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V .‘ cmLLbaiLiifiu;thhfia Mll..i‘1lbf\NSi‘é-{L Uuiflt; ":31" Enid Lfi.f*.‘:.xr~43, I‘A‘.:Hr-i.»_,.2..x LEISURE TIMi ACTIVITIbS OF THE SENIOR HIGH SCHOOL PUPILS OF THE CASS CITY HIGH SCHOOL OF CASS CITY, MICHIGAN By WILLIS CAHPBELL A THESIS submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Education 1948 M!CH!GAN 51. ATE U -. i": 3" if“ -,‘ 3“ . .’;:': ‘1», t- * LJ OF Ej‘qiyfis :~ :ngRJ'M. F; “. x'vH w-‘;——-‘ - . Navessm fig |N$TRUCTlONAL MAi cRiALS LENT COLLEGE or soucmon TABLE OF CONTESTS CHAPTER I. INTRODUCTION. 0 e e a e e e 0 Statement or Problem. 0 e e Occasion for the Study. . Significance of the Study . Definition . . . . . . . 0 Scope . . .F. . . . . . . . Procedure......... The Problem.Facing the Case High.8ohool at Cass City, City lichigan. II. THE LEISURE-TIME FACILITIES OF THE COMMUNITY e e u a e e e e 0 Home Facilities . . . . . . School Facilities . . . . . Public Facilities . . . . . Commercial Facilities . . . Summary.......... .0... 0.... III. HOW PUPILS SPEED THEIR LEISURE TIME . 0 IV. THE SCHOOL PROGRAM AND LEISURE. . . . e What Pupils Like to Do with LOIGUPO Timfi e e e e a e e SObOOl Influencel e e e 0 0 Listening to the Radio . GREG! and HObeCI e e e ”071.. e e e a e e e 0 II Their FAG 11 14 15 16 17 22 22 22 22 24 25 CHAPTER IV. (CONTINUED) Reading. . . . . . . . . . . . Music. . . . . . . . . . . . . Bowling............ Football, Basketball, Baseball ' Ping Pong . . . . . . . . . . Teacher Guidance . . . . . . . . School and Community Activities . Youth Center . . . . . . . . . Community Library. . . . . . . Swimming........... V. A TYPICAL RURAL COV"UNITY’WITH REFERENCE To LEISUREaTIIE ACTIVITIES. . . Community Needs . . . . . . . . . The Secondary School. . . . . . . Personal Development. . . . . . . VI. SUEMARY AND REVIEW 0? FINDINGS. . . VII. IMPLICATIONS OF THE STUDY. . . . . APPENDIX . . . . . . . . . . . . . BIBLIOGRAPHY . . . . . . . . . . . 0 PAGE 26 28 29 29 3O 30 31 33 54 34 NUMBER I. II. III. V. VI. VII. VIII. TABLES Home Facilities for Leisure Time Activities of Senior High School Pupils of the Cass City'High School .' The Ten Most Popular Books Found in Students' Homes. . . . . . . . . . Classification of Library Books of the Cass City High School . . . . Leisure Time Activities of Senior High School Pupils of‘Cass City . . . Average Time Spent per Pupil 1n the Activities Listed in Table IV. . . . Leisure Time Activities of High School Students Arranged with Respect to Sex magazines Read by Cass City High School Students Listed in Order of Their POpularity . . . . . . . . . . . . . Number of Teachers Giving Guidance in Activities Listed in Table IV . . PAGE 13 2O 21 27 32 LIST OF FIGURES FIGURE 1. lap Showing the Village or Cass City, "101113111 e e e e e e e . . e CHAPTER I IETRODUCTION Statement of the Problem ~ The study reported in these pages pas undertaken for a two-fold purpose: (1) to determine the leisure~time activities of students of Cass City'High School, Cass City, Nichigan, and (2) to ascertain how'effectively the school use training the students for intelligent use of their leisure time. OCCASIOH FOR THE STUDY The‘Youth Guidance Committee for Tusoola County, of’ihich the writer was chairman, was interested in investigating the leisure-time activities or the Cass City High School students for the purpose of combating tendencies toward Juvenile deliquency. It was felt that the problem of juvenile deliquency could best be solved by correcting possible weaknesses in the leisure-time program of young peOple in this area. To orient the reader, it should be said that many'chmngee have taken place in the community of Cass City during the last twenty-five years. The town.has doubled in size, and the younger generation has more spare time on its hands than was the case a few years ago. VIt was the point of view or the Youth Guidance Committee that, unless preperly used, this spare time would often lead to petty crimes. At the same time, 2 the Committee recognized the fact that the youth problem.is not all sex and gasoline, nor gin and Jive. Very frequently the problem is nothing more than a search for an outlet for youthful enthusiasm and energy, an urge in each child to be an active part of the busy world. Given a reasonable Opportunity to participate in worth-while activities, youth should cease to be a problem and become what it rightfully ought to be--the country's greatest asset. SIGNIFICANCE OF THE STUDY That juvenile deliquency often results from the improper use of leisure time is a fact almost unanimously agreed upon by educators of this post-war era. Charles P. Taft, director of the office of community war service, in an address before the Michigan Deliquency Committee, said: "No one, least of all our recreation division, claims that recreation is a cure- all for deliqucncy, but we do claim, and with plenty of justification from experience, that good recreation and high rates of deliquency are not found side by side.” 1 The following statement by yanrice G. Germany, Secretary, Advisory Council Committees, Michigan‘Youth Guidance Program, although referring specifically to war-time conditions, is no less applicable to our present post-war situation: "War con- ditions place unusual strains on home life and the ability of I. InveniIe DeIIquency Study Committee, Michigan Juvenile Deliquency Report, p. 16. 3 parents to give children protection and guidance. The commu- nity, now more than ever before, has the responsibility to assist parents in fulfilling their obligation to their osn children and providing the services outside the home that are necessary for the rounded deveIOpnent of children and youth.”2 During the war, when it was comparatively easy for young people to obtain part-time employment, a large percentage of the nation's ten million hirh school pupils were kept fairly busy during their non-school hours. How, however, with twelve million servicemen demobilized and returned to their former employments, and with approximately two million young people leaving school each year and finding positions, America's high school pupils are experiencing increasing difficulty in ob- taining part-time work. As a result, they have more time on their hands than they had during the war years. The problem facing public school administrators is hos to keep hi;h.school children busy with desirable life activities. That there is a need for guidance of out-of-school eXper- ience can be attested by an examination of a typical time chart. The average high school pupil's time, measured by the year, is spent as follows: 41.! per cent for sleep; 8.3 per cent for home responsiblities and meals; 13.0 per cent for school; 1.0 per cent for religious or spiritual instruction; and 38.0 per cent "left over". It was the point of view of the Youth Guidance Committee that educators and parents should be 2. Maurice *. armanp, Child Welfare world, p. l. mush concerned vith this left-over time, for a misuse of it might often result in Juvenile deliquency. DI'TF'II‘IITIO" The word ”leisure" has been defined in many ways, but in this report it is used to designate "the time surplus remain- ing after the practical necessities of life have been attended to."3 Since‘the study dealt adth pupils enrolled in school, formal school work will be rege=ded as a ”practical necessity." SCOPE The study was limited to the leisure-time activities of approximately three hundred pupils enrolled in the senior high school of the Cass City Public Schools. It resolved itself into five parts: 1. A brief survey of the leisure-time facilities of the community. 2. A study of the ways in which the pupils were spending their leisure time. 3. A study of the influence of the school program on the leisure-time activities of the pupils. 4. A study of an ideal community in redard to leisure-time activities. 5. Implications of the study. 3J”'Her5ert E. Hay and Dorothy Potsen, Leisure and ts as, p. 3. PROCEDURE During the early part of the school year 1945-45, the three hundred students of the senior Ligh.school at Cass City were asked to fill out four questionnaires» designed to ascertain the leisure-time activities of the pupils. At the same time a survey of the community was undertaken to determine what facilities existed for the wholesome use of leisure time. rext, an investigation into the influence of the school upon the pupils! use of leisure time was pads, special note being taken of the facilities an” guidance offered. A typical rural community and the ”ideal” secondary school program were then investigated for purposes of contrast and comparison, and the implications of the study drawn. THE PRCTBLEE'I norm was CASS CITY 11:3 son-oer, AT 0 33 CITY, MICHIGAN From this study it was desired, first of all, to determine Just how well the Cass City school program was succeeding in its efforts to provide the students with worthpuhile leisure- time activities. A second purpose of the study was to ascertain how effectively the school was training the students for a wise use of their leisure time. ifsee Appendix: Exhibits A, B, C, and D. CJAPTLR II THE LEISURE-TIME FACILITIES OF TfiB COJEUNITY In order to determine the number and quality of leisure- tina facilities available to the high school students of Cass City and the surrounding farm area from which many of the students come, it was necessary to make a survey (See Ap- pendix, Exhibit A) of home facilities. school facilities, public facilities, and commercial facilities. It should be mentioned. to show that this study dealt with a typical rather than an atypical community, that the village of Cass City, which is located in the south-eastern part of Tuscola County, is a fairly prosperous farming community ‘with a pepulation of approximately 1,2J0 peOple and probably offers as much in the way of recreational facilities as the average rural community of its also. HOME FACILITIES do study of leisure-time facilities can be complete without including those found in the homes of the community. Two hundred eighty-seven pupils were asked to fill out questionnaires indicating the types of recreational equipment they had avail- able for use in their homes. The material divided itself as follows: 1. Reading material -- books, magazines. and newspapers. 2. Radios and musical instruments -- pianos, violins, banjos, phonOgraphs. etc. 3. Hobby equipment -- power tools, work shops, cameras, automobiles, fishing tackle, guns, etc. 4. Games -- playing cards and other games. The questionnaires rare deeiénefl to provide as complete a picture as po"sible of the home facilities for leisure-time activities. ”able I, ps;e 3, gives a compilation of the information gatho ed. Prectinally all of the students had access to some read- in; material at home. Among; the daily newspapers, 2139. Detroit 1123 Press and 2113 Detroit 1391: were most common, with Saginaw, Bay City, and Port Huron daily pa ere next in pepulerity. One- half of the students reported that their families were redular subscribers to at least one negez’ne, and, of course, many of the families received two or more such periodicals. The sub- scriptions were about evenly divided between farm negatines and maéazines of a general nature, such as the Women's gggg. .anpanion, Liberty. and‘ggggrgpueeheeping. The survey revealed that fortyheight per cent of the homes possessed a library of fifty books or more, but the titles listed indicated that many of the books were of inferior quality. Approximately one-halfl of the rural homes had libraries of fifty books or more. Table II, page 9, lists the books that were most prevalent in these homes. It is interesting to note that they were mostly light reading material of’a low teen-age level of appreciation. This is not an alarming situation, TABLE I HOME FACILITIES FOR LEI SURE TIiiE ACTIVITIES mos HIGH $31001. PUPILS OF THE CASS CITY HIGH SCHOOL 1945-46 .- w‘u‘“ - 0—- -.. - ...-.q. ... ... Mean 39 pupli M Home facilities having access to READT 136 Daily papers 50 Weekly papers 90 One to three magazines 50 Three to five magazines 42 Home library of fifty books 48 RADIOS mm MUSICAL meteor-same Radio. in home 95 Radios in barns 6 Musical instruments, including pianos 65 HOBBIES Power tools 6 Workshops. 11 Camera 8 11 Fishing tackle and guns 65 Playing cards 91 Other games 97 inany'of our farm students construct farm sheps in connection ‘dthrtheir Vocational Training classes. As a result, a fairly large number have those places to spend profitable leisure time. _ ~-..- - ._ ‘_ . -— .— 4 i.. .. — .. TABLE II THE TEE flOST POPULAR BOOKS OUKD IN STEDEHT'S HCHES ...... .... 4... ~ ...—-. ._... ~. -_. sooxs TE com- memes remap 1e 2e 39 4. 5e 6. '7. 8e 9. 10. .7 ..__. iv The‘Bible Horatio Alger Series Pearl Buck's books Madam Curie Little women Hunger Fighters The Horse and Buggy Doctor The Keys of the Kingdom Silas Harner Uncle Tom's Cabin --- wgg=a:=====================s:========================= BOOKS IN HOME LIBRARIES OF PEOPLE LIVING IN THE COUNTRY 1e 2. 5e 4e 5- 6o '7. 8e 9. 10- The Bible Horatio Alger Series Zane Grey's books Ferris Cody Treasure Island Tom Sawyer Boy Scout Series The Covered Wagon Black Beauty Rdbinson Crusoe 3EIsEe3 In orHer of Eheir frequency 10 however, because automobiles and good roads make it possible for most rural peeple to get to a library on regular shopping days. A visit with.the librarian at the Cass City Public Library revealed that increasing numbers or rural people were using the library. Country people check out about eighty books each week at the pres nt time, as compared with twenty a few years ago. The survey revealed that on the average the home libraries of the town people contained more up-to-date and mature reading than that found in the rural homes. This situation is partially accounted for by the fact that a larger percentage of the town people belong to such organizations as the Literary Guild and the Book of the Month Club. The lists, however, of the ten most common.books to be found in the homes do not show a marked difference between the rural and town areas. Books such as Madam Curie, flu "or Firhters, 1133 3.9.29.2 and m Doctor, and 231?. E21! 133 £133 Kingdom were found in the lists of people residing in town, probably because of who many book club members. Some of these same titles were found in the rural areas also. Radios were reported in ninety-five per cent of the homes, and, because of the entertaining nature or most of whe'pOpular programs, they played an important part in the recreational activities of the students. According to the survey, the average pupil spent 1.85 hours per day listening to radio programs. In 11 order of their frequency, the ton leadin? programs were: 1. Lu: Theater 2. Take It or Leave It 3. Hit Parade 4. Sports Casters 5. I Love a Vystory 6. Spotlight Bands 7. Henry Aldrich 8. Bob Hepe 9. News Casters 10. Blondie SCHOOL FACILITIES The Cass City High School is located on five acres of ground in the northeast section of the village. The building is a three-story structure of brick construction. About one- sixth of the building is used for the elementary grades, and the remainder for the high school. East of the building is a 140% x 34' playground reserved for the use of the grade school children. When the weather is good, this playground, which is equipped with.swings, slides, volley ball courts, and a baseball diamond, provides the grade school pupils with adequate recreational facilities for use during recess periods and the noon hour. In cold weather a large part of this gound is flooded to 12 provide a school skating; rink. During the winter months the gymnasium, which meaaares EC' 1 54', is used by the entire school for supervised games. An intramural schedule of volley ball and be etball keeps rural students been led frc~.1 12:3 until 1:30 o'clock each day'When they cannot get outside. A high school bowling; 1e ague using; conscrcial alleys provides wholesome leisure-time activity for about twenty-five boys. The bowling matches, Which.are scheduled for vacant periods of the school day, have developed some spirited rivalry. The athletic plant and equipment outside the school building are not adequate to take care of the needs of the school program. Buildings at the outdoor plant are poor, and the entire plot needs grading. About one hundred students partic- ipate in each of the major sports, and these young people should be provided with 3on3 physical equipment if they are to derive the naximum benefit from the school athletic program. The school library is located in s SOi x 85' room on the first floor of the high school building. It contains 1,541 volumes covering a wide range of subjects, as indicated in Table III, pa3e 13. Most ni.dely called for are the works of fiction, general works, and bcoks dealing sith science, history, and literature. The teachers encourage the use of many of these books by assigning them as references for classroom work. 13 TABLE III CLASSIFICATION or LIBRARY Bcoss or TEE CAf‘SS‘ CITY HIGH SCHOOL case CITY, MICHIGAN Classification Number of Volumes General‘Works 60 Phi 10 so phy 9 Religion 15 Social Sciences 120 Languages ' 60 Sciences 225 Useful Arts 159 Fine Arts 5 Literature 230 History 239 Biography 100 Travel - 50 Fiction 569 14 The eleventh and twelfth grade students drew heavily on library material in the prepartion of their classroom assignments. Fiction is especially pepular with the ninth and tenth grade girls. The boys apparently take more interest in outside activities, and, as a result, do not check out as many works of fiction as the girls. A homeroom period in the morning provides s daily opportunity for the students to meet and plan various activities, such as intramural'ethletic contests and assembly programs. Also, the high school band of some sixty pieces con- drcts its rehersals during the homeroom period end the hour following. PYfiLIC FACILITIES A community swimming pool, measuring 75' x 35', provides a place of recreation for the people of Cass City and the surround- ing area. During the morning hours, the pool is reserved for the use of younger children, who pay no admission charge. During the afternoons and evenings, the pool is Open to older groups, and a small charge is made. The bath house is equipped with showers and is modern and sanitary in every way. Adjoining the bath house is a wading pool for the very young children. Seven thousand admissions were recorded last year, which indicates that the pools are extensively used. The swimming pool is the first unit of a preposed recreational park to be constructed on the site of the forner feir;rounds. A conmunity youth center, which consists of two large rooms located in the business section of the town, provides a whole- some place For young people to spend port of their leis:re time. This center is sponsored by various civic clubs in town and is operated by community-minded citizens, who donate time and money to the enterprise. One room is equipped for reading and games of a quiet nature, soils a larger room has a shuffle board, piano, ping pong table, and other recreational equipment. Three thousand six hundred play hours were spent there last winter, and its use is increasing. Cass City also too a very good public library, Operated by civic organizati.ns of the community. It contains about 2,550 volumes, consisting mostly of fiction. COMFERCIAL FACILITIES A moving picture theater offers programs every evening during the week and presents continuous shows from.one o’clock until midnight on Sundays. The pictures are usually of a fairly good quality with the possible exception of the Saturday night Wild West films. Table IV, page 13, shows that the movies are second choice with the girls es'e leisure-time activity, and fourth with the boys. 16 A bowling alley with four well-kept alleys provides a good . place for students to spend part of their leisure time. The establishment is clean and free from rough talk. A high school bowling league provides wholesome and healthful competition ' for about twenty~five of the students. The “Wigwam" at Caro, hichigan, provides a place to dance nightly, with soft drinks as the only beverage served to minors. A dance hall at Bay Port provides entertainment during the summer months. Only a very small percentage of the students patronise these establishments, however. At the time the survey use conducted, ninety-eight per cent of the homes of the Cass City high school students were taking a daily'newspaper, and ninety per cent subscribed to a weekly paper. Radios were found in ninety-five per cent of the homes. Forty~ eight per cent of the students reported home libraries of fifty books or more, but many of the books, both in town and in the rural areas, were found to be very light reading. The school furnishes space and equipment for playground activities, athletics, reading, music, and clubs. The town pro- vides an athletic field, swimming pool, youth center, and library. Commercial establishments offer bowling, moving pictures, and dancing. 17 CHAPTER III new PUPILS SYLXD TLLIR LEILUPE TIFE In a small community such as Cass City, it is a com- paratively easy matter to check the leisure-time activities of high school students. Some of the problems facing city educators, such as the sale of liquor and marihuana to minors, are non-existent in the avorase small community. Also, a large percentage of the students at Cass City, come from farm homes and have chores to occupy much of the time that m'ght otherwise be devoted to objectionable activities. And even the town students are under the close supervision of their homes. Over a period of several months, a study was made of the leisure-time activities of approximately three hundred high school students coming from both.town and country homes. Each one of these students submitted a schedule of his leisure- tine activities for a one-week period. Two hundred seventy» seven such reports were received. Table IV, page 19, shows the activities listed in.the order vof their ponulartty'with the students. Swimming is near the top of the list because the outdoor swimming pool attracts many young people in their ltisure time. It is, of course, a seasonal activity, as is hunting, which also occupies quite a prominent place. It is interesting to note that the boys engaged in a wider range of activities than.the girls. Also, it will be noted that the 13 boys spent more time on outdoor activities, as was to be expected, while the girls led in the indoor sports. The movies were more pepular with the girls than with the boys. A good percentage of both boys and girls reported church attendance as a leisure-time activity. Thirtybthree per cent of the pupils polled named reading as a major form of recreation. They indicated that fiction was their first choice of reading material. Table V, page 23, shows the average time per week devoted to each of the activities listed. 19 TABLE IV LEISURE TIER ACTIVITIES OF SEXIOR HIGH SCHOOL PUPILfi OF THE CASS CITY'HIGH SCHOOL, 1944-45 LISTED IN ORDER OF THEIR POPULARITYa Activity Boys -Girla Total Listen to radio 102 72 174 Swimming BO 65 145 MOviea 48 79 127 Hunting 105 8 108 Reading 60 40 100 Church attendance 45 50 85 Music 40 ' a 38 78 Youth.Center 86 26 76 Cards 28 89 67 Basketball 25 28 53 Dancing 12 86 48 Bicycle riding 18 22 40 Roller skating 10 28 88 Baseball 35 0 35 Football 38 0 38 Fishing 18 4 22 Bowling 15 2 17 Checkers, Chinese 12 4 16 Ping Pong 9 4 13 Volley ball 11 O 11 Horseback riding 6 5 11 Horse-shoes 6 O 6 -Tennia 6 O 6 Croquet 3 O 3 Boxing 2 0 2 Wrestling 2 O 2 sThere were 294Istudenta in school on the day this questionnaire was submitted. TABLEV 20 AVERAGE mm PER WEEK SPENT PER PUPIL IN THE ACTIVITIES LISTED IN TABLE IV Activities Boys Girls Listen to radio 7 hrs. 10 hrs. Swimming 3 hrs. 8 hrs. (in season) (in season) levies 2} hrs. hrs. ' Hunting 6 hrs. hr. (in season) (in eason) Reading 45 hrs. 5 hrs. Church attends: ce 1 hr. thr lusic 1 hr. :1“? hrs. Youth center hr. Basketball 2 hrs. (in season) (in 1teason) Dancing 1% hrs. 2 hrs. Bicycle riding 1hr. hr. R0116! skating 1i hI‘Ie 1 hl‘Ie i Baseball 6 hrs. “...... Football 6 hrs. ...-...... (in season) Fishing 1 hrs. 00-...- Bowling 1 hr. ......“ Cards hr. hr. “all." 1 hrs. hr. Ping Pong 1% hrs. 1 hr. ' Volley ball 1 hr. - ......“ Horseback riding 2 hrs. 3 hrs. Horse-shoes i hr. m- (in summer) T011111. 2 hrs. 1 hr. Croquet & hr. 1 hr. Boxing hr. mes.-. Wrestling hr.' ---- 21 TABLE VI LEISURE TIME‘ACTIVITIES OF HIGH SCHOOL STUDENTS ARRANGED WITH RESPECT TO SEX AND POPULARITY Activity Boys Girls Total Roller skating 82 101 183 movies 40 ‘ 100 no Dancing w 46 86 138 Reading 68 45 111 Outdoor sports as so 99 (Baseball 4- Football) Swiming ~ 56 40 96 Bicycle riding ‘8 46 92 Hiking 45 87 78 Horseback riding 56 83 69 Bowling 40‘ 11 61 Home parties 4 Al 45 Picnics 1a 51 45 Radio 30 18 49 Bunting 35 l 86 Fishing 23 s so ‘ Musie 10 14 24 Art work 1 14 15 Ice skating '7 8 15 Tennis 7 8 15 Table pool 0 9 9 Drive a car 8 a 12 seeing 0 6 e Photography 4 2 6 Play cards 2 o 8 22 CKAPTER IV TIE SCHOOL PECGRAH AND LEIS3RB What Pupils Like to Do with Their Leisure Time A questionnaire (Exhibit B. page 51) was submitted to 275 students asking them to list the activities they'engaged in during their leisure hours. A list of these activities was then prepared and the students were requested to indicate the amount or time they devoted to the various pastimes (Exhibit C, page 52), Later on these some students were given another questionnaire (EXhibit D, page 53) asking for additional information. such.es the amount of money spent on movies, the kind of books rend, etc. School Influences The reader is asked to consider Table IV, page 19, in terms of the influence vhich.the school can exert when the administrators and.teachers know exactly shat many of the students are doing in their spare time. Listening 15.2 .229. 82.4.4.9. Practically one hundred per cent of the students indicated that they listened to the radio for recreation. This is not a strange fact, for it was found that ninety-five per cent or the homes had radios. There was no difference between the country homes and the town homesin this respect. Maxwell Stewart believes that the radio exerts a ppoverful influence upon young peeple: 23 ”The radio is more used than books. A study recently made in a How York High school revealed the rather startling fact that high school students spent an average of two hours and five minutes a day listen- ing to the radio as against one hour and twenty minutes reading. Good educational broadcasts have been found to make little appeal either to the students or older youths. Although nearly all youth listen to the radio, a new York State survey showed that only 8 per cent listened to forum or educational programs.” More boys than girls reported that listening to the radio was their first choice of recreational activity, although the girls spent more hours per week listening to radio programs. The country student led his tom cousin in this activity, presumably because he did not have the leisure-time diversification that is found in small towns. Note that some of the students from the country had radios in their barns to permit them to tune in on their fasorite programs while milking the cows or doing other barn work. Through teacher guidance, many good programs are called to the attention of students, and in some cases credit is given by English teachers for written reports or the programs listened to. Case Oity High School is fortunate in having a master radio in the main office by means or uhich programs can be tuned in at any time during the day and relayed to any classroom in the building. For example, the braadcasts of the Inter- national Livestock Shcw at Chicago are relayed to the animal W 121.129. is 9;; 19,133 2393;, p. 25. 24 husbandry class, permitting the students to listen to one hour of excellent live-stock events direct fronthis great shoe. Grade children always hear the National Spelling Bee direct from Wadhington and spell the words Just as they are given in the national contest. The radio has vast recreational, educational, and cultural possibilities.5 Ogburn lists 150 social effects of the radio, grouped under eleven general headings, namely, (a) uniformity and dif”us ion, (b) recreation and entertainrent, (c) tlaneportstion, (d) education, (e) the dissemination of information, (f) religion, (5) industry and business, (h) occupations, (1) government and politics, (1) other inventions, and (k) a variety of miscellaneous ir ufluences.6 9.9.22.9. and Robbie! Playing cards were found in most homes, and games of some type in practically all homes. Seventybsix students reported some definite hobby, such as working in a farm shop, collecting stemps,‘building airplanes, and trapping. More than one-half of these students had either guns or fishing tackle, which indicates, of course, that they were interested in sports of that nature. Many of’the teachers are individually interested in one or more of these hobbies and directly or indirectly encourage student participation. g:¥‘heumezer and’fieumeyertm on.) 6. Recon Social Trends 152-57. 25 Eoviee Knowing that the movies command much of the leisure time of the young folks, the English «.‘lepertnent of the high school has tried in three ways to make this tilt-e as profitable as possible. First, good pictures that are soon, to appear on the screen are d1 soussed in the English classes. Second, the clause! have sponsored some of the better films, such as 9.91.39. Copperfiejlg. Third, the department has recommended to the local movie house certain highly rated films. The faculty members are of the opinion that much can be done through teacher 51.11 (ience to increase the benefits or leisure time spent at the movies. i'exwell Stewart points out the important role that movies play in the lives of our young peep-lei "Surveys in various sections of the United States have shown that most youth are de- pendent on the movies, automobiles, thnce halls, and pool-rooms for their amusement outside the home. Young people woming away from home are particularly limited to these types of recrea- tion. Perhaps the most pepuler of these, when they have the money, is the movies. A recent inquiry by the Children’s Aid Society in lieu York City moved that 'while twelve boys and girls are passing three hours a week. in thrills and adventures at the motion rictures, only one is at home getting the seme- thin; out of books.‘ Amont older youths in New York State, one out of three 30 to at least two shows a week; Even when the“ movies are not actually harmful, they fall far short of being; a satisfactory form of recreation. They are expensive; they tend to keep young; people indoors when they ought to be getting; fresh air and exercise; and, most serious of all, many movies tend to create a false set of social standards. Scenes of woelth end elegance can 26 scarcely fail to make young persons unhappy who are without even ordinary comforts. Thwarted or weak-minded youth may even turn to crime to obtain the luxuries shown on the silver screen.'7 Approximately seventybfive per cent of the students of Cass City'High school attend the movies at least once a week, at th the girls quite noticeably in the lead in number of visits. The committee on Educational Research of the Payne Foundation estimated that the average person or the United States attended the movies oftener than once in every two weeks.8 Reading Reading is an art that must be made attractive through training and access to desirable books. The average home library in.the typical rurs1.hone does not provide for a diversified reading program, and therefore much.help must come from.the school. Host popular among the school library books were those deal- ing with fiction, travel, and biography, with.works on literature, science, and the useful arts ranking next in order. Works on fine arts, religion, and philosOphy were used chiefly as a result of teacher guidance. It is now planned to increase the number of'books in the departments of fiction, travel, and general vcrks. Notepapers and current periodicals were next in pepularity. The school subscribes to two daily newspapers and to the magazines starred in Table VII, page 27. This table lists the magazines read by who students, with the reasons for their choice. 7. Maxwell 8. Stewart,‘gg. cit.{ p. 24. t 8. Noumeyer end.Neumeyer,‘gg, c ., p. 116. 2'7 TABLE VII Magazines read by Cass City High School students. Cass Ci , Michigan. listed in order of their popularity, 1945-46, Ii reasons for their popularity. Name’ or Hagasine ..__—L. #M ...L A _. smite ePepular Mechanics meaders' Digest Oschclastic eMcCall's acollier's *Pcpular Science .0006 Housekeeping GPOpular Photography *Liberty Women's Home Compandcn fiatlantie monthly snarper's GScience Digest Gscrib'ner's «The Sky *3 hid. Reason for Choice Many pictures Illustrated. short description Condensed. short ‘ Student appeal . variety Teachers' guidance Human interest stories illustrated, short articles Teachers' guidance camera Club interest Short stories Teachers' guidance Teachers' guidance Teachers' guidance interest in science Teachers' guidance Interest in astronony Interest in music elagasines to be round daily in tbs school library. 28 The school library is under‘the supervision of a teacher trained in library technique. She spends part of her day be the library and has senior girls for assistants the rest of‘the day. These girls are instructed from time to time on prdblsms that come up in a day's work. use Music ranks high as a leisure-time activity, probably be- cause much time is given this work in regular school hours. The school has a sixtygsix piece, uniformed Senior Bard, and the young people comprising it make many trips to towns in this vicinity to provide music for various functions. A Junior Band, consisting of thirty beginners, is given sixty'minutes of instruction each school day. A high.school orchestra provides dance music for high schoolparties. Boys and Girls Glee Clubs give seventy-five young people an opportunity to participate in vocal music. All together, approximately two hundred young people are receiving special music training in the school. These students are about equally divided between boys and girls. That music is recognised as an important leisure-time activity is indicated by the following paragraph from fieumeyer and fieumeyer: The non-commercial musical activities promoted for the recreational and cultural value to the erformors have great possibilities. Music is an ntegral part of’much of our recreation. Orchestras, bands, and choruses adcompany plays and pageants; singing games and dances, and acting songs are being pepularised; informal cultural singing in schools, camps, churches, clubs, settlements, and play centers constitutes an 29 important phase of education and recreation; and because of its therapeutic value, music is used in reformatories and institutions for the mentally sick. Musical activities are fostered by many organizations.9 - Bowling By means of a school bowling league, it has been possible to encourage students to participate in this wholesome leisure- time activity. Good bowlers instruct beginners in the art of bowling. An interesting thing about this league is th fact that practically all of the members are students who have no other activity, such.as'baseball, basketball, or music, to occupy their spare time. Bowling is done from 3:00 to 4:03 P.h. on Wednesdays at commercial alleys, and weekly accounts are given in the school paper as to team standings, high scores, and the highlights of the various hatches. Approthste y thirty students participated in last year’s competition, and individual trephies were awarded at the end of the season. It is planned to organise a girls' League next year. Football, Basketball, Baseball The major sports of football, basketball, and baseball, as in most schools of similar size, are the backbone of the school's athletic program. A schedule of eight games sith neighboring schools keeps the football squad busy in the fall, with about thirty-five;boys participating in these games at one time or an- other. A second team also schedules games with nearby'tosns. These games give beginners who could not hope to play in regular 9. Neumeyer and Neumeyer,.gp. cit., Chap. VIII, pp. 119-120. 30 varsity games a chance to participate in football. Basketball attracts about the same number of candidates as football. Because of intramural basketball games played at noon during the winter months, interest in this eport runs‘high. At the regularly scheduled basketball games with other schools, from fifteen to twenty students participate in the first and second team games. Baseball is probably the most universally played game, with a squad of some forty players turning out for places on the team. Intramural competition provides an Opportunity for about 150 students to participate in baseball, making it a very worth-while p8 Sti 316 . Ping Pong Many of the students play ping pong in the gymnasium during the noon hour, and, as a result of the interest created in the game, many ping pong tables have been built in the country'and in various places about town. The youth center, a private club, and many private homes now have ping pong tables. Teacher Guidance The school program exerts both a direct and an indirect in- fluence upon the students' use of leisure time. In their own individual ways, many of the teachers encourage participation in worth-while activities. Recently a fine movie from which students could derive educational benefit came to the local theater. As a result a favorable teacher comment, most of the 31 students saw this picture. Table VIII, page 32, shows the number of teachers in the school giving guidance in those activities, listed in Table IV, page 19. Guidance in specialised reading is given by all fourteen or the high school teachers. Recognising the importance or good moving pictures from‘bothuthe educational and recreational stand- points, the teachers have encouraged the showing of the better historical and scientific films in the local theater. Credit in some classes has been given for educational radio programs listened to, and thirteen teachers attempted to guide students in their choice of programs. The teachers have also encouraged students to make use of the community youth center, where they' may spend their leisure time in recreational pastimes under the supervision of an adult leader. School and Community Activities The school works in close cooperation with.the community library, the youth center, and the swimming pool project. Ed- ucation today does not step at the doorstep at four o'clock. The school's responsibility extends to the leisure hours which follow the school day. The importance of these after-school hours is recognised by Neumeyer and Rsumeyer: Juvenile Deli uenc and.Pla Needs. Leisure may be the root of many evils. is during the unoccupied hours after school or after work that the boy in search for adventure and recreation, frequen ly indulges in undesirable activities, because he is not able to find normal outlets in supervised recreation. TABLE VIII HUHBER OF TEACEERS GIVING GUIDAHCE IN ACTIVITIES LISTED IN TABLE IV Activity Number'of teachers fifi ‘—v— 7‘ Listen to radio . . . e . e . . . e . . . 13 Swimming . . . . .. . e . . . . . . . e . 2 novice . . . . e . e . . . . . . . . . . 13 Hunting . . . . . . . . . . . . . . . . . 0 Reading . . . . e . . . . . . . . . . . . 14 Church attendance e e e e e e e e e e e e 5 Music . e e e e e a e e e . e . e . . e e 9 Youth center. . . . . . . . e . . . . . . 10 Beaketball . . e . s e e e e . . . . . . 5 Dancing . . . . . . . . . . . . . . . . . 6 Roller skating. . . . . . . . . . . . . . 0 Baseball e . . . . e e e e e . . . . e . 4 Football. e e e e e e e e e e e e e e e e 5 Bowling................. 3 Ping Pong . . . . . . . . . . e . e . . . s Volley ball 0.. . . . . . . . . . . . . . 4 Tennis..........-...... 0 Boxing................. 2 Wrestling . . . . . . e . . . . . . . . . 2 83 The Rational Recreation Association has collected statements from.juvenile Judges, probation officers, social workers and others, which show that preperly directed recreation has reduced deliquency from 25 to 75 per cent in areas of much deliquency. 10 W Center Cass City is rertunate in.having a youth center, which is kept up by the community and operated by public-spirited citizens. It has two large rooms, one for shuffleboard, ping pong, and other games that require considerable space, and another smaller room for quieter games and reading. These rooms are open in the winter evenings, except Sunday, from seven until ten o'clock, and students over twelve years of age may spend a profitable evening there reading or playing various games. Public-minded citizens provide the leadership and guidance for this worth-while project and are continually adding new equipment. One supervisor can take care of both rooms on every day except Saturday, vhen it is necessary to have one in esch.room. A board of governors composed of a ministerial group and several civic leaders plan the year's work. Some pertinent facts taken from the daily records for an average fiscal year are as follows! 1. Seven hundred individuals used the rooms during the year. 2. Some individuals used the room 75 per cent of the possible time. 3. Fourteen was the average age of the youngsters. 10. Rmoyor and Heumeyal" £22. Gite, Chap., XIII. p3. 202-203. 34 4. Sixty per cent of’the individuals were boys. 5. Fifty per cent of the individuals were from the poorer homes of the cemmunity. 6. Sixtlédifferent supervisors took their turn at d eating affairs. 7. School deliquents were frequent callers. Communi t1 Libran Since the community library is used by students and others alike, no check can be made as to the number of students who use it. The librarian estimates, however, that about one person in three checking out‘books is a student from the school. The books checked out are mostly recent works of fiction. The fact that the library is open.Wednesday evening and all day Saturday makes it possible for students to visit the library during non-school hours. It is Operated by public spirited citizens who feel that leisure time spent in reading books is time well spent. swimming Swimming is a popular seasonal pastime and is particularly pcpular in Cass City because of the new community swimming pool. Since Cass City is thirty miles from a bathing lake, it was evident that some bathing facility had to be provided for the use of youngsters in hot weather. The pool is used by an average of one hundred peeple per day. One of the high school teachers Operated the pool during the summer months and made the following interesting observations regarding its use: 1. 2. 5. 4. The pool was used by many \mderprivileged children. Deliquent students in school were regular customers. Swimming satisfied the youngsters' desire for recreation because so much energy was used up. Spinning is a healthful and muscle-building sport, calling for the use of more muscles at one time than any other form of exercise. CHAPTER V A TYPICAL RURAL COhnUHZTY'WITH REFERLHCE To LEISURE- TIEE ACTIVITIES COEMURITI’NEEDS host small rural communities must become united before full community needs are met. The war stimulated community soaperation, as evidenced by the bond drives, paper drives, Red Cross drives, community chest drives, and other types of cooperative community activities. i better use of leisure time should result from.this unity of community spirit. The Educational Policies Commission of the National Education Association, speaking of community needs, said: Farm people...were not unmindful of their community needs during the war. For did they fail to see that their improved economic state would soon.brdng improvements in home and community life within their reach. is the end of the war drew near, in community after community someone came forward to call people together and invite them to considershew, with more money at their disposal than they had ever had before they could provide better schools for their children better houses for their families, better health services, recreational facilities, and cultural cppor- tunities for everyone. The peeple, many of them.a1resdy accustomed to working together on matters of common concern responded not only with plans but with set on. Through the years that have followed, this process of building for the good life in rural communities has gone on space. The states and the federal government have helped in many ways, but credit for the advances in rural community life Eilongs chiefly to the peeple of the Farmvillss.e 11. Educational Policies Commission, Education for.Al; American.YOuth, 1944, Chap. III, pp. 31-32. . 37 TILE SIECCE'L‘ARY ECHO CI. The secondary school must play its part in any idealistic plan to build better citizens of tomorrow. The Educational Policies Commission lists seven prerequisites of a successful secondary school as follows! 1. 2. 3. 4. Living democratically in the school. Citizenduip education begins with the Life or the school. Here, in a society which is ramilar and relatively simple, pupils learn thermeaning of democracy and the methods of democratic action through direct experience in face-to-face relations. Extending civic activities into the community. the students' direct experience in civic affairs is broadened as rapidly as possible by extending their activities into the local community. moving out to the larger scene. Citizenship education moves out to the state, national, and world situations by way of the ex- periences which pupils have had in school and community. As they'move outward, pupils should be led to see and understand the connections. Developing competence in the study of public problems. 5. 6. 38 Help students master methods of studying and judging public problems. Familiarize them with some of the important issues on which citizens are currently expected to pass Judgment and to act. Stress thorough study of a few problems, rather than superficial treatment of many. Developing competence in political action. Citisens must learn not only how to make sound judgments, but also how to register their coné victiona so they will count. Students should, therefore, study methods of political action, at the state, local, and national levels. They should also evaluate these methods in terms of their effectiveness and their consistency with democratic principles. Building‘knowledge as a tool of civic competence. Equip students with knowledge and understanding of contemporary society and of historical back- ground, to enable them to deal with new issues as they arise and think clearly regarding social goals for the future. Seek to develop understand- ing of trends, movements, and relationships. Through all, stress understanding and appreciation of democracy, of American ideals, and of the achievements of the American peeple in realising 39 their ideals. 7. Foster loyalty to the principles and ideals of American democracy. Encourage youth to set up goals for achievement by their generation which will surpass those of their fathers, and which will bring the community, the netion, end the world nearer to the attainment of democratic ideals.12 No matter how good the teacher and the school prOJrsm, there will always be children who, perhaps because of some underlying personality disorder, or because of an unfortunate home situation, will show symptoms of maladjustment. Fre— quently the understanding teacher can'terself do much to help the disturbed child by her personal interest in him. Tris pre- upposos of course, enough teachers in the school to permit small classes in.which each child can get individual attention and guidance.15 12. Educational Policies Comzission, 0p. cit., 78-97 pp. 13. Mrs. Edith Karlin Lesser, Understandinr Juvenile Deliguencz. Washington: U. S. Department of Eager, u as on 300, 1943. 29 pp. PERS ORAL DEVELOPMENT Personal development according to the writer is a broad purpose shich.needs to be translated into specific aims to order to serve as s guide to educational practice. To the teachers in progressive rural schools. personal develOpmcnt means growth.in six aspects of living: 1. Health.of body snd.m1nd. 2. Family life. 3. Recreational and leisure-time interests and activities. 4. Understanding and appreciation of the cultural heritage. 5. Intellectual achievement. 6. Character. conceived as conduct in relation to other persons. motivated.by ethical ideals and principles. Theseo-and sith.thcm, occupational proficiency and civic ccmpetsncco-sre areas of growth. not titles of courses. They are educational purposes, not compartments. It is not to be expected that courses of instruction'lill be found to correspond precisely to each sres or that the activities of the school can be neatly classified under one or another of these heading. Learning is the result of interaction between the whole of a boy or girl and the whole of a situation; and both learners and situations are usually too complex.to permit easy classification. 41 {3 : fifi’l‘lfl VI SKI/”EAR? A15) REVIEW? £2.“ £°“I'.E;."-I}€.L-S This study was undertaken for the purpose of deternining the leisure-time activities of the students of Cass City filéh School, Cass City. micnigsn. It sas hoped tnat such a study would help to combat tendencies toward juvenile delinquency by lubgOltlng methods of inprovlug the students' use of leisure time. hducators and youth buidsnce lenders are apparently unanimous in the Opinion tnat Juvenile delinquency results primarily from idleness on the part of boys and birls. The task, therefore, is to determine what weaknesses exist in the present use of leisure time and, more important. to determine snat we, as educators. can do to direct students' leisure-tine energies into proper channels. The study revealed tnat fairly adequate recreational facilities exist in the homes, sohOol. ‘“d cenmunity or Cass City. Table IV page 10 lists the activities engaged in by Senior high studdnts. The homes must be considered an impor- tant unit in detersininfi the leisure-time activities. for we found twelve of the twenty-six activities nosed found in the names. The otnors are divined between txe school and connunity. fitmes provide reading material. radios, gases, etc.3 the school . furnishes playnround facilities. resdin; material. music, and clubs: tne oonxunity offers an athletic field. a ssimning pool. a moviugcplcturo theater, a bowling alley, I library. and a 9‘2: recreation center. Tne study further revealed teat most of the students are making at least a partial use of the recreational facilities available to tnsm, bet tnat a snail percentage are resortino to their con devices in tee use or tueir leisure time. It becomes the problem oi the school, therefore, to snide and encourage these young peeple toward a better use of tneir idle hours and to provide, if possible, furtner facilities for their enjoyment and benefit. Tue flannel at Cass City has exerted and continues to exert a guiding influence in the students! use of leisure-tine. our roller akatinb prohram alone has provided for fifty parties per school year sitn an average attendance of lab boys and girls. Parties last tires hours which guess that in this activity alone, we have provided 18.7o0 leisure hours or Good wholesome entertainment for students. The cost has been kept low so that all may come. Tcaoners have encouraged students to listen to educational radio broadcasts. to see the better- Qrsde moving pictures, to read books and periodicals of a worthwhile nature. to participate in orcnestrae, bands, and Lies clubs, Ind to take part in basketball, baseball, football, twinning, bowling, and otner sports. Individual teacners. actinb independently. Lave encouracei student participation in such diversified activities as huntinb, dancing, and church affairs. In sadition to teacner Quioance. the school has provided the best of reading material, music, radio proéraos, and the like. 43 Also, tJO coqiufiity or teen Litj has Gouge; ted with two echool in providing leisure-tine facilities. various civic “rouge, for lultflnOO. have made availeole to tie younu yeoyi. e licrery, an athletic field, and a goutn center. many puolic-epirited toenapeoole contrioute their time end energy to toe maintenance and Operation of these facilities. lhe ideal secondary school, accordina to the Lducationel Policies Co mission, should perform seven functions: it enould (1) teach deoocretic living, (2) extend its activities into the local coceunity, (3) move out to toe larger (1.9., state, national. and erld) scene, (a) develoo CQflgétehCO in the study of public prooleme, (5) develop coapcteuce in political action, (e) develoy civic coegetcuce, and (7) roster loyalty to the principles or emerican uemocrccy. In auditioo to tneee broad social aims. tie echnol enould provide for individual develop- ment in matters of (1) health, (2) reiily life. (3) recreation, (4) culture, (5) intellect. sad (6) character. A ecnool teat meets these objectives will. 05 so dolnt. exert a maximum influence in reducin; Juvenile delinquency. 44 CHAPTER VII IMPLICATTGNS OF TEE STUDY The study reported in the preceding pages suggests that the Cass City High School has achieved a certain measure of success in its attempt to combat juvenile doliqucncy by providifig for an improved use or the students' leisure time. It is impossible, of course, to state with assurance what the results might have been if the school's contribution had been anything other than what it was. It can be assumed with con- fidence, however, that training for the worthwhile use of leisure time should be e very important part of the objective of every school system. Educators are placing an increasing emphasis ‘on.the need of educating our youth to use their spare time wisely, both now, as students, and later, as adults. Unfortunately, however, there is no agreement as to dust education for leisure moans. Some educators are inclined to think of it in terms of the dovelooment of s“illc. Religious leaders stress moral conduct and the spiritual values of leisure. To some extent, they join hands udth the educators, psychologists, sociologists, and socidl workers who deal with personality adjustment and social welfare. The psychiatrists stress mental health.snd stability. The physical educators are concerned primarily with physical fitness and only second- 45 arily with the carry-over values of wholesome recreation. Social reformers are interested in preventing or eliminating detrimental influences. The emphasis depends largely upon one's background. Training for the enjoyment and sorthsh’le use of leisure time requires more thought md effort and is more difficult than the training of individuals for vocations. Individuals must be educated in the light of their inclinations, interests, and skills. It is not possible to follow the established procedures used in much.of our vocational education. The worthy use of leisure time requires a philosophy of life as well as the develOpment of interests and skills. Such a philosOphy must be compatible with the democratic times in uhich.we live if personal freedom is to be maintained and at the same time wholesome results are to be secured. A person's interests, attitudes, desires, tastes, habits, loyalties, and entire personality and.character must be so oriented to the current situation.that he will choose and pursue creative and constructive forms of leisure activities. The school, if it is alert to the need and importance of such training, can.make a valuable contribution to the individ- ual, the community, the nation, and the world by directing young people's leisure-tine energies into desirable channels. It can provide both guidance and facilities for constructive, 46 beneficial leisure-time activities. But the program, to be successful, must be an alert and continuous one. The program will not run itself; it must be run by conscientious, sympathetic, and enthusiastic teachers and administrators who will take the initiative in providing facilities, encouragement, and guidance, and who will not hesitate to adjust fine program to changing conditions. These responsible for the success of such a program must be willing to act upon every suggestion that promises beneficial results. For instance, the Cass City study revealed that about one-third of the students attended church.and were interested in matters of religion. As a result of this finding, the school set up a table of religious periodicals and beeks in the library, offering the students the best types of religious reading. 3y actual count, an avara;e of twenty-four students per day found some reading of interest to them in these books and periodicals. An unfore- seen and encouraging development was that these students organised a society known as the I'itiirecle Book Club” and now meet regularly under the guidance of an adult leader selected by the group itself. The whole matter of leisure-time activities resolves itself into a guidance program in the home, school, church, and.community. Most children are born basically sound and able to make fiaeir separate ways in the world providing their 47 environment is such that good rather then evil influences filter in. Boys‘hang out at poolrooms not because they are naturally perverse, but because nobody has bothered to provide, or even to suggest, anything better for them to do. If the homes, schools, churches, and communities of the United States will provide the necessary guidance and facilities for worthwhile leisire-time activities, it will not be necessary to worry about the future citisens of America. APPENDIX APPEKDIX Report Forms EXKIEIT A, Weekly Leisure Time Activities . . EXIIBIT 3, Activities of Senior High School Students in Yours per Week . . . . EX IBIT C, Preference of Students in Leisure Time 0 . . . . . . . . . . . . . . exarsrT D, Time Allotment in Leisure Time Activities . . o e . e . . . . . . EXHIBIT E, Hagagines Read by Students . . . . FXRIBIT F, Leisure Time Activities Under Guidance of Teachers . . . . , . . to (II APPE'DIX EXTII BIT A On the sheet provided, sill you please list your leisure time activities in which you engage each week. Leisure time is defined as: the time surplus remaining after the practical necessities of life have been attended to. Exam;1es: dancing, listending to the radio, fishing, cards, reading, etc. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 51 EKKIBIT 3 Below is a list of the activities ef‘the Senior High.8chool students. Will you please indicate below the number of hours per week spent in these leisure time activities. PLTASE EEDERLIEE Boy, Girl, Town, Country W ACTIVITY ‘ nouns N s W"? 1. Liatfln to radio 0 e e e e e 2. B‘imming e e e e e e e e 5. “0V108 e e e e e e e e e 4 0- Hunt 1.113 e e e e e e e e e 0. Reading. s e e e e e e e 6. Church Attendance . . . . . 7. Music. 0 e e e e e e e e 8. Ybuth.Center e e e e e e e 9. Basketball. . . . . . . . 10. Dancing. 0 e e e e e e e 11. Bicycle riding . . . . . . ss 12. Roller skating . . . . . . 13s Easeballe e e e e e e e e 14. Football. 0 e e e e e e e 15. Filhing. e e e e e e e e 160 Bo'linge e e e e e -e e e 17. Cards. 0 e e s e e e e e 13. Chinese checkers. e e e e e 19. Ping Pong e e o e e e e e 20. V0110? ball 0 e e e e e e 21. HOPBObIGk riding. e e e e e 22. T6331. e e e e e e e e e 23. Horseshoes. . . . . . . . 24o Croquet. e e e e e e e e 25. Boxing e e e e e e e e e 25. wrestling 0 e e e e e e e 52 EXHIBIT C What would you like to do in your leisure time? Leisure time is "time surplus after the practical necessities of life are attended to". Be honest because it might lead to getting some of the recreation you desire. Please list hem in their order or importance. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 7. 10. 11. 53 EXEIEIT D Will you please answer the following questions truthfully. Eotioo thet some of the questions call for a day's activity, a week's activity, and a month's sctivity. "‘fi-fl Df‘ YA." (.Te--‘v" ‘Vn',’ h {oi-0 7:1.— MI?‘_1‘- ‘1‘!” ‘w’ '1 14'. and .J. 'J‘JR Inf“: -..r'.I '-..L. .L. ..4 J; How many times did you attend the movies during the past week: times. How many hours on an average do you listen to the radio esch day? times. Eow many parties or dances did you attend during the pest week1_fi . How many books not required by school courses did you read in the last month? . Do you have any hobby? ‘Yes No If yes, whet is it? How many hours spent in the past week in games, sports, 81d similsr recreational pastimes? hours. In how many extra-curricular school activities do you have a part? Name them. w Do you play any musical instrument? Yes 2'10 If yes, that is it? . What number of outside activities or organisations claim part of your time? . On an average, how'much spending money do you have each week? . Are. you from the country? Yes_¥ No . EXHIBIT E Below is a list of magazines. From this list we went to find the ones most populsr with High School studon 3. Give reason for your choice. ' Example: Life ~ "shy pictures Reader's Digest - Condensed information 9 _. .L 1219 q "fl Pepulsr Science To rtun e Iopulsr Mechanics Science Digest Flying Styweys I: e. rpers Good Housekeeping Collier's Better Homes and Gardens Life Coronet Saturday Evening Post Scouting Cosmopolitan Photoarsphy Women's Home Companion Sports Aficld Ladies Home Journal Radio Journal Red Book To all teachers: The table below lists leisure time activities of our high school students. Check any activities where help in the form of guidance has been given students. Activity Listen to radio . . . . . . . . Swimming . . . . . . . . Movies . . . . . . . . Hunting . . . . . . . . Reading . . . . . . . . Church attendance . . . . . . . . music . . . . . . . . Youth Center . . . . . . . . Basketball . . . . . . . . Dancing . . . . . . . . Bicycle riding . . . . . . . . Roller skating . . . . . . . . Baseball . . . . . . . . Football . . . . . . . . Bowling . . . . . . . . Fishing . . . . . . . . Cerds‘ . . . . . . . . Checkers . . . . . . . . Ping Pong . . . . . . . . Volley ball . . . . . . . . Boxing e e e c e e e e BIBLI OGRAPL’Y tprva our o1 \j‘fig.) American Association of Sci': col Ad’umi: t1 store. schools 12.3.. a few "‘or; . ‘2 ooh; n;;ton D. C. 1947 54 pp. Bennett and hand. . and res York and London: £30232 era-1:111 Boo Co 2peny. 58 146-172 pp. Cspen. Louise 1.. Pei. Cmmy. 194 2.3.2.7251 CPO'. A110. and Lester De. Boston! D. C. Beatb en a - 1s 3, 2, 22.2.2 ..__—war doe-me pp. 3 Educational Policies Cozezzission. Educatiggf to moor c 12231! Wasningtcn. [2.0. l . an I 3&- B—fl pp. iomexlaésgenry 3.. Qur m 2.293 m fies York. Eater: illan 00.. 0 P90 Groves. ISix-nest 8.: Edna Skimer. and Sadie J. Ssenson. The ”31 we it. 5 Res York: I. 23. Lippencott Orrzpany. 9 Krug . toward and guillen. James lam W% 2%”. Chicago. Illinois. Scott. Foreman and omeny, Lesser. Hrs. Edith marlin. U :2 retsnd mvenifi W Washington: U. S. [we men 0 a or b ca on o . 1945s 29 pp. Lies. Eugene '1'" 152' {to igr g the 'ch 0 Washington. $33.1. L0 1.2. uce on geocis on. 953. 55 pp. my. Eerbert L.. and Pet-zen. Dorotbm gaff-5% $9313 2&9.- . O 0 lies York. A. 5. Parties and Compm payers. George 13.. Gladys bi. Little. Sarah A. Robinson. 139%. new York snd London: acorns-Hill Boo a puny, 40 42 2-434 pp. izemneyor. Martin 11.. and Emeyor. Esther“ s... e s and R .. gwgtioq. new York: A. S. rim-nos And Cor my. 533 pg. Osborn. t’illism 33.539394 magic} gwegm i333 fig. 'Fisehington. D.O.. {more to: >00 Company mgifi'f? '7 pp Sober-nor. Fay hack. 22%? M 53 W New York. Allyn and Bacon 1940. 0 pp. Stewart. Maxwell 5. Youth the World Tod flew York! Public Affairs Cumit e. pempBIet '0. 2 10258 :34 pp. 4 _ . '~ lflll ll" ‘ -- "’ . .25 . ~ ' llll 32" -~ . ll ' ' . 3‘ 8|. . e u ‘xTE UN‘.‘~.'2;‘;-:'.*:Y ‘ s ' —' 3K? ERiALS CENTER s (,2? EUUCAT ON 1 s l .5 '5 Z Y r! \f‘( . ..o a )I k. ... l. 3:;- ‘ ..L .1“ . .. _ “raw . . .2 \ . ct . .‘ . ,bfl..QO A r A L? ... . 2H. .1. .....$2 see .P I‘ {.11. ... . “Davik. .f A‘v .: , .. .... ... . .. .v.d. ... A..\.2 .....fuaskJ.....».f . Y. a; L.‘¢.X¢l«;n\\-a \\ 7 . ., (usage)-