I

‘III

1|

WI

II‘

I

Mill

|
V

125
104

 

__THS

A SUGGESTED PROGRAM OF

400% STUDIES FOR A SELECTED

GROUP OF HIGH SCHOOLS
1N MICHIGAN

Thegzs for the Degree of M. A.
TVHCHEGAN STATE- COLLEGE

Haze} B. Shaft
3939

WW
W M

\ 7f . ‘l
g 4‘ mx‘,f_ w w

“1' 7‘ 3H 1“: Uwréumgéwj ,

HM wa‘fl“ ‘J‘ P PM U

1 ‘ ‘ ‘ \

JJWF ‘4 J, 4“, 7‘ .VLJ‘J‘L“ W,‘ 1‘ MAJ“ 7 ‘
~fi ‘

 

 

 

 

._. fr.)
0 . ,—
wt

‘L.

‘13-?
N

~0-
-“v“ .‘.
4“. - c‘

14" t

.9

. 6—.»- .‘ it"

\

‘ _.
,qtc

No flash... ",; '
t. '- . I
“"" ”51" ‘fi'. 1.

37‘5-‘53 “ 23

max;

t. . -2.‘
w 2::
fl. ' u

V ?

'. W‘v’
. 'v'.-.'_ ' I'
A
" . ,s“! '
:-

.y..,.L' .
."" .‘9

‘ we
C
O‘fi
a ‘ ..'
, c
o‘.,.. _

V o
,’
[M x

,. .
."*
.
U“
I
n
_ .
A‘/'- l‘
‘l

 

{I
l

a; ..
" Kan. ~.

 

.
r“ .‘

vm

t o - o
.4 ._-‘.- .1 ‘

M W
0". ‘t
‘ .

PLACE IN RETURN BOX to remove this checkout from your record.
TO AVOID FINES return on or before date due.

 

DATE DUE

DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

MSU Is An Affirmative Adlai/Equal Opportunity mutation
m

 

ulna-9.1

A 36%! If” .33) .‘U‘LZ‘.’ OF SOCIAL 5‘11}
FOR A $313333... Luau-VJ ’
*.fiIdfi SCEUULS Id LICflIGAfl

by

"lnnfi? 8""!
A

[await B I 54ml:

A THESIS
Submitted to the Graduate School of 2.133.153.11

DIES

State College

of Marion}. cure and Egg-71:15.90. Science in guartial ful-

21153631; of tho rec";~ rem-ants for the c".

-z a. OFT“. 2-"! “my
his...) 1.; '3". CL! fuss»:

Department of Education

3-939

agree of.

it“ " ”ffiir’wmtr-trt

AC 3330 :5 L13sm..~=.g.;a l .3

The writer wishes to mapress her a}_:§.=reclation

to Dr. V. H. Hall and Er. E. h. aesaey, of
Lilchigggn State College for t’neir cooperation

anal assistance in preparing; this meals; to

Dr. L. J. Luker' and in“. C. V. Lilian}. of the
1.:epa.rtment of Education, éslchigan State College,
wlw res-.11 the manuscript and gave helpful Bug.
gestlona; to the 51311 School Helation's Division,
Department of Public Instruction; also the fifty-
four res;_:.ond1n§; azministrator'a who gave flzelr
consideration to the questlomlaires which made
this atudy possible.

.3 “9 - 1.;rn*r:'-,+.wncs
C A‘- M3 .5.)

cm? am

I

III

Introduction
A. Grigin of Study......................
3. Purposea......o......................
0. Review of Literature.................

3. Imcedm 0f the 53648 oeeeoeee.ooeooce

A. analysis aha Inficrprctation or 3ata.....

B. Summary and Discussion of F1ndingo......
Conclusions and Recommendations............
Biblicgfélgiily’}...eeeoeeeeeeeace-cocoon.eeeoe

Appendix

A. 1.93336!" t9 gallerintefldent. o e e e o o e e 0.4 e o

“‘5

t

a. Questionnaire Forms..................
C. List or magazines used as Supple-
mentary fiecding...................
D. Grades in which Certain Social
Studies are ?aught in the Qchools.

a. fabulatiou of Data or Questionnaire..

If!

7.. r 3‘ .. [.-
‘3! 3&1“

10

12
31

36

W" ‘1‘

II

III

IV

VII
VIII

IX

XII

LIST OF T233133

13:31:31,333 03‘ r11- ...2.}IU..—SI£'£D 22:32: 33:10:31.3
9.23.443. I...J FUEL Tu... STUDX

DIUTEIUUTIUN FOR 54 LSEIUanIZZD 311321
SCUUOLS OF THE ‘JILAJMJ 11% “quI. V}... .IUUS
SOCIAL. STUDIES 33.43%: UUUALLI 13%an

I'éUiJilI‘. OF SUCIAL 53:37:12.3 TAUOIII I46 M4041
UI' 1.1L"... 53+ laud S 2.21.1.3

HI ~11 SC
"’ UCLA.

i001. 13.15.2113 III EJZICH IRES?E{‘.‘CTIOR IE
DU f S J

S f "3.31.; “2.3 0.3“? I .‘u L...D

MEN—3 IL: iaob$C£AIZUG SOCIJWL SIVLJDILJS IC::\)<11LIID
132112“; 5511 ‘-'=:33LS

READING ...I”.nIAL. ngT C022. DELI USED 1:: TIE
506312321..- uluul...) FUR 6.1.57.3...” T 13......4' Ln “ED
30 51:53:11 wkTiulilfiL

1...... .1.) 11:22:.) 12-: ‘15:: HIGH scam-31.3 STUDIBD

$3.3 NUESBER CF 13" 2312*...“ .3513 T21 EU; IN I115
1

I;
Emu-3.71.8 5:. aux:-

1313;; 3:231:32} TU 533.5 BTJJUI 0F CULICZUI 5‘75“?)
T... £3.24 [is UUS ‘C-LIUJW

i‘i‘inELMCI CF U231: 0F m?:2...'::.~..-......;> TESTS. II»:
In.) 34305.91.th ul'UquJ 5.3;} ,J“(, "j; ' 'LSRJIJ.1§."")
31 Liu 51‘ SC. ‘UUL3

Th... 'l‘ELJ’kCiiIliC‘r 5.3T} EOJJS Iii SOC I £1}. ST J"I..:
15.14.; Luann) ISUULIJLM‘IiW 1‘3 I‘LQIFL P4“... 0.21.401
02‘ UL)...-

UM-J::J‘ 0F 31?? ’ILLJIJ‘IS ......L..1.v..zo 3.3.3.3) I.» 1.1.3;
uOCln-L UJQUIQO CJJ-‘LDL;&D U!) Jul. Vii-I‘LIVUS
JUIJUULQ '

UE‘E 0223 I133 ‘4... “3'1; UVJJL‘J“ ‘ll iafi’VrICAJI-b OF VIZI?’Oies
KII'EIJS Ill 5“ ‘IAL. TUIJIJJQ 01.394.303.123.

c.1531 U? 131......)01. UP 121.300.1510.: CF TIGHTRJE-
VzJLJLxI. IUUULU {Li} Hm ‘C‘Jiil'ID Bl. T233 514'
{‘11

UJLJULJB

cwmmvmmz. 1:33.25 13150253533) 5! 15:1.
5:; 9012.1. 325.1-.. 01.1.3.3..5 05‘ 1:12;. 514
Ecru-.12. mm...)

22. c3;

12

13

16

17

19

21

23

2:.

35

26

27

29

0231131233 I
I15 'i'l‘i'ODUCTION

A. CRIS-.111 OF T1133 oTUDX

The writer‘hee been for several years a teacher of
eoeiel etudiee sebjeote, and has become increasingly con-
scious or the need or an integrated program. As a result of
the Fhit or miss“ process (it can hardly be called a program)
followed in the ordinary schools, the need for a puryoeeful
eooial studies progremlhae become apparent. 3

The term “social studies“ bee been given a broad inter»
pretetion. It in understood to include thoee studies Whose
eubJeot matter relates directly to the organization and devel-
opment ot.humen society. The term includes history, civics
(or government), socioIOgy, geography. economies, and citizen-
ship.1 The terms eooiel studies and social eoienoee are used
interchangeably.

xhile this thesis is largely statistical, the conclup
alone drawn and the recommendations made have emphasized the
Erectiogg rather than the theoretical.

There has been a great deal of discussion and moon writ-
ing in late years concerning a comparatively BBW’dBVBIOpment

in secondary education, the integrated social studies program,

1Sogial Studies Curriculum. Fourteenth Yearbook, Department

of Superintendenoe; p. 178. fiashington, D. 0.. Rational
Education Association, 1936.

2
which ham been eprencling in both the ,3 union one”: senior high
schools. In support of this many quotations like the follow-
ing may be cited:

mould history, geography, and civics be organ-
ized as eepoxate £11111 isolated subjects, or merged into
an integrated om'rioulum in much all linee of deman-
cation are obliterated and me identity of any subject
is made completely indistinguishable? If neither of
these extreme gaooitione is adopted, how far should one
go in correlating materials within the social studies
field, or in relating; the social etudieo with other
subjects in the curriculum, no no to help 13111311. to

get a realistic: picture of human relational-Ape.

Several atmliee of the integrated pnngmnn have been
carried on by individml school systems, but most of mesa
are distinctly local and. lirflted in scope. nnLy eclzoole have
novelty/pod elaborate pmgrnzno baeeai ugzon discussions. Teach—
ers and pupils have been asked to participate in different
programs, and have done 30.3 let even man all this interest,
it is difficult for the aaaninietretor or teacher to secure
uenble information as to whet constitutee a good social etu-
diea progman. Very little information an to practices has
been gathered.

In the light of these facts it seemed desirable to make
a survey of nmoticeo in teaching social studies in the median;-
sized high schools or Lionigen. to aeterznine what these eohoole

are doing in the way or develooing and improving a program of

 

250cm]. £5 adios szrioulann. Fourteenth Xearbook, Department

of nape? zfieniencefp. 178: 'a‘r‘aohington, D. 6., iéetioxul'
Education Association, 19%).

39.. Flint; Elichigjan, Public Schools Social Litaniiee IPWPM",
.1936. State flan 46:15, ofnfe Library, amazing, cl'ligan.

b. Tencnirgg Social Stanleo in the Iann .tarbor “folio igclioole,
isnn Lr-‘oor noero. o? nn'ncotm,‘r§39. Lita o Lenr’inenf,
State Library, Laneing. Mcnigw.

   

 

B. PJlWQSES

The purooeee of this ataxiy are: (a) to detemaine the
actual statue of the social etn‘iiee program in tize medium")-
eizea high schools of fulddgan; (b) to eoggeet criteria. for
the doveloymont of a practical, integrated social studies
program mild-L1 will be usable, both for the writer and. for
instructors of social etzacliee in the high animals or the
close etanlied.

Since the reconnendntione coal with an integrated pro-
gram it would be well to oofine the meaning of the term. This
term has been used in many different ways and. with many dif-
ferent meanings. Lanny author-o Imve so oioeely related the
idea of integration to fusion and to correlation that the
three words are often need intercimngenbly. A éietinction of
tifxeiz' meaning, as used by the writer or this etudy, is given
by Bining and oining who say:

Fusion implies the breekcio'en of subject bomdnriee
and the selection or material from Various. fields to
achieve the obJectivee which have been set Lip. Cori-clap
tion means the cooking; and. utilizing of points of con-
tact and relationships between eLmJecte in order to
bring about aeoocietione in the general field or knows.
ledge and to some degree among the various; parts of the
can‘riculum. In nariaiition to main; the word hltegretion
in connection with fusion or correlation, the were is
need to oonnote unite of minerotnmiing that consist of
integrated materials of instruction from several fields
in order to present the whole picture of a phase of
maniac-3e rather than only e. pert.
filming and Bining aloe state that in attempts to into-

grate the various social studies such courses may easily be

aArthur 0. Billing end 33mm .1. Billing, Teecninrr the Social

Stainless in zleconcinm; Schools. 1). 21' 2:33. how L" ore":
W “— L“ _?'.

 

celled fusion courses.

1:170:15 in “The Social Sciences as School Subjects“
gives the following description concerning the term ”integran-
ticn.‘

Instead of using the words ”correlation“ and ”concen-
tration,‘ current advocates of curriculum use the cords “in-
tsgration' and “fusion.“ They do not deny that correlation is
a fundamental aspect of their proposed reforms, but insist
rust correlation is! natural and not forced, and in the scheme
so: frequently advocated under the words “integration“ and
“fusion” 9. unit or work, a problem, a project, a center or
interest, or a unit of activity is usually made the basis for
fusion or integration. Tryon states that the expression is
often used anonymously and defines a unit or work as “a.
large learning situation Which.mekes'usc of all varieties or
subject-matter and dress upon all phases of experience.‘

0. lino»: 0F mementos

such work has already been done. and various discussions
have appeared from time to time on the cuchct or social stu-
dies, but only one scientific study was found mien was con-

corned with actual teaching methods and materials in social

science progress.6

In Fcbnm 1932, the members or the Department of

L9 A

w ‘ —-

5Rolls 15. Tryon, The Social Sciences as School Sub octs
American Hisfirmnssocisficnjsrt XI. p. *7 337%.
lies Xork: Charles Scribner's Sons. 1935.

 

63mg Social Studies Curriculum. Fourteenth Yearbook, Depart-

men? of b'upcrintendence, doshington, D. 0.. national
Education association. 1936. p. 478.

5

Superintendence at the Washington Convention, recommended
that the Executive Committee appoint a committee to prepare
and send to the active members or the Department suggestive
changes for such adjustments in the social studies curricula
in the junior and senior'high schools as our present social
and economic situation has made necessary and vital. To
study existing conditions, the committee that was appointed
made a questionnaire study of 27% four-year high schools.
The survey influenced the preparation or the 1936 Yearbook
which gives in a general way, the methods, procedures, and
objectives of a social science program.

Other studies which have had a bearing on the investi-
gation, but which are not exactly parallel, are the research
studies or social science carried on in committees appointed
by the Council or the American Historical Association. In
the first volume, drafted by Beard,7 the Commission describes
in broad terms the frame of ideas and interests which.deter-
mine, in part, instruction in the American schools and the
objectives to be attained in the teaching or social studies.

or the Charter Beard says:

The reader will find both expressed and implied
in it the conviction on the part of educators and social
statesmen that there is need of wise readjustment in our
thinking and our educational program to a world that has
become urbanized, mechanized, and interlocked in its
social economic, political, and cultural interests.

In the chapter, “Requirements of Social Realities,‘I

Beard gives the three conditioning realities as follows:

7Charles A. Beard, The Charter for the Social Sciences,
American HistorIcEI Issociation, Part I, New York:
Charles Scribner's Sons. 1932. p. 122.

6

(a) First among the conditioning realities which
must shape our program of civic instruction is the chang-
ing nature of the society in Which we live and work. We
may great this truth with an uncritical enthusiasm that
welcomes every alteration as a step in beneficent “pro-
grass“ or we may deplore it as ruinous to some utOpian
order of excellence existing somewhere in the past; but
we cannot ignore it.

0 O O O O O O G O O O O 9

(b) Intimately associated with the changing char»
actor of modern society, in an inner but not entirely
casual relation, is the sccond_conditioning element in
our situation, namely, industrialism . . . . Under the
drive of industrial expansion and invention our civiliza—
tion becomes still more highly dynamic. Agricultural
societies change slowly with fluctuations in markets,
the fortunes of governments, the spread of knowledge,
and the vicissitudes of wars, keeping their basic habits
and institutions intact from century to century. But
an industrial civilization founded on technology, science,
invenfion, and expanding markets must of necessity change
rap d y.

0 l5 C C I O 0 O O 0 O Q O

(c) The third conditioning complex to be considered
in formulating a program of social science for the United
States is the system of government under which pupils
are to live, nearly all of them as active participants.
the government of the United States, from bottom to top,
is elective, not hereditary or dictatorial. It is
avowedly a govegnment of the people, by the peOple and
for the people.

Beard points out that it is an obligation imposed mainly
on teachers in our schools, and'especially teachers of social
studies, to create in the minds of the students conditions
favorable to a realization of these factors.

The second study is the outcome of the discussion and

survey carried on by the Commission and its sub-committees,9

respecting the problem of 'objectives' of instruction in the

S w _e i ii a ,i
£214- . no 27-35.
9Charles A. Beard, The General Nature of the Social Sciences.

American Histo rIcEI AssociatIon,-Part VII. New YorEz
Charles Scribner's Sons, 1934. P. 236.

7

social studies. or objectives in social studies, Beard States:

The position taken by the commission is the crea-
tion of rich, many-sided personalities, equipped with
practical knowledge and ins;.:,ired by ideals so that they
can mice their say and fulfill their mission in a clung-
ing society which is a part of a world complex. . e e
In view of this, there can be no individual aims or
purposes apart from social relations. . . . A scheme of
objectives therefore will set forth a conception of the
good life for the individual and a canoe; ion of the
social relations deemed indispensable to the good life,
at a given time and place.

In the selection of teachers of social sciences eagley

and Alexander give the following exggcstions:

The selection of teachers is always important but
a peculiar significance attaches to the selection of
teachers of the social studies because the educational
value of the social studies depends so largely upon the
wmy in which they are taught.

O O O O Q 0 C I O C ’O Q 0 O

A successful attempt to bring historical events
into relationship with contemporary life is certainly
conditioned in pee-rt, not only by the teacher's equip-
ment on the side of scholarship, but also by certain
qualities that are referred to as traits of personality,
sensitiveness to 11mm needs, a sympathetic minerstzmd-
ing of the learner and his difficfities, cpsnninded-
nees, tolerance, and imagination.

In 1935 the Department of Superintendenoe of the nation-

al Education Association made a study, ”The Improvement of

Education,” cinch states:

livery higdi school child should, primrily through
the ”social statics,“ be e:;;~osed to the facts about
business cycles, unemployment statistics, inequalities
in me distribution of wealth, the extent and causes of
industrial strife, the prevalence of child labor, the
disgnaceful housing conditions of the poor, imrdships
wrought by sickness and accident, protection timough

 

f0

Ibgde’ p0 178.790

natilliam G. Bagley, and Theme Alexander, The '1‘ acher g; the

mooricsn historical 1'-=.ss<>cIaticn,
. Eve‘s Stork: Charles Scribner's Sons.

Social 8132.253.
tart XI , p

1937.

88.

   

 

 

8
insurance, and a host of allied facts which, teLen all
toget Lgr, give a complete picture of American economic
lif fc.

From.tnis study one may ccnclud c teat social stuuies
is concerned with.the ”here and new“ possibilities more than
to a past, or a. future which w never be realized.

In order test so may know where es stand in scconfiery
education, fine Lorth Central Association of Colleges and
Seconeery Schools took the lead in urging a study of grog rams.
It see deco ed eise by the Lscocietion for such a study to be
made by too govenum nt of the United :3 ~-»tes rather men by e
private egen cy. A committee op: egred before too Loreen of the
Budget and plans were sees to finance a three—year survey. {A
request see mmde of 120.hign school superintencents of selected
schools in cities ve.,'ing in size and location, that they send
cepies of their recently revised Junior and senior hléjh sonool
progrum of studies, together with the grogrmmc imaedietely
preceding revision. fibrough comparisons of the two programs
from the some school, the study sougizt to reveal the recent
cimnges which leave teicen place in secondary schools of the
country. Loose things which.perteined strictly to secondary
education, such.es organization, its curriculum, including
some of the fundamental subjects were studied and the results
were published in.1933 as ”The Frogrem.of Studies."13 In

._.,_L

marovemen of Lducation. Fifteenth Learbook. Depart.
men 0 u>e~frflerme..ce, p. 33, n-‘eshington, D. 0.,
national Locos tion Association, 1937.

   

113, K. Leonie, Edwin S. Lids, and B. Lemar Johnson, Toe
irorran of Studies. Rational SurVey oi ”econqu}
'” "v on, Lcncgllnn Lo. 19. U. 5. Office of Lemon-
tion Lulletin, l332, Lo. 17. Lashington: GoVernoent
rrinting Office. P. 233.

 

9
the cheeterr'fiecent Trends in 152 Programs 0! Required work“
some of the finfiings concerning social eteaies were:

There is an increase for worla history, early
European, and modern luropeen history; end a decrease
for sociolo3Y. civics, and community civics fies to the
fusion and inte arction of etch work with courses de-
situated as "social etuuies“ and 3rcblems or American
{131300 9.03”.

It is stated. however, that prcblems of democracy may
be a pert.of the social studies pro3 i3

Another study of interest to the writer en1,\euich has
been helyrcl is, ”Essays on Research in the Social Sciencee.'14
Ens Bookings Institute as a part of its training activities
each year gives a general seminar for the benefit of its staff
and its Research Fellows. The course for the year 1930-31 lad
as its general subject, problems of method in the social
sciences. The essays of social science, of these research
scholars are a series of interpretations of scientific methn
ode em3loyed by authors or significant contributions to social
science. The essay by Cook states the following:

The path of the social scientist is beset with
difficulties. fiis rrcblems lie nearer the quick of
human emotion ti asn do tease of tee 33siosl scientists;
tccy are in general mere complex; and in many of them
individual Variations make themselvef felt as they do
not in much or the physical science.

The author states tlat the student or social stwliee

should guard against an ultimate gosl.but should continually

nsee e on Peace rch in the Social Sciences. Committee on
ireifiirr 0L lB‘uOunlflbB institute. z$eshin3 ton, D. 0.,
Printing Corporation of America, 1931. 1.194.

      

15uelter “healer Cook “The Fossibilitiee of Social Stuay as
a Science.” ese=re on eeeee ,h in the M11130? Sciences.
.40-4 7. The croeRIH s IneEIEdebn, naflulhbfiun, u.
fine Printing Corporation of.America, 1931.

 

 

10
time light upon what is good and valuable in relation to a
803.1.
The hidividoal satiny made by Kismel of social etudieo'
situations in the secondary schools of the United States says:
mat our youm, confused by the maze of centre»
aictione bet-ween pretense-e and. realities, try to gain
their bearings amidst me multi;:wlicity of appeals of
institutions and entrenched grooga, retreoeo its steps,
and men advanced boldly in on w” certain direction, ie
not surprising to the observer. 0
Adult groqm and institutions according to this critically-
minded observer are much more concerned with tie induction
of youth into conventional stereotypes than with 1,-rovieione
for their guidance timough a maze of institutional arrange-
ments toward patterns or concoct tint lead toward the good

life for them.

'Q

D. PPQCEDUIE OF Tiiiz. ST-‘J‘Y
The writer, after Ming :3 survey of the literature
in the field, feels that the social etm‘iiee, in the mefiium—
sized high schools throughout the comer}, have not kept
abreast of the modern trenci in teecliix‘lg mounds. To deten-
mine the actual practices eithin the state a survey was needed.
All the high schools of i-iiohigen having; 8. ohmic-mt peyo-
1ation of beta-“ween 200—300 were selected for the ctxly. more

were 51%- schoole found to have this stated population}?
16

h

v _____.f 7." fl W

e. G. Kimel, 'Social Stmies in the Clnmgging Cmiculum

of the high School.“ ,wwow‘wreeoee end i-‘rooeeaing of the
fictional education iaeeociejiayu. m. 71. p. 4953b .

" ween, J. (I... fictional Education Association. 1933.

    

1?

This list of schools was taken from. the ELicl-ziggam Education
Directory, 1937—33, am} checked with information avail-
able at the office of the :Squerintendent of l—‘ublic
Instruction.

11

Information obtainal at the office or the majority-
tenoont of Public Instruction for each of the 511 schools
taken for the etmly was: (a) the social atofliee being taught
in the various schools; (b) combination of subjects taught;
(o) grade levels of the Various subjects; ((1) time allotment
for each course; and (6} high school years in which social
studies 1were offerea'l. This intonation was systematically
tabulated on cards for future reference. Then a eamey was
made which covered (a) aims in teaching of social studies;
(1:) materials in use, inclusing reference material and test-
ing; (c) time allotted to the teaching of current events;
and ((1) methods of instruction, inclus‘iing devices and tech-
niquee.

A letter woe cent to the fifty-four administrators e31;-
ing them if they would lave time and would take the trouble
to give the queetiormoirc toeir consideration. A stamped
salt-eddreoeed cnvelozm wee enclosed for re;.:ly and also a
form which needed only to be checked. Every person to whom
the letter was sent, except one, agreed to fill out the ques-
tionnaire. Later by personal contact the information from
this one school was also obtained.

The queetionnairo followed the replies from the superin—
tendente and all were filled out and returned. Elie question-
nairee were tabulated to determine the frequency or percent-
age of occurrence of answers to the questions concerning he

tutorials and methods need in the teaching of social studies.

W813 OF DATA ARI) IB‘Z‘EG’I'EikTIOH OF ITS mums
A3 WTED TO A SOCIAL STUDIES PROGRAM

Hating collected the data by groans or questionnaire:
and from the records available in the High School. fielations
manna, Department or Public Instruction. the next atop
an to tabulate and analyse. This was done and the maulw'
rm not up m tablet: think: are panama 1n the following
pages.

In Table I is shown the distribution of enrollment:
or the 54 schools mama in tho study.

TABLE!

WWT 0P KEDIUK-SIZED HIGH SCHOOLS
331.} ED FOR THE STUDY

~- —- ~-»—o--‘-.ov 7* »—a-...—~-—~.~--»- wo-~.-“a-U~——--« o,--—-— ~--:A~...--.4_-‘..--~.— —-.§~~'—-~~.-¢w -w—.--—m-..--.-..— /.~’*w~ -.. .—«~~~..o .. m -.~r—,-—o-- ‘um...~. w~-

mm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

It may be soon that over a. third or the schools studied.
(nearly 80 per cent to be exact) enrolled between 200 and

13
225 pupils. Marl: 68 par can: wort schools with ant-011mm
hom200md251. andonlyammno‘n weapamt
m In the u‘pponnoat brackets.

Inquiry was made in the questionnaire manning courses
:1th in certain grades in the 53 high schools selected.
Table 11 show- how these courses were distributed, together
with the frequency or their mm

mm II

DISTRIBUTION FUR LIEDIUL‘u-SIZED MGR SCHOOLS OF THE ERRORS
IN WEICfi Y GUS SOCIAL STUDIES ARE USUALLY TAUGHT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Com.
1. 6 A, v
A 1 “i? ’42-," ' .2 ' i
u , -311
J. H! . 2 v
H A: ‘ . 1.. J v-
I.
.33; ° '5. ‘
k L f! t * #
'fi 5 t d I
’1‘; ‘ ’5:
‘ 9..L'. C ~15"! 12).!
O 29‘; a :

 

 

 

 

ll!»

Civics is the subject most commanly taugi’xt 22.13“; those
listed. “1119 Lgiclngsn course of stlev requires at least one
semester of civics at some period final :33 ti;s 111;“ 311 school
pregrzm. Fifty-mo schools re sort {1 civics to be taught in
the twelfth. grade, sud twenty-eight teach civics it} the ninth
grade, also. Tue other two schools gave sociology or classes
in :3.dech social problems, which mi311~.t have inclurlel the

sacking of civics. lsonsmlcs was taught in forty-eight of
the 80110013 in the twelfth grads far one semester.

Amer-loan history 1:323 rsyorted as being tswht in thirty-
seven schools in the eleventh grade, skills fifteen schools
taught United States history in this grade. This gives fifty-
two, or 96 per cant, sf ouu- schools as teach 1:153 t1 3 hist3ry
or our country. The other two schools receive only sash in-
struction 1n Suited States history as is offered in the teas-.1313-
1ng of World. history.

Forty-times ssimols reported that 1103:3141 list-amt was
taught in the tenth 33333119 and eleven offered 34101191311 Elm-Opes};
History in the eleventh grass. 11113 hulls-ates 51 1716.9- teach-
1m, of msclezm history in 111133 3 schools. In the 11 “‘1'. o the
present day sitar: ties the tamcixinr' of the histm‘y of our
country as well as gens -rsl history seems 1113;...) 13-3; . ortznt.

illusteen ache-319 reported. that high school 5903133313,?

Was taufixt, in most cases in the tenth 33-3119.

53.3

Classes in essays“; ions, annex-1:31.19, 9:321. 13.5333. 331-
advanced social problems were fauna in a few of the sciwols.

73118 sh was s (1991:1911 ciswzgs 1n ssurses from the traditional

15
cuIcJectc usually offered.

Table III shows the nwaber or different social science

subjects which were offerec in the 53-1 selected high schools.
23.31.... III

331133331 OF SOCIAL 513331238 33.353323?
m 3313ch o1“ To.“ 5!; e :31 coco-333.3

Eumber of aubJectc in one school

    

 

 

 

 

 

 

 

 

 

- :3 - 1 a
- -z 3 - 1
§ UL?
- *5 .3 ~ - 1 3.9
23 j w 1.7 M
- , L e - E
1 median number
5-5 * 1

0f the 5% 30110019 that responded to the qcestionneirc.
52 reported that four or more social stones were taught in
tize different grades of the high school. more than three
fiftim reported five or more social chalice tau-got, seventeen
royorted four, am two schools re3.-oz~te<1 as for: as three. The
median flower or social studies taught was 5.5. Only taro
ecizoolc reg-opted 1933 than four social studies taught.

the length of class periods was found to vary but little
in the different schools. ricerly every school re3torted a

class perioc or 115 minutes for five days a. week. Four echo-ole

16
regaorfied class permde of 60 minutes. 11119 mformation was
Men from the aches-Sizzle ef cleeeee eent in by the entering-
tendents of the marinate schools, to the office of the auger.-
intend-lent of E'ublle Instruction.

Data on the years in which social statues were offered

are ehovm 1n the folloenig table:
T133113 IV

HIGH 803.001... 2353513 115-: 31121951 1:33'1‘321m‘1'1015
11; 3061115.. 33313131235 *3...) OFFJfiLD

Years in which etheete were offered Humber

   

 

 

 

 

 

   

} i E
J Eggehman. Seahomerg. Junior. Sgnger , 39”, “_155.55 ’
1 Eonhemore. Junie Argg Ahflgogzfl;__’
u ' . 1i"; . :11. C'
Fgeehmwn. Sthedege,_ genie; A; ;,85 P
J } 1
Sonhemore 5.n1er E 1 i 1

 

 

 

 

 
 

Thirty schools , or 55 per cent, regerted met instrue-o

 

tion in social emailee was offered in each of the four (smiles
in 111011 school. Twenty-times} reported that social studies
were offered in three years, While one reported that. none
were taught in. me freshman or junior year.

11113 table and the preeec‘iing one glue that 1111119 5
number of social studies subjects: 111:: be offered, nearly
half the schools are offering this vital work in only tlwee
of the fermative 111511 school years and. tree: this v1evqm1nt

hxetructien in social 5151111923 can hzm‘ily be termed adequate.

1?
Lore than lie per cent were offering no social studies: cub-
Jeote in the ninth grefle.

Information was gathered as to the type of instructional
mtex-iale used in these schools. Although this is not 91mm
in tabular form it may be emrized as follows: Forty-nine
schools. reporter}. the use of ”cool-:3 as eu;:;:_:-lezeent1ry material,
and forty-nine reyortefi the use of materiel other than books.
One school r garter} the use of books only as afioplementary
material, while four simgzly stated they 1.11:1 not use textbooks
clone. Every eci'zool reported not material other than text-
books was used in their 59013.1 studies classes.

The schools were asked in the cgceetloxmaire to check
aims of teaching social statics which. clmacterizc their work.
The tabulation of regalies to this question resulted in the
following table:

mam v

5115 13 11131133 SQCLAL STUDIES
ngyonwou 11 W13 gu-eCfiJQLS

 

 

 

 

 

 

1‘. t "1 ' one _ ‘ 11-3 ILLS
, "‘31 2511......
10315. consciousness; A 3:13 _ . 1 1931......
J Igtereeting regal? , , £3 1 ”Li

 

 

4 Tagging: to; on i 4» YL—a.

 

 

 

 

 

18

Kecrly every school (94 per cent) gave good citizen.
ship as an aim or social etudiee,‘but although.demoeratic
living is so closely related to gooi citizenship only #2
schools cr'75 per cent mentionea it as on aim. To GValuete
excerienoe, was mentioned ca an aim‘by 77 per cent of the
schools, and 70 per cent regortei worlfi consciousness as an
aim. Interesting rcafiing wee recortoé by #2 per cent, while
toleration, es en aio, woo re;ortofl.by 7 per cent or the
schools. Openmineedneee was reported'by only one school.

In the questionnaire which wee cent to the instructor
to check,-the writer listed the following aims and cokea that
others be cocoa: good citizenship, eVHluate experience,
world consciousness, and interesting reading. Only three
were coded to the list, by the various schools.

A list of magazines was given in we questionnaire with
the request cat any of theee need in the ccnool ehoula be
checkec. The instructors were also asked to none any others
need to supplement booke. Table VI shows the different
magazines given and the foequenoy with which they were men—

tioned.

1'9
T-‘ VI

a r 5.». .1” VF?§“LPOII§“£? v 'vastt‘ Ten Wv-v‘ " 'V a T {‘61- 9v fr‘fl
:- ‘ .:.>‘.'.'J. \) .. 4.;3 ‘ ’ '

...,.- .-'J¢¢‘..a... 9U)“; .‘.$L..J 83"“! min-.4 v.t..;.~’.z.e¢0

T
. - -.J-. 1
FUR CU’E‘U'ZEEQT EVLRTEJ‘I £153.) S'uj 231303 SiiéiTfikL—LL

   

4 i
4 Reader's Dire-at ; 1L7 \ 37.3 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

es

'Fn ,. .

 

T116 investigator found that supplementary materials
were wed in commotion with the social Btu-dies pragnm in
all nae schema, and. week; zericdicala were the chcice of
materials for the entity of current issues. One animal had
as many 2:3 twenty magazines; while two schools had 91553138911.
Very few sch-0:313 hail less than. 251:4: magazines. Only one
sclmol rep-ortexl that it. 122d but one manna.

T119 magazines most freawontly uaad were the 3"?mfiw'a
151,365“; which. was used by 357.3 1392' cent of the 513- schools,

:3eholaatig by 73;.7 per cent, and; ‘i‘itrae by 70.3 per can't. The

20

‘ ““13" Merv“ and MM- 33.31333 3‘9me were need by at

 

 

let-L. at? 0 :er cent of the schools .3, 1331116 (3 arse-33*; 1"‘3'3333-3 333:3
33:36:33. by #2 per cent.
In all there were he elf: e1 rent Limeziuer mentioned as
13:36:13. in the v:..-: L33 331333.313, tee 0:183 in tire 3:2.le
(See the com-

bemsr tLe 333;;e.:r-.L23111e3 m: 3. “13 £133 lif’uul 33333311310: ed...
5.; U

I

“31638 1131: in the eggsenclix, l?- 55 )

'L'L'i ti; so much xegfierlzal for 01.3 went event-3 emilzble to
the students, 1t 3:: eL3e tLL-z-Lt 1!; mafia he $00 313310 to carry
out :3. var" Worm.--1le 3.313. ‘ 3133:: tics-.1 program can-:1 t3 cyrrclete
Sibel-L a 3333313.:‘33 with other eta-.1193.

In answer to the 123.:3211ry 0.2.“mcern1ng the ewe of ne 33--
p3; Lars ..L, it nee rei'3orted by severe}. 5033.013 tact newewrfirs
were used as; supplez'Lmnt3:33,? materiel. T323319. VII 133311031203

‘- :33 different ne. eLm- are re m ted and fr 3311131103? of use.

'1‘:- "LE VII
(on next page)

f-IM ;. .~_aa\c- a. or ‘9‘) 7y: c.7-..-: (Qty-gr“, C‘f' -n’.-.y (fi :4. ~- 1- Q'v-so"
3"}: :‘uJ ( 4. 2:! .) Us '0 I j, ...: tiwx u. Liv-2.1.". A») 14:. 'v)--..J.&J

. ‘_. ...-..._.. . ... a. - ....— -.—'-. --.. .--~u.—--o—-~- - - ...- . . ._ _-__- ,.._.-__.....-. -...._._.~_',_.._,._-..,_4._ ...- . - ----~ .

I 13.3; 5.39352

 

 

I

5'
f3
{.1
H

 

'10 0-. 1' I
:13; 3 fl 1" g 'I‘iz‘es

‘Iv OJ ch 0‘

 

1 fir”??? 9-.{1h1\1 is; ‘.1-1qu

 

m GI‘?“1 1-7’fi721r33 13;??ng

(Trig? fiatgzn "-32:17; “22:23 , Pinging

Imfiwf‘nd Ctr» 1‘02; 119mg

 

‘a‘mlmm

 

 

83: ...-3 J11 2232‘: 1

Flint: Emily
firingso w'Ifz‘itmrm

 

 

 

A

De. U;- ”Git iii-”:93

 

 

ICE: “t :i'mm T1. 114’

 

‘ Con; I‘mssional 31.171853 '

 

.2..."
‘1

figment; I?

 

?:;2:a};e::«tten (33229.11 lolg

Our T1 are

 

I
Hil—‘fl-‘F‘WMF-F‘mm

 

 

 

 

(”'.v. 2:" ‘rl‘ - 1'. 1.5- x“ . .5 1 c9 r-o I.
“gnaw-011; 229:3 :-re-.s 22:19 134-9 ne.—rs-.I.:-.-:er 22331: In. . . zently

“caution ~21 2.2231123 the local 1:523:22: 22:2 ne...t most. frequently used.

”I 'l q :’ r . " ..5‘ §
.2232: 2232233243 232: use-.2. were l 3391 stat-e guzzers. 0111:! a. few

reg-0122:2221 {my other.
T;.;le VII 12.422223 the amber and f- ..quez CJ of ne'zcymers

in use .2 the v.1...r 102.29 5221:0015.

«s :2

4
Lap;

T--'f..2'3.:.:; v.11:

.1; .2!“ ;' zed": ..‘:'T "t (3.“! ,

w « - r~ -_. v. ‘
. I . ‘ '. . . . y - " ’
0L . --. hr-d $4} 11‘: w ‘1' 'fl’l‘l“ 9’ {ia‘ ‘ U... L‘-

 

 

 

 

 

 

 

 

 

 

 

0f the 51+ schaole, forty-few regortod the me of the

nempeper. One school reverted the use of 91:: notmgzzegem;
tau. five; feu‘r schools need four, and. timee used fiwee. The
area-feet number of 5330913 use taro or more ne1.:e;.;n;:se*’3. Twenty
regez'tefi. the use of tm mar; fam‘teen but one. Ten rem-mole

fig .‘3 ‘- ~ -.~ . I ‘- . nu .\ a g. f .... , ...-
a“. rut; :e .033 £36 1-x 04 $11., n-eztre;+:.=.;--ez'.

£-

ELLE»...- ‘i’u enlist: ;....i..m~..r...w age: '31:}: AS SC: 02101: farm-am...

It. we. probably of little value to ask. about the degree
of use of the newsyegzer in the animals as the writer i’L-i‘bd. no
means of measurement. Ree-ever, four schools Payer-ted mm:
newsyapere re re used extensively while mum-times reported
moderate use. One would preexme from this man in same schools

the use of newwayare was mged, mum in others they were

fis’ "/

23
held :13 lee 3 3.2212112121294112. .32eve :1 8211100121 report-2.2a tint news-
papers were given little use. A fez-2' ecimele mantlenea 12112323
they (19222311112311 an newspapers being; 13110212: 221'. 111 by the etar 11112-121233.
T1123 re2'2c1rt intimates that 72 per cent of 121113 sol-22.22313 etmlied
are 11'1'1112' use or the ne "2123:2312 to em .13 2‘ e gree.

Table VI has 121103111 that many schools 11:11:23 access to
«11112129111: 21233101131122.1121. T221216 IX 112102211 the amount of $1122.22

devoted. to the 91:21:23 01' c 11*"22111: eve .te.

”RULE... IX

”’1?“ 1112. [12.11.041.233 TC} 11.1222 5317.31”): 0? C33!» :11” £553. ‘33
I.” in.“ v1umUJJ 331133143

 

 

 

4. One £113.31. period also part of 1 ‘
. . p.21 ...

1: em. 1321 - § ‘ 33-38 .

 
 

 

 

 

 

 

 

 

u... ..ev---w---~“v. ..—..--- .- ..., .....-...—«n.--~o.-~.a\..._....-«--..-....-._~--~.'—uo-.~.- 1m’w.—-v--h—~FW‘R .... -o~. ”......- H- -..... .- .- -.., .... .

thirty-1mm pea" cent of the 13212100113 allotted. one full
'period a week: 122:: the study of curs-9111: events 21113.13 only 3
per cent gave two 2291110213 23. 26911;. Eighteen 230110013 (or 313.3
per cent) re; 2211122111 givim' part 0‘: each 211205.211 etfiiee 2212121011
to each study. Seven schools (or 13.9 2231' cent) allowed no

03.212123 tiszae far- the atmiy of current events 22111.1 13!» 2292' cen

211
regorted.that one full periofi eadh.week, and in afidition
2:22.111: 01' each 122121011 or 2001211 etzfllm 0.333923, 222.19 given to
current stufl‘.

A teacher is usually interested in methofia of measur-
ing teaching success and in keeping aegievement records for
the students. Table X shows the practice icilowed in the

schools selectafi.

"H F' “51.11.: X
rii‘iN}; aha-30‘ U? U\}: OF é uub224v-HJHJ..¢ ‘ -;::“r
13 1.11.... 13.323111: 21.1.1 1531.121: 11..-,J1154J
AL; ‘0‘“U3-iodn) bu‘ 3553.4 54 Qv‘avsjlvh’

Types of Tests

.. <- .-...--. ~ 1-1 1 - ... . . .- .. ... ... _. .. ..«.. . .

 

Gamaletlc

 

u; 2nfl 21183

 

 

 

 

 

O

‘1

1

1.1:

{‘0
E3

41-:

f
1.21..

 

 

 

 

 

 

 

"Sul

 

There were 50 schools reporting the use of teacher-made
teats. Csmpletion questions were uged in 92 gar cent of the
9353013 and true and false in 87 per cent. The essay type

”as use& in 55 per cent. Lore than.hal£ of the schoola used

E}

v'tching tyye tests. A saall number reported the use or

mult1* 2:13 choice tad c ause and raault.

25

Only about 53 per cent of the schools reported the use
of s '.gzdwiized tests. Party per cent 01’ the m‘vrols do not
use standardized tests.

Table XI shows clifx‘erent methods; of teaci.in;; used by
the instrucfiora of social 313116.132: in the 5-13- schsols selected

far this: study.

TJL... XI

! '3'", r?” r ‘9'" :-',-w. a —~‘.-'~.-;"--*:1 '91} (7» 3-. 23‘2""- 1ft".
5“} Lnotkbi‘xa'oq in)“ lindéid All mic III-A) H4. UA/Iamad
V" p ' I . '

O . , . s” ,1 fi" .-y. . '.I'AOI, '5 . "’J‘ . Iv...“ 1.1.3 .qr'. .- .1 “l"' 0 .r' 13- 9 ‘r‘lg‘
‘ 7" ..-, - -- 1- ‘ ‘ .v 1"" . .0 . '0 - ' h "1 I‘ ' ,I ~- .v .n t ‘, V .
Ag “in -lh’ov“ 1")“ In} aid! “lobed: at -o‘ “5"--. o. .1... ‘fl-#&»‘- NJ... ‘1‘; U»..-J

Fr" ‘7; H

 

¢ Izgsifmed 1mm he
Soczggizeg Egggggtion g9
5%

Suf~crvinet

 

 

   

 

Project

3Q
‘ Lec‘turg 34$ 7 1

 

 

 

 

 

 

 

 

 

Lara than two thirds of the teachers used the assigned
tepio method. As ahown by the above table, a large majority
of the teachers use methods permittmgg pagdl mitiatlve. The
131-03th and laboratory memo-<13, whereby the 331311021 123 and
teachers work together in the classroom with available material,

were used in many of the schools. Panel QIBQLLSSIOH as a method,

“3-113 113911 by 31" 630310310. It is: 13'1E-,x°ste,-3tin to note film-t 1:33.133

were Lzenzi meal by three acne-12 22-1.1 firing: 1.3:; 3:23. The last
1333 men 3-32134 were added. ta tile list already given, by the
irfuflvest L‘J. LEI-31‘, 1n the 3-er vi} "311*.

IT. inc-Ly be Be an in Ta :13 XII, cor-3110:3- fma tiLe Ont-L
1n the questionnaire, tha :15 "any (11 fife-rent {331:3105553 VL‘CI‘G used

in the tag-chin; of social eta-Lanes.

{0“ 5'5- ov‘ CDC fl

4“ WJ-‘e J ‘34.

“I“ ' - '. a" "‘17”? -'-'-" 1:1" 3 5 '.'
O‘J: nod-4+" UL‘ lit-l“... . ;J‘ “-..l 1‘ L‘d.) ‘.'V" :53 U2) 3....)
'- “.

Li Jun-J3 uJV-L.“ QauJi-a-LJ 044'qu Jun)
UL" Juli; ViUBQ-‘IEJAJ OktoLvVLpJ

_ , o . J n -- - , -
-0. w' J" c ‘.'; -.L. ”-4”. «Hg-0H . ‘- »M—mmv. ...—W'- W‘o>-‘*~§v\ q-mv c.— .. c—v-ov-o- u-r ~’ ~—r~*~w~-~~nv-u~u—~—— .. w“

Ember of different memoiia x: 3‘33? 01‘ 130-39313 regmrt-
12.303 in 532;; one 3313331 1:13 the use 31‘ each

-~—--- —-- '"4---" --~ .... -.....“ ...-..- ”p.---~...-~-——...-m-. .-44. .._......-.... _-\ ._.— —~ -— .- ». -..—.... -..._..,L~.» -q--o- u.u—-’.. ... ..-A --.-‘- w... -5» - . ,., .-— .4» -.— . - -- ..

i
[H

 

 

 

 

IGILJ'INW

 

 

Wmamm-qm
3.:
-J

 

 

 

 

o p—u-Q-q—u v—-—~-— ---.---- -_4».4. ----

 

It: 13 interestinj to. note that nscrly all the instruc-
tors yreferre-t}. a cam-"fin 1.3m or mam-1:; of temfiLix‘L-g. Five
30210013 used as many as seven cliffe'etz‘ent mmoac. we school

rejortmi the up 9 03? e132; .. EZL-LILtecn camels mule mantis-m of

27
four different metimda used in their 0152... see. Four schools
reported the use of but one method. Unauthiml or the 50150013
used timee or less. Median number used was 21.5,

In an at tempt to 1355131 30526 of the means of stimflating
merit in social studies the writer asked the instructors to
check certain devices named in the questionnaire and add any
others which were being used in their classes. T551316 XIII

mallcates the devices and the fr 5: 11135103! of use in the schools.

T555535... "‘ XIII

U03 UF 1555.)th ECTIU}: n 5.1.. D Vila“) UP V JIU‘JD KLUJS
IN "5331.51.54 STJMINJ LLJLSLMQ

.—.‘ —-»-—-.v~ - «...---.”- ...-a. -.- ..- v -..r- - ”...—... . 5.-- -~.. p---c- . _.- .-J..- -———-—.-....—-.fi...-.. fin-” -... -. - .- .1... . . ... .. .._.-.-. «.5 ...-.. _, .5. ..- .Q.~-. . .._-- . -----...

 

 

 

 

 

 

 

 

 

 

 

 

F" iii" - bite. '" 55 A Efl ‘ C' 3.
15.5.19 _ 1 W ,_ 5, 33 6
£30132:on -" 5 A 5 M 5 5 fl 5 1 37,31»
Scr‘v’t-fimalz _ _ 1 A A 39 _ ”jg
Deb tea 1 fi .55 £1 55,5 i J
i , 5 a ” A 5555....” w 1
Drama ti 2:: .1021 1 £5 3 ”’64;
tom 5 5’ aw 1 ~ 3%..“
65555.. “‘ .. __ H}, 5“ 5 ,51 ngvf,4 ‘

Forty-eight of the 51!» schools re1tvorted the use of the
bmletin boat-5‘53. as a teaching; device. nearly tar-Io minis (61
per cent) used the comparatively new device, ti5e ratio, and

nearly half, (:38 per cent) used film. more tin-5n half the

28
schools re )01‘tz;d the use of workbooks, setaphooizs, en:1 de-

tizetien to st '35:-

 

‘cetee. '1‘:-:enty-five echo-ole eerie use of are
lete their work in social statues and twenty-one mentioned
cartoons. Seven reported the use of: gen-es, 5.2.3 a device.

The 6198111011 of freeeom of (4136».05‘3‘] of co: traversal-3.1
iss ues has often been a {moist for mmy teachers of social
science. Table XIV presents the data. report-:51 by the fifty-

fow: 1111’le schools.

:- van- 1'! Q.’

T..i."J-d.h “I.”

Ebb“: 0:? HHHWLI’ V? :31; U dedi- 3? C J24: BL~KJ “'4‘; ‘I‘-;‘ 1:13 ')33
1.5.23 1% ~10.”th .92 iii“: 5‘!" SJ¢1ULW

€1,133 STIQII

 

Controversial issues discussed 4 f
‘ greely? , _ 3% 19,135 -

,. 1
some discussion of controversial 1
“401.193? A 2" 733‘

 

 

‘ 155.5
{run—u-I.‘

‘ Ito free discussion of comm»
W? 5 __1 5 5 M
1|.

no report

 

 

 

 

 

 

 

Free discussion of controversial issues was carried on
in 75.. per cent or the 5&1» schools. Fourteen per cent re12~orte51
eat they (lid not have free discussion sills: seven per cent

resorted some frae éiecussion. Four schools 5115:}. not regort.
filflio’tegh some schools reported free discussion of such issues,

they did not list any e1;;eciel questions $551055 115.51 been

discussed. (Jae Cantrovsrgial Issues, A;;sndix, p.
Table XV snsws a nufibsr or 09dt_JVC“lgl 133103 listed
in the q1¢stion11irs, which were reys tel as being discus ed,

in 532131 studies classes.

('15.; I.‘ Vv
“Imelda-O 6‘

511.331.; ......JLL 1.33.5123 LIVCU'LSIL
Bi: ‘12:; 4.....1141 1.4.: BA .91-...3 (4-4‘.;.:-4.J
C? 1:.“ J4 ”\io'uu‘gfl ' fwd-Lu.)

.._...‘~.. ..._..-...... ...-4.444. n. on -..-...- .. ~ —..4..-.

Frequency

.-v- .a w.-—.——-r->¢~--u-m—-.—

 

 

 

 

 

 

 

 

 

 

 

1...
F r)

1""
LH'
5 ;

'3
{ad

1

1

[

 

 

 

 

 

 

 

 

 

 

 

 

A: LA La mu LA 1? Ln U1 #4 R: k3 13-‘51 E;

scarity

I.“

 

 

 

Othsrlyroblems.mentisnoa by one aches: in sacs case

were: Evolution, Child Labor, Sugreme Court, flew beal,

3“-
\J‘
Wn‘. "' . Q - ‘1' ~ -’ ‘1! . ‘2 f‘- ‘ 4-51 t . . -. Q'r ‘z; 13.?

"...”lflg’ chad-L". ‘1’ 1:13.15. 142?; 71:11.0. Oi to“ "30C: .5. aunt-1...: {all {1’ Cu; 111.38,

‘TIH ' on \ - a I. . ’.'-r: .v'u ‘If
A.“ uhtlfli'l, 4-11.;fflc, UWSCJfi

 

‘5 -\

11.1... e. amen-sit; 01 ee1‘1t1‘eversiei issues is discueee
by the social stews» c-1311... 13 1:11:10; ted by the :reeehing
mble. 12111111111 there 111;, be ce decreble overlemsiz‘zg, the
writer 1111:; listed. 1:13:11 1111 given by the variant-.11 1161:1318.
1111113103; Cermtlene 1n 12:11:11.3: and 11:11."; 1.5.7.10:- 1111111: 1111123;
Euregsem eit-mtiene; Jewish question; relief; e113. reerhzment
were the leading topics of 1115011331011. From the frequency
at “31311 113511111 of these issue-3, the "err er believes tint the
teg'eles rule“. .339 1:11:31: froc;:1e11tly 13.5.ee=,1e:;e<l 1n the sofa-1112119
oer-reamed quite definitely t.) he frequency of their 13.130111»
31011 121 1literet'1re 11.111.113.19 t9 the s—tetient. (See Table

V1 11111 VII, :1. 19 1111:“: 23..)

210:1 11:1: 031’: 02‘ 111111111115 1:51 1151' IL; '11:; 521 312.121."; 3.1111)
11111.1 ten eeheele re;‘:-erted free 13915121101329. Twelve
8111111013 eperted that the children furnished all their mm
reference material, widle the board of education 329231111111
refex -1219 material ‘50 3.2 9111190151. A fee 911119313 2191121011113.
other means of 11111 from the Chamber of Cen‘aerce, resent-
eaelmr 1.113011111210113, and libraries. A number of these 3411318
803101313 1113.116 mention of the fact tins-1t stuckente (1001.:rereted
with the beam. of e11-1-,10=t1;1n in buying; source m1teriel for the
school. In 601113 ceeee source meterlel wee alee purchased

by the teachers .

1.

SUZLfiKK 33.3 3226 ”3Z6: 0? PIZUI»~1

E13 fallmrmg 3 131.13.? ' 3.. .3. (11303:: 31:11: 13 an 1213;13:151-211."

21:: 311-33 11:2. 1131;133:311: 31.1.1333 of 13.3 3311131. 1333.13.31 311-131131-
23tiun is n33 attemgtea.

(1) The 330131 9333133 adbjeota 3'133t co13.31, tcw -----
are Civics, 3m3r1¢13,fl133033; florid E13tary, Leonauics, mciern
E13303 , Comaunity Civic3, 131.3131 333001 bafi‘rub.J.

The median number or 330111 3013333 subjecza 133311.1n
tuo V331033 schools was 5.5. These were not 3311 distributed
amang the gr1d33 in high school, thar fore 3033 31333333
were recc1vin3 no 1natr3ct1 a in these squectg. 1113 does
not mean, hswever, $313 t3? y 33:11 not recelve such instruction
in the next grade.

(2) £11 of the schools regarted that 33331333nt3ry
m33331113 otner than textbooks were used in the 3331613, 33d
1:231: 12133 3.1.1.3 allotted £1.13 the sway of eta-rent. events. Such
current * Miodicale as 3.r310.n Chgerven, C3333 nt Events,

1.1593331} .‘~~?3r1v1@';1,; Nantflc, 9m} Pegfler's {11393'5 3.33:! 00:33..

   

 

 

1301113? 1133.1 3.3 source 313t31°131.m!3;1;1ers were also used as

source m1terial 1n social 3311133 6133393.

aiming, 333 Ein133,18 333 vawn, ’ 1n the 1r worka,
offer 33 gjeatlons for prn.ruaa 1n the curract events 3h..339 of
social 3333133.

33 Current events shoald.be taught in connection with

...— _._ A A—

13
A. C. filming and D. d. Bin1n3,Teachln3 800131 553313.

Mil—Ex. W. p- 201.1521). I 3‘18}?
C3: A'J -lej inc. ’ Lyj).

 

 

193. R. Tryon, The ;€.1c1‘l 201:.3333 L-a Sch :1
a C .3

.500- 12133 farm-1,113.1 310131311313 1 .. 113. :15).

  

'2')
)3...
130012.31. 311111.133.
b. J 3:111:11' 1.11.13... 1.111? 11-011 $011301 31: 13.113113 are evn’fie

cf 1;: first-$111113; attire-ct 1:11-1:33.

:1. 0.1133111; :. 1111113 3113112111 be 31 en :1. 17:51.31; 31’ .11 3:101:11
8121111193 36131011, or 31 33111331 :1 ‘1’333: 5110211". be 21117.11 for this
3m.

(3) 3.1313 1111'; "era-111'. 113111111113 0‘1" 1.113113110131311 1.10139 11:11.11 in
122.3 713413113 30313013. ....111 ltnyic, 30013112311 recitxtien,
eager-vised eta-.ly, and 3303301: 1113132111113 were the 1311111313 01133
re. Drte 11 by the 11131313113133.

or 1113111131131. 1113.: 1; 11.111120 113%:

S: nee punt-see gives directienz and 11133 1.111113; 1:0 eV3ry

83110313101131 11113511331411” 1t folio-33 $21.11; 1113 1.11011 agar-t

1‘1"“ 1 3:11:13 033 lacks be 1.11 direction 3.11:1 Inc-2.311: 1;, 1.1112; the

best method linked to interim, irrelevmt, confused,

m" 111115001111 3 3r:- )3 e, .33 311113311 by news 31083;:1: 311 frame

of reference. 0.111 give only inferier, irrelevmt, con-

fag-1.311., or 11111300131 r3:*.-..11t3, and that 3131;103 133:3 know-

101135, must. be (1011931111111, 5131111311, 3.1111 51313112113311 in

terms of 31111*;1ose."“

It 13 311.131.6111; that method “1131: be 81:11.1 12311 to 1119 81.111111-
131.131’1.

(4) That most 331100.13 ..we 3301;1111213, * much varies}. 3.3303131
as 2113:1113 of stimulating the 131.1111 and 11371.31n3t1011 13 3110311 by
1:13 111113113: of devices 113311 by the :llffere 11. 1...’c1..c.. 2211106
1113-31; s< 11.113113 new 311311 6131:1031: 3:: 111111013, 1'1 1.1.13, 3.1.11 0331;313:151,
30331311313 111th balletln 1.10.4113, 30133131110033, 111113.11, charts-1,3111}

my other devices 3.3 m3:- 3 of instruction ., we can 7:13 csnvincesl

mat the child's 1831311113 13 no longer left to the limitations

'30.. .. . V M .F 7 m
" umeat 11,0131 1191211013 1?: 11131133331311 1:: 1:113 .0313}. 31131111193.
xart XV: p. by. «1121;113:111 11. :WI‘T'LLL 11:13'

1.33 211-1131;: 611113133 Jericner'a Sons. 1937.

 

33

of imagination.

Horn gives the following criteria for appraising
devices:21

(a) Do they help the child to obtain or construct
concepts that are clear, accurate, and well organized?

. (b) Do they d1rect.his attention to the part of the
problem that they purport to serve?

(c) Do they increase interest and persistency?

(d) Do they develop disciplined habits of thinking that
are dependable and efficient?

From these criteria one can readily see that materials
for instruction should be chosen only after a careful consi-
deration or the situation involved.

(5) More than half of the schools listed four or more
aims for teaching social studies.

a. G. Kimmel in.his observations of social studies
found 135 different objectives for one course of study in a
single grade, 85 in the introduction of one unit alone?2 Kim—
mel says that almost every conceivable purpose that could be
claimed for instruction in any field is to be found among the“
objectives and aims listed for the social studies. He makes
it clear, however, that listing of Objectives should not be

a mere formality attended to as a matter of ritual, but rather

Al

alErnest Horn, Methods of Instruction in Social Studies.

Part XV, p. EEI~¢EE; American HTEtorIcaI IssocIation.
flew York: Charles Scribner's Sons. 1937.

22
w, G. Kimmel, ”Observations by a Visitor fron.Atlantis on
Instruction in Social Studies.“ The Social Studies.

25: 181-6. April, 1933+.

the sett in u; of surposes.

L;

a

horn says 0: sins :

Th aims an;.r-c*“33c3 o:
133.. I. iy0605-1‘Jli 01:." that-l, zen—L if 14416383
than in a realistic r-nner tLi.=:

fleetsd in the
ins. out an inordinately e
indefinite, contradio stor", full
tyges an.
orients

\v'i‘,‘
..‘w

5
1;;

tn ts; he? in ti;18 on

It ses=

A.
4.03,

«hilt: “labiCi'oy Of fling}.

u 1 I '.‘
“‘3 task};

are woven to in an intel

in the united states it .331‘

liVB in a democracy, without me;

isenship, world consciousness, and tolera
(6' TLirty-oi :.t so; M3 3
troversial issues. a diverei

in; in

social lif: are exceed.
u131 is to de cal with
(remix-:1?! 2:11:32: be re-
methods of teach»

of

however, there is some 5

curriculum and in the

... 5 ’.‘ '.‘, ‘.1 l n ,
gent}... Jo; t1 5-!

'1‘ "’ -"
:11; 01.34

lig’ble yattcrn.

. g. ._.g ,
Quiz. L121 ta‘ldg

4.

of objectives -
and stereo-

all): ...:453

.1 ._; .- ..‘i “- .. ‘ 1 4.“. . J
‘1. V3.1». U... £3 . ...... ~33. 3 '.‘ DQJJ..L~M. .L “.3 3.3-3.3...‘13I'fiysmm
plea sitn

c.3n.‘)

..
a

i on for a

c1143 ‘ J‘liCh

. _ J—
0 ...w U

‘.fi ’N ’ '.'.
by“..- kbvfia",

3?".31‘ “‘2" 1:319,

be difficult to teacL has to

9 1 q!
a...)

i; 305.}. 01%-

ticn.

pars-iii: fro-e disc

ty of issues were 11

5.2413,}; 0: com

S:

ted in the

questionnaire and were mistly current tagics.

of controversial 13.1.3,

....
' ‘ -

La 04'}. tJ. 1V
SCALJls 812.3

I... ‘43,}, .2314

Q I)

J.,'V‘ I 1(9r‘t’9f‘33
r
13

v

.3133?“ ‘.'.C t oil“ 5.1.}.

TEEN}

norn says:

:nnot be e.cleneu from the
by limiting instraction in history, gees.
etc of

JV’QAIeTLTalL, 012‘ by '3!

J..."

.attengtinb to this rei:*e in den riitive asgects alone.“
”In doctri nation and 1u\u)bud3flt thinking,“ as ?reenan

A ... ,5.

‘fl'lw‘fi';
$46.va

"are not distin

thing like the

.‘a

23

points 03',

“3713} igtfigs

“an; 1. 1.6-741 ..is
b5“

iraest horn,
.élrt Jipv'

’N“ ‘3.
LU“ 0‘4!» :

EI'E’I‘ ' ”yin Li...

W

‘.I. ‘.‘-i.
{:‘kalg '3533

 

l‘iri; ”C; ’.1-4"":

2#._,

Ch

.L..U .

“‘9“ .. 9.. ?‘ '.‘“. ,. ... ,1" . “‘ . . 4. .
4' $34.11."; 3m. 1.865.334“ " TALE} «Tab -9. '3 0%: hi}...-
ing :rocess. - 1;.9.
a. , , {.3 ., - -.
“:5"11u.t£ ..'..::\I,.. Y‘: :JO- 3:;. --' V.” .- fl‘qulj‘u U..L

in
TT.

4.5.. ..l. '.u-I...

5...: 301?}, Law hiiefi (3}:E‘II1.{‘-1J35-J.

Alt-£-

clear out fashion that is of

ETA

hail 1.0.1.1.
l”. S S»);‘; "5..

from each otLer in_any-

«25

'3

" 53 5.39%.

333013; Ltmdies.
:Uia’i'vikjflo
2'.” 0

J 8.3

‘0‘ .- rq -.
he; as: 1.48-3.53}-
? ' O E .11"-

. ,- '3
sw“‘L

-. .- Luv“:- Gil-.30, p. as}.
has.inct)n, D. 6., nations 1 ascension association, 1956.

35

The question is then rather 33.3.21: issuea shall be selected,
£135.11 in 3:12.31} mammr 31:33? 82311 be dealt w 223:1 or 1302:: they my

q

58 SGlVfido

CJ“ TLLR III
CJL¢CLUwI ‘33 AEiJ £MLJ-J "fibzboffin “lard;

Sun 11 cancluaisns as are drawn from tLe inveatithion
lead to @038 suggestions and recommendatiens for an inte-
grated program which.the writer inLithed as the yurposea
of ELL atuLy.

From the stuLy we arrive at the conclusion that the
tLhk of the social studies, which.is the particular field
of concern in tnia investigation, is to aid the youth to the
fullest prLotioLble understanding or our sociLl orfler and to
a meaningful realization of the ways in LLicL tLe inLiviauLl
may effeetively erticifate in that orLer.

The effect of recent eéucational philosophy ugon the
methoda of teaching has dee a definite cthge from the tradi-
tional¢

Lining Lad Lining in their worka etLte:

The central place in the school. in theory at
leLat. has been given to the pupil. The teacher an-
not substitute his activity for that of ELL puyil in
the leirning proceas . . . In the social studies even
more than in any otuer auquat in fine seconfiLry school,
socialization is necessary.‘° '

LL15 indicates tLLt the trenu is away f: om r155 a formalism

in teaching procedures and that any proaeas wLiah is not based

.... A.‘ A LA

26

Lrthur C. Lining, and David H. Lining. TeLcLina Social
Studies in Lecnndarv fichonla. p. 71. a. LLL Lark:
m .' Y , r7. . v «-
Leuruaadfil Loci LougLny. 1939.

   

‘fll...

ugon the "pugil activity“ cccccpticn is not in accord club V,
these accent theories.

lerhcpa the outcficnfling imprcccicna gainea, by the
writer, through an anclycis or the data of th study, is the
alversity in mcterials cna prccticec in sccial etsfliea pro-
grams of tuc varioca schools. The frccflcm of choice of meth-
o<13 of instruction and. instructiorml dcviccs 13 c130 —::-:~.;..~;:wrent.
Saga confusion may result unless one Psalizcs taat a consider»
able amount of effort tcaard the dcvclcpucnt of cancrete pro-
ccdlres in file use of fievices cua activity programs is indi—
cated. The concept or chat cue school can an; ought to do
fcr*youih must he‘broadaned to include many functicnc not tra-
ditionally thought of as ”9*hoclin3.' Emghasis mufit be placed
on guidance services; on the dcvalcpment of character cnc per-
sonality and the activity possibilities of education. In
accorfl with these stctcccuts, ihc lucriccn Youth COQfiifiSiOfl
says:

The curriculum of the aeccndcry school must give
less emynasis to the purely intellectual and college»
preparatory objectives and subjects, and much more time
to subjects, and asyecta of cucjects more closely allica
to the problemc or individualc as citizens, hams makera,
consumers of goods, and participants in leisure activi-
ties . . . acre attention must be given to developing a
national vision or needs and leadership . . . In the
light of the needs of the times in our industrial cameo.
racy much mare time should be given to the social studies.

wnicn ahculd be taught in every yecg of the secocda
schools and required of all pupils. 7

Concerning social studies in the senior.high schools

Krey says:

2?A Summary of the Activities, Ccnclusicns 9nd 33$“mmfinlutimmg
W

1. is- f M v,.il LFfiP‘firf?‘fT" - .i_l .. ~
of has :--..ns?I*ic:;z_'§ loam; GUuLJl-Eifil‘QJ; y. oly. uuuL‘iCLJl
‘E3§?c§l on héuccficn. Jasuingten, 3. G.. catcher, 1937.

38

In contrast to the highly imaginative state of
mind of the Juniorbhigh-school years, the senior>high
school is characterized by a relatively sophisticated
attitude of interest in the immediate and practical
concerns of life. They wish to come to grips with prob-
lems of the present world, and explore vocational pos-
sibilities in a realistic and personal fashion. while
the Junior high school pupils are led to learn much
about the immediate and practical, the senior high
school students, especially in the grades X-XII must
learn much.about the remote even though their attention
is primarily upon the immediate.2°

This criticism or senior high schools would indicate, it seems,
that national as well as local problems are considered in
these grades. Newspapers and other periodicals, therefore,
become automaticallyan integrated part of every day refer-
ence material and should be used throughout this period. At
this stage or the students' work, the connection between the
local community and the shale social scheme can be recognized
in a practical and realistic manner. If this is done there
can be little criticism that the integrated social studies
pregram is not vital, and that pupils are not informed how to
live in a democratic society.

In View of what may be implied from the analysis of
the data of the actual-status of the social studies programs,
of the high schools selected, and other studies made,29 the
writer suggests the following criteria for an integrated.
social studies prog T2:

A A __ , ..4

28A. C. Krey, A Regional Program for the Social Studies,

p. 77-76: *Nes York: The MacmiIIEn Company. 1938.

29Social Studies Curriculum. Fourteenth Yearbook Depart~
menf of Superintendence, p. 142—147. Washington,
D. 0., National Education Association. 1936.

39

1. The first in Lsuot'e'mce is use sissy. It slmuld

he recogzised that the fine}. tr *t2‘2 in 530103;.1 131.332’fl’13
233233222232 and met simificmt gro‘olerrzs am one tiw 29-5.: 2.1

In such an age as the present, therefore, it is isgiortmt

to see that no Emcee untrue; be tsetpt as true.

2. ‘.Che second criterion is utilitv. .2eei’ulness must
be determined in reference to the basic purposes and plans.
the breed utility of a fact, a shill, or e. concegt t‘iepends
2.2;...on the kind of a life a pupil is lithe“; and the cihrscter
or society not? and in the near future. 1 to" ...:es may easily
occur yet an attempt to decide upon use£=2TLnoss of content
must be made. Use ”ulness may be egg-22322132221 on three bases:
(22) recediate meet-23.322335; (’0) later 222. efil new in school
work; rnd (c) us eleness in the dimly visioned situations
of the futzn’ac

3. the third criterion is 213?? :‘.inlit;;{. The {3313118
13130831013 of ...-2: eriel content is to he 2'21'281‘6 child Liters-st
in it is greatest. Thi is diff cult am: also 32:31:. the
test method, it so c .13, is to give trial of sct.2-l :.:--.tcriel

in several grades and discover the roint of {ghost-

(J?

st interest.
Licny 3:2: 3:2 ti me his 31.2513 23:; different authors, but no
definite rules are foxmd.

The into: rated social studies orcgrmn :23 2.1efinod indi-
0:23:33 2 "mil: of sari-i” or 2.2. “unit of Lunlere tuniing." The

folio-.3232; riteriri for selecti .23 3220.2 units so given by the

ho
writer are suggested by Schutte,30 Krey,31 and Tryon132
l. A unit of work mast be 531 c0333 in tne 1133t of
8.1339 01? 9.001.313. 331113.133. 9.11:3 Rm 131 “no gamma: 1:11:11 1111;, follow...
in? *‘1n133 1n ulna:

&. creatian cf atti‘“des Lnfi ifieula

b. deve101-ment of spec1flc abillt1ea
valm 339 in social relationshiga

c. develowgcnt of cri*1cal, social Judgments

c. 03133013 03 coo~eruuiax change, ealf—
confidence, and golf;cnntrol

e. '1‘1VJbi.d of ap12recigtian

f. the y‘u~’CL1Un o: ueflulte beh3vlor yatterna
for fine growth and Wolfere 0f flue individ'al
and scale 5y in *nor1l

2. 339 unit of 30:3.m133 be selectea £301 real life
situations conside d wowthwhlle to the pugil hecausa he
helyed select it.

3. 133 unit of 191-3 313: be someahing hue child can
carTy into his re 31 1116, and prsvld a a V3rlety 01 pupil
activity.

15-. 1110 unit 01‘ 111-333;: 111-1111:
and 33111 1 rsvlée for snme £319, informal associatian of
121114113.

5. 3133 unit of U913 must groviéa an 03303313131 for
fine 13311 to originate and 113m and flireot t3e activity as
f3r.as posaible.

6. 3aa3 unit of Wu11 must furnish leaas into other

. 1 ..h ... 1___A —¥

JCT. H. Schutte, ~930119~ tLQ 1001?? "tzstma on the Seoandg
MW ulna-M W“ Ins-r
~011JJ1. MQV‘SA, y. “gall-cu. Maui 3.011111 :1suuuLOh-4s1ma...

130., ljpda

   

:1. C. Krey; The :3 ion1l P“”“”d far 8L2 :flcial ”*N 193.
P. (l; “619' 4153154310“;sz “b.41L-L411AL $101333.ch 1JJQ.

 

    

o ,
3&1fl41.2.'“unfi,’ 0; w; ts‘L Ls .mxrfi 3:»
° 1 ' 11 i 1 ”° ' ' ° 1 ”1
$11.11.? 03:! c 3 bk}; (3 a 0333.11.03}, “1.311 U A , y. )3. xiv-t. .
#63 130531;: CAI-2.3.1" .1053 11611811133." 3 120.153. lJJ5.

1+1
4131113813.? .1311: or 5.21.41.11.12 1'...) ;.;...‘.‘..1' 11343113431‘121' :2. continued
441511324134; of "1‘51219‘3'313 44131 4444441241. “'3 ' .4114“...
7. 2"..4011 4444.11; of 4:333:37: 3443?. 144341;) 01-1’f] 9031-443. 444433311133.

{3. 1.31.4101; unit of 4:13:22 4...43t .1... 41.43 of 1.3.33. 44133-34213

(I:
‘1‘
L»
t

g ..
1‘

,3.
c?
t:
‘4
H
cf
I

.1; “- J».
1245.1; 3 :4): 11"1394 4.
'- . 9 . 2.. .-.. ..L -0, .4 ‘~. '.4..- .1
:- r!- - . , . V. 1 1-1 >. . ,. 3‘ Q N '9 . z ._. H, ' 71.x ~.
(fiat) it ‘3‘2-1.) {11...- S “-..; U; - 1.4-1)“ 3 on}.-. UT)“ 3-1.1; 5mm— “d '3} J On; JT.-'A4Ll."-u\;-.

42.245.

of ~31; 31.0 .1131 be 121311414341 5.) 14:4 to be carried

\0
p
it”

C

04:72; £21111 in the v-11: 1e ti3e.
3.43. 2.3446111 unit of .11. 14441.31. 3.0.4.1 ‘1‘.) 1.114: 111-: W33 ...) ...;3112‘. of
'234314~..23142 114.121.1343.

It can r644411ly be ..“1 131144134 4.23 ...*IL“:';‘.4'8 ~41 344934.441 3134461165
.13er 4:114:13 141'1'4-41'1 $42-41 5.44 414411353 033‘ 4:313:92, 4-4-4 131'“ 354. (211,12? :1 41433.1;
01‘ 41.341023144441143; 114...? 139.4131. 121253344134 the .41..4*ra44' 341354301; ZEL‘GtLI'
1343441141.: 93. ”730114.111 ”1'52 £35151: 13111.13 11123.41: the only 0 ‘*i‘& ici 43.44
145.1213}: the 414111344. 94.1.1341 19 1.11.1. it ten-.13 to 121442.41; dorm 132.4135th
3.1."? ba “1.....6'18333 ‘3 3441:, 1.3 131.4“ :31? course t:..:r.t a 4.4.15.1; is
c-iz‘elelly 14313533841, 1?. {flanges 1'13}: 013431241114 44.31.1311, 01.3013e21‘§.t10n,
111131."? titan, 24:11:: ca “#1193. 241334011 3471111314 343821-13 so 37..4ef 4.117 lag-.0111?”

0-5.0. ’.' ~ 3 o 1" ‘- I“... ~.“--' '- .a 4 '1
in 11...? 4.11-3.43 641.14.103.31041414. ...-.1013}. 441%.

 

35:9. :4. 31241142112, 3;. c1}... :13. 3%.

BEE-010G? J.L" «’5 .1;

A82 £31 or the activities ConcM slang and Icon*"nncwt ans.
.mdrTCJA Ionian Lawfasion of “311.9 (Ion. 2mm. 02‘. LIhayguon.
I’flfilficfigton’ D. Co. C’CtOber’ 1937. 1p. 50.

5243.9, Lester K. SngAr-"Mt‘ws for Deva]. 227-122: .. 5177.581”? 3. Smiles
... ‘— m at. W
.LII’O'J'Ia‘J 131 :“t 053;; .2394: .(,;_..001€3. ; Tfllet‘in, “Q. “5'

O..ugl')iA-”: 03%. U1, J» bli‘btl‘} *Vbfiblgé. 39:43a- ”1‘18 JUP';: Leé—I'aéh

men: of #2113110 Instruction, 1939. Sup. 3E3.

 

   

 

Alznaclz, John C. £63323 ch in “Mia r113??? Boston: Rough.-
ton Liffllflfi M)... 2.23%)" 1 jJU. if}, t J-LUO

hagley, 33111122221 C. am} Alexander ‘Ii‘imm.3. The 3.? my}? 0!
the Ijoclal Statues. Mar-106a: hiaipxIcI—LI Assoé‘ihfion.
:‘ art 21?“. Am; mm: Clmlea borioner’a bans. 1932.
9p. 8. -

 

Bea-I'd. Charles Austin. The fixture of ma Eco 1:1,} ficiencea
Felatim 3t; unléctlvws I “, on. 19g :ork:
CE'.L:J‘103.30214;I.I,:2' ..Imm. I'jfi. ..y. “rYEI.

 

Beard, Charles Austin. The Ikmrtrar of ti 19 800* '23-. Sciences.
[1439221031 historical Associatfon, ass-wt I. new Lara:
Ckmrles Scribner’s Sons. 1932, Pp. 122.

 

131111113, Arthur C. and filming, David H. Teaching Social
Studies in uncnnu"" fichools. flew IOPE: ubfll W-
50.13... ally. mljjslo 3p-

  
 

i111

  

Caswell, Hollis Leland and Campbell, D022}: 5. QIu'zviauhm
Deva-1n meant. ism-1 20121:: P41321031: 5-2001; Cougumy. 1935.
:1). OLA-l,

Conclusions and "acomamations of the Permission on the
‘ Jocii-Il LIL miles. “at; {W1 739 which? I ssocf .JEIon.
u‘ (223 .1" 0235: (”lawless harm-news Sons. 1931!- . Pp. 163.

Courtls, E3. A. Una-r4“? of “‘1 zcation
8‘33). firm... 6'

 
 

. Ann Arbor, 2 19211-
{L mm firhfi’fefl. I936. I12. 22.3.

yewey, John. Dczzscracz 9.22:3; iklncztien. Kev: Kerk: Tim
{34.014.112.501 L‘UAuJIy. Iggy. KP. #32}.

F533 Irigg an farm: ,;_2_ 1__}_1 ti___-3__e :Z‘t2cictl Selene“... Cozmlttee on
manila; of mTe 253.200: 22;;23 Institu :2. mednwton, D. G.
trusting Coz'gomtion of Imerica. 1931. I39 . 19’4.

   

“3

Everett, 351133.101. The Comfhmitl 53:333-- '31. new TOTE-'.1: I).
Epileton-Cenihh‘y mighmj. I)”. 3p. "‘7.
Good, Carter h, harm A. 3., and mates, Doug: as 2:. The
3.84"; ;’)=T‘.="10 .1! (\f lr$\)nt4t Grit-1 "‘t.‘3.'}f‘“rC:f}.o 1‘81? :v'avrk:
U. :.33‘18usJ11-ueslfa‘y Om‘-w¢lky. 1337:}. :p. U2.

 

Good. 3753.1‘1‘811 Ii. 3'3“? to :"m’" 1‘3 3. Tbs-Ct T‘“3“"t 11m 11* “b0!"
m .... at“

1.110111%. c7311 .4 i)= ‘.1. “£1.12in- I37). :2; :20.

Good, Carter V. "Selected lblid“""'4&! on the '.-.;e modology
of Lulu“ $101.12.]. ' ese arch anti Jag—ted mullahs.“
Jflw‘”? 1 Of; “1" ti “31-133.; {Pfin'Y‘CL ' 2): 150-70. Octo-
"3*: 4-2.5.)- "
Grande, Iiaroldb ‘. '.‘.n 13:39 Human valuation of the Counter-
Clma)z1010f3:cel 339221061 of 'lwcuinm 1.13.033." 5.21333733113th
Raster 11.9313, he fitment of 1... 11031131011, Lzzliversl ..J of
Earth ......ot... 13,... main]. WALL ... 30: 228-25.

I -a3. 1959.

Gray, Ruth A. .1 3-1.... 3-1: 0f fines-£33. Thai-“133183133. 60. i5. 53.
,W a u . ,;._ '1
Office er.” -..-.0... 2...... 3.3),... ~aes..1.q3;wzzz coverzment
Printing szice. 1p. 76.

llama, Paul R. 3353331 £19an £3 (3031;233:133. {-3878 Ear-23.:
D. £13 iletOfl-uCulGu—J LJJ'leo :jJ’J. Pp. 303.

£10m, Limes. t. ‘."et-Wr. 3 of I====t=~=m“‘¥*3 In £30c1::';1"3=.:=fi5.es.
P9 .0333 Of L‘s-3 UL’iil-ISSl‘Jil 051 9001-7 ubJuibb. [ .,

iliat-arioal association. new 1033:: Charles Scribner's
30113. 1957. .313. 5230

Iiilpatricli. iiilliam .z. W791?!” tho Curr” 0311“: 2-2933 "Griz:
ISBWSOII 811d COHQGJIY. .Lbi. 3:9. 143. V“

 

I’lllgatrlcli. William E. I'Thta 3301.31 Jltuatmn and the Curri-
calm.” 1.6""? .11 :4" “‘91? 7‘1“ 3. =99. *‘9..£1==2'1 3’5 1““‘11 2f):

1*}. Jan‘fl “‘3. I350. ‘7 "“’

232122331131, 331111233; G. ”Observe. tions by a Visitor from Atlantis
on Instruoti on in 5001.1 Sta-flea." The 53001:“.- studies,
25: §"2-3.:=.1)I’11, 1’34.

K121339313 '.'. G. Lutwctlca in 3.3.3.9. 53065: 1 “tunes Bu." '.‘—“hi...
Rational .....‘vhy of..ec..>.z....g .. ....chtqu. 1.030 m. 1;
1:50.21, U. :3. u‘fflca of Ldmcation 15111193111, 1,352.
1:0. 17, U. :3. Government .mnuLw Office, .as..1n~tcn,
Do Ct, 19)}. Jp- 10".

 

K003, Leon-1111 Vllment and "~"etzzuver, G-raymn. Fruitimce g;

 

,3, __ . :'. ,..f .
25:31:" 171 2-1“; 03 “Ml ... he ‘3’ lor‘ ' ‘.1... «#0'1111511 ‘7 a, -.....w.
1})... i 9. 0"on
‘.' a v I-ll 'h . t i I .- : "1
Imey. 355. C. ...;{3 E "G; '1'!) ‘3'” ‘1: P: #:135131‘ 1‘ f' ’2‘ $.71"? {'(ECi‘I'JJ- 5:31,”!p‘3.
”a...

 

 

33813! 1.03311: 1113 1111.11.14.41; 1.0.43: 111;]. lijjuo 13;). 4.3111.

1.0712216, A. 11., 1.1.39, Eliza-sin 8., aux}. 5:31.533... 4'». Lamar. The

‘xrar-rm of .1t1flesiiationalmuwey of Leconflary

.2C8313 0:1, 1“):})£' b.5111 1:0. 19, Dull-80131, 1332' is'Op 17.
_ '1'

~ ‘r' I E- “' ‘I "' .fl.-' 3’" "
fi-a.8.11111;t1‘11. Ufa) U p.511..1i.-sat A 0"»11 10.31.“ 1:14.108. 1' 3}. J .

 

Karl? . Florence 1001. “The Social ”mules 1n G-..;.=.:1e3 IK-

KII 1n 4.811‘1'91‘1 zed and .nor-r::.‘..:..,.1 301.3313.“ 5:911:30].
31,111.» ’ :1): fif‘r-Z’ "‘“L-J" 1:3/‘

'5115811. 1.8.3.1511. Co. and G‘C leta, 112101181 No Cf‘m‘icdlulfl
£37,371: .. 1r'1t:n::1:1. 531311.63. Chicago: (3......11153 Cori‘uner'a

13321:}. ’1’. ‘3” L”...

master's andfinoctor's Thesis. Bulletin 3.70. 5, 1935 for
1933-34. Uffice of 1.5.30.3. tic-z , 11531111131311, 1). 0.,
."::;.s:.i:1;‘t.311 Govermz‘aaflt grintlngg 9131.138. 3;..- 1&1.

Eisnrse, :{alter 3:231:12, and 1m:a11..rdt, :....-::.:: I). The Scientifgg
5mg“ of <3 'Mtimrj. .1-obl...¢:. New 201%.: Tim 1...;131i11m

{13.115 c4313.: .L/JJ. 4-on SQ".

1-' . . _ . I. ’.‘l 11. _‘ ‘.1 3 "I ‘ _ I:
{300138, Clmle. Cit‘zezw..1 7 fitmnzwu 3.1.2.117311-3u. Lew Kori-.1
mrican “-33.1 331.1,...114'. jjv. 1‘... 33....

0'30 01.17129, L. J. "::1 ......1 15713.? CC:’3.;:uz"-.1t§;. iéew Ior‘: D. C.
11.94%]. c.1310. addriultjo IjJU. if". (2)1.

Eurolwll, 51131121111 J. ”The iiistary 1:“: 13603211333: Schools --
11:11:; 17:43.1 It.” 2225503133. . 13:11:37, 30: 99.102, larch,

lIN'IQ.
Reader, ‘7an 3. g1: ‘57 ’-.E“:~it7 .. (31:33.13. -.10.ml*1~t,néLIlllnois:

v“

11113110 5011301. Elm; 0:11;}...11y. )9.» ‘13.

7
I

Hm, Itwold. fighmicvg Life am; the $033.90 .1 Q:‘.1":1c1.l:m.
Boston: uinn 5.21.1 szgzmy. I513.

30210013 in Sim-2.11 Com: 113211.193. Sevenfieenth Icarbook of the
assaciafion :3? 301.001 Aiministratora. has}: t-‘ton, ’
D. C. Latiorzal Ilaucaaion association, 19359. ‘.p. 600.

 

1*5

l Stqfiies on the Secwnaany

ch
w ~94.
A‘Bfltice~aall Inc. ‘33u.

SCLLItte, To 11. EF'SQ;§.RJZ tile L32!) I
ficheol Level. Lea 9033:
£313. Din).

gifts enth Icaruomk. Depart-

ashifibtgn, D. 0., fiational

£33. }...<).

£3 If? Mr” v” at Sig inaction.
'W' m9 t 02 54 aziufl9n¢unce,
zzaucatlan L sociatlon, 1337.
‘ggg Socitl Stulies Qurricalvm. Fourteenth Kearboak of the
ue,,r 'Jefit Uf'du‘prihtx melee, “9du1n"t9n, D. 0.,
hat1;)nal uudcabfl n "393pi tion, 1330. ag. 155.

 

 

a;

 

 

Emil-12 Will. AGRIGULTUIWL 8021003..
01110. e: W

 

Pox-:7, hiohigen

 

Pen-y Mulligan
October 4. 1933

We
SWt of Salmon
Perry, Liichigan

Whit. ‘ :

luplmingtomheeemote
m- eoeial etuciiee promme need in the maintain-sized
high schools of 1:510:11 an for the mix-pose or setting m
a practical program mica; may be used. in our high
school. This will necessitate the eemiing of a few
questions to the. superintendents at the” schools 1901'
their consideration.

The short queetimnire '11]. be
13de within the next few weeks and will be so arranged
that it will require but little time to give the inton-
ation needed. will you please reply on the minced
slip no that I may know whether you will find it poo-
eible to give the questionnaire your attention when
it 18 ready.

 

 

Simon-emf your-e, ,
r

emf of His 1':

1133390

"r7

3....LE :E-LIP TO 1332: 22;; I'M“
23! CPL-iii egg-Lama 0:1 auiAIudiqT
0F 1... 50:10:)..3?’ 5141.1.“

I will greatly appreciate it if yoo.will cheek one
of the folloelng statements and return in the eadreeeod
steeped envelope.

1. I will give the questionnaire my consideration.
2. I will not.heve time to give the questionnaire
my attention.

Signed

address

 

Quantum-mm

l. Cheek U) on the blank form hiformation concerning
your social studies program

20 you teach from textbooks only? Moe Bo

Do you use books as supplementary
material? Xeo Ho

Do you use My; leoentery material
other than books? Yes he

2. Cheek ) the magazines used in your ool‘zool ea
social studies reference material

a. Lite-ram Digest

 

b 0 50110139 tic

(3. Time

 

(1. American Observer
a. weekly Heee Review

1‘. Current Evento

 

g. i-Leoaer'e Digest

1 o feathflnder

 

" J. Eevieo of Reviews

to FOI‘UIB

 

1. Social Stufiieo

none other mgazinee need in your eelmol as social
studies material

so.

 

ml

0. it

”9

3. Do you use the newspaper as source tutorial for
social studies?
lee Ho
m

...—......
If so, what newn;:a.per3 do you use?
a. i l i
b._
fie

a. f i i

 

4. Check (I ) to what degree newspapers are used as
source material for social studies

a. ho use at all ._ l

b. Used very little

 

o. deed moderately

(1. Uses”. extmloively

5. Check (I
studies

the teaching metimds used in your social
3. Sooiolizerl recitation
b. Assigned topic

a; Lecture

(1. Panel discussion

6. Laboratory

to PI‘OJ eat

 

g. Supervised stink
Any other methods which you use
ht - i

3..

Juli i

6. Ghéok (I) the devices from this list used in your
social studies classes

a. I; 216.10

b.
e.
d.
a.
I.
9;.
ha
3..

Bulletin Semi;
SCfflpbOOKS
Drametizatlon
Games

Cartoons

Films

Debates

aorkbeeka

Add any other devices used

J . ‘ _ . A M

k.
1.

A.

v—w '.‘

M

7. 1: tests are used. check (J)

Teacher.mede tests
a. If. a «3:2; 1:32-38
b. Oral tests
6. Tree aua false
d. Comgletion

efifl any otner $336 of tests used in
your social studies eerk

e.
f.

Standarflized tests
a. True and false
b. Comgletion
o. eultigle choice

Add any other type used

 

‘3

 

 

 

 

 

 

the types usefl

 

 

 

[ J.salilllJl.1r~ ‘
1'ILHJ_IIVI ILV . i
q

 

 

8. now is the cost.of materials not in your school?

 

a. Have you free textbooks? loo fio
b. Bo tLe chiloren furnish all their _
own source material? lee no

 

a. Does the board or education furnioi
school material? Yes No

d. Io source material purchased by the
students with some aid from the

 

board of education? Ees____fio____
Lention any other means of provifiing source
material
e. f
fkl i

 

9. hint are your chief aims in the teaching of
social ataiieo?

a. To aid in éevelozing good citizen.
shiy?

b. To develop an interest in reading?

0. To dBVQIOp world consciousness?

 

d. To enable students to evaluate
exyerienceo?

Add any other aims, if any
30
f. A

10. If time is allotted in ociel otufiieo treatment for
current events, check ) how much time ie given

a. One perioa a week
b. Two perio&3 a week
0. A pert of each period

11. 1: current events are treated in some other way.
please indicate how it is done.

 

 

fit I‘ lull)“: {1" ....sol .. fun

52

12. Do you discuss controversial issues freely in your
social studies classes? .
Yes no

13. If controversial issues are éisé:usoed freely,
list the leading issues discuoosd during the
past few months in your soclol oti;183 cloooes

' Q! “I {nu/4",! F“ {3'4" x_;:_" :.-“."a .-.:g‘~,-"
LI“; 1‘ 0 f LJ".\I.: 1."; mm.) ‘11....111‘ J. EUHAD
r‘ ('.‘: =".=L.:'1" ‘ .‘U ;"~"-.-” . . 1';- “'.1? ~‘
A.) on); A”; Lump“ an.“ m. “it.“ -..-«.14

W

 

Ecgazine Frequency
1. Reader's Digest #7
2. Scholastic 41
7t

3. Time

4. fleekly mews Review

W
C}

5..Amor1ccn Observer

“.3
N

6. Current Events

R“:
U

7. fiarpor'a

8. I’athfindcr

H H H
(I: \u UT

9. Forum

10. Life

021V.)

11. RcViea of Reviews

6‘

12. Social Statics

.9
9

13. Current History

1%. Junior Review

4343‘

15. Pooular Lechanics

16..ctlantic 3
17. national Geographic 3
16. Our Times 2
19. History Bigest 2

20. SchOOl Life 2

LIST OF Eccmxmgs gz-ganmoz-zzb
A3 dutch... Mimi.

(continua-:1)
W
Razzinc Fro oucncy
21. 5.313
22.°Survcy
23. .. chaos} ‘ a 13.9 gor t
21%. Bail-sling America

25. Collicr's
E:

NNNNN

h.)

= . Emma]. Inatruc tor

27. 332.2: no Digest

EU
(71

. iiistarical Review

Scribner'a

\c
I‘

who
4.?

Gountry Gentleman
3“" 30131;; Noerica

32... Satumlay Lycning E—"oct

333-. smog Grzgmlllo
35. Fort‘me

36. Ken

37. 1138?}; can tiepcury

33. @01de Bell

t.
M.
n
(‘4
L
:3
K’-
F.
L:
(I;
"5
0'2
HHHFHHPPHPPHP

3‘3. £34829. 3 316012

55’

Grades in Which Certain Socio' STuJies AnTou‘jHr in tho

:- A 1
K65 E ’ EhrOHVneh'r in class 50 00
W W” IX x x: ' xu

: -._

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6’6

 

 

 

 

 

 

5‘7

3%. -. i Emmi m

 

Mi [arm-ox

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

58'

mi ._ a? J: __ E

_

_._. fig ._ ..____ E :

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5'7

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

lllllllllllllllllll'l!llll'l'nlllllll'l I'll-I'll" I I
I I'll III 'III IIII I
III 'Illllllllllltll II llllllll'lll lllllll l l
. _
III III lull I'lllllll [III-I'll III! I I
llllllllllllll Ill'lllllllll'll'lllllllllllllllllllll
_
all IIIIIIIIII‘Iolllllllllll'llllllclI'll-Illoll'll‘llllllllllllll
lliillllllllllil IIIIIIIIII'IIIIII' lllltllllll'lllllllllllll
II II Illllll'lllllllllll'lll llllllll llll'llllllllllllll
Ill'llllllllllllllllllllllllllI'll]IIIIIIIIIIIIIIIIII
_ - .
‘I'. I 'l l lllllllllllollll'lll lllll' l'lllllllll'lllll I'll!
. —

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

llllllll

i--$wfii-fiflflflfl-flfififlfiflwfifififi,.1 4.2.: 4.14.?

 

 

 

 

 

 

 

 

 

 

......a. snug - - wowiéwééwqw NEH? 4mm: .44- ”C .444.4.. fiéméfiw

 

fl_c0 nJOOA ...wa _ 7

 

Materials USZJ in the. schools

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

scngou
201 . 225
251 . 215

Bendle

278.300

Belleville

226 - 250
Bellevue

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wayland-Union

Harbor Beach
Williamston

Farmington
Holt

St. Charles
Vassar
Walled Lake
Boyne City
Cbarlevoix
Grandville
Northville

Mason

Tecums'eh

Caledonia
Chelsea
Chesaning
Croswell
Perry
Portland
Rockford
iRomeo
Durand
L’Anse

Ithaca.

 

 

 

 

l
I
|
I
|
I
I
I
I
I
I
|
|
I
I
I
I
!L. ....
I
I
|
I
I
|
I
l
I
I
I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

60

Sfudizs

Aims. 1(0)» (Sect-Gal

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_ _ . I
(ourcsjoL. J J Y— _ I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_
wafflifldocficcfiuko _ V_ n _

4.-....5-_B4.4U.4.H.4...4._v-44.-44.4u44w44w444gfiu44444.4-4.”..44444HC-
Egan-.. _ 444444 44444444444444 444 44414444 4444444 4. 4 44 44
-..-..44444-4--.4-.44:44.44.4.4v_-44.4.4- 44 4_4 444444 44444 4 _ 444444454
I...........v-£ _ 4 44 4444 4 44 _ 4 4 _:44 4:444. 4 44 4 44 74

4 4.44.44.4444444E4 4444444444444 4444444 44444444.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

n _
o_ n
U” h We e.m W "m _ s W
W42 nm "1w.“ 3 Law-mom 9.. h e .... Vamw. m 1.. e
. 0 e n ..l. . ..l. .
ml .maMaHflnm www.mm .mfifl MEN Nu... m _1m.n dYW ..m hemmflrfl “me ndnw. emm
. r o.
stmmmmmmm.wnmmmmmwmmaezmnmmnmmmmmmmmszWAwMNMzwm Mmmnumwm
Lime. 0 Malko __c .aflamfl EMEHWW— uflflo_%0%fi eomgwm .e wwvmwumadhufio
mmmmmmmnnfififimmeWwWWW mmfififimmWWWWWWW anfifimm JJJDDWWWREW

 

 

 

 

 

 

 

Mason

é!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0504:00 VV __ |_| IIIII I III ||_Il _I
Nth V ,y y¢ _ @4 IIIIIIIII IIIIIWI y IIWIIIlI I
mudgmizflomuow / IIIII_WIYW_I IIIIIIII IIIIII x II._II. I. If
£33m v. 44mm.- Ilwlllllll 1141 444b:!!!!.4
Azx.>uwus\uwmu~w I HI I WWQIIIIIIWIIIIIIIIWIIL IV4 IIII. WIWIIIIIIII 4
.l.m LUT:..%J+OA_. Y if. LIHII-IIIIWIUII-WIIII.JI:IIIIIIII~I_IMIN‘IHIV‘IHVII
r IIIIIIIIIIII
m 2.4;: .4. - --..4II..4I..4I4-IVI4IW4IIUI--4.4I4--_I.4I4I4.4
M ......é.......4 .. 4... 4 44.. .4.4.4.444444%-4444.44.44H44M4fi.44.4.4-4“
gaming -4..- 5 44. ... 44 4.... 4 4b4-WI-4I4.4.4.-....I4-.4.4-4IU
I II IIIII I ..IIIIIII..-II _
w IoEuZ flies} v VVVJZVTTJ V AM |I/..IIIU%IIIW*W4IL.IIL_WQIJIV_WIII__--EIV_W_I_W
gm .....MwmséHEWIM-44-4-H.-4I,.4-In--4--44..-...4-.w..4.4.4..-.._-44-4w4-
..m ...... . .4. . 444-4-8-W44....VHH-4- 4-....4w-!..4-4w4.4I4..4.444w.4w
... .....4.4.. 444.. 4,4.4.....4....4.....4....4-.4H4W4-4--.4-.4..4..4,.4-...44I.v4.44.4.-4.4
.m ..IIIIIIIH .4 u. y y .4 4. / 4
m #3993333 V IIIII 4IIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIII
adI IIIIIIIIIII
0
M an h m. em m m ...... m
m4.“ m 3 mm wwm am mmm M m m w. a .h my.“ m mm. 4. m m
.. . .m u .-.... d... s ... . ..-... 5.441.... .. ... 4.44..
www.mfimmjmmmmwhmmnmnm&_ww_ww_m M4m_m_nwm4m4H4M_M_N_R_R4T_U BB.C_C_D_ES B_B_C_D.D4G_H_HIL_NM
ILIILL . . ..II I IIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIII II

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.ooxvn ace .4... «Logo...

Io
3".I
I
5

 

 

 

 

 

 

& -0?!» woLs&Esz I

 

 

I
|
I
1|
0|
2|
D
II
All
kl
0|
0|
4|
4|
3:
o
5
LI
3|
2|
1|
Ial
sI
0|,
1|
a.|_
c
j.
2.
I1 [
O
2.
o
I
2.
Z
l
4
_&4
4
2.
I
4‘4.
3
2.
I

.32 .m. .3 /m
19.0
«43:56? 1.29.9 V

 

 

 

 

 

 

 

 

 

 

 

Ifludu—MIIIII I
nwiunr. 129.0 V , _ V”

 

 

 

 

 

 

 

 

 

 

 

—USL.30|n
3.59 tit

1.0.“qu
outflow 20:07.40

fl IIII I
, 35...... x..o> 23.2 W K V m
.NUBS&..L|~I onGUm—AU 7 V“

 

I V

 

 

 

 

1|-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

|
I/Irl

I .

I

|

_Gc»30.m arc...”

 

 

 

 

 

OUE.—t—\ C053: #80“

 

 

 

 

0302 .1 9.5.09

 

IIIII‘I‘ lll'lllIllIllIlllllllllllllllllllllll

4
.4 88:. total—Illlmu IIIIIIIIII 4W.I_III4II.I.4 IIIIII _ IIIII IIIW4|.IIIumaI_ IIIIIIII
3.9.359 _ 4y 7,. 5 457/ 7 w / r 4 4 M414 7?
4
4

 

 

posed In IIWC cSchooIS
I
_|_
I
‘7 I
I
I
I
I I
4|L|
I I
I l/I
I I
I
I
anananLan ‘
ILI .
_./__I__I
I I
I I
I I
I I
:I/
I
I
I
I
I
I
"I
____I
I
I
5mm};—
I
I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3
V
ml IIIIIIIIIIIIIIIII.IIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIII
- Z
W! 4000..“ VV 4 K .V. V VZ V M.
s I lllllllllllllllllll1I|IIIII IIIIIIIIIIIIIIIIIIIIIIlIIIIIIIIIIIIlII llllllll
w
a m n
N u” h a .w m n s m
W44 8 Wm Fm.“ a WWW . m e v. 9.. Yum m . e
H! .m .maH .B Rim dwfl d...“ 60 . mu aw. ..w l mm.o4F .m same mu
“JWMMMW4mm.wwm.mmmwmmM.4mm.mtmm.mmmmm44mmmMmhwmam 4mm...
rkderm rl _k nnc sdam n4u034wdflfl_ e c..... n a 4ut4d H.n...m.w Ha
mwmmmammmmmmmTW&mWWWW “mmmmmmmwmwmmm mmammma mfiflmyfiflmm
.

 

 

 

 

 

Norihville

L’Anse
Mason

 

 

 

 

 

 

 

 

 

 

 

 

 

 

45

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.. .. 4 ..4. ..-H...------....HH HI- H
- ------4-------------------- ---.. -------r-
-----4--4--r--..-------------..------..-----------
- - ----4---II..-I4..--w..HH4H......H4H--
I 4- ---4--- - -.4-------------..4---r----4-----fi---
-4 ............. 4 ........................ v.4 ..... 4--4-4----
figfizfixMIIw IIIIIII 4 IIIII 4I.Viw IIIII V IIIIIIIIIIII 4 4 4 44 4
m4....._....-..-..--...-. -:44.4-4-4-44....,..4.--.44-...4.4v4..w4..,w...4.4..4v.4.....44-.4--44
s4tJIIIIIwI- NMNIIIII4II4III4IIWMIW4N..IIIIIIIII4IIIIIIII4I 4| 4 4

 

 

I

Ex'rzn-r 0'? Use-2 01“ Newsparers

4 .

2:2 + 4 .4
4
_

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wayland—Union

Williamston

 

 

 

 

 

 

250
251 - 275
278 - 300

Belle_ville

Bellevue

 

 

 

 

 

 

 

 

 

 

scngou
201 . zzs

 

 

 

 

 

 

 

 

 

 

 

 

 

North Muskegon

Chesaning
Croswell
Farmin—gton
__ngbor Beach
Imlay City
Rockford
St. Charles
Vassar
Walled Lake
Coopersville
___Tecums'eh
'_ Boyne City
__Charlevoix
_Crystal Falls
Durand
Grandville
41133188
Northville
Mason

Ithaca

Romeo

Holt
Portland

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I
|
I
I
I
I
I
I
I
I
I
I
I
II...
I
I
I
I
I
I
I
I
I
I
I
I
I

 

 

 

 

 

(.4

TichIIorrecI to flu. Studofi of Cuvvcnf Evcma I‘n fIszarI'ou: 5QI~00I5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IllIllllllllllllIIII'IIIIIIIIIIIII'll I'll-Ill" I ll
‘ —
_
I III-Ill III III I'll-III IIIIIII
—
IIIIIIIIIllllllllllllllllllll .IIIIIIIIIIIII I
—
Illll [I'll-I'll IIIIIIIIIIIIIIIIIIIIIIIIIIIII
4 4
4 4
l III-[lllll IIIIIIIIIIIIIlll‘llllllllllllllll
4
_
.
4
4 4
III all Illlllllll'lllllllllllllllllllIIIIIIIIIIll'llll
.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

co>4fl
945.... oz 4

4
§§III IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
BewaorLsLoui L V 4 V4 / 4M4 .

4

 

III

 

 

 

INWU>>6 wouILUkUtQ I I
mafia... ...... w u 4. 4 4 4. 4 5 4 vv .4 44
«035 6 4I . I
locket okL. _ 4 4

 

 

 

 

 

 

 

|./|
K.

 

- a...“....HmmmmmmwmmwflH-HMMMMHMHHMHWWH

 

 

 

.a

 

. Wayland- Union
Williamston

 

 

 

 

 

 

 

 

 

 

 

 

 

Rockford

 

 

 

 

 

 

 

 

 

scugou
201 . 225

276-300

226 - 250
Belleville

 

 

 

 

 

 

Harbor Beach

u-—-

Norway

I:

 

 

 

 

 

 

 

 

 

North Muskegon

Caledonia
Chesaning
Farmington
_Ix_nlay City
Lake View
Portland
St. Charles
Vassar
Walled Lake
Coopersville
Reed 'City
Boyne City
Charlevoix
Bellevue
Clio
Davison
Durand .
Grandville

Chelsea

Croswell
Holt
Perry
Clare
Ithaca

 

 

 

 

 

 

 

 

 

 

 

 

 

-..——
————
—
_
—-
.-
.
.—

 

 

I
I
I
I
I
I
I
I
I
I
I
I
I
I

 

 

 

 

 

 

 

 

L’Anse
N orthville
Mason

 

 

 

 

 

65'

 

 

 

 

 

 

flsna £42. 9406...: 22.40605
FCULQEV1 “v.0 L‘J‘ssz

 

 

 

$0.233. 6>N

>393 “:2... 4

 

fife—3.6:

 

 

. F’SmSL
1C6 90.360

 

 

IsaaoJo 01.1.35.
cadet 29.610...

 

€0.30. 5 F. 00

 

 

Wang... 00.6%
1C6 Gish.

 

nhndh _EO

 

Rerorf of Teacher Made T2615

n53 nunwm

I

 

I/I/ILIV

 

I

 

—-———

 

scugou
201 . 225

 

VIVIV

 

 

 

 

Chesaning

 

 

 

 

 

 

 

a’

VIV'I

V/I
IL VI

VIVI
wl

 

Croswell

 

Farmington

Harbor Beach

 

 

 

.—-b—-r—

Holt

 

Imlay City
Lake View

 

 

 

 

 

 

 

 

 

 

 

 

 

4/myu
wanw
VVLV
-wIMW
w
MEMMM

Vassar

 

 

 

Walled Lake

 

Wayland Union

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5 V. 544/ 5. 4

V7 // Lyrxgwwrr /

4/ 4 ’4 w w r 4

4w «wry zww «yr/V
m

n 2 k e

m . an

m mm” m mmnwwmmm

m4 ammmmmmmmmmmmm

WY M_B_m_cE_F_H4M4M4N_R_R_T4U

 

 

251 - 275

Bendle

 

 

VI

VIVI
VI

 

‘_————

 

 

Boyne City
Charlevoix
Decatur

 

 

 

VI VI VI

 

 

276 - 300

Belleville

 

 

 

 

 

 

 

 

 

 

 

 

 

Bellevue

 

 

 

 

 

 

 

 

Durand

Grandville

 

 

l-IIIII'IIII_II|

 

 

 

 

 

Ithaca

 

 

 

a/I Iz/I

V‘ I

 

 

Lfénse
Northville

 

 

 

 

 

Mason

...-

 

 

 

Zola

 

 

 

 

 

 

 

 

 

 

I

400...»; osofixs
S. 10.3: 4.3.5.32

 

 

8..OJ0 91.3.3 :

 

6.0.2.040. r200

 

Refer? 0F STandardizcaI To 3T5

90.0“...

1.86 938th

 

 

 

 

 

scugou
201 . 225

 

 

l J)

 

 

Chesaning

 

 

 

 

Croswell

 

 

Farmington

 

Harbor Beach

 

Holt

I
I

 

Imlay City

 

 

 

 

 

 

 

 

 

 

 

 

 

444
I4--
44/4
«444
l M V r

m

w

k

n
Mm mm
4.43.4...

Rockford

 

 

 

 

 

 

 

 

 

St. Charles
Vassar

 

Walled Lake

 

WaylanduUnion
Williamston

llllllllllllll11|||l

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tecumseh

 

251 . 275

Bendle

 

I'.

 

Boyne City
Charlevoix

 

 

 

 

 

 

 

 

 

 

 

 

VII/I

 

 

 

 

 

 

276-300

3.11.3.1...
Bellevue

 

 

 

 

 

Crystal Falls
Decatur

East Jordan
Davison
Durand
Grandville

 

 

Ithaca

 

-
—
-—
—-.—
—
—
-
-
_-
— 4

 

L’Anse

 

 

 

L

VII/I

 

 

N orthVille
Mason

 

 

 

 

 

 

 

 

 

 

£7

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ITI

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Methods Used In +I1¢ {Schools

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

«10 C III II |4I IIIIIII. cl. III Ill-III I
.. on I . a .- . .
...-.. .44.... .. 4....4m 444.4. 44.. 4.4 444444.44. .... .44....44 .4354.
,. _ . ...-.......................r._ ------r. 4
_ IIIIIIII
3......- _ |I||I|-.-.|4|||4||_|!IIIvIIlIIIIIIIIII- v 4 4
L. :45 4. 4
is run IIIII _ IIIIIIIII 4IIII4IIIIIIII-III.IIII|.II4IIIIII4II4
190350530 .144 u V4V/ VVVy-4/ v4 va yV v41J/V 4 V/1v4v 4
Poufloam. .V 4414 w V4vzy/LVVV4 V4V/v4 VV VV 44vr yr 4 I4I4I-M4II4
4...........-4..w ...-Inf..--..---4w....-...I. . 4 4.4 : .4 4 . 4
comwaaomzu 1ch 4 V V V My V/4V v V VV4 V V 4 a V V V4V V V4 V 4 V
dLSrduJ 4 V «VVV4 V4VvV 4 / My V V/ 4 VV .4 V4 V4VVVV
.r; IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
a. an, r / yyv y/y yVV/w/ y/vv ...y ryw V w Vyuvu
Joe fink «v V V VV V V
Sartotbua I_IIIIIIIIIIIIIIII. IIIIII 4 IIIIIIIIIIIIIIIIIIIIIIIIIIIII_
Vedasoom. 4 av uvuvvvvvvvvrT/vvvy (yr vvv wavy yy4 I v v»? r
_ . 4
um MD.» We e_.m m n 4 8 M
mam... .....m.. .
Cm .n iaH mi d4rr ds 6c s .. ....u. .m 1 i...o. d 6...». m
5.4....”mm$4....4_w......4m.......Emmmwaamfimfim...M._mmm...m_m m... ..
yamm4maummmomaa...anu mmmwmawmmogm4m mammaaa wflmmem.
_B4C4C_C_CCFHH4I_ _N_P4P4R S4VWWW4Y A4B4C4C4E4F4H4M4M4N4R4RT4U BBC_C_D,m& BBmDDmHm
II|||I| . IIIIII _ I III IIIIIIIIIII IFIIILIII_IILL4 _44

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ithaca
L’Anse
No-rthville
Mason

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

x
Q IIIIII I IIIIIIIIIII IIII I II
III II J! IIIIII IIIIII I III I
... 4 4
IIIII4I IIIII I IIIIIIIIIIIIIIIIII I
I .IIIIIIIIIIII_IIIIIIIIIIIIIIIIII . IIIII I III II
«#004433 J yyrjvv 1 V7 v 4(44 y 44 v 4 4 v 4 44.44 V uy4 iv
......a .4 .45 . V 5 .5 4 4 .4 .44 54 .344. 1:4. ....
«.5444 V/ g vv 5.3. v 4 4 y L v 4v .4 iv ":44 44v VV
5 .IIIIIIII I IIIIIIIIIIIIIIII II
m «CooFLUO .y 4 VV V _VLV V v4 V4 vv V V4 {4 v L 4 V 44y
w 3an 4 v v v4 v 4 v v x. 4 4 4 4
no. IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIII IIIIIIIIIIIII
. gotgfioéfg VL [J z 754 54¢ v v v v.7 4y ... v4 v4 1. ¢4
. OJ IIIIIII IIIIIIII.IIIII.IIIIIIIIIII IIIII IIIIIIIIIIIIIIII
.m axoomadéw yva v vvv 4wvvvv4 y v7 4 v v 4 «yvv4 v 4 va v
Ih IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIII IIIIIIIIIIIIIIIIII
m 1.39,...tzsm vi vv vv«v«¢vvvvv4vvu4u ivvv 4vV4uvv4vv v4vv v 1yv4v Vvv4v
e u. IIIIIIIII [IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIII
T 9.10% V4 V V V V4J4 VLVVV V VVVVVVVVV VVVV vv4 V V y V V4 V.
4.4 m .. .. 4
o
H.“ .m MalmB hem dam _du 6 .m .4...“ .m. ..m 1 ..."...mF .M nuke m ..m.
n .1 .l. Ci 4.... c y 8 5 C If... «I. n . .fl
.4._.4.......4.4.4._....
lee 0 .11k c sa ,HI 8. Han cfi 84e "...“... 4“ A. 8
4mmmmmmmmmmmmmwm&mwmwm “mmmmmmwmmwmmw 4mmmwwm fififimfififimmimw
_ .....IIIIIIIIIIIIIIIIIIIIII-IIIIIII IIIIIIII II

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HOW COST 0+ M
4 ”.9 .,

 

    
   

 

afcrins is ”7.3+

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I In '2 3% I
_3 a. - L1
3 4“- :3
o g“
. ‘I‘ ‘
K‘)’ ' " 3 01
q.yes 42 a 2
b n no 'f ...—E a;
CtSOMO : u no
Lt 3 .1.”
I SCHOOLS __ I_I I I
|_ _2017225‘ I I | I _ I
_Ba_raga I a. I I, I a I QI I
I Jaledonia I 5’ I 11 I c. I I
I_Chel_Sea I & I _b_I C I I ___I
I__011988nin8 I i' I b I g I a I __I I
I Comma | h I o. I I1 I l) I I I
.Jroswell I b I b I a. I 15 I I I
Farmjggtpn I4 I bICLICI I I I I
HarborBeach | IL I b I g Ij I I I I I I
Holt IbIbIQIbI I I l
_Iglgy City I A I_c__I g: I g, I I I I I____
...... .44 I-b—I—LIJI—IEIA I I I I I I
I Ng’ch Muskegon I 4%. _b_ __
I:Pe_r_ry I444I4124I4g4I4é4I12nkKEJ'34I I I I 4 _I I I
I Portland I L I b I C I I I I I I I I I
—R?¢kfo"rd I b | _b_I ad a I I I I I I
St. Charles I g I b I a QI I I I I
._Vassar I b I._b__I_C,_I q. I I I I I I
Walleiggke I b I“b_l a I a I I I I I__._I___ __ I
I Wayland Union I b I_ I a I a I I I I I I _I I - I
'j'i-lliamston | 11 I I _g. _ I _b_I I I I I I I I I
I Yale I__L_I__5_I_Q_.I al I I I | I I I I I
228-250
I—o.—I~s—I—a—.III I I I I I I I
|__Bay_gor 41L- I
I__Clare I b_I_JL.I_£4I_Q.4IIan:Ms,_CIhad\h¢xI
I _goopersville I C I 4L-I I I I I I I
|_E:gt_ I g I_b_I Q ILL I I I I
I_Fowlervi11e I b I __Q__I h I 6L I I I I I I
I_Hu,dson I b I _b__I a I [2 I I I I I I
I Milan I 11 I__g__| Q I_g__I I I I I I
|:Mil_f<£d IbIgIaIaI I I I I I
I__N0_I'_W_8y I b I a I _a_I_g__I I I_ I | I
I Reed City I b I_¢_I gI I I I I I I
I:Romeo_i I_b_I_4,_I QI a I I I I I I
| Il‘gumaeh I b I b I QI b I I I I I I
l—Utica I I; I b I g I Q I_ __I I I I I
251-275
, B... I I I I I I I I I I
I_BoyneCitY_ I_b_|_§_.|_ckl_a_l__l |___I I I
I cgaglggix I g I b IQIJLI I I l I I
f|_cg.t§1 Falls I (L b I a I a I I I I I I
l Dggatur I I A I g I a I I_ I I I |
I—Eaét Jordan I b I .b I c. I a. I I I I I I
ImShelby I b I b I_Q,I_9;I___I_I__I_I__I
276-300
Belleville h b _4_ 4.
- I I I I I I I I I I
|:Bellevue I g, I __C._ I LI I I I I I
[_Clio I b I_¢4I_a_l__I_I__I___I I
I Davison I b I b I Q I al I I I I I
I Durand . I__[L_I_§_I_Q_I QHI I I I I
ImGrandville I I _cJ a‘ __I I I |
Flint I I I_1,_I_Q.I_Q_I I I I I
-Holly I :LLI 4‘ -_4_I___I ___I__I __I
Ithaca I b I Q, I C. I a I I I I I I
L’Anse I O, I Q I 0/ I g I I I I I I_
I—NoYthVille I b I _b_I C _I I I I I I I I
I Mason I I b ITI I I I I I I I I

 

 

 

 

 

 

70

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

muzvn/‘P V 4 4 V V
Eupmnfl tau-L v 4 4
talks...» - IIIIII
:leoLSW 4 . L .v J 4 K J
IIIdUANdddIIIIIII. IIIII “IIIIII
bcuEsw>oU J .4. 4 4 V4
#:0805560“ . Y J
C‘sFflUS.“ I IIIIIIIIIIII
. 9.653.: V 4
b IIIIIIIIIIIII4
503.“..44
4 IIIIIIIII
no.3. on? 4 V (J. 4 VL
Wu 304.5... a)“ 4 V % 4
“w I. CO~W...UMu—.\ V a LI.fl 4 I4Iuw II
I a?» Z V 1 LL% 4
.d IfiSH. m4 4
We 1C6 QCGELOU V4 L v. V4 V V V4
a .
4 ...... y . .34.. 4.4 4 4
r j . .
.T ~ .mgnmv car: A L AA A A A
4 I..-...........44 -....4-4.4--H4I4II.4M.4II .....
C .
a n
“Jo O o n
a 4/4.” ....m a m. ..
6 Lu 6 m . g M a W. W 1m % 1m
mm mammwmw mm. “mm d
s @mkamwmm.yemmemm4
.l. 9.6 0 r .l. k M
mmmmmmmmmmmmwwmaww

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ill—I‘I

 

 

 

 

 

 

 

Wayland Union

'I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

m
m ... m w...
8 .
m 2c.r mn
mezmnewnmm
mu memem
W4Y A4B4C4CE4F4H

 

 

 

 

 

 

 

 

 

 

 

 

 

m
mwh
mWa
fl 046
M4N4R

ll , III . III .. II . II

 

 

 

251 - 275

 

 

 

 

lllll'lllllllIIIIIIIIIIIIIIIIIIIIIIIIIII

 

 

 

 

 

I'llIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIu

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

276-300

Bellogille
Bellevue

 

 

 

 

Durand
“Grandville
“Hart
—Holly

 

I .
II IlI

 

Ithaca
- L’Anse

 

 

 

 

 

Norihville

 

 

Mason

 

7/

Issues - Con‘?

CornrovarsmI

 

 

 

I.|I.I|IIIII.IIIIIIIIIIIIIIIIIIII.IIIIIII

 

 

 

 

 

 

 

 

flkj3ovm 464.com" V

 

 

 

 

 

 

4

JFOW—UU: 4
10»;— BWOOW I _ _
nUOahUZ / 4 V 4 4 4 V 4

 

 

v
|/
MI

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IIIIII IIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
44:43.9 /4 4 4 4
ouudsuh 4 . 4 4 4 .14 4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_ 4

4 .-
co..#SU>CIH. 4 4 4 4

4 4

4

4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

II I WIWIIIII IIIIJIIIIIIIE _ 4 4 4
.24z:h_3o0 IIIIIIIFIWIIIII. IiIIIFIIIIIIIIIIIILIIIIIIIILIIII
4 _ . 4 4 4
silo 4 4 4 44444 .. 4 . 4 4
£01.83.” 4 V 4 4 4 4 4 4 4 4
4 4
finULflP IIIIIIIIIIIIII4IIIIIIIIII IIIII IIIIIIIIIIIIIIIII IIIII
0.. £482.... _ v 4 4 4 4 4 4 4 4
IIIIIIIIIIII_IIIIIIII.II_I4I IIIIII IIIIIIIIIIIIIIII.II.IIII
:0.Losm..£EH 4 .1 4 4 4 4 4 4 4 4 4 4 4 4 4
IIIIIII IIIIIII.IIIII.IIIII..IIIIIIIIII4IIIIIIIIIIIIIIIII
......4 4 V 44 44444 4 44 4 4
a .4 IIIIIIIIIIIII _ IIIIIIII _I4I IIIIIIIIIIIII IIIIII IIIII
489 2.2 4 V 4 4 4
I 4IIIIIIIIIIIIIIIIIIIIIIII IIIIIIIII IIIWI 4IIIIIIII IIIII
.
n
845 m. n 0 5 4 0
Ln m m em a e m . m m
m4 n.% V. .S S ..MUM . m .mv. . V. X“ n .
Hm”. .m .WaflWB WWW dumm Ldm. %c w. 44w. Yum. .m m... w.m4Fr.m Ewe n m
mzwowamema v4 ....mmgfim 2mm 4.4.4.444 mac: amemmahyzfiw .....m.
d a W V. h Y] 1. _ e n a b s
_Qemamgmmne@n3nac4wfihe mmflwflmaammumw- MWaEaaa mmowmmn
..l ._ 340.1 4 .3 fl]. .1 .1. ufl.fl.0 ..l e , _ 11H ..u a
&WmmmmminfimmmmW&Wwme AmwmmmWWWWmmmm Bmmmmfim fiflfimnfij
_ 4 4 _.I4 IIIIIIIIIII . I II ,_

 

 

 

 

 

 

 

 

 

 

 

 

NorthQille

Holly

Ithaca
_L’Anse

Mason

 

4

u" '1‘ t \l "‘ 5-“

'0

.'
'.'-“la; 1 s Lt“

 

 

 

. ..II-(tiw Lgnmiavwflnxmxsx..g . . .. _ .
. . . . ‘.’le. .‘ .u!§.¢...pv1~o&3.itir.4..

I .

"IIIIIIIIIIIIIIIIIIIII