments, diabetes and similar disabilities. Generally the doctor's signature was required to permit such children's attendance. The special conditions of the child's participation were noted on the permission form signed by the parent or examining physician. In several programs a child was not excluded because of a disability, 144 but notation was made of his problem and an adaptation was made in the program for that child. It was felt by directors that such child- ren often needed the kind of experience which camping can give and that with adequate supervision they could safely participate in a school camping program. All schools investigated in this study reported that signed permission from parents was required for a child‘s participation in the school camp program. In 6.7 per cent of the cases, parents reserved the right to limit children to Specific activities in defer- ence to religious beliefs. II. PROGRAM ACTIVITIES This section of Chapter VI presents the various kinds of ex- periences which were available to children who participated in the thirty part-time school camp programs used in this study. No at- tempt was made to discover the extent to which these activities were pursued or to evaluate the learnings which accrued as a res vlt of their inclusion in the program. Mere frequency of choice of particular activities would appear almost meaningless since so many factors would be present to influ- ence choice. Among the factors which might decide the choosing Of particular activities are: (1) group interest and need, (2) availability 145 of equipment, (3) availability of trained leadership, (4) presence Of environmental factors, (5) available transportation, and (6) season Of year in which camping was done. A reCord Of incidence of selec- tion cannot determine the educational value of specific" activities for a particular age group or even the popularity of activities for cer- tain age groups, without consideration of the influencing factors in- dicated. With these considerations made, however, it was still felt. that such data of incidence of participation in program activities should be included as an indication of the types of activities possible in a school camp situation. Clas s ification of Prog;am s Classification of prOgram activities has been approached from many viewpoints. One group has used anticipated learnings as a frame of reference for categorization, while another has used the subject matter approach to classification. Either would seem to be inadequate because of the overlapping Of school camp activities into several subject matter fields or the variety of learnings possible from a single activity. Perhaps the most widely used system of classification is that proposed by the ‘Michigan Department of Public 146 Instruction.l This classification system characterizes the school camp prOgram activities as follows: 1. Social living. 2. Healthful living. 3. Purposeful work activities. 4. Recreational and outdoor living. 5. Outdoor education. Such a system of classification of activities poses several problems. One, that the nature of an activity such as a cookout would seem to defy a meaningful categorization which would at the same time differentiate it from another category. In other words, one might say that a cookout is an experience in social living; it is and should be an experience in healthful living; it involves purposeful work experience; it has definite recreational value; and it has the potentiality to be educative of the out-of-edoors. Therefore, to in- clude a cookout in all categories would seem to defeat the purpose of classification and yet there does not appear to be a single cate- gory which is meaningful in terms of all aspects of the activity. Another problem of classification is suggested when one attempts to analyze the elements which comprise a particular activity. ”Community School Camps," op. cit., p. 9. 147 One activity may be the result of several other activities or may be a compound of several activities engaged in at a particular time. For purposes of illustration one may again. cite the cookout as an example. The following activities could be a part of a typical cook— out: the building of fires, selection Of cookout site, wood chopping and sawing, hiking, weather study, reCOgnition of poisonous plants, and others. Each of these subactivities could in turn be classified under the scheme used by the Department of Public Instruction noted previously. This is in no way a criticism of that system of classi— fication, but the example is used to illustrate the difficulty of clas- sifying school camp activities. For purposes of this study it was not found advantageous to attempt the establishment of an elaborate system of classification or to use those which have been previously developed. The activi- ties which are reported here are grouped simply by name: 1. Camping skills. 2. Crafts. 3. Recreational activities. 4. Work projects. 5. Visits or trips. 6. Other. 148 It is reCOgnized that overlapping may exist in this scheme as in the others, but this factor appeared to be unimportant for purposes Of this study. Camp Skill Activities Table XXXI indicates the number and percentage of the thirty school camps which carried on certain camping skill activities. Such activities were conducted both as special activities in themselves and as components Of other activities. The table indicates that the cook- out was the camp skill activity most frequently carried out. There was no indication of the frequency of cookouts by any one group, but every group had at least one meal per week in the out-Of- doors. Next in frequency Of choice were planning cookout menus and learning use of maps and compasses both of which were engaged in by 93.3 per cent Of the camps studied. It is interesting to note the low incidence of activities involv- ing camping out for several days or sleeping out of doors. The table shows that many traditional activities of camping, such as hiking, setting up shelters, camping out, back-packing, and similar activities were not participated in as frequently as those described above. TABLE XXXI 149 CAMP SKILL ACTIVITIES CHOSEN BY THIRTY PART-TIME SCHOOL CAMPS No. of Camps Pct. of Camps Activities Choosing Choosing Setting up shelters ......... 3 10.0 Building fires ............. 26 86.7 Selecting camp sites ........ 9 30.0 Cookouts ................ 3 0 100. 0 Planning cookout menus ...... 28 93.3 Hiking .................. 8 23.3 Sleeping out of doors ....... 3 10.0 Developing camp site ....... 23 76.7 Fishing . ........ . ....... 6 20.0 Making fishing equipment of native materials ......... 17 56.7 Locating natural bait for fishing ................ 6 20.0 Learning to identify and prepare native wild foods 1 3.3 Camping out for several days. 3 10.0 Preservation of food in out of doors ............ 13 43.3 Using different types of fires . . 19 63.3 Learning use of maps and . compass .............. 28 93.3 Learning use of ax, saw, and knife .............. 4 13.3 Learning safe use of boats and canoes ............. 20 66.7 Learning use of native crafts . . 4 13.3 Learning to make and use rope ................. l 3.3 Lashing ................. 4 13.3 Back-packing ............. 15 5 0 . 0 1 3.3 Blanket- rolling ............ 150 Camp Craft Activities The data revealed in Table XXXII indicate, in general, a lack of participation in many aspects of the camp craft area. Of the thirty programs studied, 16.7 per cent indicated they had no craft activities in their program. Directors frequently indicated that their prOgrams were weak in crafts because of the lack of adequately trained personnel, lack of available materials and equipment, and lack of sufficient time in five days to start and complete extensive craft projects. These reasons for weak craft programs also may account for the popularity of whittling as a craft activity, since it requires only simple materials and may be carried on while engaged in other phases of the camp program. It is interesting to note that 40 per cent of the camp groups engaged in collecting and processing native materials for crafts. This is especially noteworthy when one considers that most materials must be processed over a relatively long period before they can be used. Directors indicated that these materials were often left for use by groups coming to camp later in the season. In addition to the activities listed in Table XXXII, the follow- ing activities were reported under the heading of crafts: 1. Arrow making. 2. Oil and water color painting. 151 TABLE XXXII PARTICIPATION IN CRAFT ACTIVITIES BY CHILDREN IN THIRTY PART-TIME SCHOOL CAMPING PROGRAMS NO. of Camps Pct. of Camps A'Ctmw Participating Participating Basketry ................ 2 6.7 Weaving ................. 7 23.3 ROpe making ............. 2 6.7 Making camp utensils of native materials . ........ 10 33.3 Making soap . . . ........... l 3.3 Collecting and preparing native materials and crafts ................ 12 40.0 Making candles . ........... l 3.3 Collecting native dyes ....... 1 3.3 Whittling ........ . ........ l 8 6 O . 0 Ceramics from native clay . . . 10 33.3 Sketching ................ 18 t 60.0 Tin can craft ............. 7 23.3 ; A 152 3. Making wax fire wicks. 4. Making acorn toys. 5. Making camp furniture. 6. Leather braiding. 7. Tooling leather. R ec reational Activitie s Of the recreational activities reported in Table XXXIII, it can be seen that a fairly wide variety of activities were pOpular. Camp singing, evening campfires, and stunt night were most popular. Generally camp singing was not an organized activity but was en— gaged in spontaneously. Although swimming was an activity in 43.3 per cent Of the programs, no camp reported a water carnival. It can be seen that in general those activities which required considerable planning and execution time were chosen less frequently than the more spontaneous activities. WO rk Activitie s Participation in work activities by children in the thirty camping programs can be seen in Table XXXIV. The highest inci- dence of participation in any of these activities was in the so-called ”housekeeping” duties. All groups set tables and served food, all 153 TABLE XXXIII PARTICIPATION IN RECREATION ACTIVITIES BY CHILDREN OF THIRTY PART-TIME SCHOOL CAMP PROGRAMS Activities NO. of Camps Pct. of Camps ‘ Participating Participating Square dancing ............ 26 86.7 Camp singing ............. 30 100.0 Evening campfires ......... 30 100.0 Choral reading ............ 9 30.0 Pageants ..... . .......... 8 26 7 Plays .................. 16 53.3 Parties ................. 25 83.3 Stunt night ............... . 30 ' 100.0 Dramatics ............... 20 66.7 Story telling .............. 24 80.0 Library activities .......... 13 43.3 Pioneer trading night ....... l 3.3 Game night .............. 28 93.3 Outdoor pioneer games ...... 14 46.7 Swimming ............... 13 43.3 Boating ................. 6 20.0 Water carnivals ........... 0 0.0 L 'I 154 TABLE XXXIV PARTICIPATION IN WORK ACTIVITIES BY CHILDREN IN THIRTY PART-TIME SCHOOL CAMPS .L ._ J— f. Activities No. 'of Camps Pct. of Camps Participating Participating Maintaining roads .......... 5 16.7 Building shelters .......... 3 10.0 Repairing buildings ......... 9 30.0 Planting trees ............ 19 63.3 Clearing underbrush ........ 19 63.3 Making game shelters ....... 15 50.0 Cleaning beach . . .......... 12 40.0 Building boat docks ......... - 2 6.7 Clearing trails . . .......... 17 56.7 Repairing eroded spots ...... 4 13.3 Cutting out dead trees ....... 17 56.7 Repairing equipment ........ 9 30.0 Cleaning living areas ....... 29 96.7 Setting tables ............. 30 100.0 Serving food ...... - ........ 30 , 100.0 Washing dishes ............ 28 93.3 Cutting and storing ice .. .. .. . . . 0 0.0 Taking logs to sawmill ...... 1 3.3 Staging logs .............. 2 6.7 Cleaning up Old camp Sites 9- 30.0 Developing council ring ...... 18 60.0 DevelOping chapel site ....... l 3.3 Developing rifle range ....... 6 20.0 DevelOping archery range 12 40.0 DevelOping tree nursery . . . . . l 3.3 Digging well .............. 0 0.0 Eradicating poisonous plants 1 3.3 Building dams ............ 2 6.7 Maintaining wood supply ..... 15 50.0 Draining swamp areas ....... 0 0.0 155 groups except one cleaned their living areas, and all but two washed dishes. Two camps indicated they did no work projects except the housekeeping activities. These were elementary groups and the di- rectors felt children of this age should not participate in work proj- ects. The data indicate that this was not true for the majority of elementary schools used in this study. It would appear that, although school camping offers a real opportunity for valuable work experience,2 there were only eleven work activities participated in by more than half the groups studied. Sev- eral reasons given by directors accounted for this. One reason was that any one project chosen could have conceivably occupied the group for the entire camping period and campers were not willing to use their time in this way. Another reason given was that the period of the year in which the group camped influenced the selec- tion Of certain types of work projects. Since 90 per cent of the prOgrams studied rented camp facilities from the Department of Conservation, the availability of work tools and the opportunity to engage in certain types of work projects might have been limited. Another factor given as influencing the selection of work projects 2 Fritz Redl, "The Role of Camping in Education," Camping Magazine, 14:42, February, 1942. 156 was the short period Of time in camp and lack of succeeding groups to continue a long-term project. Finally, use of leased facilities would seem to limit work projects unless they were especially sanc— tioned by the agency owning the camp facility. Visits or T rips Table XXXV indicates the number of schools in which children participated in visits or trips from the school camp. These were made by car or bus as well as on foot. Again these activities were used as a means of providing information for general study or they were taken as activities in and of themselves. Of the trips reported, exPloration and examination of local historical sites seemed to be the most frequently Chosen. Gener- ally a local citizen or an area park man acted as a resource person, attempting to reconstruct the historical events surrounding a particu- lar site. Since the major part of the school camps were Operated on state prOperty which had been purchased as delinquent tax lands, there was ample opportunity for children to explore abandoned farms and homes. The choice of trips made was dependent upon several factors: whether the group could get permission to visit certain prOperty, the problems which the group was attempting to solve during the camping TABLE XXXV VISITS OR TRIPS MADE BY CHILDREN. IN THIRTY PART-TIME SCHOOL CAMPS 157 Visit or Trip No. of School Camps Making Visit Pct. of School Camps Making Visit Abandoned farm ........... Game sanctuary ........... Fish hatchery . ............ Dairy farm Historical sites ........... Mines or gravel pits ........ Sawmills . . Blacksmith shop ........... Rural service center ........ Old Indian camp sites ....... Rural school 19 17 24 18 63.3 30.0 56.7 30.0 13.3 80.0 60.0 13.3 16.7 26.7 3.3 158 week, the weather conditions prevailing during a typical camping week, and others of this nature. It would appear, in general, that airelatively small number of trips and visitations were made by camping groups. Othe r Activ itie s Table XXXVI shows a group of activities which could not be classified under the headings presented to this point. In several cases they were not activities in which the whole group participated, but they nevertheless could be considered important to the whole group. For example, the camp newspaper staff received stories or news items from cabin representatives or teachers and spent part of the day editing, writing, and mimeographing a daily paper for the whole camp. Activities of a similar nature were Operating the camp bank, organizing and issuing camping equipment, maintaining and issuing work tools, and developing a camp log. Conducting wildlife surveys and helping to stock streams and lakes were other activities which could not be listed as work, camp craft, camping skills, or trip activities, yet did often involve the whole camp group and so are listed as miscellaneous activities. Of this list of miscellaneous activities, publishing a camp newspaper and writing a camp log seem to be the two activities 159 TABLE XXXVI MISCELLANEOUS ACTIVITIES PARTICIPATED IN BY CHILDREN IN THIRTY PART-TIME SCHOOL CAMP PROGRAMS No. of Camps Pct. of Camps Activities Participating Participating Conducting game surveys ..... 13 43.3 Stocking of streams and lakes . 6 20.0 Operating of camp bank ...... 7 23.3 Organizing and issuing camping equipment ............. 1 3 43 . 3 Maintaining and issuing tools . . 15 50.0 Publishing of camp newspaper . 23 76.7 Writing camp log .......... 20 66.7 160 most frequently chosen. Whether the groups participated in the re- maining activities depended primarily upon the nature of the program. For example, in many camping programs a camp store was not nec- essary since nothing was sold at camp. If a group, for example, planned no work periods there was no need for the issuance of work tools. In general, we may say that the incidence of choice of mis- cellaneous activities cannot be considered an evaluation of the ac- tivities, but rather a statement of frequency of participation only, depending upon other circumstances. The final group Of activities engaged in is shown in Table XXXVII. This table shows the incidence of participation in study of camp community services. Data from this table indicate that few groups undertook a study of all or any services upon which a camp community would appear to depend for Operation. Again, the nature of the camp program, which presumably reflected the inter- ests and needs of children, accounted for the relatively few groups participating in such studies. III. PROGRAM EVALUATION In the thirty part-time school camp programs used in this study all reported an evaluation program. The instruments and 161 TABLE XXXVII SCHOOL CAMP GROUPS STUDYING CERTAIN CAMP COMMUNITY SERVICES Services No. Pct. Water supply ........................... 5 16.7 Food storage and handling .................. 4 13.3 Refrigeration ........................... 4 13.3 Waste disposal .......................... 6 20.0 Buildings and grounds maintenance ............ 6 20.0 Mail service ........................... 2 6.7 Electricity supply ........................ 2 6.7 Cooking gas supply .......... I ............. 4 13.7 Telephone service ........................ 2 6.7 162 techniques included both objective and subjective types and the evalu- ation involved participation by campers, teachers, and parents. In several cases other agencies, such as theiMichigan Department of Conservation, participated in the evaluation. In certain schools, evaluations were received by agencies of the community from which the campers came, but on the whole these evaluations were highly subjective and were usually in the form of letters, telephone calls, or personal statements. Teachniques for Obtaining Evaluations from Campers Table XXXVIII indicates the types of evaluative techniques used with the campers to measure the effects of the camp program. In cases were objective and semiobjective instruments were used, such as achievement tests or sociOgrams, one form was adminis- tered before the children left school and another upon the group's return from camp. In general it appeared there was little con:- cern with establishment of highly Scientific techniques in the con- struction or administration of these tests. The results of these tests were not requested since they were not felt to be pertinent to this study. The data revealed in Table XXXVIII, however, show the panel discussiOn as the most widely used evaluative technique. The next 163 TABLE XXXVIII EVALUATION TECHNIQUES USED WITH CAMPERS OF THIRTY PART-TIME SCHOOL CAMP PROGRAMS Techniques No. of Camps Pct. of Camps Usmg Techmque Usmg Techmque Achievement tests ........ l 3.3 Who's Who ............. 2 6.7 Sociograms ............ 8 26.7 Interest inventory ........ 17 56.7 Observation ............ 19 _ 60.0 Interviewing ............ 11 36 .7 Anecdotal records ........ 15 50.0 Panel discussions ........ 19 63.3 Skill demonstrations ...... 9 30.0 Assembly programs ...... 15 50.0 164 most frequently used technique was the observation method. In gen- eral, the observation technique used in the school camp prOgrams was not of the objective type, but rather 'a kind of casual anecdotal record of the camp group as a whole. The technique most infrequently used for evaluating the growth Of children at camp was the achievement test. This may be understood, perhaps, when consideration is given to the nature of the camp program. Very often the content or subject matter covered in a school camp Situation was not through formal presenta- tion, but rather through a more informal use approach when the total group was involved in several different activities. Several other evaluation techniques were reported which did not appear in Table XXXVIII. Among them are: (1) questionnaires to campers, (2) written reports from campers, (3) letters from campers, (4) tape recordings, and (5) daily evaluation and planning meetings. In general, it can be seen that evaluation of camper growth, as a result of the school camp experience, was attempted by all prOgrams studied, but that the techniques are highly subjective. 165 Techniques for Obtaining Evaluations from Teachers Three types of evaluation methods were used to determine teachers' opinions of the school camp program and methods for im- proving it. These three techniques were the interview, the question- naire, and group discussion. In some programs, teacher-counselors were asked to submit a written report as a type of evaluation. In addition to these more formal approaches to the problem of evalua- tion, daily informal discussions were held at camp by the staff in all thirty of the school camps studied. The data indicate that 43.3 per cent of the studied school camp‘s used the questionnaire for postcamp evaluation, and 43.3 per cent used the interview method. In 26.7 percent of the camps, group discussion was felt to be a desirable method of evaluation. In evaluation procedures with teacher-counselors, as with campers, the sincerity of response would seem to be related, at least in part, with anonymity of response. Directors indicated that criticisms which did not arise in open discussion meetings often appeared in questionnaires or written reports, when the identity of the indi- vidual responding was not revealed. 166 Techniques for Obtaining Evaluations from Parents In parent evaluation procedures, the four main techniques used were the questionnaire, the interview, letters, and teacher- parent discussions. Of the total number of programs investigated, seven, or 23.3 per cent, indicated no parent evaluation was sought, but that Occa- sional visits or telephone calls by parents helped reveal their opin- ions of the prOgram. The data indicated that 46.7 per cent used the interview. This form of interview was most frequently a nondirective type in which the interviewer did little or no structuring. Letters to parents were used as a part of the evaluation program in 26.7 per cent of the cases studied. These letters were written to parents asking them to give their opinions on what camp did for their child, or how the camping program could be improved. In this case again the identification of the respondee would appear to bring suspicion upon the sincerity of the reply. In 16.7 per cent of the schools studied, parent-teacher discussions were held in attempts to evaluate the camp program. In many cases these discussions were held at Parent Teacher Association meetings and thus included parents of children who were not participants at camp that year. AS a result the dis- cussions were general and had limited value fOr evaluation of a par- ticular camp session, in the Opinion of some directors interviewed. 167 Other Sources of Evaluation In response to a question concerning other sources of evalua- tion of the school camp prOgram, 56.7 per cent indicated there were no such evaluations. Of the remaining 43.3 per cent, most frequently the Michigan Department of Conservation was reported as sending a written report. It appears that this report was specifically requested in those cases reporting, since it is not an operational policy of the Department of Conservation. Other sources of evaluation were local newspaper articles, reports from the board Of education, and reports on damaged property from the owners of camp prOperty. Some pro- grams considered the report of damaged property a good evaluation of the success of the program. CHAPTER VII PRESENTATION AND ANALYSIS OF FINDINGS RELATED TO SCHOOL CAMP - COMMUNITY R ELATIONS This chapter presents data dealing with school camp-community relations as revealed through investigation of thirty part-time school camp programs. The material is presented in six sections: 1. Community participation in school camp planning. 2. Community participation in school camp activities. 3. Interpretation of school camp activities to the community. 4. Evaluation of school camp activities by the community. 5. Relations with other camp agency personnel. 6. Relations with camp neighbors. I. COMMUNITY PARTICIPATION IN SCHOOL CAMP PLANNING The data reveal that structuring of school camp community committees to include representatives of social service agencies, labor and religious groups, business organizations, and others was not generally evident in the schools participating in this study. Of the thirty programs, seventeen, or 56.7 per cent, indicated they had a community precamp planning group which included only parents 168 169 of campers and educators. Four schools indicated they met with parents of campers and other members of the community to discuss the plans which had been developed. Two programs, which reported no community planning committee in existence at the time of the interview, indicated that such a committee functioned when the pro- grams first began but was eliminated after several successful sea- sons of camping. In those programs where a community planning committee was reported, the planning committees performed a number of func- tions. Besides acting as an administrative body to the school camp program, deciding general camp policies and procedures, they also acted as the agency for promoting community relations through news- papers, meetings with local agencies, and radio programs. In addi- tion, committees helped raise money from social service clubs, private individuals, and foundations. It was not reported to what extent these committees helped determine program activities, but it was felt they had little to do with this phase of the program, be- cause of the program planning procedures used in these school camps (Chapter VI). A majority of the school camp directors interviewed felt that community sanction was essential. It seems important to note here that although 63.3 per cent of the directors stated that 170 community sanction was essential to school camp Operation, infer- ence should not be made that the remaining 36.7 per cent did not have similar feelings. The question asked directors in the interview was structured SO as not to induce any particular answer relating to community sanction, but merely to elicit those factors which a director felt to be most important to the establishment and contin- uous Operation of school camps. II. COMMUNITY PARTICIPATION IN SCHOOL CAMP AC T IVITIES The Michigan Department Of Public Instruction has indicated that schools planning to build school camp facilities, should make provision for use of facilities by community adult groups. In cases where the school system owned the school camp facility, there was evidence that adult groups used the school camp for conferences, dances, week-end camping, and similar activities. Since twenty-seven of the thirty programs studied did not Own their own facilities, but rented the camp used from the Michigan Depart- ment of Conservation, it was felt that investigation into this area of activity would not be pertinent. All nonprofit groups have the privilege ”Community School Camps," Op. cit., p. 14. 171 of renting state-owned facilities for certain educational activities. More pertinent to the problem of community participation in school camp activities was the inclusion of community groups in activi- ties at camp while children were present. Of the total number of school camps studied, nine, or 30.0 per cent, indicated community groups were thus included. In most cases, however, these activi— ties were a part of the regular parents' visiting night. In four programs the following nonparent groups visited and participated in school camp activities with children. 1. Community Conservation Council. 2. Board of Education. 3. Local newspaper groups. 4. Boy Scouts of America. It would appear that in the school camp programs studied, community groups participated relatively little. However, it is im- portant to note that again the number of schools having parents participate in school camp activities with children does not neces- sarily indicate the number of school camp administrators or com-— munity members who appreciate the worth of such activity. 172 III. INTERPRETATION OF SCHOOL CAMP ACTIVITIES TO THE COMMUNITY Of the thirty school camp prOgrams studied in this investi- gation, all reported that interpretation to the community was im- portant. Table XXXIX indicates that the methods used for such in- terpretation were varied, although one or two methods appeared to be chosen by most groups. Newspaper articles were chosen by 96.7 per cent of the total group Of camps studied. The nature of the newspaper coverage was not known, but it ranged from feature ar- ticles in metr0politan papers to small reminder notices in small- town weeklies. The next most frequently used method of informing communities was through Parent Teacher AssociatiOn meetings, a method used by 73.3 per cent of the schools reporting. Camp visitations by individuals or groups from the community were methods for interpreting school camp programs to the com- munity in 70 per cent of the programs. The data are not complete enough here since they do not include the kind of groups visiting or the number of individuals from these groups, nor their purpose in visiting. For many school camp programs, community group visiting was highly impractical since the camp site used was in some cases as far as 120 miles from the local community. In 173 TABLE XXXIX TECHNIQUES USED BY THIRTY SCHOOLS TO INTERPRET PART- TIME SCHOOL CAMPING PROGRAMS TO THE COMMUNITIES Techniques No. of Camps .. Pot. of Camps U51ng Techmque Usmg Techmque Newspaper articles ....... 29 96.7 PTA programs .......... 22 73.3 Talks to service clubs . . . . 12 40.0 Movies of camp ......... 16 53.3 Radio prOgrams ......... 5 . 16.7 Displays in community . . . . l 3.3 Camp visitations from community members . . . . 21 70.0 Slides and pictures ....... '5 16.7 174 this practice as in many others included in this study mere fre- quency of choice can not be irierred to indicate the value attached to a particular activity, because so many other factors may have influenced the frequency of participation. It would seem worth noting that displays of camp craft ma- terials and photographs Of previous school camp activities were used in only one of the thirty programs as a public relations technique. The relatively limited use of radio and the absence Of tele— vision prOgrams on school camping can be exPlained by the lack of facilities and by the necessary expense unless free time is given. IV. EVALUATION OF SCHOOL CAMP ACTIVITIES BY THE COMMUNITY Thirteen, or 43.3 per cent, gave the general community as a source of evaluation Of school camp activities. Of the thirteen which indicated that community evaluation was a part of the total camp evaluation procedure, eight, or 26.7 per cent of the total, stated that these evaluations were incidental and unsolicited. In three instances letters, telephone calls, and casual comments from people who had visited camp were involved. Of the programs indicating there was a systematic approach to evaluation of the school camp by the community, five utilized the 175 nondirective interview method, and seven used the questionnaire technique. No particular sampling procedure was used, but rather, all parents were asked to give their opinions. Samples of types of questionnaires used to elicit parent evaluations are included in the Appendix. The data indicate that community interest in school camping and the degree of participation in the evaluation of that program by community members do not bear a very positive relationship to each other. All directors indicated that their programs had the support Of the community, yet only 43.3 per cent indicated they utilized community Opinion as a part of the evaluation procedure. V. RELATIONS WITH OTHER CAMPING ORGANIZATIONS An area of school camp-community relations which is not Often touched upon in the school camp literature, except by an oc- casional allusion, is that of the relationship between school camping and agency or private camping. In recent years regional and national conventions of the American Camping Association have included sections on school camping and have invited nationally known leaders of school- camping as speakers and panel members. The Camping Magazine, an Official publication of the American Camping Association, has carried many 176 articles on the subject of school camping and its relation to public education. In 1948 a resolution was passed by the American Camping Association urging the use of available resources to further the de-t ve10pment of school camping in the United States, since such action ultimately furthered the aims Of the American Camping Association. Despite this apparent cooperation at higher levels and despite the Similarity in objectives and practices, the data revealed by this study do not indicate close cooperation between the camping agencies and schools Sponsoring camping. In response to a question asking what demonstrations of friendliness have agencies and private camp leaders shown to school camp people, three, or 10 per cent of the school camps, indicate they had such a contact. Such contacts were reported as follows. One of these directors said, "A local camp owner asked for recommendations for possible summer counselor." Another director stated, "A church camp helped us locate our first facility." The director of the third camp said, "We rented a Boy ' Scout Camp and received advice on camping problems, loan of special equipment, and received visits from Scout leaders to assist in our prOgram." When the school camp directors were asked what techniques American Camping Association, "The Role of Camping in Education," Camping Magazine, 18:26, February, 1948. 177 local school camp people used to encourage friendliness and interest of private and agency camp personnel, the responses indicated that few had been used. Of the thirty directors interviewed, one stated that private and agency camp personnel were asked to visit the School camp, one indicated that professional camping peOple were used in planning the school camp program, one indicated that a general welcome was of- fered to the private and agency camp personnel in the area, and one indicated that there was general COOperation in all phases of the camping program. This information indicates that in 86.7 per cent of the school camps used in this study, no interchange of camping knowledge between school camp peOple and private or agency camp peOple was carried out. VI. RELATIONS WITH CAMP NEIGHBORS Another area of school camp-community relations which would appear to be important to the operation of school camps is that of the relations with the neighbors of the school camp facility. All of the thirty school camp groups studied indicated they took trips off camp prOperty to study or visit some environmental feature of inter- est. In many cases this meant securing special permission to cross private prOperty, securing permission to examine interesting 178 historical Sites, requesting farmers to explain some farm Operation, or some similar contact with camp neighbors. Table XL indicates the techniques used to establish friendly relationships with the neighbors in the camp community and the number of school camps using these techniques. The data indicate a relatively low number of school camp prOgrams using any tech- niques to establish sound community relations with the camp. The most frequently used method, reported by 33.3 per cent of the camps, was trading in the local community service center. Another method used by 13.3 per cent of the school camps studied was that of invit- ing camp neighbors to visit. In 13.3 per cent Of the cases it was indicated that restriction of children from private property until permission was granted resulted in the develOpment and maintenance Of good community relations. The low incidence of this technique may have been due to the fact that 90 per cent of the groups were using state-owned land which included, generally, thousands of acres of unrestricted land for use by campers. In discussing the use of noncamp property, it must be noted that the low frequency Of association with camp neighbors is due in large part to the location of the state-owned groups used in twenty- seven Of the programs studied. In many cases the camp facility was located many miles from any farm or village. In such situations 179 TABLE XL COMMUNITY RELATIONS TECHNIQUES USED IN THE CAMP COMMUNITY BY THIRTY PART-TIME SCHOOL CAMPS I NO. Using Pct. Using T hni ec ques Techniques Techniques Invitation to visit camp .......... 4 13.3 Invitation to meal .............. 1 3.3 Invitation to use facilities ........ 0 0.0 Use of private property only on permis sion ................. 5 16.7 Visits to local people by camp staff ..................... 4 13.3 Trading in local service center . . . . 10 33.3 180 the opportunity for contact with camp neighbors was small and there- fore campers Or camp staff had little opportunity for develOping good community relations . CHAPTER VIII SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS In the preceding chapters data were presented relative to the administrative procedures used in Michigan part-time school camps and findings were described which should carry significant implica— tions for those responsible for the development of part-time camping prOgrams. An analysis and systematization Of the findings should be of value to boards of education, school administrators, teachers, and workers in Outdoor education in the United States in establish- ing and Operating a part-time camping program sponsored by schools. Following is a summary of the major findings, implications, and recommendations presented according to the basic organizational divisions used throughout the thesis--facilities, personnel, program, and community relations. I. FACILITIES Findings Related to Facilities 1. ‘Private, agency, and government-owned camp facilities were used by 97.7 per cent of the programs studied. 181 182 2. Camping facilities owned by the Michigan Department of Conservation were used by twenty-six, or 86.6 per cent, of the pro- grams studied. 3. Camp buildings used by thirty school camps were winter- ized in 50 per cent of the cases. 4. Camp facilities used by programs in this study were located at varying distances from the schools using these camps. While the mean distance a particular camp was located from the school utilizing that facility was 51.8 miles, the distance ranged from 4 to 120 miles. 5. The study indicates that the mean distances at which camps were located from key services were as follows: a hospital, 13.2 miles; a doctor, 6.9 miles; a fire station, 6.0 miles; and a main- tained highway, 1.7 miles. 6. Maintenance and repairs on camp property rented by the schools in this study were furnished by property owners. Daily custodial services were performed by campers. 7. Liability and prOperty damage insurance was carried on prOperty rented from private or agency camp organizations. No insurance was carried by schools using state-owned prOperty. 8. Three basic camp buildings arrangements—-centralized, decentralized, and modified decentralized (see Chapter lV)--were 183 used by part-time school camp groups. The largest number of camps used were of the modified decentralized type. 10. Counselors slept in rooms with'children in 70 per cent Of the programs. In '30 per cent of the cases counselors slept in the same building with campers, but in separate rooms, and in 33.3 per cent of the camps they slept in separate buildings. 11. Infirmaries were established in 60 per cent of all the camps studied. Over 65 per cent of those camps which reported infirmaries indicated that they provided beds for temporary isolation. Quarters for nurses were established in the infirmary in 44.4 per cent Of the cases indicating that infirmaries were established. 12. It was reported by 56.7 per cent of the directors inter- viewed that recreational facilities were not provided for counselors off duty. The facilities which were available in the remaining 43.3 per cent of the camps included game rooms, lounges, and special rooms for relaxation. 13. The majority of the programs studied provided space for craft activities, a museum, a library, and a lounge. Provision for an administrative office was made in 46.7 per cent of the cases and for guest rooms in 26.7 per cent of the camps. l4. Necessary equipment for operating a school camp pro- gram was furnished at the rented camp site in all cases, but 184 personal items such as bedding and towels were furnished by the campers. Special equipment required in the instructional program such as books, craft materials, or work tools were in general fur- nished by the schools. 15. The total instructional cost of the school camp program was met by the school budget in 26.7 per cent of the schools studied. In 73.3 per cent of the cases financial assistance was provided from other sources. Implications of Findings Related to Facilities The data presented in this study indicate that the thirty part- time school camps investigated utilized twelve different camps which were owned either by the school system or by agency and public camping organizations. At the time of the interview twenty-six of the schools were using eight Of the seventeen state-owned group camps. This means that over half of the facilities available from the Michigan Department of Conservation were not utilized by these school camp groups. Several directors of existing school camps were dissatisfied with the dates available at the state-owned camps they were using at the time of the interview, or they indicated that too many schools were using the same camp facility. This fact implies that use of 185 all state-owned facilities would increase the Opportunity for the de- velopment of new school camping programs and would decrease the overuse of certain facilities making a wider. selection of dates avail- able. In addition to the camp facilities available through the Depart— ment of Conservation, there are five camps maintained by the United States Forestry Service and available to school groups at low cost for school-Sponsored camping. Use of these facilities would further increase the Opportunities for schools to choose dates and facilities 'which meet their particular needs. The data further indicate that of the thirty camps studied, only three made use of agency camps (including two sponsored by private foundations), and none made use of either church or private camp facilities. The Michigan Department of Social Welfare has issued a listing of 396 camps owned by private, church,'and agency camping organizations which have been licensed to Operate in Mich- igan (see Appendix). Since the Michigan Camp Advisory Committee has indicated the desirability of extending the use of private and agency camps by school groups and since the American Camping Association has urged the cooperation of its members in the develop- 1 ment of school camping, it is implied that here is a vast potential 1 American Camping Association, "The Role of Camping in Education," Camping Magazine, 18:26, February, 1948. 186 source of camp sites which might be made available to school camps desiring to establish such programs. The wintertime use of noninsulated facilities designed pri- marily for summer camping does not seem to pose problems of sufficient difficulty to warrant nonwinterized camps being rejected as a source of facilities for school camping. This fact is apparent from the data which show that half of the camps used by the pro- grams investigated possessed buildings which were not winterized. In addition, no camp director interviewed in this study indicated the site Of his camping prOgram was to be moved due to the lack of winterized camp facilities. The data from this study indicate that the distance a camp is located from a particular school is not generally a significant factor in the selection of a school camp facility, althOugh it is con- sidered a significant factor for some schools. The following appear from the data to be factors used in selection of camp Sites: (1) dis— tance camp is located from school, (2) availability of desirable dates, (3) environmental features influencing the achievement of camp Ob- jectives, and (4) size of the facility. From this, distance appears to be only one factor considered in camp selection. Distance at which camps are located from key services such as a hospital, a doctor, a fire station, and a maintained highway are lilll I‘llllil'iIIIi-‘t ......... 187 not significant selection factors as implied by the data from this study. The data further imply that if certain considerations are made for the safety of staff and campers at camp, distance from such established services have reduced importance. For example, the distance a camp is located from a doctor or a hospital is im- portant if there is no medical assistance available at camp; how- ever, if there is a camp nurse or doctor in attendance the impor- tance of such distance is lessened. In a similar manner, the distance a camp is located from a fire station is not considered significant in the licensing of a camp provided ample protection is provided through availability of hand-Operated fire fighting equipment.2 Another selection factor which might be considered is that of camp building arrangement. The data imply that the modified decentralized plan is preferred because it was selected most fre- quently. This could be an erroneous implication since it might have been that only camps with the modified decentralized plan of ar- rangement were available or secured by the school camps studied. Personal Observation of school camp prOgrams using all three types of building arrangements indicates that all three types have advan- tages depending upon the objectives of the camping period, time of Statement by personnel of Michigan Department of Social Welfare, Lansing, Michigan, June 15, 1955. 188 year in which program is operated, and availability of sufficient qualified staff. The fact that school camps quartered counselors in rooms with children, in the same building but in separate rooms, and in separate buildings has implications for school camp programs. It is apparent from the data that, provided counselors are quartered near campers and provided campers know where to reach the coun- selor Should they need him, it is not necessary for counselors to sleep in cabins with children. This fact makes possible a reduced supervisory staff Since one counselor can be housed in a cabin between two camper cabins and at the same time adequately control and supervise them. This does not imply that it is not valuable for counselors to sleep in the same room with campers, but rather suggests the possibility of Operating a program in a situationwhere such sleeping arrangements can not be provided. It is not known whether the grade level or sex of the campers are influencing fac- tors in whether counselors must sleep in rooms with children or what particular advantage such arrangements might have for the total prOgram. The data presented in this study concerning the advisability of providing an infirmary are not conclusive. Over half the schools studied indicated that infirmaries were a part of the program. It is 189 implied that school camps can operate without an infirmary being provided fOr sick and injured campers and staff. This would be true particularly where medical service is available from the local community or. where the camp is located near enough to home to remove the sick or injured person. Further implications of the data indicate that the provision of a nurse as a part of the staff is not necessary if, as was indicated above, some arrangements are made for medical service in a nearby community. The American Camping Association has indicated that rec- reational facilities away from children should be provided for coun- selors who are not on duty.3 The data imply that such provision of facilities for counselors is not necessary to school camps Oper- ating for five days, although directors did indicate it was desirable. Directors of programs indicated that staff did not have sufficient time off to warrant such facilities or that there was insufficient space to provide such counselor recreational accommodations. ' The number of programs Of the thirty studied providing space for crafts, a library, and a museum imply that such activities are important to the school camp program and that directors procuring American Camping Association, Marks of Good Camping (New York: Association Press, 1941). 190 facilities for school-sponsored camping Should consider the availa- bility of space for such activities. In addition it is apparent that a lounge is not as necessary to the program as the facilities named above, but is desirable wherever possible. The data imply that guest rooms and an administrative Office are not facilities necessary to the school camp operating for five days. In programs running con- tinuously for several months as some part-time school camps do, an administrative office is considered desirable. Normally guests do not stay overnight, but if they do, they are quartered with camp- ers. As a consequence the provision of Special rooms for guests is not necessary. Equipment necessary to the Operation of school camping pro- grams, with the exception of equipment which reflects the particular emphasis of the program, is furnished by the camp owners. As a result the schools can be relieved of the responsibility of furnishing dishes, silverware, cooking utensils, and similar equipment. Some equipment to facilitate meal preparation was furnished by the schools and implies that careful investigation should be made of the prOgram equipment furnished by the camp before the group goes to the camp site. The fact that the total cost, with the exception of camper fees, was paid by slightly more than one-fourth of the schools implies that 191 even at the low cost of part-time school camping, many schools re- quire financial assistance from community sources. Recommendations Related to Facilities 1. Investigation should be made into the possibility of utiliz- ing the additional state-owned group camps, group camps owned by the United States Forestry Department, and camps owned by private, agency, church, and public camping organizations not now used by school camp groups. A 2. Consideration Should be given to the effect which distance of a camp from a school has on such elements of the school camp prOgram as: (a) pupil attendance at school camps, (b) participation of parents in the school camp program, and (c) quality of precamp planning due to ease of camp visitation. 3. School camp directors should make provision for the pro— tection of rented property which might be damaged through abnormal use or vandalism. Members of the school camp party should inspect the property and equipment with the owner or his representative in order to establish the condition of the prOperty before it is engaged. 4. A study should be made to determine the maximum dis- tance a camp can be safely located from medical services, fire pro- tection service, and a maintained highway. 192 5. Daily custodial tasks which are necessary in the operatiOn of a school camp should become a part of the duties of campers in all part—time school camp programs. 6. Provision Should be made for adequate recreation facilities for use by camp staff when not on duty with children. 8. School camp authorities should make provision for space which can be used for craft work, library activities, and nature study collections. Whenever possible a lounge should be provided for campers. 9. In cases where programs operate over an extended period at the same camp and considerable administrative work must be done at camp, space should be provided for an administrative Office. 10. A careful check should be made of the equipment furnished by the camp owner. Such a check should concern kitchen equipment, dining equipment, books, work tools, craft materials, and other equip- ment which might be needed in the instructional program. Such a check of equipment should be made during the precamp planning period. 193 II . PER SONNEL Findings Related to Personnel l. The mean number of campers participating in the thirty prOgrams studied was 70.1, while the total number of campers par- ticipating in one program ranged from 24 to 120. In the thirty pro- grams investigated in this study a total Of 5,861 campers participated in school camp activities in 1953-54. The greatest number of child- ren participating in one program for the year was 1,900. 2. Grade six was the grade most frequently participating in the thirty school camp prOgrams studied. Over 43 per cent of the schools took sixth graders to camp. The next most frequently par- ticipating, 30 per cent of the cases, was the tenth grade, while the fourth grade was selected for camp experience by only 6.6 per cent of the schools studied. 3. The average cost of the five-day camp period to campers was $8.23. The costs of the camp period to campers in all schools studied ranged from $7.00 to $13.00. 4. Children earned part or all of the camper fees as school groups in 46.7 per cent of the cases studied. 5. Substitute teachers were hired to continue the instructional program of children who did not attend camp with their class in 50 194 per cent of the cases. The remaining 50 per cent attached children to other classrooms or used student teachers as instructors for the camping week. 6. Staff participation in school camp activities was voluntary in 86.7 per cent of the studied programs. Over one-half of the directors felt that staff support was necessary for the successful operation of the prOgram. 7. School staff personnel performed duties as directors, counselors, nurses, resource peOple, cooks, dietitians, and mainte- nance workers. The largest number of school staff personnel used in any position was that of teacher-counselor, while the smallest number was that Of nurse. The total number of school personnel participating in the school camp programs studied was 204. 8. Nonschool staff performed duties as counselors, resource persons, maintenance workers, cooks, and nurses. The greatest number of nonschool staff was used as resource persons and the least number was used as maintenance workers and nurses. The total number of nonschool personnel participating in the thirty school camp prOgrams was 193. 9. Parents performed duties as counselors, resource per- sons, maintenance workers, cooks, and nurses. The largest number of parents used in any one position was twenty-five, who acted as 195 counselors. The smallest number used was two in the position of nurse. 10. The duties of school camp director were performed by high school personnel in 72.3 per cent of the prOgrams studied. This fact meant that high school personnel directed several of the elemen- tary programs. 11.‘ In 97.3 per cent of the cases directors of the school camp prOgrams studied performed other major administrative and teaching duties not related to camp responsibilities. Implications of Findings Related to Personnel The data do not indicate a most desirable size of camper group for participation in school camp programs, although they do Show that a majority of camps had an enrollment of, between sixty and eighty campers, or roughly two classroom groups during one camp week. There are no clear reasons which account for the frequency of this number of campers, but the findings in this study imply that the number of campers who participate in any one pro- gram is influenced by many factors. Among the more important ones are: (1) the capacity of the camp facility to be used, (2) the availability of qualified and interested staff, (3) the cost of the camp experience to parents of participating children, (4) the weather, 196 (5) valued extra class activities, and (6) the extent of community sanction and support. Listed in the Appendix are reasons for not attending camp by children from one school.- The fact that the sixth grade is the grade level most fre- quently chosen to participate in school camping does not necessarily imply that this level is the most desirable or the most valuable for children. Here again many factors may be Operating to influence the particular grade from a particular school which participates in the program. The data imply that the following factors might influ- ence the grade level participating: (l) the interest and qualification of staff members at a particular grade level, (2) the extent or sup- port of parents of children at a particular grade level, (3) the or- ganizational structure of a particular grade level which might facili- tate or impede planning in-camp activities and postcamp carry-over, and (4) the presence of valued extra class activities. The fact that the average cost to campers for the five-day camp period was $8.23 and that the camp fees paid by all campers of the thirty programs investigated ranged between $7.00 and $13.00 indicate that the cost is low compared with the cost of attending most private, agency, or church camps. A. listing issued by the Michigan Department of Social Welfare for the camping season 1954 shows the 197 cost to campers of 396 private, agency, and church camps.4 The average cost of attending these camps was $22.50. In addition to the relatively low camper fee for school camp- ing, the data indicate that nearly 50 per cent of the school groups in this study earned all or part of the camp fee through class activi— fies. For those groups not earning a sufficient amount to cover the camp fees for the whole class, assistance was provided from other sources. The implication is that no child'desiring a camp experience need be denied such an experience because of his inability to pay the fee. Certain implications can be drawn from the data relative to the participation of school staff in the school camp‘program. Par- ticipation in school camping by either administrator or teacher should be voluntary unless at the time of appointment such duty was indi- cated as a part of the responsibilities of the position. In addition, the opinion that staff support is necessary to the successful Operation Of the program implies support by nonparticipating staff as well as participating staff. The lack of such staff solidarity can cause a failure to utilize all the school's facilities for planning and develop- ing a rich school camp program. For example, the dietitian, 4 See the App endix. 198 maintenance man, industrial arts, music, fine arts, physical educa— tion, and science teachers can all contribute a vast amount to the planning and develOpment of a worth-while School camp program. The utilization of school staff, nonschool staff, and parents as camp personnel in the operation of school camp programs would appear to have important implications for school-sponsored camping. One of the premises upon which school camping is based is that it is a method by which the values of school camping experience can be provided to children more economically than the year-around school camp program. In terms Of staff, this appears to be so, particularly for the small school. The utilization of school staff in such positions as director, counselor, cook, dietitian, and nurse re- lieves the school board of the problem of hiring additional help. If cooks, dietitians, and nurses are not available from school staff, and are needed, additional help may be hired or parent assistance may be sought. Of thirty school camp programs studied, eighteen did not utilize the assistance of parents, yet a number of them hired nonschool staff personnel for the duties which parents performed in other prOgrams. It would seem, assuming parents approved of the program and were willing and capable of performing school camp duties, that use of parents would be a valuable and inexpensive source of school camp personnel. 199 The data imply that secondary school personnel can perform the duties of a director of an elementary school camp as success- fully as can elementary school personnel. This seems to indicate that the administrative responsibilities of the elementary and second- ary director are not materially different. The data from thirty programs suggest that in general the duties of the school camp director can be performed in addition to other major teaching or administrative responsibilities. In all cases, except one, this was true. In this case where the director of the prOgram had no other major responsibility, 1,900 boys and girls participated in the school camp program during the camping year. When this number of campers is compared with 135, which was the average number Of campers participating in the other twenty-nine camping programs during the entire camping period, it is possible to imply that in large prOgrams sharing the directorship with another teaching or administrative responsibility would be very undesirable. Recommendations Related to Personnel 1. It is recommended that investigation be made relative to the most desirable number of campers who could effectively partici- pate in a school camp program at one time. 200 2. A study should be made to determine the influence of the following factors on the extent of pupil participation in school camp programs: (a) quality and amount of adult leadership, (b) cost of camp period to camper, (c) distance the camp is located from the school, (d) season of the year in which camp is operated, and (e) degree of community sanction and support. 3. Investigation Should be made of the factors which operate to influence the selection of particular grades for participation in school camp activities. 4. School groups desiring to have school camp experience should investigate the possibilities of earning the camper fees as class projects. Such projects might also help defray the cost of instruction and as a consequence reduce the amount of school ex- penditures necessary to support school camping. 5. School staff, nonschool staff, and mrents should be given precamp orientation in order that the objectives of the camp period be understood and accepted by the entire participating staff. 6. Special techniques and methods of working with children in the out-of—doors should be discussed and demonstrated in order that teachers and others new to camping can deve10p security and proficiency as school camp counselors. 201 7. Participation in school camping should be voluntary for school staff, unless such participation is described as a part of the duties for which staff is hired. 8. Effort should be made to orient the entire teaching and administrative staff of the school operating a school camp program in order to develop common understandings and appreciations for the Objectives of the school. It is urged that the entire school staff be involved in the planning and preparation which is necessary to a successful school camp program. 9. Consideration should be given to the use Of parents as an economic source Of valuable supplementary staff whenever a school desires to establish a school camp prOgram but lacks the necessary funds to hire needed supplementary staff. 10. Investigation should be made to determine the techniques used to secure and constructively use parents as staff members in part-time school camping programs. 11. It is recommended that school systems establish a posi—- tion of camp director wherever school camping is a major activity of the school prOgram. 202 III . PR OG RAM Findings Related to Prggram 1. All schools reported children were involved in precamp planning. Children did not have a voice in formulating any camp policies in 16.7 per cent of the cases studied. 2. The majority, 60 per cent, of the schools planned in con- siderable detail before going to camp. Ten of the schools planned the basic activities of the camp week, but included little detail. Two schools planned only the general objectives. 3. Teachers' visitations to the camp site prior to the child- ren's precamp planning was the most frequent technique used to aid the children in precamp planning. 4. Teacher precamp orientation was provided in 76.7 per cent of the camps studied. Several methods were utilized to pro- vide precamp orientation for teachers. Discussion meetings were the most frequently used technique. 5. In 60 per cent of the cases nonschool personnel were given no precamp orientation. General discussion was the main technique used to provide this orientation for the remaining 40 per cent. 203 6. Freedom from communicable disease was the only selec- tive criterion for the attendance of individual children at camp. The majority of schools required an examination by a school nurse, while 43.3 per cent required a doctor's examination. 7. Signed permission by parents was required as part of the registration procedure for all camps studied. This signed statement by parents gave general permission for the child's participation in all phases of the program except in cases of physical disabilities or where activities were in opposition to religious beliefs. Such limitations due to religious beliefs were found in 6.7 per cent of the programs studied. 8. Participation in the traditional activities of camping such as native crafts, hiking, living in the out-of-doors, learning the use of axe, saw, and knife, and setting up shelters was relatively infre- quent as indicated by the fact that less than 15 per cent of the groups studied chose such activities. The data Show that planning cookout menus, cooking out, building fires, developing a camp site, and learn- ing the use of maps and compasses were chosen as activities by over 75 per cent of the children in camps investigated. 9. Camp crafts was an area of the activity program consid- ered by directors to be generally weak. Over 16 per cent Of the camps had no craft prOgram of any kind. Only two activities, 204 Sketching and whittling, were chosen by more than 50 per cent of the camps reporting they had craft activities. 10. Campfires, camp singing, and stunt night were recrea- tional activities chosen by all of the school camps participating in this study. Certain other activities were chosen for recreation by a large percentage of the participating groups. These activities and the percentage of the camps choosing them for recreation were: game night, 93.3 per cent; square dancing, 86.7 per cent; parties, 83.3 per cent; and story telling, 80 percent. Generally activities re- quiring extensive planning, rehearsing, or equipment were chosen less frequently. 11. Housekeeping duties such as cleaning the living areas, and duties connected with serving and cleaning up after meals were work activities engaged in by more than 90 per cent of all groups studied. All groups performed some work activity, although 6.7_ per cent did no work in addition to housekeeping duties. 12. Trips and visits to historical sights were made by camp- ers in 80 per cent of the investigated camps. Trips to abandoned farms, game sanctuaries, and mines or gravel pits were taken by more than 50 per cent of the groups. 13. Three miscellaneous activities were chosen by at least 50 per cent of the thirty part-time programs. Of the three, writing 205 and publishing a camp newspaper was an activity engaged in by 76.7 per cent of all the camps. Maintaining and issuing tools and writing a camp log were the other activities frequently chosen. l4. Relatively few groups chose to study camp community services. The study of waste disposal techniques and buildings and grounds maintenance were chosen by 20 per cent of the school camps used in the investigation. 15. The thirty school camps used various sources from which to gain an evaluation of their programs. Campers were a source of evaluation in all the programs, teachers were a source of evaluation in 96.7 per cent of the camps, parents were used to appraise the prOgram in 76.3 per cent of the cases, and other community members were used in 43.3 per cent of the camp programs studied. 16. Objective, semiobjective, and nonobjective techniques were used in camper evaluation. The panel discussion was most frequently closen, being employed by 63.3 per cent of the camps, while the achievement test was used by one, or 3.3 per cent, of the camps. In general nonobjective techniques such as the camper 10g, panel discussion, letters, and questionnaires were used more frequently than Objective techniques for school camp evaluation. 17. Teacher's appraisal of the school camp program was gained through the use of interviews, questionnaires, and discussion. 206 Questionnaires and interviews were used in 43.3 per cent of the schools studied. 18. Four techniques were used to gain parent evaluation of school camping: interview, questionnaire, letter, and discussion meeting. The most frequently indicated was the interview, used in 46.7 per cent of the camps investigated. Implications ofiindings Related to PrOgram The data imply that participation in precamp planning by child- ren is an accepted and desirable part of school camping in the thirty programs studied. Such an implication is relatively meaningless un- less some indication of the type of precamp planning or the extent of precamp planning is presented. The data reveal that the majority of the program directors believed that planning in detail was impor- tant and valuable. Based on this belief several implications are possible. Since the purpose in (going to camp is to help obtain cer- tain educational Objectives by means of camp experiences, detailed precamp planning would seem to be important and valuable because such planning can provide a greater utilization of the camp environ- ment than if much of the planning is postponed until the group ar- rives in camp. Further, to delay the major portion of the planning until the group arrives at camp would tend to reduce the value of 207 the camp environment as an additional facility for enriching the school program since there would be no way to establish the par— ticular experiences which a particular camp'could provide. Pre- camp planning in considerable detail does not mean that plans re- sulting will be inflexible. Such plans should be designed to utilize every Opportunity for an educational eXperience and as such would be capable of adjustment or abandonment if a more desirable activity arises. The data indicate that 16.7 per cent of the programs studied did not provide the Opportunity for campers to establish any of the camp policies. This implies one or all of the following: (1) that no new policies need be considered with a new group of children, (2) that children's participation in the establishment of camp poli- cies is not of sufficient importance to warrant such planning by children, and/or (3) that the establishment of camp policies is the function of the administration alone. The data on techniques used to aid children in precamp plan- ning indicate that various techniques were used. The type most fre- quently used was that of having teachers visit camp before the child- ren appeared. This implies that the teacher played the major role in guiding the children's plans for the camp period. It might also imply that the teacher dominated the precamp planning in which the 208 children were involved. It would appear that if children were to make a real contribution to the preplanning, it would be well for a committee of them to visit the camp before (the camp period began. Such a visit would make the planning of the camp period more meaningful. Precamp orientation of the teachers is a part of the prepara- tion of staff in 76.7 per cent of the prOgrams. The implication ap- pears to be that in the remaining 23.3 per cent of the cases precamp orientation is not needed due to the number of times the teachers have previously participated in the camp program or that such orien- tation is of little value to the teachers. Actually, neither implication is correct since a further examination of the data shows that all pro- grams engaged in some precamp planning at the staff level, and as a consequence participated in precamp orientation to some degree. The general camping literature on counselor precamp orientation Shows agreement among authorities that Such preparation is considered val- uable and important to camp programs, and generally includes both discussion and demonstration in the various activities which will form the core of the program. - Related to the provision of precamp orientation for school staff personnel is the provision of similar preparation for nonschool staff and parents. Although such personnel ordinarily do not direct 209 any camp activities involving children, they nevertheless have inti- mate contact with campers in many phases of the program. As a result, nonschool staff should have a general understanding of the major objectives and purposes of the program. Over one-half of the programs provided no such precamp orientation in a formal way, but it is possible that a more casual preparation was given to non- school staff through conversation or other contact with school per- sonnel. The value of such orientation would be to unite the total staff as to the purposes of the program and develop a more consis- tent effort toward the achievement of these purposes. The only criteria used to select campers for participation in the school camp prOgram was grade level and freedom from a com- municable disease or its related symptoms. The majority of the schools provided this examination through use Of the school nurse, while the rest required a doctor's examination. This implies that every child in the selected group or grade level not having an in- fection or disease was eligible for camp. In spite of the fact that data indicate that no child was excluded due to inability to pay camp fees, financial reasons were a factor in causing children not to attend (see the Appendix). In general, a signed statement by parents giving the child freedom to participate fully in the program, or according to specific 210 limitations noted, enabled the school camps to operate within the protection provided by school law. In certain cases where children have specific limitations according to family religious belief or phys- ical disability, special adaptation can be made in the program in consideration of these conditions. The indication from the data that traditional activities of camping are infrequently chosen in school camp programs can not be accepted as an indication of the value or the desirability of such activities. The relatively infrequent choosing of these activities can be explained in part by the fact that twenty-nine of the thirty programs studied used rented property which would tend to restrict the use of saws and axes and the constructing of special shelters. In addition, the time of the year during which most school camps were in session tended to restrict activities which are associated with sleeping and living out of doors for several consecutive days. It is difficult to understand the low incidence of hiking, on the other hand, since normal fall, winter, or spring weather would not re- strict hiking. The weakness of crafts in the school camping prOgrams stud- ied suggests that there is a lack of qualified leadership, a lack of suitable materials available, Or a lack of sufficient time to complete . craft projects. 211 The data indicating the type of recreational activities chosen by the children in thirty part-time school camps reveal that such activities are selected in terms of: (l) the ease of planning and execution, (2) the facilities available, and (3) the appropriateness to the season of the year. Campers from all grade levels of all camps reported in this study participated in work activities. This implies that work expe- rience in some form was felt desirable and of value for all campers who participate in school camping. Although some directors of ele- mentary programs felt that work activities in addition to the house- keeping duties were too much for children of this age, others reported that elementary school children participated in such activities with little or no difficulty. It may be granted that certain activities are too difficult for most elementary children, but the alert counselor will guide children in planning work activities which are not beyond the limits of safety and health. The data reveal that trips and visitations were utilized as an activity relatively infrequently, although certain trips were made by a large majority of groups. The implications which can be drawn from this fact are that on the whole either the area did not Offer Oppor— tunities for certain kinds of visits or that the groups were not study- ing types of subject matter which necessitated trips or visits as 212 supplemental learning techniques. It may be implied by the frequency with which camps chose some types of trips that this was not neces- sarily evidence of curriculum-school camp integration, but such trips might have been in the nature of exploration or sight-seeing. Whether this was a waste of time would depend upon the purposes established and the skill which the leader possessed. The general implication which can be seen from the data on prOgram activities is that the frequency with which certain prOgram activities are chosen depend upon several factors: (1) the availability of qualified leadership, (2) the availability of equipment, (3) the sea- son of the year in which the camp operates, (4) the weather during the camp week, (5) the time allotted for certain types of activities, (6) the presence Of certain environmental features, (7) the interests and needs of children, and (8) the ownership of camp property and the established rules for its use. The incidence of choice therefore, Should not be considered as desirability, necessarily, since other activities not chosen might have been chosen had not a given set of circumstances prevailed. In general the data indicate that evaluation of the school camp program was thought desirable and important in a' majority of the programs. In addition, a major part of the thirty programs studied implied that teachers, parents, and campers should be a part of the 213 evaluation procedure. The group included in the evaluation least often was the community. This reflected the general lack of com- munity participation which was shown in Chapter VI of this thesis. Since a majority of school camp directors felt that community sanc- tion was a necessity it would seem advisable for some measure of community Opinion on school camping to be taken frequently. The results of such an Opinionnaire could help to suggest the type and intensity of interpretation of the school camp program to the com- munity. The indication from this study is that evaluation techniques used were most frequently subjective or semiobjective types. In addition, there was little attempt made to deve10p a scientific ap- proach to the use of such instruments. The nature of the camp pro— gram with its informality and the lack of the total group working on one subject, together with the shortness of the camp period make accurate isolation of learning factors difficult. It will be relatively impossible to discover the exact nature of behavioral change and the factors in the camp program which lead to that change unless some validity and reliability can be established for the instruments used. 214 Recommendations Related to Program 1. Schools should plan camping programs in considerable de- tail before the camping period. Such planning should involve school staff, parents, campers, and representatives of community groups. 2. Participating teachers and camper committees should make visits to the camp site before the camping period begins in order that precamp planning be more effective. When such visits are not possible it is recommended that talks by previous campers, movies and slides, c0pies of plans, activities, evaluations, and logs of pre- vious camp periods be used to aid in the planning. 3. Health requirements should be more clearly established for children who attend camp. Notations indicating. specific disabili- ties or limitations to participation should be a part of the registra- tion procedure in order that proper adaptation of the program could be made for persons with such disabilities or limitations. 4. The curriculum offerings of local schools should be an important factor in determining program activities of the school camp. The influence of the following factors Should be considered in the selection of Specific activities used in the school camp pro- gram: (a) availability of equipment, (b) availability of qualified leadership, (c) environmental features of the camp, (d) season of the year, and (e) safety and health. 215 5. Effort should be made to enlist the aid of staff members who have special skills in the training of personnel participating in school camping. Use of the industrial or fine arts person in select- ing and discussing the use of craft materials at camp would be a valuable aid in strengthening the camp craft program. Such use of specialists could improve many aspects of the school camp ac- tivity prOgram. 6. It is basic that teachers, children, parents, and other community representatives be involved in the evaluation procedures of the school camp. 7. Instruments for evaluating school camp should be made more objective than those which are used at present. In addition standardization of evaluating procedure should be deve10ped in order that the evaluation which is done at present be more meaningful. IV. SCHOOL CAMP-rCOMMUNITY RELATIONS Findings Related to School Camp—Community Relations 1. Community precamp planning committees were indicated as a part of the school camp program in 56.7 per cent of the camps studied. 216 2. Of the thirty directors interviewed in this study, 63.3 per cent indicated that community support was essential to a school camp program. 3. Community-camp committees performed the following func- tions in the school camp program: (a) they acted as the administra- tive body of the camp, (b) they assisted in developing a community relations program, and (c) they assisted in securing financial as- sistance for the program. 4. Community groups participated in school camp activities with children in 30 per cent of the programs studied. Such partici- pation was in general a part of visiting night. 5. All of the thirty part-time school camp directors of the programs investigated felt that some techniques should be used to aid in the interpretation of school camping to the community. The most frequently utilized technique for such interpretation was news- paper articles, which were used by 96.7 per cent of the programs studied. Camp visitations and Parent Teacher Association meetings were techniques used for interpreting the school camp program in at least 70 per cent of the school camps. School camp displays in the community was the most infrequently utilized technique, a method used by 3.3 per cent of the cases studied. 217 6. The school received an evaluation of the school camp from the community in 43.3 per cent of the thirty school camps studied. The majority of these evaluations ‘were unsolicited and were in the form of letters, telephone calls, or personal statements. Those schools using a systematic approach to obtain community reaction used both the interview and the questionnaire. 7. Contacts with private, agency, church, or public camping organization with the view toward develOping better relations between professional camping and school camping were made in 10 per cent of the school camps studied. 8. In general few school camp programs utilized techniques to develop friendly relations with the camp community. The most frequently utilized technique was trading in the local service center. This technique was used by 33.3 per cent of the camps studied. NO camp invited any camp neighbors to visit camp while the program was in Operation. Implications of Findings Related to School Camp- Community R elations Although Slightly more than half, 56.7 per cent, of the schools studied indicated that they had a community precamp planning com- mittee, 63.3 per cent indicated that community sanction was essential. 218 This would tend to imply that slightly over half of the schools op- erating school camp programs recognized the importance of commun— ity backing. This implication would be unjustified since many direc- tors implied the importance of community support though they did not state it implicitly. This fact can be seen by the data on financial support of school prOgrams shown in Chapter V of this thesis or in the data on techniques used to interpret the plans and activities of school camping to the community in Chapter VII. The significant implication of this fact is that school camps generally desiring com- munity support have not included representatives of the major Social organizations of the community. The failure to utilize such groups in the determination of policies and the general administrative pro- cedures of the school camp program is a vital loss to the school program in general. The fact that all school camp directors of the thirty programs studied indicated that community relations techniques should be used to aid in interpreting the school camp program to the community is further evidence that school camp programs are in need of community sanction and support. The low incidence of contacts between professional camp or- ganizations and school camp prOgrams implies a failure on the part of the schools and the professional camping organizations to benefit 219 mutually from the eXperience gained in working with children in the reSpective fields. Further, it is implied that if the schools are to open the great number of private, agency, Church, and public camps as a source of camp sites for part-time school camping programs such mutual understandings and appreciations must be developed. School camps investigated in this study have had little Oppor- tunity to develop community camp relations since twenty-six of the thirty prOgrams have operated on large tracts of state-owned land generally at a considerable distance from private farms or local villages. Nevertheless, school camp groups often trade in the local communities or must request permission from a camp neighbor to visit a historical site on his prOperty. If sound community relations are not established the educational environment of a school camp can be limited considerably. Such development of community rela- tions need not be considered expedient for the purposes of the school since the general interaction of school and community groups can serve to enrich the community as well. Recommendations Related to School Camp- Community R elations 1. Use should be made of tested public relations techniques for developing community understanding, sanction, and support. In 220 addition the schools should make effort to devise new methods to interpret school camping to the local community. 2. School camps should devise methods to increase the amount of community participation in school camp activities with children as a. means of developing a deeper understanding of the camping program and of the total purposes of the school. 3. Authorities of school-sponsored camping Should consider the possibility of utilizing representatives of labor, religious, busi- ness, professional, and social service organizations as a source of enriched planning and as a means of interpreting the purposes of the school camp to the total community. 4. Closer professional relations should be developed with professional camping organizations at the local level in order that knowledge, techniques, and materials developed in each area of camp- ing be of mutual benefit. 5. School camp personnel should make an effort to establish Sound relations with members of the community in which the camp is located to help the local people understand the nature of school camping and its purposes. 6. Shared experiences by members of the school camp com- munity and the school camp should be deve10ped and explored as a 221 possible source for enriching the school camp program and com- munity living. BIB LIOG R APHY A. B OOKS Allen, Hazel K. Camps and Their Modern Administration. New York: The Women's Press, 1947. 119 pp. A.merican Camping Association. Marks of Good Camping. New York: Association Press, 1941. 86 pp. Board of Education of New York City. Extending Education Through Camping. New York: Life Camps Inc., 1940. 130 pp. Burns, Gerald P., et a1. Program of the Modern Camp. New York: Prentice-Hall, Inc., 1954. 320 pp. Clarke, James M. Public School Campig. Stanford, California: Stanford University Press, 1951. 184 pp. Dewey, John. The'School and Society. Chicago: ‘University of Chi- cago Press, 1900. 164 pp. DeWitt, R. T., and Gilbert M. Wilson. School Camping at Peabody 1952. 71 pp. Dimock, Hedley 5. Administration of the Modern Camp. New York: Association Press, 1948. 283 pp. Donaldson, George W. School Camping. New York: Association Press, 1952. 158 pp. Good, Carter V., A. S. Barr, and Douglas E. Scates. The Method- ology of Educational Research. New York} Appleton-Century— Crofts, Inc., 1941. 390 pp. Good, H. G. A History of Western Education. New York: The Macmillan Company, 1950. 575 pp. 222 223 Irwin, F. L. The Theory of Camping. New York: A. S. Barnes and Company, 1950. .178 pp. Holland, J. G. Arthur Bonnicastle. New York: Charles Scribner and Sons, 1873. 401 pp. ‘ Ledlie. John A., and Ralph D. Roehm. Handbook of YMCA Camp Administration. New York: Association Press, 1949. 239 PP- Manley, Helen, and M. F. Drury. Education Through School Camp- ing. St. Louis: The C. V. Mosby Company, 1952. 348 pp. Mossman, Lois C. The Activity Concept. New York: The Mac— millan Company, 1938. 197 pp. Olsen, Edward G. School and Community. New York: Prentice- Hall, Inc., 1945. 422 pp. Play Ground and Recreation Association of America. Camping Out. New York: The Macmillan Company, 1927. 636 pp. Rugg, Harold. American Life and the School Curriculum. Boston: Ginn and Company, 1936. 471 pp. Symonds, Percival M. Dignosing Personality and Conduct. New York: Appletoanentury—Crofts, Inc., 1931. 602 pp. YOung, Pauline V. Scientific Social Surveys and Research. New York: Prentice-Hall, Inc., 1949. 621 pp. B. PERIODICAL LIT ER AT UR E AI'Thstrong, W. Earl, and others. ”The Place of Camping and Out- door Education in Teacher Education," Bulletin of the Asso- ciation of Secondary School Principals, 31:112-14, May, 1947. American Camping Association. "The Role of Camping in Education," Camping Magazine, 18:26, February, 1938. 224 Bristol, Esther. "Classes That Camp Out," National Parent Teachers, 44:24, May, 1950. California State Department of Education. ”Camping and Outdoor Ed— ucation in California," Bulletin of California State Department of Education, 21:1-49, March, 1952. Carlson, Reynold E. "Enriching the Curriculum by Using the Im- mediate Environment," Bulletin of the National Association of Secondary School Principals, 31:83-86, May, 1947. Carroll, John J. ”A Platform for Camping Education," California Journal of Secondary Education, 232106-10, February, 1948. Champion, L. E., and George W. Donaldson. "Camp Tyler, A School Community Project,” School Executive, 69:28-30, December, 1949. Cooking, Walter D. ”How the Basic Issues in Camping and Outdoor Education Were DevelOped,“ Bulletin of the National Associa- tion of Secondary School Principals, 31:107‘08, May, 1947. Conrad, Lawrence H. ”The Teacher Out of Doors," Bulletin of the National Association Of Secondary School Principals, 31:36-41, May, 1947. Donaldson, George W. ”Living and Learning Out of Doors," School Executive, 54:44, February, 1945. Drydel, Maude L. ”New York Tries Out New Methods in Education," Recreation, 30:58-61, May, 1936. Elicher, Paul E. ”DevelOping Public Support for Camping and Out- door Education," Bulletin of the National Association of Sec- ondary School Principals, 312115-18, May, 1947. Eliot, Charles W. "The Role of Camping in Social Life in a Chang- ing World," Camping Magazine, 14:20, February, 1942. Elliott, Eugene B., and Julian W. Smith. ”The Michigan Program in Action," Bulletin of the National Association of Secondary School Principals, 31:60-74, May, 1947. 225 Foster, Robert G. “The Role of Camping in Social Life," Camping Magazine, 14:60, February, 1942. Fox, Denvir C. "The Outdoor Education Curriculum at the Elemen- tary School Level," Journal of Educational SociOIOgy, 23:533— 38, May, 1950. Gabrielsen, Milton. ”Leadership for Outdoor Education," Journal of Educational Sociology, 232541-47, May, 1950. Gibson, H. W. ”The History of Organized Camping," The Camping Magazine, 8213-15, January, 1936. Gibson, H. W. ”The History of Organized Camping," The Camping Magazine, 8218-27, March, 1936. Gibson, H. W. "The History of Organized Camping," The Camping Magazine, 8:18-27, April, 1936. Gilliland, John W. ”Solving Administrative Problems in School Camp Programs," The Journal Of Educational Sociology, 23: 479-576, May, 1950. Goodrich, Lois. ”As Campers See It,” Bulletin of the National As- sociation of Secondary School Principals, 31:21-30, May, 1947. Hoffman, B. "School Camping Means Real-Life Learning,” National Education Association Journal, 38:360-61, May, 1947. Johns, Ray. ”Better Camping for More Children,” Camping Magazine, 20111-13, January, 1948. Kilpatrick, William, II. "The Role of Camping in Education Today," Camping Magazine, 15:14-15, February, 1942. Leggett, S. F. ”Out of Doors Education," School Execmi’cive, 67:45- 46, August, 1948. Mackintosh, Helen K. ”Camping and Outdoor Experiences in the School Program.‘l Washington: U. S. Government Printing Office Bulletin, No. 4, 41 pp., 1947. 226 Masters, Hugh B. ”A Community School Camp," Elementary School Journal, 41:736-47, June, 1941. Masters. Hugh B. "Camping in Michigan," Camping Magazine, 18: 11, April, 1946. ' Masters, Hugh B. ”Policies and Procedures for Operating the Com- munity School Camp," Bulletin of the National Association of Secondary School Principals, 31:49-52, May, 1947. Masters, Hugh B. "The Workshop Program," Camping Magazine, 14:53, February, 1942. . McClusky, Howard V. ”The Future of Camping,” Camping Magazine, 8:19, April, 1936. Melby, E. ”The Place Of Outdoor Education and Camping Experi- ences in American Education,” Bulletin of the National Asso— ciation of Secondary School Principals, 31:109-11, May, 1947. Morse, William C. ”Some Problems of Therapeutic Camping,” The Nervous Child, 6:211, April, 1947. Nash, Jay B. "Why a School Camping PrOgram,” Journal of Educa- tional Sociology, 23:500-07, May, 1950. Oxley, Howard. "The Role of Camping in Government," Camping Magazine, 15:45-48, February, 1942. Partridge, E. DeAlton. "Some Psychological Backgrounds of Camp- ing,” Camping Magazine, 15:6-8, March, 1942. Peterson, Edward. "A Local Camping-Outdoor Education Program in Operation," Bulletin of the National Association of Secondary School Principals, 51:94-99. May, 1947. Pruit, Wilton. ”Secondary School Camping at Parker," National Education Association Journal, 34:6-7, May, 1947. Redl, Fritz. "The Role of Camping in Education (Report of Work— shop)," Campirrg Magazine, 14:41-42, February, 1942. 227 Remmlein, Madaline. ”Legal Aspects," Bulletin of the National As- sociation of Secondary School Principals, 41:114-25, May, 1947. Shankland, S. D1. ”The Need for Outdoor Education Today," Bulletin of the National Association of Secondary School Principals, 31:9-12, May, 1947. Sharp, L. B. "Basic Considerations in Outdoor Camping Education," Bulletin of the National Association of Secondary School Prin- cipals, 31:45-47, May, 1947. Sharp, L. B. ”Outside the Classroom," The Educational Forum, 7: 361-68, May, 1943. Sharp, L. B. ”Role of Camping in Our American Heritage," Camp- ing Magazine, 14:33-36, February, 1942. Sharp, L. B. ”Why Outdoor and Camping Education,” Journal of Educational SociOIOgy, 21:313-18, January, 1948. Sharp, L. B., and E. DeAlton Partridge. ”Some Historical Back- grounds of Camping,“ Bulletin of the National Association of SecondarLSchool Principals, 31:15-20, May, 1947. Silverstone, Arthur W. ”Cooperative Aspects of School Camping,” Journal of Educational Sociology, 23:548-54, May, 1950. Smith, Julian W. "The Michigan Story of Camping and Outdoor Edu- cation," Journal of Educational Sociology, 23:508-15, May, 1950. Smith, Julian W. "They Took to the Woods,” Michigan Conservation, 29:13, November-December, 1950. Sorenson, Roy. ”Community Planning for Camping," Camping Mag- azine, 20:21-22, May, 1948. Studebaker, John W. "The Role Of the School in Camping,” Camping Magazine, 20210-11, May, 1948. Studebaker, John W. "Why Not a Year-Round Educational PrOgram,” Journal of Educational SociolOgy, 211269-75, January, 1948. 228 Tolbert, Winthrop T. "Summer Camps for Boys," Worlds Work, 21:6167-68, May, 1905. T Thaden, John F., and C. L. Taylor. "Potential Michigan Public School Enrollments,” Quarterly Bulletin of the Michigan State Agricultural Experiment Station, 34:457, May, 1952. T Twining, H. H. ”Camps of Fifty Years Ago," The Nation's Schools, 21:18-20, April, 1938. Twining, H. H. ”Camps of the Future," The Nation's Schools, 21: 37-38, June, 1938. Twining, H. H. “Camps of Today,” The Nation's Schools, 21:36,38, May, 1938. C. UNPUBLISHED MATERIALS Brimm, Robert P. "A Study of Certain Problems in the Organization and Administration of School Camps," University of Missouri, 1948, 317 pp. Community School Camps, Mimeographed material issued by the Mich- igan Department of Public Instruction and developed by the Michigan Camp Facilities Committee, 34 pp. Cragg, Nadine A. ”An Evaluation of the Year-Around School Camp of Long Beach, California." Unpublished Doctoral Disserta- tion, University of Michigan, Ann Arbor, Michigan, 1953, 341 PP- Gilliland, John W. "A Study of Administrative Factors in Establish- ing a Program of School Camping." Unpublished Doctoral Dissertation, New York University, New York, New York, 1949, 268 pp. McCall, Margaret. ”The Organization and Administration of Camps Conducted by Departments of Physical Education in Colleges, Teacher Training Institutions, and Universities in the United States.” Unpublished Doctoral Dissertation, New York Univer- sity, New York, New York, 1943, 158 pp. 229 McKnight, Eloise. ”Contributions and Potentialities of School Camp- ing." Unpublished Doctoral Dissertation, Teachers College, Columbia University, New York, New York, 1952, 260 pp. Moore. Harriet B. "A Plan for the Organization of Camps as an Integral Part of the Public School System of New York." Un- published Doctoral Dissertation, Teachers College, Columbia University, New York, 1943, 177 pp. Mouser, Gilbert W. "A Study of Opportunities for Leadership Train- ing in Outdoor Education." Unpublished Doctoral Dissertation, Cornell University, Ithaca, New York, 1950. Ready, Maria M. ”Camps and Public Schools." Washington, D. C.: United States Department of the Interior, Office Of Education, Circular Number 74, 1933, 9 pp. School Camping Program, American Association of Health, Physical Education and Recreation, mimeographed material, Washington, D. C., October, 1953. Thurston, Lee M. "Community School Camping." Lansing, Michigan: Department of Public Instruction, 1950, 39 pp. 10. APPENDIX Michigan schools from which data were received. Figure 1, showing location of camps. List of Michigan camps used by thirty schools. Sample letter to camp directors. Inte rview c alendar. Inte rview schedule . List of camp facilities maintained by Michigan Department of Conservation. Reasons campers did not attend camp. Sample questionnaire. Sample part-time school camp prOgram. 230 231 MICHIGAN SCHOOLS FROM WHICH DATA WERE RECEIVED Program School System Level Person Interviewed Allegan, Michigan ...... Secondary Mr. Hartger Winter Ann Arbor, Michigan. . . . Elementary Miss L. Ritsema Battle Creek, Michigan (Lakeview) ......... Secondary Mr. Karl Randels *Bay City, Michigan ..... Secondary Mr. Paul Briggs *Brighton, Michigan ..... Secondary Mr. H. Hawkins Centerline, Michigan . . . . Secondary Mr. Elmer Mass Central Michigan College of Education (dem. school) ........... Elementary Miss Ethel Praeger Charlotte, Michigan ..... Elementary Miss Leora Weymouth Dearborn, Michigan ..... Elementary Miss Barbara Holland Dimondale, Michigan . . . . Secondary Mr. Robert Wall East Detroit, Michigan Elementary Mr. Robert Christiansen Ferndale, Michigan ..... Elementary Miss Faith Alway *Flint, Michigan ........ Secondary Mr. Lester Erbright Fremont, Michigan ..... Elementary Miss Julia Timmer Grand Ledge, Michigan Elementary Miss Mertie Frost Highland Park, Michigan Secondary Mr. ROss Smith Iron Mountain, Michigan. . Elementary Mr. T. J. Barry Jackson, Michigan ...... Elementary Mr. Larry Wilcox Lake Orion, Michigan Secondary Mr. A. A. Reed *Niles, Michigan ....... Secondary Mr. Paul Winger North Muskegon, Michigan. Elementary Mrs. Cecile Scott Plymouth, Michigan ..... Elementary Mr. Arnold Pylkes Pontiac, Michigan ...... Secondary Mr. Victor Lindquist River Rouge, Michigan . Secondary Mr. Robert Cameron Royal Oak, Michigan . . . . Elementary Mr. Ebaugh Rochester, Michigan . Secondary Mr. Harlan Johnson Rockford, Michigan ..... Secondary Mr. Fred Schultz St. Clair Shores, Michigan. Secondary Mr. Robert Schaublin Wyandotte, Michigan . Secondary Mr. Marc Betwee *Chelsea, Michigan ...... Secondary Mr. Joseph Fischer ‘1‘ Programs not Operating at time of interview. 232 Locations of camp facilities used by thirty part-time school camp programs in Michigan. ,______. up; umbf 1. Camp MadrOn runes-«cw ALPEN" 2. Jackson Memorial Camp “ALIASKA cpAwronD 951,03. ALCONA 3. Cedar Lake “mmf Group Camp 4. Mill Lake Group “‘~""” Wfl‘ORI‘ VISSAultt noscguuon ocEMAw IOSCO Camp 5 . Island Lake ”“50" [AH OS'LK'OLA (' AM o. nowm ARENAC Group Camp m 6. Allegan Group H but camp OCE ANA NMAVQQ ”(Cough 'KAH'. i A wet AND 70 Chief Noonday wscou sANLAC Lake Group SAOmAw camp W5““'°N uouvmuu Tenanct 8. Long Lake '0 MN, Lucia Group Camp “m” . wt... nruw‘ mm; H WYON 5“"‘m‘55n 9 9. Mott Foundation Camp M ”,0 .....es lo. MUSkegon Group “W" ‘ "Hw INQNAM (Nu-«$10!: Camp . 6 11. Sleeper Group 5. I - 7 'A|::(:IN—_* 1M. v“ ”—h WAI’l‘fi-N‘w WAVN‘ Camp ‘ ' 3.. 4 12 . Dickinson Education ,g m I.“ r,” at: , Camp } 2.33 MICHIGAN CAMPS USED BY THIRTY SCHOOL SYSTEMS OPERATING PART-TIME SCHOOL CAMP PROGRAMS School System Allegan Ann Arbor Battle Creek (Lakeview) Bay City Brighton Centerline Central Michigan College of Ed- ucation Charlotte Chelsea Dearborn Dim ondale East Detroit Ferndale Flint Camp NO. 11 ll 11 Camp Allegan Group Camp, Allegan State Forest Cedar Lake Camp, Waterloo Recreation Area Chief Noonday Lake Camp, Yankee Springs Recreation Area Sleeper Group Camp, Sleeper State Park Cedar Lake Camp, Waterloo Recreation Area Sleeper Group Camp, Sleeper State Park Sleeper Group Camp, Sleeper State Park Chief Noonday Lake Camp, Yankee Springs Recreation Area Cedar Lake Camp, Waterloo Recreation Area Mill Lake Camp, Waterloo Recreation Area Long Lake Camp, Yankee Springs Recre- ation Area Cedar Lake Camp, Waterloo Recreation Area Cedar Lake Camp, Waterloo Recreation Area Mott Boys Camp, Pero Lake School System Fremont Grand Ledg e Highland Park Iron Mountain Jackson Lake Orion Niles North Mu skegon Plymouth Pontiac River Rouge Royal Oak Rochester Rockford Camp No. 10 12 10 11 ll 10 234 Camp Muskegon Group Camp, Muskegon State Park - Chief Noonday Camp, Yankee Springs Recreation Area Chief Noonday Camp, Yankee Springs Recreation Area Dickinson Education Camp, Dickinson County Jackson Memorial Camp, Crispell Lake Island Lake Group Camp, Island Lake Recreation Area Camp Madron (Boy Scouts), Berrien County Muskegon Group Camp, Muskegon State Park Island Lake Group Camp, Island. Lake Recreation Area Sleeper Group Camp, Sleeper State Park Cedar Lake Camp, Waterloo Recreation Area Island Lake Group Camp, Island Lake Recreation Area Sleeper Group Camp, Sleeper State Park Muskegon Group Camp, Muskegon State Park School System St. Clair. Shores Wyandotte Camp No. 11 235 Camp Sleeper Group Camp, Sleeper State Park Cedar Lake Camp, Waterloo Recreation Area Z36 SAMPLE LETTER WRITTEN TO SCHOOL CAMP DIRECTORS June 25, 1954 Mr. Larry Wilcox Director of Outdoor Education Jackson Public Schools Jackson, Michigan Dear Mr. Wilcox: I am gathering data for a doctoral dissertation on the organ- izational and operational procedures of part-time school camping programs. Mr. Julian Smith has advised me that your program is one which will yield valuable data for this study and suggested that I contact you for an interview. I am wondering if you would be willing to meet me at a lo« cation of your choosing for such an interview. I am planning to spend the summer gathering these data and therefore I can meet you at your convenience any time during the next two months. I am hoping to complete the study early in the coming ye‘ar. Enclosed is a calendar for the months of July and August. Would you please indicate upon it the three most convenient dates that I might visit you? Also would you indicate at the bottom the address at which you would like the interview to take place and the approximate time the interview might begin? I have enclosed a self-addressed stamped envelope for your convenience. Trial interviews have indicated that the interview will not require more than one and one-half hours. I sincerely thank you for your c00peration in this study. Yours truly, Thomas W. Walton Interview dates will be confirmed by telephone or mail. INTER VIEW CALENDAR Circle three dates most convenient for interview. 237 Sun. Mon. Tues. Wed. Thurs. Fri. Sat. June 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 July 1 2 3 4 5 6 7 8 9 10 ll 12 l3 14 15 16 17 18 19 20 21 22 23 24 25 26 '27 28 29 30 31 August 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Location of interview Time of interview Name Address Phone 238 INTER VIEW SCHEDULE Part-Time School Camping Programs School Camp Date of Inte rv iew Name of Person Interviewed Camp Site U 3 ed This study is being undertaken in an attempt to deve10p a set of procedures for the organization and Operation of part-time school camping programs. Part-time school camping is understood to mean camping sponsored by the public schools and operating at alleased or rented camp site using a staff made up of regular school personnel some- times supplemented by parents and outside resource people. This interview will deal with four major organizational areas: 1. Facilities: buildings, property, equipment 2. Personnel: school staff, nonschool staff, parents, campers 3. PrOgram: planning, program activities, evaluation 4. Community Relations: planning, participation, publicity, evaluation Your understanding of the problems involved in operating such a program will be a tremendous benefit in helping to make this 239 information available to administrators, teachers, and others inter- ested in establishing such a school camping program. I would like to ask you some questions about the buildings and equipment which you use in your camping program. I. FACILITIES A. IF YES: Procurem ent How was the camp site obtained for your use? rental (1) loan (2) purchase (3) other (4) From what agency or organization was the camp site obtained? (1) How long has the school used the facilities? (1) How long do you propose to continue using the facility? 31) Do you contemplate changing the camping facility you are now using? Yes (1) No (2) 6. 240 What reasons would you give for discontinuing use of your present camp site? (1) B. Maintenance and Management 7. What type of insurance is carried on facilities by school system? fire (1) flood (2) Windstorm (3) explosion (4) other W (5) none (6) What type of fire fighting equipment is available at camp? mobile equipment (1) hand Operated hand extinguisher (2) hose (3) sprinkler system (4) axes (5) shovels (6) fire water supply (7) other (8) What is the approximate distance from a mobile fire fighting unit? miles (1) IF YES: 10. ll. 12. 13. 241 How often are the camp buildings and grounds inspected for fire hazard? twice a year (1) every two years (2) every year (3) other (4) How are camp roads maintained? school personnel (1) permanent camp personnel (2) other (3) How is camp maintenance provided? school personnel (1) permanent camp personnel (2) other (3) How many people are engaged in camp maintenance? (1) Extent of Facility and Equipment 14. 15. How many buildings are used in the camping program? (1) Is camp used in winter? (1) 16. During what months? (1) 17. 18. 19. 20. 21. 22. 23. 242 How are buildings heated? central furnace (1) oil stoves (2) fireplaces (3) - coal stoves (4) other (5) What materials are used in building construction? wood frame (1) stone “(2) brick mm cinder block (4) logs “(5) other (6) Are buildings insulated ? Yes (1) No (2) What arrangements does camp have for sleeping the children? one central building (1) in separate cabins (2) in classroom units (3) other (4) How many children sleep in one room? (1) How many children sleep in one cabin? (1) Are toilet and shower facilities in same building where children sleep? Yes (1) No (2) IF NO: IF YES: 24. 25. 26. 27. 28. 29. 243 What is the approximate distance children must walk to toilet and shower facilities? toilets (1) showers (2) What is the approximate ratio of toilets to children? (1) What is the approximate ratio of shower heads to children? (1) Where are counselor quarters? in rooms with children (1) in buildings with children but in separate rooms (2) in separate buildings (3) other (4) Does camp have special room for infirmary? Yes (1) No (3) Which of the following features does infirmary have? facilities for separation by sex (1) equipment to handle minor injuries (2) beds to handle temporary isolation (3) nurses' quarters . (4) other (5) IF YES: 30. 31. 32. 33. 34. 244 Do teachers and resource people have a special place for off-duty hours ? Yes (1) No (2) What is it ? lounge private rooms for rest game room other (1) (Z) (3) (4) Does camp have facilities for: crafts library museum lounge guest room s administrativ e office What equipment does school system furnish? kitchen (1) books (2) play equipment (3) work tools (4) craft materials ' (5) other (1) (2) (3) (4) (5) (6) (6) Which of the following does camp furnish to staff? towels (1) sheets (2) pillows (3) pillow cases (4) blankets (5) none (6) 245 35. Which of the following does camp furnish to children? towels (1) sheets (2) pillows (3) pillow cases (4) blankets (5) none (6) 36. Which of the following does camp have? telephone (1) electricity (2) hot water showers (3) flush toilets (4) refrige rator (5 ) 37. What is the source of drinking water? camp well (1) city or village system (2) other (3) Location of Camp 38. How far is camp located from the following? school miles (1) hospital miles (2) doctor miles (3) highway miles (4) 39. What is the acreage of camp prOperty? (1) 40. How much land is available to camp which is not camp property? (1) 41. 42. 246 Who owns noncamp prOperty? COunty (1) state (2) federal government (3) farmers (4) other (5) What special environmental features are located on or near camp property? mountains (1 ) meadow (6) marshland (2) plains (7) lake (3) dunes (8) river (4) Indian trails (9) forest (5) mines (10) quarries (11) other (12) II. PERSONNEL Now I would like to ask you some questions about the people who help to operate the camp as well as the children who attend. A. Campers 43. 44. 45. What is the total number of campers served during an entire camping period? (one or more weeks) (1) What is the total number of campers served during one camping week? (1) What grades are now served at camp? 4 5 6 7 8 9 10 ll 12 (1) (Z) (3) (4) (5) (6) (7) (8) (9) IF YES: 46. 47. 48. 49. 50. 51. 52. 247 What is the total cost to campers for camping period? (1) What is total cost to school system for camping period? (1) Are campers' fees paid through other sources if child- ren cannot afford to pay them? Yes (1) No (2) What are the sources? school (1) social service agencies (2) class (3) other parents (4) other (5) Do children as a class earn money for camp? Yes (1) No (2) What type of insurance is carried on campers? (1) What techniques are used to help children earn money for camp? paper sales (1) rummage sales (5) plays (2) bakery sales “(6) movies (3) carnivals “— (7) candy sales (4) dances (8) other (9) 248 53. How are camp Operational expenses met? school budget (1) foundations (2) private organizations - (3) social service agencies (4) other (5) Staff 54. What type of insurance is carried on the following? school staff (1) nonschool staff (2) parents (3) 55. What is the number Of school staff used as: director (1) counselor (2) resource person (3) maintenance (4) cooks (5) dietitian (6) other (7) 56. What is the number of nonschool staff personnel used as: director (1) counselor (2) resource person (3) maintenance (4) cooks (5) dietitian (6) other (7) 55. Are parents of campers used in the program? Yes (1) No (2) 249 IF YES: 56. What is the number of campers' parents used as: director (1‘) counselor (2) resource person (3) maintenance (4) cooks (5) dietitian (6) other (7) 57. From what agencies are nonschool resource persons procured? (1) 58. Do nonstaff personnel receive compensation from school for duties at camp? Yes (1) No (2) IF YES: 59. How much compensation do the following receive? director per week(l) counselor (2) resource person (3) maintenance —...—.—___— (4) cooks (5) dietitian (6) other (7) 60. Are physical exmainations required for nonschool personnel? Yes (1) NO (2) 250 C. Staff Function 61. Is camp directorship a part-time or full-time position? full-time (l) part-time (2) IF PART-TIME: 62. What other function does he/she perform? teaching high school (1) teaching grade school (2) principal grade school (3) principal high school (4) superintendent (5 ) other (6) 63. What are duties of camp director? directs develOpment of administrative policies for camping program (1) directs precamp training program - (2) directs community relations program (3) directs evaluative program Of camp (4) supervises precamp planning in schools (5) serves on community planning committee (6) other (7) 64. What are duties of teachers? accompanies classroom to camp (1) directs activities Of children at camp (2) membership on community camp committee (3) supervises rest period at camp (4) sleeps with children . (5) other (6) IF YES: IF YES: 65. 66. 67. 68. 69. 70. 251 Is teacher participation in camping programs voluntary? Yes (1) NO (2) What are duties of Special resource person? directs general activities of children (1) acts as a consultant to Special activities (2) supervises rest period (3) sleeps with children (4) other (5) Are children ever sole responsibility Of nonschool personnel? Yes (1) NO (2) In what activities? sleeping (11 rest period (2) activities (3) transportation during camping activities (4) other (5) Are children ever the sole responsibility of a minor? Yes (1) No (2) In what activities? sleeping (1) rest period (2) transportation during camping activities (3) othe r (4) 71. 72. IF YES: 73. 74. 252 What Opportunities does staff have to be away from duties with children during the day? (1) Does camp have a doctor on call? Yes (11 No (2) How far does doctor have to come to reach camp? miles (1) Does camp have a registered nurse in attendance or on call? in attendance (1) on call (2) IF ON CALL: 75. How far does nurse have to come to camp? miles (1) .111. PROGRAM Now I would like to ask you some questions about your prOgram at camp. A . Prec amp Planning 76. Is any planning done by children and teacher before IF YES: c amp pe riod ? Yes (I) No (2) IF YES: IF YES: 77. 78. 79. 80. 81. 82. 253 To what extent is planning done before camp begins? complete daily schedule (1) basic activities only (2) objectives only- - (3) other (4) What special precamp training is given to school personnel? (1) What special precamping training is given to nonschool personnel? (1) Are physical examinations required for children's attendance? Yes (1) NO (2) What are the physical requirements necessary for children's attendance at camp? (1) Is signed permission from parents required for child- ren's attendance at camp? Yes (1) No (2) 254 83. Does application contain parents' permission for child's full participation in programs? Yes (1) No (2) 84. What techniques are used to aid children in planning before camp begins ? committee of children visit camp committee Of former campers helping teachers visit camp to aid campers' planning other (1) (Z) (3) (4) 85. Do children formulate any camp policies to camp? Yes (1) NO (21 IF YES: 86. What are they? length of rest period (1) bed time (2) amount of spending money _ (3) candy purchase (4) equipment list (5) rest period rules (6) other before going (7) B. Activities (check those in which children engage) 87. Camping skills: building or setting up shelters building fires selecting camp sites (1) (Z) (3) 88. 255 cookouts (4) planning cookout menus (5) hiking (6) sleeping Out of doors (7) develOping a camp site (8) fishing (9) making fishing equipment of native materials (10) locating natural bait for fishing (ll) learning to identify and prepare native wild foods (12) living in Open for several consecutive days (13) preservation of food in out-of-doors (14) using different types of fires (15) learning use of maps and compass (16) learning use of ax, saw, and knife (17) learning safe use of boats and canoes (18) learning use Of native crafts (19) learning to make and use rOpe (20) lashing (21) back—packing (22) blanket rolling (23) others (24) Crafts: basketry (l) weaving (2) rOpe making (3) making camp utensils of native materials (4) making soap (5) collecting and preparing native materials for crafts (6) making candles (7) collecting native dyes (8) whittling (9) ceramics from native clay (10) sketching (”1 tin can crafts (12) 89. 90. other 256 (13) R ec reational ac tivities; square dancing camp singing evening campfires choral reading pageant plays parties stunt night dramatics (impromptu) story telling library activities pioneer trading night game night outdoor pioneer games swimming boating water carnivals other (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) Work projects: maintaining roads building shelters repairing buildings planting trees clearing underbrush making game shelters cleaning beach building boat docks clearing trails repairing and preventing erosion cutting out dead trees repairing equipment cleaning living areas setting tables (1) (Z) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) 91. se rving food staging log 5 washing dishes nursery digging well other 257 Other activities: Visits s aw mills Miscellaneous (15) cutting and storing ice (16) taking logs to saw mill (1?) (18) cleaning up old camp sites _ (19) building and maintaining council ring (20) developing chapel sites (21) (22) developing rifle range (23) developing archery range (24) establishing and caring for a tree (25) (26) draining swamp areas (27) eradicating poisonous plants (28) building check dams on drain gullies (29) developing wood piles (30) (31) abandoned farm (1) farmer's wood lot (2) game sanctuaries (3) fish hatcheries (4) dairy farm (5) old historical sites (6) mines or gravel pits (7) (8) local industries (9) blacksmith shop (10) rural service center (11) Old Indianvillage or camp site (12) rural school (13) game surveys (14) stock streams and lakes (15) 258 study community services at camp: water supply (16) food storage and handling (17) refrige ration (18) waste disposal . (19) building maintenance (20) mail service (21) electricity (22) gas (23) telephone (24) study of local history (25) Operate camp bank (26) Operate camp store (27) organize and issue camping equipm ent (28 ) maintain and issue tools (29) elect camp Officers (30) Operate camp newspaper (31) keep camp log (32) other (33) C . Evaluation 93. What types of camper evaluation are used in program? achievement tests (1) who's who (2) sociOgrams (3) interest inventories (4) Observation (5) interviewing (6) anecdotal records (7) panels (8) demonstration of skills (9) assembly prOgrams (10) other (11) 94. 95. 96. 259 What types of teacher evaluations are used in program? questionnaire (1) interviews (2) other (3) What types of parent evaluation are used in program? questionnaire (1) interview (2) letters (3) other (4) What evaluation is used from other sources? (1) IV. COMMUNITY RELATIONS The next area will deal with the acceptance of the school camp— ing prOgram by the community and the techniques which you might use tO gain this acceptance. 97. IF YES: 98. Is there a community precamp planning committee? Yes (1) No (2) What is the make-up of this committee? (give numbers) teachers (1) school administrators (2) representatives of social serv. agencies (3) representatives of commun. serv. clubs (4) representatives of labor groups (5) representatives Of govt. agencies (6) other ~ ~— (7) 99. 100. 101. 102. IF YES: 103. 104. 260 How far in advance Of camping period does planning begin? (1) Does committee function as an administrative board during camping period? Yes (1) No (2) What function does planning committee fulfill? (1) Do community groups have access to camp facilities? Yes (1) NO (21 What community groups have access to camp facilities? (1) For what types of activities do community groups have access to camp facilities? picnics (l) dances (2) banquets ' (3) evening recreation (4) drama groups (5) club meetings (6) extension classes (7) conferences (8) week-end camping (9) other <16 IF YES; 105. 106. 107. 108. 109. 261 Are community groups' activities ever conducted as joint activities with children? Yes (1) NO (2) What are these joint activities? (1) How are school camp activities interpreted to the community? newspaper articles (1) PTA programs (2) talks to clubs by school camp personnel (3) movies (4) radio prOgrams (5) television (6) parents visiting (7) other ‘ (8) What types of programs are planned for parents' visiting days? dancing (I) pageants ___________(4) panels (2) plays (5) stunts (3) demonstrations (6) other (7) What evaluative techniques are used to determine community attitude toward camping program? interview (1) other questionnaire (2) (3) 111. 112. 113. 262 What demonstrations of friendliness have private or agency camp people shown? professional advice (1) loan of equipment 1 ' (2) visits to school camp (3) other (4) What techniques have school camp peOple used to en- courage interest and friendliness of private or agency camp peOple? invitations to visit (1) membership on school camp planning committee (2) mailing of printed information on program (3) other (4) What techniques have school camp personnel used to establish and maintain friendly relations with camp neighbors? invitation to visit camp (1) use Of facilities (2) camp personnel visits to local people (3) keeping children away from restricted property (4) trading in community service center (5) other (6) If you were to advise a superintendent who wanted to begin a school camping program, what factors Of facil- ities, personnel, program, or community relations would you feel essential to the successful Operation of the program? (1) caour CAMP FACILITIES Maintained by MICHIGAN DEPARTMENT OF CONSERVATION ownsrou or PARKS AND RECREATION Arthur E. Elmer, Chief H. B. Guillaume, Group Camp Supervisor The facilities listed are available for year around use. For use of camps in the summer, June 15 to Labor Day, make application to the Division of Parks and Recreation, Michigan Department of Conservation, 412 Stevens T. Mason Build- ing, Lansing %, Michigan; to resident park manager for fall, winter and spring nae. Down wood, where available, is free for cooking and heatiag. Rates: based upon not less than the rated minimum canper capacity; children 81.50 per comer per week, adults 83.50 per camper per week, according to number of campers, no charge for camp help or staff. At camps where dishes and silverware are provided, the rate for children is 81.75 per camper per week and for adults $4.“) per camperper week. Special permission must be obtained if rated maximum capacity or camper-staff ratio is to be exceeded. All facilities are equipped with cooking ranges, sinks, cupboards, tables and benches. All facilities ex- cept Burns Lodge have electricity. (‘) Asterisk indicates facilities not accommodating mixed sexes. I CAPACITY SLEEPING OF CAMP PAClLlTY wens AND CAPA. DATIONS HELP cwy PROVIDED i. (*1 geomehGraup Camp Are :lnimum £3 2 :24): fists and Rustic lodge, kitchen, dining room, dorm ”Mi 0 .C"°"°“ ° “3”” ""‘“‘ rooms, fireplace, secluded location In I mile north a WWW. °“ “"5 3,000 acre Ortonville Recreation area. No immediate water front. 2. 30"“ Lodge Minimum 16 4 20 Cats and Remodeled form residence, secluded lo- Waterloo Recreation Area Maximum 20 5 25 Mattresses cation in 14,000 acre tract. Swimming 9 miles W" 9' 0"“.9 nearby, dorm rooms, dining room, out- door latrines. Popular all “and; of the year. 3. Cedar Lake cm 72 IS 90 Cats and Insulated and winterized for year a- Waterloo Recreation Area Mattresses round use. Kitchen utensils, dishes and silver provided. Mess hall, central Iatrine, office, help quaters, craft building, 3 units of sleeping cabins and unit latrines, private water front. 4. . Chief Noonday Lake Camp 96 24 I20 Cots and Kitchen utensils, dishes and silver Kink” 59""9' Mattresses provided. Mess hall, central latrine, ecreation Area '2 ralles west of Hastings staff quarters, help quarters, infirmary, craft shop, office, 4 units of cabins and unit lodges, private beach, unit latrines. S. ('1 l'w'lay’esHGroupsC'Za'mpP k tantrum g3 g g gets and Advantageeus location, secluded, in . . ayes ae or staum ttr . - 9"... west 0‘ 0.me ”5.": ° “‘0‘ 700 acre park, dining room, kitchen, lavatory, staff rooms and loft. Some dishes provided. Swimming, water sports in park. 6. ' Island Lake Group Camp Minimum 72 18 90 Cats and Secluded location on Huron River. Island Lake Recreation Area Maximum 110 30 140 Mattresses 6 miles southeast of Brighton eff Unit type camp, 4 units; 20 sleeping US-I6 cabins, central lotrine, mess hall, kitchen utensils, dishes and silver provided, help quarters, swimming nearby. Unlimited possibilities for outdoor recreation in the 2,300 acres comprising the area. CAPACITY SLEEPING "ME AND LOCAT'ON snn‘h—rfl ACCOMMO- OF CAMP FACILITY cmacas AND CAPA- DATIONS DESCRIPTION HELP crrv PROVIDED 7. Long LakeCnap 96 24 III Cots and Similar to Chief Noonday Lake Comp Yankee Springs M°"'9‘“‘ but has no unit lodges. Kitchen uten- Recreation Area sils, dishes and silver provided. I4,000 acres to utilize for a'diverse outdoor program. Ludington Group Camp Minimum 40 7 47 Cats and Rustic mess hall, latrine and laundry LUd'nOIOR State PWI‘ Maximum 50 10 ‘0 Mattresses buildings, one barracks, utensils, 8” m"°' "0"." 9‘ Note: Permit maybe 0“de ‘0 accommodate - . dishes and silver provided. Private LUJII‘OIO" 0" ”“116 ”'30 addttsonal persons by use of ”M" location and water front. 3,100 acres of unexcelled natural beauty. in” Lake Camp Minimum 96 24 120 Cots and Similar *0 C-dor Lake Camp and In Waterloo Recreation Area Maximum 112 30 I42 Mattresses addition has administration building, 4 units of cabins, and‘4 unit latrines and infirmary. Insulated and winter- lxed for year around use. Kitchen utensils, dishes and silver provided. 10. , Muskegon Group Camp Minimum 60 12 72 Cats and Mess hall, kitchen utensils, dishes Muskegon State Park Maximum 80 20 100 Mattresses and silver provided, 2 barracks, staff 7 Mil“ "WWW." 0‘ W‘hfifl‘ quarters, help quarters, administration eff M-20 building, central latrine. Swimming, hiking, etc., in 1,350 acre park. At- tractive converted CCC camp. thueoc Lake Co Minimum 50 8 58 Cats and Converted CCC camp; mess hall, 3 Black Lake State "Proust Maximum 110 30 I40 Mattresses barracks f0, dorms, l to, foc'.°fl°n and 16 miles northwest of R09.“ City on [15.23 craft, infirmary, help quarters, staff quarters, administration building, la- trines and showers, private water front. Pzickerel Lake Group Camp Minimum 16 4 20 Cats and Catstruction completed February, 1951. Highland Recreatien Area Maximum 20 5 25 Mattresses Large dining mom used al.,, to, "of, I mile east of Highland work; sleeping in connected dormrooms. Adjoining modern kitchen. Some dishes provided. Showers. Cook's quarters. Outdoor recreation opportunities in 5,000 acre Highland Recreation Area. 13. . . Sleeper Group Camp Minimum 72 I0 90 Cats and Unit plan camp; 16 sleeping cabins, Sleeper State Park Maximum 96 24 I20 Mattresses "um“ latrine, mess hall, Huh," 5","{J5325 northeast of Casevllle utensils, dishes and silver provided, a help quarters, administration building. Excellent beach on Lake Huron. 14. Warren Dunes Group Camp Minimum 16 4 20 Double deck T shaped building with partitioned south of BrJdm man on US-I2 Maximum 20 5 25 beds and 'lOOPIDO rooms at “"1... end of moss 14 miles “’0' of Benton Harbor mattresses hall. Connecting kitchen with bottled gas range. Electricity. Outdoor la~ trines. 15. Wells Group Cam Minimum 30 6 36 Cats and Kitchen utensils, dishes and silver $.91?"- State‘Park N aammmb‘ 6:“ d I2 :2 Mattresses provided. Mess hall and outdoor grill ml es nort 0 ate: a t o as toaccommo to Menominee on M-35 Mommas! persons for tens camping. “ In a" "Cloud “um“ veranda, modern latrine, shower and laundry building, 4 sleeping cabins. Separate quarters for staff and help. Private water front, if miles on Green Bay. 265 ONE SCHOOL SYSTEM'S STATEMENT CONCERNING REASONS WHY SOME CHILDREN DID NOT ATTEND CAMP September 24 to 28: 91 students eligible to go to camp. _6_§_ attended camp, 6 deferred payment, 1 with assistance. 26 remained at school: 2 2 4 1 4 1 1 6 l l 3 absent due to illness, would have attended. poor health. parents objected to camping. marching band, would have attended. paper routes or were substituting for campers. had to care for family while parent worked. did not want to go for racial reasons. did not want to go for minor or perSOnal reasons. did not want to go since she was new to community. last-minute withdrawal, no established reason. finance, could not establish suitable financial assistance due to family pride, or due to the fact that there was no proof that could be submitted to an organization. October 1 to 5: 90 students eligible to go to camp. 52 attended camp, 5 with deferred payment, 1 with assistance. ——~ 38 remained at school: 1 p—e NJNt-‘O‘l—‘t-‘NrD-UJ hospitalized. poor health. out of school at time we left for camp. had to care for a member of the family. paper route. death in the family. parents objected to camping. unsettled family control (court case). did not want to go, poor reasons or no reason. finance: 2 did not want assistance. 3 did not respond to offer. 1 working in cafeteria. 1 could not be reached. 266 All students who have not attended camp will have the oppor- tunity to attend in the spring. Many have realized their reasons for not going were fear and unjustly founded. Those absent at the time of camping have been on the list of spring campers. Tracy Stockman handled all the cases needing financial as- sistance. Only two followed through and accepted partial payment of fees. The others preferred to defer the payment, thereby saving the family pride. Some cases of finance were unfounded as far as receiving assistance from an organization. In those cases we have tried to get the student to save or bank the money throughout the year. Those parents were hostile to the idea of camping and the amount of money so no relationship could be established to ap— proach the subject of partial payment or financial assistance. In general the cases were from broken homes or homes with foster parents, some of which squander the paycheck at bars. Note: The above material was submitted by one of the directors interviewed. 267 SAMPLE QUESTIONNAIRE TO CAMPERS Did you have a (good, fair, poor) time .at camp? Would you recommend continuing school camping another year? Which work groups did you enjoy most? Which work groups do you think could be improved? How would you improve the organization of: 3.. Cabins - b. Work groups - G. Dining room groups - d. Cookouts - e. Other improvements - How would you improve "free periods"? How would you rate the entire group on a percentage or frac- tional basis in these qualities: (Use any in-between figures that show the picture.) 1/4 or 1/2 or 3/4 or 100 or £70 5 0% 7 5% £9 0% a. Taking responsibility b. Good sportsmanship c. Courteousness d. Kindness to animals 6. Protection of natural resources 268 1/4 or 1/2 or 3/4 or 100 or 25% 5 0% 75‘72fi~ 100% f. Friendliness to Cabin and group mates g. Efficiency while on kitchen patrol How would you go about improving these qualities? Any other comments that you think should be mentioned? How would you suggest keeping up on the latest news while at camp? Name 269 A. SAMPLE PART-TIME SCHOOL CAMP PROGRAM I Day 2:11:13 Schmoos 1:833:11 “[11:25 Blackfeet Mon. Arrival; Arrival Arrival Arrival Arrival Housekpg. (supper) Tue. Housekpg. Hike; Soil; Camp Brkfst. (b rkfst. ); Housekpg. Archery project; cookout; Crafts (lunch); Hike; Soil Housekpg. Social (supper) hour Wed. Forestry; Cookout; Housekpg. Cookout; Archery; Archery Social (brkfst.); Hike Forestry hour Housekpg. (lunch); Crafts; Housekpg. (supper) Thu. Cookout; Game Con- Cookout; Archery; Housekpg. Hike servation; Hike; Game Con- (brkfst.); Archery Social servation Housekpg. hour (lunch); Camp project; Housekpg. (supper) Fri. Housekpg. (brkfst.); Housekpg. (lunch)