A $TUDY OF BOATING AN? FOATING EDUCATEN IN SELECTED SCHOOLS, COLLEGES, AND UNIVERSITIES IN THE UNI'FED STATES Thesis for the Degree of Ed. D. MICHIGAN STAR UNlVERSITY Lucy Janet Wells 1957 iu'“’% LIBRARY Michigan State University ~<__,_..—-—-——-— .._ -5” This is to certify that the i thesis entitled {it ' A Study of Boating and Boating Educat ion in Selected Schools, Colleges, and Universities in the United States presented by Lucy Janet Wells has been accepted towards fulfillment of the requirements for Ed.D. degree in Administrative and Educa- tional Services(Couns.&Guid) : ZUM Wm) ‘ Major professor . _ A Date June 7, 1957 AA“ 4 .1 .A. O~169 -.— A STUDY OF BOATING AND BOATING EDUCATION IN SEIECTED SCHOOLS, COLLEGES, AND UNIVERSITIES IN THE UNITED STATES By Lucy Janet Wells A THESIS Submitted to the College of Education, Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1957 AN ABSTRACT Lucy Janet Wells A STUDY OF BOATING AND BOATING EDUCATION IN SELECTED SCHOOLS, COLLEGES, AND UNIVERSITIES IN THE UNITED STATES The PrOblem This study grew out of the work of the Outdoor Education Project and the concern of its members with the teaching of outing skills. When the Outboard Boating Club of America joined other industry representa- tives in supporting the Outdoor Education Project, a grant of funds was made in order that boating might be included in the work of the Project. This present investigation to determine the status of‘boating and of boating education in selected educational institutions in the United States was established as a result of that grant. It was de- signed to supplement the original Outdoor'Education Project Survey which was concerned with determining the status of casting, fishing, hunting, and shooting in the schools. Specifically this study attempted to gather information about the: 1. Number, type, and level of instruction of institutions with boating programs. 2. Program of‘boating offered and staff conducting the program. 3. Curriculum of boating activities offered to students. h. Source of boating equipment and the types and quantities available for use. 5. Interest in expanding boating programs evidenced by institutions with programs . 6. Interest in.beginning boating programs evidenced.by institutions without programs. AN ABSTRACT Lucy Janet Wells Methodology The names of 338 institutions were Obtained from: 1. Institutions responding to the original Outdoor Education Pro- ject Survey and indicating that they had boating programs. 2. Reports from State Directors of Health, Physical Education, and Recreation indicating institutions known or thought to have boating programs. 3. Institutions responding to an announcement in the Journal 93 Health, Physical Education, and Recreation requesting insti- tutions to report their programs. A questionnaire was the instrument used to gather information about institutions and programs. Questionnaires were sent to 338 in! stitutions in the sample. Returns were received from 223 institutions, 68.9 percent of the total. One hundred twenty institutions--forty- six high schools and seventy-four colleges or 51.5 percent--reported that they had boating programs. One hundred thirteen institutions-- fifty-seven high schools and fifty-six collegeS--reported that they did not have programs. Results 93 the m 1. Public institutions reported more than half of the programs. 2. The earliest program.was started in 1876, but more than.fifty per- cent of the programs were started in the decade since 19h6. 3. A steady increase in the number of students participating in boating was noted. h. Distance to water was not as important a factor in the existence AN ABSTRACT Lucy Janet wells C: /O 10. of boating programs as might be expected. Two-thirds of the leaders of boating programs were men, but the largest single group of leaders were women physical edu- cation teachers. Boating activities were: A. Canoeing--offered by seventy-two institutions. B. Rowing--0ffered'by fifty institutions. C. Sailing--offered by forty-six institutions. D. Crew--offered by thirty-nine institutions. E. Recreational Boating--offered by thirty-two institutions. F. Outboard boating-~offered.by twenty-one institutions. G. Inboard boating--offered by four institutions. Boating was a curricular activity in more than a third of the institutions, an extra-curricular activity in less than a third of the institutions, and was included in.both areas by more than a fifth of the institutions. Most of the institutions bought equipment with institutional funds. Interest in expanding existing programs was reported.by seventy percent of the institutions. Faculty members would be sent to a workshop by sixty percent of these institutions. Interest in beginning'boating was reported by almost two-fifths of the institutions. Faculty members would be sent to a work- shop by one-third of these institutions. ACKNOWLEDGEMENTS The Outboard Boating Club of America and its affiliates have made this study possible. I want to thank them for giving me the op- portunity to make this investigation. Special thanks go, too, to the Outdoor'Education.Project and its Director, Julian W. Smith, for con- tinual assistance with and support of this study. My Guidance Committee has been both helpful and patient. I want to express both my appreciation and thanks to each of them: Dr. Willa Norris, Dr. welter‘F. Johnson, Dr. King J. McCristal, Dr. Gilbert W. Mouser, and Dr. Julian W. Smith. There could have been no study without the cooperation of the participating institutions. There are, also, many other persons whose assistance made this study possible. I am eSpecially grateful to all of them for sharing their knowledge, information, and opinions with me. TABLE OF CONTENTS CHAPTER I O Imonmn ON 0 O O O O O O 0 O O 0 0 Background of the Study The Outdoor Education Project Beating as a part of the Project Statement of the Problem . . . . . Limitations of the Study . . Definitions. . . . . . . . . Boats........... Boating education . . . . Boating activities . . . . Organization of the Study . II. REVIEWOFLITERATUIE. . . . . Introduction . . . . . . . . Basis for Education for Leisure. . . . . . . Boating a Significant Leisure Time Activity Recognition indicated by participation and Recognition by legislative branches. . . . Recognition by governmental agencies . Status of Boating Instruction. . . . . . Summary III. METHODOLOGY AND ORGANIZATION OF THE STUDY General Preparation for the Study. . . . Selection of Schools, Colleges, and Universities PAGE (DODCDKJKI mmm H H 11 ll 13 18 18 21 25 28 3O 32 32 33 CHAPTER Construction of the Questionnaire Collection of Data . . . . . . . Analysis and Presentation of Data IV. RESLETSOFTHESI'UDI. . . . . Part A. General Information . . . . Introduction. . . . . . . . . . . Classification of Institutions . Institutions with programs . . Institutions without programs . Mollments of Institutions . . . Institutions with programs . . Institutions without programs . Smmary............. Part B. Program and Staff . . . . . Introduction of the Program . . . Reasons for the Introduction of the Place of Boating in the Program . Activities Included in the Program Student Participation . . . . . . Body of Water Used in Program . . BodyofWater. . . . . . . . . D1 stmce O O O O C O O O O O O 0 Season of the Year Boating is Offered . . . Length of the Boating Program . . . . . . . Isngthofprogram............ PAGE 35 38 39 1+0 1+0 1+0 I+3 #3 1‘5 1&5 1+7 ’+9 19 51 52 5h 55 57 57 57 59 6O 6O vi CHAPTER PAGE Days per week . . . . . . . . . . . . . . . . . . . . 61 Staff Conducting Boating Program. . . . . . . . . . . . 62 Staff . . . . . . . . . . . . . . . . . . . . . . . . 62 Training . . . . . . . . . . . . . . . . . . . . . . 63 Participation in Other Boating Programs . . . . . . . . 65 Participation in.non-school programs .. . . . . . . . 65 USe of teaching materials . . . . . . . . . . . . . . 66 Pro-requisites for Participation in On-the;Water'Boating 67 Swiminga'bility................... 67 Instruction . . . . . . . . . . . . . . . . . . . . . 68 Boating in the Community. . . . . . . . . . . . . . . . 69 Types of'boats . . . . . . . . . . . . . . . . . . . 7O Uses of boats . . . . . . . . . . . . . . . . . . . . 70 Summary . . . . . . . . . . . . . . . . . . . . . . . . 70 PartC.Curriculum................... 71L Canoeing. . . . . . . . . . . . . . . . . . . . . . . . 7h Skills . . . . . . . . . . . . . . . . . . . . . . . 7% Safety . . . . . . . . . . . . . . . . . . . . . . . 75 Activities and trips . . . . . . . . . . . . . . . . 76 Motor Boating . . . . . . . . . . . . . . . . . . . . . 77 Outboard'boating . . . . . . . . . . . . . . . . . . 78 Inboard‘boating . . . . . . . . . . . . . . . . . . . 78 Skills........................ 79 Safety . . . . . . . . . . . . . . . . . . . . . . . 79 Activities and trips . . . . . . . . . . . . . . . . 80 CHAPTER Rowing . . . . . . . . Skills........ Safety . . . . . . . Sliding seat rowing Activities and trips Sailing. . . . . . . . Skills . . . . . . . Safety . . . . . . . Activities and trips Summary . . . . . . . Part D. Equipment . . . Sources of Equipment . Quantities and Types of Equdpment Available Boats Accessory equipment Summary Part E. Evidence of Interest .. Suggested Time for Workshop Areas of Instruction Desired Summary Part F. Expanding Program Information.From.Schools Without Boating Programs Evidence of Interest . . . . . . . . . . . . . . . . . . Comparison of interest . . . . . . . . . . . . . . . . Suggested Time for Workshop vii PAGE 81 82 83 83 8h 85 86 87 87 91 91 95 96 100 102 102 103 105 106 108 108 110 111 viii CHAPTER PAGE Comparison . . . . . . . . . . . . . . . . . . . . . . 112 Activity Area . . . . . . . . . . . . . . . . . . . . . 112 Comparison of data . . . . . . . . . . . . . . . . . . 113 Boat 8 in the comty O O O O O O O O O O O O O O O O 0 111+ Boats 0 I O I O O I I O O O O O O O O O O O O 0 O O O 0 1]." Uses 0 O O O O O O O O O O O O O O O O O O O O O O O 0 111+ Comari son Of data C O O O O O O O O O O O O O O O O O 115 Bodies of Water Available . . . . . . . . . . . . . . . 116 Body of water . . . . . . . . . . . . . . . . . . . . 116 Distance . . . . . . . . . . . . . . . . . . . . . . . 117 Comparison . . . . . . . . . . . . . . . . . . . . . . 118 Summary. . . . . . . . . . . . . . . . . . . . . . . . . 118 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS FOR FURTHER STUDY 120 The Problem . ... . . . . . . . . . . . . . . . . . . . 120 Methodology . . . . . . . . . . . . . . . . . . . . . . 121 Selection of sample . . . . . . . . . . . . . . . . . 121 Construction of questionnaire . . . . . . . . . . . . 122 Collection of data . . . . . . . . . . . . . . . . . . 123 Treatment of the data . . . . . . . . . . . . . . . . 123 Limitations of the study . . . . . . . . . . . . . . . 123 Summary . . . . . . . . . . . . . . . . . . . . . . . . 12h Conclusions . . . . . . . . . . . . . . . . . . . . . . 125 Recommendations for'Further Study . . . . . . . . . . . 126 VI. IMPLICATIONS OF THE STUDY . . . . . . . . . . . . . . . . 128 BBLIW O O I O O O O O O 0 O O O O O O O C I O O O O I O I 133 ix CHAPTER PAGE APPENDIXA........................... 1M APPENDIXB........................... 1119 APPENDIXC........................... 151 APPEMIX D I O O O 0 O O O O O O O O O O O O O O O O O O I O O O 153 TABLE I. II. III . VI. VII. VIII . IX. XI. XII . XIII . XIV. LIST. OF TABLES The Number of Institutions Returning Questionnaires FromEachState.................. The Number and Percentage of Schools, Colleges, and Universities Replying to the Boating Questionnaire The Numbers and Types of Institutions Reporting Boat- ingPrograms.................... The Numbers and Types of Institutions That Reported That TheyDid Not Have Boating Programs . . . . . . hmllments Reported by 113 Institutions With Boat- ingPrograms............‘........ Enrollments Reported by 90 Institutions Without Boat- ingPrograms.................... Range of Periods When Boating Was Introduced Into the Programs of Schools, Colleges , and Universities Reasons Indicated for Establishing Boating Programs Place ofBoatingintheProgram. . . . . . . . . . Types of Program Areas in Which Boating Was Conducted Types of Activities Included in Boating Programs. . Bodies of Water Used in Boating Programs. . . . . . Reported Distance From Institution to Water Facility UsedinBoatingProgram. . .... ... . ... . Seasons of the Year in Which Boating Is Offered . . Number of Weeks That Boating Was Offered PAGE hl 1+2 1+5 116 1&7 5O 51 53 53 51+ 58 59 6O 61 xi TABLE PAGE XVI. Number of Days Per Week Boating Was Offered. . . . . . 62 XVII. Classification of Personnel Conducting Boating Programs 6h XVIII. Reported Sources of Training for Leaders of Boating Programs....................... 65 XIX. Boating Programs of Other Agencies in Which Institu- tionsParticipated.................. 66 n. Types of Instructional Materials Used in Boating Programs...................'.... 67 HI. Reported Swimming Ability Requirements for Partici- pation in On-the-Water Programs of Boating . . . . . . 68 XXII. Reported Instructional Requirements for Participation inOn-the-WaterBoating 69 £111. Canoeing Skills Taught At the Reporting Institutions . 75 XXIV. Content of Canoeing Safety Instruction Programs . . . 76 XXV. Types of Canoeing Activities and Trips Provided. . . . 77 XXVI. Types of Instruction Offered in Outboard Boating . . . 78 XXVII. Types of Instruction Offered in Inboard Boating . . . 79 XXVIII. Types of Motor Boating Skills Taught . . . . . . . . . 80 XXIX. Types of Motor Boating Safety Instruction Provided . . 81 m. Types of Motor Boating Activities and Trips Offered . 81 m1. Types of Rowing Skills Taught. . . . . . . . . . . . . 83 mn. Types of Rowing Safety Instruction Provided . . . . . 81+ MIII. Types of Boats Used in Sliding Seat Rowing . . . . . . 81+ m. Types of Roving Activities and Trips Offered . . . . . 85 XXXV. Types of Sailing Skills Taught . . . . . . . . . . . . 86 TABLE mvn. XXXVIII . XLI. XLII. XLIII . XLIV. XLV. XLVI . XLVII . XLVIII . LI. Types of Sailing Safety Instruction Provided . . . . . Types of Sailing Activities and Trips Offered . . . . Smnary of General Sources of Boating Equipment . . . Specific Sources of Boating Equipment Presented in Order ofFrequency..................... Classification of Sources of Boating Equipment . . . . The Quantity and Types of Boats Reported to be Avail- able for Use in Boating Programs . . . . . . . . . . . The Quantity and Types of Accessory Equipment Reported to be Available for Use in Boating Programs. . . . . . Interest Evidenced in Expanding Programs . . . . . . . Interest Evidenced in Sending Faculty to Workshop by Institutions With Boating Programs . . . . . . . . . . Suitable Length of Boating Workshop Indicated by Insti- tutions WithBoatingPrograms . . . . . . . . . Preferences of Seasons for Boating Workshop Reported by Institutions With Boating Programs. . . . . . . . . Areas of Instruction Desired in Boating Workshop . . . Interest Evidenced in Beginning Boating Programs by Institutions Without Programs . . . . . . . . . . . . Interest Evidenced in Sending Faculty to Workshop by Institutions Without Boating Programs . . . . . . . . Suitable Length of Boating Workshop Reported by Insti- tutions Without Boating Programs . . . . . . . . . . . Preferences of Seasons for Boating Workshop Reported by xii PAGE 87 88 92 93 9h 97 99 103 103 10h 105 106 109 110 111 TABLE LII. LIII . LIV. LV . LVI. Institutions Without Programs . . . . . . . . . . . . Activity Areas in.Which'Boating Could.be Conducted Reported by Institutions Without Boating Programs . . Types of Boats Used in Communities Reported by Insti- tutions Without Boating Programs . . . . . . . . . . Uses of Boats in Communities Reported by Institutions WithoutBoatingPrograms. . . . . . . . . . . . . . . Bodies of Water Available for Instruction Reported.by Institutions Without Boating Programs . . . . . . . . Distance of Body of Water From Campus of Institutions WithoutBoatingPrograms. . . . . . . . . . . . . . . xiii PAGE 112 113 115 115 117 118 CHAPTER I INTRODUCTION Background of the Study This study of boating education is a part of a larger, on-going activity, the Outdoor Education Project. Since it is necessary to under- stand the relationship between this study and previous research con- ducted as a part of the Project, the background of the Project and the study are presented before the statement of the problem is given. The Outdoor Education nglect. In 1955 the American Association for Health, Physical Education, and Recreation, a Department of the National Education Association, initiated the establishment of the Out- door Education ProJect. This Project was established as a Joint activity of the American Association for Health, Physical Education, and Recrea- tion; the Sporting Arms and Ammunition.Manufacturers' Institute; and the Associated Fishing Tackle Manufacturers. It grew out of the concern of these organizations over the "increased availability of leisure time for recreational pursuits by great masses of our people; the movement of these people out of doors; and the need for adequate skills, appreciations, and attitudes for proper use of the out of doors." (103:1) The Outdoor Education Project was designed to begin a continuing program of activities for the development of outdoor education with special emphasis placed on casting and fishing and hunting and shooting. Related activities such as school camping, boating, outing clubs, archery, and winter sports were also included in the Project's program plans since they all "have implications for developing greater skill for outdoor pursuits and a greater appreciation for the wise use of natural resources.“ (103:2) The Outdoor Education Project, planned to operate for at least the five year period, 1955 through 1960, encompasses the following activities: "1. Leadership training: A series of regional and state leader- ship training institutes, clinics, and workshops for school and college staff members who are interested in developing programs in outdoor education in their own institutions are being held. 2. Interpretation: The need for the development of outdoor edu- cation and the Project's plan of operation are being interpreted to school administrators, teachers, and other interested per- sons through programs, exhibits, demonstrations at conventions, and articles in educational periodicals. 3. Instructional Materials: The need for instructional materials is being determined and plans devised for the preparation of these instructional guides and visual aids." (103:h) In beginning its program the Outdoor Education Project surveyed the status of casting and fishing and of hunting and shooting in.the schools and colleges in this country. Other outdoor education activities such as camping, boating, canoeing, sailing, school forests, field trips, gardens, outing clubs, and hiking were included in item tan, a minor part of the survey. Questionnaires were sent to the 28,000 secondary schools and 2,000 colleges and universities in the United States and its ”E territories listed by the National Education Association. "More than 6000 high schools and 500 colleges and universities returned the survey forms with sufficient data to DO tabulated. The number of replies re- ceived was thought to indicate much interest since there were no second requests for information." (10h:1) To carry out the leadership training objective, eight workshops were held in 1956, the Project's first year of operation. Nine workshops were scheduled before August 1957 for the Project's second year of operation, and nine more were scheduled for the following year with others on the waiting list. (10h:1) These workshops were locally spon- sored usually by state departments of education, departments of conser- vation, or by colleges or universities. They were supplied with special- ists in casting and shooting by the Outdoor Education Project and its cooperating sponsors, The Associated Fishing Tackle Manufacturers and the Sporting Arms and Ammunition Manufacturers' Institute. The very nature of these outing activities of fishing and hunting required that some consideration be given to the safe use of boats and small craft during the workshop instructional periods. Boating in- struction has been included in a small way in each workshop with one or two hours being scheduled for this activity. Boat 22.2 part 93 the Project. Since boating was becoming an increasingly important part of the workshop programs, the possibility of including'boating in the Project on an equal basis with casting and shooting was considered in 1955 by the Project Director and the Advisory Committee. It was decided that boating was a suitable activity for the h Project to include in view of the facts that boating is essential in the outdoor sports of hunting and fishing, that it is an outing activity of merit in its own right, and, especially, because boating is one of the fastest growing sports in the United States today. (95:82) After informal discussions with officials of the Outboard Boating Club concerning the relationship of boating to the Outdoor Education Project, a proposal was submitted the Outboard Boating Club in August of 1955 which set forth a cooperative plan whereby the boating industry would join with the other industries in the Project. The Outboard.Boating Club of America is the "public service and public relations arm of the national trade associations representing manufacturers of outboard boating equipment. Its component groups in- clude the Outboard.Motor Manufacturers Association, the Outboard Boat Manufacturers Association, and the Boat Trailer’Manufacturers, as well as individual boaters and affiliated boating clubs. The Outboard Boating Club of.America has devoted a considerable part of its efforts to the initiation and improvement of boating laws. A continuing companion en- deavor has been a comprehensive program.of education of boat users and prospective users in safe boat handling." (95:92) Because of the Out- board.Boating Club's interest in education, it was thought to be the boating industry association most suitable for working with the Project. In consultation with officials of the Outboard Boating Club in the winter of 1955-56, representatives of the American Association for Health, Physical Education and Recreation outlined the work of the Pro- ject, the place of boating in the Project‘s programs, and discussed methods of including boating in the Project along with casting and shooting. It was suggested that a study of the extent of boating edu- cation in the United States he made and that the need for and the value of such a program be determined. This would constitute the preliminary activity conducted by the Project in the area of boating. Agreement was reached in the summer of 1956 and a grant of $5,000.00 for one year was received'by the Outdoor Education Project in September 1956. During this year the Project was to determine the extent of boating education in the United States and to determine the need and value of such a program. The present investigation, "A Study of Boating and of’Boating Education in Selected Schools, Colleges, and Universities in the United States," is one of the direct results of this grant of funds. Statement of the Problem This study was designed to supplement the original Outdoor Edu- cation Project Survey that was concerned primarily with determining the status of casting, fishing, shooting, and hunting in schools and colleges. The purpose of this study was to determine the status of boating and boating education in the curriculum or programs of selected schools, colleges, and universities in the United States. Specifically it at- tempted to gather information about: 1. The number, the types, and the levels of instruction in schools, colleges, and universities that responded to the questionnaire. 2. The program.of hosting in the schools and the staff conducting the program, 3. The curriculum of boating activities provided for students. A. The types and quantities of equipment available and the sources from which they were Obtained. 5. The interest in expanding the boating program evidenced by institutions already conducting programs. 6. The interest in beginning boating programs evidenced by insti- tutions that did not have programs. It was hoped that this study would provide useful information about the existence and status of boating education in schools, colleges, and universities and that this information might lead to areas for fur- ther investigations and, possibly, to eventual curriculum change. Limitations 2£.EBE.§EE§Z This study is limited by the number of institutions surveyed and the number of institutions responding to the survey. A more complete study would have been made if every school, college, and university in United States and its Territories had been contacted as was done in the original Outdoor'Education Project Survey. In the first Survey reports from 197 institutions indicated that they had some kind of boating activi- ty in their programs. The names of 131 additional schools were secured from the state directors of health, physical education, and recreation. Ten.more names were obtained from responses to a request placed in the Journal 93: _H__eal_t_1_1, Physical Education, and Recreation. Through these methods the names of 338 institutions were finally secured. This study is also limited by its research method. Any survey is dependent on and limited by the cooperation and the accuracy of reporting of those who respond to the questionnaires. The presentation of the status of hosting in the schools is, of necessity, a reflection of the observations of the respondents. Most of the questionnaires returned were answered completely. In those instances where complete answers. were not given the fact is noted in the findings. Schools cooperating in the study were asked to return copies of locally prepared materials with the questionnaire. It was anticipated that these materials would fonm a part of the data collected and would serve as an aid in the improvement of boating education. Since only three schools out of the 233 returning questionnaires included locally prepared materials, no consideration was given this phase of the study. This study is limited by its purpose, therefore, to study the status of boating and boating education in selected schools, colleges, and universities in the United States and is limited by its method and the validity of responses to the questionnaire. Definitions Most of the terms used in this study are in common usage, but to avoid misunderstanding a few definitions or word concepts of boats, boat- 1113 education, and boating activity appear to be necessary. These that follow are the concepts accepted by the Outdoor Education Project and that are used by the writer in conducting and reporting this study. Boat. The word "boat" in this study indicates any type of small water craft of any size or shape, propelled in any manner, that is used primvarily for the purpose of recreation or pleasure. Included in the d°f5~11-‘I.‘!.::Lon are canoes, inboard and outboard motor boats, row boats, racing shells with sliding seats, sailboats, and any similar craft. Boating Education. "Boating education," for the purpose of this thesis, refers to the program of instruction in the use of boats carried on by educational institutions. It includes all instruction whether in the classroom, on the shore, or on the water. Under this definition, instruction carried on by agencies other than schools, colleges, and universities would not constitute boating education. This does not infer that the instructional activities by other agencies are not educational and valuable, but it is used to differentiate between the two kinds of programs. This term is not intended to propose a new form of "education" but, merely, to indicate school sponsorship of boating instruction. Boating Activities. "Boating activities" are. all those activities that do not necessarily involve direct instruction. Included are in- dividual or informal boating activities carried on for recreational pur- poses. Also included are organized activities such as boating clubs, crews, and competitive activities which have school sponsorship but which are not designed primarily for instruction. Boating education and boating activities may or may not be synony- mous according to the policy and situation in each school. Thus a beating 0111b under school sponsorship may provide both instruction and recreation- a1 boating for its members. The differentiation of terms is a matter of intent and purpose rather than name or title. 01‘ mization 93 392 Study For the presentation of the study, this thesis is organized into 812‘ chapters . 9 Chapter One is devoted to the background of the study and its pur- pose. In this chapter is an outline of the organization of the thesis, limitations of the study and pertinent definitions. Chapter Two contains the review of the literature, including the areas searched for information about boating and boating education, and the findings. Chapter Three contains the methods and procedures used in con- ducting the study and explains the selection of schools, the formulation of the questionnaire, the collection of data, and the method of present- ing the data. Chapter Four is presented in six parts with each part correspond- ing to a section of the questionnaire. The sections are: Part A General Information Part B Program and Staff Part C Curriculum Part D Equipment Part E Expanding Program Part F Questions for Those Schools Without a Boating Program. Chapter Five contains the sunnnary and conclusions and recommen- dations for further research. Chapter Six, entitled ”Curriculum Implications of the Study," is not a part of the study, strictly speaking. It is included, however, be- “use the guidance committee, the director of the Outdoor Education Pro- 3°“: and the writer believe that the implications are important enough that they should be immediately available to the readers of this thesis. Th° information gathered by this study will be of value to the degree 10 that the findings are used to modify the curricular offerings of our edu- cational institutions. There seems to be a need to point the way to these curricular modifications without the necessity of waiting for a complete study of the place of boating in the curriculum. This chapter also partially fulfills the goal set for the Outdoor Education Project of determining the need for and the value of boating education, which was not a part of this study. The Bibliography contains materials reviewed for the study. The Appendix contains materials used in making the study and a listing of the educational institutions that participated in the study. cm II REVIEW OF HTERATURE INTRODUCTION Boating is not a new activity in the United States. The early settlers with their sailboats and rowboats and the Indians with their canoes were all boatmsn, but they used their water craft more for trans- portation or business than for pleasure. Boating as a recreational activity, however, -i_._s_ rather new, at least in its present form, and is growing rapidly. In the decade since the end of World War II participation in recreational boating has in- creased 500 percent. (95:82) It has become more than a billion dollar business and the leading family participation sport in the nation. (99:1) In this study of boating education, the writer has attempted to gather data to describe what educational institutions were actually doing in the area of boating in the face of this tremendous popular expansion. The process of reviewing literature, to provide a background for this study or to present specific examples of similar studies, has been hin- dered by the fact that little has been written about any aspect of boat- ins education. Recognition of the sudden rise of boating to prominence has been f0unit, primarily, in the popular press--those magazines found on most “We stands. Most of these articles have appeared since 1950. The m M and the Education Index listed articles reporting the 12 expansion in.recreational boating and education's concern with it only after that time. Professional recognition of boating as a part of physical edu- cation was reported as earLy as 1938 when N. R. LaPorte's Committee on Curriculum of the College Physical Education.Association published 22: Physical Education.Curriculum. This committee stated that "in general there was definite opinion favorable to giving emphasis, where facilities were available, to such carry over activities as badminton, bowling, boating, camping, golf, hiking, riding, skating, snowshoeing, social recreation activities, and tennis." (16:25) Since the time of this report there has been little other pro- fessional recognition of boating education. Kozman, Cassidy, and Jackson in their text, Methods 12 Physical Education, published in.l952,included boating, canoeing, and sailing as curricular items for a co-educational program. (15:h60) These items were not of sufficient importance to the authors to be listed in the table of contents or index, however. Hughes and French in their text, Administration 2: Physical Education, published in.l95h,listed.boating as a suitable physical education activity in their discussion of outdoor experiences that should be provided for all chil- dren. (13:216) Again, boating was not included in the table of contents or index. Boating, in any of its forms, was not included as an activity in the textbook, Pmsical Education for _I_I_:_l_g_h_ School Students, published by the.kmerican.Association for.Health, Physical Education, and Recreation in 1955. (3) In a periodical in 1955 in an article entitled "Adventures in Outdoor Education," Julian W. Smith listed "boating, canoeing, and water activities as a part of outdoor education. (83:8) No other articles were found in professional educational Journals that discussed boating as a part of the school program. The only report of the actual existence of boating programs that could be discovered appeared in.Fitness for Secondary School Youth in 1956. This publication was the March 1956 issue of the Bulletin 93 1°29. National Association of Secondary School Principals that was reprinted and issued by the American Association for Health, Physical Education, and Recreation. Here it was stated that "boating, canoeing, and a variety of water activities are being added to many school and college I programs.’ (2:86) The report did not specify the number of programs, their location, or their content. It was obvious to the writer, from the lack of attention given to boating in professional literature, that boating was an accepted but in- frequently offered area of physical education or type of school activity. It was noted that education for leisure as a function of the school has been supported in the literature, that boating as a leisure time activity or interest has been reported, and that boating instruction has'been accorded acceptance. It is, therefore, in the following three areas that the literature is reported: Basis for Education for Leisure, Boating as a Leisure Time Activity, and the Status of Boating Instruction. BASIS FOR EDUCATION FOR LEISURE It has been indicated in the literature that, although boating and boating education are recent arrivals on the educational scene, education lh for leisure has been accepted as a function of the schools for some time. Ever since the National Education Association declared in its Cardinal Principles 93 Education in 1918 that "worthy use of leisure time" was a major objective of education (19:10) there has been professed acceptance of the need for education for leisure by educators. The recognition of this need for leisure time and recreation education was reaffirmed by the Educational Policies Commission in 1938 when the ob- jectives of education were restated in Moses _o_f Education _i_n_ _a_ Democra . (9:51) Williams and Brownell surmned up the statements that had been made about leisure time education when they reported in 1951 that "no list of educational objectives has appeared in the last quarter century without education for leisure as a worthy objective." (28:3hh) Professional journals have devoted themselves, primarily, to pre- senting a broad view of education for leisure or of outdoor education. Boating as a suitable activity in these areas was implied but attention was not focused on boating specifically and directly. Recognition of the need for leisure education was demonstrated by the publication of several entire issues of Journals devoted entirely to this topic. The January 19118 issue of the Journal 93 Educational Soci- glgg entitled "Recreation" (75) was devoted to recreation and to edu- cation for leisure. It contained articles which discussed recreation as a community and a school ftmction and the place of camping and outdoor education in recreation. The October issue of Education, entitled "Education for Leisure," (51) was concerned entirely with the subject. It contained articles that pointed out the necessity for having edu- cational institutions realize that they must indeed educate for the 15 worthy use of leisure time. Outdoor education and school camping were treated at length in the May 1911-7 issue of the Bulletin 9_i_‘ 1:99 National Association 9_f_ Secondary M Principals entitled "School Camping and Outdoor Education." (77) School camping and outdoor education were also the topics for the May 1950 issue of the Journal 9_i_‘_ Educational Sociolog entitled "Camping Education" (#5) and the September 1952 issue of Education entitled "Camping and Our Schools." (Mt) All of these publications about leisure time education and out- door education and camping stressed the need, value, growth, and extent of leisure time and_outdoor activities. None of them discussed boating. Although LaPorte indicated that boating was an acceptable physical education activity in 1938, it has only been in the last decade, since 1916, that writers have mentioned boating as a part of the school pro- gram. Kozman, Cassidy, and Jackson in their Methods 9_f_‘_ Pmsical Educaticn listed boating, sailing and canoeing, along with camping, hiking, swim- ming and water sports, as "sports that are included in the class activi- ties of only a few schools." (15:11.06) Interestingly enough, however, they did not include these boating activities in their listing of outing activities to be carried on in the extra-class program. (15:1I-86) Hughes and French in their Administration 93 Physical Education stated that a "Physical education program should provide for as many outdoor experiences 88 facilities permit and such experiences need not be limited to the school camping program. Boating, canoeing, hiking, campcraft, mountain cliltnbing, skating, skiing, fishing, and purposeful outdoor work are ”amples of activities." (13:216) 16 Ludwig, in her 1951+ study of education for leisure, included boat- ing as an activity that met her criteria of acceptable leisure time ac- tivities by providing competition, physical and outdoor activity, and solitary sport for the participant. (lhO:77) Julian W. Smith stated in 1955 that outdoor education included: (1) Classroom related field ex- periences, (2) School farm, forest, and garden programs, ( 3) School camping, (1+) Day activities in outdoor areas, (5) Outing Club activities, (6) Casting and fishing, (7) Hunting and shooting, (8) Boating, canoeing, sailing, and other water activities, (9) Winter sports, (10) Comunity adult recreation and education. (8M9) The publication Fitness for All American Youth included boating as one of the outing activities that contributed to total fitness. It pointed out that "the use of the out of doors as a laboratory for physi- cal education might be exemplified in such activities as casting, shoot- ing, boating or water activities, use of the compass, and archery, along with outdoor skills." (2:86) It went further to state that the "im- portance of aquatic and small craft instruction is reflected by the fact that 100 million people go swimming and bathing annually and more than 25 million people take part in boating." (2:112) Some writers have not specifically reported but have implied the inclusion of boating as an outing activity in the school program. Wrenn and Harley in their l9hl discussion of depression youth, _'l_‘_i_m_e 93 _T_h_e_i_r_ £11.93, declared that all evidence pointed to the broadening of the con- cept of education to include recreation as a normal function of public schools. They also stated that boating, among other outdoor sports, was an activity in which youth liked to participate. (27:72) Williams and 1? Brownell in their Administration 9_i_‘_ Health Education and Physical Edu- _c_ati;o_n agreed that "recreational activities--hiking, camping, excursions, and similar events" were a basic part of the physical education program as were "sports , including aquatics." (28:95) Interest in boating as a part oi college women's physical edu- cation was reported in a study conducted at the University or Washington in 1951+ by Broer and Holland. They attempted to determine interest evi- denced in certain physical education activities by freshmen and sophomore women and reported that sailing and canoeing were among the ten activities in which students would prefer to receive instruction. Sailing was ranked third in the first preference voting and canoeing was ranked fifth. (h2:398) Family interest in outing activities was also reported. If in- terest in outing activities could be interpreted to mean interest in all types of outing experiences then the results of Wylie's 1953 "Survey of 503 Families" had application to boating, among other leisure activities. He reported that a greater percentage of the families surveyed wanted opportunities for participation in nature and outing activities than in any other recreational activity. (91:2’41) Another study, dealing with leisure interests of secondary school youth, was conducted in 1951} by the Schenectady, New York, Neighborhood Activities Committee. This com- mittee reported that fishing, hunting, and outing activities were strong interests of junior and senior high school boys but that they were of lesser importance to girls. (67:18) Thus, interest in boating was most graphically presented in the sudden increase in participation in recreational boating that has been 18 noted since the end of World War II. BOATING, A SIGNIFICANT LEISURE TIME ACTIVITY The increase in recreational boating has been recognized as a significant activity, worthy of notice and serious consideration, by the popular press, the business man, the legislator, and the governmental administrator. The immediate impact of increased participation has been felt by business in increased sales, but the use of an increasing number of boats has caused pressures on existing recreational facilities and has raised serious legislative and administrative questions. Recognition Indicated 31 Participation and Sales Rather dramatic increases in sales and in participation in recre- ational boating have been reported in the past few years. It was reported in .T_h9_ Outboard Market, a research notebook of the Outboard Boating Club, which is the trade association for the outboard boating industry that: 1. 5. Sales for 1955 were double the volume of 1951 and triple the volume of l9hl. (102:1L9) The average bwer is buying motors of higher horsepower. (102:3) The average buyer is buying longer boats. (102:9) The average buyer is a skilled worker in the middle income class. (102:h) Cruising and water skiing have become the primary reasons for buying outboard boats and motors, replacing fishing. (102:13) A report of the Industry Advisory Committee on Statistics of the National Association of Engine and Boat Manufacturers, the trade as- sociation for the inboard boating industry, showed that in the year 1956 : 19 1. Boating was the top family sport. 2. Twenty-eight million Americans or about 17 percent of the popu- lation participated in boating. 3. A billion and a quarter dollars were spent on all kinds of boating. A. There are 5,791,000 pleasure craft in the United States or one for every twenty-eight people. 5. Of this number, 1+,51t5,000 of these craft were of the outboard type. (99:1) The increase in participation in recreational boating has been vividly reported to the public in the popular press. Typical examples of these reports follow. In an article in the Saturday m 25252 in 1953, "Everybody Wants To Be A Sailor," the reasons for the boating boom were reported to be the facts that boats are better, motors are better, and there is more water available. (3)-1:210 The availability of boats was pointed out in "All America Goes Boating," an article in M_9t_o_r_ Boati_r_i_g in 1955. It was declared that the "Model T" of the waterways has appeared and that it is hardly a question of not being able to afford a boat today. (ll-6:510 "Boating Booms To Biggest U.S. Sport" was the title of an article in Nation's Business in 1955 in which it was reported that nearly thirty million people participated in boating in 1955 and that sales were over a billion dollars for the second year. (87:’+O) In a somewhat similar ar171cle in l’li? in 1955, "Nation Rides Crest of Motor Boat Boom," the amazing growth of boating as a family sport which has developed into big business was described. (66:38) In an article entitled "Boom In Boating" that appeared in _'I_‘_ra_v_e_l_ in 1955, reasons for the sudden surge of boating to the forefront of . .. 1;... ) Jilin.-. 1.14.! I 2O recreational activities were given. It was reported that the develop- ments that had multiplied the number of boating vacations were: 1. 2. 3. It was The sustained general level of national prosperity. More leisure hours for every level of society. The construction of man made lakes and reservoirs. (53:13) also stated that a great revolution in recreational habits had been taking place and it was indicated that the following factors were involved: 1. 2. 3. Boating lends itself to family activity--nobody is neglected, not even the dog. The importance of the large boat is fading and there is an increase in small portable craft. The average navigable depth of rivers on the North American continent is under two and a half feet. (53:13) Other reasons for the increase in boating were set forth in Ibpular Science Monthly in 1955 in an article entitled "The Big News Is The Boom in Backyard Boating." It was reported that the experts favor: 1. A saturated distaste for traffic jams, fumes, and travel grime on the road. An increased appreciation of the benefits of open air. The heretofore unrealized profusion of unobstructed waterways. The relative cheapness of maritime holidays. The current "do it yourself" movement. Stepped up production of foolaproof nautical equipment. Improved materials for fabrication. The sporting opportunities for fishing and swimming. The carefree requirements of living on deck and the accommo- dations now'provided as standard equipment. The heavy publicity given these advantages. (52:15h) 21 A different view of the present boating situation was given in "outboards By The Millions" in Recreation in 1953. It was indicated in this article that the large numbers of outboards manufactured since World War II had been responsible for creating democracy afloat. Water lovers with neither the cash nor the social standing to belong to a yacht club could put their boat on a trailer and join with hundreds of others in using the waterways. (61:166) Recognition By ngislative Branches As boating participation has increased so have the problems of controlling and regulating boating traffic. Both Congress and state legislatures have been concerned and have taken steps to investigate or regulate the situation. By 1956 the United States House of Representatives' Committee on Merchant Marine and Fisheries had recognized the seriousness of the boat- ing situation and the need for some form of Federal control. It held a series of hearings in sixteen cities across the nation during the summer and fall of 1956 to listen to testimony from interested citizens, organi- Zations, and agencies concerning the problem. The chairman of the committee, Herbert C. Bonner, opened the hearings by saying: Today we are commencing a series of hearings in an effort to make a comprehensive study of the problems of recreational boat- ing throughout the United States. The phenomenal growth of plea- Sure boating in recent years, with an estimated 25 million Ameri- Cans going afloat per year, certainly must have created new problems and responsibilities which need to be studied and faced up to by the cognizant agencies of government and the appropriate legislative conmittees. (95:1) I! IE.».)|.'III‘1I|II.II [I III I II! .Illl ,‘ I .5. I’VE. .5. ll. 22 The first witness before the committee, Admiral Alfred C. Richmond, Commandant of the United States Coast Guard , included in his remarks the statement that "boating has developed almost exclusively as a family sport. It offers young and old alike almost boundless opportunities for wholesome recreation." (95:10 He also stated that "education in the safe equipping and operation of boats is a hmdamental in keeping the casualty rate down." (95:10 " In other remarks Admiral Richmonddeclared that "nautical education will continue to be a prime requisite for our boating public." (95:10 Many witnesses before the committee testified to the need for boating education. Typical comments follow. John J. Tanner, President of the United States Coast Guard Auxiliary, said, "We believe that education followed by good police action is necessary." (95:98) Somewhat similar testimony was given by L. B. Browning of the Browning Management Company when he said, "We cannot stress too strongly our opinion that all operators of small boats should: be educated and regulated." (95:36’4») Several strong statements about the value of boating education were made. Carroll Adams, a member of the Coast Guard Auxiliary, de- CJ-ared, "I believe that public instruction is of the greatest importance." (9635114) "We believe in education instead of legislation," reported J' W. Anderson, a member of the Day Island Yacht Club. (96:61h) "Edu- cation is the keystone to boating with safety," declared OW W. Hughes, "”0utive Secretary of the Outboard Boating Club of America. (95:1+57) Testimony from Richard L. Newbarger, United States Senator from O re3°11 was also received. He stated that "perhaps the way to insure 23 safe boating is through a greatly expanded program of education for boatinge-through the schools, at small boat harbors, through the publi- cations devoted to boating, and by the industry itself." (96:568) These hearings were reported in the Committee's three part $2.191 9f Recreational Boating $313932 (95, 96, 97) that was released in 1957. The Committee had not presented its recommendations to Congress when this thesis was completed but in a March 12, 1957 press release Chairman Bonner said, "The Committee is moving with extreme caution so that its report to the Congress will accomplish the purpose of increasing small boat safety without detriment to the continued development of boating." (127:1) Since Congress had recognized the need for a study of recreational boating, it was assumed by the writer that state legislatures were also facing the problems identified and reported upon by the House Committee on Merchant Marine and Fisheries. As a consequence the legislative reference bureaus of each of the states were contacted by letter for in- formation about boating legislation or boating problems in the states. These bureaus, which have various titles, were selected for contact be- cause they were the‘research agencies for the state legislatures. Replies were received from fourteen states--Alabama, California, Indiana, Iowa, Kansas, Louisiana, Michigan, Missouri, New Hampshire, New Mexico, New York, South Dakota, Virginia, and Washington. Of these only Missouri and Virginia reported that there was no information readily available. The other states reported the existence of laws regulating boating or indicated recognition of increased boating. The report from N 9" York indicated that thirty-four states have laws, either state or 2h local, that regulate boating. (101:35) In addition to responding by letter, the bureaus of the states of New York and California sent printed reports of the work of their legis- lative committees. These reports contained outlines of some of the problems facing state governments today. The legislative report from New York entitled Report 9_f_ _1_:_h_e_ Joint Legislative Committee 93.1. Motor Boats 1956 contained the outline of the problem. It was stated that, "Boating is rapidly becoming our fastest growing recreational activity. By the thousands our people are descend- ing upon our waters in a mass movement that is increasing each year by leaps and bounds. Entire families are taking their recreation in boats. Thousands of newcomers to the field of boating are contributing their enthusiasm to the sport. The boating business is having a bonanza and each year brings a bigger pea ." (101:10) It was also reported that "with the ever growing recreational use of our waters problems have multiplied. Our laws have not kept pace with modern conditions and our statutes, that were designed primarily to control canal boat and other commercial traffic, are no longer adequate." (101:11) The New York Committee went on to report, "It has been stated that the multiple problems caused by the tremendous increase in boating can be solved by education alone, but it is apparent that, by itself, education is not sufficient. The question before the committee involves the following: Should a program of water safety, boat care, and safe Opera-t ion be instituted within the state? If so, by what agency, where, when, and how? Should there be a course on the subject in our public sc1300131? Should it be handled by voluntary groups such as the Power 25 Squadron and the Coast Guard Auxiliary, and the yacht clubs and boating associations that are already in this field?" (101:19) California legislators in their 1953 Report 93 the Interim 99m- x_n_i_t_t__a9 .o_n_ Marine Affairs concerned themselves, primarily, with the in- creased need for small boat harbors. They reported that "it is impossible to measure just how great the need for small boat harbors is today or how much greater it will be tomorrow but with each passing year the deficiency in boat harbors is becoming more acute. (93:13) In the 1955-57 392.91 9}: the Interim Committee 9_r_i_ Marine Affairs, the California committee reported to the legislature that it found "justification for considering a uniform boating law because of the haphazard and often conflicting nature of these regulations." (914:3?) Recogition _B_y Governmental Agencies Since the increase in recreational boating would also be a matter 01’ concern to governmental agencies, those agencies with responsibilities for recreation, conservation, water management, or water safety were con- tacted by letter for information about boating and boating education. Requests for information from Federal agencies were sent to the United States Coast Guard, the National Park Service, the United States F°r93t Service, the Bureau of Reclamation, and the United States Army Corps of Engineers. Replies were received from all of these agencies and 1rldicated an awareness of the increase in hosting activities and the need for the provision of services for the boating public. The report from the United States Coast Guard, an activity of the ‘1‘ “’3an Department, stated that it did not give direct instruction but f" --. _.——_——.—"—r 26 relied on its Auxiliary for that service. The report brought out that the Coast Guard is "prepared to render the following services to boating enthusiasts: (l) Furnish films, (2) Inspect boats for legal requirements, (3) Furnish copies of regulations goveming the operation of motorboats, (h) Furnish assistance to those in distress." (135:1) The reply from the National Park Service of the Department of the Interior showed that "the increased use of boats in the National liarks has been rapid and increased facilities are being contemplated." (lh8zl) It was also reported that thaPark Service does not provide boating in- struction but relied on the Coast Guard Auxiliary for this service. (lh8:2) ‘7 The report from the United States Forest Service of the Department of Agriculture, stated that it did not provide boating instruction nor had it yet provided substantial improvements of facilities for boating. (lit-6:1) It was reported, however, that "certainly the trend in the use 01’ small boats is sharply upward. An increase has been noticeable in the use of both car-top boats and the trailer hauled ones. Canoeing is the only class of boating for which we have kept a record of estimated use in the forests and this has increased tremendously." (116:2) The response from the Bureau of Reclamation of the Department of the Interior showed that "we have no data on the trends in the use of boats" and "the Bureau of Reclamation does not provide boating instruc- tion." (l‘h3:2) An enclosure from the Bureau, however, contained an address delivered by the Commissioner of Reclamation, W. A. Dexheimer, t° the Missouri Basin Inter-agency Council, August 10, 1956- In it the Cmssioner stated that "the Bureau of Reclamation is making a ”301‘ contribution to today's recreation facilities in all parts of the W681?- 27 Our facilities--primarily our reservoirs-41ers host to ten million people in 1955. This year the number should exceed ten million." (l3h:l) It was reported that the Corps of Engineers of the United States Amy is "authorized to construct, maintain, and operate public parks and recreational facilities” at reservoir projects of its Civil Works Program. (98:526) The Secretary of the Army has declared that "water areas of all such reservoirs shall be open to the public generally, without charge, for boating, swimming, bathing, fishing, and other recreational purposes." (98:526) There was no report of boating instruction. Agencies with specific responsibilities for certain large areas of impounded water were contacted for information about boating activities in their areas. Requests were sent to the Tennessee Valley Authority, Knox- ville, Tennessee, and to the Muskingum Watershed Conservancy District in New Philadelphia, Ohio. Replies were received from both agencies. The reply from the Tennessee Valley Authority indicated that rec- reational beating on its lakes and rivers had increased to three times the 19% level by 1956. It stated that "during the past ten years the number of all recreation craft on TVA lakes has increased from less than 10,000 to more than 35,000. The greatest increase has been in small boats with outboard motors." (138:1) It was also reported that "TVA does not develop or operate any recreational facilities but encourages other pub- lic agencies, private business, and individuals to do so" (138:3) and "TVA does not rent boats so no instructions are given to boat users." ( 138:3) The report from the Muskingum Watershed Conservancy District Stated that there were boats for rent at all of its lakes and that there 28 were "seven times more boats registered in the District in 19% than in 1942." (133:1) The following was also indicated: "The problem facing us is the proper supervision of the large number of boat users and how far we should attempt to carry on a strict regulation of operations rather than an intense educational campaign." (133:1) STATUS OF BOATING INSTRUCTION There was no specific report in the literature dealing with the status of boating education in schools and colleges. It was assumed, therefore, that educational institutions have provided only a minimum amount of boating instruction. The determination of the status of boat- ing in educational institutions is one of the purposes of this study. There are, however, three non-school organizations that provide classes and materials for instruction in beating and water safety on a national scale. These organizations, which are primarily concerned with Providing boating instruction to the public and to their own members, are the United States Power Squadron, the United States Coast Guard Auxiliary, and the American National Red Cross. Each organization was contacted by letter for information and replies were received from all of them. The United States Power Squadron, with headquarters at 9 West Demerest Avenue, Englewood, New Jersey, is a‘private civilian organiza- tion that has as its purpose: "(1) To establish a high standard of skill in the handling and navigation of yachts, (2) To encourage the study of the science of navigation, (3) To cooperate with the agencies of the United States Government charged with the enforcement of the laws and re"! . Eulatlons relating to navigation, (1%) To stimulate interest in activities 29 which will tend to the up-building of our Navy, Coast Guard, and Merchant Marine." (120:3) It conducts classes in Piloting and Small Boat Handling for all interested persons and the passing of examinations in these classes is a pre-requisite to membership in the organization. Advanced classes are held for members of the Squadron only.) (120:8) In 1956 there were 32,000 members in the Squadron in 210 local squadrons. (lh?:2l2) The United States Coast Guard Auxiliary, with headquarters in Washington, is a non-military organization created by Congress to: "(1) Promote safety and effect rescues on and over the high seas and navigable waters, (2) Foster wider knowledge of and better compliance with the laws, rules, and regulations for the operation of motor boats and yachtS, (3) Promote efficiency in the Operation of motor boats and yachts, (1+) Facilitate the operations of the Coast Guard." (115:3) It offers training in small boat handling through public instruction courses to all interested citizens. Membership is open to any citizen over seventeen years of age who owns a one-fourth interest or more in a motor boat, yacht, private airplane, or licensed radio station. (115:2) In 1956 there were 1,35 local Auxiliary groups in the United States and inS’tl‘uction was given to 27,169 persons. (135:1) The Merican National Red Cross has conducted water safety and small craft courses at its Aquatic Schools and Small Craft Schools through- out the country for 111W years. Through these schools it has trained instructors to teach swimming, life saving, and small craft courses in the local Red Cross Chapters. A 1956 report indicated that "a million p°°P1° complete Red Cross water safety and small craft courses annually. 2: ( 11h) A text entitled Canoei , (1+) especially written for use in 30 small craft courses, was published in 1956. The fact that the Red Cross has branches in almost every community would seem to indicate that this organization has greater potential for promoting boating skills and safety than any other non-public organization. SUIMARY The most evident fact found in reviewing the literature was that very little had been written about boating as a part of the function or program of the educational institutions in the United States. Education for leisure has been accepted as a goal of education since 1918 when it was listed as one of the Cardinal Objectives of education. Outdoor Education, as a part of general education, has been contributing to the attainment of this objective. Reports of develop- ments in the areas of leisure time and outdoor education have been made but boating as a specific leisure time activity has not been thoroughly reported in the professional literature. The phenomenal increase in recreational boating has been reported in the popular press since about 1950. Current reports from trade as- sociations indicated a 500 percent increase in participation since 1916 w1th 17 percent of the population going boating in almost six million boats and spending ,over a billion dollars in 1956. No recognition of this contemporary situation appeared in professional educational Journals. Congress and state legislatures have recognized that this ex- Pension of traffic on the waterways has resulted in problems that need lagislative study and action. Citizens testifying before the House thtee on Merchant Marine and Fisheries declared that boating education 1." 31 is an immediate necessity for the safe-guarding of the boating public. No awareness of this need has been reported by educators. Governmental agencies were also aware of the increased partici- pation in recreational boating. Boating facilities were being expanded and plans for additional expansion were being considered. Private, non-school, organizations were providing beating in- struction on a nation-wide scale but not in sufficient numbers to meet the need for instruction produced by the rapid expansion in partici- pation in recreational boating. It was evident that there was little recogiition by the schools of this current situation. It was apparent, however, that any activity that increased so rapidly would eventually have an impact on the schools Just as it had on other areas of contemporary society. In view of the fact that no previous consideration had been given exclusively to boating as an activity in educational institutions, it seemed that this study dealt with an untouched area that had significance for schools, colleges, and universities in the United States today. CHAPTER III METHODOLOGY AND ORGANIZATION OF TEE STUDY General Preparation for the Study Since this study was a part of the Outdoor Education Project, a preliminary outline of the study was presented to the Director of the Project and, through him, to Dr. Carl Troester, Jr., Executive Secretary of the Amsrican Association for Health, Physical Education, and Recre- ation, a division of the National Education Association. Dr. Troester then presented the proposed study to the Research Division of the National Education Association and it was approved in July 1955. The purpose of this study was to gather data about boating pro- grams in selected schools, colleges, and universities in the United States. The questionnaire method of determining status of programs and gathering information was chosen as suitable for meeting the purposes of the study. The method was approved by the National Education As- sociation's Research Division; the Executive Secretary of the American Association for Health, Physical Education, and Recreation; the Execu- tive Director of the Outboard Boating Club of America; the Director of the Outdoor Education Project; and the members of the writer's Guidance Consult-tee, Problems involved in use of the questionnaire method of study or survey were: The selection of the schools, colleges, and universities to receive the questionnaire; the construction of the instrument itself; the galthering of the data; and the determination of the method of in- terpreting and presenting the data. The methods used in meeting these re p blems are presented in this chapter. r‘i "w‘ — Selection _c_>_f_ Schools, Colleges, and Universities In 1955, as a part of its preliminary operation, the Outdoor Edu- cation Project sent questionnaires to 28 ,000 secondary schools and to 2,000 colleges and universities-«11 of the educational institutions, both public and private, in the United States and its territories. The purpose of this survey was to determine the status of certain outing activities, primarily casting, fishing, schooting, and hunting, in the curriculum or program of activities of these schools. Six thousand secondary schools and five hundred colleges and universities responded to this survey. (103:1) In item number ten of the survey form used in the Outdoor Edu- cation Project study the respondents were asked to indicate outing activi- ties, other than casting, fishing, hunting and shooting, that were carried on in their programs. Among the items to be checked was "boating.’ Of the approximately 6,500 replies received, 197 schools, colleges, and universities indicated that they carried on some kind of boating activity. These schools, colleges, and universities constituted the Primary list of institutions included in this study. In order that a more representative sample of schools might be gem-11361, letters requesting assistance in the study were sent to the State Directors of health, Physical Education, and Recreation in each of the forty-eight states. A listing of the names of the schools in each state that reported having boating programs in the Outdoor Education Pmaec‘t questionnaire was enclosed with each letter and each Director Was a‘53:!ed to submit the names of other schools in his state that were kn °Vn or thought to have boating activities in their programs. 3h This request for assistance from the State Directors was made in May 1956. As a result of this request, seventeen replies were received reporting ninety-two schools. As the first request of the State Directors was made at the end of the school year, a busy time for school adminis- trators, a follow-up request was made in September 1956 to the directors not responding to the first query. As a result of this request, thirty- nine names of schools were received, making a total of 131 schools re- ported by the State Directors of Health, Physical Education, and Rec- reation to have programs of boating activities. These were added to the primary list, making a total of 323 institutions. To insure as complete coverage as possible, an announcement was placed in the January 1957 issue of the Journal 93 Health, Physical Edu- cation, _a_n_g Recreation, the official publication of the American As- sociation for Health, Physical Education, and Recreation. This attempt to locate additional schools was published at approximately the same time that the first mailing of the questionnaires was completed and was designed to increase the number of schools from which information could be Obtained. The text of that announcement, which was published on the fe(MHz-re page entitled "Coast to Coast With The National Staff," follows: AAHPER Boating Survey Recogiizing the expanding national interest in beating activi- ties, the AAHPER, through its Outdoor Education Project, is con- cerned with the implications for school and college programs in 131117.8 activity. The Project, in cooperation with the Outboard Boating Club of America, is currently conducting a survey of eXisting boating programs in an attempt to discover current status and needs. 1 If you have any type of boating program in your school or col- age, or if you know of any school or college with a program, 35 please send the name of the institution and the name of the person in charge to Julian W. Smith, Director of the AAHPER Outdoor Edu- cation Project, Michigan State University, East Lansing, Michigan. (80:16) The names of one school and nine colleges were received as the result of this announcement. These ten were added to the list already composed of schools, colleges, and universities reporting programs in the Outdoor Education Project Survey and those reported by the State Directors. Through these methods the names of 338 schools, colleges and uni- versities were secured. Of these, 328 were secured from the Project Survey and from the State Directors and were contacted by the first mail- ing of the questionnaire. The other ten, secured as a result of the announcement in the Journal 93" Health, Physical Education, and Recreation, were included in the second or follow-up mailing of the questionnaire. Construction 93 flag Questionnaire In the construction of the questionnaire, consideration was given to the information desired by the sponsoring agencies and to the ways in which this information could be secured. After consultation, the Director of the Outdoor Education Project and the Executive Secretary of the American I‘ssociation for Health, Physical Education, and Recreation de- Cided that the questionnaire would not be constructed for punch card tabulation because of the size of the sample. The Outboard Boating Club of America and the staff of the Outdoor Education Project were interested in obtaining the following types of information; 1‘ The number, type, and name of schools, colleges, and universities teaching boating or having boating activities in their programs. 36 2. The reasons why the programs had been instituted. 3. The date when programs were initiated. 1+. The type of activities included in each program. 5. The staff employed to conduct these activities. 6. The sources and types of teaching materials used. 7. The number of students who participated in these programs. 8. The extent to which boating was carried on in the community. 9. Type and quantity of equipment used, as well as the sources for securing the equipment. 10. The amount of interest evidenced for expanding the present pro- gram of boating activities. On the assumption that some of the schools whose names were re- ceived did not actually have boating programs a section of the question- naire was designed to provide an area for responses from these insti- tutions. Thus it could be determined whether or not these schools were interested in beginning a program of boatingr activities. Questions designed to determine the information desired were grouped in six sections of the questionnaire to make the data desired easier to obtain. The headings of the divisions of the questionnaire were: (1) General Information, (2) Program and Staff, (3) Curriculum, (1‘) Equipment, (5) Expanding Program, (6) Questions For Those Schools Without Boating Programs. To insure accurate terminology and coverage of items concerning the c”Olfltent of instructional programs, a tentative outline of the "Cur-r1 C'ulum" section of the questionnaire was submitted to Mr. Joseph H asenf'us, then Assistant Director of Water Safety Services of the American ‘ Lf..l.|rllls 37 iational Red Cross. Mr. Hasenfus was a member of the American Red Cross staff who had just completed writing the new Red Cross text on canoeing and was considered to be an authority in the field of small craft. After a personal conference with Mr. Hagenfus in May of 1956, the writer ac- cepted the items finally selected and approved by him as suitable content for the "Curriculum" section of the questionnaire. The terminology in this part of the questionnaire conforms with American Red Cross usage. A series of three questionnaires was constructed with thee questions and suggestions as a basis. Each draft of the questionnaire was submitted to members of he Thesis Guidance Comdttee, the Director of the Outdoor Education Project, the Executive Secretary of the American Association for Health, Physical Education and Recreation, and to fellow students of the writer for consideration, correction, and criticism. The corrected questionnaire in its third and next to final form was duplicated and submitted to the members of a Michigan State University graduate off-campus course in outdoor education. This course for in- service teachers was taught at Grand Rapids, Michigan, by the Project Director. Approximately twenty-five members of the class completed the QWStiOnnaim. The questionnaire was also submitted to the three graduate Students in a course in Camp Administration and to the instructor, Mr. R. B. Dauberh. In addition to being submitted to these students, the duplicated form Was submitted to the members of the writer's Thesis Guidance Com- lulttee. It was also submitted to Dr. Victor Roll of the Department of F oundat ions of Education and to Dr. Randolph Webster of the Department of Health, Physical Education, and Recreation. 38 The questionnaire form was also submitted to the Executive Director of the Outboard Boating Club of America and was submitted again to the Executive Secretary of the American Association for Health, Physical Education, and Recreation. After all suggestions for revision had been received the final form, composed of forty-three questions and six sections, was completed. The questionnaire was approved by the Chairman of the Guidance Committee and the Director of the Outdoor Education Project and was printed in December 1956. (See Appendix A) C_olle ction of Data Questionnaires were mailed to the 32‘ schools, colleges, and Universities on the first list on December 15, 1956. Each survey form Was accompanied by a cover letter of explanation signed by Dr. Carl A. Troester, Jr., Executive Secretary of the American Association for Health, PhYSiCal Education, and Recreation, requesting cooperation with the study. (See Appendix B) A stamped, addressed envelope was included with each questionnaire. It was requested that the survey form be returned by January 15, 1957. One hundred forty-eight schools and colleges returned the forms by Fdbl-"Llary l, 1957. This small return, ’-.l§.’+ percent, indicated the necessity for a second mailing. The follow-up procedure included mailing a copy of the question- naire to the 180 schools that did not respond to the first request for information. Questionnaires were also sent to the ten additional schools Whose names had been received as a result of the announcement in the Jo % 9f Health, Physical Education, and Recreation and added to the 39 list. The questionnaire was accompanied by the letter prepared by Dr. Troester and also by a letter from Dr. Julian Smith, Director of the Outdoor Education Project. (See Appendix C) A stamped, addressed en- velope was again enclosed. A return by February 15, 1957 was requested. These materials were sent on February 1, 1957. Eighty-five additional questionnaires were received by March 1, 1957, making a total of 233 questionnaires returned of the 338 mailed, a return of 68.9 percent. It was decided by the Project Director and the writer, with the concurrence of the Guidance Committee, that a third request for information from those schools that had not responded was unnecessary. _A_n_alysis and Presentation 93 Data Because of the nature of the data being sought and the method by which it was collected elaborate statistical treatment was not indicated. Frequencies of the listings of activities or items of information by institutions were used to compute the percentage value of each item so the data could be compared on this basis at least. CHAPTER IV RESULTS OF THE STUDY This chapter contains the report of the findings obtained from the questionnaires which were returned. Of the 338 questionnaires sent, 120 were received from.institutions with programs and 113 were received from institutions without programs. Chapter four is presented in six parts to correspond with the six parts of the questionnaire. Part A reports information received from all of the 223 institutions returning questionnaires. Parts B, C, D, and E report information received from the 120 institutions with boating programs. Part F reports information received from.the 113 institutions that returned questionnaires but that did not have boating programs. It is recognized that the data presented in this chapter do not present a complete description of boating in the United States. The location of all the boating programs is not known and questionnaires were not returned from all the institutions that were reported to have boating programs. It should be recognized, however, that every institution had an opportunity to return a questionnaire. These data describe only the situations reported by the institutions returning questionnaires and can not be assumed to be representative of educational institutions in general. PART A. GENERAL INFORMATION Introduction Part A of the questionnaire was designed to gather data as to the #1 name, location, type, and size of each school reporting. A list of all the schools that returned questionnaires, their addresses, and the kind of boating activities offered in their programs was placed in Appendix D. This list included both those schools that reported that they had programs and those that reported that they did not. The number of responses from each state follows in Table I. TABLE I THE NUMBER OF INSTITUTIONS RETURNING QUESTIONNAIRES FROM EACH STATE St ate Number State Number Alabama 3 Missouri 2 Arkansas 1 Nebraska 2 California 6 New Hampshire 1 Connecticut 6 New Jersey 5 Delaware 3 New Mexico 1 District of Columbia 1 New York 21+ Florida 8 North Carolina 3 Georgia 2 Ohio 11L Hawaii 3 Oregon 3 Idaho 3 Pennsylvania 12 Illinois 12 Rhode Island 1 Iowa 1+ South Carolina 3 Kentucky 5 South Dakota 1 Louisiana 2 Tennes see 8 Maine 3 Texas 3 Maryland 3 Utah 1+ Massachusetts 30 Virginia 6 Michigan 111- Washington A Minnesota 8 West Virginia 9 Mississippi 2 Wisconsin 8 Missouri 2 In this survey 338 schools, colleges, and universities were con- tacted by questionnaires. Of this number 233, or 68.9 percent, replied. The institutions replying were divided for the report into three types: 3+2 public, private, and church related. Each of these types was further subdivided into six sub-groups according to the level of instruction offered: Junior high, senior high, junior-senior high, Junior college, college, and university. In four instances the institution reporting classified itself as a public school system and reported no level of in- struction. These institutions were reported separately in the tables as "school systems." Replies were received from 103 high schools and from 130 colleges and universities. Of this number, forty-six high schools and seventy- four colleges and universities reported that they were carrying on pro- grams of boating activities. Fifty-seven high schools and fifty-six colleges and universities reported that they die not have boating pro- grams. Therefore, or the 233 institutions reporting there were 120, or 51.5 percent that had boating programs and there were 113, or h8.5 per- cent, that did not have prOgrams of boating activities. These data are shown in Table II. TABLE II THE NUMBER AND PERCENTA E OF SCHOOLS, COLLEGES, AND UNIVERSITIES REFLYIHG TO THE BOATING QUESTIONNAIRE _-*~.——._.~“—~—- ————.-—~__"——~—.-—~—~——a‘—~-~ —— — .._—h- —.—_~ "v- M _._ .... .....- .—.—.——-—-—-—..— ...”-.- .... . Institutions Secondary Colleges, Per: Replying Schools Universities Total centagc With programs AS 7A 120 51.5 Without programs 57 56 113 h8.5 Total 103 130 233 100.0 The number of institutions that reported that they did not have boating programs is especially large in view of the procedures used in 1+3 selecting the sample. The list of institutions was composed of those schools, colleges, and universities that had indicated in the Outdoor Education Project Survey that they had boating activity programs; that ted.been.reported to have programs by the State Directors of Health, Physical Education, and Recreation; and that had been secured as the result of the announcement in the Journal 22 Health, Physical Education, _a_n_<_i_ Recreation. Classification 2; Institutions The schools that returned the questionnaires were classified by their levels of instruction and by their type of administration or sponsorship. They were further divided into those with programs and those without programs. The data in the next sections concern these in- stitutions in all their classifications. Institutions with programs. Of the 120 schools, colleges, and universities reporting boating programs, the largest number of programs, sixty-seven or 55.8 percent, was reported by public institutions. Pri- vate institutions reported forty-one programs for 3h.2 percent of the total, and church related institutions reported twelve programs, or 10 percent of the total reporting. According to divisions by instructional level, twenty public col- leges reported the greatest number of programs, followed by public senior high schools that reported eighteen programs. Public universities and private colleges reported seventeen boating programs each. These were followed, in order of frequency, by private senior high schools, private universities, private junior-senior high schools, private junior-senior uh high schools and Junior colleges, public junior colleges, public junior high schools, and one public school system. A complete report of the institutions reporting boating programs follows in Table III. TABLE III THE NUMBERS AND TYPES OF INSTITUTIONS REPORTING BOATING PROGRAMS Types of Institutions Public Private Church Total Related Junior High 2 - - 2 Senior High 18 9 2 29 Junior-Senior High 6 h h 1h School System* 1 - - 1 Junior College 3 h - 7 College 20 17 3 to University 17 7 3 27 Totals 67 hl ' 12 120 Percentages of totals 55.8 3h.2 10.0 100.0 *Level of instruction was not indicated. Institutions without programs. Those institutions that reported that they did not have programs were primarily public institutions. Eighty-two institutions, forty-six high schools and thirty-six colleges or 72.6 percent of those reporting no programs, were publicly supported. Nineteen institutions, seven high schools and twelve colleges or 16.3 percent, were privately supported and twelve institutions, four secondary schools and eight colleges or 10.6 percent, were church-related insti- tutions. The number and types of those institutions that did not have boating follow in Table IV. 1+5 TABLE IV THE INTI-BER AND TYPES OF INSTITUTIONS THAT REPORTED THAT THEY DID NOT HAVE BOATING PROGRAMS Types of Institutions Public Private Church Total Related Enior high 2 - - 2 Senior high 22 2 3 2T Junior-senior high 19 5 l 25 School system" 3 - - 3 Junior college A 1 - 5 College 17 10 6 33 University 15 1 2 18 Totals 82 19 12 113 Percentages 72.6 16.8 10.6 100.0 *Level of instruction not reported W Enrollments of Institutions Not all of the 233 schools, colleges, and universities returning questionnaires reported enrollment figures. Of the 120 institutions with boating programs 113 institutions--forty-three secondary schools and seventy colleges and universitiesureturned enrollment figures. Of the 113 institutions without programs ninety--thirty-seven secondary schools and fifty-.three colleges and universitiesureported their enrollments. institutions with programs. In the tabulation of the data for those institutions that reported having boating programs the enrollment range of from 1,000 to 5,000 students was reported most frequently - Forty 1nstitutions--fourteen high schools and twenty-six colleges or 35‘1‘ Percent-dell within this range. This was equal to the total Of inst 11“11310113 in the next two ranges. The under 250 range was reported ...! 116 by fifteen high schools and five colleges for 17.7 percent and the 500- 1,000 range was reported by eleven schools and nine colleges for 17.7 percent, making a total of forty institutions or 35.1% percent of the total. These enrollment groups constituted 70.8 percent of 511 the in- stitut ions reporting programs. The 250-500 group contained 11.5 percent of the total, the 5 ,000-10 ,000 group included 10.2 percent, and the over I 15,000 group contained 6.2 percent of the total. The 10,000-15,000 range was reported by only one institution. These data are reported in Table V. in TABLE v 11:11:20st REPORTED st 113 INSTITUTIONS WITH BOATING PROGRAMS 111mm of Under 250- 500- 1000- 5000- 10000- Over Totals nu: rent“... 250 500 1000 5000 10000 15000 15000 Junior high 1 - l - - - 2 Senior high 7 2 7 13 29 Junior~senior 7 1 3 1 " " ' 12 gmor college 2 1 1 3 - - - 7 [13111089 3 9 7 16 2 - - 37 ——-\ Totals 20 13 20 110 12 1 7 113 x Sicentagec of 51-: s 17.7 11.5 17.7 35¢ 10.5 0.9 6.2 100.0 \ Eastitutions without programs. The enrollments of institutions reporting that they did not have boating programs were not unlike those with programs. Of the ninety that reported enrollments, the largest group, 1:‘uventy-seven or 30 percent was in the 500 to 1,000 range. The next 1 alga-t, twenty-four or 26.7 percent, was in the 1,000-5,000 range, 1+7 and the third largest group, sixteen or 17.8 percent, was in the 250- 500 range. These groups totaled seventy-seven institutions or 7h.5 per- cent of the entire group reporting. The under 250 range was reported by 12.2 percent of the total, the 5 ,000-10,000 range by 11.1 percent, and the over 15,000 range was reported by 2.2 percent of the total. No in- stitutions were reported in the 10 ,000-15 ,000 range. Table VI contains these data . TABLE VI ENROILMENI‘S REPORTED BY 90 INSTITUTIONS WITHOUT BOATING PROGRAMS ,#.. .b _- . ____ T7968 of Under 250- 500- 1000- 5000- 10000- Over Total- Institut 1011: 250 500 1000 5000 10000 15000 15000 Junior hi _. - 1 1 .. - - 2 genior high 6 1, 3 3 _ * - _ 16 Junior- lenior 5 9 3 2 " " " l9 Gulf-01‘ college - 2 2 1 ' " ' 5 Uzilege - 1 16 12 1 - .. 30 ver. ity _ .. 2 5 9 - 2 18 \ “‘13 11 16 27 2h 10 0 2 90 \ Percent ages 12.2 17.8 30.0 26.7 11.1 - 2.2 100.0 M Summa % The following is a summary of the data reported in Part A of the Que ationltlaire that dealt with "General Information." 1’ Replies were received from 233 institutions, 103 high schools and 130 colleges and universities from all parts of the United States. This was a return of 68.9 percent of the 338 questionnaires sent. 2. Boating programs were conducted in 120 institutions, more than half of them institutions returning questionnaires. 1+8 More than half of the institutions with boating programs were supported by public funds. One-third were privately supported and one-tenth were church related institutions. The largest number of boating programs was reported in public colleges. Public senior high school programs were second in frequency. The programs in private colleges and public uni- versities were third in frequency. Institutions with enrollment sizes of from 1,000-5,000 students reported the greatest number of boating programs. More than a third of the institutions were in this size range. Institutions 13" With enrollment sizes under 250 and from 500-1 ,000 were reported second in frequency and constituted another third of the insti- tutions with programs. Almost three-quarters of the institutions without boating pro- grams were publicly supported. The enrollment size most frequently reported for institutions Without boating programs was the 500-1 ,000 range. The 1,000- 5,000 and the 250-500 ranges followed closely in frequency. The three ranges included three quarters of the total reporting. No apparent difference was noted in size or in type of adminis- trative support between institutions with and without boating Programs . PART B. PROGRAMAND STAFF This section of the questionnaire was devoted to gathering data about: the time of introduction of boating in the school program, the place of boating in the program, the activities included in the program, the staff who conduct the program, and boating in the local community. One hundred twenty institutions, forty-six high schools and save“"537'-:I3'0'IJ.r colleges and universities reported that they had boating program8 . The data from these institutions are presented in this part of the Results of the Study. Introduction 9_f_ the Program Since it was important to know whether boating was a new activity or a long established part of the program, institutions were asked to report; the date when boating was introduced. Tabulations of the re- SP°ns°3 'to the question, "When was boating introduced into your program?" indicated that thirty-three institutions, 27.5 percent of the sampled total with programs, started boating more than twenty years 8180- Twelve Of “1936 pioneers were secondary schools and twenty-one were colleges and ‘mi‘rergitie‘s. The nature of these boating programs was not indicated. Ten institutions, two secondary schools and eight colleges, re- po med beginning dates before 1920. The colleges with dates of their beginning were: 12:6 Wellesley College 1912 Sargent College 1891* Lasell Junior College 1916 Smith College 1905 Milwaukee-Downer College 1916 State University of Iowa 3 University of Washington 1919 Russell Sage College The necOndai-y schools were: 1900, Noble and Greenough School, Dedham, 50 Massachusetts, and 1918, Tabor Academy, Marion, Massachusetts. It was noted that the three earliest programs reported were in women's colleges. These data indicate an eighty year history of boating in educa- tional institutions, from 1876 to 1956. It was noted, however, that 51.6 percent of the boating programs were started in the past decade. Thirty high schools and thirty-two colleges reported starting boating programs since 196. The range of periods when boating was introduced is summarized in Table VII . TABLE VII RANGE OF PERIODS WHEN BOATING WAS INTRODUCED INTO THE PROGRAMS OF SCHOOLS, COLLEGES, AND UNIVERSITIES Q Date High College, Total Percent of School University Institutions \ 2:; 20 years ago 12 21 33 27.5 2-5 Years ago ll 16 27 22.5 16 ”:38 ”3° 13 12 25 20.8 " Sara a o 2 11 .2 352356 g u i 8 2.6 - years ago - 3 3 2.5 $956.57‘” 2 — 2 107 ° m”mouse 2 9 11 9.2 .._\ T 1: ° ‘13 1+6 7k 120 100.0 *Thi 8 report is for the first semester only \ The beginning date "Six to ten years ago" was reported by twenty- save 11 institutions, eleven high schools and sixteen colleges, for 22.5 Pore Ont or the total. Programs were started from two to five years ago by t “enter-rive institutions, thirteen high schools and twelve colleges, [.._ 51 or 20.8 percent of the total. The year of 1955-56 was reported as a be- ginning date by eight institutions, four high schools and four colleges. This year, 1956-57, two high schools started programs during the first semester of the school year. Reasons for the Introduction 9}: the Program Since new programs frequently develop only after the need has been recognized from several sources, it was expected that more than one reason would be given in answer to the question, "Why was beating intro- duced into your program?" The findings, which are summarized in Table VIII: bear this out. TABLE VIII REASONS INDICATED FOR ESTABLISHING BOATING PROGRAMS v_____--_- -._—.._-m - —_— .. _. Reason High College, Total Total/120* School University rid-+6 n-7h n-120 \ fifit‘t interest 27 “6 73 60-8 Adminiy interest 18 1+1: 62 51.7 C0 'trative interest 20 1h 31+ 28.3 A1 [unity interest 13 1 1’4 11.7 Unknumni interest 6 1 7 5'8 Othem'n - 2 2 1.7 No r: I‘°&Ions 7 6 13 10.8 1301139 1t 1 5 ’4.2 *Per centage of all institutions responding to each item \ The response item, "student interest," was reported by three- fift h: 01’ the institutions reporting boating programs, twenty-seven high . Sela001s and forty-six colleges. "Faculty interest" was the second reason reported for beginning 52 boating programs. Sixty-two institutions, eighteen high schools and forty—four colleges, or 51.7 percent, indicated that the faculty partici- pated in the introduction of boating. Although more colleges than high schools reported boating programs, "administrative interests" were listed as the reason for the introduction of boating programs more frequently in high schools than in colleges. “9111737 high schools and fourteen colleges reported that administrative interest was a primary factor in introducing boating into the program. "Comunity interest" was reported as the reason for boating by far more high schools than colleges. Thirteen high schools and only 0110 college indicated that communities played a part in the establish- meat 02? boating programs. This is not surprising in view of the fact that 8Occzorldary schools are usually more influenced by the community than are colleges and universities. “£2 .2 Boatigg _i_n 393 m Since boating may be included in more than one area of the schools' program of activities, the institutions were asked to respond to the qmstion, "What is the place of boating in your program?” More than a third 01’ the institutions, twelve high schools and thirty-four colleges, Placed boating in the curriculum. Almost a third of the institutions, twntY-eeven high schools and fifteen colleges, indicated that boating "as an eJr'lzra-curricular activity. Boating was reported to be in both the curI'iczulum and the extra-curriculum by almost a quarter of the IDS": itut ions . These data are reported in Table IX. 53 TABLE IX PLACE OF BOATING IN THE PROGRAM ‘— a...“ ._ -._- W-__. l—_-_—_..___— College, —___ ._—————.__._ .._... ___... "— Total Percent of Place High School University Institutions Curriculum 12 3h 1&6 38 . 3 Ertra-curriculum 27 15 £12 35 .0 Both areas it 23 27 22 .5 No response 3 2 5 h .2 ltultiple responses were received to the question, "In what activi- ty area is the program of boating conducted?" indicating that boating is offered in more than one area of the educational program. These are ”ported in Table X. TABLE X TYPES OF PROGRAM AREAS IN WHICH BOATING WAS CONDUCTED __ .— ——___.___ _-._ . Activity Area High College, Total Total/120* School University n-h6 n-7h n-120 SCHOOL Claaa 10 , us 55 145.8 flab 10 27 37 30.8 Ramp 7 15 22 18.3 1° Creation program 8 9 17 114.2 ate2!'-scholaatic competition 12 it 16 13.3 EOCI'ea-t ion department 5 l 6 5.0 . {nullity club - 1 l .8 ° marches 3 2 5 1h2 *P ercentage of institutions responding to each item 5h It will be noted that boating was reported to be a class activity by nearly half of the total number of institutions reporting. Boating clubs were second in frequency, and more than a sixth of the institutions included boating in their camp programs. Recreational boating and inter- scholastic or competitive programs completed the list of school activity areas. In the non-school area, five high schools and one college re- Ported that their programs were in recreation departments. Community clubs were cited by only one college. $311711: 123. Included in the Program In a survey of boating it is necessary that the specific boating activities taught or otherwise included in the program be determined. Th9 data in Table XI summarize the various activities included. As might be expected some institutions have a diverse program while others PrOfide only one type of activity. TABLE XI TYPES OF ACTIVITIES INCLUDED IN BOATING PROGRAMS - . _ -—.-_m—~_‘_.—__. .._ --.-.m‘ Activity High College, Total Total/120* School University n= n-7h n-120 gifEOing 1h 58 72 60.0 San-113 16 3h 50 hl . 7 Q ins 13 33 1+6 38.8 R‘“ 22 16 38 31.7 oggfational boating 10 22 32 26 .8 Ski 103m hosting 6 15 21 17.5 lab :13 2 5 I 7 5'8 whim boating l 3 h 3.3 1‘ aetivities 2 h 6 5.0 ° reSponge 1 - 1 '8 *P °r°°ntage of all institutions responding to each item N 55 Canoeing was the most popular activity, being reported by seventy- tVO of the institutions, three fifths of the total. It was reported by fifty-eight of the seventy-four colleges and universities but by only fourteen of the forty-six high schools. Rowing, the second activity in frequency, was reported by two- fifths of the institutions, sixteen high schools and thirty-four colleges. Sailing was ranked third, being reported by forty-six institutions, and crew was fourth, being reported by thirty-nine institutions. Free or recreational boating was included in the programs of thirty-two insti- tutions and outboard boating was reported by twenty-one institutions. Water skiing and inboard boating concluded the report. EM Participation Since a report of the number of students participating is es- sential to this study of boating, the institutions were asked to report Particzlpation figures for 1956-57, and 1955-56. They were also asked 15" 113-<11 cate the estimated average yearly participation for the previous years . The participation figures reported were incomplete and comments mitten on the item included such remarks as: "75%," "Is a part of our camp Program," "l/3 to 1/2 of the student body." Other reports were in general terms as: "50-100," "hOO in class, others in extra-class," Or "cannot tell in recreational boating." Some institutions reported 8p°°1f 1C class enrollment figuresas "25 boys and 1 girl" or "1!» boys and 20 girls," while others reported estimates in much higher figures as N 2,000 boys and 200 girls" or "3 ,OOO-h,000 estimated yearly average." 56 Because of the general character of the responses and the incom- pleteness of the reports, it would seem that the figures which were re- ported did not present an accurate description of actual participation. For this reason the data are not presented in a table. Some of the findings. are described here briefly, however, as they reflect the kinds of responses that were made. Reports from one htmdred eight institutions, forty--four high schools and sixty-four colleges, providing sufficient data to tabulate Presented the following description of boating participation. The total for the first part of 1956-57 reported by thirty-five high schools and \ sixty-two colleges was 11,1116 with 7,1+01+ boys and 3,732 girls being re- Ported. The second half of the 1956-57 school year was not reported as the questionnaires were returned before that time. Since spring is the most frequently reported boating season, as indicated later in this Chaptor, it is to be assumed that the figures would have been much higher at the end of the school year. The participation total for 1955-56 was ll,1+76 with 7,689 boys and 3,737 girls reported. The average participation for previous years ”PM?“ by twenty-eight high schools and fifty-two colleges was 2,990 boys and 2,713 girls for a total of 5,703. These participation figures would be increased by several thousands if the questionnaires showing general estimates were included. The fact that almost as many participants were reported for the first half of 1956-57 as were reported for 'the entire year 1955-56 8003195 Significant to the writer. It was also noted that there were nearly twice as many men and 57 boys as there were women and girls participating in boating programs. There were about ten times as many college women participating as there were high school girls, yet there were only twice as many college men as there were high school boys participating in boating. Body 9_f_ Water Used in Program It is difficult to conduct a boating program without water and the availability of this body of water can have a great influence on the type of program that is offered. It was, therefore, important that this study determine what body of water was used and the distance of this water from the campus. Multiple responses were received from a number 01’ reporting institutions indicating that more than one body of water was used . m 33 _wa_t_g_r_. Lakes were the most frequently reported body of water used in the boating program, being reported by sixty institutions, °ighteen high schools and forty-two colleges, or half of the total num- ber of institutions reporting. Rivers were second in frequency being reported by l$1.6 percent of the institutions, twenty high schools and thirty celleges. Pools were used by a total of thirteen institutions and bays and other bodies of water were reported by eight institutions. '1‘ base data are reported in Table XII. W' The use of a body of water less than one mile from th ° campus was reported by the largest number of institutions. Fifteen sch 0°13 and thirty colleges used water facilities that were within a mile of the Campus \\ i o i u I l \l f i f .- Q 1 a. .... - TABLE XII BODIES OF WATER USED IN BOATING PROGRAMS Body of Water High College, Total Total/120* School University n=1+6 n=71+ n-l20 Lake 18 1L2 60 50.0 River 20 30 50 111.6 Pool 2 ll 13 10.8 Bay h 1+ 8 6.7 Other body of water 5 3 8 6.7 No response 1 2 3 2.5 *Percentage of all institutions responding to each item Twenty-six institutions, eleven high schools and fifteen colleges, r9P0rted using a body of water that was from one to five miles away from the campus. The third distance in frequency of reports was "Over 25 miles away." Nineteen institutions, six high schools and thirteen col- leges, reported that they traveled more than twenty-five miles to con- duct their boating programs. The use of water facilities from six to ten miles away was re- ported by eighteen institutions while only five reported distances from eleven to twenty-five miles away. These distances are reported in Table XIII . Since more than half of the programs were conducted on bodies of water within five miles of the campus, this might seem to indicate that nBarness to water was an important factor in the operation 0f boating Programs. The fact that almost one-sixth of the programs were conducted on water more than twenty-five miles away, however, would seem to indi- cate t hat distance was not a completely limiting factor. TABLE XIII REPORTED DISTANCE FROM INSTITUTION TO WATER FACILITY USED IN BOATING PROGRAM 1 .._.L w Distance High College, Total Total/120* School University n-h6 n=71+ n=l20 Less than 1 mile 15 3O ’45 37.5 1-5 miles 11 15 26 21.6 Over 25 miles 6 l3 19 15 .9 6-10 miles 8 10 18 15.0 11-25 miles - 5 5 h.2 No response 6 l 7 5.8 *Percentage of all institutions responding to each item m m 92.199. 93 the Year That Boating _i_§_ Offered Because season and climate can affect a program of outing activi- ties, institutions were asked to indicate the seasons in which boating was offered. There were multiple responses to this question, indicating that boating is offered at more than one season. Spring was reported to be the boating season for three-fourths of the institutions. Ninety-two institutions, thirty-four high schools and fir"Uh-eight colleges, reported having spring programs. F311 was next in frequency of responses being reported by two- fifths of the institutions. Sumner was third in the frequency of re- pms’ b91118 named by twenty-eight institutions. Year-round programs were reported 'by ten institutions, while Winter was reported only by one con-98° and one high school. These seasons are reported in Table Irv, 60 TABLE XIV SEASONS OF THE YEAR IN WHICH BOATING IS OFFERED ..——_ __._..______.__._.._.—-.—~— _.—_._-_...._~_.. Season High College , Total Total / 120* School Univers ity nah-6 n-7h n-l20 Spring 31+ 58 92 76.7 F all 111- 37 51 1+2 . 5 Summer 10 18 28 23 . h Year-round l 9 10 8 . 3 Winter 1 1 2 l . 7 N0 reaponse 3 l 1+ 3 . 3 *Percentage of all institutions responding to each item The reporting of twenty-eight summer programs and ten year-round muons of boating seemed to be an indication of the extension of school ac“Vii-ties beyond the boundaries of the regular school year. M if; the hosting Program The length of the period of time during which boating is offered and the number of days per week in which boating is offered are impor- tant items of information that need to be reported in a boating study. Length 52: program. In answer to the question dealing with the length of the program, thirty-four institutions, fourteen high schools and tVBnty collegGS, reported that they offered boating for a seven to ten “38}: period. Twenty-eight institutions, eight high schools and twenty colleges, offered boating for a period of time longer than fifteen weeks. The third period of time in frequency of response was eleven to fifteen week 8 that was offered by eleven institutions, seven high schools and 61 four colleges. Other periods of time were reported less frequently. Table XV presents the number of weeks in which boating was offered. TABLEXV MEROFWEEKSTHATBOATIMVASOFFM _.__ __.7-...._~--._.‘_ iwhr-‘_ -._.-._ __._— -.-—m..-”._.~ Number of Weeks High College, Total Percent of School University Institutions 7-10 11+ 20 3h 28.3 More than 15 8 20 28 23.1} 11-15 7 A ll 9.2 2 2 5 7 5.8 6 l h 5 1+.2 3 - it 1+ 3.3 h l 2 3 2-5 l 3 - 3 2.5 5 l l 2 1.7 No report 9 ll!- 23 19.1 Total 1&6 "(h ' 120 100.0 M p_e_r _w_e_e_k_. Five days were the most frequently reported num- ber of days per week in which boating programs were conducted. This was listed by twenty-nine institutions, thirteen high schools and sixteen 00116368 , almost a quarter of the total. Two days per week for conducting the program was second in fre- quency. Almost one-fifth of the institutions reported this schedule for ”Bi? PrOgram. Following closely was the six or seven days a week “hem-116 that was listed by twenty-two institutions, eleven high schools and eleven colleges. One day, four days, and three days completed the 11813 in that order of frequency. Table XVI presents the number of days per week boating was offered. 62 TABLE XVI NUMBER OF DAYS PER WEEK BOATING WAS OFFERED W D808 per week High College, Total Percent of School University Institutions 5 13 16 29 21+.2 2 1+ 19 23 19.1 5-7 ll 11 22 l8.1+ l 5 8 13 10.8 h 1+ 7 11 9.2 3 3 5 8 6.6 NO report 6 8 11+ 11.7 Total 1+6 7h 120 100.0 The data seemed to indicate that a typical boating program might be one offered in the spring, five days a week, for from seven to ten weeks . M ganducting Boating Program The success of any program is largely dependent on the quantity and quality of its leadership. Since this is especially true in boat- ing, where a safety factor is involved, institutions were asked to re- port Vho conducted their boating programs and where they received their training. Multiple responses were received to these questions, indicat- ing that programs were conducted by more than one person and that train— 1113 Was received from more than one source. m. Reports received from 119 institutions on the persons cond noting boating indicated that two-thirds of the total were men. The 131' o g 31: single group of leaders of boating programs, however, was com- Posed of Vomen physical education teachers who made up one-quarter of 63 the leaders reported. The next largest group was composed of men coaches who were listed in responses from forty-two high schools and sixteen colleges for one- fifth of the total of personnel. Men physical education teachers ranked third in frequency with almost a fifth of the total personnel. Men faculty other than coaches or physical education teachers, women faculty other than coaches or physical education teachers, and women coaches Completed the list of school personnel conducting boating. In the non-school group men volunteers were reported first in frequency. Men other than volunteers and recreation specialists-who were listed on the questionnaire as coaches, carpenters, riggers, and the like-were reported second in frequency. Women volunteers and men and Women recreation specialists concluded the non-school list. These data are contained in Table XVII W. One hundred eighteen institutions reported that more than half of the staff who conducted boating programs received their training from two sources, colleges and the Red Cross. Colleges were mm“ as the source of training in slightly more than half of the in- stitutions and the Red Cross provided training for slightly less than a half of the total. Self-training or home study was named in almost a third of the institutions and Scouts, family instruction, the Aimed forces and camps c ompl°t°d the report of training sources. Table XVIII contains these data. 6h TABLE XVII CLASSIFICATION OF PERSONNEL CONDUCTING BOATING PROGRAMS .-.—.-_--_- --_.--._ Personnel High College, Sub Percent of School University Total all Personnel E SCHOOL Women physical education teachers 8 65 73 25 . 2 Men coaches 1+2 16 58 20.0 MOI! plueical education teachers 12 1‘5 57 19 . 6 Men other than coaches or PhYsical education teachers 18 21+ ’42 1h . 5 Women other than coaches or Physical education teachers 2 5 7 2.3 Women coaches 2 1 3 1.3 momscnoor. Men volunteers 10 5 15 5.1 M931 other than volunteers 01‘ recreation specialists 9 5 1h 1+.8 "Omen volunteers 7 3 10 3 .h “On recreation specialists 1+ h 8 2.7 Women recreation 3P°C1alists 1 2 3 1.2 ”‘11 115 175 290 100.0 W 65 TABLE XVIII REPORTED SOURCES OF TRAINING FOR LEADERS OF BOATING PROGRAMS w M Source High College , Total Total/ 120* School University n-hé n=7h n-12O College 20 1+2 62 51 . 6 Red Cross 12 ALL 56 116.6 Self-training, home study 17 22 39 32-5 Scouts 5 13 18 Ill-.9 Family instruction 7 9 16 13.3 Amed forces 9 6 15 12.5 Camp 2 5 7 5.8 Other sources 1+ 7 11 9.2 N‘3 response 1 l 2 1.7 *Percentage of all institutions responding to each item ‘_ —_._ P3117161 ation _i_1_1_ Other Boating Programs Since it is possible for institutions to provide boating in- struction by participating in boating programs provided by other agen- cies, respondents were asked to indicate their participation in programs outside the school such as listed in Table XIX. It is also possible 1301‘ Schools to use instructional materials prepared and provided by other agencies. It was important that both the participation in outside programs and the use of instructional materials be reported in this study, Pa\rticipation in non-school programs. More than half of the re 1 p 1‘33 roceived from 120 institutions indicated that them was no Part1 Cipation in beating programs of other agencies. Red Cross pro- grains ”are the most popular with the institutions that participated in 66 outside programs. Twenty-seven institutions, more than a fifth of the total, were reported to have shared in Red Cross activities. Organized varsity competition was reported to be the next program in frequency and was listed by responses from seventeen institutions. Little partici- pation in the programs of the United States Power Squadron and the United States Coast Guard Auxiliary was reported. These data are re- ported in Table XIX. TABLE XIX BOATING PRmRAMS OF OTHER AGENCIES IN WHICH INSTITUTIONS PARTICIPATED Program High College, Total Total/120* School University null6 ns7’+ n-l2O Participated in no program 25 37 62 51.6 Red Cross 6 21 27 22.5 Inter-scholastic conferences 5 12 17 lh.2 U.S. Power Squadron l 5 6 5.0 U.S. Coast Guard Auxiliary 1 l 2 1.7 Other programs 3 h 7 5.8 No response 1h 8 22 18.3 *Percentage of all institutions responding to each item :— r 932 of teaching materials. The use of locally prepared and Red Cross teaching materials was reported by sixty-three institutions. Materials from the Scouts were reported by one-fifth of the institutions. Materials from the United States Coast Guard and the Outboard Boating Club completed the listing. Table XX contains these data on teaching materials . 67 TABIE xx TYPES OF INSTRUCTIONAL MATERIALS USED IN BOATING PROGRAMS w w 3 Materials High College, Total Total/120* School University n=1+6 n=7l+ n=l2O Locally prepared 26 37 63 52.5 Red Cross 1h 1&9 63 52.5 Scouts 7 21 28 23,3 U.S. Coast Guard 2 6 8 6.7 Outboard Boating Club 2 5 7 5.8 Other materials 7 13 20 16.7 No response 6 5 11 9.2 *Percentage of all institutions responding to each item W W lwultiple responses in these areas of programs and instructional materials indicated participation in more than one program and the use 01’ more than one source of materials were reported by some institutions. W for Participation i_n On-the-Water Instruction Since boating can be a hazardous activity if the participants are not properly instructed or are not capable of handling themselves in “3° water, institutions were asked to indicate what pro-requisites for on-theqmter boating were required. Multiple responses were received, 1 ndicatihg that more than one pre-requisito was reported. .Swimmigg My. The ability to swim 100 yards was reported “”5" frequently among the swimming pre-requisites. The ability to stay afloat f 01‘ five minutes was second in frequenCY- N0 swimming ability re- quirement was reported by more than one-fifth of the institutions. The ability to stay afloat ten minutes was required by six hi h s g choOls and nine colleges, and the ability to swim fifty yards was I / 11111 a: .c‘l. 68 required by a tenth of the institutions. Less than a tenth of the in- stitutions required other abilities. It was noted, however, that life saving certificates were required by five institutions before students could participate in on-the-water boating. This might be considered excessive in comparison to the other requirements reported. These re- miirements are reported in Table XXI. TABLE XXI REPORTED SWIMMING ABILITY REQUIREMENTS FOR PARTICIPATION IN ON -THE-WATER PROGRAMS OF BOATING W Swimming Ability High College, Total Total/120* School University n-h6 n-7h n-120 Swimings 100 yards 12 23 35 29.2 Stay a~2E'ILoat 5 minutes 9 lo 27 22.5 No ability required 12 in ' 2o 21.3 Stay 8ail-Lost 10 minutes L3 9 15 12.5 SW“ 50 yards A 9 13 10.8 Swim 25 yards 8 3 ll 9-2 Stay afloat less than 5 “nut” 1 9 10 8.3 SW? afloat a half-hour 3 3. 6 5.0 Sm 50 feet 3 '3 5 "”2 32:3 life saving certificate - 5 5 1+.2 N er ability 1. 6 7 5.8 o r°SPOnse 6 5 11 9.2 *- PMcehtzige of all institutions reporting each item W Instruction. Safety instruction was named most frequently as a a P rt 01' the instructional program required before on-the-water boating. It was named in eighty-four institutions, twenty-nine high schools and fift - y fiVe colleges or nearly three-fourths of the total. Care of 99111 pment ranked second with responses from twenty-five high schools and .‘\1\ it. y’lf» lint. 69 fifty-three colleges, and nomenclature and terminology ranked third with responses from three-fifths of the institutions. Other items of in- struction were required by less than one-tenth of the institutions. Table XXII reports the data on instruction required. TABLE XXII REPORTED INSTRUCTIONAL REQUIREMENTS FOR PARTICIPATION IN ON -THE-WATER BOATING _— L. Instruct ion High College, Total Total/120* School University n-h6 n-7h nalEO Safety 29 55 81+ 70.0 Care of equipment 25 53 78 55-0 Nomenclature and terminology 17 51+ 71 59-1 Rules of the road 11 28 39 32.5 T119017 of sailing 6 25 31 25-8 No instruction required 6 13 19 15-8 War ll 8 19 15.8 P11°ti 1+ 11+ 18 15.0 Legal requirements 3 l3 15 13-3 Ind°°r skill instruction 3 7 10 8.3 Other instruction 7 11 18 15.0 No re33901189 5 1+ 9 7.5 *P°r°°ntage of all institutions reporting each item Emilia 3 _t_h_e_ Community Because boating programs in schools may reflect the boating situation in communities , the institutions were asked to report the kind; of boats in the community and their uses. It was apparent from cements written on the questionnaire that there was some confusion on the Part of the respondents about the meaning of the word "comunity." Some or these comments were: "Interpret this to mean college commity,' For cla I n SSl‘oom instruction or practice, and For instruction and 7O lifeguards." This confusion about meaning was the result of a weakness in the questionnaire as information was requested about "commity" and not about "local community." These misunderstandings about the area to be described could be expected to result in an inaccurate description of the situation. m 93 M. Canoes were reported to be used most frequently in communities by sixty-nine institutions or more than half of the to13511- Bowboats were reported second in frequency by sixty-eight insti- tutions . Sailboats ranked third with responses from fifty-nine insti- tutions , and outboard boats were fourth, being reported by fifty-six 111313113111: ions. Inboard boats were reported fifth by thirty-six institutions and Shel-18 were last, being reported by twenty-one institutions. These data am not reported in tabular form because of their inaccuracy. U493 93 223133. Cruising was the most frequently named use of boats in the community, being reported by more than half of the insti- tutions . Fishing was reported second in frequency by fifty-five in- stitu‘t ions. Camping and racing were third in frequency of response; ”Ch “as reported by forty institutions. Water skiing was reported by thirty-nine institutions, and hunting was reported by twenty-five matitu‘t ions . % The data reported seemed to indicate the following facts about ngram and St eff of institutions with boating programs. 1‘ Boating was reported to have at least an eighty year history in 3. 71 the educational institutions of the United States but more than half of the programs reported were started in the last decade, 1916-56. Student interest was the major reason given for the introduction of boating into school programs, but faculty interest also seemed to be an important factor in the introduction of boating into the program. There was almost equally divided opinion as to whether boating was a curricular or an extra-curricular activity. In more than a fifth of the institutions, however, boating was offered in both areas. Classes in boating were most frequently mentioned as the specific place in which boating was offered. Club activities were men- tioned somewhat less frequently but were still important loca- tions for boating activities. Canoeing was the most frequently reported activity. It was followed by rowing, sailing, crew, and recreational boating. Less than a fifth of the institutions provided outboard boating. Participation figures were not completely reported but there a~I>peared to be a trend toward increased participation. Lakes and rivers were the most frequently used bodies of water for boating activities. It was noted that the distance to water was not as important a factor in the existence of boating programs as might be expected. while more than half of the institutions offered boating within five miles of the campus, programs in almost one-sixth of the 10. 11. 12. 13. 11+. 15. 72 institutions were conducted on water more than twenty-five miles away. Spring was the season reported most frequently for boating, but in almost a third of the institutions boating was offered in the summer or year round. This seemed to be an indication of the extension of school activities beyond the usual school year. The most frequently reported boating programs were offered for five days a week and for from seven to ten weeks. A twice a week schedule and a period of time longer than fifteen weeks were also frequently reported. The total staff conducting boating programs was two-thirds male but the largest single group of leaders was composed of women physical education teachers. Men coaches and men physical edu- cation teachers were next in frequency. Staff training was to a large extent received from colleges and from the Red Cross. More than half of the institutions did not participate in boating Programs provided by other agencies. The Red Cross was the pro- gram most frequently reported by institutions that did Join with Other organizations for boating. I-<>cally prepared and Red Cross teaching materials were used in zhora than half of the institutions reporting. The most frequently reported swimming requirements for partici- Pation in on-the-water boating were the ability to swim 100 yards or the ability to stay afloat for five minutes. There was no 3"1nming requirement in more than a fifth of the institutions. 16. 17. 18. 73 Instruction in safety, care of equipment, and nomenclature were required by more than half of the institutions before students could go on the water. Fifteen.percent of the institutions re- porting had no instructional requirement. The types of‘boats used in local communities were reported in the following order of frequency: Canoes, rowboats, sailboats, out- board boats, inboard'boats, and shells. The use of boats in the community were reported in the following order of frequency: Cruising, fishing, camping and racing, water skiing, hunting, and commercial fishing. PART C. CURRICULUM This part of the questionnaire is devoted to determining the skills and the activities included in the curriculum or the boating program. It contains four sections, one section each for canoeing, motor boating, rowing, and sailing. These are further divided into areas dealing with skills, safety, and activities and trips. In two of the sections, motor boating and rowing, there are ad- ditional divisions added to include the specific type of motor boating or rowing activity. Thus the section concerned with motor boating con- tains sub-sections m outboard boating and inboard boating. The rowing section includes rowboating and sliding seat rowing. Canoe Canoeing was reported by seventy-two institutions, fourteen high schools and fifty-eight colleges. This was three-fifths of the total number of institutions returning questionnaires. Only sixty- nine of this number reported the content of their canoeing programs, homVGr . Skills. Since one of the most important parts of boating in- struction is the teaching of skills, it was necessary to determine What Canoeing skills were taught so that a description of this part of the p I'Ogram could be reported. Sixty-five institutions, more than nine-tenths of those reporting Canoeing in their programs, taught canoeing strokes and the proper method 01’ entering a canoe. The exchanging of positions was taught by sixty- one in stitutions and nomenclature and docking were included by sixty 7‘5 institutions. Beaching and solo paddling were included in the programs of four-fifths of the reporting institutions and tandem paddling was re- ported by three-quarters of the schools. These data are presented in Table XXIII. TABLE XXIII CANOEING SKILLS TAUGHT AT THE REPORTING INSTITUTIONS Skill High College, Total Total/72* School University n=lh n-58 n-72 Strokes 13 52 65 90.3 Boarding or entering 13 52 65 90-3 Exchanging positions 12 1&9 61 8%.? Nomenclature and terminolog 10 5O 60 83.3 Docking 12 1+8 60 83.3 Beaching 10 1+8 58 80.6 Solo paddling 12 1+6 58 80.6 Tandem paddling ll an 55 76.3 Poling 3 1h 17 23.6 Other skills 1 9 10 13-9 N0 response 1 2 3 1+.2 *Percentage of all institutions responding to each item g ‘H It should be pointed out that tandem paddling was far down on “1° 118": of skills, even below solo paddling. It must be assumed that this term, "tandem," which described the usual form of canoeing in which two paddlers propel the craft, was misunderstood by the respon- dents, Typically only advanced canoeists would be solo paddlers and be ginners would paddle in tandem. m. Because canoeing can be a hazardous activity if not Care fully Conducted, it was important to report what safety instruction was PI‘OV1 ded 76 In instruction dealing with canoe safety the topic of canoe capacity and loading was included by sixty-seven of the institutions re- porting. The care of equipment was next in frequency, being reported by sixty-five schools. Rescue skills were included in the programs of sixty schools and self-rescue skills in the program of fifty-seven in- stitutions. Transportation and canoe repair completed the list of safety activities. Table XXIV contains the data concerning the safety instruction included in the canoeing program. TABLE XXIV CONTENT OF CANOEING SAFETY INSTRUCTION PROGRAMS k k J i 11181: rust ion High College , Total Total / 72* School University I n=lh n=58 n=72 \ gm” capacity and loading it 53 67 93.1 REre of equipment 13 52 65 90.3 Segue skills 13 1+7 60 83.3 '1' '13. one skills 9 1+8 57 79.1 exasportation of canoes 7 he 1:9 68.1 0th” repair 6 25 31 h3.1 NO ”P 1 6 7 9.7 re“Demise 1 2 3 h.2 *P ”Carthage of all institutions responding to each item \ Activities 251- m. Since canoe skills and safety are taught only so they may be applied in a recreational situation: it V” impor- tant to determine what activities the institutions provided for PM"tice and for recreation. Instructional trips were mentioned most frequently in responses to the section on, activities and trips- Thirty-seven 01" half 0 f the schools reporting canoe programs took instructional trips. 77 Responses from thirty-three schools indicated that they used their canoes for camping and twenty-nine took canoe cruises. The data obtained about activities and trips is reported in Table xxv . . TABLE XXV WES 0F CANOEING ACTIVITIES AND TRIPS PROVIDED Activities and Trips High College, Total Total/72* School University n=lh n=58 n-72 Instructional trips 9 28 37 51A Camping trips 7 26 33 15.8 Day cruises 7 22 29 l+0.3 Stunts 3 21+ 27 37.5 Racing 5 15 20 27.8 Fishing trips h 9 13 18.1 Fast Wate trips 1 9 10 13.9 Other activities 1 6 7 9.7 NO response 1 2 3 14.2 *Percentage of all institutions responding to each item _ 14.912 Boating The inclusion of motor boating as a part of their programs was Isported by twenty-five institutions,‘seven secondary schools and eighteen colleges and universities, one-fifth of those reporting boat- ing programs. Twenty-one institutions reported that they had outboard mOtor boating and four reported the use of inboard boats in their Programs . In addition to the sections on skills, safety, and activities, a secti on of the questionnaire was devoted to outboard boating and one was devot ed to inboard boating. 78 Outboard boating. Of the twenty-one institutions that reported outboard boating, one-sixth of the total reporting boating programs, only nineteen reported the contents of their programs. Care of the boat and care of the motor were the most frequently mentioned areas of instruction. Sixteen of the institutions taught the care of outboard boats and fifteen taught the care of the outboard motor. The use of outboard motors with rowboats was included in the instruction Offered by half of the institutions while the use of outboard motors with outboard boat hulls was taught in only seven of the institutions. Table XXVI contains these data. TABLE XXVI TYPES OF INSTRUCTION OFFERED IN OUTBOARD BOATING 13181: ruct ion High College , Total Total / 21* School University n=6 n=l5 n=21 -\ 5:“ of boat 5 ll 16 76.2 U m of outboard motor 5 10 15 "(1.1+ '9 01‘ outboard motor with U ”Wheat 5 5 10 1+7.6 8° of Outboard motor with h°“t‘3°ard hull h 3 7 33.3 13031115 proper motor for °°~t h 6 28.6 N hobs - 1 l l4-.8 ° 13319011“ 1 l 2 9.5 *P weentags of all institutions responding to each item \mw: m PM. All of the four schools teaching inboard motor boating . “are concerned with the care of the boat and three of the four Drovi dad instruction in the care of the motor. Table XXVII reports these data 79 TABLE XXVII TYPES OF INSTRUCTION OFFERED IN INBOARD BOATING College, Total Total/h* Instruct ion High School University 11.1 11.3 nil-It Care of inboard boat 1 3 1+ 100.0 Care of inboard motor 1 2 3 75-0 Other 1 - 1 25-0 *Percentage of all institutions responding to each item It was noted in the instructional offerings for both inboard and outboard boating that more emphasis was placed on the care of the boat than on the care of the motor. Skills. Since it was important to learn what skills were in- cluded in the program of instruction for motor boating the institutions "”6 requested to indicate the skills taught. or the twenty-five in- stitut 1011; reporting motor boating only twenty-three reported the in- ”tmction offered in the areas of skills, safety and activities. Starting the motor and the proper method of entering the boat were Cited most frequently, being reported by eighteen institutions. D°°k1ng and attaching the motor were reported next in frequency by teventeen institutions. All of the items reported were included by half of the .chools. The“ data are presented in Table XXVIII. w. Safety is always an important factor in boating, but the 8Deed in"'<3.‘l.ved in motor boating makes safety doubly important. For this mason ihe'lizltutions were asked to report the contents of their safety lasting-1:101: program. 80 TABLE HVIII TYPES OF MOTOR BOATING SKILLS TAUGHT Skills High College, Total Total/25* School University n-7 n=18 n-25 Starting motor 6 13 19 76.0 Boarding or entering boat 5 13 18 72.0 Docking 5 12 17 68.0 Attaching motor 6 ll 17 68.0 ing 5 11 16 61+.0 Excbanging positions in boat 1i 9 13 52.0 Rules of the nautical road 3 9 12 h8.0 Other I - 1 IMO No response 1 l 2 8.0 *Percentage of all institutions responsing to this item More than half of the institutions included the areas of boat Capacity and loading, rescue, care of equipment, and self-rescue. Trans- Portat ion of motor boats, legal requirements, and repair were offered less frequently. The data from this part of the questionnaire are reported in Table XXIX . fitivities and 31225. The activities provided by or participated in by the schools reporting were limited in number. The most p0pular were fishing trips which were reported by nine schools. Instructional trips “are next in frequency being. listed by eight institutions. Camp- ing and water skiing were third being mentioned seven times each. (”“1393 and aquaplaning were listed by one-fifth of the institutions. These data are reported in Table xxx.. 81 TABLE XXIX TYPES OF MOTOR BOATING SAFETY INSTRUCTION PROVIDED Instruction High College, Total Total/25* School University n-7 n=18 n-25 Boat capacity and loading 6 10 16 6h.0 Rescue skills 6 9 15 60.0 Care of equipment 5 9 1h 56.0 Self-rec cue skills 6 7 13 52.0 Transportation of motor boats 1+ 5 9 36.0 Legal requirements 3 3 6 21+.0 RE’Pfilir 2 2 1+ 16.0 Other - 2 2 8.0 No resDense l 1 2 8.0 *Percentage of all institutions responding to each item ‘ _ L r TABLE XXX. TYPES OF MOTOR BOATING ACTIVITIES AND TRIPS OFFERED etivity High College, Total Total /25* A School University n-7 n=18 n-25 \ 38111113 trips 1+ 5 9 36.0 c Stmctional trips )4 h 8 32.0 “gigging trips 3 1+ 7 28.0 D r skiing 2 5 7 2o.c A33 cruises 2 3 5 20.0 unapl aning 2 3 5 20 . 0 Ming 1 l 2 8.0 13:: l — 1 1+.0 8Donne l 1 2 8.0 *P °r<=entage of all institutions responding to each item \ \_ ROUTE S Roving activity was reported by a total of eighty-eight insti- tut‘ ions - Fifty of these institutions, sixteen high schools and thirty- 82 four colleges, use ordinary row boats in their programs and thirty-eight Of them, twenty-two high schools and sixteen colleges, use shells for sliding seat rowing. This area, then, dealt with two forms of rowing which were reported in separate questions. Rowing, in the ordinary sense, is understood to mean the use of a boat with fixed seats that is propelled, usually, by one person using a Pair of oars. Sliding seat rowing uses a slim, lightweight shell with seats that slide as the rower strokes with his car. These shells are typically manned by a crew of oarsmen, each of whom pulls only one oar. The tables presenting the data for the section of the report “filing with skills, safety instruction, and activities contain the in- f0111311171011 reported from all of the institutions that reported having ”wing programs. The table that contains the data on sliding seat row- ing deals only with those institutions that reported that activity. §151_1_l_. Since rowing requires different skills from those used in CBIloeing or motor boating, it was important to include the skills taught in this report. More than half of the institutions with boating reported that they i“chided all the skills items listed on the questionnaire. Straightaway rowing was the most frequently mentioned skill followed in frequency by boarding entering, docking and mooring, backing, turning, exchanging p03 itions, and nomenclature. The "other" classification was listed by 3‘5"”: institutions and comments indicated that racing strokes were included in this classification. These data are reported in Table XXIII- 83 TABLE XXXI TYPES OF ROWING SKILLS TAUGHT Skill High College, Total Total/88* School University n-38 n-5O n-88 straightaway rowing 23 39 62 70.5 Boarding and entering 2O ’41 61 “9.3 13°61‘ng or beaching 19 1+1 60 68.2 Backing 2O 39 59 67.1 Turning 19 1+0 59 67.1 EXCha-nging positions 111 38 52 59.1 Nomenclature and terminology 12+ 31+ 148 514.5 Other 3 8 11 12.5 N0 resPonse 3 1+ 7 8.0 *Percentage of all institutions responding to this item a Safety. The area of safety is always important so it was of in- terest to learn that care of equipment and boat capacity and loading were the most frequently cited areas of safety instruction. Equipment Cars Vas in the program of fifty-one of the schools reporting. Boat Capacity was included by fifty schools. Rescue skills were taught in fort3>'--e:ight of the programs and self-rescue skills were taught in forty- six. Repair and transportation were listed by less than a third of the SCthls . These data are reported in Table XXXII. . slid seat rowing. Since this form of rowing is usually com- s . Qt113-"’9 , it was of interest to know what form this competition took. T hirty ~61ght schools reported programs of sliding seat rowing. Eight- oars ‘1 Shells were the most frequently reported craft being listed by We - nty four institutions. Four-cared shells were next in frequency being 81+ TABLE XXXII TYPES OF ROWING SAFETY INSTRUCTION PROVIDED Instruction High College, Total Total/88* School University n-38 n-50 n-88 Care of equipment 19 32 51 57.9 Boat capacity and loading 19 31 50 56.8 Rescue skills 20 28 1+8 53+ . 5 Self-rescue skills 19 27 h6 52.3 Transportation 8 21 29 32 .9 Repair ll 17 28 31.8 Other - 5 5 5.7 No response 3 h 7 8.0 *Percentage of all institutions responding to the item cited by twenty-two institutions. Single and tandem.sculls were less popular. Table XXXIII reports these data. TABLE xxxIIl TYPES OF BOATS USED IN SLIDING SEAT ROWING Type High College, Total Total/38* School University n-21 n-17 n-38 8 Oared shells 1h 10 2h 63.2 h Oared shells 1h 8 22 57.8 Single sculls 7 6 13 3h.5 Tandem sculls 3 3 6 15.8 Other 1 ' h 5 13.2 No response 2 3 5 13.2 *Percentage of all institutions responding to this item Activities and trips. Since the application of the skills and safety instruction in the activities provided by the schools was of 85 interest in this study, institutions were asked to report these activities . Racing was reported to be the most popular activity being cited by twenty-one institutions. Instructional trips were second in fre- quency and were reported by sixteen institutions. Fishing trips were third being reported by eleven institutions. The "other" classification was listed by four institutions, one of which used row boats to go turtle hunting. Table mm reports these data. TABLE XXXIV TYPES OF ROWING ACTIVITIES AND TRIPS OFFERED Total Total/88* Act ivity High College , School University n-38 n-5O n-88 Racing 13 8 21 23.8 gustmctional trips 8 8 16 18.2 ishing trips 2 9 11 12.5 Stunts 2 5 7 7.9 gaming trips 2 3 5 5'8 0:3; cruising 2 2 h 11.6 No 3; activities 1 3 1+ 11.6 spouse 8 12 20 22.7 *- Percentage of all institutions responding to each item F orty-six institutions, thirteen high schools and thirty-three ”119863 , reported that sailing was a part of their programs. This was ““095 two-fifths of the institutions reporting boating programs. Five ”119868 did not report the content of their sailing programs, homven The data are presented in the three sections of "Skills," "Safety," 86 and "Activities and Trips." There was no necessity for additional sections as there was in motor boating and rowing as only one general type of boat was used and only one means of propulsion. W. Because sailing skills are not like those of any other form of boating, institutions were asked to report the content of their skills instruction program. All of the items were reported by at least three-fifths of the institutions. Steering and sailing was the item reported first in fre- quency by thirty-eight of the institutions. Docking and benching were reported by thirty-seven and nomenclature was included in the programs of thirty-six institutions. The theory of sailing was reported by thirty- five institutions, while the use of lines and classes of boats concluded the listing. Table XXXV contains these data on sailing skills. TABLE XXXV TYPES OF SAILING SKILLS TAUGHT k J m Skill High College, Total Total/1‘“? School University n-l3 n=33 n'“6 \ :teel‘ing and sailing 13 3 38 82'6 NOckixlg 13 2’4- 37 80 ° ’4’ TgmenClature and terminolOgy ll 25 36 7523 03:01? 11 21+ 35 ”(o-l Clasmd care of lines 10 19 29 83‘ 0th Sea Of boats 3 20 28 00°9 era 3 2 5 10-9 N ° resPOnse 5 5 10.9 *P ercentage of institutions responding to each item “ 87 Safety. Safety is always a factor to be considered in any sport, but it is especially important in sailing where the hazard of wind, weather, and water are all involved. This made it important to report What was being done in the area of safety in sailing instruction. Care of equipment was mentioned most frequently by thirty-four institutions, almost three-quarters of the total. Boat capacity and loading was included by twenty-nine institutions, self-rescue by twenty- seven, and rescue by twenty-six institutions. These data are reported in Table XXXVI. . TABLE mm TYPES OF SAILING SAFETY INSTRUCTION PROVIDED ..-—..- --.—__._.—__——__..— .._. *« Ins truct ion High College , Total Tot a1 / 116* School University n-l3 n-33 n-h6 Care of equipment 10 21+ 311 73.9 Boat capacity and loading 8 21 29 63.0 gflf'r‘escue skills 6 21 27 58.7 escue skills 7 19 26 56'5 Repair- 7 11+ 21 16.6 Transportation 3 9 12 95 - 1 Whats - 2 2 {‘03 NO resDense - 5 5 10.9 * Percentage of institutions responding to each item A_ctivities and trip_s. The most frequently reported activity in the Sailing programs was racing, being named by twenty-seven institutions. InStI'UCtional trips, reported by eighteen institutions, and day cruises, reported by sixteen institutions, followed in frequency of report. Camping trips were included in only a tenth of the sailing programs. Table XXXVII reports these data on activities and trips included 88 in sailing programs . TABLE XXXVII TYPES OF SAILING ACTIVITIES AND TRIPS OFFERED ...—_~ Activity High College, Total Total/116* School University n-l3 n-33 n-h6 Racing 8 19 27 58.7 Instructional trips 5 13 18 39.1 Day cruising 6 10 16 3th Camping trips 1 1+ 5 10.9 Other- - 1+ h 8.6 NO response - 5 5 10-9 *Percentage' of institutions responding to each item Information received about the content of the boating curriculum can be summarized as follows: 1. Canoeing was included in the programs of three-fifths of the total number of institutions with boating programs. A. The canoeing skills of strokes, boarding and entering, ex- changing positions, nomenclature, and docking were taught in more than four-fifths of the institutions with canoeing programs. B . In the area of safety instruction, canoe capacity and load- ing, care of equipment, rescue, and self-rescue were taught in four-fifths of the canoeing programs. - In the area of canoe activities and trips, instructional trips, camping trips, day cruises, and stunts were included in the programs of more than a third of the institutions. 89 2. Motor boating was included in the programs of one-fifth of the institutions reporting boating programs. Inboard boating was provided in four institutions and outboard boating in twenty- one institutions . A. The motor boating skills of care of the boat and care of the motor were taught in three-quarters of the skills programs for both inboard and outboard boating. The use of an outboard motor with rowboats and choosing the proper motor for the boat were less emphasized. The skills of starting the motor, boarding, docking, turning, attaching motor, and exchanging positions were taught in more than one-half of the institutions with motor boating. Boat capacity and loading, rescue, care ‘of equipment, and self-rescue were included in the safety instruction of more than half of the motor boat programs. Activities offered by almost a third of the institutions with motor boat programs were fishing trips, instructional trips, camping trips, and water skiing. 3- Rowing programs were reported in eighty-eight institutions. Crew activities were reported in thirty-eight and row boating in 351 fty institutions . A. All rowing skills listed in the questionnaire were taught by more than half of the institutions. They were straighta- way rowing, boarding, docking, backing, turning, exchanging position, and nomenclature. Safety instruction given in more than half of the institutions 90 included care of equipment, boat capacity and loading, rescue, and self-rescue. C. Reports from institutions with crews indicated that eight- oared and four-oared shells were used most frequently. D. The most frequently reported rowing activities were racing, instructional trips, and fishing trips. Sailing was included in the programs of almost two-fifths of the institutions with programs. A. Skills instruction offered in more than one-half of the in- stitutions with sailing were steering and sailing, docking, nomenclature, theory of sailing, use and care of lines, and classes of boats. 33. Safety instruction offered in more than half of the pro- grams included care of equipment, boat capacity and loading, self-rescue, and rescue. C. {The most frequently reported sailing activity was racing, 'which was followed in frequency by instructional trips and cruising. PART D . EQUIPMENT Since the quality of instruction in any skill area is dependent on the equipment that is available for use, it was important to deter- mine what equipment was being used. In this portion of the question- naire the 338 institutions that received questionnaires were asked to indicate the types of equipment that were available for use in the pro- gram, the quantities of equipment available, and the sources from which the equipment was obtained. The data reported here were obtained from the 120 institutions that reported boating programs. Sources of Equipment Multiple responses were received in answer to the inquiry about sources of equipment, indicating that equipment was received from more than one source. One hundred five institutions, thirty-six schools and Six‘W-nine colleges, indicated that they purchased their equipment. Gifts were named as the sources of equipment by thirty-six institutions, twenty high schools and sixteen colleges. Loans followed in frequency, being reported by seventeen high schools and sixteen colleges. Rentals were reported least frequently by nine high schools and sixteen colleges. These data are reported in Table mun. The specific sources of equipment were arranged in order of their frequency. The physical education budget was the largest single source of funds for the purchase of equipment, being reported by four high sch001s and twenty-three colleges. The athletic department budget was the SeCond largest source, being reported by thirteen high schools and eleven colleges. Student fees were the third specific source of 92 TABLE mVIII SUI~IMARY OF GENERAL SOURCES OF BOATING EQUIH-Ufllfl‘ I General Source High College, Total Total/120* School University n-h6 n=7h n=120 Purchase 36 69 105 87.5 Gift 20 16 36 30.0 Loan 17 la 33 27.5 Rental , 9 lb 25 20.9 No response h 2 i3 5-0 *Percentage of institutions responding to each item equipment, being reported by six high schools and seventeen colleges. The general school budget was the fourth source and supplied funds for equipment for nineteen institutions. Table XXXIX contains these specific sources. A different arrangement of these data is presented in Table XL to show the agencies, organizations, or individualswho provided 'Wmipnueznn It was evident in this arrangement of data that most of the in- stitut ions purchased equipment with school funds. Individuals were the nut most frequent suppliers of equipment. Community clubs were ranked third as a source of equipment. Boat sales companies and boat manu- lacturerg were less frequently reported sources of equipment. W and TM 9;; Equygmeilt Available The institutions polled were asked to report both the quantity and types of boats available for their use and the quantity and types or acces sory equipment available. One hundred nine institutions re- Port ed the quantity and types of boats that were used. Ninety-seven SPECIFIC SOURCES OF BOATING EQUIPMENT PRESENTED IN ORDER OF FREQUENCY TABLE XXIII 93 Source High College, Total Total/120* School University n=ho n-7h n-12O Physical education budget h 23 27 22.5 Athletic department budget 13 11 2h 20.0 Student fees 6 17 23 19.2 School budget 7 12 19 5.8 Gift from individual 10 8 18 15.0 Purchase from other funds 6 6 12 10.0 Loan from individual 3 7 10 8.3 Gift from community 6 3 9 7.5 Loan from.community club 6 3 9 7.5 Loan from others h 5 9 7.5 Rental from individual 5 3 8 6.6 Rental from others 1 7 8 6.6 Rental from community club 3 2 5 h.2 Gift from'boat sales company 3 2 5 h.2 Rental from sales company - h h 3.3 Loan from boat manufacturer 2 l 3 2.6 Loan from boat sales company 2 - 2 1.7 Gift from heat manufacturer I 1 2 1.7 Gift from others I 2 2 1.7 Rental from heat manufacturers - - - - No response h 2 6 5.0 *Percentage of institutions responding to each item 91+ TABLE XL CLASSIFICATION OF SOURCES OF BOATING EQUIPMEl-JT Classification High College, Total Total/120* School University n=h6 n-7h =12O SCHOOL FUNDS Physical education budget h 23 27 22.5 Athletic budget 13 11 2h 20.0 Student Fees 6 17 23 19.2 School budget 7 12 19 15.8 Other school funds 6 6 12 10.0 INDIVIDUALS Gift 10 8 8 15.0 Loan 3 7 10 8.3 Rental 5 3 8 6.6 COMMUNITY CLUBS Gift 6 3 9 7.5 Loan 6 3 9 7.5 Rental 3 2 5 h.2 BOAT SALES COMPANIES Gift 3 2 5 14.? Rental - h h 3.3 Loan 2 - 2 1.7 BOAT MAI‘WFACTURERS Loan 2 1 3 2.6 Gift 1 1 2 1.7 OTHERS Loan 1+ 5 9 7.: Rental 1 7 8 6.6 Gift - 2 2 1.7 NO RESPONSE ll 2 a 5.0 *Percentage of institutions responding to each item W T 95 institutions reported the quantities and types of accessory equipment that were used . Boats. Sixty-three institutions, fifteen high schools and forty- eight colleges, reported that canoes were available for use. The lar— gest number of institutions, eight high schools and nineteen colleges, reported that from two to five canoes were available. Sixteen insti- tutions, two high schools and fourteen colleges, reported having from six to ten canoes available. Bight colleges had from eleven to fifteen Canoes and six institutions had more than twenty~five canoes available for their use. Row’ooats were available for use by fifty-seven institutions, twenty-four high schools and thirty-three colleges. Twenty-seven in- stitut ions had from to to five rowboats available, and nineteen insti- tutLons had from six to ten rowboats. Five colleges had single row- boat 8 and one college had more than twenty-five boats available. Forty institutions, eleven high schools and twenty-nine colleges, T9170 rted having sailboats. Twenty-two of these had from two to five boat 8 available. Eight institutions had from six to ten sailboats available. Five institutions had only one sailboat while one college had more than twenty-five sailboats available. Boats for outboard motors were reported by thirty-one institu— *i . ‘ “XS, Sixteen high schools and fifteen colleges. The largest number, nine high schools and ten colleges, had from two to five boats available. T he hex-t largest group of six high schools and two colleges had only 53'. .» né’le boats. One college reported having more than twenty-five boats available .v however . 96 The use of sliding seat shells or sculls was reported by twenty- f our institutions, sixteen high schools and eight colleges. Eleven institutions reported that from two to five shells were available and nine institutions had from six to ten shells available. Four insti- tutions reported having from eleven to fifteen shells. Inboard boats were reported to be available in eleven institu- tions though only four reported having inboard boating in their pro- grams - Eight institutions, five high schools and three colleges, had Single boats. Three institutions had from two to five inboard motor boats available . The data collected about boats available for use in the program are reported in Table XLI . Accessory equipment. It was noted that accessory equipment was provided in sufficient quantities to supply the number of boats available. Oars were available in quite large quantities. Twenty-seven institutions, fifteen high schools and twelve colleges, reported having more than twenty-five cars available. Twelve institutions had from Six “to ten ears and ten institutions had from two to five oars. Three inst itutiong reported having only one oar apiece. This undoubtedly meant One pair of cars. Paddles were also available in large quantities. Seventeen in- Wt‘tu-t ions, two high schools and fifteen colleges, reported having more than twenty-five paddles available. Seventeen institutions, nine schools and eight colleges, also reported having from two to five pad- dles. Nine institutions had from six to ten paddles and eight insti- tu ' tions I‘Bported having paddles in each of the eleven to fifteen and 97 a. H m HH s a a m 3 Hm S B 3 a HH R mm a A 8 S wfl H30 - - - - - - - - - H H - H H - m H H m H m mm Hops - - - - - - - - - - - - H - H H - H i H H _ mm-Hm .. .. .. .. .. .. - - .. - - .. H H .. H H - m m 8-3 - - - - - - H H m H H - m m - m H H m m nHtwa m H H - - - m m a m H H w n m mH m HH mH HH m 0H- m H m m H «., HH n w mH 0H m mm mH m em pH oH em mH m n-m m m - m m n u - u m m m m H H n m - m u H has HHoo mm woe HHoo mm pea HHoo mm 909 HHoo mm was HHoo mm 909 HHoo mm was HHoo mm upoom eyepoz heave agnosuH mHHonm you mason mpaopHHum mpaopwom mooquo apHoqusa mzamugfimmgnfiaom_fin”mgpmfih mumdAH<>< fifl.95.flfi§fi¥nfimmzyafinh8 mmmHB_QZd.NBHBz___at Re egg- lation Act. Chicago: The Club. 1955. 113. , Organized Outboardipg. Chicago: The Club. n.d. 11h. , Outboard Handling . Chicago: The Club. n.d. 115. United States Coast Guard Auxiliary, Ahoy Skipper. Washington, D. C.: The Auxiliary. n.d. 116. ,Outboard Motors and Boats, Public Safety Lessons in S_a_f_e , Boatipg. Washington, D. C. The Auxiliary. n.d. ( 117. ,M_9___tor B__o___at Safety: Pleasure Boat? £293 B9 Pleasure. Washington, D. C.: The Auxiliary. 195 . 118. ,Practical Course is Basic Seamanship. Washington, D. C.: The Auxiliary. 1956 119. S___afe Boatipg_____ Course . Washington, D. C.: The Auxiliary. 1956.— 120. United States Power Squadron, A m 9_f Organization and Aims. New York: The Squadron. n.d. 121. , Pilotipg Course. Englewood, New Jersey: The Squadron. n.d. 122. , Bulletin. Englewood, New Jersey: The Squadron. n.d. UNPUBLISHED MATERIALS 193. Asseff, Emmett, Executive Director, Louisiana Legislative Council, Personal Communication. Baton Rouge, Louisiana. April 12, 1957. 12h. Barker, Roy, State Department of Game and Fish, Personal Conmnmi- cation. Sante Fe, New Mexico. March 15, 1957. 125. Becher, C. H., Director, Division of Water Resources, State of Indiana. Personal Communication. Indianapolis, Indiana. February 26, 1957. 126 Boatwright, John B. , Director, Division of Statutory Research and Drafting, State of Virginia, Personal Conmlunication. Rictmlond, Virginia. February 20, 1957. 127. Bonner, Herbert C., Chairman, House Committee on Merchant Marine and Fisheries, "A Press Release ," Washington, D. C. March 12, 1957. (Mimeographed) 128. 129. 130. 131. 132. 133. 13h. 139. 1&0. 1&2 Bremen, John, Publicity Director, New’Hampshire State Planning and Development Commission. Personal Communication. Concord, New Hampshire. February 20, 1957. Cantwell, Alfred, Director, Safety Services, American National Red Cross. Personal Communication. washington, D. C. August A, 1956. Carlson, L. M., Director of Legislative Research, State of South Dakota. Personal Communication. Pierre, South Dakbta. March 22: 1957. [-1_ Cooper, Charles, Director, Alabama Reference Service. Personal Communication. Mbntgomery, Alabama. February 27, 1957. Claussen, Major Glen 0., Executive, Technical Liason.Division, Corps of Engineers, Personal Communication. Washington, D. C. April 12, 1957. Crass, Harvey A., Park and Recreation Manager, Muskingum watershed Conservancy District. Personal Communication. New Philadelphia, Ohio. March 19, 1957. Dexheimer, W. A., Commissioner of the Bureau of Reclamation. "Recre- ation Aspects of Reclamation," An address given at Grand Lake, Colorado, August 10, 1956, to the Missouri Basin Inter-Agency Council. (Mimeographed) Dodson, Lieutenant Commander J. W,, Director of the Coast Guard Auxiliary for the Ninth Coast Guard District. Personal Cam- munication. Cleveland, Ohio. March A, 1957. Esslinger,.Arthur A., "A Philosophical Study of Principles for Selecting Activities in Physical Education." Unpublished Ph.D. Thesis. State University of Iowa. 1938. Guild, F. H., Director, Research Department of the Kansas Legisla- tive Council. Personal Communication. Topeka, Kansas. March 8) 19570 Howes, Rdbert M., Assistant Director, Division of Reservoir Pro— perties, Tennessee Valley Authority. Personal Communication. Knoxville, Tennessee. March 7, 1957. Kleps, R. N., Legislative Counsel, State of California. Personal Communication. Sacramento, California. March 28, 1957. Ludwig, Elizabeth A., "A Critical Evaluation of the Program of Con- temporary Schools in Order to Determine Opportunities They Pro- vide for Leisure Time Education." Unpublished Ph.D. Thesis. New'York University. 195k. lhl. lh2. 11m. lh5. 1A6. 1h7. 1A8. 11+9 . 1&3 Nelson, W. R., Director of Research, State of Missouri, Personal Communication. Jefferson City, Missouri. February 25, 1957. Oakey, Warren, "Wisconsin Water‘Use Laws and Rules," An address delivered at Madison, Wisconsin November 19, 1956, to the ‘University Club. (Mimeographeds ' Poe, S. H., Bureau of Reclamation, Personal Communication. Denver, Colorado. March 26, 1957. Richmond, Vice Admiral A. C., Commandant, United States Coast Guard. Personal Communication. Washington, D. C. April 15, 1957. Rogers, Martin H., "Principles and Functions of Outdoor Education." An unpublished Ed.D. Thesis. Syracuse University. 1956. Seiker, John, Chief, Division of Recreation and Land Use, United States Forest Service. Personal Communication. Washington, D. C. Sutton, E. M., Director of Education, United States Power Squadron. Personal Communicationi Englewood, New Jersey. March 19, 1957. Swyen, E. T., Associate Director, National Park Service. Personal Communication. Washington, D. C. March 1, 1957. Wilson, Keith, Acting Director, Michigan State Waterways Commission. Personal Communication. Detroit, Michigan. February 26, 1957. APPENDIX A AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION A Department of the National Education Association 1201 - 16th Street, N.W., Washington 6, D. C. December, 1956 }‘ NATIONAL SURVEY OF STATUS OF OUTDOOR EDUCATION IN SCHOOLS AND COLLEGES WITH SPECIAL REFERENCE TO BOATING This study is to secure information and materials concerning the nature, scope, and content of programs of instruction in boating in schools and colleges. Your woperation in supplying information concerning your program, whether a class, club or other type of activity, will be greatly appreciated. Please use the enclosed envelope to return this questionnaire by JANUARY 15, 1957, to: Julian W. Smith, Director, Outdoor Education Project College of Education, Michigan State University, East Lansing, Michigan GENERAL INFORMATION i 1. Name of School or College 2. Address: City Zone State 3. Type of Institution: Public D Private E] Church Related D 4. Level of Instruction: Junior High E] Senior High E] Junior-Senior High [3 Junior College E] College [:1 University 1:] 5. Enrollment: Under 250 250-500 500-1,000 1,000-5,000 5,000-10,000 10,000-15,000 Over 15,000 Men __ __ _— Women Total p3 Name of Principal, President, or Dean Name of person submitting questionnaire Title GENERAL DIRECTIONS Please indicate the proper answer by a check mark or by writing in the space provided. Please add any informa- tion you wish or any comments you desire to make. If you have a program of boating activities in your school, please reply to the questions that follow. If you do not have a program of boating activities, please reply to the questions on page 4. PROGRAM AND STAFF 8. When was boating introduced in your program? 1956-57 [:1 195556 [3 2-5 years ago I] 6-10 years ago [:I 11-15 years ago [:1 16-20 years ago E] More than 20 years ago [:1 Date, if known 9. Why was boating introduced into your program? :4 Administrator interested ................ C] Alumni interested ...................... [:1 Faculty member interested .............. [:1 Community interested .................. E] Student( 8) interested .................. 1:] Others [3 10. What is the place of boating in your program? ‘ “ Part of the curriculum .................. D Part of the extra-curriculum .............. [:1 11. In what activity area is the program of boating being conducted? School Non-school Ph sical education class ................. 1:] Community club ....................... E] Sc 001/ college camp ................... E] Recreation department ................. [:1 School sponsored club ................... E] Others 1:] Others 1:] 12. What activities are included in the program? Canoeing ............................. E] Sailing ................................ 1:) Crew or sliding seat rowing .............. 1:] Free or recreational boating .............. [:1 Inboard motor boating .................. [:1 Water skiing .......................... [j Outboard motor boating ................. [3 Others E] Row boating .......................... E] 13. How many students have participated in boating in your school? Boys Girls Total 1955-56 1956-57 Estimated yearly average prior to 1955 14. What body of water is used for teaching? Bay E] Lake [3 Pool E] River [:1 Others [:1 Name of body of water used 15. What is the distance to this body of water? ' ' ’ , 43E Less than 1 mile 1:] 1-5 miles I] 6-10 miles I] 11-25 miles [:1 Over 25 miles E] f 16. At what season of the year are beating programs offered to your students? Fall [:1 Winter [:1 Spring 1:] Summer [I Year-round [I 17. How much time is devoted to the boating program? . . Daysperweek:1|:] 2D 31:] 41:] 5E] Other ' ‘ ' " Numberofweeks:1|j 2C] 31:] 4E] 5D 6D 7-10[:] 11-15[] morethanlSD 18. Who conducts the boating program? Please indicate number and sex of personnel. Number ‘ 1N umber ‘ School personnel Men Women ' N arr-school ersonnel Men Women ,3 Athletic Coach Adult vo unteer ' ' ' . ' 1 Ph sical education teacher Recreation specialist O ers Others 19. Where did the personnel conducting your boating program receive their training? Armed forces .......................... [:1 Family instruction ..................... [:1 College ............................... E] Self-instruction ........................ E] Red Cross ............................. C] Others ' [j Scouts ................................ [j . . 20. In what already-existing programs of boating do you participate? None ................................. D U. S. Power Squadron ................... [3 Coast Guard Auxiliary .................. [:1 Others [3 a. Red Cross ............................. E1 21. What teaching materials do you use in your activities? Locally prepared ....................... E] Red Cross ............................. [:1 Coast Guard Auxiliary .................. E] Scouts ................................ {j Outboard Boating Club ................. [I Others 1:] 22. What swimming ability is required before students may participate in boating activities on the water? None I] Swirnadistanceof: 25ft. I] 50ft. E] 25de. E] 50 yds. 1:] 100de. D Other]: Stayafloat: Lessthan5min. [j 5min. E] 10min. E] y.%hr [j Othersfl 23. What class room or dry land instruction is required before going on the water? None ................................. [j . ’ ‘ Care of equipment ...................... [3 Rules of nautical road. . . .’ ............... E] Nomenclature and terminology ........... [j . Safety ........... ‘ ..................... [3 Legal requirements ..................... [:1 Theory of sailing ....................... [j Piloting and navigation .................. E] ' Others [:1 Repair ................................ [j ' ' ~ 24. What kinds of boats are used in your community and for what purposes? ' Kinds of boats Purposes Canoes ............................... D Camping........................ ...... [j Inboard motor boats .................... E] _ Commercial fishing ......... -. . . ., ........ [j Outboard motor boats ................... E] Cruising or pleasure ....... ' ............. [:1 Row boats ............................ [:1 Fishing ............................... [j Sailboats .............................. E] Hunting ..... . ............ ...”.le Sliding seat shells ...................... [3 Racing ................................ [1 Others E] Waterskiing.............. ............. El - Others 1:] . CURRICULUM 25. What skills and activities are included in your program of canoeing? Skills Safety Strokes ............................... g Canoe capacity and loadng .............. U Solo paddling .......................... [3 Equipment and we -------------------- D . Repair ................................ [j Tandem paddhng """"""""""" D Rescue skills . . . . . . . . . . . ................ [j Boarding 01‘ entering -------------------- L—J Self-rescue skills ....................... D Beaching .............................. C] Transportation . . . . -. .' ................... D Docking .............................. [1 Others a Exchanging posmons ................... [:1 Activities and Trips . Poling ................................ [1 Camping trips ........................ D Nomenclature and terminology ........... [:1 Day cruising ............. - ............. [3 Others 1:] Fast water trips ........................ [:1 Fishing trips ........................... Ci 1 Instructional trips ..................... D 5 Racing ................................ I] I Stunts and contests ..................... E l Others C l 26. What skills and activities are included in your program of motor boating? .! Outboard boats Safety Choosing proper motor ...... ' ............ 1:] Boat capacity and loading ............... [I Use Of motor With 1’ 0W boats ------------- Cl Equipment and care .................... C] Use of motor w1th outboard hulls ......... [I Legal requirements .................... El Care of boat ........................... [:1 Re o [3 Care of motor .......................... [j R pair .kills """"""""""""""" Others Cl escue s ._ .......................... [:1 Self-rescue skills ....................... [j Inboard Boats Transportation ......................... E] Care of bat ........................... C] Others I] Care of motor .......................... [:1 Others E] Activities and Trips Skills Aqua planing .......................... [j Attaching motor ....................... [:1 gaumg. in!” """"""""""""""" D Starting ............................... [:1 FY, C’msfng -------------------------- C1 Turning and maneuvering ............... Cl F 1sh1ng trips . .. ......................... [j Boarding or entering .................... [:1 Instruchonal tnps ---------------------- Cl Docking or mooring .................... [3 Racing ................................ [:1 Exchan’gpositions.................-..E] Skiing ................................ E] .. Rules 0 nautical road ................... D Others [3 r Others C] ; 2.7. What skills and activities are included in a program of rowing? Skills ' Safety . Straightaway rowing ................... [3 Boat capacity and loading ............... [:1 .IIB‘acking ............................... E] Equipment and care .................... El uming ............................... [j epair ................................ Beaching and docking ................... [J Rescue skills ........................... [j Boarding .............................. E] Self-rescue skills ....................... E] Exchanging positions ................... [3 Transportation ......................... E] .L .... Nomenclature and terminology ........... E] Others . [:1 Others D Trips and activities Sliding seat rowing Camping trips ......................... E] 4 oared shells .......................... [:1 Da cruises .‘ .......................... [J 8 oared shells .......................... [:1 Fis ' g trips .......................... E] Single sculls ........................... E] ' Instructional trips ...................... [:1 Tandem sculls ......................... [:1 Racing ................................ [:1 Others [:I Stunts and contests ..................... [:I Others 1:] 28. What skills and activities are included in your program of sailing? Sa ety Skills and knowledge fBoat capacity and loading ............... [:1 Classes of boats ........................ E] Equipment and care .................... [:1 Docking and mooring ................... [:1 Repair ................................ [:1 Nomenclature and terminology ........... E] Rescue skills . .......................... D Steering and sailing rules ................ Cl Self-rescue skills ....................... [:1 Theory of sailing ....................... E] ' Ortegsrportation """"""""""""" B Use and care of lines .................... E] A Others Cl Activities and Trips Camping trips ......................... [:1 Day cruises ........................... E] Instructional trips . . . .'. ................. 1:] Racing ................................ [j - Others [:1 EQUIPMENT 29. Where did you obtain your equipment? Purchase Loan Athletic de artrnent budget .............. [3 Community club ..................... . . E] Physical ucation budget ............... [:1 Individual ............................. [3 Student fees ........................... C] LoCal boat sales company ............... E] School budget item ..................... [:1 Manufacturer .......................... E] Others 1:] ‘ Others .._ [3 Gift Rent Community club ....................... E] Community club ....................... [3 Individual ............................. [:1 Individual ............................. 1:] Local boat sales company ................ E] Local boat sales company ............... E] Manufacturer .......................... [:1 Manufacturer .......................... [:1 Others [3 Others [3 30. Please indicate the quantity of equipment available for use in your boating program. Item Quantity More Boats 1 2-5 6-10 11-15 16-20 21-25 than 25 Boats for motors Canoes Inboard motor boats Rowboats Rowboats (sliding) Sailboats Others Other equipment Oars Outboard motors Paddles Fire extinguishers Life jackets Safety cushions Others EXPANDING PROGRAM 31. Are you interested in expanding your program of boating? Yes E] No C] 32. If the answer to question 31 is “yes,” in what areas are you interested? Canoeing I] Motor Boating 1:] Rowing [:1 Sailing E] 33. W§u1d[:ylou b; interested in having a faculty member participate in a boating clinic or workshop? es 0 E] 34. If you are interested in a clinic or workshop, what length of time would be most suitable? One day C] Weekend C] Other 1:] 35. If you are interested in a clinic or workshop, what season of the year would be suitable? Fall D Winter [:1 Spring I] Summer [3 Anytime [I IF YOU USE LOCALLY PREPARED MATERIALS FOR TEACHING, PLEASE SEND A COPY WITH THIS SURVEY IF IT IS POSSIBLE. QUESTIONS FOR THOSE SCHOOLS WITHOUT A BOATING PROGRAM 36. Are you interested in beginning a program of boating instruction? Yes C] No I] 37. If you are interested in beginning a program, would you like to have a faculty member participate in a clinic or workshop that would include boating skills and instructional methods. Yes 1:] No D 38. If the answer to question 37 is “yes,” what length of time would be most suitable? One day [:1 Weekend C] Other U 39. If answer to question 37 is “yes,” what season of the year would be most suitable? Fall [:| Winter E] Spring E] Summer |:] Anytime I] 40. In what activity areas could boating best fit into your school program? School Non-School Ph sical education class. . . . . . . . . . . ...... [Z] Community club ....................... [:1 Sc 001/ college camp ................... E] Recreation department ................. [J School sponsored club. . . . . ~. ............. [:1 Others CJ Others [:1 41. What kinds of boats are used in your community and for what purposes? Kinds of boats Purposes Canoes ............................... [j Camping .............................. E] Inboard motor boats .................... E] Commercial fishing ..................... [j Outboard motor boats ................... [:I Cruising or pleasure .................... E] Row boats ............................ [:1 Fishing ............................... E] Sailboats .............................. [:1 Hunting .............................. [j Sliding seat shells ....................... E] Racing ................................ [:1 Others [3 Water skiing .......................... E] Others C] 42. What nearby body of water would be suitable for teaching? Bay [1 Lake I] Pool E] River E] Others [:1 Name of body of water __ 43. What is the distance to this body of water? Less than 1 mile [Z] 1-5 miles E] 6—10 miles C] 11-25 miles E] Over 25 miles [:1 CONCLUSION Thank you very much for your cooperation and assistance. When it is completed, a report of this study will be made in the Journal of the American Association for Health, Physical Education, and Recreation. If you wish a summary of the results, please indicate here. [I] Yes [3 No Please return this form in the enclosed envelope by JANUARY 15, 1957. Also send copies of your locally prepared teaching materials. APPENDIX B ‘31 A a." O _. to George F. Ander Carl A. Troester. lr. ecuiive ”Secretary Executive Secr reiary Assistant Execuiixiec secrextaries lackson M. Anderso he E. Iryen Consultant in Recreation and Consultant in Physical Education Oui idoor Educa ation and Cirlsa nd Women' 5 Sports Elizabeth 5. Ave New ard Ho boo Co nsuliani in He'yalih Education Consultant in Physical Elduicasiion and 8 Men' s Ath o s an Eugene H. Sloane: Director of Publications 1957—NEA CENTENNIAL: An Educated People Moves Freedom Forward TO HIGH SCHOOLS AND COIJEGES HAVING BOATING EDUCATION PROGRAMS: The American Association for Health, Physical Education, and Recreation, in common with other Departments of the National Education Association, is deeply concerned about the increasing availability of leisure time for the American people. While the worthy use of leisure time has long been an accepted objective of edu- ' cation, the changing times make it necessary to place more emphasis on the prepa- ration for worthwhile activities in which large numbers of people may engage through- out their lives. There is a great surge of interest in outdoor pursuits, witnessed by the fact that millions of people are engaged in outdoor pursuits. Twenty-five million per- ticipated in boating alone this year. This sensational growth of boating activities has prompted the Outdoor Edu- cation Project of the American Association for Health, Physical Education, and Recreation to make a sway of the nature and extent of boating instruction in schools and colleges. This study has been made possible through the cooperation of the Outboard Boating Club of America. The survey of the status of outdoor education in schools and colleges made by the American Association for Health, Physical Education, and Recreation in 1955, and other information received since, indicates that. your institution has some activities in boating instruction. It is hoped that. appropriate members of your staff will cooperate in this national study by supplying information concerning your program through the use of the enclosed survey form. This study is being made so that. more assistance by way of leadership training and preparation of instructional mteriale can be given to schools and colleges concerned with this phase of outdoor education. It will be appreciated if you will return the survey fonn immediately. Cordially, FM eWfl Carl A. Troester, Jr. Executive Secretary BOARD OF DIRECTORS Ray 0 Dunc Vice- Presidents District Representatives West Virgini: "Univearsity Health Education: Robert Yoho. State Board of Health l330 W. Ce ntrel: Wilma Cimmesiad Northwe st: hWe eyih Mo's ant own WV . . Ichigan Si., Indianapolis 7, In d. pliidland CNgbe \BA/eensinegrgm Washington College £332: £3,331” 3MB? McGee Men: Amhh‘“ EAZIIILmEUSITBBEE' State Dept Of Education. Ehesiern: Ethel T. Kloberg Soutlhernain Cawroline Sinclair Kansas CI‘Y Physical Education: Elmon L. Vernier Publice Schools Kennedy QFIICM SCIIOO IY ”5?:mbséu 2%” Ruth Abern 31"; M60" ”h: 5'5- BalIm '8- Md Midvelsni: Edwina Jones Southwest: ElwoodC UnivefSiYY 037 California Recreation: Johdn L Hutchmson, Columbia University New Board oi Education Universit yo of Southern lgiaalitomia Los Angeles 24. Calif York 27. N Y. Cleveland l4.c Ohio Los Angeles 7. Ca II APPENDIX C Iii COMMITTEE Mom I. Public Instr. try I, Utah xii Chief Ic‘. Educator I-m .h: Fishing Tackle Mfrs. -‘:3.-9 8. Co. 1‘: z, N. Y. Iii Erickson '.~ ego of Education .5125 grim, East lensing C. Hadley snag Arms 8- ' ~35 Min. Inst. -‘-' College :! Vt. mime: Assoc. Fishing . Iran... 0. c. Tacos -.. Dir. ASS“. .Avo., Wosh., D. C. honey I“, Phys. Educ" ‘ Safety iv Public Schools La Ave., Univ. CITY, Mo. Fosters 3r. for Continuing Educ. 2:... Athens. Go. "' Ennis Univ. I iA-Seat Higher Educ.) M- C. Memo, USN lletl Rifle Assn. A'°.' wo‘he 6‘ De Co ege of M., Pit”. & :~.:-, II Athletics ._,-.-3 Univ., Provo, Utah Nether!” .N , Natl. Assn. 's Casting Clubs ' , S. Arlington 4, Va. “vine .‘ Del., Newark Scat. Higher Educ.) -:s -- .--.iry ".5" Blue ... I". he». Sec. School Prin.) a S; caervation Comm. V'thner Sporting Arms & a Mfrs. Inst. 33,, N. Y. ‘7 Willie . "iOOII 4.- 59., Chicago, Ill. Assn. School Admin.) stir rlr Service rgrior, Wash. 25, D. C. .»\MICIII(ZI\.V ASSOCIATION FOR HEALTH, I’lltSHIAI. EDUCATION, AND RECREATION .-\ I)I:II.\I{'I‘.\II<:.\'I‘ OF 'I‘IIII NATIIIMI. I-Inucxrum ASSOtilATION OUTDOOR EDUCATION PROJECT in m-I'Ipi’rutinn with .Ili(:'liig(III State (”'nirr’rsity JULIAN W. SMITH MAREE COYLE mncron ASSISTANT m we DIRECTOR College of Education, Michigan State University, East Lansing, Mich. February 1, 1957 ' {. BOATING EDUCATION STUDY About December 15 we sent you the enclosed survey form. In case it may have been lost or mislaid during the Holidays, this additional form is sent for your convenience. The returns of the questionnaire to date are gratifying, and we are anxious to include all the schools and colleges that may be providing instructional activities in.boating. It will be greatly appreciated if you will have the appropriate member of your staff supply the needed information and return the form as soon as possible. A‘ / Afi:‘“®”’az: .Lijfz;éifiz. JULIAN W . SMITH mmc APPENDIX D SECONDARY SCHOOLS WITH BOATING PROGRAMS AS ARMULARPARI‘OFTEECURRICUIBM Institution CONNECTICUT Promfret Senior High Promfret, Connecticut The Gunnery Senior High Washington, Connecticut DRAWN St . Andrew's School Middleton, Delaware Vilmington High School Wilmington, Delaware FLORIDA Alachua County Schools Gainesville, Florida HAWAII Iolani School Honolulu, Hawaii McKinley High School Honolulu, Hawaii ILLINOIS University School Carbondale , Illinois Francis W. Parker School Chicago, Illinois Interested in m mending program? Canoeing Yes , Crev or sliding seat ; rowing Sailing Crew or sliding seat Yes rowing f Outboard motor boating Sailing 4" Crew or sliding seat No rowing Row boating Sailing Free or recreational boating Canoeing Yes How boating Free or recreational boating Canoeing Yes Row boating Sailing Free or recreational boating Crew or sliding seat Yes roving Crew or sliding seat Yes rowing Canoeing No Row boating Canoeing Yes How boating 155 Interested in Institution m mending pram? IOWA Teachers College High School Canoeing No Cedar Falls, Iowa KENTUCKY ' Lloyd High Schoo Canoeing Yes Erlanger, Kentucky Row boating MAINE St. Francis College High Outboard motor boating No School Bow boating Biddeford, Maine Sailing Free or recreational boating Portland High School Inboard motor boating No response Portland, Maine MARYLAND Aberdeen High School Outboard motor boating Yes Aberdeen, Maryland Free or recreational boating ‘ MASSACHUSETTS Phillips Acadenw Crew or sliding seat Yes Andover, Massachusetts rowing Sailing Belmont Hill School Crew or sliding seat Yes Belmont, Massachusetts rowing Boston Latin—School (Boys) Crew boating Yes Boston, Massachusetts Boston Technical High Outboard motor boating Yes School Boston, Massachusetts Browne 8c Nichols School Crew or sliding seat No Cambridge, Massachusetts rowing Noble 8c Greenough School Canoeing Yes Dedham, Massachusetts Crew or sliding seat rowing Row boating Free or recreational boating 156 Interested in Institution Program expanding program? MASSACHUSETTS (Continued) Gloucester High School Sailing Yes Gloucester , Mas sachusett s Tabor Academy Crew or sliding seat Yes Marion, Massachusetts rowing Free or recreational boating A 92 ft. schooner is used for cruising Brooks School Crew or sliding seat Yes North Andover, rowing Massachusetts Sailing Free or recreational boating Boston Trade High School Row boating Yes Roxbury, Massachusetts MICHIGAN Grand Haven High School Life Saving Yes Grand Haven, Michigan Midland Public Schools Canoeing Yes Midland, Michigan New boating Free or recreational boating Mt. Clemens High School Canoeing Yes Mt. Clemens, Michigan MISSISSIPPI St. Stanislaus High School Bay Street Louis, Mississippi NEW HAMPSHIRE St. Paul's School Concord, New Hampshire NEW JERSEY Belleville High School Belleville, New Jersey Outboard motor boating Row boating Sailing Crew or sliding seat rowing Sailing Free or recreational boating Crew or sliding seat rowing Yes No No 157 Interested in Institution Program gyanding program? NEW YORK St. Francis Prep. Outboard motor boating Yes Brooklyn, New York Row boating Sailing Roosevelt High School Crew or sliding seat Yes Hyde Park, New York rowing Outboard motor boating Mamaroneck Senior High Sailboating and ice No Mamaroneck, New York sailing--boat and skate Poughkeepsie High School Crew or sliding seat Yes Poughkeepsie , New York rowing Roslyn High School Canoeing Yes Roslyn, New York Edgemont High School Row boating No Scarsdale, New York OHIO Western Reserve Academy Canoeing Yes Hudson, Ohio Row boating Saling (Racing) Free or recreational boating Shaker Heights Public Adult with Coast Guard No Schools Auxiliary Shaker Heights, Ohio PENNSYLVANIA The Haverford School Crew or sliding seat No Haverford , Pennsylvania rowing Edison High School Crew or sliding seat No Philadelphia, Pennsylvania rowing Northeast High School Crew or sliding seat No Philadelphia, Pennsylvania rowing VIRGINIA George Washington High Canoeing No School Crew or sliding seat Alexandria, Virginia rowing Institution VIRGINIA (Continued) Washington-Lee High School Arlington, Virginia St . Margaret ' s School Tappahannock, Virginia WISCONSIN Niagara Public Schools Niagara, Wisconsin Shell Lake High School Shell Lake, Visconsin 158 Interested in {Low flaming Program Crew or sliding seat rowing Canoeing Free or recreational boating No response Yes Canoeing No How boating Free or recreational boatin Canoeing Yes Outboard motor boating Row boating Free or recreational boating Water skiing COLLEGES AND UNIVERSITIES WITH BOATING PROGRAMS AS AREGUIARPARTOFTEECURRICUIDM Institution ALABAMA Alabama College Montevalo , Alabama CALIFORNIA Pacific Union College Angwin, California Orange Coast Junior College Costa Mesa, California Santa Barbara College University of California University of Southern California Los Angeles, California Oakland Jr. College Oakland, California CONNECTICUT Mitchell College New London, Connecticut DISTRICT OF COLUIBIA Catholic University Washington, D. C. FLORIDA Florida Southern College Lakeland, Florida Interested in egandingjrogram? £22m Canoeing Sailing (limited) Canoeing Outboard motor boating Row boating Free or recreational boating Water skiing Paddle board Crew or sliding seat rowing Sailing Canoeing (Introduction) How boating " Sailing Free or recreational boating Crew or sliding seat rowing Sailing Canoeing Crew or sliding seat ‘ rowing sailing Sailing Sailing Canoeing Crew or sliding seat rowing ‘ Outboard motor boating Row boating Sail ~ Nateipgkiing Yes Yes Yes Yes No Yes Yes Yes Yes Institution FLORIDA (Continued) University of Florida Gainesville, Florida Florida State University Tallahassee, Florida IDAHO Idaho State College Pocatello, Idaho ILLINOIS George Williams College Chicago, Illinois University of Illinois Navy Pier Chicago, Illinois Rockford College Rockford , Illinois University of Illinois Urbana, Illinois IOWA Women's Program State University of Iowa Iowa City, Iowa Men's Program State University of Iowa Iowa City, Iowa LOUISIANA Northwestern State College Natchitoches, Louisiana 160 Interested in 13.2822 eganding program? Canoeing Yes Outboard motor boating Row boating Free or recreational boating Water skiing Canoeing Yes Row boating Sailing Free or recreational boating Water skiing Canoeing Yes Canoeing Yes Row boating Sailing Canoeing Yes Row boating Canoeing Yes Crew or sliding seat rowing Canoeing Yes Water safety instruction Canoeing Yes Free or recreational boating Canoeing Yes Canoeing Yes How boating Outboard motor boating (to be added) water skiing (to be added) 161 Interested in Institution Program egpanding program? MARYLAND University of Maryland Canoeing Yes College Park, Maryland Sailing St. Mary's Seminary Canoeing Yes Junior College Row boating St. Mary's City, Maryland Sailing Free recreational boating MASSACHUSETTS University of Massachusetts Canoeing Yes Amherst, Massachusetts Row boating Northeastern University Sailing Yes Boston, Massachusetts Boston University Canoeing Yes Sargent College of P.E. Row boating Cambridge, Massachusetts Sailing Free or recreational boating Massachusetts Institute Sailing No of Technolog Cambridge, Massachusetts Bouve-Boston School Canoeing Yes Medford, Massachusetts Row boating Tufts University Sailing No Medford, Massachusetts Lasell Junior College Canoeing No Newtonville , Massachusetts Crew Smith College Canoeing No response Northampton, Crew or sliding seat Massachusetts rowing Free or recreational boating Mount Holyoke College Canoeing Yes South Hadley, Massachusetts Springfield College Canoeing Yes Springfield, Massachusetts Row boating Sailing Free or recreational boating Institution MASSACHUSETTS (Continued) Wellesley College Wellesley, Massachusetts MICHIGAN Michigan State University East Lansing, Michigan Wayne State University Detroit, Michigan Northern Michigan College Marquette, Michigan Central Michigan College Mount Pleasant, Michigan MINNESOTA State Teachers College BemidJi, Minnesota St. Johns University Collegeville , Minn. MISSISSIPPI Gulf Park College Gulfport, Mississippi MISSOURI Northwest Missouri State Maryville, Missouri Stephens College Columbia, Missouri NERASKA University of Nebraska Lincoln, Nebraska 162 Interested in Erasers Canoeing Crew or sliding seat rowing Canoeing Row boating Sailing Canoeing Inboard motor boating Outboard motor boating Bow boating Sailing Free or recreational boating Canoeing Canoeing Row boating Row boating Sailing Water skiing Canoeing Free or recreational boating Canoeing Row boating Sailing Sailing smell dingies Canoeing eganding program? Yes Yes f No response Yes * No Yes Yes Yes No No No response 163 Interested in Institution Program mending program? NEW JERSEY Panzer College of thsical Canoeing Yes Education 8: Hygiene Row boating East Orange, New Jersey Free or recreational boating Rutgers University (Men's Crew or sliding seat Yes College) rowing New Brunswick, New Jersey Sailing Newark College of thineer- Sailing Yes 1218 Newark, New Jersey NEW YORK Wells College Canoeing Yes Aurora, New York - Outboard motor boating Row boating Sailing State University of New Canoeing Yes York Teachers College Row boating Brockport, New York State University Maritime Row boating Yes College Sailing Fort Schuyler Bronx, New York State University of New Canoeing Yes York Teachers College Outboard motor boating Cortland, New York Row boating Sailing Free or recreational boating Water skiing Colgate University Sailing Yes Hamilton, New York State University of New Canoeing Yes York Teachers College Outboard Motor boating Oswego, New York Free or recreational boating Syracuse University Crew or sliding seat Yes Syracuse, New York rowing Institution NEW YORK (Continued) Renssalaer Polytechnic Institute Troy, New York Russell Sage College Troy, New York NORTH CAROLINA Women's College of Univer- sity of North Carolina Greensboro, North Carolina North Carolina State College Raleigh, North Carolina OEIO Ohio State University Columbus, Ohio Oberlin College Oberlin, Ohio OREGON Oregon State College Corvallis, Oregon PENNSYLVANIA Wilson College Chambersburg , Pennsylvania Haverford College Haverford, Pennsylvania University of Pittsburgh Pittsburgh, Pennsylvania 16h Interested in images Canoeing Sailing Canoeing Row boating Free or recreational boating Canoeing Row boating Sailing Free or recreational boating Canoeing Inboard motor boating Outboard motor boating Row boating Sailing Water skiing Surf board Canoeing Row boating Canoeing Sailing Canoeing Crew or sliding seat rowing Outboard motor boating Row boating Canoeing Sailing Canoeing Row boating Free or recreational boating flanding program? No response No Yes Yes No response Yes No No No Yes Institution SOUTH CAROLINA Coker College Hartsville, South Carolina TENNESSEE University of Tennessee Knoxville, Tennessee Middle Tennessee State College Murfreesboro, Tennessee George Peabody College for Teachers Nashville, Termessee UTAH Utah State College Logan, Utah Brigham Young University Provo, Utah VIRGINIA Sweet Briar College Sweet Briar, Virginia WASHINGTON State College of Washington Pullman, Washington University of Washington Seattle 5, Washington FEST VIRGINIA Shepherd College Shepherdstown, West Virginia Interested in mending program? Progrfl Canoeing Crew rowing Outboard motor boating Canoeing Inboard motor boating Outboard Motor boating Row boating Free or recreational boating Water skiing Canoeing Canoeing Canoeing Canoeing Row boating Canoeing Outboard motor boating Row boating Canoeing Crew or sliding seat rowing Sailing Free or recreational boating Instruction--no practice Yes No Yes Yes Yes Yes Yes Yes Yes Yes 165 166 Interested in Institution 31.22132 Eganding program? WISCONSIN Milwaukee--Downer College Crew or sliding seat Yes Milwaukee, Wisconsin rowing Wisconsin State College Sailing Yes Oshkosh, Wisconsin SECONDARY SCHOOLS WITHOUT BOATING PROGRAMS AS A REGULAR PART OF THE CURRICULUM Institution ALABAMA Mobile County Public Schools Mobile, Alabama ARKANSAS Hamburg High School Hamburg, Arkansas COMIECTICU'I‘ Valley Regional High School Deep River, Connecticut The Hotchkiss School Lakeville, Connecticut DEJZAWAIE Rehoboth Special School District Rehoboth Beach, Delaware FIDRIDA Altha High School Altha, Florida Hialeah High School 251 E. A? Street Hialeah, Florida Ielrose Public School Melrose, Florida Florida High School Tallahassee, Florida HAWAII Kamehameha Boys School Honolulu, Hawaii IDAHO Kune High School Kline, Idaho ILLINOIS Johns Hill Jr. High School Decatur, Illinois Interested _i_n_ Beginning Boatipg No response No Yes No Yes Yes Yes Yes No response Yes No Yes Institution ILLINOIS (Continued) Bloomington High School Bloomington, Illinois Rich Township High School Park Forest, Illinois Toulon High Toulon, Illinois New Trier High School Winnetke, Illinois KENTUCKY Henry Clay High School Lexington, Kentucky Somerset High School Somerset, Kentucky LOUISIANA De La Salle Normal Box 598 Lafayette, Louisiana LiASSACHUSE’I'I‘S Melrose High School Melrose, Massachusetts Berkshire School Sheffield, Massachusetts Hull High School Town of Hull, Massachusetts Roxbury Latin School West Roxbury, Massachusetts MICHIGAN Alpena High School Alpena, Michigan Cranbrook School Bloomfield Hills, Michigan Kingswood School Cranbrook Bloomfield Hills, Michigan 168 Interested _ig Beginning Boating Yes Yes N o No No response No response Yes N 0 response No 170 No response Yes No response No response Institution MICHIGAN (Continued) Grosse Pointe High School Grosse Pointe, Michigan Saginaw High School 3100 Webber Saginaw, Michigan MNNESOTA BemidJi High School Bemidji, Minnesota Bowdette High School Bowdette, Minnesota Memorial Jr.-Sr. High School Ely, Minnesota Maplewood Academy Hutchinson, Minnesota {arshall High School Minneapolis, Minnesota Harding High School St. Paul, Minnesota NEW JERSEY Ocean County Central Regional H. S. Bayville, New Jersey NEW MEXICO Highland High Albuquerque, New Mexico NEBRASKA Grand Island Sr. High School Grand Island, Nebraska NEW YORK Public Schools Amityville, New York Chenango Valley Central Schools Binghamton, New York Greer School Hope Farm, New York 169 Interested in: Beginning Boating No No No response Yes No response No No No response Yes No response Yes No Yes No 170 Institution Interested in; Beginning Boating NEW YORK (Continued) Newcomb Central School No Newcomb , New York Town of Webb Schools No response Old Forge , New York Westfield Academy 8: Central School Yes a" Westfield, New York I Alice Freeman Palmer Central No Windsor, New York NORTH CAROLINA E Swift Creek School No response Whitaker, North Carolina is OHIO Fenwick High School No Middletown, Ohio St . Bernard High School No St. Bernard, Ohio OREGON Ontario High School No response Ontario, Oregon PENNSYLVANIA . Interboro High No Glenolden , Pennsylvania Episcopal Acadenw No Overbrook , Pennsylvania SOUTH DAKOTA Timber Lake High School No Timber Lake, South Dakota TEXAS Edna High School No Edna, Texas UTAH Olympus Jr. High School No Salt Lake City, Utah - VIRGINIA Norfolk City Schools No response Norfolk, Virginia Institution WASHINGTON R. A. Long High School Longview, Washington WISCONSIN Glidden High School Glidden, Wisconsin South Shores High School Port Wing, Wisconsin 171 Interested _i_n_ Beginning Boating Yes Yes No COLLEGES WITHOUT BOATING PROGRAMS AS A REGULAR PART OF THE CURRICULUM Institution ALABAMA University of Alabama University, Alabama CALIFORNIA College of Marin Kentfield, California CONNECTICUT University of Connecticut Storrs, Connecticut GEORGIA University of Georgia Athens, Georgia Emory University Emory University, Georgia IDAHO Ricks College Rexburg , Idaho ILLINOIS Northern Illinois State College DeKalb, Illinois IOWA Morningside College Sioux City, Iowa KENTUCKY Berea College Berea , Kentucky University of Kentucky Lexington, Kentucky MAINE Bates College Lewiston, Maine MASSACHUSETTS State Teachers College Bridgewater, Massachusetts Interested _ig 2% Boating No .1" No Yes i No response Yes No response Yes No No response Yes No response No 173 Institution Interested in; Beginnipg Boating MASSACHUSETTS (Continued) Boston College of Education No Newton, Massachusetts Newton College of the Sacred No Heart Newton, Massachusetts Williams College No Er Williamstown, Massachusetts ‘ MICHIGAN University of Michigan Yes Ann Arbor, Michigan Western Michigan College No response Kalamazoo, Michigan Ll, NEW YORK Cortland State Teachers College No Cortland, New York Teachers College No response Columbia University New York, N. Y. Vassar College No Poughkeepsie, New York OHIO Ohio University Yes Athens, Ohio Bowling Green State University Yes Bowling Green, Ohio University of Cincinnati No Cincinnati, Ohio Fenn College No Cleveland, Ohio Ohio Wesleyan University Yes Delaware, Ohio Denison University Yes Granville, Ohio Miami University No response Oxford, Ohio 17h Institution Interested in; Beginning Boating OHIO (Continued) University of Toledo ' Yes Toledo, Ohio OREGON Oregon College of Education Yes Monmouth, Oregon PENNSYLVANIA F' Lafayette College No Easton, Pennsylvania State Teachers College No East StroudSburg, Pennsylvania State Teachers College No response Lock Haven, Pennsylvania 1’. Allegheny College No Meadville, Pennsylvania State Teachers College No Slippery Rock, Pennsylvania SOUTH CAROLINA Winthrop College Yes Rock Hill, South Carolina Wefford College No Spartanburg, South Carolina TENNESSEE Auntin Peay State College Yes Clarksville, Tennessee Tennessee Polytechnic Institute Yes Cookeville, Tennessee East Tennessee State College Yes Johnson City, Tennessee The University of Tennessee Yes Martin, Tennessee Memphis State College Yes Memphis, Tennessee TEXAS The'University of Texas Yes Austin, Texas 175 Institution Interested .i_n Beginning Boating TEXAS (Continued) San Angelo College Yes San Angelo, Texas UTAH Weber College No Ogden, Utah VIRGINIA Virginia Intermont College No response Bristol, Virginia WASHINGTON Western Washington College of Yes Education Bellingham, Washington WEST VIRGINIA Bethany College No Bethany, West Virginia West Virginia Wesleyan College Yes Buckhannon, West Virginia Morris Harvey College No Charleston, West Virginia Davis and Elkins No Elkins, West Virginia Marshall College Yes Huntington, West Virginia West Virginia University Yes Morgantown, West Virginia Salem College Yes Salem, West Virginia West Liberty State College Yes West Liberty, West Virginia WISCONSIN Wisconsin State College Yes Eeu Claire, Wisconsin Wisconsin State College No response La Crosse, Wisconsin Date Due DC», 9 5 ‘ cl ‘ -,..| .. r- ~ '- J 1.. x. '. V‘ . ‘ “ , " .i ‘1 ._ 'V l. . -\‘ é ‘ . -. i" U}, {QOIK‘ i ‘ U u" *- . Taggunt JAN 2 2 1962 Demco-293