Co mrY^ü rtrU /V\c\a\oj^ Pi vfeîÖ&. £^lX#ct>k K-Sec^ncyv •% ®l in^ ÎPûXxucdJ ‘ FINAL REPORT COMMUNITY MANAGEMENT DIVISION EDUCATION SECTION Granada Project Asiache, Colorado fommm f&a formal report of the Education Section, records only the ©ctiv-itles of the eehoolc ae they operated for nearly three yearn* Ua-reported are »any incidents «ad human relationships which made education at Aaache a curious blend of successes and failures, high hopes and disappointments, laughter and sadness, idsslisa and stark reality* The writer sincerely hopes that from the expenditures ©f tims, energy, tplant, and mousy, the residents of Amache derived benefits, satisfactions, and attitudes which wars comneasurete with their oest* As Superintendent of Education fro* October, 1043 until the conclusion sduoationel activities, the writer wishes to express his gratitude to all who hare worked for and cooperated with the Education Section* Only through the combined efforts of many people has a measure of success bean passible* Janitors, teachers supervisors, the Advisory Board, the Administrative Staff, all hava mads positive contributions* Many gave freely of their energy and ability far "beyond the call of duty« * 433 of these contributors are to© numerous to mention but it la fitting to point out that Mr* Undley, Project Director and his immediate assistants gave constant leadership and intelligent service to all educational ventures* With similar support from lay Isadora in this country our entire American system of education would be notably advanced* The principal burden of organising and setting in motion so largo an sduoationel venture was assumed by the original administrative and supervisory staff, «very child and adult resident of Aaaoha is deeply indebted to the first superintendent, It. Paul J. Terry CM* 8* M*JM end to Dr. hooch Dumas, Miss Frances Bhuck, Hr* Herbert lalthsr, Mr. Clay Coy, Mr. Donald Drummond, Mr. Charles Mulford, and Mr. Bam Gordon eho in their planning and organisation, laid the very adequate foundations for suecase* Confronted, with numerous problems they wisely chose to strike out boldly in now ways where profitable but to also adhere to known goods. Their answer to most questions was pure pragmatism} their motto "till it work?" Lloyd A. Garrison Superintendent of Education tabu of oobtests Bastion I Origin and Organisation * ^Vt> ¡;fV General Iliteijf General Organisation and Administration General Staff Mootings and Baiati onaMps .. Project Organisation and Relationships ,r' .%. The Advisory School Board Board of Conaultanta Appointed Personnel and ISaployment Evacuee Employment II Elementary and Pre-School Education Purchasing Furai ture School Building Landscaping Securing Supplias Supplying Textbooks Equipping the Library The Pre-School Program Aims BHBHfeS CurriOttlar Offerings Flan of fork-Distribution of Tima évaluation' JK The Inatruational Program of the momentary School Pupil Induction and évaluation Pupil Orientation Curricular Planning The Primary Department || The Middle Orada Popart ment Provisions for Atypical Pupils Venation Activities Special momentary School Organiactions and Activities A Program of Home and School Belati ons Americani mat ion and Relocation III Secondary School éducation Development and Organination Physical Facilities and Supplies Personnel and Training The Progrem of Studies Co-ordinate Activities Guidance and Counseling The Testing Program Pupil Personnel Becorde Pupil Evaluation - Report Cards Page t 3 6 7 9 10 13 £1 86 86 87 as m 89 30 31 31 33 34 34 33 33 33 36 37 44 47 30 38 36 68 63 67 69 71 106 106 106 113 117 ¿»action Page Collage Placement 119 *ork Placement 133 Student Activities 133 Reception of Mae students 131 Awards Pay 132 Selective Service 133 Help os Harvest 134 Provislene for Atypical Pupils 134 Audiovisual Musati on 133 : Sumer Program *** Parent Relationships 141 Inter-Seiiooi Relationships 142 If Previsions for Atypical Children 143 V Adult Mucatiou Development and Organisation 146 Physical Facilities and Supplies 147 Personnel and Training 149 The Program of Studies 132 Academic Coureee 133 Avocatione! Coureee 133 Sxtra-Claee Activities 138 Evaluation '1^ TI Adult Vocational Mudati«m Development and Organisetion 163 Physical Facilities and Supplies 163 Personnel and Training 144 The Program of Studies 147 Project Relationships 172 ni I Mutation Costa Introductory Statement 173 Accounting Procodurcs .* * * *75 Mpenditure Analysis 177 Vm School and Comunity Ubrary Service 192 IX Closing Procedure Pupil Becorde Property Accounting Personnel Biporte 194 196 197 199 X Cenerai Evaluation 200 usr or tablbs Tabi* No. Pitia Page 1 II III ir r TI rii nix ii X XX HI mi UT ir ITI mi xmi ni XX IH mi Bpaolal Paral t a Xaauad Por Uaa of Tarry Hall Auditorima 3 Spaelel Permita lasued l»r tJaa of Higb Sohool Auditortura 8 Civil Servios Ciaos!ficatión of Appointed Peraonnal 14 llamen t a ry Scfcool Snrollment and Teochor Load 13 Soeostdary Sohool Xarollment and Toaabar Load 5 Id Baoapitul&tion of Monthly Attendanc# Baporta**Bursary ¿Sohool , % ^ "%s - 32 A Tabul&tion of Boora© of all Pirat Orado Pupila** Metropolitan Baedlng Taet 42 Orado Plaeomoat of All Pupila of Oradas 1, 8, and 3, aa Sataralnad fey Oatoa Primary Raeding Tasto ■ .43 Dotiatioaa frota Morsa of Frograsaiva Aehlavefasnt Testa Oradas 4, 5, and 6 43 Comparlson of Ltviatlona of Orado Placamost of Boya end Oirla oa Progressive AoMavameat Toata 73 Sdueational Progross of Sooondary Sehool Pupila, Orados 7, 3, and 9, Prograaaivo Aehlavemant Toata 30 langa la Orado Plaeamant of Saooadary Pupila**Progroaaivo Aobievomsnt.Toata 104 Muoational Progroaa of Saaondary Sohool Pupila** Prograaaivo Aobiavemaat Toata 103 Xublaana-Anderaon Intalliganoo Toat Basalto 109 Henmon-Beisoa Intalliganoo Toat Hoaulta 110 Comparlson of Hon*Language and Languaga Intalliganoo Toat Baaulta 111 Olatribution of Intolliganeo ^uotienta 113 Charattorlatlea of 10, 11, and 13 Orado Pupila Oorivod Pros Seaahore Mensures of Musieal Talant 114 M«r of Oraduatoa, Amache High Sohool ' "V- 131 Monthly Xnrollment of Adult Sducatlon Oleases 143 Suanary of Xxpsndltures 173*135 Par Pupll Ooata of Ourront Oporatlona for llamentary and Seoondary Babeóla 139 rm*L RSPOHT Qomemtr wúmmm división mm&im ssotioh OHIOIN AND OaSANIZATION Wál EISTORY Th© Grasada Reloeation Cantar «ras oponed for occupsncy on August 27, 1948* At tbat tima tba resí danta bagas to arrive la considerable numbera aran thougb msny barradles «ara aot ready for usa. Ibis ia-flu* «as substantlally completad by tba and of September. Praeediag tbis movornent tba appointad parsoaaal b&d spant many days ia pisa» aing aad prapsrlng fer tba organizatlon of tba na« cornualty. Wrom its iaoaptloa tba lar Reloeation áutbority recognized tba noeosaity for aduoatioaaX «arrisa as an integral part of eonmunity lirlng «bieb accouats for tba faet tbat tba Sduoation Soetloa «as nada a part of tba Dirision of Coasminity Managomont. °f tAa plaaniag and organizatlon for opanisg tba Project «as «arriad os in tonporary headquartera opanad ia Honrar. Tba Suporin-taadant of Sduoation and tbo Slomontary and Soeondary Sebool Prlnei-pala «ara omployod in Auguatf 1948* They lmnodlately bagan tba tasb of rooruiting teeohers, purchaaing aquipaent and aupplies* conferring «itb atata adueation offleerá» and planning tba broad outlinaa of tba piograa of adueation. Hpon employnect» taaebars tara utilizad in dereXoplng couraea of atudy axanlning taxi and librery books» saleeting auitabla aquipaent and supplles* and in aequiring soasa fanlliarlty «itb tba araouaa popula-tíos. Tba progresa ©f projeet oonatruetion adranead auffieiantly to designa ta tba 81 raaidanoa bloeb for sebool uso and tba staíf «aa moved to tunar to eonplete tbo task of organisation. Tboroy mueh tino «as raqui rod to adspt tbo barradles for sebool use* reeslro and distributo supplias and #quipnentt foraulata polieios and procedurea, and alíaoste spaes for rarlaos purposas. In tañar tbo staff «as girón tbo uso of tbo building of tbo bañar lunior Collago for aerara! general naatinga ia «bieb diacussion® óf problema and plana «ant foraard. Lad by tba Diraetor of Sduoation fren tbo Washington offieo9 tboso diseuaaions eontorod about tbo Propasad. Curriculum Proe¿duras preparad at Stanford Ünireraity in tba summar of 1948. . Qetobar 18* 1948 tba sebeóla foraally apenad. On tbat data 1675 pupilo «sra enrollad. In tba «sales «bieb folio««* many ñora enterad and adjustments wars mads 1a room assignments, schedule© and procedures* By October is school routines «oro established and real worlc warn under «ray* la accord with the Usaorsadam of Agreement «top» were taken to tom ftw 6¿t1 sori group to represent the root dost# 1a the management of bhe schools* »1th this aod 1a view the Brojeet Birector appeiated a tarn* »ogary board of too persona which oat for the first time November 84, X$4B* This group was succeeded by a permanent Board of fire appointed by the fro j set Birector which met first oa «Tsnaary 8, 1943# The id* wiaory School Board became effective ia e licsoa capacity between the echoola and the coamunity sad la acquainting the etaff with the traditions, seeds, and desires of the residents* . r$f$$ p fhe auraery school unite were the first funotioniag salts la the Bdu-catloa Sectloa* Bise mere opened ia the recreation halls of selectedjg blocks* these unite utilising resident workers md project-mods equipment almost entirely§ received enthusiastic mappert and became very effective language training and play centers, though at tendones fluctuated with adverse weather, the enrollment has included nearly all children aged three through five attending half-day sessions* Beginning la October, 1948, the adult education activities covered a very wide range of intoroste dividod roughly into three types, English language, avocations! or rscrestlocal, and vocational« English classes wers most popular with Issei woman who appeared to be eager to learn* Though men «©gaged ia woodearving and art the largest enrollments wore in the sewing, knitting »ad flower making classes composed almost entirely of women* Though many efforts were made to enlarge «ad diversify the vocational offering no greet Interest was ever aroused either in ^training tor projest employment or for Jobe "outside** men pleas for school construction were made, a rather complete plant wee anticipated* Included were two elementary school units, a Junior high school building end a senior high school building* XwM were pro«* vidsd for ths oonstructlon of one elementary unit and a Junior high end a senior high school* Contrasts wers let and construetion was begun* Because of political and social pressures exerted through the press, radio, and mails, instruction» were finally received which permitted the construction of the high school building only* This struo-tore was completed during the steamer of 1945 end «11 other plans, except for the remodeling, of school barracks,- were abandoned* The Education Section has cooperated olossly with other Project sections and activities* la general, very helpful relationships havo been maintained between education, internal security, welfare, relocation | the silk screen, the mess division, community activities sad 1 the various church groups* In some respects relationships with the motor pool, health, and engineering have been rather unsatisfactory* Tba Education Section bas takan a leadlng part la publia relations ou tal da thè project* Thia bas basa accomplished through speakers end discussion laudara fra» thè staff» ausi a groupa» athletie teams» varions studant organisât loua» and aany visitera from otbsr schoel Systems# A number of educational Journal# bara pristad articles e^out project achool aetivities* The sohoola oparatad during three full achool y® ara and tao sumar sessions* Ail educational aetivities «ara eloaad ou June 6» 1945» for It «aa tba consensus of opinion that (1) tba continuad oparatlon of tba achoola «ould tand ta datar releeetion and CS) It woulâ ta dif-ficuit, If not impossible» ta retala suffiaient staff to esrry out ad-«* ueational «ork asd tba aeceseary eloalng procedures# The Amache Scbools bara bacarne aooaptad by educational leaders «itbln tba atata «bo rssognistâ tbat a vary aecesaary teak bad baan eoa^leted «hleh raflaatad crédit upas tba satira program of tbo Authority. OMiBAt Qmmizmoh ahd ADMmsTRATio» Tba original plana of tba Authority concaived of tba Education Section aa an intégral part of tba Community Management Biviaion draaing upon tba rasouraaa of otbar sections to complete a program of "oosmraalty cantarad** éducation* Tbia concept of a community aobool «aa outllnad in tba Prenotad Curriculum Procaduraa preparad at Stanford University* A similar plan of organi nation «aa racoamended by Sr. f* L* trlnkle | of tba Colorado Staio Collago of Education at Greeley* Tba staff bagan «ork «itb tbaaa proposais in mlnd but aoon discovare* that it «as necaaaary to make mmf adjustmants and compromises bacanas of tba operation of aany différant forces* l tirât» it «aa impossible to organisa aduoation as a golng eonearn «itbin a fa« week» utillsing a staff mltb diteras esperiancas in educatian» tesching procaduraa» and pbiloaopbias» in sucb a «ay as ta aceept and operata a truly community cantarad aobool* A fav veeks «ara l&aufflelant to sebiara a taak «blob could. be dona only a snob longer tima* Second» thè program enti alonad tba assistance and coopération of all of tba projaet administrative staff* These paopla» auddanly thrust inte en antlraly na« government operation» «ara aven lasa ab la to compraban* or apply aucb na« conceptions of aobool operation and procedura aven it tbay did bava tima from pressing dutiaa te permit tba» to do so* Tbird» tba rasidante of tba cantar «ara segar to bava achools «hieh folle«ed tba familiar pattarne of tbair formar boma eommunltles» Tbay wanted achools end tbay «ante* tbam to bagli* operating at tba fi rati possible massent. fourth* the education staff realised that it vas sot advisable or possibis to expect already maladjusted pupils to fool security and salto progroes in schools which attempted to depart too radically fro» familiar patterns* =§S¡¡p the resulting organisation and program thus roprosented adaptations made to all these faetors« Serto!« phases or emphases of the orig-Inal ideas were retained and constant sfforts vero aedo to break away froa traditional routines if new and hotter ones eould he established and Aalntsinad* Àdmi ai et rati ve ly , the eohools were organised under the insediate supervision of the Superintendent of Sdueation who vas responsible to the heed of the Community Management Division* § Directly responslhlo to the Superintendent were the Ileaentary School Principal, la charge of the nursery schools and grades one through six* the Junior Sigh School Principal* the Senior High School Principal* the Supervisor of Adult MtteaUoa*.-:^^3 Pros time to ti«o it v®s necessary to «hangs this pattern of organisation to meet shifting needs and personalities* ffhese changes are described in the following paragraphs# H Homantary School Principal |p%0, The schools were fortunate in. securing a man with unusually adequate V; education and experience who served throughout the existence of the instructional program* He was iasAediately responsible for the organisation and administration of the nursery schools* kindergartens«^ and grades one through sin* During the first two years capable evacuee supervisors assisted with the nursery school units and in ths special fields of music, art and health* In 1944-45 the loss of competent evacuee assistants mads it necessary to assign a member of the appointed staff to supervision of the kindergartens end nursery schools* The decrease in evacuee trainees for teaching also freed the Supervisor of Student Teachers to do most of the instructional supervision la the elementary school grades* Supervisor of student Teachers Two people have occupied the position of Supervisor of Student Teachers The first served from August* 1948* to June, 1944* The second fro» August, 1944» to June* 1945* In tfea fesginnlng of tfea «^aUeaal program tfesre «are manp mil pro-pared or p&rtiaXly preparad residanta alia «ara «apatía of earvísg tfea sofeeols as apprestine teaobsrs» Under tfea spartisor of Stodeat feaefeers ttasa paopla «ara glvea feotfe forasi olassea la educetion ^sd «arafuUr supervisad tesefelsg «xparlasoa» Tfea saldative proseas of reloesilos Oras most of ita «apatía residente froa tfea achools so tfeat auofe prosadores; «era feo ioager profltable» far tfeia raeaos during I 1944-4U ita Supervisar aetuallp devoted feer estira tías te superviaioa of tfea eXementarp scfeool staff sed to tfea testine prograia« Sisea ita q-aeUty of tfea ataff liad declinad tais servias «as badi y seeded to partislip overeome tais dafieieney» Junior ninfe:; Bafeoel Brineipal firat plana asilo!petad tfea const ruction of a junior higfe aofeool unii feouaiag grmdea ?, 8 and 9*|gF©r tela recaes e Junior Higfe Sefecel Pria--4£pel «sa eaploped* , ffces eli of tfeo sefeoela «aro feoussd in ita SE Bleefe» a tferee peer unii «sa organizad «elafe operate« during tfea tirai peer# Epos complotlos tfee sa« feigfe aofeool aould aeoosmodate thè four feigfe aofeool gradea» Suoli a sfelft oso muda Xaavlsg a tue-pa&r junior feigfe aofeool la tfea SE Bioafe during 1943-44» fida uslt «sa tfeea plaaad under a feigfe aofeool principal mo■» baesuss tfeo aefeoola «are tee feloafea spari» gave enlp gaserai supervisión« Por «daini strati ve purpoaoa tfeo junior feigfe aofeool «sa under a tseoher «feoaa alai« load «sa rsduesd to porult feia io assuma tfeia responsioni tp» 0» 0« C* fearraafea froa tfea Masaos» Colorado «smp «ara fiaellp «reatad adajaaast to tfea no« feigfe aofeool and ilio «stira aaeondarp aofeool unii put ondar one a dmini atratios in 1944-43• ffeia arrangement «sa aost satisfa«tory ter it paraitted nero oareful control» nude tfea apeoial fsaliitiea avallati« io all» and nada nera afflai«si «teff «sslgn-nenia possible» Senior Migli Sefeool Principal fvo aas aervod sa Migli School Prlnoipal» Tfea tirai aarvad fren inguai» 1942» te Juip» 1943» ffee aaeosd fren Julp» 1943» to tfea alesa of tfea projaet» Buring tfea fi rat pear tfea feigfe aofeool sdninlairativa staff» sa dìd tfea Junior feigfe» aufforod fron tfea laak of eoapote&t administrativa sa alfe-tassa» In 1943 botfe tfea poslticm Of llorarlas and vocational eooaeelor «ara filiad» ffea lattar paralttad tfea sfeifti&g of nasp routine pupi! parsossal mattare fron tfea prisalpai fraaisg fein for aora adequata gas* arsi planning and sapervialea» The addition of the assistant principal la 1944 wee most satisfai tory for under this arrangement a six-year unit waa served by the principal and two analstante* « Guidance Counselor ■ SBiliililiili One of the secondary school teachers was given this position in August, IMS. She served until August« 1945 directing the guidance program« acting as registrar, dean of girls, and during 1943-44, as assistant principal* She was also effective in relationships with the national Japanese Student Relocation Council and other college placement agencies* Librarian Though this position was authorised quite early in the program, a qualified parson could not bo found to acoopt employment until August, 1943« The librarian consequently found an enormous task of book accounting and classification awaiting him while it was also necessary to recruit end train assistants and devise satisfactory rules and proeedures* Supervisor of Adult Mueation Originally known as Hight School Principal, this position has bean filled by four different men who accepted the responsibility for the educational program for all out-of-school youths and adults* Included were the lectures, forums, Knglish, academic and vocational courses* A supervisor of Adult Mudation, as author!mad, was never employed* 0SR3RAL STA?? mia MM) BILmOBSHlPS ’'!«[ Frequent meetings of tho supervisory and instructional staff wore devoted to the study and discussion of the problems and plans of the entire program* There was no schedule of periodic meetings for either Àggio supervisori or teaching group* . ;■■■■,.. ' "/■' ■ . In general, all policies end proeedures concerning the Sducation Section were studied, discussed nnd Implemented by the supervisory staff in frequent meetings* For example, In Uareh and April of 1944, six meetings were devoted to discussing and planning summsr activities* Similarly, this group planned, wrote and criticized a aariaa of articles for publication In tho Pioneer under the title, "Ohats with Parents** ill The foot that during three yearn of trying operations there wae no g battio misunderstanding la evidence of the prof oast onai and parson aX cooperation of this group* During the early poriod of planning and organi nation general teacher* s 4* »•etings were held frequently for it was necessary to orient the an* tira group to the na« situation and to plan the antira adueational program* la the necessity for such frequent aaatings disappeared, mora emphasis «as git on to the study and dissuasion of gtnoral pro* fessi oasi problems* Several »eatings of ibis type »ade use of pros* inant «laitore such as Dr* Ben M* Sherrington, Chancellor of the Chi* «arsity of Denver, Dr* Yeltzin, Director of tho Collago of Musation of tha UniTarsity of De&Terf and Dr* Earl &• Douglass of ths Univar* sity of Colorado* FKQJ&3T OBa^ISAfXOK AXIB KBUflOSSHIFS g 4s a community contorad school should draw upon all community ro* sources, plans wars made to use the staff and facilities of ths hos* pital^welfare» farm, engineering« community activities, ccalamity government, internal security and motor pool* Very cooperative relationships ware maintained with soma sectIona «Mia others ware newer satisfactory* la most casaa tha relation* chips reflected tha personal attitudes and beliefs of the sections involved* Two rather opposed peinte-of-view are reflected by the health section and the welfare section* iy&’j? In the beginning wary close relations with tho hospital end health staff were anticipated* Flans were made for complete physical exam* Inetlone, follo«*up service, visual and auditory examinations and assistance with general health problems* Though a public health nurse was detailed for part*time carries in the schools, complete physical examinations were newer given.and no arrangoments for such serwices |p| woro effected* A dental chair and quite complete apparatus for minor dental care formed part of a clinic sot up in tho elementary school block* Two dentists wars assigned for part-time service In this clinic in 1944« Several hundred children were examined in a period of two months* So arrangements were made to remedy discovered defects so ths examinations were of little value* Many eye defects were known to exist and finally, in October, 1944, the schools were able to secure a definite schedule for examinations and treatments* Since only two,half days were devoted to children, %he schedule was extremely inadequate* Only pupils with pronounced defects were examined, thus very little could be done for the prevention of eye •dofects* S TABLE i SPECIAL fSfttfS 1SS0ID TO ÜSX Of msr baia» AtmiToanm tx ami io» «O EÂ&âaf ASSIGNED aûtras IBÛM 3* to » io* %i of AUlHIy Sa* of fo««d to I* 1 Safcool jÉj|jà ip sttv#' i |ftooraattau$ ir M$ 3. diiiwlty tmnMt «i ki«»rlH I ■1 ¡1 i |> tÄiglTOi «id Chareh »aUtad 1% 9. SBA ffofrgo «ad Staff a TABLE II »m was imi an tsi o» na se»® nramna at mnw » Msm&mr una» ss»« mu «raw ?, iwfcf » «ï io. 1^5 Sÿp# of Aetirlty So* Of f arsito % i«M Ik 4 looroattood. 1 i mini j. C« arantiy Snim«t «X ktMyriw ft 6 fly „• |¿jfl i lâiftto«« «od Church Sitato* is 5. ÄA fragro* mû Staff 7 On the otto? ho ad, very cooperativo relationships «ere developed with both the welfare and internal security officers* Many eooiel welfare and delinquency eeeee were studied .-.ad worked on by the three inter-eeted groups* The resuite were, in general« Quite eatiefaetory to ell concerned* In evaluating the administrative organisation as it existed—fro® a purely administrative polnt-of-view—certain pleas end procedures *4d~ eerve di scussi on* Some of them involve problems which era inherent in government procedure while others stem from purely local conditions* Wherever e high dsgree of interdopendenoo betwoon services exists* it is imperative that basic understanding of policy and procedure bo established involving the heeds of tho services concerned* Without clear-out definitions and basic mutual respect* cooperative working relationships can not bo maintained* As a cess in pointt the failure to operate a comprehensive vocational program was tho result of tho leek of basic understandings and agreements et all levels from tho Washington staff down to the project personnel* The Balneation Division stressed movement to the "outside* end contended that sueh courses deterred this movement* 1 visiting area relocation supervisor oven went so far as to advocate the discontinuance of tho entire vocational end adult program In the winter of 1943* Many heads of operating sections concerned with "production* were not favorable to vocational education because they were intereated only io getting work done and not in training workers for outside employment* Foremen and supervisors were often not qualified to carry through any training program* \ v; The common attitudes expressed by tho relocation staff and the resistance of foremen and supervisors serve to illustrate the failure to establish uniform policies and procedures through tho staff* Ths Education Section Is rssponsible for e portion of this failure since this ssetlon was charged with the operation of tho program* At the same tins» the constant efforts of tho Education Section were actively Imposed by bosks groups or ends ineffective by sheer inaction* THl miu&m aGHOOL BQABD , . V,'. ", . ' , Conforming to tho agreement between the far Relocation Authority* the U* 3* Office of Education and the Golorado State Department of Education* etops were taken as early ss possibls to eslsot and organ!as tho Advisory School Board* | Accordingly* several preliminary meetings with£ interested residents were conducted la August* 1943* From representatives sncountsrsd in those meetings* tho Superintendent recommended to the Frojeet Director that ten residents be appointed by him to serve ss members of a temporary group* These represent stives held their first meeting at 7:00 p*a*f Bovsaber 24* 1943* After several meetings the members of the temporary board voted on January 8* 1943 to dissolve ®&i request the Project Director to appoint a permanent board of fi?« members* fbc new Board composed of Hr* Basa Kaksno, Dr* Oeurge Begamoto, Hr»* Alyee Oban»» Dr* fekashi feras! » and Hra* Ease Tamascki set for the first Use April 13, 1943* Proa this date until it* dissolution at its lest masting on Bay £3, 1943, tbs group set many Uses* fwo of the »ambers, Mrs* Ohame and Dr* ferial served during the entire life of the group* fhe announced functions of the Board wore (1) to koop residents in-formed concerning the general poli oies and pions of the Education Section, (3) to keep eehool authorities informed of eoommity aeede end desires, end {3} establish a clearing house for receiving suggestions and developing understanding between the staff end community* fheee ©bjectivs* were eeU served* The severe were eapecislly helpful in informing the eteff of ooemmmity noode end Idees end in lieson work between the schools end ether commuaiiy organisations, fhs com-plote minutes are attended as a section of the Appendix to this report* In some respects the work end attitudes of the group were disappointing* M examination of the minutes will show that as a Board they failed to assume any greet responsibility* They were, ss the name Implies, purely edvisory*| This deficiency is probably the result of the inherent neture of the situation in which they worked* fhe activities of the «¿action were well-defined by administrative policies end proeedures beyond their control* they were not responsible for financial controls, employment, or gonerel administration* Without responsibility they refused to take a definite position on most is-euos* fhe axiom of government that "where rests reepoasibility there met rest authority" was especially true in this instance* BOARD OF Qùm\SVì-Mà ¿d«iir,iaLytiva Inatruction Ho* 13, 3upglsaent 8, authorixed thè appoint-meni of Coasultants in conformity with thè provisioa* of thè Msmoraudum of Oaderstendina between thè far Belooatioa luthority and thè Color&do State Superlntendent of Public Inatruction* During July and Aucust of 1943, the Buperiateadent ©f Mucatioa sought Bhc adviee and cooperati^ of tho State Superintendeat in sccuring the scrvioe» of lay and educational leader»* Tea persone «ere suggested t© ber for approvai* thè Stato Suporintondoat suggested other nma* ^ so that a final liet of 13 porsene wse secured* Project officiale ©alentad fi v© persona t© be *í§k#d t© serve as msmhera and theae ñamas sor© subraitteá t© the State Superintendent for approdai* A lotto? fro» ib© project Suparintandant of Mucation and th© State auparla-t«ad©nt «as iba© sent t© thosa selecta*. Saverel invlt&tions «ar© d©olin©d so it «as necessary t© «rlt© t© others ©a th© original Hat. Fit© parsona «or© finally ñamad as membsra ©f thè Board o i: Consultantas ■1> Idra, Xnaz Joh&goa Lóala ♦Hata Auparlatoaáoat of Public lastra© tloa §j B©nv©r» Colorado ^illp B. Mr. frad M# Bata, Mi tor Lanar Daily ÍS''^falÍIWh< Colorado f||f¡l¡| 3. Mr*. Brank Sili, Btockmn and Stata Sena ter Hlllroae» Colorad© 4* ■ Lr. Alfred G. Kelson, Loan of the Graduata Sohool j|j9$PÍ University of Denver p\$\ jjK9S|u$ ^•nY®r» Colorad© :. 'Y1 I 5. i"Sr. Beymbmd **©er » Faeton Yr/YY flrat Plymouth Congregational Chnreh El §§§ Denver, Colorad© | Thaa© p©ra©na «ara duly eppointed ©a ©onaultanta (100) following th© prooodaraa estábilshed» Several attempia «er© nada t© arrang© a meet-ing early in th© echcol y©ar.|| Th© conflictlng obligattono of th© group ■má*> it i sposai bl© t© secura a fall attendane© bafor© Jsnuary 10 s 1944. Oa January 10 and 11. th© group met ©n th© projeet. Mr. Olii «as ab* sant banana© ©f 1 linees. During th© aftamoon ©f th© lOth, th© mem-b#ra visitad th© nursery and elem«ntary sohool units.|§In th© ©voning thsy at© in ©aparata ©vaeu©« m©s© hall© as guests ©f th© Advisory 3eh©$l Meará and than visitad th© avening sisases for adhits. Th© momihg of | hh© llth «as davoted t© lnopoetlot of th© high sehoal program* tambara ©J|: th© homem&king ©lasa©© sarved a lunehson at tended by membars ©f th© ¡ Board ©f Consúltente and ©«varal proj©et offioars. After vialta to suoh poluta ©f interest as th© hospital, siile soraan shop, cooperative enterprlses, projsot offines and «arahouaea» th© Boerd met with sehool and projeot offioars t© disouss thair observa* tions and ree omraendatione. ¡ | Th© Board commende«! th© projact for th© general program and facili-ti©a provldad and far th© ©pirit ©f interest and asrvlce apparent in th© entir© sohool staff. ¿rjpttiair principal raoommsnd&ti ons for ohanges ©r adCustments *©r©i:'-:^^^^^^|^M i. Th© provisi©© of mor© adeguate Hghting in th© al amantar y sohool block for night olasses and for ganaral sohool usa. The coast ruction of entry rooms to provide protection against drafts and heat loss in ike ,elementary schools* 3* Continued emphasis upon instruction in Bngllsh at the adult level and the organisation of sore courses and lectures stress* ing American government and society* 4* The broadening of the secondary school program to give greater emphasis to vocational education* Tho Superintendent of Education «as anxious to secure a meeting of the Board so that they might see the project in summer operation* failing in this the second meeting of the Board of Consultants «as called on Boveaber 80 and 31« 1944» The following members were presents Miss Margaret Paradise (representing Mrs* Lewis), Set* Raymond Baser, Mr*' Frank Oil?.* Or* Kelson and Mr. Fred Bets« who attended the night meet* ing only on the 30th* v',' In the second meeting much of the same schedule mis followed as in the first conference» The members of tho Board vero guests at the high school assembly on November 81, which was addressed by Eev* laser* A luncheon was again served by the hoasmaking department for the members of the board and members of the project administrative staff* The schools wore commended for the progress which had been made in meet* ing the recommendation of the board «ad in the emphasis which was given to relocation problems* Specific recommendations made by the members of tho boards 1« Every possible effort should be made to complete the installs* tion of the necessary lighting equipment* 8* Efforts made to stimulate relationships with schools near tho ltd pro Jest* . 3» It was also suggssted that members of the education staff eon* tribute wherever poeeible to publications in education andfj other journals to secure more understanding of the iRA program" in outaide schools* There were no further meetings of tho Board of Consultants* They were advised however, of developments in the IRA program through tho school paper, tha Pioneer and through announcements and invitations to attend various school functions« The Denver office of WRA cooperated fully in providing transportation for members of the Board to both meet!nga iron Denver by government car* This assistance made it possible for members of the board to spend much less time enroute from Denver to tho project* Though the Board of Consultants met only twice, it is believed that they served a very useful purpose* As representatives of influential I church, school and civic groups, the individual members have made many contributions toward the growth of positive, favorable, attitudes re* la ted to the Authority* the influence of the group upon the educe* tiene! program within the project was comparatively email for only apparent weakneeses would he noted during short Tie!to* APPOIHfEP ?ISB£i02$Hl£L AHB - flfff telerei Procedures of deployment The prooedures preeerihed by the 3* Civil Service Consultaion were followed.in eeeuring the appointed personnel for the Education Beotian» | These were» in brief» (1) the stendardi eat i oc of job descriptions d@* fining the minimum quali fie at ions of eduoetion and experience« W de* scriptions of duties end fiznotione end (3) eetahliehlng citasi fi cetione end ratea of pep* Upon advice of a vacancy» the Gowd salon forwarded the applications of eligible persons meeting the described qualifies* tiene* fresi these liete the appointing officer recommended or declined to recommend tho appointment of pereonnel* Actually» the Commission did little direct recruiting to fill positions« Since teachers ere» in general» unfamiliar with placements in the fed* era! service and the Authority was e new agency» very few people were| secured entirely through the efforts of tho Commiasion* The Commission wee aware of needs end wee cooperative end helpful in every respect# Because of the immediate need for employees» the superintendent and principals were always forced to do much of the actual recruiting re* quirod* Before August « 194S» a. major shortage of teachers already existed throughout the nation* Colorado was no exception, teacher*s salaries in most communities had not yet risen to the levels reached in the following years so the salaries offered by Ht& were relatively high# Finally, the nature of tho program was neithsr known nor understood by hhe public in general* All ofltheae fautore complicated the original employment situation and onde teacher recruitment a difficult matter* ¿Hiring the first year, the Authority, was frequently criticised by the press and the general public far luring teachers from the public schools during e teacher shortage, by offering high salaries to "teach the l’epa#1* Ch The original staff represented a very high level of education and ax-peri enee as shown by the tables in the Appendix* An unusually large number at all levels had completed work for the master* s degree and most of them had several years of very successful experience* They might also be characterised as principally interested in the social end educational problems involved in an entirely new governmental experience* This group did hard» creditable work despite the many difficulties encountered* forking In crowded, makeshift quarters with poor oquipaent and often times inadequate supplies, this group did outstaad*|| Ing work* .• . ~;v/\ V;." ' v' ;■ ■ ■ V-. V' TâBLS III cifiL saffici ouminoj^iou m pmsmuu, SöFiÄfiaoRl SLSHSHTAHt SICOSBAHÎ CAF-3 28 SF-4 ;' ■ : ■', • '23 JÉ i||: li ■ apt pii ■ fi' 51 CAF-5 U Hffi l^^pafewi? fSIPf; ? iji ÖÄP-5 SISIFI; 'i.V 8 OAF-1 1 1 SF-8 1 0äy*f Mi (ftflM Pl , \ . : :! 4 CàF-9 I #!§**$ |§fc>| I #*<££*' ' p-5 iliill’MlII § K$$&t IB ¡f| 1 f| |$é flî* *Teaporaxy oppoiatmantß á«*l~6 aot iacludaa* TABLE IV mmwtkm scbdql wmiuMmt m tmomw loas Koath liHsg *•* Of fOAC&#l*« Ostobar, ifS»a 775 Xi IIS u|$p il fli lilt If 46 • BMfitir, X942 77* 20 Sfff ■• 39 $m***?» iw 77* ao 39 ftVntfjr, X9*3 77* X* % H tereh, 19% *D4 X* April. 19% m 17 ilittlll n*r. 1W im if " c 45 $:‘ii i»*. 19% 75* llfcg x4 If i«ay. 19% 7*5 15 ISiSl 1% x§%3 fits 1 XI, ■ 8« 8«pt««Wr, 19^3 *04 Si . 19 4$ October, IW 79* #| 8§SS§ I'f 47 IeT«*b*r, 1943 »7 X* % &«*«■*«?» tf%j 19 m %j ittoivr, 1944 19 kz «& ifi 5* K«wfc, I9W» £■ ilipteii ifflS 5® X944 g T9* A® ■HE ■ tFippi ■/, 53 l|i n«jr» if4%. 795 wBagB 1f If' $m. 53 Ivac, Xf44 79* <2 *ar» *944 %90il * H| 5® IIP AafMl, X944 *99 r ao ffc *5 PM $«H«bW, t§44 79* If Sll 4* 19^4 79* • ■■: m" lif Mo- 1$^ is 79* i^MW ^ m Mo AM* |S§ 19 %2 ¿tfraa??» 19% "Eli# T* 19 kt 1 Fetaraary, i§4§ 77* I*** 43 ter*, 19% 757 HR 17 % April, if% 73* if! | 17 V 4j «•r* 19^5 71« 17 46 1949 m 42 ¿rmtt* m 7*5 111 X*| 44 * $?«#*•• tender* and »«tliiaftii not lneludod. TABLE V 8ECGSDARY SCHOOLS MONTHLY SSSROLLMEHT, AVERAGE LAXLY ATTEEIAECE UMBER OF TEACHERS Ail PUPIL TEACHER RATIO FROM OCTOBER, 1942 TO JOKE, 1945. Month Ending So. of teaohere Snr» grades 7»8, 9 j A .1 «A • ’Em*. grades 10,11,12 A«D «A » Total Ear. Pupil Teacher Ratio 11942 || dot» 12S 425 411 Si 655 467 960 33»4 Rot* ii 456 419 593 577 1029 39.1 Boo* 27 ¿‘436 1 416 691 576 1027 53.1 1945 Jon» 27 457 427 591 569 1023 56.1 F«W:'li 27 459 429 645 635 984 36*4 Mar oh 29 456 426 549 511 987 34.0 April as 437 410 432 497 669 51*0 May as 454 423 530 512 994 35 »5 June as 421 412 523 508 944 55»? July* 27 405 366 361 545 766 23.3 Aug« a 50 399 590 326 524 727 24.2 Sept« 55 451 427 464 482 915 27.7 Oet. 29 439 425 551 432 990 34.1 Sot« 29 456 427 557 541 995 54.2 Deo» 29 456 401 657 516 955 52.6 1944 Jan» 29 433 425 550 529 935 53.3 Feb* 50 453 415 Hii 506 465 959 51.3 Mar oh 29 430 416 431 | 455 911 51.4 April 27 429 416 477 456 906 53.5 May 27 425 415 1464 444 389 52.9 June* 51 262 276 296 239 577 18.6 July* 2$ 236 277 299 290 535 20.1 lug*« 26 230 274 298 292 676 22.2 Sept* 27 436 425 457 442 895 53.1 Oot» X 25 457 427 V; 446 | 456 333 33.4 Sot. ¿25 £ 457 426 456 442 395 55.7 Deo» - 26 p£ . 456 421 435 434 890 54.2 1945 Jan» 1 27 415 599 415 572 326 1 50*5 Feb« 26 1 406 594 586 574 795 | 50.5 March 25 399 566 593 563 797 51.8 April 1 24 395 561 385 366 780 32.5 May 24 568 355 576 360 745 50.9 AVERAGE 27*21 I 1 396 464 443 876 32.1 •Stsmer school enrollments Tb# hard «orle, reatriotod km, and iaadsqust«i housing »nd f#©ding. combinad with là# factor» of ríalas «alari#» la dosi rabie outsld# 4ob# causad a rapld turnover in tbe firai group. A# a rseult ih# rae rultaent of staff vas « constanti? praaeing probi#»* Suriag tho soeond «nd third |»i of operati#!*, tho quell ty of tho «teff eonst&ntly declinad «ad tho Anthority «as foread to ampio? sor# and more tocshoro «itbout asportano# «od «Ithout dogmas* £e-tu«#« tho dot## of August» 1949 and fuly» 1945, aixty difformi tas-chara «oro «aployad in tha alamaniery sobools* 3» oíaos»## «ara tsught by four dlffarant instructora la 00# yaar* lo th# hlgh aehbol, ?0 di fioroni olsssrooa taechare ooro «aployad «ith m m«raso of 95 on tha payroll. fbaa it 1# notad that « atiabar of pooplo «oro m~ ployod for e portad of ivo or tbroo yaara, tha roto of turnover tu cartata postilan# appaers wmh bichar• fbe aohool adottai strati va «ad supervisory staff «as ais# aubjaet to danai dorati« chango» T»o sopori at «adonis, isa hlgh aohool principal#, and t*o aupar» iacra of sindoni te&ohors «oro estployad,|whi 1« four diffamai «en aorvad as supervisor of aduli aduostioa» Jucsesaíul insiruoiioa and adattai strati on raqui ro tanura and stabilii?# fh# lacle of It rosolis in poor tocchine and tho fa lluro to reash plasmad objeetlvea* Thla lo «speciali? imo in » situe tion snob as a ralo#atino contar «boro eoasidorati« tima la roquirod to orioat no« enployeo# to an abnormal and oomplloated situstión* Tha major roasons gim for toradnation «oro (1) to accept otbor ampio? ** mant, uaualiy in othor scheda or collocasi (8) to Jota husb&ad, usuali? la dittar? sorrise) {3} transfar to otbar fadorai saploymant) (4) mili4* tsry furlough; (5) mafrlage) (4) ili health; (T) personal reasona, usu* slip dlssatiafaotlon «itb oonditions of anploymsnt or esslgnsent* | Only orno ossa ef disminasi la reportad tkough tt io trua tbat at lessi t«o perneas resignad ratbor tban faoa «bargas* The Tecchsr and tba far Balconitea Authority Thè empleymoat of tba parsonnal of tba Hdas&tioa Postica involvad oer-tain probi«»# and prosadoras «blob night «all ho toban inte acoount bv «ay federai agone? empleying educational «orberà*! for ibi# re&soa oonsldaratiom la giran in tba saotlon «blob follo«# to tba faotora and prosadoras Involved* SfV- tba toasbsrs in tba far Bolee ation Authority Project in Oreando «or#f| uffestad by foderai Government rulos and procedure# la flve prlnslpol «aysi ' ■ - V .• ’"v-v "v"..'' ' ' '■ V ■ ■ 1« methods of smployment la following the prescribed Civil Service procedure, It waa necessary to edvlss the headquarters of the Civil Service District in Denver of vacancies, this office the» sub-mltted a list of eligible* fro® which selection must b& made* 1» combing its files of eligible», Civil Service found many per»one, who, on paper at least, would Qualify for the pool ti on requested. many of theae applications wera sovaral year» old «ad very fow of them had bee» checked and a» attempt mad» to vorify either the employment or educational hletory* fho file» thus contained many application» of extrsmsly doubtful value from person» throughout the Becky Mountain area a» well ae in »any other etatea. Obviouely such record» could not be relied upon to give sufficient information for the appointment of teacher». It was tbu» necessary for the Superintendent of Iducation to engage in much direct recruiting of personnel. This involved finding quellfled applicant» and then following through to see that their names were included in the list of eligible» submitted by the commission. Since this process was slow and confusing, many applicants became discouraged and accepted other employment or they were no longer interested because of the delays and *r»d taps'* involved. 2. Job elaesiflcstion the system of claesifying Jobs rather than workers also presented many die advantage« until well along in 1944—45* dll of the Heaeatary School teacher» with one exception were normally claeaified as Sp-d. This meant that regardless of preparation, experience, or fitness, all Elementary teachers received the same salary. In the Secondary Schools, only head teachers in certain prescribed positions could be classified other then P-1, where»» a teacher of Agriculture, Industrial Arts or Homemaking received ® P-8 rating. Such a system resulted in jealousies between teachers in the tame classification as well as jealousies between groups. The elementary school teachers fsit that it was decidedly unfair to be classified in a bracket lower than that assigned to Secondary School teachers regardlsss of thoir training or sxporienoo. 8. Efficiency ratings Undoubtedly the system of annuel efficiency ratings, required of ell Civil Service employees, has much value in its general operation. The system does not appear to be designed to rate teachers. As a result, it does not give s satisfactory or accurat# rating of tho toaeher in relation to her classroom duties. The ef fieleney ftli&i s^Mii UiI *any factor» lÉicli toro gl«*« e«t tsaohar* in thè eounty* ! Trifltfdent b*® cooperative in «*rtslT f®**®*!» ht haa ao •**«* to utili aa ppojeot teaehere i, prcfeaaioaal aeetings or to bring them iato thè eounty group* fiotti ?**ch*r? mr* iai?lt®d «a«1 onoouragocl to parti cip» te la proli t**!0*41* organi astions* ^hey «ere «eli repreeeated la thè locai, |;. i6a®h coverai attanded thè «eet-lage ©f thè Colorado Sducation lesociatlon* aererei held office* in thè ^«ache Teaeher* e Association« . Ìf.i*!®,8 ®ÌUB 0*»** p°“I> affiliato* mixh tbo Colorado Hoayital oo*-rt«* aecurad many aeabars through tbo Wha TmlurU A*so«iatioc. *** sont of Appolntsd Teaeboro teloagiag t* Professional Organizations Ketioasi lineatine Association * loo t'\; “ * fÉ * 1 %y «$ " ■ •■ - ■.§& '■ "1 Ceiorado Mucation àssociation 100, .Sfx 34'/' 96 Ajaaehe Teaehere Associeti©a||p 100 ; 59 § wrmm mnj&mmt • \. :r frf<0í!.dif!U‘*ln5 th* “PlojMirt of «T.0UMS in sortala typss of pò- ' .siti0*1*, it mmy bo «oli to ennlno sono of tb* fa*torà involrad. Tb# originai intani of tbo Urthority mi to «tilia* or.eu** «orkors slHHMtÉI*** poaaibl* to do so and to uo* thoa in li«« of appolntod S 4?alffi*a •«*»• «««H «>• foundT|Tb*r* M. alST* tea-denoy in tb* beglnning, to assign «orkara T*ry liborally to evarv sae- ¡Es??«°r»«“*•«»*• A.i„.iíirtrsu:r• tion Sostion bad naarly SOO avaeuoo «orbar* on ita rolla durlag tbo •ÍX.ÍÜT «ontha. Baring tbi* pariod «ory dofinito "TOà" attitudas to-"*”.*®** ® i#T*lop*<1 *Moh let*r prowd «ary troublssome. Tba orar- wpyly of araployoo* nado tba «ork load for janitoro, elarka and othor *-a56l8aaí8’ *?tf***ljr b*ter on, «bon «orkors bacano diffieult to fina and «ork-leads ineroasod, wabussa rofoaod to «ork oitbar bardai or longer. «bon tb* oonpatition for «orkora bacano acuto, tbaao atti-tuda# «oro nor# and nora apparoat. Ibi* ganaraUsatlon la noi, of oouri treo of all «orkors for tbora «oro scasa «bo gaso gonaronsly of tboir tm .Thi* *aB oopoolaUy truo of tbo asslatoat toacboro and recreetion leoders» - Oertein ohereoterietioe of eeeignnent and control It w^s «Oted repcetedly that non—teaching vo riter e 0« aenagement or control* firet, the auperrieora they «ere permitted to recruit their own helpers* the Project Personnel Office was never suceeesful also deserve action* resisted certain typei «ere much happier if Seeruitisent through f and very few workers O') were secured fioa that Second, workers recognised the author* tty of only on# person, their immediate supervisor* for example, sot*' ■ oral times a competent carpenter «as asked to work in a different school building* He refused to work anywhere hut in the elementary schools* The adult and elementary classes were conducted in the name hloek area» some times in adjoining rooms, hut an elementsry school janitor refused to have anything to do pith an adult adueatlon room and the too groups frequently «Tangled about this point# It see neeea*| eery to havo on# hand janitor for eaoh school, elementary, junior high» eenlor high, and adult* M It should also he noted that hecauae of tho menial nature of janitor* lal eork these johe were taken almost entirely by elderly people «ho •poke no iaglleh. This mado supervision difficult and caused the fail* ura of several attempts to organise •janitor1e schools* In which they might be taught better method# of cleaning end maintenance* These peculiarities sere the basis of arguments by the superintendent against the transfer of janitors to the supervision and payrolls of tho Shginearing Section« The wisdom of this contention is shown in the ease of high school bollermen* Because they were working for the Shgineerlng Section, school authorities were never able to secure their cooperation in maintaining desirable building temperatures or is being on their jobs for special affairs outside the regular school schedule« The Svaeuee and Student Teaching Program In the beginning it wee anticipated that much of the claseroom teach* ing could be done by residents who might be qualified educationally but lacked specific training or experience* With this idea in mind the evacuee teaching personnel was classified in three groups; (1) her* tlfied teachers, eligible for state certification; (Z) ctudent teachers, and (3) teaching specialists* In the first group, certified teachers* many ware found who were college graduates with usable majors in aubjact matter fields«I Few of them had experience as teachers or were prepared for teaching« Hone of them had public school teaching experience and the work done in Japanese langu* age Schools was so stilted and formal that it unfitted them for publio school work# The later development of the relocation program soon caused these people to relocate* Their tenure was so short end uncertain that, eepaclally during the last two years, they could not be depended upon to carry regular teaching loads in lieu of appointed personnel* In the lest year only two teschars eligible for certification were known to reelda on tho project* forking directly under the principals, these people did good, invaluable work during the first year* oo co Si fli8i61* f0r e*rW«o»«^. -r. peopl. Who illcz ° re!3j,ia?* «wiotsi tini,, eo ®nt *“ «• laauanaa of Stato femonio« eertifioatee. *!eZl‘e!°ZV!rC rosairad to obaarve tbroe elaaaaa aaeb aaek ZLZ o^TZZZTtSzl-i r-1 ottetto tocchi ugg orlaci ola a »«é ««**. h«,» . mt *n* tcachar® to àosBoa» aapa pi?* ™ ffiotfeod». Thoao domoostrotioa classo«) * “ »*>aarv.tloaa. «bea «akiag obaarvetlona, atndZ Zobor. «ere directes io look for thè Oppilealiou ot spécifie teachlng principies. Observation foiloved thè study and discussion ot teaehing principies mû méthode* Student Reliefs moro required to pim their «ork In adymce* *«hile a plan for oso vook9 a work ma ail thet ma» requlred, li mm advie-ab le %o organi a« tbe «ork iato largor unito ot aub jeot miter or U vit y «benaver possible* studente soi up major objective« for their classes, outilned tbe subjest aaitor to be tanghi* deeided ou tbe type* of activity end procedures that vouid be most effective and ma«* semblad materiel ta be uaed in their tesching* U sa or, pieoo «ere «ritien lu odeaneo and approved bp tbe supervisor* te alâ studente in évoluât!ag their plans, tbe felloniag eritoria ai gì ven ln frinkl® and imeatrout* frlroctsd Observation and Tsaohlag 1» tbo Secondery Sehool, «ere dlacuased* The plan should s 3HB «• Bot \yp a worth~*hile apecifie objective ta a guide lo activity b* Involve ibe esslgnisg of definite learnlng exercises* e* Previde for tbe establiahmeatHof a motive* d. Include study direotiona to ineure eoenomy of tima and effort I in tbe learnlng activité* #• Moke use of «orth-while meteríais «blob «ili facilitate learn* I jPMji f* Bei up an effective mettod of procedure* ì|g* Moke previ al en fer ludlviâoâl différences»’ b* Previde fer «efficient application te facilítate permanece? of learaing» 7 jvÍBk¿ f 1* Be organined «round major unita of sebjeet metter or setlvity involvlag tbe principie ef seqúense* ® j* Provide for suf fiel ont revie« mâ drill to estábil ab saqúese# of subject mattar and to incresa# rétention of «bat bas beea ɧ laamed* m desidea tbe regular claaa perioda for atudaat tesebera, group and in« dlvidual conférences ver# held esch veek* Conférences «are feeld se tbat tbe student te&ebar and supervisor mlgbt evalúate tbe tesching and determine «aya of laprovementg organise end plan tbe work for tbe fellowing «eek9 discuas effective techniques tbat m&y be uoed, plan diagnostic and remediai staterial to uso in classes» diseuse tbe estent of différences in studente and vaya to provide for tbe veristion in istore«t9 needs and abilities* |§|Jg8 Viorne of tbe contributiona end problema involved ln tbe use of evscuee teaebing personnel bave already been noted* Tbe feilevlng évaluation aise aeeae pertinent* r\ Eft* sili Sv acuca taaehara randarad iaraluabla aarvlea la aany w&ysi, A» »ubati* tuta» tbay afta» took elaaaaa «hieh, la aaargaaeiea, would bata baaa untaugbt without theau A» »asistenta, spadellata and atudant taaebara, thay raduead thè load of tha appo!atad personnal and aidañad tha ranga of instruotion. Thair knowladge of Xapanaaa idaes, cuatoma, and ax-parlano»» ausda possibla graatar undarst&nding of tha aniire proPlcm by t&» eppointed personnal. Ine teschi ng group ala© parformad invsluabla vioric la thair iaiarpratation of tha sebouls far tha community. 0» tha othar à&ad, cariala negatilo condìtioaa ahould ba notad» First, aftar tha prooaaa of ralocetion bagan, tha tumorer Of leachare sea «ery rapid* Soma van» hardly put to «ork before they resigaad* Süoond, fan Japenóse bad aay professional preparaiioa for teaChing and they tended to ba atrongXy "aubiect mattar ainded” inaiatlng on uaing old aethada to a»cura formai maatary» Third, many apok© lugliab so poorly tfcat they «ora not raadlXy understood, thair inatruetiona «ara poorly «ordad, and they parmlttad pupila to uso poor orai and «ritta» expraaaion* lourth, bacausa of pesi experiance and tmdition smong tha Japsaaaa In Amarlo», Japonesa taachars «ara not giran thè sama raspaci and support aceordad to Caucasiana* Frequeatly, bacausa of thair youth» young tea-chers «ara not considerad to ba fit toccherà# load in nursary and aduli claasaa «a» «arriad by aracuaa taacbara* liti soma ia-sarriaa training» these paopla did good «ork aspaolally ; iba nursary acbools» and they aerit considerable coaaacndstion« EQüip?m mmixtm tas mmmm? mucol wmmmm mmitm® By tba time tba aebool «aa ready to purehaae tumi tura la luguat ef 1942, mamofaeturlmg bad already bees tecnfeer 3SL9 iste 131 93 *mwr yi9 iste ite i i# W» ré JB filnuur '28* 19^3 |hi« 75 Mardi £, ÎÜI ISO IOS AflU Pi l|%l II iso ii x«r pi fMl Am« JO. 19*3 m isi gite 132 1 s«pt«H*iw 30f 19%3 paoil iti 0«t#b«r 32t 19te ai i?o imittf p, 19S3 $£*'• : .Æm i** |Si US jPlt itej SS imauûrr p, 19W aso litigi ul Bl liVntüf Äf§ 19^ 330 us Mardi £, «¥i H • a* Sil IS Apm 30* iste Jt wl ao5 ite a«r 32» iste ft ÄpilllÄiS «lilpÄSi® #hm w» if*# "ii^llÄE 1 iso ns pif 9«p««ab*r 30# iste « "' ■ . 15« o«t#fe*r fl* Ifte Siipiiï 19* 15s XtviaVir p* iste Iffc 153 MV il, 19MM Mil' 1 IE ite f#nt«*r 31* ISte 199 ite i ■ Pthrm&rr 28, Xfte i* i ÂimPÉ^si ut Mánfe p, I?1*; , ;: -tp te April jo, 19*5 lili 110 la 1 x*r 31, 19% ite Ite a ; - Kindergarten The kindergarten program offered the following learning opportunities* 1. Supervised playi (a) free play to provide exercise* develop muscular coordination, courage,' thoughtfulness, and opportune itlea for learning self-controlj Mb) organised play la which, all of the children played together following directions* .8; Arti drawing pictures, cutting paper, modeling in clay, end painting to develop ability in self-expression* 3, Music* (a) singing songs appropriate to the seasons, holi-daysV and other activities in which the children were interested; (b) listening to music; (c.) taking part in rhythmical •';J| games* - ’ v-■ || Heading readinesst listening to stories, telling experiences, looking at pictures, taking walks, playing games, and following directions in working in activity books to prepare for I reading* S. Boutina trainings (a) toilet training; (b) rest periods; and {c J rluncfi- periods• ■ Grades One, Two, and Three The curriculum for the first three grades consisted of these learn-* $ lag activities: JV 1* Gnits in social studies with the centers of interest upon gftiving in Hone and School, | “hiving in the Local Community,* end ** Living in the Eider Community*” Basic textbooks: Paul Banna Series (Scott Foresman and Go.)* humorous library books, pictures, and IflT iSSKZXHEABiSi {Asia ri can ¿education Pres a) were! utilized i)i addition to the basic texts. B* j.Bnlte of science with activities to develop ability to solve simple problems in science and to train*in habits of | health and safety*;." Textbooks: X3S03 (Ginn and Company); LOOK ABB Ll1 i$: (Scott Foresman and Company);; um HEALTH ABB GROWTH 3 ski IS (Macmi lien). ' 3. Language Arts: 1 (a) Activities to dsvalop reading readiness and to give initial guidance in learning the primary reading skills* The following textbooks and workbooks to accompany them were utilised: CULRiCULUM FuUNUATICN SSBIIS (Scott Poresman and Qoapany), I AST GLOoIK IB HEADING (John 0* Lin-ston), and TEi GATES BLJiD^sBS > (Macmillan) * Numerous library books were also used* (b) Activities to develop ability to ,| speak and write stable sentences in correct English, to spell i common words, and to write clearly and neatly using manuscript writing in ths first and ascend grades and making the trans- % ition to script in the third grade* Textbooks: LAHGBAGl FOB 1 MEANING (Houghton Mifflin and Company); FBOGBIBS IB SPELLING (Lipplncott )• 4> Arithmetic: (a) activities In counting, reading, and writing simple numbers, (b) learning the addition and subtraction,j§ (e) telling time, and (d) measuring using inches and feet, pints and Quarts, and (e) solving simple problems in addition and subtraction facts, and (f) using money in classroom ac~ tivlties and learning to write with cent sign and the dollar sign* Textbooks end accompanying workbooks: 8TCBT ABITH-METICS (Scott Foresman.and Company)• $•’ Fhyeicai education: free play and organised games to provide exercise, develop muscular coordination, courage, thoughtful** ness, and a sense of fair play and good sportsmanship* 6* Art: drawing pictures, cutting paper, doing finger painting, modeling In clay, to decorate the classroom, to make book covers, and to express original Ideas in connection with other units of study* Magazines utili zed: JtiilOB .yti.y AND ACTIV* ITX ] rinding enjoyment was the chief aim. I Mach fraedem vaa exeroisad by tha group». Tha pupils helped in th* flHL. a* ba orlt**«* of %h* products or performances*!» a friendly and helpful manner* r^*wwaeee ta BISTBlBUTIQSi Of TIMS I Xindergart en §¡§1 *“ *"> »«our« and fift**n min-T f 0f p«r a«y |p| to aaoh typo of «ititi«*R »; assrsf^fgr ■ «"!»«. Grade« One, Two, and Three ilÌiPtB ‘ 1V$I ;?X* t - X ^ The number of minute® per week given to each type of activity va» itlUSSIIS! *8 fouo*ai «“«in«. 200i languag*. 150; aoclalW:. wltlm'-Ì00* pk,si*®1 •2aoatio», lOoJaeianaa, 78; end spelling, 75} art, 75j music, 78* MiPJAflOS • ■" ,: ,. . kindergarten *“! 0f,f8 aecompiiataaota of kladorgarton pupil* eaaaot b* a»*.- Sildref «fh!!2!ti0BB by th* t6achi,ra- ** »»» afparaot that tha ¿¿£/i:lFFlt Sv5“8^- ¡538 xr4! io sotting «aa."Ìw H children showed a a »ad for mcro sloop* Parent® reported the problem® confronting thorn in getting the children to bod early elnee the family Hired In on« room. The kindergartens «ere not equipped to give long rest periods, but in individual oases longer rest per** lode were provided for* , Grades One, Two, and'■?:hree A- susmary of the accomplishments.of a'school must necessarily be incomplete* Oort sin of the attainments cannot be measured! for those jg attainments which can be accurately measured, it- is impossible in a^Jt] brief summary to take into account sufficiently.the Varying degrees J| of efflelency of the different teachers« This summary, therefore, consists only of (a) comments from observations of pupils at work |j made by the teachers and supervisors, (b) attainments reported by | the teachers, and (c) results from Oates Heading Tests administered In March, 1945* The outstanding attainments observed by teachers and supervisors wares increased ease in speaking Kngliah; increased ability to take responsibility for the care of materials and for the performance of certain duties; Increased ability to give attention; increased ability to work and play as a friendly group and to practice self-control* J| The first-grade teas here reported that by the and of the term 50$ of§|| the pupils had read two sets of pre-primers and primers; and the remaining 10$ had read only pre-primers. Ths second-grade teachers reported that by the and of the term 85$ ofi the pupils befe able to read fluently from books of a third-grade# level or above; another 80$ read material of a aseend-grade level with ease* fifteen per cent of the pupils had been remedial oases* tlth a program adjusted to tholr needs, 50$ of those pupils wsre able to read easy second readers by the mad of the year*|| The third-grsde teachers reported that approximately 80> of the pupils read fluently from third readers* Twenty par cent of the third-grade pupils had been remedial cases« ||AppreHfflatoly/,40$ of those ceses wore able to read from easy third readers by the end of the term* The results from the Gates Beading Tests administered in March, 1945 to approximately 500 primary pupils show but slight deviations from the grade norms for sach of the primary grades of the Am&che school (Sea tablos in Appendix)* tabls ?ii k fAJOCUFIOH OF SOOHIS OF ALI, FllOt (HUDK POP XIS, MFrBOPGLItAH &mss*o HFmiss fsst,* s&nora, 19^ Orad# 1-A 1-B 1-0 total Han ge o f Soorea Ul ? fe 82 112 Median Seore 00 «7 «3 «5 Median Pero entile &aük 5« 70 fe I 62 * Metropolitan Heading &eadineas Feet fot Kindergarten and Orad# 1 TABLE Vili mum m&mwf o t all fop ils or OBABOSS l# 2, AS® J AS B®N3*IHI© ST SAS SS PRIMARY RmitSG TESTS» KABOS, 10f Orai* 1 2 3 To emM ary S«n«© *f Ittdifig Grad© 3,25 M J»9 Kadi©* Stadia« Grid© 1.6# 2.S Striation faon Srad© Som O.OJ 0.15 -0.25 7&ragr«pb Stadia« Sta«© of Stadia« Grado If » *1.2 Sedia» Stadia« Grado 1*73 'S.S 3.1 Deviation fata Srado Soia o.os 0.13 0.05 * Oat©« Priaarjr Stadia« Tatto» 7m 2, far Sradtt i ©Ad f. Sato© Advanead Prlaair Stadia« Tatto, 7©ra 1, far Grad© 3. TEI MIBPLE*0HADS DgPABTMEKT The aiddXe*gr®de department consisted of* three fourth*grade, ttw* fifth-grade, three sixth-grade elasseo—approximately SdO pupils* 1 PURPOSES * .,', . .. :. '■ • • , The major objective was the training of the girl# end hoys for high* type living is a democratic society. In order to accomplish that oh* jactive, the following spaelfio aloe' «era aat ops pip ui to provide opportunities for growth** ability to live happily together in a cooperative group .run to develop in* I telllgent understanding and appreciation for the demos rafjX4f. |§| «ay of life» ■• . To provide opportunity for the growth and* devalO|l||WI^,„^8^^^ strong, healthy bodies* S, To promt* m aver increasing degree, b£|| emotional * 4, To develop understanding of the natural end aoclal environ* stent« g,.# To provide opportunity for growth in understanding and «as* tery of those skills, habits» and abilities needed for oue-cessful living« | 5. To increase the vocabulary of English words by providing special opportunities for the use of English to off*set tho extensive use of Japanese is.'the community* ?* To provide opportunities for the development of individual interests and aptltodes|l| $mÉLQXiuM Qfmnmm - ; ; ■ . ■. ./ • /■'.. -, ; ; ; ; The middle*grade currioulu« coiiaisted of the following activitieei flu Units in social studies with the centers of interest asp follows! gride four, "Community life in Other lends*\ grade five, "Life in the United States*} and grade sir, »Our American neighbors*« Books end peperà utilised in the classrooms: HOME LITE Ili ||| LAMBS (Oinn and Company)! DUB KSXGH30BS fAR ABB MS&& (Ameriean Book Company) ; AICSUJCAS, UFI JM EABLT ¿MIRICA, and Ufi IH BgmEHN AMERICA ¡¡|§3E end Company)} OUR aoomm MXmmm (foUett)} MI IBSKLi HEALEH {American Education Tress)} and numerous paa* phleta and library books« g, Mbits of science and health to give scientific information, IrHn in problem solving proesduras, develop ability in critical thinking, and to help the pupils form corroct health habits. Boohs utilized* Hlf PATBim 18 SCIENCE fSinn and Company) ; NSW HEALTH AKD 0BOOT SESIES (H&cmiliaa); and numerous library books. 5, Language arts? (1) Beading rapidly and thoughtfully to gain information and pleasures (a) silent reading of basal readers for a variety of purposes and library books for pleasure and information; (b) oral reading of saleotad parts of textbooks and of library books In an audience situation; Co) training in the use of textbooks, dietionary, and reference books; Cl), aotivlties to develop ability in language (a) to speak correct %gXlab easily and fluently; (b) to exits one or two paragraphs in correct fora; Co) to practice to gain ability to spell and use correctly ccannon English words; (d) to develop ability to write clearly and legibly. Books ' utilisedi^ ;iX";ix-Ki:>K? ifisv; pisli>3 , f'X.x ,'ix ta ¥ el, and HOB- ¡f MAM (Houghton Mifflin) ; LQOE B TBAViB# CfE, |and LSTfB 00 AHEAD (Macmillan); %mmm FOB MEAH1HO (Hough-| ton Mi'fflla); and numerous library books, 4, MUTHk; TIC: (a) reading and writing numbers; (b) activities | to dsvslop skill in performing the fundamental processes with whole numbers, common fractions, and decimal fractions; (c) solving one-step and two-step problems; id) measuring, using a variety of measures; (a) reading and constructing graphs, charts, maps, and tables using the proper scales of measure, ¡¡Textbook; STUDf abithm.$fig (Scott foreamen); and workbooks to accompany the textbooks* &• Physical education; | organised games to provide healthful | exercise, to develop ability to pley as a team, to be thoughtful, fair minded, courageous, and to show good sportsmanship when losing or winning, 6, Arts drawing pictures, cutting paper, painting, modeling, to decorate the classroom, to make book covers, and to express original ideas in connection with units of study, ?« Music; (a) singing songs appropriate to the seasons, holi-;||£tys, and unite being studied; (b) listening to music for appreciation* iffl FUM Of WHE I In all middle-grade classes the plans provided for definite citisen-ship training through room citizenship clubs and a student council composed of one representative from each room from the third grade through the sixth grade. In those organisations, the pupils (a) set standards for eorreet living together, and (b) discussed and helped to find solutions for problems coming up in the classroom, on the play1 ground, or in the community, A safety patrol functioned, also, in directing traffic and in teaching safety and obedience to law. In the unite of social studies end in science end health, the pupils cooperated in planning many types of learning activities: reading hooks, studying naps and pictures; writing compositions; drawing picture*, maps, graphs, and charts; organising material into booklets; listening to music; singing songst dramatising scenes; watching motion-picture plays; and so on, in order to obtain clear understandings; to develop critical thinking, ability to organise materials and reach conclusions based upon accurate data* Much work was done in small groups, though each pupil was given opportunities to do independent study according to hie own interests and at his own rate* Informal teats to determine the understandings gained were given at the end of each unit of work*'.-- ■ : ■ \ 'f. ■■ The Progressive Achievement Teste in iieading were administered to all middle—grade pupils early in the fall of each term* laeh of the middle-grade Claeses was organised into reading groups according to the results of the tests end the judgments of previous teachers#$ The pupils were given informal reading tests from time to time and re-grouped according to hie ability* All middle-grade pupils were given two 00 minute library periods scab weok* They were accompanied by the classroom teacher who supervised them in the library as she did In the classroom* The children were 1 taught how to use a library and how to conduct themselves while attending any library* In addition to research on science and social studios problems, the pupils read for enjoyment and checked out books for use in the classrooms and at horn*» Though the library contained only about 187b volumes the monthly circulation averaged 4000* , ' v The staff included on* head librarian and one assistant, both were local residents without previous library training« They learned to do the work under the supervision of the project librarian who was a member ofs the education staff* In addition to the library books, children's magazines, pamphlets, maps, newspapers and other similar items were available* Some donations of various types were received but the major part of those additions to the library were of little value. ; - Correct Saagliah was encouraged in all classroom work* -; The language schedule provided for the development of fluency and accuracy In speaking and writing* In all practice work to secure mastery of a skill, teachers were encouraged to teach, test, analyse results, reteach according to the needs retest, and so on, in order that the practice time would be used econo»** 1 colly and effectively with each pupil concentrating upon his own difficulties* 4r The physical education periods provided for exercise out-of-doors under the supervision of the classroom teacher« In both art end music» finding enjoyment was the chief aim« Much freedom was exercised by the groups* the pupils helped in the planning and learned to he critical of the products or performances in e friendly way* mBHRSJI * h mmMimim of tmt m The number of minutes per week given to each type of activity in the middle-grade classes was approximately as follows: social studies, BOO; reading, 200; arithmetic, 200; science and health, 150; physical education, 150; language, 150; spelling and penmanship, 150; art, 120; music, 120; citizenship clubs and free periods, 100* muJUTiGS ; v 'v.'.',.-."'. . ■ The progressive Achievement Tested« battery of tests in reading, arithmetic, and language, were administered to all middle-grade pupils at different times during the three years in order to measure the aehleve-ments of the pupils in the tool subjects* (See Table in Appendix) The results from the test given la March of 1945 show but slight deviations from the grade norms for each of the middle-grade classes. The lowest scores were in the field of language arts—reading and language usage* The vocabulary-test reveal that many &t the pupils had but meager JShg-llsh vocabularies* Teachers* observations and comparisons with the work of the pupils when the-center opened brought out .the fact shat the pupils had lostC^/* some of their ability to use .correct English through life on -the ©ester -where the Japanese language was used extensively« Teachers also reported that the pupils had. made considerable gain in ability to-work Independently* They had become more attentive to directions and exercised more self-control in the classrooms• The boys showed more initiative and willingness to perform before a group than the girls* The boys persisted in the Japanese attitude that boys ate superior to girls end showed frequent irritation at plane requiring them to work or play-with the girls* nowever in most of the classrooms that attitude was growing less pronounced* The faculty of the elementary school feel that the pupils go out with adequate equipment to enable them to become worthy members of their new school groups* § iRQrara PR0USX0MS mU ATTJP1C4& F0PU3K?! Tor the purposes of the elementary school the batypical child** was one who had such mental, physical, or emotional characteristics that Ms adjustment within a normal class was extremely difficult« TABLE IZ ramno« rao» vrais or raoassssm maxtwma raras Ararais*»!»* so au pò?ils i* ostras s, 5, AIS 6 STATED I* TEAKS AID SOSOS feil || Grade «al Tear 1* 5 6 iÿte-3 19H3-H 191A-5 19*2-3 19*3-* 19**-5 19*2-3 19*3-* 19**-5 Beading -0.2 -3.7 -0.05 -0.2 *1.$ -&.Î5 «•0.1 0.6 -0.65 SiMlag Coapreheasioa 0.2 0.? 2.2$ 0.2 0.8 0.2$ 0.1 -0.3 •0.0$ Xtlleaelleal teeMiiic O.3 2.8 -0.I5 0.0 0.2 -o.*5 0.0 1.0 -o.55. Rttiittftllts h&deaeftlali 0.2 4.0 1.05 0.2 3.5 1.25 0.1 6.8 1.1$ Language 0.1 3.* 0.25 0.3 *.3 0.35 0.* 2.9 0.15 Average Bert at lea 0.2 M 0.65 0.1 2.8 0.25 0.1 3.* 0.15 * Addai «ter edt Beeeaber, 19**2 December* I9H3 Karen, 19*1$ In thè fall or 1942 thè te ache rs «ad Principal Bade a aurvay to de-tamia« thè individuai aaada of thè pupila enrolìed is tha Asiache | elementary aohool«[;^fhe duhlatann• Andersoa Intelligence tasta «ere given to ali pupila. (i>ee fobia in tha Appendisi* Xii case« ot «x-tremely lo» || ^«’a^the individuala «ero testai ©a tha he* ¿tenterà sànet-bimor. Intelligence Testa, As '..rapidi? «a poaslble, thè «yea of -;.ll vere checked« In casca of ext ready poor Vision, pupi la vvar-c exami ned by tha op tose tri et at tha t&acha hospital* standard* ìsad achisv-.ment testa »ara àdmlni stereo, to determina tha needs of In di tì dii sì a in thè tool eubjecta. (Saa fable in thè .¿ppesdlx) Laporta of the|eya exasinetion '»ara aeat to tha parente »ith reco®-mandationa for treatment or far glassa»• In tha ansa# of pupi!« «hosa perenta »era unable to pay for treatment or for glassa«, tha 'SM welfare dapsrtmemt tooìc orar and previdad for them« à&juataents in tha classrocms »ara meda In accordano« to tha neede indicateci by thè intelligence and aehievomsnt tasta« ho pupils »ora contrary, it waa daeidad that all of thèse pupllsfaould profit more by livlng in a norma! group vith sa adju&tad program tàaa by isolation into apec-ial groups« In thè fall of 1943, a rapresentativa of tha Stata oapartment of i Sduoation for uolorad, »ho hed ebarge of tha adjustmsnt program for atypieal ohiXdrea for tha stata, axaslnad tha elementary school 1 pupi la of Amache «;w Bar raport liatad tha following atypieal ehiIdra»; 4 »ith extra®dy poor visiou, 2 »ith very lo» X. %*’«, 6 »ith estreme apaech diffinultiaa, 3 vith phyeical handicap«—two of thasa vara fffl lefthandad pupi.Ih »ith a tandancy tovard.reverse movaaants, and 1 vith anti-soeial attitudes* In thè fall of 1944 a-check »ss meda concerni&g t iosa pupi la listad as atypieal in 1943* In every casa thay »era msking sstìafactory progress in a norma! group. fhe Vision ossea had been fitied »ith glaaaas and saatad in tha classrooa to g#t thè best light posaiOle* ffcoae vith lo« 1« %«■fa had been placad in lavar groups bacausa of thair social immaturità and alo» learaing ability* fha apaech difficili ti eo paraistad, but thè gain from livlng «ith norma! childran «as appsrent. Tha le fi-bande & pialla had mada remarkable progress in both vrlting and reading* ho avi dance «as aver found in tha flrst and second grada® that thay tended tovard reversa movementa* Othar casae «ara reported by tha taachars in 1944« una, a daaf boy «ho «ithdre» troia tha group far moat of Ma aativitias; another, a boy cripplad by pollc«y»litls«| In tha fi rat .casa,; tha daaf pupi! vas fittad «ith e hearing davlca «hieh aaemad to ha satiafactory* He «as aaatad near thè front of tha zoom in order that ha might both saa and hear tha speaker® bafora tha class« Test resulta show that ||| ha gslned a full' yaar or; mora.:in tha tool subjeets of raadlag,iadtà-| mette and languaga. Bis social attìtuda also shoved some improvm&snt« The crippled boy fitted easily into the normal group« The first-grade pupils treated him considerately but no undue attention« In the judgment of the teacher, the class,|aa sell as the crippled hoy, profited hy his membership ic the group« m )$SBm VACATIQM ACTXVXTIBS Tho v©catión program previded for remedíal work, recreational activ-itica, and religious training under tha dirsction of churoh groupe« The eche dula vas approxiaately as follona í one hour of remedial eork, tw© hours for recreational activitiaa» and one hour of Bible atarles with churoh groupa for thosa pupila whe choae to participéis in the churoh programo« Suawer sohool enrollment vas as follonas %Wl} Grade Enrollment ! luly-Aug. 1943 1 Enrollment Inly '«* Aug *|1944 Pre-school 191 196 I Kindergarten 93 181 I first Grad# If , tì 1 88 UG i Second Grade WÈ 1 °0 H 101 Third Grade 109 ¡¡¡97 I Fourth Grade 105 98 J Fifth Grade 131 B 104 Sixth Grade ; 134 Û 92 Total 1 949 @99 The following lists show the types of activities provided for in the summer programs Grades One and Two v:;’' 1. Musics choir singing, rhythm oand,|folk dancing» tonetto, piano* S* Arts eoastruetion work» handiorafta, noedlecraft, miscellaneous fine art work* ; Other activitlea: story hour, choral reading, library reading, dramatics, group games, gardening, hiking, ecienee and nature, beginning twirling, Bible stories* Gredas Thmé and ffautf y._ vv;\ ...' X* SiaiXar activltlaa tu tboaa ;Xi;ut$4 ;for gradas una and ftl'- idditional aeti v.i t i ©a i creativa arlting, aditiag aews#ap&r* acodao.ric, caapfira (9 yaara or eider) , aub secuta (9 jasra or eider)« ©rada« Fita a»d $ix ;';yy. v ■''■ ,(V* 2w¡£5j9jK 1. Siaiíar asblvitiee to tfcoae list«d for gradea tbree asd four* A%£V^'? 11 f 8* Mditioflal activitieai achooi atora, aoftbsXX, Boy Secuta* 52 SFSCIAi* OBSAHXZmOIS àUD ÀQTIVXTIKS cm^JSKaHiF oums iid cosami |gl T3» school program provlded for defluite ol tiara ehi p training through rooa citiaenahip cluba rad | etudeat eouncil Bach ree» trm thè thìrd grade through thè eixth ves organined lato | eitisenship club vith ite ora offieere* Thè eluba set standard! for corre et living together le thè eleeeroosse» dleeaesed problema arlai&g io thè claaareo» rad oa thè playground, end helped to find Solutions for tham« laeh eXuh e* Xeeted | representativa to thè etudeat eouncil, sede refusata of thè coirne il through thè repressati ve, rad heerd. thè eouaeiX meaber*a veak-ly rsport of eouaeiX meetiags* The etudeat coirne il coapoasd of tvelve meabara, diacuased achool rad comuni ty problema vith thè priaolpal et veekly meetiags* They helped la fiading eoXutioae to problema, reported matìaga to thelr room eluba, rad apoaaored thè eleetion of offieere for thè aohooX body* The atu-deat body of thè slamsntary sehooX «ere ho&orery membera of thè etudeat eouaeiX« §J| Cader thè direetloa of thè etudeat eouaeiX, e aohooX eleetion of offieere vea hsld* Homiustiona vere mede by etudeat eouaeiX sgambare oa thè heeia of sa individuai* s ehiXity to do thè type of vork calied for by bis office* Ballota vere miMOgraphed ead, ia eeeh eXeaa a vote vea tehea* Offieere eXeeted vere prevideat, vice-preside&t, seeretery,J rad treraurer»! The sbodent offieere took eharge of assemblies sa veXX aa participated in thè estivities of thè etudeat eouaeiX« W 3CH00L BISSI»*?»* ||p£| The JCNXOH PKffiSSR vae publiehed by thè pupila uader thè superviaion of e ieacher*| The a teff ooaaleted of ra editor-ìn-ehief, a reporter fron eeeh grade tram thè aeeo&d through thè eixth, ra art editor, rad a sporta editor*! The peper «as ieeued aonthly vith spesial attention to holidays, e&d eoatained neve iteme, jokea, originai stofies, rad The JUKXOE PIOMBE vai mlmeographed by thè high school cornerei al de-pertmeut rad eonaisted of io to 15 SAIWT PàTBDI ■ : - A aefety petrol mede up of fifty, fifth-rad slxth-grade boye ve» organi ned l& 194S rad fuaetioned throughout thè Xife of thè eehool* The 53 organlsetton had for its purpo«» th» Uaihíng of habita of a.f.ty M«dl«ne* te Mw. Twelv# of tito eafety-petrol boy» servad ln direct-isg trafile on congasted Street comerá t© ansí a t the city pólice* ie,d^u*n!f tb* ‘af*ty PBtro1 *oe* ***** 18 ?#«**íns dutle# lB treff. fj*® ohief 0? th* Aaooiio Inte ni al deeurlty took an activo latero*« la tb* aafety patrol and aaalatad la thoir lnductlon and tralnlnsr« ¡ÉáÉ WHBfJS*. fuoh t“'rS the aafety patrol b*rabera e.ould aot aaeua* tboir aselgned datloa, local lntarnal aacurity efficera aubatltutad. th# interne! aacurity departaent, threugh ite oblar, deaated aooey for tbe cursi«**»® ggbedgea and belta. The aesbera of th* aafety patrol »era on;duty ¡s half hour b*for* achtol opea*d, aornlng and noca», and ai th* ©loa#. Of each sécalo\ ■ AM CUQB SflHHpg -*}** *»* °rS5ani*ed with a group of eighteen niddle-grade pupil* In the fall of 1944. Th* nenbere of the art elub took tb* raaponalbll-lty for aeleotlng outataading pieces of art *ork from tha different Sw ***■•. elaraentary school, arranging and mounting thea* and ei-hlbltlag the* in th* library, th* principal’s office, and the auperln-JSxhlblta *er* changed every two week*. The club en-£>W'NWh|fce pupil# of the elaaentery eohool to improve In art and to originate slogans* posters, ‘tied cartoons# J sf ERA&UTICiS GLXB *as or&ania*d t0 »ooourage the pupil« t© improve ia ability to apeak before a group with expression end poise* Yeraoajwll tongue twisters, group reading», and so on, were utilised. Piaye were ttiipp'if81 v*thi*8r0ttp th* opportunUyto :; Thirty-five boy» and girl« were members of the dramatic» club. They SB 8tLwt0dJft®r th9y mre '’Mid out- through the reeding of short I 2*5*A^ €rretin8S °f Pttr“t8 f0r th* *»*»• of di.cua.ing child!!!?!»,, -r 00*blne<1 "it* O display and diacuaalon of !!??!!1 T * !! Pr0Y#d ^Ue ¿0« teacher. m!de!.!ort *'hat!*ri! ?nly P*fiJ0f tbe ola*s «“a substituted confarancae eith pL- aho!ld be told °“ldreo !*• ' iro Progressing in auoh a say that more o?! ?! ! told tha parent, than could be put do«n on one sheet of naoer On* teacher at reap ted to hate conferences eith all th# oarant« ?lSi t^AriAT\ **tia “h* r0Und thiB Wl»* «uooaasrul, it la !! !!*!?»!* AV !,*oh,r* Of IP «Ii|f PI sufficient ablUt? to carry on auaoaaaful conference«. This also had tha disadvantage of i.J„ *“ «* WW. folder regarding th. t..»h.!'.^!Xi! i!!1! */***'•••* *“•»» for the disadvantage of the time involved “ the best results apparently cere obtained «hen cards eereBade for all “t,f5,aS “Conference, tor. held eith the pa!.«!.Tt“to cWlSL Confarancae with parents Conference« «ere conducted either at school or et homo es often as it • t?!T! "!!?!8Ui7* Prequantljr teachers ashed for conferences “ the £*?■ a, ***** * sport was sent to the home in order that tha pupil». !«dtoitob!: ?r.rntto *:th* pw*nt **• •«•*»*£ ounil! !«*??! ht * *a0h®r und#r8tao<5 th® home conditions of certain pupUa better. In auob eases, visits to the homes mre made. Parents idth tof!. !h°°” t0.!ah001 t0 ••• tb« pupil» St work and to tonfor tl ****11? ****&•$§ or principal at any tic»* tl l*aranta* Meetings by Classroom Groups . fl %$ 1 ??„r°“fhhf®nnt8’ Raftlr*6S b* ol“«®oom groups, parents and teachers " b®ttsr acquainted and discussed some of their mutual problem.. ..... 60 Teachers interpreted the school program to the parents; parents had the opportunity to present some of their problems and raise questions concerning sohool practices« Sometimes the teachers invited the prill** clpal, a supervisor, the school nurse* the superintendent, a parent, a child spaeialist, or welfare worker to take part in the discussions, thus bringing to the attention of the parents important matters which concerned the children* Interpreters were used la groups Involving non-lhiglish speaking parents* Meetings were relatively informal and frequently the teachers and the room representative on the parents* council served tea io.dncourage informal conversation* Handbook®, Bulletins, and newspapers A summary of import ant school matters was published in a handbook and eant to the parents at the opening of school each year* From time to time bulletins were seat home to the parents Informing them about important matters such m changes in the school organization, school hours, policies, child health, play suggestions, delinquency, or* other matters* Bulletins reached more parents than would be reached through a meeting ..Slid“ - r®^adiedl th*dsi moire jpnsnptly^ thiah by^ any1 otiiej? stetliod« ■ School activities were made ¿mown to the parents through the school newspaper and through articles in the Pioneer, a project publication* notices of school programs, dates of holidays, special Saturday motion-picture plays were thus brought to the parents* attention. xroumoii The parents* meetings by classrooms in the primary grades usually had an attendance of 15 to 20 mothers* These mothers were for the most p&rtSnglieh speaking but occasionally an Interpreter was needed* The parents entered into the discussion and took a great interest in the work of the pupils* The parents* meetings.for the middle-grade classes were not so well attended, frequently only four or five mothers ceae to a meeting* This small attendance in the middle-grades can in part be accounted for by the attitudes of pupils of that age, in part to the larger number of parents who did not speak Knglish* However in all groups, both the parents and the teachers reported a better understanding between the home and the school because of the programs and the informal discussions* More was accomplished toward the purposes of the organizations through these group meetings than through the larger FTA . meetings each quarter* ; The Parent Teacher Association for Amache was so short-lived that no great benefits were noticeable* However, there was a ranuine interest shown and those active In the organization felt.that membership In this national group would be beneficial to.parents relocating to some other community* •On« of the chief difficulties encountered in all work involving par-«nta* meetings was that of attendance. While fairly good attendance *aa achieved et classroom meetings, the numbera present sere usually^' leas than common j| most eesaminitie*#||Best attendance «as found among pareli ts,'ln|the pre-achool' and primary departfa^ts#§lo spite of .the use of a large variety of publicity methods, the attendance at school programs was largest «hen tickets were sold and smallest *hm admittance was free* rWm AHSRXCAliX&mOfi AHD ŒÆSAfiOii G 2 Th* primary task and contribution of tbs schools of Amache was to develop an educational program which promoted understanding of American Ideals and loyalty to American institutions and to train for the responsibilities of citizenship and for economic independence of the family both on the project and in communities to which the family may relocate* She most serious problems faced on the center were: (l) the confusion of pupils due to the conflicting cultural patterns of the home and the school, and (£) the difficulties with the English language brought about by the extensive use of the Japanese language on the center* v *' y ¡yyflnfô' >A ¡1 r S Special emphasis in the classroom upon citizenship training together with special patriotic programs were carried out to as 1st in the process of Americanization* Among those special activities were: . |l# Preparation for, and the celebration of, traditional holidays. 2. flag ceremonies with the flag salute and the singing of patriotic songs • 3. Showing of motion-pictures contributing to a better understand* ing of American Institutions and ways of living* 4. Writing and presenting plays to promote a better understanding of eu.greater loyalty to the American way of life* 5. A study of the United States in reference to relocation; correspondence with pupils or friends who have relocated, making maps, writing summaries about the areas to which friends have moved * ; . ■ 'y^';Y::>y': 6* 0roup discussions of the implications for the American way of life of evacuation, relocation center detentionand the attitudes of the outside press and different groups* In addition to the special activities in the classroom, teachers became familiar with the facts concerning relocation so that they were able to secure the confidence of the evacuees end assist them to gain a greater confidence is their own ability to meet she problems of relocation* Some techniques uaed in obtaining this objective were; 1* organization of a relocation cornaitte© within the education section to consult with Project Belocsbion Office, and report regularly on techniques being developed* ■ 2. ' Correspondence between staff members and pel©catees shd a sharing of letters with prospective relocate#«# 3. Securing publications on relocation and explaining the topics discussed with evacuee groups* 4« Diecusslone at parent meetings of the problems of relocation and the problems of other racial minority groups throughout the United States* Bs? SLoPMEm1 akd ommizktiQM II The unprecedented forced migration of a largo number of oitison children from the Fool fin coast to Colorado aroused the concern of many socially minded educators. from this group Mr* Fool «1 • Terry, tho first Superintendent of Education of tho Granada Project, selected Mr* ÿ 3* Clay Coyi than Superintendent of School# at balden, Colorado, as | High School Principal, and Mr* Herbert X* Walther, a teacher in tho Beaver Public Schools, as Junior High School Principal* This original staff maintained office# in tha Kittradge Building In Benver during August 1942. In consultation with prominent college and university educators, it formulated preliminary plans for the organisation of tho secondary schools* Because three somewhat separated school buildings were promised for the center, individual Junior and Senior | high School units were agreed upon* Jpg A study of census statistics for the Japanese group in California helped the staff to estimate anticipated pupil enrollment* On the basis of these crude figures, requisitions for textbooks, instructional supplies, furniture and equipment were prepared« Head teacher# for the physical education, homemaking and industrial arte departments and key teachers in English, speech, social studies, commerce, music, guidance, health and physical education for both units, were employed through the Civil Servies Commission after lengthy interviews by staff members* *4\ V/ 'A' number of recruiting trips were made to several Colorado teacher training institutions* A nucleus of constant teachers had been enlisted before the offices sera transferred to tha project on ¿September 9* This group had dons considerable curriculum planning and had recommended the purchase of be»ie|fteat* and supplies* An office was opened on the project in 6f block* Several, days wart' spent In*touring the center, in informal conversations with residents, id witnessing the arrival of evacuation special trains, the transportation of arrivals through rows of armed soldiers to the Induction station, and in assisting in:'the-organisation of a recreation program«./; Because the lack of housing in Lamar created a carious problem, the homemaking head teacher was given a temporary full time assignment to secure rooms and apartments* The Chamber of Commerce and other civic groups appointed a housing committee to assist her* Ten men on the staff resided in a dormitory room in the basement of the Alamo Hotel Which was furnished by fBA* The personnel was transported to and from the project is convoy trucks* In a few months several used school busses ware purchased* Housing became available at the center during 1943-44, end eventually the majority of the staff lived at tmache. Unsatisfactory living ©ondiiiona, ui-appcW*|hg §■©©* §N| tr&asp tioa worries lowered the morale and enthusiasm of the group# *rta- A series of pre-school planning meetings wes organised. The nature and needs of Hieei adolescents were studied and diaeusaed# The re* port written by Sr* T* Ter ami of the educational activities at thj|g Merced Assembly Center, the proposed curriculum for relocation center#, submitted by Hr* Paul Hanna and a group of Stanford university firaduete etudents, the Colorado State Course of Study, and an adequate number of professional, books and periodicals were reviewed in these preliminary meetings# With the assistance of a resident I * Dr*' Irvin 0* Addioott, University of Denver’^ Dr* A* K* Loomis, University of Denver Dr* A* C* Nelson, University of Denver Mr* Colbert Cushing, University of Denver Dr. Frederick Weltzin, University of Denver Mr* Phillip B* Gilliam, Judge, Denver Juvenile Court Mr* and Mrs* Dillon 3* Myer Miss Alice Papes, 1* W* C* A*, Brazil Bev* Raymond A* laser, Denver B#v* Melvin Seguine» Des Moines |||||| Bev* Paul Bobsrts, Dean St* John's Cathedral, Denver School , Colorado Nov. ; LB, 1942 De c * Hä 1942 Sept« ggffig ' 1943^1 Nov* ■ I 1943 Dec* 1,' 1943 Dec* | 3, 1943 Jan* 29, 1944 J an • 29,| 1944 «Fan* 29, 1944 ! Fab* öt 1944 Feb* ft i 1944 Feb * in 1944 Feb* 1944 Feb* 5, 1944 Mar* 24, Sept* 15, 1944 Nov* 14, 1944 » > o $pi| 21, 1944 Apr* 4, 1945 June Z **» 1945 FBTSICU* FACILITIES AND SUPPLIES The secondary school occuplsd sevsn end one-half barracks and ths recreation hall during the fall of 1942* Booms not used for class purposes «ere assigned to the library, attendance, secretary, and home visitor, co-op stores, janitors, storage, offices, and a lounge room for teachers* Ths recreation hall served as ths industrial arts shop, an# the adjoining recreation ball was used by physical education; classes* ,;:A11 schools used the mess hall, renamed Terry Hall, as an audit onus* The homemaking department used ths kitchen of this .buildings / b;.: ¿: Sunday School groups met in several classrooms on Saturdays and Sun-days, and the adult education activities utilized them during the evenings* The seventh and eighth grades were allotted four barracks during 1943-44, following the completion of the high school building*^ the barrack rooms were poorly lighted, and the army heating units were unsatisfactory in crowded classrooms* Partitions wars removed in several barracks,frooms painted, curtains hung, and blackboards m were i natal I sd * 80 provisior »ms made for pupil or taeeber looker spas®, Unimproved vacant spaces were used as playgrounds* In cooperation with the elementary school, science classes landscaped the block, piamtod rys and shrubbery, and arranged neat rock borders, reducing the dust hazard slightly. 1m spite of all Improvements, tbs rooms remained unsatisfactory and sub-standard. Crude pine tables and benches »ere used before a very adequate supply of modem school furniture see procured* The industrial arts shops built many cabinets» bookcase*» racks and storage shelves,' wMshowers later transferred to the high school* A diagram of the high school building Indicating room use may be found in the accompanying exhibit* The homemaking» industrial arts» agriculture» commercial» library, ingllsh-sociel studies» mathematics» language end music classrooms »ere very adequately equipped and furnished* considering procurement difficulties. Mechanical drawing» art* and physical education classrooms were supplied with home made furniture* One laboratory table was available to ell science teachers, and satisfactory science equipment was purchased for teacher-pupil demonstration use* Is the lists indicate» text reference and workbook material was modern and unusually adequate in §8? quantity and quality* Two public address systems» two radio-phonograph recorders* two radios and a phonograph wars available to teachers for class and party use* The recreation department furnished a 1$ mm* sound projector and operators* Forty-five typewriters» an adding machine» a dictaphone* two hectographs, a mimeograph machine» and a mimsoscope served the commercial department and offices* Church and school wars provided with six pianos, largely through gifts* The auditorium - gymnasium seating a maximum of about 1200 was used by the education end recreation departments* Dmwands for it ware very heavy» consequently the floor had to be resurfaced frequently, as did the building corridors* Insufficient storage rooms ware allowed by | the designer» and no lookers or space was available to pupils* Metal hooks and shelves wars Installed in halls» but they wars used by few individuals» as they provided no security for personal property* The low pressure boilers ersstad sufficient steam for even the coldest days* I Fublio works planted lawn, treee end shrubbery, and by spring 1945 the high school campus was the meet beautiful area in the center* Pupils were unusually cooperative in not abusing it* The building itself, with its large airy classrooms» was appreciated bo much by teachers» pupils and patrons that its deficiencies caused llttX« eon««*» except for the poor roofing, which allowed water to XealE through and literally drench certain rooms during storms* It was ||| wired for suffi ei entloutiete to prowlde standard light at slight., or on dark days, and the framed windows, which had to he pushed ©utwsrd,|wcre unsatisfactory* Only the homemaJdag room windows were screened •gBrinking, toilet end law story facilities seemed reasonably adequate, hut the gym locker * corns contained only one shower each* Ml in all the building was large and flexible enough to he reasonably safe and offiwent, considering that it was of i semi «permanent construction .v .' fhe two C* C* C* barracks were similar to the elementary rooms, and were rather unsatisfactory though they did provide adequate space and their location permitted Junior high school pupils to hate easy access mo the shops, laboratories, library, end other special rooms In the high school* PSBSCKHEL 1MB THálBIKG . Appointed -Mi§ Beta Indicating the number, turnover, length of service and education I of teachers may be found in the appendix. ¡É¡ ¡Pfel staff, was a ^hand-picked*’ group whtoh was enthusiastic, sin- cere and industrious* Increased living costs, higher salaries sise-where, poor housing and meals, transportation difficulties, and soma-times seemingly unnecessary governmental red tape discouraged «orne members and the length of tenure became sonstantly shorter* heter additions to the faculty were frequently less well qualified and the calibre of new individuals decreased continually* All in all, considering the nation wide teacher shortage, the school was fortúnete la both tho number and quality of its tsachers* M*ay| èsve generously of their personal time to evacuee, group« end individuals and their relationship to the community was excellent* Several accompanied classes to the farms and labored during the harvest season* In an. ajMfceapt to improve moral© teachore sponsored several interesting assemblies, and fsCulty athletic teams opposed the varsity* ' All but two teachers Joined frem- one1 tp. -ten professional organizations* Although the secondary supervisory staff wee not well qualified in terms of experience and specialised training, the group enjoyed & close, harmonious relationship, and its snthusiasm and industry prob-jiiy balanced its deficiencies* Its relationship ¡1 to ths suporinton-dsnts offies was cooperative and professional| 1»V 681*06 fhea© are acme of til® contributions of the real don t teachers sM | assis touts ®* || Collate 08601*0 of school population hoveiaber X$4g. bt Preliminary regiitrstion of secondary pupils . #•. Canvassing. community to secure assistant teachers and ©cub* MpU teaching personnel «8 |d«| Interpreting California schools, childrens* backgrounds, 1 parents* occupations, religion ©ad eulturs to aosointed ^ | staff.. - . ■ ■ e. Interpreted the school to Xssei. f*; Helped to locate assembly center g* Evaluated Cibel credits earned in Japan i* Acted es Interpreters* Departments and classes in which they taught or assisted: agriculture^ auto mechanic», arts and crafts,homemaklng,industrial arts, mechanical drawing, science, athletics, roeel,instrumentel and piano music, Spanish, and mathematica* Other services of importance were* £$~ a* Organ icing and managing an excellent four—day art exhibit*' b* Scoring standard test papers. e* Maintaining an attendance and home visiting office under the direction of James Yemen ah«,, former Los Angelas Y. M» t C.;- it, worker« , ■ d. faking charge ojj| the libraries, before the appointment'of ■ w; an appointed librariim*R&||:: •» Directing bon odori and variety shows. f. operating projector end sound equipment* If Duplicating machine operation. h. Sponsoring local Sir! Reserve organisations« M i * I Participating in youth formas. Collage trained evacuees frequently accepted outside speaking engagements, and provided entertainment for them, § During the three-year period seventy-seven worked as typists, secretaries, clsrks and messengers, thirty-one as library assistants, and one hundred and thirty—sis as janitors, hollermsn, gardeners, carpenter# end night watchmen. Jilin' * i 71 TBS FB6GBAM 0T 3T0B18$ The purposes of tbs Amaohe Secondary School «ere derived from both the study of current literature in the field, end a survey of the needs peculiar to evacuee adolescents. The faculty reoognized the fact that the pattern and the organization of the program should not vary widely from current general practice« Usual school subjects «ere offered, hut greater integration «as achieved through combining subjects under one teacher, whose work was planned in collaboration with her colleagues who taught the seme group« the two and three period i&gllsh - Social Studies classes provided the necessary time for Individual and group counseling* These classes were the socio-political units where the usual homeroom functions were performed* $.; The faculty recognized the desirability of orienting its work within the framework of an acceptable statement of philosophy and specif«**‘8* i ic objectives* Many teachers attempted to be guided by this common agreement, which grew out of these assumptions: X* The school must help pupils to make acceptable educational progress during the "duration** S. Imphas!s should be placed on helping these isolated young people understand and appreciate American ideals and iasti-| tutions* 3« The possibility of immediate relocation made the teaching of current events, geography, war time reetriotiose, end f:f§PSg£ control| mandetory. d* $ The school must be respected end recognized by other secondary schools to insure relocates** acceptance without loss of ||f| eredi t *1 In the Junior High School emphasis was placed on Improvement of basic skill# and outgeneral education** The curriculum wee ooeposed of constants, individual differences tieing met in each classroom* High school'pupils were allowed one elective in the tenth and eleventh grades and two in the twelfth* All pupils were offered the opportunity of participating In mualc, athletic, art and dramatics activities* A unit of credit was given for & class sessions per week, each &£ 8 minutes In length, meeting for a period of 3d weeka* Twelve units of credit were required for graduation from the upper three grades* The 7th, 8th, and 9th grades followed a prescribed pattern of courses* Health and physical education were required daily of all junior and senior high pupils, for which no units of credit Wer® given* The following courses were required of all student«! Junior Higii - grades 7, 8, and 9 Minutes per week 1. 2ngli*h-30clsl Studies did 8* Matbematics ' ;3l|p§& J': ''\%f' 280 3# Physical Education and Health .vjh& 4» <3 cienes 1 280 5* Industrial Art« or Howtmahlng 112 Art and Musis 1X8 Slectlves for th® junior High school %ere Olee Club and Instrumental Music. Senior ttl|& ~ grades 10 and 11 1* Inglish-Boeial Studles 560 B. Phyalcal £ducatlon and Health 230 3. liso ti ves -Iv'B ■: -v; ■; .." f T560 4. Supervisad Stu&y j,||-,i./' . 280 Sénior High * grade 12 pJ|Í^|p| 1 * Bngli sh-'Ooe i al ■ Btudie a | 280 2* Physio&l Iduoation and Health 280 3« Üectivea * GfiHwft - 840 4* Ouparvised Btudy One class in Instrumental music might be elected In addition ill actives were: ■ ' '*i V*V Science: Biology, Advanced General Science, Chemistry Mathematicsi Algebra X, Algebra ii, Plane Geometry, Trigone»-lietry, General Mathematics. foreign Language: Latin 1 Latin II»Spanish X, Spanish II Bomemeklng: Homemaklng X, Homemtking II, Soys1 lias a in Home« ' making. : ’fj Industrial Arts: Mechanical Graving I, Mechanical Bracing IX, looduorking X, Woodworking II. Commerce: typing I, Typing XI, Shorthand 1, Shorthand II, Booh* keeping*; Office Training || fine Arts: 'Art Appreciation, Arts and Crafts Music: Qlrls* Olee Club, Boys* dies Club, A oapella Choir, Orchestra, Advanced Band Supervised study periods for the senior high pupils were spent in the library, which contained approximately 5000 volumes and had an average circulation of 5500 books per month» ©0L13H ABD SOCIAL STBDIgS Gour990 la i&glish-Soo 1 al Studia» «ara requirad of all secondory school pupil» each ye&r, la thea» classe», ahioh also »erved «a homerooma, stu&ents and toccherà togather p lanca d unita of «tudy on topica arrangad in logicai »«que&oe, cantarad »round a diff crani broad area of aubject mattar each year» fhe 9th and 12th grada program» vara carriad out a» aaparianca unita» Teachar» vara responsibla for thè educational, social, and personal guidane» of each pupi!» MJNt§j The generai objeetive» of thè %gH»L-Soeial Studia» program vare : 1» | fo halp pupi!» acquira asse and fluoroy in spaaking. E* fo t»aeà pupil» to usa aoceptable standard» in orai and vrlttan inglish. 3» To presant studia» of other cultura» and other nations9 past and prasant* j 4« fo giva pupil» a knowledge of present-day problema and to | teaeh tua» to evaluate social, politicai, and economie forca»» 8* fo prasant a trua pietura of America and her institutions, | that studant» migbt batter undaretand thair rights and | privilag®s and perfora thair civie obligation»* 6« fo teaeh thè diffaranco batwean liberty and licansa and giva opportunity to practlce damocratic processe»« ?» fo provida training in typaa of reading to maat Individuai Jju nacds» : \5*? 9» To furai »h opportuni ti a» in ra&ding for reereation and for|^ appiedati bn» 9« fo integrata thè study of American cultura and other cultura» 10, To incraase tha pupil*» sena» of a#curity by halping aach - individuai, sacur» » personal »et of velues» 11» To halp pupil» ad just themselvaa to camp li fa and to assist them in meeting thair aeeds vhen thay Xeava»|x^p 1£» fo assist pupil» in making visa choicas» 13« fo fumi ah opportunitias for tha davalopmant of leadership» 14» fo provide for acoepted adolascant social contact.s and seti vi tias* Qffering and firn» Allotssent Junior High In tha fth, 8th and 9th grada», ona-half day for tha satira yaar va» spent in loglish-Social Studia» classa»» The gasarsi aubject mattar area in the ?th grade wee Gelled* "The Contribution of Other leude end Other Times** Ila the 9th grade* the theme wee *The Amerioaa Way of Life** with a special study of American Institutions and lilted States oivies* V >). £>* , Basic text used included: Orada f The Orowth of Mstaocracy. i * . w . . » Other Lands and Other Times» * * § * | The Old World and its 01 ft a* * *}* .* * Stations Beyond the Seas* | g « « , | « Junior lealish in Action. ¿St* I* , • • Speller* * *........... Benders included . * • » • • « • • * * & Weekly Header *••**••««»• Orad# 8 The Hew forld and jts Orowth « « * * • forking for Camocracy* •»••*••• Junior Ek&llsh In Action « Bk* 11 * * . Contact » ••*•••*• * « * . * * » Exploring hew yields «••*»*••, Quest* • •••••«•»* . ♦ « « • • Trails ***** ........ ••* Speller* *«•••*••••«•••. Weekly- header* . * «*•••«« » « * Current Brente * *.. * *,*'*■* • * . , * Me Outre and Hogers nelty Meyer, lamer, Urisso Atwood and Thomas Tressler Born-Ashb augh Pooley and Walcott; Herzberg; Barnes; Spencer; Barilla; Johnson and Robinson Meyer and lamer Bryson and Smith Trassier Pooley Seville Herzbert *jjj Barnes Hom-Ashhaugh Crede S as ’ •: . \ Cl Ties In American Life* • » « • | • • Edmonson and Bondineau Celling All Citisene » * * * * . ■■* • * Hi enow and Anderson Speller* * * • • • • • * * * * * * • . hewlon-Hanna Headers Included-* « * * * * « »' *’* . Herzberg, Paine, Works; Pooley sad Walcott; Barnes; Oates; Spencer; Jphnaon -, 39# « cad Bohlnson ;V:J #9### Current JSrsniji * * # * • * • . * • « * Magazines* « * * * * * * « Senior High /# # ■■■ . ■. : , ' ■. laglish-Socisl Studi ss classes mai for 2 consecutive perioda through-cut thè ye«r in thè lGth end 11th gradas for i unite of credit each year*.|The theme for thè lOth grada was "World History and literoturej* for ti© 11th, "American History end Literature«* This units of credit for ties© courses were broken domi into (X) World History and (2) Basilah Usage in tie 10 th. grade- end (X). American History and (2) American Literature in the 11th grade« Basie texte used laeludsdi ■ ■ ■ ■■ Orade 10 Across the ftgjss # * « « « • Orest Adventure « * . * Adventures in Language* » » ■. • World Writers •••••••• ah Adventures in World Id tereture« Practice Activities in Senior li Practice Handbook in luglish« T| Weekly Ourrent Brents •»••••«• Orade 11 of America« American History« • * • • * * • American Writers* « • » * • • Literature and Life in faeriea. Fraet¥ce Handbook in Stesi!sh. . The American Observar Gapen || •>&£$ Pahlow I I Tanner» Lawler, Hiley Hlchardeon Hatfield Jones- V?:_' M I firth • Messy « Cross, Smith Stauffer • Miles and Pooley • Jones The 12th grade Sngllsh~3oclal studies classes met for one period dally throughout the year and received 1 unit of credit* The course sea called "Pre-Beloeaiioa* and used for its theme, *Livimg in America«* It »as concerned with senior problems, based on gen** oral sociology and economics end adapted to conditions in the Is*» location Center« Many books, pamphlets, magazines, newspapers, college catalogs, and government bulletins sere used* Home of the basic testa wares ‘S' Grade 12 Personal Problems and Morale« Our MMat Social Order Everyday Problema of American Democrfegy Problems of American Oeaoorac: People Are Important»- * . * ' * Psychology and Life | * * • ♦ Introductory Bconomics« « « • Vocabulary Building Speller . Basse of Mankind. • * « « • . The American Observer • « • « • Geisel « Gaven, Gray, Groves #* Greens» and Meri di th • ledger «■.Buch, Mackenzie, Me Lean • Buch • J« H« Dodd « Meyer Plan of- Work Units were selected from the area designated, and planned by both teacher and pupils« Methods used included group work,individual raseareh ,Mtùdy questiona and di scusaiosa, oral and «rittan raporta, ir e auen t tes t i n g ;:..nd sv ,• J.uati on. Bach class was organi »ad aa .a homo-roo® alili class officera. Meeting« «ere held regulorly and perita** mentary prosadora «as practicad, Group and class satiri tías ori gin** atad imi «ara plasmad in these oleacea .''lOutaida raading,¡ ralatad to thè unita studiad, «ma eneeuraged and frequest hook rariava «ara giran. Urlìi In «eakneases diacorarad In üngliah, spallisg, grommar, and eorreot word uaaga, «as giran at all larsls. Pupila kapt indi** vidual toldera ©f «rittan *ork, tasta, questionasiree, rasorda of outsidc rending, lista of miaapelled «orda, and notas of Intaraat. Many individuai protesta gra« ©ut of spadai intaraats. In thè lQth and llth gradas ettention «se paid io mastòring fasta in a ehroao-loglcal study of »orld and American Hi story. 1 Unita of atudy ehosan in thè varisua grada larala «ara: Grada 7 1. 8. | IP 5. 0« ll'f.s 3. 10. Ho« doaa it happsn that our lifa la comfortabla and safe? Boa heve larga nuabera of people la&mad to gat along to** gether? fhat is ih© «orld «a litavintE Ho« dii man laara to usa thè «orli? fhat San «a do to understsnd «hat e»rly Ciriliastion «sa ilks'r"' ^ \ . Ho« do drillcatione aproad? KÌOiJMal fhat ara thè etorlea of othar ustionai groups—Central lurope, Britain» Scandinavia, india, China, lepan, Franca, Bussia, and Germány, Vhat difforáneos in thsae storiaa halpad moka tha paopla different? . '* ^ Ho« do paopla in theaa eounirlea live? Ho« haro thay influenced ua? Grada 3 i| & a I 3, 4, ¡¡¡I0. I 6. Orientati on unii In sisas, rosai, building, e ©arimi ty. lühat it ma ani to ha m American. tha economie, social, and religiosa asurcas of -marisan civilization* The davoíopment of damocratte ideas—hi story, gaography— «setam movement* The darelopment of ttGood Heighbor* idea« Tha derelopment of iorld ideas. Grada 9 1. |¡¡¡¡¡ a. il American Ìnstitutiona****tha Boma, tha church, tha library, tha .ficheto l,|ato» ' >. In tonaira study of Gorernmaat—local, state, nati onci* Tha United States Coaatituti©n~*ho« it coma into being, «hot it cerrara, ho« it worka. I orada io |¡¡| 1* Primitive man—Preghi stori e days* ;g* Aneiant Civili zations—Usar and far * Crei oc e, Bore©* 3» Middle Age a—Feudali am» 4» fransi tioa parlad—Barn ai sa anco* j 'sjtffc 3« Kevolutioaary Ira—politicai, industriai, social* 4* Snargoaos of modera natica»—davelopinent of natiosali ma, impariglism, solantifio invontion, liberal movem.nta. ?*lp World far—causas and resulta* J 3» fho intarla—aproad of ucmmunism, Fas ci am, Saziasi, Daprossi on, So« Basi* 9« World far li—to datoira Orado Hp 1* Ori«station unii* fi. From thè Old World to tho K^w«V:v: 3« Bsginnings of tho Am©rican People and Inatitutiosa, 4* Sugliah and Colonial Ferlod in song and story* 5* Sovolutionery far/ 4« Ho« our country est©oli shed a National govoroment—origin, structuro* ■ I ?» Hovolcpsont ot American ustionali am and domoeracy* 3« fho young republic in song and story* H 9* Ho« our astica «ss dlvidod in song and .story* *aV5|é| 10* I Bow our natica «ss ©nlarged, ||§|l 11* fho slavory question# f| 12*.| fho emergono© of industriai America* 13» litaraturo turas frem Basenticisa to Basila®* 14* Tho United States and Woroign Affaire | .*>; * * ’ 15* World far II*J 15»; Social and Cultural forcos in American bife. 17*' fho roiga of rosi!sta in proso and poetry* P/| Orado 12 ■. A Soni or Probi«» Ocurso 1«: Personal' history and baclqgroimd*^* fí, Presen t conditi osa and cireuma tancas* 3» Anticip&ted futuro personal and group problema. 4.: Vocalion«l opportunitico in diffsreat citios and parta of fÉsk ' thè country# gl 5* Oollogo and tradeschool offaringa* 4» Our economie system and sotas of its problema* S ?#| Ourrsnt politicai, social, and oconondo ovante* ?valuati©ny. ■ ' . At all lavala soma measuro of aohiovement in toras of tho listad ohjoctivas «as noted* Xt «as observad that methods In thè ninth and teolfth gradas «oro soaswhat moro fusctionally soloctod and adapted than slsosharo* TABLE X cG&ffe&xsos or nmusmm of tp oeali lucmi! or abacse sbcobdait schogl BOYS ASS (2BtS FEOM THE SOBMS Of THE fBOSMSSXTE ACHIEVEMENT TEST» ■ AMimffS&iS XI iiis :;■ ■# ' ■' ' Dmixti w mm iOiM.;.. 08TIATX08 mm mMM Boys Oirla | Total Crad* , 11 Soy« 01x1« f8 0*0 •0*1 •0*1 *10 1 I ill 1 -0.8 | -0*8 sillpjll B»*ding Iff -0*1 0*1 0*0 H 1 •0*0 -1*0 ¡1-0*8 Y©e*bul*ry || *1 -0*7 •0*8 | §112 | •0*7 •1.7 1-1.4 Axg*l -0*8 -0*1 •0*81 Axg* 1-0*4 •1*1 p|—0*0 Itl —0*2 -0.8 § •0*4 10 1 0*8 -0*01 -0*8 Re&ding | *8 -o*s 0*0 p 0*8 iiil •1*4 •1*8 1-1*4 1 OsKi{»rftt»ftii»ie& tlfis 8 •0*8 0*8 1 •0*1 g| 12 | -1*8 •l*7f: -1*8 Ka»s*J •0*8 |1 0*1 •0.1 . iafeiS* ~C*£ : •1*8 1*1*1 if 1 0»S| 0.0 0*4 wlf 8*6 ¡8*8 I 2*8 | Arithmetic«!J 8 || 1*4 1*8 1*5 pul $22*4 10*21 f 1*8 8»««0&iXlj£ S7 feiifc®» Arjon», «ad Oarraj.ii Spaia aaa Mwriea (Spt. Il) by ttie saaa autberi v* Todo Od Poco, by Castina “4 %srka®»} Adrantaraa dj Oli fessi UUÌTBooka T'aulì tha Uà- •SSI If? "Ì1” "f f*ott! 1» oy *i8wr, Lawlar, and Riley; Cenerai Laaguagga. by bugbee, Clark. arsons and Scott. One unit of credit wss given for 36 veaks in thè«« coursee* Flan of fork • language olasaes followed planned progress!we gramaar units as prowl ded by the texts, with dally translations and questions to ha &n-svered orally or in writing* These units ware supplemented by trans-lotions of simple stories and of classics, a study of the geography, history and general culture of the Homans and of the Spanish in Sa-rope and America* In the exploratory course, a short survey of Latin. French, Spanish, and Carman was undertaken* Selected material fro® the texts, lectures by the teacher, and recordings were used* Something of the cultural background of the Indo-Surcpean nations, a number of simple phrases and common words, and English derivatives were taught* Evaluation College preparatory standards were maintained. Students completing the 3-year course in Spanish acquired a vocabulary of approximately 1000 words and became proficient in reading Spanish aloud with cor-rest pronunciation and fairly proficient in taking dictation in Span!eh* They were able to write short original compositions with few errors and to usa common phr&aea in conversation* They were able to read Spanish newspapers understanding^ and to translate freely* A number of theae students acquired better pronunciation in Spanish than they had in English. Students completing the 3«year course in Latin acquired a vocabulary of 500 words, a knowledge of all declensions and conjugations, the ablative absolute, the subjunctive mood, and other grammatical constructions* They were able to read simplified classics and selections from Caesar * s Commentaries and acquired a knowledge of the contributions of the Latin Language to Sngliah* ' igp Those whe took the short course in General Language acquired a "feel'1 for languages, a few simple phar&see often met in reading, a compar-iaon of the likenesses and differences of family language groups, and a basis upon which they might build in choosing a foreign language for further study* AHT3 AND OBAlfS Aim* th* aim« of the Aria and Crafts Department wares !• To help pupils to become aware of the beauty of the world is which we live* 8* To develop principles of harmony, proportion, balance, rhythm, and emphasis both in observation and in creative work* 3. To help pupils arrange and select various materials, «easing colors and beauty in arrangement and design, 4. To enebls them to grow in the faollity to use the tools of modem art—charcoal, paper, crayon, water color, tempera, linoleum block, pleater, paper maehs, clay, etc*— and to learn the care and conservation of materials* 5. To give opportunity for creative work in these fielde* 6* To discover unueual talents, to provide for its development, and to stimulate internet for further study in special fields* Offering and Time Allotment In the junior high school, arts and crafts were related to courses in ssmglish-Soeial Studies* Special instruction was given by an art teacher one period each week* Senior Art courses offered included Art Appreciation, Commercial Art! and II, and a general course of Arts and Crafts * One-half unit of credit was allowed for oaeh semester* s work* Art courses were open to all pupils* Pien of fork Junior high art and craft work consisted of projects growing out of pupil needs* Projects selected individually and by groups Involved the study of blook printing, design, lettering, pencil sketching, study of the color charts, experiments with water color, simple perspective and still life sketches, crayon murals, paper m&ehe animals, puppets, clay modeling, silhouettes and stencils* Ml .lagyegXsM&a included a short unit of orientation with discussion, experimentation, and demonstration, to davslop the understanding of beauty and to survey the fielde of sculpture, architecture, painting, etc* Types of art through the ages were studied* Modern American art in all fields, and its application in every day living was surveyed* Sach student was encouraged to find and collect designs in any field in which he was interested; for example, clothes, color, textiles, were some selections made* Art ¿ iiCiadfá a study of $* 0* Lessenbury* Typewriting IX, open to juniors and seniors who had completed the first year eourse, carried on advanced typing techniques, practice in duplicating processes, setting up legal and business forms, drills, and practical office work* The text used was 80th Century Typewriting by Lessenbury* Shorthand 1 «as a one-year course open to all sealer high school its-deata who had taken or were taking Typewriting I® Both the Oregg and Pitman systems were taught* The basic texts were Anniversary Manual hy Oreggt Functional Methods Books X and II by Leslie« and Pitman Manual« Office Practice and Transcription was a one-year course which required a double period daily and was open to seniors {commercial majors) only* Typewriting I and Shorthand were pre-requisites» Stenographic skills were developed« office procedures were taught in life situations« and the acquisition of deslrablo personality traits was ea$hasized« Students were given opportunity to work as stsnographers for toachsrs or in the offices« The basic tort used was Secretary Training by Turner* Bookkeeping X was open to all 10th« 11th« and 12th grade pupils* Basic methods of keeping records for simple organizations were taught throueh the use of the journal« ledger« cash book, sales book« ete* Attention was glvtn to Social Security, Federal Old Ago Insurance, State and Federal taxes* The text used was 20th Century Bookkeeping I by Carlson, Prlckett, and Forkner* Bookkeeping 11 was an advanced course open to those who had completed Bookkeeping 1* Partnership and corporation principles in bookkeeping and records used in more complex organizations were taught* The text used was Bookkeeping II by Carlson, Prlckett, and Forkner* Other commercial courses taught at various times were Business Mathematics* Junior Business Training (9th grade exploratory course), and Pre-induction Business Training* Plan of Work Bxplanationa, demonstrations, drills, and tests were used in teaching all comaercial subjects* Outside readings, visual aids, charts, and Individual problem work supplemented the teaching and practice* seal life situations were provided through work in the school offices, In the school co-op, and in part-time jobs throughout the Center* ^raluation Students completing one year of typing gained enough knowledge and skill for personal use and were able to write from 90 to 40 words a minute* Those completing the second year in typewriting were able to write from SO to 40 words a minute with a high degree of accuracy* Shorthand students were able to take dictation at 40 to SO words per minute and to transcribe accurately at the rate of 15 to 20 words hf| minute* Bookkeeping students wars able to apply their knowledge to set up or keep records of personal affairs and to Interpret and analyze financial statements and accounts* Advanced bookkeeping students were able to use their knowledge vocationally* Students In Offloe Practice and Transcription eould take dictation ©t.a speed of 80 to 100 words end transcribe accurately si a speed of 30 words per Minute* They acquired a working knowledge of business Sagliah, mathematics, business law, filing, office procedure, and duplicating devices*’."'-" \.7 Many commercial student« were placed in typing and .stenographic positions in the Center* Severn! who relocated went directly Into office work or secured Civil Service positions* Some were able to help pay college expenses through thsir knowledge of typing* Students In the commercial classes did typing, *ditto” and mimeograph work for the principal, the teachers, school publications, and the high school offices* The department was fortunate in having an adequate supply of type** writers, paper, ribbons, tests, and other essential material. The bookkeeping division suffered from lack of proper equipment and space because of the temporary nature of the school* hqkbuohgI Mme m X* To develop understanding of the fundamentals of social relationships* S* To provide the opportunity to practice acceptable social courtes!as* 3* To teach the skills involved in successful homcmaking* 4* To adapt the homemaking program to conditions in this cœs-smutty* 5* TO explore the vocational aspects of homomaking* Offering and Time Allotment Classes were offered in Junior High School Momcmaklng« General Homemaking, ildvanced Sowamaking, Vocational Homemaking, and General. Clothing Construction” In addition, during 1944-45, a class was offered in Homemaklng for Boys*\j during 1942*43 end 1943-44, senior high school classes met for two periods, five days a week for 36 weeks for two units of credit* inuring 1944—45 classe» met for one 56 minute period, 6 days a wesk, for one-half unit ©f credit* In addition, much work was required outside of class time cm home improvement pro jacte* Junior high school classes met for 120 minutes a week* Plan of fork General Komamaklag The following topics wars studied each year* planning, buying, and care of clothing! weaving! selection of style# »ad material» $ clothing construction; a are of sewing squipment; mn a planning; buying and ear» of food; ua* and oar« of kitchen equipment; preparation and «erring of food} table aetting and table manners; child e«re and guidance;.observation of children in nursery schools; resurfacing of furniture; redecorating; furniture arrangement; and Individual home improvement projects. Advanced Homemakl&g Topics which were studied in advanced homeaaklng included: the drafting and practical use of patterns; design of clothing; family clothing budgets; remodeling of clothes; mending; pressing, and.altering; household mathematics; food preservation; dinner and meals for special occasions; mass feeding projects; development of children to S years old; child problems and their solutions; and assisting in nurssry schools. Vocational Homeaaklng Girls enrolled in vocational homeaaklng studied these topics during the year; food preparation; table setting; cere and cleaning of homes; applying for positions; menu planning; actual preparation and serving; planning, buying, producing and serving dinners for the family and for special occasions* General Clothing Construction Girls enrolled in this course were taught the following topics: consumer buying; textile identification; textile characteristice; how to plan a garment; how to shrink and press different fabrics; how to take body measurements; how to lay out patterns end out material; how to sew, fit, and finish a garment; basting methods; seems; finishes; and button holes* Boy»* Hcmeaaklng Boys enrolled in homemaking were instructed in the following topics: making of cooking aprons; cutting; hand sewing; machine sewing; mending; basic nutritional facts; menu planning; buying of food; care of food; the preparation of meals; the use and care of kitchen equipment; table setting and manners; ordering food in restaurants; qualities girls like in boys; qualities boys like in girls; dating; how to ask for a date; where to go; what to do on a date| and gifts appropriate to give girls* Evaluation ■' v:,;V: 'vv-,;./■:■■ >?;y \ ;yS General Hoatemaklng Girls planned and constructed simple garments and learned to do simple weaving* Several breakfasts and lunches were prepared* Girls built chairs, tables, and book shelves; and they made slip covers, draperies and other articles* They practised simple clothing construction in making garments for themselves, planning a wardrobe on a limited budget* They assisted in the nursery schools* They were able to prepare and serve simple meals* Advanced Homemaking In addition to skills learned in general homemaking, girls drafted and sewed one garment, end remodeled and altered others* Bmm degree of skill w©s demonstrated. Sinners were planned, prepared and served for group», in addition to the many meals which were planned and served to the class. Several girls went each week to Solly to purchase food for use in foods classes/ Vocational Bomsaaklng Sirls learned to buy and care for food purchased. They made menus and prepared and served dinners. They learned the principles of good kitchen management. A visit to the home of each girl wae conducted and a particular effort made to create eituations which gave the girls experiences they need for pole# and assurance on the job. Boys* Bomsmaklng Boys made butcher aprons for use in the foods laboratory. They learned simple hand stitching and how to operate the sewing machine. They were taught to mend their own clothing; and to prepare and serve simple meals. Junior Sigh School Hoasaaklng In the junior high school units, much work was dons on self-development, and the understanding of the girl by herself, foods, clothing,, and horns improvement were stressed. Care of clothing was an important part of this course. A party was given for 140 nursery school children* Trips were made to nursery schools snd kindergartens to observe children at work and play. Personal appearance and grooming improved during the year. d-!etMn®r Construction Saeh girl completed the construction of three garments during each semester. Sowing notebooks were made which con talmed example» of basting, seams, finishes, and button holes. Appropriate pamphlets and charts were maintained by the girls, who col looted, In addition, card files containing 50 typos of the more common fabrics. VOCATIOHO. kQmCWLVQmIf? Aaaehe High School provided a program of vocational and pro-vocational agricultural training. The Project farm, located in the Arkansas Bivsr valley, offered much opportunity for work end study. Aims Chief objectives of the Vocational Agriculture program were: 1. To assist hoys in understanding the agricultural possibilities of the community. g. To develop the necessary skills to carry out the farming enterprises of the community. $m To give opportunity to practice the skills developed* ■- 4* fo prepare students for further specialized study in an agricultural college« Offering and Time Allotment Vocational classes for 1948-44 »ere divided into three sectlone« namely« 1, XX, end XXX, eith different units of vork for each* Unite of study for IjEri culture 4 included fundament ale of woodwork, eeleetion of tools, lumber, etc* for a farm shop poultry end swine production; vegetable raising; end auto mechanics* i Agriculture XI offered more advanced work in farm shop; poultry production, breeding stock, culling, incubation; swine production, breeding, diseases, exhibiting, eastrating, dairy production, its possibilities, breeds, feeding, judging, housing, field crops, soil fertilization, cultivation, Irrigation, harvesting, and marketing* Agriculture XIX offered as much advanced work as possible in farm shop construction, poultry, swine, cattle, and dairy production, and in field crops. , Glass periods were one-half day in length and received two units of credit' per y«ar*|§f||gg texts used Included W* S. Ceoartment of Agriculture Yearbook 1940, Farmers in a Changing World, Practical Agriculture for Mfik iSMSl ky Me Xntoeh and Qrr. im& Unitcd States Fsift Bulletins. Flan of fork the Vocational Agriculture department took over an extensive farm project of 50© acres f mile north of the camp site* freviously the boys had helped with emergency work on the main form section* Classes alternated wsekly with theory study end farm practice. All work on the school project was done by students, who planned, prepared, planted, harvested, operated and maintained it; using machinery and equipment furnished by the Center farm section, The assign" igent of Jobs was such that boys received a variety of training with different types of equipment and ware responsible for the care and operation of various farm machinery* Xn their work on the farm project, boys carried out in practice what they studied in classroom theory* trips token outside by the students included a work trip to Maneos Colorado whero the boys assisted in dismantling a COO casp; to Becky ford ^Experiment Station of the Colorado Agricultural College; end to the national Western Live Stock Show at Denver* S-hsriag the school yaar of 1944-45, because of decreased enrollment Ouo to relocation and the eventual cloving of the ©enter, « one-| iyear course see planned■and the fanes project reduced to'IfO acres* ' This was divided into small plots of from 10 to 15 scree and cared for by one or two boys who chose their own crops y**d worked out their own plans of planting, cultivating, irrigating, and harvesting* A study of seientlfie fares methods was carried on* Hush units as keeping fern accounte, cere and breeding of live stock, maintenance and repair of machinery, commercial gardening, modem methods of slaughtering/ dreeeiag|ead packing «sets weii studiedV^P^ Evaluation fhat the Vocational Agriculture program helped farm production for ©eater use Is proved by the following item in a local publications "Special merit goes to the vocational agriculture boys* fhey had full charge of farming the vocational agriculture farm project, producing 400 tons of alfalfa hay, 10,000 bushels of corn, 800 tons of corn-fodder, g;WO*000 lbs of potatoes, 80,000 ears of sweet com,and &$,O00 lbs of tomatoes* fhey are now feeding 100 head of cattle and are establishing a hog-breeding project** At the Amachs fair in September, 1944, the vocational agriculture I classes won the grand prise for the booth display, while individual crop entries won cash prises totaling $20*00* The students gained experience in their trips outside through masting other American boys with similar interests, Thsy gained practical knowledge and experience in gardening, dairying, stock and poultry raising that enables the® to perform the usual jobs on farms-, to become1 farm man-? ' agar# or operatore of private farms, or to serve as a- foundation for further study in an Agricultural Collage*.'-/. . 1 Ataro wmmios V-.:.. : \ : V ; . Auto Mechanics was offered for one semester in 1944-40, difficulty in securing properly hiaxth Aims^te' General objectives of ths program worst 1* To furnish opportunities for boys and girls to have the Joy of physical activity end, at the earns time, acquire qualities of co-operation and leadership* 8* To provide eo-educational and eo-recreatlonal activities in order to bring about healthier boy-and-girl participation in athletic and social activities* 3* To aid pupils in acquiring better health, health knowledge, and health habits through physical activities and group discussions* .• 4« To help pupils gain muscular power and co-ordination throng physical skills* | $* To provide opportunities for developing good sportsmanship, honesty, and Initiative* ! 6* To engage in seasons! sports* Offering end Time Allotment > i>f ‘t < St lifit to '*' v jjjP@j8 | f| All students in the secondary schools were required to take courses in Physical Education and Health unless excused because of part-time work or for physical reasons* Credit was given for participation in the program but no units allowed toward graduation* Classes met daily for one period throughout the year, about half the time being 101 la physical activity end half in the study of health* Eealth hooks used Included; Being Alive,|(ba&io text) by Brownell| Health Braiaatlzed. by Bauer k Bdgley; Be Healthy, by Ôinlapi «ââàlà end Physical Witness* by Goldbergar & Hallock; Youg Eigsatige ¿lâiâS» byKohn: The fundamentals of Personal Hygiene, by Kreuger; PhysieaJ. Fitness for Boys, by Sillier, Sookwalter is SehlafOr; jf&nçtlonq^ Health Teacher, by Weber; Corrective Physical Education for Croups., by How-man, Colestoek, Cooper; and Iveryday first ii£, by Cobb. Plea of Work In the school year 1943-43, Physical Question classes met outside, • ¡Sith the exception of Saturday afternoons when the Grenada gyms were made available to senior high pupils. Health lessons were baaedon camp health problems, the danger of fire and contagion, and sound mental' health under camp conditions* I Claeses were large and equip-1 ment end supervision was limited* Seasonal sports were emphasized | and §M| classes were organised by students into teams of their own choice. In addition, boxing, tumbling, and call sthenic© ware street*«. In 1943 the new gym was available and its- facilities equally• divided.-.,:;' between the boys and girle.f in addition to seasonal sports, attention was given to correct posture exercises, based upon results of a oeia-prshsnsive health examination. Health work included physiology, iwn-tal health, personal health rules, and the need for physical fitness. The average class size was 75« Activities engaged in by girls included the following sports: *®?e®** basketball, volleyball, softball, folk dancing, social dancing, flash ball, tumbling, shuffle hockey and square dancing. Health units studied were; muscles, respiratory system, contagious diseases, personal grooming, sex education, home medicine. Height and weight were recorded each year and in 1945, an orthopedic examination was given* In 1944-45 students organized in small groups to do research work and to present plays, or quia programs7| Students were allowed to choose small unit® within larger units from which to work. After presentation of materials to the class, questions, discussions and reviews were held. The unit on sex education was presented through leeturee, chart* and individual reading. The path of this unit was guided by J ! question a asked by students, ¿hiring the entire 3 7««*®* : / box was used for more personal questions to bs asked and answered. !Intra-murals Boys: The Intra-mural program began on tho first day #§1 school in “jSdf; During tho first few months equipment was existent,' while no gym space was available. The junior -the Granada gym each Saturday morning and the senior high each Hatur day afternoon. In camp softball and touch football leagues played on Sunday—before sad after school hours* Approximately 95^ of ell hoys participated. Approximately ?£> softball games were scheduled sad played the first school year, as were some 135 basketball games* | In response to popular demand, tarsity basketball taems were chosen* The first year the varsity *A* team played 11 games and won them ell* During 1943-44, thè new gym made possible the extending of the basket-ball intra-mural program* More than 200 games were played, counting a summer program for recreation* Again a school varsity was ehosern and participated In some 9 games with outside schools of iridioh It won 3* During 1944-45 outside games became impossible because of war conditions, but 4 leagues were formed, including 23 teams of approximately 350 players, and over 130 games were played* All intra-mural teams were chosen by student captains who were elected by popular vote. Sports rules were agreed upon and enforced by a board consisting of teachers and student* Games were managed by student officials and all proceeds went to the common athletic fund* One track and field day wes held each year* Girlss Tournaments in two major sports were set up and played on Saturdays# Teams were organised by the girls* A small group formsd the Officials* Club and officiated at games, and other girls volunteered as score keepers and time keepers* All girls were eligible to become members of the Girls* Athletic Association, whose purpose was to stimulate interest in sports activities among girls* Evaluation Despite camp living conditions, sickness and absenteeism were held to minimus* There were very few major injuries# and juvenila delinquency was never serious in proportion. Nearly every boy in school participated every year in at least one elective intra-mural program. Students gained m understanding of the body, its functions, and the necessity for good health. Boys classes were well acquainted with skills in major sports* Girls were able to play volleyball and soft-ball well, and did folk dancing and social dancing fairly well, forking with both girls and boys on posture correction and remedial physical activity was an important part of the program* Indoor facilities and equipmsnt wars excellent# but there was little fixed equipment outside* In 1944 and 1943, classes were too large for much individual work to be accomplished. OJÌ33&HAL JEVaUTaTIOH f Quoted below are excerpts fro® the Summary neport of the-Oommittee on Curriculum end Courses of Study of the North Central Association 1C 3 Evaluating Committee, which conducted an evaluation of Amache Secondary Schools in January of 1945« "It is the opinion of the committee that both the principles of curriculum development and actual practice in curriculum development discovered in the evaluation of the Amaehe High School places the school among the relatively small group of secondary schools that have assumed leadership in the functionalising of American Secondary education* Actual studies by the staff and the utilisation of studies made by other project services, of social and economic community life, and youth and adult problems and needs can be equalled only in very few curriculum development programs*" "The administrative and supervisory staff is to be commended upon its good judgment In adjusting its long term program to the peculiarities and limitations of the immediate situation« Inadequacies in the curriculum may be accounted for in practically every instance by limiting fectors which have been referred to rather than any shortsightedness on the part of the staff*" "further improvement might be achieved by the substitution of general courses in place of specialised courses now offered or indicated as needed, such as general business education for business law and third year bookkeeping* The granting of half credit for full period hose arts enrollment with outside study and projects should be investigated* Even though opposed by the academic inclinations of the population, continued effort should be exercised to stimulate a recognition of greater importance of more functional learning experience, such as work experience as a part of the school program, salesmanship, dramatics, speech and consumer education*” ||i^ TABLE XII m $jm% n 1 uEADii FLlOIlOTf OF AJ ¿ACHA SRCOIDARY SCHOOL ! ISSIs ^ .■; mtmtm £L If tm M OF PE01R£3$IVS ACHlSfSMUT TESTS m | ABUXtiSfM § If 1946 Range" in Range stl | Grade Grade Placement Grade Orade Placement ¡3P"fS51 4.1 - lO.l ¡J 4.5 - TO 1 *U e.t 10.7 iSl 8 5.5 - 11.7 lag 4.6 - 11.1 4.6 - 11.7 3«*di&g 10 ill i 16.5 5§a the metical 10 8.5 * 15.5 Vocabulary 11 6.6 | 16*1 Fundamental« 11 3.5 | 16.2 11 :16.5 - 15.7 12 6.5 - 18.2 Range 1.0 - 5.5 ^ Range 2*0 - 6.0i pi 4.5 * 10.7 4.5 - 10.7 8p 5.5 - 15.5 i ill 5.5 - 12.6 9 fi i 4.6 * ii.i m i $ 4*5 - 12.2 1 Reading 10 fe 6.5 | 14.7 Language 10 e.2 - 15*5 Cosipr ahensi on 11 6*5 — :■ 14.2 QlpBIii 7.5 - 16.2 111 6.6 | 14.7 KfiRKlt ¡¡¡| 7.6 - 16*2 || 2.0 * 4.0 Range- 5.0 - 6.5 ' 111 4.6 -10.2 | 7 fS 15.2 - 10.2 a 6.5 $|i 11.7 ISSli 8 fe 6.2 if*. 11.2 ¡¡of 4.5 - 11.7 1 1 6.5 f 11.2 ill HatfeeSOtleal io---." 6*6 - 15.6 fetal for feet 10 7.2 - 15.2 Reasoning n 6.5 | 18.2 11 7.6 - 15.2 It’S 6.8 ¡¡t 8.2 | I5.fi Range 2.0 — 6.0 Range 5.0 - 5.5 fa o . TABLE 1111 EDOCÀÎXOHÀt PEOGISSS or EACH SECOIDART SCHOOL GRADE DÜEIÄ3 THE TSARS 1842-45, AS SBÜIH 37 DEVIATIOMS 910M FIOGSSSSIin ÂSKIMÏ TEST »OÄMS BXPBMSED 19 TSARS AID MOBTBS. (SAME GROOP ÏHRODGB THMS GRADES») Grade 12 Grade 11 Grade 10 i Grade 2 Grade 8 Grade 7 tear Or* Der« Gr. Der. Or. Der. k Ör. Der* Gr. Der. G*. Der. 1842 10 -1*2 2 -1.0 8 -0.7 7 -0*2 M 2 -0.1 si -0.2 Reading 1244 11 -0.5 10 -0.6 2 -2.1 8 -1.8Ü 7® » 6 0.1 Yooabulary 1245 12 -1.4 11 -0.8 10 -Ô.S 9 -0.5 it 0.0 7 -0.1 1242 10 0.2 8 -0.8 8 -0.4 7 -0.2 #1 0.1 I 0.2 Reading 1244 11 ■04 10 0.5 9 -0*6 8 -0.5 e S 6 0.0 Compréhension 1245 12 -1.5 11 i -1.4 10 —0.5 2 -0.1 1 1 0.2 7 -0.4 1842 f 10 -0.6 i0 0.1 8 fo.i 7 -0.5 6 0*0 5 fj 0.0 Arlthcaetical 1244 lui 1.2 10”; 1.4 9 0.5 8 1.4 fjg ^¿14“ S ¿16 0.1 v';f Heasoning 1245 ! 1.2 | 11 1.5 10 2.6 2 1.0 1 tl 1.5 I ¡7 0.4 1242 10 i 0.5 9 -0.2 8 * -0.2 7 -0.5 6 0.1 5 0.1 Arithmetical 1244 ii liai 10 1.2 2 -0.5 8 0.4 7 §¡1 e*-§f 6 0.7 Fundamental* 1245 12 0.8 ÿllé 1*2 10 2.6 2 -0.3 il 0.0 7 -0.2 1242 10 I 0.2 ¿8 —0*4 8 | -0.91 ü -0.6 1 3 0.4 il 0.3 1244 11 0.5 $110 0.9 2 Ô.7| Il 8 0.8 1 7 e 6 0.3 1845 12 0.8 11 0.9 10 2.5 |8jÉ 04 |I 8 1.0 7 ¡¡GUI 1242 jSio 0.2 1 9 —0.5 i -0.4 7 -0*4 ¡g 6 0.1 S 0.1 total for Test 1244 il 0.4 10 0*2 -Ç^3 8 0.1 f| ü* 6 0.3 1245 12 ; o.i i 11 0.2 10 1.4 9 0.0 1 il 0.6 7*V 0.2 Arerage of De ri atiens 1842 - 0.2 Average of Dorlotions 1942 -0.2 in * Total for test* 1844 0.5 in "Total for Test* 1244 0.2 11245 0.6 1245 i 0.5 *É«traus« of paculiar ïooal cire» ums tances iho tact ras not adainisterod to thte group la 1944« O en COORDINATE ACTIVITIES GUIDANCE AND COUNSELING Organisation 1942-1943 In October, 1943 tbe high school principal appointed a guidance eom-asittee to develop plana for the school year 1942-43. This committee of six teachers recommended that (1) the second period clean be designated as the homeroom unit and that (2) all pupils be enrolled in classes during that period. The plan provided for the maxing and keeping of pupil personnel records by the homeroom. The guidance committee also recommended the use of the Kuhlmann-Ander-son Intelligence Test and the Progressive Achievement Test. They arranged to have the tests administered and graded. The boye* Physical Education instructor was named as Soya* Advisor and the girls* Physical Education instructor was named ss Girls* Advisor. This choice was made as the committee felt that these people had a better opportunity to *mow students as they had ell-Of them in class each day* Organ! za tl on 1943-45 i|M| On August 1, 1943, a Vocational Coordinator and Guidance Counselor was hired and, for the next two years, the guidance and counseling program was under this person's supervision. The English Social Studies teachers were the homeroom counselors as they had these students in class longer than other teachers. They were responsible for the keeping of the cumulative records. The work of the counselor could be divided thus: Academic Counseling 1.1 Helping students choose high school courses. 2* Helping students select colleges. 3* Analyzing report cards and helping students adjust to classes or change programs in the case of unsatisfactory work. 4. studying the test results and requiring remedial work for certain stud«nts##^^^®i 5. Encouraging students through the use of honor rolls, etc. 6. Cheeking on students who were carrying more than four and a half solid subjects. ?• Checking on retention cases. 8. Checking credits and telling students necessary requirements for graduation. 107 Vocational Counseling applying teachers with list of library materials on voea- $« ©ydertng vocational books and movies* 5. Placing students la part-time positions in tbs center* 14* lilting recommendations and aiding students in filing ap- 1 ggji£ plications for outaids positions* || 6 Administering vocational interest and aptitudo tosts and |fS| eounsoling students with tbs rosults of those toats^/ 6. Obtaining recommendations from former employers about pupil’s Hability and achievement* V* -Sxeusing students from classes in order to sort,*' Personal Oounsoling^B;! 1* Acting as dean of girls* *•* Aiding pupils with personal financial end physical problems* p§.. Making appointments for eye and other examinations* The counselor worked closely with the homeroom teachers in planning and directing their guidance programs* All records concerning pupils which were wanted by other sections wire sent by the counselor* She conferred with teachers regarding tests and administered the tests which were given to the entire school* Part of her counseling work, of course,, consisted of conferring with parents about pupil’s problems* ''jpiMt of the work of counseling’ was the orlentetien program carried1 on ■ each year before the opening of the school for new students* ^Meetings were held at which these students met.their teachers and had explained to' thea#|their' program and plan:of .study* ■ This orientation was further Carried out In English Social Studies classes* Evaluation The program the first year was not well organized or effective* Since no one person was responsible for it, it was done in rather a haphazard manner* A few teachers did a comprehensive Job but ethers* who had not had experience in this line* were not at all adequate* fhe| next two years with a full-time supervisor the organisation and results were 1 improved* Most of the actual counseling* except in cases where the vocational coordinator was consulted, was done by the homeroom teacher*! The effectiveness of the program therefore* depended upon the personality* ability and training of the homeroom teachers* In some instances, it was vary effectively accomplished* Curing 1943-1944, the counselor had the duties of the assistant principal alao and her duties were so numerous that the proper amount of time and effort was not t spent in the counseling program* 1 11th the hiring of an assistant prin-i el pal for the year 1944-1943* it was possible for her to devote much 108 mor# tim to the goldance «ad counscling progrsm* The retí eene* of the etudent in not aaking for aid was a aajor factor which haé t© be ©rereoaa» ' ■ ■ y. >. vVyy- V, ■/ fm tsstxi» r¿mmi v Intelligano© Testa ¡ífü Aáainiebreiien®|S^;|^« Xn Pee «aber of 1943 the test of mental aöility was gieren to eeoh Furnier and ppXtv liigh "sciiool atudea t*|The8e teete nene gieea to largo greupe at one ti®» in ferry Heil by Mise Bock* a» new etudeate enrollad they were giren the Bonnon-Heleen Teet of Mental MILÜSaC* etudents who reted lew ©a the Intelligence teet and wbo «ere thought by their taechare and adrleora to bare languege diffi-eultiee were giren indiridual Staaford-Binst tests or the Galifornia fe»t of Mental Ability ffon*Íen¿guag:e Seetion# Pee of the feet oata fcJBl fhe reeuXta of theee teete eere ueed by ®oet teachere in maklag pro* rieione for individual asede and diff arenoce» |¡ They eere ueed in ro~ eationeX and College eouneeXing and in eonjunction eith ether standard teete and eohoXaetic records# Progressiv© Achíaroment Teete 9Rg8si|¡ Funlor high etudeate eere giren in June» 1943# ?6» A of the Inter* mediste Battery# in May, 1944, the B Fon» of the Intermediate Battery# and in April# 1948 the C Form# Seaior high etudeate had the A Form of the Adranced Battery in February of 1943**the B Form in September# 1943—the A form ln May# 1944, and the B Form ln April, 1948» Theee i teete were edminletered in Terry Hell or the high echool auditor!um by the Guidance director» They were checked and recheoked by the en* tire faculty» Sr* Ter&mi and hle committee tabulated the reeulte and made tabuletlone» Ro'óuité' '' ' v ■; /■■!'■■■ ■ : '; For complete diagnoele of the reeulte sea the teblee in the appendix» lt eill be noted that on the whole the etudente of Amache High School were somewhat retardad Xa rsadfing roe&bul&ry and readlng comprehensionj thet they were adranced in arithmetio fundaméntala and arithmetic reaaoalngj that they were about erersge in Shglieh akilla* Hotel Sea appendix for complete date on teet resulte* 109 TABLE XIV CERTAIH CHARACTERISTICS OF AMA CHI PUPILS DERIVED FROM KMU&S-AMBERSOH IHTRUiIGIKCI TEST SCORES KOVSilBES, 1942 Grad® Humber Median C.Â. Madian MJU Madian I.Q* Ranga of !«$• V‘ 39 8—4 HI 1 198 I 31 ® i 105 7-8 7-8 98 87 Ï 107 m 8-8 8-8 100 If 69 4§ 107 9-8 9-0 93 $fip m lil 139 10-3 10-3 $5 85 i 138 8l 11-7 gf 11-8 99 58 ? lui m §118*7 12-7 1001 82 SÜ8 a É128 13-3 12-8 93 M 82 ft 181 14-7 14-0 |98 « 175 1 10 183 13-10 14-91 iSa« M, Mnée ill 189 Í18-8 118-4# 93 85 M 12 196 17-10 SmH 98 ; 31 CERTAIN CHARACTERISTICS OF AMACHE SECONDARY SCHOOL PUPILS ■' DERIVED1 FROM THE HENMON-NELSON TEST OF MENTAL ABILITY ADMINISTERED APRIL 28, 1944 Orado E$ 7®| ¡Ü ¿É Total No* of Students 12 18 so m Median C. A. 13-0 13-10 13-4 Median M* A* 12-11 15-9 14-0 Median 1« Q* 99 114 105 Range of X* Q* 45 i 59 591 ADMINISTERED OCTOBER 9, 1944 Orade 7 8 tí 9 no 11 12 Total No* of Students |2 5 8 6 1 8 5 1 52 Median C* A. 11-2 13-9 14-0 16-3 16-1 18-7 Median M* A* 12-6 14—0 14-5 16-2 15-11 17-10 Median I* '%» 112 102 102 106 99 1 96 101 Range of X* Q* 16 63 63 52 40 51 68 TABUS IVI Ü A COMPARISCI GF T1B IITSLU3ASCS aBO.flIIfS OF A SS&Mffili CROUP OF SECOSÈOARY SGBOOL PÖPIU ÀS BIfRRMIHEB BY NOS-LASOÜAOS AID ÌÀMEAOI IXT8UJ3£ffCS TESTS lame Grado J| Ago •Bon-Laag* 1 • %# ♦Languago X* Q. Difforano» Betwaan Teata •JWr* ' #ro»‘ ' Progressive Bemerke | Aoh• Form Ogino, Huoru 8 f|S 14 1 107 ! 1 88 19 Segare, Kasuo II 16 127 78 49 -0*4 S hibate, Kiseku 8 13 108 88 16 •1*6 Poor hearing Tegame, Toyok© 8 14 SlC» 1 79 fet-- 26 -0*9 Tetare, Borì 8 16 82 79 Ü! §9$ 3 -1.6 Tetelehi, Bank li M 111 82 HK 19# |p -2.0 Tetelehi, Kiyoshi $ 16 82 73 9 01*0 T^.|&Ì#Ép Yamaga, YoeKle 8 14 126 9$ Ìiif 1*1 Yaseehita, Barue 8 16 77 ! 69 Ü 18 -3*8 Poor Motor Coordination Yamauchl, fauyoehi8 16 108 | 86 | 17 0*6 Ubai Arii, Tekaehi 9 17 104 74 30 -0.9 Xibei Honda, Llly 9 É 16 84 77 7 *2*0SfeSffi Poor Saar Ime Sugiure, Michiko 9 14 87 82 10 K4.a Fukuda, Saehiko 10 16 92 79 IfSISI #fl-2.2 MRC ite tannica, She IO 19 81 66 US 16 -3*9 Norikano, Frank 10 19 82 74 9 -2*1 Poor Motor Coordination Ili tenete, Jack 10 ir 1 102 » gg- 18 -0*7 Fukuda, Setoru 111 17 81 84 É-8 Bea rad In Mexico Fukuda, Shigako 11 19 88 71 ir ' -3*6 Boarad In Mexico Mayoda, Shìgotd 11 19 | ¡pt 91 77 |14| :*ti0 fi? libai iAkì4f<»»»!a TW& ì■ Madian «-f* %/mr>4~ia 1 96 79 15*6 2*©_ Kuh Imann-Aade r aon Xntalligano» Teat, Forma 7-8 and High School * Adminìaterad De comb« r 1848« Progressiva Aehiaeaamnt test, 7-8 end Bigh School ferme Admiaiatarad Aprii 1948* 112 TABLE XVII DISTRIBUTIONS OF INTELLIGENCE QUOTIENTS OF JUNIOR AND SENIOR HIGH SCHOOL PUPILS AS DETERMINED BY THE KUHLMANN-ANDERSON INTELLIGENCE TEST ADMINISTERED DECEMBER, 1942 I. Q. Nora Junior High Pupils ISO tip 1% .6% 120-129 5 2.6 110-119 14 12*4 90-109 60 55*8 80-89 14 18*5 70-79 IS 1 8.1 0-69 1 2*1 1« Q. Nora Senior High Pupils ISO up 1* 2% 120-129 5 'f 4 110-119 14 10 1' 90-109 60 58 80-89 14 23 70-79 |||p 6 6 0-69 1 0 113 tJee of the Teat Beta Sagliah Social Studies tsaohera discussed the results of the test with each student shoving Má his strengths and weaknesses and suggesting methods for improvement. Those people «ho were definitely retarded in a particular area sere asked to enroll in a remedial class in order to remove their deficiencies* • '1 Vocational Teste The Oleeton Vocational Interest Inventory fora & vas given to all assiéra ïn Jfebruary of 1944. Tt vas adalnlstared by the English do* cial Studies tsaehers and scored by them* The Detroit General Aptitude Examination vas given to seniors In March, 1940 and the Cleeton Vocational Interest laventory vas given to Juniors at the same time* The results of these tests vers used in counseling students individually about their vocations* Personality Test Many mimeographed tests vers used to determine personality trends* The Bo You Know Yourself and Others by Bush and McKenzie vas given to aXlf§g Juniors and Seniors in February, 1944* The results vers used in plan* nlng English Social Studies units which would enable students to over-S come their personality defieisncies.J|i©r example, the tast shoved s faet known to teachers, the extreme shyness of students in social situ« aliens* Through teaching students hew to act in these situation# It was hoped that some of the strife and strains which vers apparent in the test could be alleviated* The tests wars also used in counseling individual students la this importent mrsa. ■ - V v.’; Orleans Àlgebra Prognosis Test This test was administered each year to the entire 8th grade* |It was used as ©ns criterion in choosing those student# who would be allowed to take algebra in the 9th grade. Students who insisted upon algebra but who had not met the national norm on this test were asked to postpone algebra until the 10th grads* Seashore Measurement of Musical Talent fl§E| Thi s test vas adadaistsred to all Senior Bigh School studente in May ©f 1945 by thè director of vocal music* À tabulation of thè resulta igpears in thè appendix* The trend# indicate two point» of importances (1) thè generai laek of smelo éducation et all levale, and (8) an apparent reversai in thè relatlonshl? uaually existing bstveen generai ahility and musical aptitude* ■ \ V TABLE mil CKtSAUf GHAIlACmXSTIOS OF 889 AKACRB PUPILS XI GSABSS XO, 11, AID 18 muted FBoic tee seashore tf»is of musical tales* ADMIEI5TERBD MAY, 1948 Peelle tank* Talent X 8 8 4 8 | | 7 8 9 10 Median Piteh SO 41 X8 £6 41 84 28 29 22 68 8*8 Loudneo« 84 24 28 20 28 24 44 26 29 82 6*4 Tima If 8X 88 88 20 21 48 12 26 44 6*8 Timbre 28 28 22 24 29 la 61 87 44 62 %*8 Rhythm 41 80 49 48 40 40 16 80 8*4 Tonal Memory xe 28 ¡81 22 22 18 48 48 89 8*2 Attrtgt liidiaB 8«i •Tha Broil® Hank« are reraned from tha usual order, number 1 being high and 10, low* 115 Army, Havy Qualifying Teat the Ay 8* t; B* F* fast wea giT«a to 45 atudenta from Attache and Eoily on March 15, 1944« Although 10 Attache students passed this tost only on* took advantage of the training offered* The test was given again on April 15, 1945 to 8 students. Four passed and two enrolled in college under A* 3* ¥* fi* P* Other Standardised tests Other standardised tests given» sometimes to individuals and some-timss to entire groups» included the followings 1* Gray Oral Beading Check test 2* Columbia Hesearch Bureau Physics and Chemistry Fora A~B 3* lows Bvsry Pupil tests 4* G«tea*$trang Health test 5* American Couneil trigonometry Test 4* American Council Solid Geometry test 7« Compass Diagnostic tests in Arithmetic test 8* lee*Clark Arithmetic Fundamentals Survey test the guidance director hed in her office a complete file of standard* ized tests and she sought to encourage teachers to use them. She attempted to help teachers Interpret the results and use the tests to the host advantage for the students* the re suite of all tests taken by an individual are Included on the cumulative record* Evaluation of the testing Program A wide variety of standardised tests was provided for guidance pur* poses* In most instances the results were well used by the faculty* Bach student has s fairly well*defioed knowledge of his own strengths or weaknesses, as shown by standardised teste* HJPIL PSBSOBStSX# HBC0ED3gjjjj the following items were placed in each student’s folders 1. Cumulative record ■ ft* transcripts from other sohoole* 3* Duplicate report cards* 4* standardised tests copies and scores* 5» Pupil’s plan card* i| Physical examination records* 7. questionalre concerning vocational internet $ college, music and reading intersate* 8* Anecdotal reports from teachers concerning pupil* s progress or problems* 9« disposition of disciplinary eases* 10* Absence sod tardy excuses* 11* Copies of letters written to students or parents* IB* Implicate merit awards and notes about special honors or die* tlnetlone won in the school or the community* IS* Counselors report on retention* 14» Reports on parent conferences. . 15* Pupil*e choice of club and group activities* Id* Hocos&c^dations from employers end work record* location 111 records sere kept in the guidance director’s office* teachers had access to them there* Teachers also htsd in thsir rooms9 dupli-cate copies of the cumulative record to which they added data from time to time* 0a e '|f|f the files were in constant uss by administrators and teachers* Case histories were studied before conferences with pupils and parents* Hsporta were frequently sent to employers and to the welfare section shout students* The counselor used the records in sending informs* tlon to the selective service draft boards concerning pupil*s school history* Meny teachers read as early as possible In the school year the entire folder to acquaint themselves with the pupil, and thus help the child make a faster and more satisfactory adjustment* Folders were used when employers were looking for workers* Svalustlon The cumulative record la quite complete with the exception of the health record* More data should be included as to history of ill* neeees, family history, posture defects, results of aye, nose, throat and dental examinations* xhe cumulative records became valuable doc* uments for children when the teacher making them out is skilled in writing pertinent facts and data in an objective manner* many things which should have been recorded were not* More anecdotal reports from teachers concerning children should be in the files* There is little in the students record which la not useful* These records were confidential and were not open to students for any reason what** soever* 117 teahsfsh o? pupils Withdrawal Burimg the School Tear the student wishing to withdraw secured grades to date of withdrawal, and the signature of all teachers and the librarian to indicate that there were no charges against him* The completed drop slip was brought to the counselor at which time the pupil was given the transfer, showing present grades, dats of withdrawal, and grades to date, which he took to his nsw school» Transcript and Cumulative Record Transcript for» iWRA £80) for high school students and form (WRA 881) for students through the 8th grade was sent with the cumulative record and the duplicate report cards directly to the principal or registrar of the new school. With these records it is possible to secure an aloest complete picture of the student* A copy of the bulletin en~ titled 1 nformat 1 on about Amache ¿Secondary ¿Schools was sent with each record, Students Records to Washington £, 0* Two copies of the cumulative record and 5 copies of the transcript wars seat in each folder to the WRA Sducationsl Advisor, Washington, i>. a, lncludsd with these in the folder was any other data which would be helpful in interpreting the record or in helping the pupil adjust to a new school* pupil smumoN « rspoht cards Philosophy To got the most fro» school pupils must grow not only in knowledge, but in social consciousness and attitudes, and in work habits, There-tors, a grade card to be of value, must contain some statement as to his progress in »ore than mastery and understanding of subject matter. To be complete it must go into detail about the type of class activities engaged in, reasons for success or failure, and suggest!oca for improvement. Good qualities must be emphasized that growth in desirable areas may continue. Grades should ssvsr be a threat, nor should they be a goal, Report cards should bo a sincere attempt to evaluate for the pupil and hie parents his growth in relation t© others, in the promptness with which ho starts work, in the full utilization of his time, in his planning ability and self-motivation, in bis care of school property, mad in his understanding and mastery of subject matter. Pupils were to be rated in terms of their own ability, and sot in comparison with ethers of greater or leas mental maturity. 118 ?la& of RiperUiig ; _ The Junior High School cord «a« devised to neat the needs as described itt the statement of philosophy. The explanation carried on the report cards stated that S (satisfactory), 1 (needs improving), X (improving)» 0 (outstanding) ratings «ere not intended to be considered in any par* tiottlar order» nor were they to be compared with matoer or lotter grades. In Senior High School tho problem was different» In that many colleges and universities still Insist on resolving the pupil* s grades and kneeing his axact rank in class. A oompromiss vas aada in that Hngllsh-Social Studies teachers, «ho had tho student for longer periods of time marked the traits» all teachers «rots "Comments,* and grades «ere given in all subjects. The grades «ere (highJ A to (low) F. & «as the lowest passing grade. different departments «ere at liberty to devise cards «hioh would meet their needs. The physical education» homemaking, and instrumental anisic departments did this. Cards «ere sent to parents on a quarterly basis. Parents «ere notified frequently if a pupil* e work waa definitely below what could be ex«* pected and parenta were invited to have conferences with teachers end counselors. Bequiremants for faking 5 Jo lid Subjects In order to comply with the regulations of the forth Central Association, the following requirements for carrying a load of more than 4& credits were mads: 1. those maintaining a *8" average could carry more than the 4& credit load. 2. Boys eighteen years of age, «ho needed $ credits to graduate could carry fiva subjects. 3. Boys who ««re to be eighteen years of age during the sunnier months and «ho needed five credits to graduate, were allowed to take five subjecte. Hinety-five students were enrolled in five subjects at the beginning of the school year, 1944-1943. At the end of the first six weeks a check was made of their averages, and 30 dropped to four clashes, as they did not meet requirements. Host of those remaining completed five subjects. Honor Boll , Xa order to give recognition to students maintaining a high degree of scholarship, the names of all pupils reoeivlng straight "A**,* and those with © "8" average wore pub IS ahed la the school pa par Immediately aftar the quarterly grades were distributed« There vara us-ually 5 to 8 with straight "A*a* and fro® SO to 75 frith *Btt averages* Qrade distribution Distribution of Grades 1944—1945 Grades Per cent of high school students receiving grade A 3 0 # 1 13*7 53*1 44*3 9*9 1.1 Evaluation The faculty members were, on the whole, in accord with the philosophy of grading* The value of the system was dependent upon the skill of the teaoher, and his willingness to make the most of the comments* Those teachers writing helpful and complete commente, and most teachers did, mode the card of value to parents, future teachers, and pupils* Many students were interested in grades as such, and wanted an interpretation which would tell them their standing in class* Those students who had never received grades were satisfied with the plan used* Mueh stress was put upon grades by parents and the importance of grades was greatly overestimated by them and by pupils in this community as In others* By reading the report cards for one pupil for the entire year, one was able to get a good overall picture of his educational adjustment and growth* 0011*302 pM national «Tapanaao-Aasurican Student Relocation Council The national Japanese-American Btudant Relocation Council was organised shortly after evacuation by a group of California profaasora interested in the continued education of Hisal collage students. This organization, with headquarters In Philadelphia, has been very effective in helping students gain admission and making financial arrangements to enter college* The school has worked very closely with the National Council* ¿Hiring the first two years, the National Council assumed much of the responsibility of helping students find suitable collages and in becoming admitted to these schools* Many of the collages were proscribed Ili and tha «orle of ih« Council «ras tharafor», very necoaeary. Howerer, during 1944-1945, collage» «rarywhere ganarally» «era open io Hiaal studente* Tha Battona! CouneiX raducad li« «ork io halping studente with finanelai problema only* Oih«r work «aa aaeuaad by il« eoua-8«Xor In ih« high aehool* Asiache «a« visitad by Mr* thoaaa R. Sodine, fiald Representativa for ih« National CouneiX in May of 1943, in Bacaa&er ©f 1943, in May of 1944, and in Augnai of 1944. Mr* SilHaa Starenaon vieitad ih« proj-•ei in Aprii of 1944* The«« representativa» «p«ni fra» four day« io a vraek at «aeh iiiaot meeting and counaelling prospectiva studente* Tha h«Xp giran io ih« counaelor and ih« material ««ni by ih« Baitonai Coirneil prorad invaluable* During ih« iwisrs ©f 1944-1945 ih« Matlonal CouneiX sponaorad college returaees io discusa c©llaga with siudanis raaaiaing in ih« contar* Io« Kaaiya, «dio «a» atianding aehool in Fori Collina» bui «ho ia ai preseci in ih» University of California ai uerkaley, and Marion Koaiahi, «te ha© spani iao yaara ai Siapson Collega, «ora ih» reiumesa in 1944* Thay «aeh »pani S «aoka in ih» cantar holding infornai »««tinga for proapectlve collaga aiudanis and lutarvi«wing them individually* ¿terlng ih» «uafflar of 1945 ih» plan «as soffierai ñora «laboraia* thè returnee, Mia» Juno Suzuki » «di© had baon attending Colorad© Stata Collaga of A* and 8* Aria» Fori Collina» «a» acni io Philadalphia for a training couraa. tha couneil did noi sueeeed in finding a young aan io halp Mia» Suzuki «iih ih» work* Sha apeni 5 «aoka ai ih« coniar* Soaa of h«r %im «a» utilizad by Community Aetivitiee, « spaci ally «iih ih» Teea-Aga Canteen, tha returnaos «aeh summer have baan «ffectiva aa thay bara baon abla io di»ouaa aollaga plana «iih par«aia* thay gara fir«t~hand up-to-date aollaga expariance# io proapactiva aiudania. Counaaling of Studente tha counaolor and ih» iunior and Senior ciana apon aora spani mich time counaaling individuai aiudania, «riiing lattar» of reeosmeadatlon, «ak-ing budgaia of expenses, and locaiing part-tine Joba» la both Iunior and Senior aleases, aa aaaignad projact «sa ih» aiudy of on© particular collage» ita location, eouraas of aiudy, faaìlitia», coaia, aocial ai»©aphara and aianding* Studente «era aakad frequestly io aiata thair plana conaaming colica educaticm and an eraluation of ihaaa plana «aa ttada «iih ih««* Spaakars vlsltlng tha cantar «ho had recently baea in aollaga or had oonaaction» «iih them «ara utilizad aa spaakera lo ciana groupa* Location of Studente hHkPhH Siudanis fra» Mach« High Sahool anrollad in 47 collega# and imivar-aiiiaa in 80 aiata# and tha liatriet of Columbia. Fourteen par cani of tha graduata» of tha yaara 1943-44 «ara anrollad* Many of thè boy© TABLE XIX mmm of HIM | Amcm mm school Boys olris Total 194$ i|| . ' SI; |. ,. • ■' §|. pml-nmry 1 s§ HM I ■ « B2 Hh3*98 ft® 170 ,August pi Hi 1944 jmnusry fl8 fi IK : iff 4S I ls*y ■ 63 »fell ft ^ 134.1 August |ms | lljp p j| A3 ,mn*aury Ét i wi filili 7S ai» 1 l«»4©&;:- mm ’•‘August § g| 1 |i° - lp: fWii MO 1|® ?| /V M» 1 Wr 609 1 M||Heomplstsd In olbor sehuol® &\%vm lug tko iuw of 1945*- | niplossas m**6*d by |A***sImi High school» 122 «ho had planned on collage have had to postpone it beoeuse of service in the armed forces* Attache Student Scholarship fund Society In the fell of 1943« shea Superintendent Paul I* ferry resigned to join the United States Havy* cl titans of the community felt that the beet way they could express their appreciation for the many services which hs had performed for the people of Attache «as to start a schoi* arehip fund to aid worthy studenta continue education through the or-ganiaction and aupervlaion of the school aysten* At this time* tha fund was startad with almost #800 which waa collected by block managers from thslr raapaative blocks* Or* Terami waa the chairman of tha eooadttse and the leader in starting this fund* In tha spring of 1945* another drive waa made for additional nonsy for the scholarship fund* The by-laws of the Attache Student Scholarship fund Society were written* Some of the objectives stated therein are theses 1« To foster and assist any student graduating or graduated from the Attache High School with hie education at some American Institution of higher learning* 8* To memorialise the expreesion»eppreoiatlon and confidence of the people of Attache Center for the sincere efforts and the high plane of the educational standarde attained and developed by tha Education Department of Oran «da Relocation Center* The National Student Relocation Council at Philadelphia promised to help those students given aid from tha Amache Scholarship fund by trying to find for them* the rest of the money needed* baaed on individual budgets* The leading community organizations were contacted and many of them contributed to the fund* One representative from each organisation was an honorary member of the society* The Executive Committee was composed of the following members; 1* Community Council Representative 8* Block Managers Assembly Representative §, Student Relocation Council* Amache Representative 4* High School Faculty Representative 5« School Advisory Board* Representative 6* Representative at large to ba selected by the group of five listed above* Tha Executive Committee studied all applications and made grants* Hot more than #50 waa given to any one applicant* The decision was mads as te abo i a te ree ©i ir« ald oa tbe following polutas Soholarsblp, ebaraoter and eltizanablp, need for fonda, and siili signase on tbe pari of tfce ©pplieant to eork part-time* Orante data been givea te studanta In iba folloslng coliegeas Collages Number of Studanta Oiren Orante University of CoXorado B Bataa College \ X Marnile e * > ■ % Unitaraity of Mlnnaaota 3 University of Wisconsin 8 Contrai Collage X Uuluth Stata Toccherà OoXXaga X Missouri Scbool of ¡linee at Bolla X Gr&celand OoXXaga e * 2 Uni tarai ty of CaXifomia at Los AngaXaa 2 « Unitaraity of OaXlf ernia at Bsrkaley X Unltaraity of Kansas City X ComeXl Unltaraity X CoXorado Stata 2 San Francisco Junior OoXXaga X Sacramento OoXXaga X Ì Oklahoma 4 & M X Carleton OoXXaga X Datia OoXXaga 1 OoXXaga not aaXaotad 2 Xdjuatment af Studanta On thè abóle atudanta mede tary aatlafaotory adjust®®ata. They seemed to bata many fríen da and to he eontrlbutlng to tba Xife of tba imiterai ty through sporta, journallam and amalo astivities» No studant bea been asked to aithtìraa fren ooXloga for any rossea» Although some of tba» bata had to aork Xong boura, aXX bata baan abla to aake their aay flnanelaXXy «ltb tba aid «blob eould ba giten tbrougb tba National CounolX and tba ¿sacha Seholarshlp Fund* Tary fai ooXXagaa sant reporta of gradas to tba blgh scbool but in aomo inatanoao tbay reportad exoellent gredas end gate word of som-nendation. 10HK FLACWKE Tba attltuda toaard part-time aork tariad altb tba naads of tbo dentar» Ourlng 1942*43, aorkars aora plantifuX, and instaad of tba scbool belng askad for balp, tba sobool triad to find aork for studente for tba talue of tba saperianoa to tbaou Tbia placament aas bandlad by tba commercial department» Tba maximum number of poopla employtd at ona timo aas tan» Tbasa aara commercial studanta 124 i& stenographic positions, Because of the limited number, it was possible for tli® supervisor to hove conferences with the employers, and thus help the student» adjust to the job* fMs program could be properly called a Tocational training course, A few other students worked in mess halls, and at the hospital out of school time. Arrangements were not made for this work through the school office, nor was a roeord kept, During the summer of 1943, a shortage of fame workers existed, and all athletle classes and sweats for high school hoys were canoellod that thoy might work on the farm, Tho school did not handle place* manta* During the year 1943*44, pl&eamants ware handled by the wocational counselor* Thor# were approximately fifty part-time workers* students were not excused from school to work, except from last period study halls, Becauaa of the rather serious shortage of labor on the project during the summer of 1944, no one 14 years of age or older enrolled for summer classes or activities unless he was enrolled in a vocational training class, or working on a half-time basis, The enrollment in vocational classos during tho summer of 1944 west Tocational Agriculture 1? Offloo Practice 10 Homamaklng and Institutional Training 19 Pre-School and Kuraary School Training Electrical Work | Beauty Shop ffiftl| ' % Silk Screen l Tocational Carpsntry 14 It was not school policy to give both credit and pay for vocational training courses. Credit was allowed for tho time the student spent in the classroom, and in experimenting or in working for his own benefit on his project. He was paid whan ha worked to produce goods, or to give his services for the benefit of others. During the year, 1944-45, a total of 130 students were placed in part-time project jobs, JSighty-seven were girls and forty-three boys. They were divided according to grade placement thus: Grade Soys Girls 10th 15 14 11th 15 37 13th IlliSiw is Silliiliii 8 34 125 Tbe total number of hours spent «as 9,590 por nook making an average of 20*7 hours psr weak par working student* Tbe total number of seeks worked was 9,671, the alloyed student working an average of 91 weeks during the school year* Several students held more than one job* The number of people employed by each section followst ln seven Sasss, pupils rseeived tke *0" rats of pay, ten atude&ts resolved tfaa "A* rate of pay* AU of tba otbers raeeived tbe "B* rate* The monoy earned belped many atudents witb small echool expensas* Oontaets were made witb employars eeaaeralng tbe type of work whleh tbe atudent wae doing, bis ebility, and adaptability and bla adjust* ment to tbe job* Students below tbe lOtb grade were not placed in part-tiœe joba as tbelr acbool programe dld not permit tba* to be sx* oueed from any part of tbe day* Bigh School atudents were excusad from Fbysleal Education and 3tudy Hall in order to work* Bscommandations wore asked for poriodlsally from employera, and vtr# placad ln tbe cumulative of atudenta* Students were elways told of tbese reooasaandationa, and counseled as to improvements suggssted tberein* mmsm mxwsim mmm § Besause of tbe Issk of noxmal recreational epportunltles at tbe Canter, tbe sotivltiee program o arriad out by tbe Amaebe Beoendary Sebools wae eoaprsbsnsiv* and variad* Bach teasber aponsored one or more groupe, and ail finances were centralizad in tbe fftu&eat Aetlvlty jftiad* Fol« lowing are brief statements of tbe ehlef aetivltles developed by tbe pupila from 1949*1945* studont OouBCll Tbe Student Couneil, orlginatlng in February, 1943, witb aligbt in* terest orraaponsibllity on tbe part of tbe atudent body as a wbola, gradually grew into an effective workable inetltution under tbe lead^ erebip of tbe Yoeatleaal Couaeelor* ln Pseember, 1944, tba Aaaobe Bi&h Fa» Construction H* S* Co*op Statistics Hospital Fropcrty Education Mesa Bousing 51 2 1 £9 99 IB 93 11 9 Carago engineers domestics Floater Publie Welfare Fire Department Relocation Police 1 9 9 1 3 5 1 student Council joined the national Aeaoeietion of Student Councils* £$a$rine& of student body offioera (President, Boy** end Girls’ Tie** presidents, Secretary, and Treasurer) and representative* from all English-Social Studies classes met weekly* An acceptable coastitu-tion was worked out and followed* A Junior High Student Council was formed in the same way and both worked together whenever feasible* The Student Council sponsored such activities ae the Kampus Canteen* which net two evenings a week during one winter, concerts by outside talent, assemblies, and all-studsat dances* Each member waa assigned to a committee whioh had spacific duties* The Charter Committee. for exaa^le, presented e charter to each club approved by the Councils The Asseafcly Coanittee made plane for assemblies and tried to Improve the quality of the prograse and the behavior of tha audiences; all school clubs and organisations aubnitted budgata to tho finance and Budget Comalties for approval; tho Awards Ooanittae aat up a latter *A* award system, publicised it, recorded points, and issued the awards; tha Hospitality Cogmittse showad visitors around the building* The Student Council did not function eo well in solving student problems, such as pupil violations of center traffic rules and of the request not to wear metal taps on shoos as they marred the floors* It proved affective in helping to unify and co-ordinate the various pupil-motivated activities throughout the school* Student Aetlvity fund The finances of all school activities ware handled through a central Student Activity Fund, and a faculty member waa appointed to act as treasurer and bookkeeper* Accurate records ware kept; each organisation was required to use duplicate vouchers signed by its president, tha school principal, and the sponsor; all bills wore paid by shook* Student treasurers kept their accounts in small cash books and checked with the faculty treasurer, who submitted monthly statements to tho principal and superintendent* At tha close of school in June, 194$, there were id clubs, classes, and organisations whose finances were handled through the atudent Activity fund* Tho total deposits for all activities for 1944-45 amounted to about $5500* After all bills were paid, the balance of #300 waa donated to tha Amaehe Scholar ship fund* School Publications Tha Onlooker Three editions of the school annual, Tha Onlooker* were published by the pupils of tho Aaaohe Secondary Schools* inasmuch as tha school was of short duration, those arc of historical value to teachers, students, and others interested in the Relocation program* They served as morale builders for former Amaehe students in the armed forest and helping to keep up friendships forced in the Center» Hot only did The Onlooker afford an opportunity for a large number of pupils to gain teehnioal journalistie training and experience» hut it alee •erred to unify and co-ordinate all clubs and activities* The Annual staff sponsored a %uesn" contest, climaxed hy a Royal Ball* Printing costa were kept aa low as possible» prices ranging from tl*B& to fS* per copy* In the 194$ edit!en» both junior and senior high groups and actiritiea «are included, and approximately 800 copies «ere enthusiastically received* The Amache It The Amache High School paper, It, «as started in October, 1942, hy a group of earnest students as an extra-eurrtculsr activity* The following semester» a class in Journalism was formed, which took over the responsibility of the newspaper* The Amache It (the staff unknowingly named the paper by placing huge eigne around the building—WATGB JOB "IT*) its a mimeographed sheet from 4 to 8 pages, published every two weeks* The Press Club and other groups assisted in getting out apodal editions* The final issue of the It was printed hy the hamsr Register and expenses of publication were paid by donations from a number of school clubs* An exchange list of 100 names provided for publicity and helped to improve relatione for all Japan- -eee-Amarleene* Tbo paper was distributed free to all students end aembersoofi the Center's administrative staff* A junior hi# newspaper, the Spotlight, was published monthly in order to keep students informed on interesting happenings around the school and ¿enter and to offer opportunities to junior students for original writing* Student interest in this paper was good, but printing was difficult as few junior high pupils could type* The Amache High School Handbook The Amache High School Handbook, sponsored by the Student Council, aimed to help pupils to become better acquainted with the school, Its offerings, and activities* The Handbook was largely written by the students and the ‘cover made by the Silk Screen Shop* It contained a Hat of administration, faoulty, board of education members, general Information about report cards, requirements for graduation, credits, student body constitution, school activities calendar, etc* Because of the Information included, pupils were urged to taka it with them to their new schools to give teachers and advisors a better picture of what the Amache Schools had been doing* ¿uill and Scroll Society The Amache Chaster of quill and Scroll* International Honorary Society for High School Journalists, was granted a charter in January, 1944* Twelve charter members were initiated and 16 new members added in 1945. This organization helped to honor outstanding journalists and to set a high standard for school publications. All members were chosen according to national qualifications from the upper third of the junior, senior or poet-graduate classes, who were doing superior work on high school publications. Press Club ÎÈMÊB I-**»» Club was composed of all high school pupils who were interested in newspaper or magazine work but who were not members of the Journalism class. The Press Club held regular meetings, supplemented the work of the publication staffs, provided social entertainment, and publicized school events. Its ambition to publish a liter-wry magazine for the school did not materialize. Stations! Honor Society The Amec he Chapter, of the National Honor Society was organized in February, 1943. Its aim was "to create an enthusiasm for scholarship, to stimulate the desire to render service, to promote worthy leadership, and to encourage the development of character in pupils of the Aœache Senior High School. • Vine students, who became charter members, were elected by the senior and faculty from the upper third of the first graduating class. A *B" average or better in scholarship was necessary for nomination, and the selection was made on the basis of scholarship, leadership, service, and character. Ten per cent of each succeeding graduating claea were adlected as members and five per cent of the junior class as probationary members. The total membership of the Attache Chapter of the national Honor Society in June, 1945, was 86—33boys and 85 girls* Working members entertained and initiated the new members, held assemblies explaining the purpose end organization of the society, end presented the Japanese American section of the radio script, "They Call m «loe.* It was felt that being a member of the Rational Honor Society was helpful in making friends and gaining scholastic recognition in schools and colleges out side the Center. Co-operatives The Attache School Co-operatlvee grew out of the consumer's tarprise In the Center. A definite need for a convenient place for pupils to purchase school supplies cross at the beginning of the school year in 1945. A Junior and Senior High Co-op were organized at that time and later combined in the new high school building. Membership was open to any student, shares ware limited to one (25ft) each, and strict adherence to all co-operative principles was kept. Officers were elected by ballot, members who served as clerks were paid 8 cents an hour, 129 patronage refunds «era paid at the end of each samoster, and as Bp annual payment of interest on lavaetmect «as paid» All work in eoa-unction with the school Co-op «as handled by the students under the guidance of a faeulty committee of the commercial department# The Co-op also sponsored lar Steep and Bond Drives, assisted In the edu-1 cation program of Co-op principios, gave B co-op assemblies« This «es one of the asst successful activities of the Amache schools, sines a large number of pupils gained invaluable experience In the handling of business situations; the students had the convenience of a atora in the building, «here they could buy school supplies and gat a small ratum on their purchases; and thoaa «ho «ero members felt e definite responsibility for "their* store« Hi-I/ '' The ámmahe H1*Y, an organization of high school boys affiliated «ith the fTiTc. A« and having for its purpose "to create, Maintain, and extend throughout the school and eooaunity high standards of Christian character," «as organized in February 1944« the Hi-Y noted as a aervlca club fer the School and Center« Delegates from Amache, through the generosity of the national Council of the Y# M* 0* A* and the feet Central Area council, «are sble to attend State Hi-Y Conferences at Denver, training sessions at Oaap lood, Kansas, and at Pueblo, Colorado« These trips not only proved of benefit to the boys attending, but alee gave opportunities for other youths to assoclato «ith boys of Japanese ancestry* Setal ni-Y a««barship «as $8* Home boys, after relocating, have become members of Hi-Y clubs in their nev communities and have been accepted without question« has Allegrias las Allegris* «se organized in the spring of 1943 as a gtneral servios club. membership «as limited to 14 seniors and $ juniors« Outstanding services rendered by Lae Allegrias included! ushering for school programs, plays, eommeneeme&te, conducting "March ef Dimes* (Infantile Paralysis) Drive; eponeorlng the"Chrl atinas Seal Seles"for the Camp} selling tickets for paid concerté and games; standing by, reedy to help wherever needed* AS3BHS11B3 Organization Committees under the sponsorship of the student council made plane end arrangements for all assemblies« || These committees usually con-' elated of representatives from various organizations as «oil as from tho student council« Assemblies wsre presented by homeroom groups, clubs, muslo&l and other organizations« Physical facilities During the school year, 1948-1943, it was cocoas ary to hold oil Junior and Senior High School assemblies in ferry Hall* It the beginning of the year «re had no public address system and no stage and it «as with difficulty that assemblies wire preeented in ferry Hell« in the spring of the year many Senior High assemblies were held outside around the flag pole* It «as necessary for students to stand, but vith the aid of the nevly purchased public address system It «as poaeible to hate quite attractive outside assemblies« During the year, 1943-44, the high school had the use of the ne« auditorium for assemblies and tbs junior high school continued to use ferry Hell« tflth the reorganisation «hioh moved the Junior and Senior high school together all assemblies vsrs held in the auditorium« Paid Assemblies 1« hoc Sonatinas - 1948 8# Bobert Grose - Violinist - 1948 3« University of Colorado, Madrigal singers * 1943 4* Drake fc Shaw - Piano Du© - 1945« (Bote: fhs charge for these «as either five or ten cents« The assembly in 1943 «as Included on the activity ticket«) Outside Speakers (A Partial list) 1« Uarty Me Willi sma, Author 8« Capt* Serpen, Commanding Officer of H* I. group on project« 3« Mev« Howell, feacher, Puerto Hie© 4« Mr« Corwin, National T* K* 0« A* 5« ur« Claranea Kemper, Pastor-Piret Baptist Church, Denver« 6« Bev. Baymond ffaaer, Pastor-Plymouth Congregational Chur oh, Denver« f♦ Sgt* Arthur Xaneko 8« Billon 3« Myer, Hires tor-i* B« A« 9» Mias Papes, T. 1« C. A«—Brasil 10* Mr* fhomes B« Bodine, national student Relocation Council fypes of Assemblies 1. Musical A« Vocal 1* Instrumental 0« fslant shows 8« Outside speakers 3« Badlo plays 4« Plsys, skits and dramatisations 5* To give information about registration, school procedures or work opportunities* 6* Welcome for nee students fg3| 7. to publicize the work of elubs and other organisations 8* *0*1* programs 9* Panel discussions* 10* Celebration of special occasions 11« merit awards and recognition of achievement 18« Uampsign for student body officers 13* introduction of student body officers U* Pop SvaXuation J\ |j ’ I ‘ ■ t*1 The chief criticism to bo made of our assembly organization was the lack of pupil initiative in planning worthwhile assemblies and the lack of pupil participation in thfe assembly programs* The assemblies wore however, always worthwhile* Sufficient time and instruction wore given to provide well prepared end presented programs* Pupils who had speaking parts ware rehearsed with the public address system so that they would understand how to use it effectively* Although attendance was not taken at assemblies, most students felt them in* terestlng and valuable and attended* The attention and interest ware good* ascsmoH of mu 8TWM&8 Seventy-five now students arrived from the Tula lake W* 1* A. Project on September 17, 1943* Is ashing plans for the school year and in registering former students, plans had bean made for the arrival of these newcomers and places were saved in seme of the more popular classes for them* For example, typewriters had been saved in each typing class for the Tulsans* before the date of arrival the student council made plans to welcome and help them become oriented* In each block one boy and one girl from the student council introduced themselves to the newcomers and brought them to school the first day* A welcoming assembly was hsld, at which the principal, the guidance director and the president of the student council gave welcoming talks* The presidents of some of the outstanding clubs and organizations spoke briefly about the work of their raspoctivo elubs and invited the rule hake students to participate« At the close of the welcoming as embly, the now pupils remained in the auditorium, where they were given registration procedures, and printed material about the school« They started classes the next day* The student council also arranged to have one parson in saeh class responsible to see that now pupils wore shown their way around the building, and introduced 132 to the t© achtr* The student council welcoming party had to be cancelled because of the poliomyelitis epidemic which broke out at that time* Xa luna» 1944, fifty-five students arrived from Jerome* A small num-bar attended summer school. mien they «ere iadueted late tbs uanter they were handed a letter of welcome from the principal. This letter also gave registration information* Two days after their entrance into summer school, a large all*-school party» sponsored by the student council was givsa in their honor* AWAHBS BAY M *v f Mey 10» 1944» thè firet aerit award day vaa hald for Asiache Senior High School, Certifiestse of merit «ere givea to ebout 400 studente «ho had coatributed to thè school lift or activitiee» Soma received as many se five or eiz of theae ewards, «hieh couid be classifled as foli ossi 1* 2* 3. 4« 3* 6. T. 9. Outstanding servioe as a class» school» or club officer* Service to the school through work vith the bend» glee club» or other musics! organizations* Serving on committees (Parties» Bences» Assembly» Classroom Projects, etc.) Helping in eleesroom procedures such as taking ths roll, act* lag aa secretary, monitor for classroom library, or phono* graph* Service to the school through work in journalism either on the paper the "It" or the annual "The Onlooker** Service to the school through mimeograph and typing work, helping with records, and being student typists for teachers* Outstanding athletic participation* Squad Isadora in Physical Education claeses and shear leaders* Participating in assemblies and programs* |f§ Working with the school Co-op store* On this day, letter avarde were also given to the outstanding basketball players* The "Applegate Trophy," a mounted silver basketball» donated by the Applegate Jeweler Company in Lamar, to stimulate interest in basketball» was awarded to the Sophomore dees* This team won the school tournament* Certificates were also given to students who had been neither absent nor tardy during the entire year* Co-op medals were presented to those people who had performed outstanding service for the Co-op* The names of the members of the "It" staff, the. "Quill and Scroll" and the annuel staff were read* 133 On May 30, 1945, the second merit award day «as held* At this assembly, about 500 merit certificate awards were gives* They were gives for all of the above listed topics with the addition of merit swards for those people who had acted as student teachers on Student Pay* At this second awards day, ths Applegate Trophy was prsscntcd to the Senior class as they were champions in the intramural basketball tournament* An sward was also given to the outstanding all around Senior boy in athletics, Georg© Takaheshi* Awards ware also made to ths twenty students who qualified for the School "A** This was a script "A* given to those who have been outstanding in at least two of ths following major groups of activities* 1* Athletics 4* Music 3* dramatics 5* Officers 3* Journalism 6. Scholarship SKtSOTTl SOTICX Ths application of the Selective Training and Service Act to citizens of Japanese descent made many high school boys eligible for induction into military service* Because of the attitudes toward military service which persisted end the urgent need for the dissemination of information the high school principal was asked to call meetings of all boys* At those meetings the Relocation officer, who had boon designated as ths Project representative to Local Board Bo* 35 of Prowers County, and ths Superintendent of Sdueation outlined ths provisions of the lew, explained its operation, and discussed the procedures shleh would be followed* Before each meeting the boys wore invited to submit written questions concerning points of interest to them* These were studied in advance by those in charge* All were answered in the diecussien periods* Ths attitudes of high school boys were uniformly favorable* Tory few objected to military service and an even eaaller number subsequently became "draft evaders** A notable lift in morale was noted and the boys in service became a symbol of citizenship and a source of pride to the entire student body* In addition to Informing boys of their obligations to the government, they were instructed concerning their rights under ths law* Ths postponement of induction to permit completion of the high school course (graduation) received most attention* _ The Superintendent assumed the responsibility for requests mads to ths local Selective Service Board for tho poatponcmant of induction* The specific steps and conditions worst (1) upon receipt of orders to report for induction the applicant should submit a written request for postponement; (2) upon receipt of request from the student the high school principal would tubalt a report to the tuperlntendant stating the scholastic record, possibility of graduation, and classes in which the applicant was enrolled; (S) If the scholastic record was satisfactory and the applicant could graduate at the end of the sem-ester in which the request was received s recommendation, signed by the superintendent and the applicant was transmitted to ths Selective Worries Board, This recommendation specifically stated that the request would be withdrawn if the applicant failed to do satisfactory work*;»! During the last two years of school 49 recommendations woro submitted to tho Soloctire Service Board, Svery ono was accepted. The superintendent later withdrew one request because the applicant dropped school to work, live requests were denied by the Superintendent because school records were unsatisfactory * Halationships with the Selective Service Board were highly satisfactory This group accepted recommendations without question end a feeling of mutual respect and trust was evident* SSL? Of HAWSST |||| Because the erops were spoiling In the fields, for lack of worker*» Attache high school, as well as many other high schools in ths country» rsleassd students to harvest erops. On Monday, October 23» the entire Beml or Class accompanied by their sponsor worked on ths far». Most of their work wee harvesting potatoes, although they also picked tomatoes. For their work, they were paid at the rate of #,6? each for the day. This money wee put into the class treasury, by the consent of the class and used for school parties and activities. The earns procedure was followed by the entire Junior class on Tuesday, October 24, The ¿Sophomore class took their turn on lednesd&y, October 26, The next two days were school holidays, as the teachers were excused to attend the State Teachers* Convention in Denver, During these days, many students worked. Although the ninth grade was not excused as a body, many of the» did work on those days and turned over the money earned to their class treasury,i|| PB0F1S10MS FOB OTPIOAD KTPXL8 Opon reeeipt of the report on etyploal chiidren »ade by Mías Carey Downing of the State Department of Sduc&tlor, the júnior and sénior high sehool principáis met with teachers to diecuee tho beet waye of providlng for the atypicals Usted ae well as others who aight be dis covered. 135 Tfet staff decided to próvida for atypical© in the regular classroom altttation and through special remedial work where necessary« Tima apacial coating, assignments, and other provisions «ara nada within tha classroom« Speech defects ware cared for prlnelp&lly in special remedial classes which met before regalar class sessions began each dap and during the summer sessions« Slow or rotardod loamors wars required to attsnd summer sessions for spoolal assistance and to re-movs dofloiencies« Though this procedure appeared to work quits well s staff member, $r* Clarence Jayne, with special training in this field was appointed to assume responsibility for the program in 1944-45» He made special effort to locate stypleala, check on their program, and advise tea* Chora concerning methods and procedures« In Hep, 1945, Sr« lapse reported upon all known atppicale in the see** ondarp schoola« In this report it was noted that most teachers wars aware of the individuals classed ae atypical and that intelligent efforts were being made to provide for them« He further reported that apparently, with the exception of one pupil whoae 1* % was less then 70 and was physically deformed, all pupils were able to make near* ly normal progress in school work* Many speech defects were well ever* come since few of them were the resulte of physical malformations« Major visual and auditory defecta were removed in all Casas* audio-visual mm&tion As audio-visual education program was inaugurated in the Amache Second-ary Schools during the first year« This program featured a rather extensive use of motion pictures, end the provision of facilities for tho uss of film strips and micro-films, which were used much less frequently« The equipment consisted ©f a DeVry 16 mm« sound projector, a beaded screen mounted on a tripod stand, a tri-purpose film strip and slide projector, and a micro-slide projector« A room with convenient outlets was equipped with opaqus shades and chairs so it could be used as a projection room* About eighty students could bs seated in it« A projectionist, an evacuee who handled the equipment with considerable skill, was on call and was responsible for the care of equipment as well as for the actual showing of pictures* A director of audio-visual education was appolntsd by the principal of the secondary school to have general supervision of the program« Each year forms were issued soon after the opening of school, on which teachers were asked to list the films they wished booked for their classes, end the dates when they wished them« Film catalogs from the leading 136 distributors were kept on file* After teacher film requests wars handed in, the director made out a film requisition sheet listing the films to be booked for the year and the date on which they sere to be used* the films »ere then ordered by the principal* fao reels of film in a given field Cscience for instance) »ore gen** eraily booked for use on the same date* This made it possible to shoe the films to two groups during a fifty-five minute period, with two classes of about forty sash, in each group* It was thus possible in the course of a. day to show the film to all of the science or social science classes* If the film was too long to show twice during the period, it was held for two daye and thus all classes had a chance to see it. After confirmation of the film booking fey the distributor, a film schedule was posted so that all the teachers could know the date wham each picture was to be used* Shortly before the film was to arrive s schedule was made showing which classes would see the film each period* There Is no record available to show the number of reels booked in the* first year of operation, 1942-43, In 1943-44, 61 reels were booked for the regular year and 48 were booked for the scatter session* In 1944-45 the number used during the regular year Increased to 108* there was no summer school* la 1944-45 each secondary school pupil saw an average of about 50 reels of motion pictures* the majority of the films used were booked fro® the film library of the University of Colorado* Others wars booked from various distributors of industrial (free) films and government films* the science and social science classes used the largest number, the homemaking department, industrial arts classes, and the commercial department aleo made uee of a number of films. In terms of the number used, and the number scan per pupil per year, the program has been praiseworthy* There is no doubt but that the motion pictures were enjoyed by the pupils and that considerable incidental learning was achieved through viewing them* the greatest weakness in the program probably grew out of the fact that films had to be booked so far in advance that teachers found it Impossible to set dates so that films would arrlvs at the time a given topic was being studied* This made close integration of the film presentation with other class *ork rather difficult. It is also true that many teachers made little or no attest to use the films as a teaching divioe* Too frequently teachers brought classes in to see the "movie* without any previous discussion of the topic covered, and often went back to their "regular" class work without content* A program of in-service-training of teachers in the use of such aids would have been worthwhile* In »pit# of these apparent weaknesses the frequency with which pupils referred to things seen in motion pictures is an indication that much incidental learning «as achieved and that the program «as oertalnly vorthshile« mmm fbogbam Mrs ^be general objectives of the summer program worts 1* To prowldo worthwhile leisure activities during the summer months* 8. To prowldo review elossoo for pupils with deficiencies in skill, subjects* 3« To provide for tbs oomplaUoa of single unit« and half unit« of credit* 4* To promote hotter health* 5* To provide work training opportunities for children* 6* To stimulate interest in arts and crafts* fm To provide self-express!on through the development of hobbles* 8* To provide children with experience in planning and working together* Offering and Tine Allotment Sumter programs were conducted during the summers of 1943 and 1944* They were continued for nine week# during the summer* Attendance was required of people taking review classes in the Junior High School and for people enrolled for credit in the Senior High School* In 1943» a full day’s program was operated* In 1944 classes were held in the mornings only* A list of about 75 activities* which were selected by teachers as programs which they would bo able to sponsor» was presented to children for preliminary registration before the close of the regular term* They Indicated the activities in which they preferred to engage* Oourses were selected from the list of activities on the basis of these interest questionnaires» In 1943» the following activities were offered« Health education» badminton» Indoor tennis» paddle ball» twirling» play production» pattern making* drafting* arts and crafts* woodworking» tonetts band» beginning strings» beginning band» intermediate string» concert bend» concert orchestra» sasambls» typing» shorthand» office practice» work experience, review science» review mathematics, review Sngliah, review reading, geography, United States history, homemaking* religious education, gardening, business practice, singing, piano* color sketching» silk screen, model airplane building, cooking and canning, sewing* end drum and bugle eorp* Periods were 50 minutes long* In 1943 there was a seven period day while in 1944 four morning periods were operated* o 111 la 1944, the following courses «era of farad» rafia» rending, reeding for fun, rafia» Kagliah, rafia» Mathematics, crafts, homemaking, Hand* writing, glee club, introduction lo foraigo language, pre-relocation, stamp collecting, knitting, world geography and current events, con-sumar chemistry, dramatics, stag» o raft, psychology, creativa »rlting, news writing, electricity, boyarla» ©lab, roo «ti onal homemaking, vo-©atlanal shop, woodworking, mechanical drawing, wood ©arfing, paraanal us© typing, effie© practica, adfanead shorthand, eonaart orchestra, ooneart band, beginning strings, beginning band, first aid, natura etudy, phyaleal education, analytical geometry, vocational agriculture, nursery aohool training, painting and drawing, commercial art and flow* ar making* Homing classes of 45 minutes ware held. Plan of Work Classes wsra planned to be largely informal in character with much flexibility in clues organ!nation* They ware intended to proride a©~ tifitlaa of a leas academic type than occurred in the regular program* loweror, the demand for credit courses and the necessity far reflow studios modified the nature of the program* Attendance was made roluntary in ell a©tifitlaa for both years* Hater*» lala ware escurad and prof i dad for each of the activities present ad* Oleases were small and there was opportunity for much individual work, much physical activity, many projects, field trips, films, discussions, skits, programs and presentations of similar types* Sfaluatlon |p The summer program attracted 405 Junior high School students and 599 Senior high School students in 1945* The average daily attendance in Junior high School was 590 and for Senior High hchoel, 541* Zn 1944, there were £98 Junior high School students end £95 Senior High School students enrolled* The average daily attendance for all six grades wee 564* Zn 1945, fifteen students were sent to camp* sponsored by church groups and Boy Scouts* Thirty boys took a trip to dismantle a 0* 0* C. camp near Puebla* Twenty-fire girls went to a work camp sponsored by the T, w* C. A* The high School Co-op was active during the summer providing work experience for students* Zn 1944, no student of 16 years of age or older was permitted to register for summer coursee unless he spent half time in work experience* Vocational courses were considered s fulfillment of this requirement* Zn this way, 500 people contributed half their time to project work during the summer* Over 150 students learned enough typewriting to enable than to type business usd personal letters and to prepare themes* notebook work and personal papers* One hundred thirty-six girls were enrolled in Junior High School sewing, where they learned to use treadle sewing machines» and mads aprons* blouses* dresses* slips* skirts and slash suits* In Art* simpls* perspective* psneil portraits and the uao of color ware learned* One hundred thirty*six Junior High School girls in Homamaklng Glass learned to Oars for food* the principles of nutrition* measuring of food* understanding rssipss* table setting* table manners, food combinations* how to bs a good hostess* how to bo a good guost and how to wash dishes* Review classes wars concerned principally with simple skills* Teste and drills formed a large pert of this class work* . Beginning Band enrolled SB members* Advanced band played for general assemblies and for a memorial service given on August &* 1944* the summer school Dramatics Glass presented "The Rivals,* "The Confessional*" and "Two Fairs of Spectacles*’* Stags terminology was learned* Languages viewed in a gsneral way in Introduction to Foreign Languages were Latin* French* Spanish and Osman* The Boys* Qlsc Club eang for general assemblies during the summer* Knitting classes not only learned to knit, but played games and held discussions on problems of manners and social forms* Pre-relocation classes followed the same plan as was used in the regular term* A weakness in the program was the lack of registration in activities which did not carry credit and which wars of a mors purely recreational typo* Generally* a notable contribution of the program was in the provision of much useful activity for BOO to 1*000 youngsters* PARE» launonsHiïs SMtndary setool pupils **re unnilling to bring their parant» to school or to encourage them to attend sootiags bec&uee tbs oldsr lésai war« frequently embarrassed by language difficulties* Bo all-sohool parents organisation or *% f. A. was formed* As a substituts« each mnglish—Soeial Studies homeroom teacher* sponsored a meeting each semester of the pupils in her classes and thsir parsnts and friends* At sash of theao sosslona ths super-intsndent of education or the prineipsl or one of hie assistante spoke* The teacher was prsasnted* pupils offsrsd a brief program» a trip was mads through ths building and refreshment# wars served* the Junior High School invitod representative fathers and mothers to fora e parente council* This group met about ten times to discuss school and community problems. The following topics among others were considered at thasa various meetings; 1 * 2* 3* 4. 5. d* 9* a* 9. 10* 11. IS* 13« U« lb* The purposes of the school* gdueation and relocation || The importance of using the Bnglieh language in the home* go« parents can assist ths school by participating in concept forming activities with their children* Boms crafts and hobbies* Selecting books and magasines for ehildren* Qood health habite for adolescents* family planning* «aspect for nisei teachers* The importance of avoiding the indoctrination of children with ideas contrary to American ideals and customs* Understanding and uiing report cards. The selective service act* Ths sunser activities program. UosB&eneement and baccalaureate programs* Adolescent psychology* 142 X&rat &CROOL MXLATIOISSHXPS *&ttltudo ©f üost noighboring ©ohool offloiols rofloctod th© pro-va! ling usfavorabl© comreur.it y sontimoat tooard th© wontor and Japón* •s« Ib wí alaoot impooiblo lo aff«i|i intar-scbool athlotie , úr^mtle m« acel»! ©venta. th© local lo^guo of tbo 8tat© Athletio As*oclatlon ra fusod t© invito Anach© High Sohool lato tu sieaborofcip* la »pito ot this diacriaiaatory attitud© «o «oro oblo to schodulo aovo» baokotball gsios olth aoighborifig sobo oís $ snd a fo* oxchango visito, soso of shioh sor®* Hovoubor 14, 1942 J«nuory 29, 1943 April 9, 1943 April 19, 1943 April 24, 1943 May 4, 1943 May 8, 1943 M©v sabor 4, 1943 fiésabor S6| 1943 Januory 13, 1944 fobrusry 19, 1944 Marab 33, 1944 April 1, 2, 1944 May 13, 1944 Oetobor 4, 1944 JSovaabor 11, 1944 January 19, 1943 Marsh 16» 1945 HoiBO&aklag and agricultura «lasaos visitad losar Eigh Sofcool# Oranada High ¿tefcool opona gym to Aoach® pupilo. Studant üouncil offisero attond aootlng of Oslo-* r»do Asoooietioa of Studont Counolls at ft* Collino» Bologotoa attond f. M. A* Conforoaoo at Goldon. Aiaaoho pupilo sin honor®, at Stato Muslo Jbotival at Hugo* Itt Caraos High School aonioro vialt Amacho* Crdoay Boniors visit* Orasada atud&nta inopoot High School Co~op* Varaity baokotball squod loavas for Uonvor bara-stozsing tour# Vocallooal agricultura boyo attond tostara Htook 3hoo at aoavor. foo 8i*T ffioAbors attand Sonso® City Oonforaaso. Thirty acabar® of Johnson, Sansas Ym.tk fblloaohip visit Aaooho ' Ctrl Hosorvo C©aforan©® at aaoha ettondod by rop* rosoatatlvos fres Poavsr, Colorado Hprlngs, ruoblo* and nany othor tosas ln tho aros* Homomaking rogioaal nooting sponsorod at Aaaeho* Cirio froa Holly, lilsy and Sprlagflold attond* Hi-1 «oaboro to Puofelo oonforonoo. ’rmistice Doy footboll |MO cancollod bocauaa of prossuro by Mlty paronto* y, f. &• boya attond üonvor Stock Show, Üvo noighboring sohools particípalo in".. ¿ancho Júnior tosa Mooting progresa* 143 vmnuiQm mm jsstooaI mix« For tit* purposes of this report an atypical oMU la defined aa on« »ho deviates ao far from normal in physical, mantel, or aooial char* aotarlatloa aa to make his adjustment la a normal class group ax* tremely di ffieult* While tha Amache Sohoola made no provision for a director of educe* tlon for atypical children until January 25, 1945, both tha administration and tha taeohing ataff have haan aware of tha problem, and available evidence would indicate that rather adaquota provision was mada for giving tha Individual attantion raquirsd to auab oases ao that satisfactory progress and adjustment could be mads* In tha ala* mentery school responsibility for tha work with atypical children vac placed on the supervisor, and in tha secondary school on tha guidance director* in January, 1943, Miss Carey J* Downing, Supervisor of Special inatruo* tion for tha Colorado State Department of education, spent eavaral days in tha canter tasting a large number of ehildren who had bean reported by teachers or supervisors as needing special study* Tha hearing of S3 children was checked by use of an audiometer, and aye examinations were given to 104 children* Bloat tests ware given to an unstated number of pupils, and tests for speech defects were given to a large group« Aa a result of this testing program, which included all children who were considered to be seriously handicapped, mas Downing found only "between 30 and 3b" who seemed to need follow-up work« Of these she furnished the school a report on her findings and recommendations for 2$ pupils* nineteen of these were in the elementary school and were reported to have the following abnormalities* one ease of poor vision and speech defect, three cases of poor vision, one case of low mental** ity, one case of extreme nervousness and speech difficulty, and one cardiac case which was under treatment* Sevan pupils were in high school and of these six were reported for speech difficulty, and one for poor vision and low mentality* It la intareating to note that of the 26 individuals reported on by Mia© Downing, 15 had speech defeete alone* In only a couple of cases was this due to physical malformation, moat of the difficulty apparently coming from the fact that Japanese was spoken in the home, and that in soma cases pupils had received a part of their education in Japan and thus had much trouble with English* Mies Downing reported that a number of the pupils ware self*oonecious regarding speech and that they might make better progress If no special attention were called to their difficulty* She recommended definite exercises for sight of the chll* dren* 144 Pupils reports* as having hearing or visual difficulties ware rafarrad to the project clinic «hare sn exasiaatioa was given and reaedial sees- urea were taken# t \a \ 1» October» 1944, the elementary school supervisor mad* i»rf^?L°?L !?! pupils then in the elementary school who had been included in the vem-lm report# This report shows* that »oat of the ©feildran had made normal progress and that they ware satisfactorily adjusted in their regular clasaas. Tha guidance director »ad« a pupils then in the secondary school in wfcieh she indicatsd that only three of the pupils stentionsd in the original report «fere hating say apscial difficulty* One of thess was a SO yaar old girl «too was tongue-tied» two wars case» of low mentality* In Starch* 1945» teachers in both the elementary end secondary schools wars asked to Ust children whom thsy oonsidersd as atypical, to describe the behavior of the individual and to make recommendations. Only eight children were reported fro« the elementary school and the elementarysupervisor rsported that sash of these was already rscslving special st-ttntion. Thirty-five pupil» ter* roportad in the high •“*<**» JSL fit* of ttoa» by more teas on» tsactor. A report ■•» «ivea to the guld-enoo direator on «11 » pupil* roportod. A «tudy n> «ad. of tto »<>** ord. of tisss® pupil» and it «a« found that in all but «1* ***** th* **“d was «»’sing «t l«»»t fair progreaa, and Maud no apaolal problaa, «xo.pt in tha on» daas fro* tfcleh to bad been report»«!. Oonforancaa «ere told uith Mtersl of tit# taaehera aono*rnln* tha odjuetaant of oartaln puplla in thsir classes. It would seem that tha number of atypical children in the schools &«• boon lower than »tarago. lift «1« Waning*a raport •*• «*£•« to title and »ugg«»t«d «tat it sight b* partly due to tha ^Mt ttot Boat of tto ohildran earn« fro# California aehoola «hera amah affort »•« aada to discover and give special help to such children* In tto local situation ttora aara a »«*•? aiftlon^o- adjuattont of tondieappod children. <1> the Public *£*“!“*£ operated with tto aohoola and through homo-visitation arranged for a»d ical check-ups, sye examinations, etc# (2) A sumser school program was conducted which, provided an opportunity for pupila having difficulty, to review ttolr work and lcaop up with thalr olaaa. (8) In the el*«»n-tary aohool special ««aedlal ela.»«a tore arranged to give indlviduja help to thoao having reading, «peach, or nuabor difficult!»». i*J in tha sseendary school apoeial ranadial claa»«» tore organ!»«* aa and «at In tto aorning before tto regular firat period elasaaa. Doaabilitv of free health aerviee nada it eaay to have eye difficultia , •te*, takftn «are of* ($) Oa the eleaentary eeheol level, the aupar»» visor, tsá ©n the ese©ndery tb® piáissi ¿ifcolor, wj?& fres from teaohing «eaignmeate, m& both speat »ueh time la studying chil aren wlio seetssd aaladjusted, end had »aay eeaferenees with tesehers, parenta, and papila eoaeeraiag sueh «aleé Justasen! a. jrnis mjomm dotblopmsmt ahd qrgahizatigii Tha Adult Idueation Program, organized In Sapt©aba r, 1942, «as super-▼lead by four different man* Charles F* Mulford «as in charge from the beginning until Bay, 1943* Samuel J. Gordon became supervisor following mr* Mulford. Be served until March, 1944, for through months, March, April, and May, 1944, George Mlyams was acting supervisor* R* J. Valter wac employed in April 1944 and worked until hie transfer to the Relocation Division in March, 1945« from March, 1945 until the close of the program Ivan H* Hensley supervised all adult activities« So many changes were bound to cause the program to suffer as the continuity of the work was broken and each new director had to learn the problems involved in this type of community* however, it is hoped that some good results might have accrued from the constant introduction of new pointe-of-view into the management of the program« The primary task was to promote understanding of American ideals and loyalty to American Institutions which would enable the Individual to become a more effective end functional worker and citizen« Prior to the opening of classes a questionnaire was sent to all prospective students in order to find out what work they were interested in« The proepeetive students were asked to indicate the fields which they would like to study, from the informal survey it was found that classes in art, commercial subjects, sagllsb, homemaking, foreign languages, mathematics, first aid, music, and shopwork were desired« It was also found that a majority of the prospective students wanted to take more than ona class« Only a third of those replying to the questionnaire Indicated that they expected to limit themselves to s single course* lack of teaching personnel and facilities made it impossible to meet the demand for certain classes in the beginning such aa shopwork, foreign language, first aid, and cooking« first classes were opened on October £5, 1942« By the end of November there were 4? different activities on the regular schedule with 987 persons enrolled« In addition there were various group meetings to discuss current problems end to earry on informal educational endeavors« These informal group meetings were morels builders as individuals had a chance to blow off steam on evacuation end other problems« Another important activity of the adult supervisor during those early days was that of advising youths as to college opportunities« This service was transferred to the superintendent upon the resignation of Mr. Mulford. Credit for tli# progress mads to getting the work under way goes to two groups of taaehara and the indomitable attitude of the students. The first teachers assigned to tbs night school were evacuees, who, without previous experience in tbs field and with no supplies, de~ ▼sloped interesting materials and Methods of presentation so that students remained steadfast in their endeavors regardless of outside happenings* The ssoond group of tssebers were those from the regular day school faculty who volunteered their services and did double duty remaining on the project until late at night in order that certain expressed needs of the residents sight be met through classes they were qualified to teach* The students were patient in the face of such inoonvsnlencss as frequent shifting of meeting places, if indeed any meeting placea at ell were provided, laek of textbooks, doubling up of groups, a combination of bad wsatbar and class meetings ter from the residence of the students, end improper lighting of building and grounds* y Additional importance and new significance was given to adult education in the far Relocation Authority projects with the announcement that the first and paramount concern of Ma would be the placing ef residents in normal occupations outside the centers* Adult education was recognlaed as a valuable factor in adapting the mature Japanese Americana to new surroundings, new communities, new activities, and, in many instances, new occupations* This announced policy gave impetus to classes in Xnglieh, in history and in geography of areas in which the individual might find employment, in community relationships and understanding, as well as in numerous vocational fields in which they were interested* It was necessary through these classes to re-establish their confidence in humanity| prepare them to become respected members of communities which at first would have certain misgivings shout their desire to aid in the war effortj to give them new understandings suitable for communities in which persons of Japanese ancestry would be a a&sH minority of the total population; and to train and re-train them tor jobs which they would be taking when they left left the center* «ith this need manifest and made known by #Ra officials, provision was made to carry out tha program in a thorough-going manner with adequate support in the fom of teachers, facilities, and supplies* physical WkQiunum mt> supplies than the project schools were organized in the fall of 1942, all school olacses were held in the 88 block* This was a regular project block consisting of twelve barracks, one mess hall, and a combination laundry and lsvor&tory building* To crowd 1700 children into such a limited space was a .preblam* Classrooms and offica apace were at a premium and mmf classes of 40 and 60 pupil* «oro housed la room# adequate for only 25* The first obligation of the school administration «as to the children of school ago« is a resultf housing plans «ere first completed for the elementary and secondary classes, «hile the adult school «as foresd to stake use of the plant facilities remaining, In addition to the regular classrooms many of the recreation halls and block managers9 offices «ere used to accomodate adult classes* This lack of adequate space may have been discouraging at first but by the first of January, 1943, the adult school «as progressing «ith a broad offering of courses The ne« high school building was completed for occupancy in July, 1943, and the senior high school classes «ere moved into it* The pressure for specs in the 8H block was relieved and, as a result, the adult school was able to have certain classrooms assigned for regular uso« Such groups as flo«emaking, sewing, wood carving, and knitting were given regular rooms for their activities* This change did much to improve the morals of the adult school* Class members began to feel a part of the school and a responsibility for the maintenance and improvement Of their classrooms* An office fer the supervisor «as provided «here students could come for information and guidance* Xn the summer of 1944 plans were completed fer the transfer of the junior high school to the high school building* This plan was completed in time for the fell term of school and released more room for the use of the adult school* Jour barracks «ere no« available for its exclusive use and all classes, «1th the exception of commercial and Industrial arts, «ere transferred to the 8h barracks. The consolidation of all adult classes into one area and into their own buildings Improved the opportunity for closer supervision and control, Ths art studio «as moved from a remote part of the center into rooms provided and all the ©vocational classes such as flowenuaklng and sewing «ere «»larged to accomodate larger enrollments, lighting facilities «sre improved to make better provision for night classes* electrical outlets for irons and sowing machines were made available, storage closets were built in rooms to protset supplies and equipment, and the art studio windows on the south side were blacked out for bettor light control* Ths office was remodeled to provide more light and more room* One room «as supplied with tables and benches for use as a ¡letter writing center* In this room English teachers could meet groups who were interested in securing help with their letters to friends and relatives* All classrooms were equipped with army-type coal heaters, la the academic classrooms tablet arm chaire were used* £&eh room had a teacher9 s desk and s book ease* iherevsr necessary, maps, globes, charts, and posters war# provided* la all classes textbooks, magaxines, bulle-bias», newspapers, and mimeographed materials wr* supplied without toil* fh* student purchased bis own writing materials, netebooks» sad ether supplies« For avocations! courses such as floweimakiug and wood carving the students provided thslr own tools Wd materials. Their elassruoms sere supplied with stoves» light fixtures, tables, «hairs or beaches« Cooperation was gives these classes in procuring supplies cad free materials« The policies set up for these «lasses were determined by the fast that students sere making produets which would become their o«m property« The sewing rooms were equipped with sewing machines» both foot pedal *n& ele«trio» electrio irons» ironing boards, scissors, and work tables* Ears again the students provided their own materials except that paper wee provided for drafting and for use in making patterns« The adult echool did not maintain a separate library except for a few books kept in the reading room, which also contained newspapers, mag— amines, end pamphlets« The «eater residents were encouraged to use the cosswunity library located in thChigh echool building* | part of the work Of the English classes was to train the students in the use of this facility« Supplies end materials needed by the adult school were requisitioned through the superintendent of education* PgBSQEKSL :0B TBAIIII» The appointed personnel staff of the adult school consisted of one director of the night school or as the title later designated, Supervisor of Adult Education« All other members of the eteff were either evacuee personnel or appointed personnel working on re-scheduled time* The office of the director w«s permitted one evacuee assistant and one clerk—stenographer« The number of evacuee teachers employed full-time varied from 82 to 10« Their salary was $16 per month* The assistent supervisor received $19 per month* The adult echool employed a number of Janitors to cure for the rooms used« At first they ware assigned to rooms in various parts of the block but later when the school was reorganised they were assigned to barracks, ons janitor to each barrack and one to act ©s night school custodian* ' jjlHfl In order to utilise the skills of ths appointed teaching stuff permission was granted the adult echool to employ these teachers on a 150 rc-schcduling-of-time basis* The appointed personnel taught night classes end sere compensated 4 hours for Z hours of teaching In the early days of the center and later, § hours for 4 hours of teaching« the number of teachers available under this plan varied from & large number at first to only a fee during the last year of work. An in* creased teaching load and extra-curricular activities did not allow teachers sufficient time to devote to night school activities« Might transportation to Lamar was also a negative factor« In-service-training has been one of the biggest jobs in administering the adult program« Three major factors contributed to ache the job a complicated ones (1) no funds were available to employ appointed personnel, («) turnover in both appointed and evacuee personnel was high, and (3) fee of either the appointed or evacuee personnel were equipped by training or experience to work with adults« Relocation of the better trained evacuee teachers was rapid at first* Later other causes brought about a large turnover—transferring to other jobs, illness, family duties, and othar problems* It would be Interesting to know the training and experience of each member of the staff but the records are woefully inadequate in that respect* few had the necessary training but soma did have backgrounds I of education or oxpcricnco which were interesting and valuable* from among the evacuee teachers a few were outstanding in their fields* In this group we find Br* Yams to Ishihaaha, an -outstanding authority on oriental culture, an author of books and pamphldts, and professor in Leland Stanford University; lusao SakaiSaws, who was trained in Japanese colleges and who taught Is the Japanese language schools; Tokl© Ueyama, an artist of ability from Los Angelas, and lutaka tfuxuki, an artist in Japanese wood earring* Among the appointed personnel who gave of their time to the adult school were or* John nademaker, former uosnunity Analyst, now with the University of Hawaii; John moors, epecleliat in social service, formerly connected with the Denver Public Welfare; Walter J. haodel, «elocution Program Officer; Henry f, Halllday, Assistant Project Erector; W, Ray Johnson, Assistant Project Director, John Spencer, uhief of Agriculture; and James $* Lindley, Project Birector* Among the appointed personnel the turnover was also great* Many were too old to do both day and night teaching; others laeked Interest end enthusiasm* Outstanding teachers left for better positions and a decreasing number of potential teachers was left to take their places* Recruiting teachers from among the evacuee personnel for English classes revealed many interesting problems* The older people, especially the iasol, wera handicapped because of language difficulties which seriously limited their effectiveness as teachers* They were unable to pronounce words correctly and consequently were unable to teach their students correct English* Their total knowledge of &igliah was in many oases so limited that they eould do little as teachers* Others of the younger or missel group were reluctant to serve as teachers because they would be working with older people* vustosa and tradition among Japanese seamed to frown on such a practice* All of these problems combined to create an interesting job of in-service-training, which went on continuously with both appointed and evacuee personnel* Staff meetings were helpful but the most effective solution seemed to be personalized supervision by the director* Individual conferences to plan and re-plan the work of each class and to corrsct the less effective techniques produced the best rssults* 152 THE PB00H4* 07 STODISS Alms The general elms may be stated ae follows: 1* To assist In the program of relocation by teaching those skills In which possible future employment seemed most promt slag. WM^:iM 8* Uolleetlng and disseminating information on all phases of relocation» | |§g 3» To assist In the Americanization of the residents through the teaching of English, history of the United States, and our folklore* 4* To build community morale through worthwhile leisure time activities« 5* To provide opportunity for democratic discussion of current problems* The Offering In the beginning the course offerings ware varied and designed to attract both old and young» There were many well-trained evacuee teachers but in a short time, relocation took the better trained teacher* end the more ambitious out-of-school adults* As the school grew older in years and the age of the enrolleea increased certain changes were made in the courses offered* Most of the academic classes disappeared* Japanese language courses appeared as a result of the military authorities requesting the training of teachers of Japanese in the naval intelligence schools and for the boys who would go into military service in the Pacific area* Through pressure from ; certain Japanese elements in the center these classes were opened to other students until it became necessary' to curtail the instruction as a matter of general policy. The «vocational classes dwindled down to sewing, wood carring, woodwork, knitting, crocheting, end flowermaking* This change was natural as the age of the students increased* There was less demand for vocational and academic courses and more for basic everyday Snglish and the avocational or leisure time activities* As the program was charted it seemed logical to develop the work along six general lines of adult education* These items were incorporated in a general pre-service training institute held for the evacuees assigned to teach in the night school* The six categories were* Cl) foundation fields of English, arithmetic, spelling, and grammar; 18) voeatlonaT Improvement including beginning and advanced commercial subjects, shop work, suto mechanics, and electricity; (3) oomamnity underatending to fendXI«ri zo the student with concepts of local, state, national, and international living baaed upon démocratie ideals end their successful defense in the present ear; id) creative activities giving opportunity for the indlviduaX to express hisseIf and secure emotional satisfaction through art, handicrafts, music, drama, end writing; (5) homemaklng providing for fuXXer living In the immediate and future family circXe and for furthering the vocational potentialities of class members as employees in the various forms of home service; end (6) in extension opportunities through which it was hoped that those evacuees who had completed high school might be given a chance to do some school work that would be helpful to them when they were ready to enroll in universities, colleges or other institutions of learning beyond the secondary level* The following courses were offered at some time during the adult school programs kGkDWIQ 001ÎB3SS Mult English ■ ■ ; S; : ? " . ■ :? ' Beginning English - for those who had no knowledge, or very little knowledge, of spoken or written J&gllsh* Intermediate English - for those who could read and write English but who spoke it poorly* Advanced English - for those who wanted to improve their reading, writing, and speaking ability« Included grammar. Uonversatlonal English - Oral sentence structure, and vocabulary* Letter Writing - The writing of letters to sons in service and to friends* Bevlew of High School Jtogliah - A review of the English work required for graduation from high school* Literature - A study of the appreciation of literature with emphasis upon current writings* The adult English classes emphasized speaking, reading, and writing English with the aim of giving the necessary training so that the students could carry on conversations, be able to read newspapers, end be able to write to friends and members of the family* Also, those .classes assisted in bringing about an understanding between the Issel and their Imerl can-bom children through a program of Americanization* Th* procedure in teaching Engliall was to begin with the fundamentals irtiiah vara eiossst to tba daily lifs of the individual and mSke use of the conversational method through questions, answers, and action words« Thera was little formal grammar except in the more advanced elasses* . A wide Variety of materials was used including textbooks, readers suitable for the level of advancement of the group, poems and songa, currant events, newspapers, and mimeographed materials« The text about which the Sngliah instruction program was built was Loaming tha English Language, Book { and Book 11* by the Orthologic&l lnati-tute, lac* Other materials”"eoneiated of Spoken Brills and Tests in. Palish, by Babel Vinson Cage, Bally Brills for Bettor SsM^. ; Beba ter, The Hew Method English Dictionary by Michael tost, ¿ractio&l English and Effective Speech by Estelle hunter, fflala Sagiy^ JigM~ fS«h. I jraotlcal Header for Adult» by mason «id O’Brien, TTX s. Junior””Weekly Boeder, tty Weekly «»d various supplementary readers fi^SthTmSrmediate grades* . ttathematies and drawing general ttathematies - A review of elementary skills and understandings of the most common mathematical operations* Algebra, Trigonometry, and Analytical Geometry - regular courses of high school mathematics* Mechanical Drawing - An elementary course in high school drawing* The courses in mathematics were taught in the more formal manner of the high school Since they were preparatory for thoao interested in going to educational institutions above the secondary level. Thej texts used wsre regular high school «id college books* mo few evacuees were interested that they were sous discontinued* The mechanical drawing class made use of the regular high school equipment and was well attended, wood work was done. Languages \ ■ ' '! ^ " KgS Vocational Japanese - A course designed by the United States intelligence Service, Cemp Savage, Minnesota* Cultural Japanese - A fornai sours# in bsginning and Intermediate Japanese« J «maneas Writing - Designad for Japanese-speaking people who wanted to tears to wit. tha lengua*® «te pen and fuda. Japanoa« Foatrj and Ut.retur* - Cultural oouraaa in tha writing of poetry and the study of the li tarature* ; t : * 155 German - Am elementary course in ths German language. The plan used at uamp Savage was followed la teaching vocational Japanese to hops for Hilltar? intelligenes Ssrvioe hut the course was later changed to the usual "foreign language" found ia high school or college end other students were allowed to enroll* The textbook used in Japanese language was the seise as used at Vamp Savage - The Tokuhon* In addition to this text« hook 1 and XI in hanii. a book of nomaJu« end a book of Chirl wera obtained. Copies had to ba mimeographed for usa in the Venter» The following dictionaries ware needs Xankyusha, year Japan aas-fejtllah dictionary» (Harvard Press); Xusambo, Comp r then si ve Shall sh-J ao es e dictionary« (Harvard Press); Hade, daliten»" (Harvard Press); and Satow-Xahlbashl, Snailsh-J~oneness dictionary» (P* X>« Parkins, South Paaadana, Vallfomia* The Satow was found to be the beet XngXi eh-J apanese dictionary for the reason that it contained English, Homaji, and characters. The Puxambc contained no Hsmaju and this was a handicap to its use» Students who wished to enroll in Japanese were given a preliminary examination for placement in the appropriate level - beginning, inter* mediate, or advanced» German was Introduced with the hope that it might fulfill soma daalre to know the language but there was vary little Interest shown* ATOOmOHAh C0UB5SS Art SSl* Art consisted of courses in painting figures and still Ufa in oils and water colors, sketching with pencil and charcoal« The work was very popular with a large number of residents aa a leisure*tima activity but there was worn evidence of the development of real artis tie ability among the students» Individual freedom of activity was stressed» Clothing Gonetraction, Clothing Design, Sewing-Drafting* Tha principal aim of those courses was to train women in the principles of dross design, drafting, catting, and sewing for home consumption* Some received sufficient training in elementary sawing and drafting to load them Into professional work as seamstress* The sewing-drafting courses consisted of the followings 156 I* Infant wear canalating of layettes, rompers, dresses, gar* trudes, sacqu®«, kimonos, nightingnlas, coats, and sleepers* 2« Girl*a «ear conaiating of dresses, suits, coats, and capes« 3. Boy*a «ear consisting of short pants, long pants, shirts, and coats* 4. »an*a garments consisting of slacks, shirts, pajamas, and coats« &• Women*s garments consisting of slacks, dresses, suits, and coats« Colorado - k course in the geography and history of the State with the possibilities of relocation in various sections« 2l0»er*l£aklng M this course involved the asking of the traditional Japanese artificial flowers - formal and informal corsages and out flowers for all occasions« Seasonal flowers were emphasized for church services, funerals, weddings, festivals, and commemorative services« This course was purely a cultural and leisure time activity although there wo» little doubt that the commercial spect was stressed in the production of flowers for use in special services in the community si well as sub rose distribution to retail outlata elsewhere« flower Arranging formalized waye of arranging flowers sere taught baaed on religion and custom in connection with preparation of exhibits for church and festive occasions« This was a group activity* Handicrafts , I It was the purpose of this work to provide either full time or part time employment to otherwise unemployable men and women in the production of needed articles of equipment, such as teaching aids for use in the education section, and to produce new skills and develop old and partial skills, within the limits of the project« They produced nursery school toys of wood, paper, end cardboard} teaching aids as flesh cards, maps, signs, posters, puppet«} clothing as cook aprons, emooks, aprons, for students in homemaking classes, pajamas fepr nursery school children, curtains, rag rugs, woven articles, braided mate} furniture of scrap lumber, shelves, book eases, and tables for uss in the educational section} end decorative arte aa paper flowers, paper baskets, ceramics, and fins needle work« Manners j This was a study of the various forms of etiquette of everyday Ilfs* The younger matrons In the canter asked for this activity and were enthusiastic with it for a short lime« 157 \ Music Private instruction In piano was given to anyone dealring it la the early days of the center* Group instruction, «as given on other in* struments and in music appreciation* Heedleaork , |f jKBWBsi ‘"t V Crocheting, embroidery, and knitting «ere leisure time activities in which the individual worked on the material in which she was in* t«rested. There was little formal teaching* Many articles for individual use were mads in thssa activities. Oriantal Culture * k study of the history and culture of oriental peoples* Shigin * A course in the ainglng of Chineae poetry* Samssin and Biwa This course consisted of Individual study of the two oriantal mus-leal instruments. The Japanese poetry and music classes were with» out supervision of ths adult division but ths adult supervisor cooperated with them by giving them rooms in which to meet* Textile Art and Interior Decorating Thia was a course in weaving, using inexpensive materials in interior decorating, Batik, tie-and-dys, han4 painting, tapestry, and rejuvenating materials* Woman learned inexpensive ways of improving the livability of their barracks* Wood-Carving This work was a lslaura-time activity in which the individual worked on whatever he wiehed* Reproductions of artistic designs of flowers, landscapes, animals, and portraits were made* Woodwork The use of common hand tools and power machinery was taught in the making of useful articles of wood for homo and community use* Jor most of the students it was a leisure-time activity but the fundamentals of cabinet making and carpentry were taught* The activity was such that each individual made the article or articles he wanted* COMMUNITY UNDERSTANDING Backgrounds of Today A foundation sours« in the history of tbs United States taught for its value in Americanisation was conducted in the form of lectures and discussions in English, Current Events and Current Topics Discussio a end forums on events of ths day were oarrisd on to keep the residents up to ths minuts on world happenings* These were given in both Inglieh and Japanese to communitywide end smaller groups* The forums or discussions In Jap ansae of current events became very popular but because of too much opportunity for biased presentation, had to be curtailed* When given In English ths lenguage problem was a discouraging factor for when interpreters wars used ths discussion was one-sided* Public Affairs This work consisted of forums on topics Of value to the evacuee in his relocation planning* Many appointed personnel directed these activities* It was hoped that they would bring about closer cooper at ion between appointed personnel and the evacuee but the interest in them was slight and they had to be dropped* Social Investigation The methods and practical applications of making investigations of social problems of value to csss workers and social workers were taught in this course which was of considerable value in such related fields as office management, interviewing, business and market research, teaching, writing, and ability to meet the public easily and efficiently* However, it was another one of those courses In which the interest was not sufficient to justify its continuance after a few months* OTBA-CUSS ACmiTIJS Forums and lectures Ths public forum was encouraged at ths beginning of ths adult prow gram but many attempts were unsuccessful* The problem of language was e discouraging factor and when Japanese was used there was too much opportunity for biased presentation of the news. Those carried On in English failed to attract ths interest and attention of the evacuees is general even though the subjects discussed free tiiae to time were of value to them as cltisene of the center and in their plane for relocation* Motion Pictures Motion pictures «ere used as a means of entertainment and for their educational values* The older people felt that the educational pictures «ere too often used for propaganda purposes* Exhibits and Pairs In the fall of each year during the life of the center a fair was held« One of the important exhibits «as the work done in adult avocational and vocational classes* There sere exhibits of sewing, painting, sketching, needlework,of ell kinds, word-carving, designs made with tie-and-dye process, crayon steamed on unbleached muslin, sheeting, and flour seeks, rugs, sad other articles. A special Arts and Grafts Exhibit was held March t>, 4, and ?, 1943, sponsored by the Anache Schools and the Pioneer* In this exhibit were found many things which had been constructed in the adult school and various adult activities were shown in action* flower-making, silk screen processes, weaving, fabric art, flower arrangement, caricatures, and wood-carving were carried on to the delight of the audience* Over 8000 vialtom attended the exhibit, about 1000 from the surrounding area outside the center* The materials found in the Arte and Crafts Exhibit were but a sample of the quality of work which the adult classes were capable of producing* It was an excellent Illustration of creative use of leisure time and the contributions that Americans of Japanese ancestry made to American culture.« A special Art Exhibit was opened to the public March 2$, 29, and 28, 1943, more than 300 charcoal drawings and a numbar of water color and oil paintings were shown in three divisional portraits, landscapes, and still life* This exhibit showed that there wee considerable talent among the evacuees* Both day and night classes were provided wherever there was a demand, forums and lectures were provided in the early days of the program* Special block group meetings were held ae part of the teaching in community understanding, discussions of current events, problems of relocation, and in the teaching of English* The amount of time given to forums and lectures varied according to need* There was no set tims schedule—some were two hours long, others one hours* The regular day clashes met two or more times each week in two-hour sessions« The Ehglish classes met for five days each week* art 160 classes mare in «assion six days; flower-making was in session five days; wood-canring, crocheting, knitting, end other classes where the instruction was individual met in session the entire day for five days hut the individuals attended as long as they wished sines the Instruction was very informal end they could work as many hours as they desired« The night, academic, and other elaseee taught by appointed peraonnel, as well as by evacuee instructors, emt one or two nights each week usually for two-hour sessions* In this group were English, mathematics, woodworking, sewing, cooking, and commerce* i|||s How much the adult school contributed to Americanisation of the reel* dents in the center could not be determined* It has been said that more Japan!nation than Americanisation went on in the centers* The evocations! classes did very little to help the people speak English since more Japanese was used In these classes than English in spits of every effort to the contrary* These classes ware, however, very effective outlets for hundreds of adults* foreign born peoples from other countries had an incentive for studying English and citizenship sines they could become citizens but the Zaaei had no drive whatever sines the privilege of citizenship was denied them* Many of the government publications in English and civics for foreign peoples were nothing mors then citizenship readers* So far as the Zssei ware concerned the subject matter was not interesting to them which accounts In part, for the lack of interest that the older Japanese had for the study of English and other subjects relating to civics and geography* Since Japanese was spoken in many homes, English students admitted that they were reluctant to speak English with their friends and neighbors, because they would become objects of criticism and ridicule* As relocation took more of the younger group from the center the older people became stronger in their influence over center activities and thinking* This change mads the job of promoting Americanisation programs more difficult* There wee little cooperation from the older men in building either classes or forums for the purpose of helping the people learn more of American ways* Many adults, especially women, did gain facility and confidence in the use of a language which they had never before had an opportunity to learn* There is some tangible evidence that the adult education program did help in relocation* The English classes through the integration of history and geography were given a better idea of other parts of the United States* Those who learned to read and write English were also Ill able to increase their knowledge of this country, understand the possibilities of relocation in various localities, and they were thus In a better pooltion to plan for relocation* Those who learned to read the newspapers were able to keep abreast of the news* This probably helped to overcome much of the propaganda against relocation and the progress of the war» The adult Engliah classes were very popular with the store ambitious group* These classes answered a long felt need, especially for those who had never had the opportunity to learn the language* This was true with many Issei women who had had very few contacts where l&glish was spoken* They saw the need of knowing tho American way and wero made to realize that knowledge of the Jksglish language was essential for ths kind of life lived in the United States* The people who learned to speak English lost such of their fear of the "outside*" Several, from time to time, wrote back to tell how much help their H&gllah had been to the» after relocating* This stimulated those who were still iu class to plan for a change in their location* The food and clothing classes helped groups of young women learn something of food purchasing, meal planning, and the asking of modern clothing* This course was one of the most popular In adult education* The results in the avocattonal fields were valuable in that the morale of the people was raised and worthy use of leisure time was emphasised* Many used the semi»skilied activities to assist them in making a living when they relocated as there was a demand for skilled flower-makers, carpenters, dressmakers, and even artists* Many individuals learned to write letters to their sons in service and to their friends in other parts of the United States* This helped to maintain relationships between neabers of families and motivated relocation* A study of the enrollment shows the followings Cl) avocations! classes were the most popular, (8) there was a lack of interest in vocational self-improvement, (3) there was a lack of interest in other academic classes and (4) there was only a fair Interest in the study of English* Enrollment 1943 Jen* feb* Mar* Apr* May June July Aug* 3ept | Oct* $0V* Dee English 311 374 234 208 * 154 133 111 134 139 134 187 Academic 27 23 11 3 14 11 7 7 7 24 21 Voc. 152 170 84 93 87 27 4 71 131 96 107 Avoc* 403 1045 1134 1012 1107 1140 1035 649 304 763 658 Japanese * - 43 44 121 77 45 SO 93 87 55 1944 Jan. Feb. Mar. Apr. Hay June July Aug* Sept. Oct. Hov. Oec English 188 174 158 265 273 328 334 ** 267 ♦ 270 255 Academic 13 9 9 9 f! 9 33 » 30 31 31 Voe. 65 65 67 61 33 50 66 95 87 81 AVOC. 625 702 668 600 500 702 542 459 470 467 Japanese 63 58 48 90 83 - « • » 1943 English 270 * 125 71 65 Academic 31 - ** : • Voc. 71 34 32 20 Program discontinued Woe* 456 546 590 332 * These reports «ere mlseing from the files. **Ho olaases this month. There were many more women than men attending classes. This was probably due to the following: (1) the men were working nnâ could not attend day classes, (2) the men felt some hesitancy in attending classes where women were present, (3) the women were less resentful and bitter over evacuation, and (4) the women were more progressive and adaptable to new environment since they were on the average considerably younger than the men. %en the adult school first started many classes were organised to attract young people. However, as relocation progressed and more houng people left the center these clasaes dwindled away. The lest year of the school there was very little demand for instruction by younger people. Several attempts were made to organise desses for them but the response was very slight* The last year of the center saw the adult school enrollment consist almost entirely of older women with jtist a few older men. The only adult classes to attract older men were th§ woodshop and wood-carving# The art studio did have a few men but very few were found in English, Traditional ways of acting and thinking made it extremely difficult to secure the support of many adults. Usually, success in a new venture could be more nearly assured If requests for new activities came from the residents. It was often necessary to approach the stimulation of Intsrsst through the support of Interested individuals. It was seldom possible to recognize ths need for services and then follow this recognition with announcements of class openings. It all times it was necessary to avoid any semblance of authority or imposition* TABLE XX MQKTHLT mHOLLMSUf ADULT EDUCATION CLASSIC 1942-43 f xw 1943-44 9MJ 1944- -45 September ,*•.?! i 2 i 4 1 2 3 4 1 3 3 4 360 f 154 447 961 85 267 489 841 October xoe 165 512 783 453 190 536 1229 97 277 500 374 Hoyember 335 151 501 987 if 512 134 442 1088 87 275 501 It 353 Daeamber 293 146 446 890 • 407 187 507 1101 81 255 488 334 January 529 311 342 1180 299 188 456 943 58 270 466 314 February 512 378 772 1662 377 156 438 971 73 270 486 629 March 440 254 876 1570 351 152 441 944 34 125 546 705 April 460 208 710 1387 | 260 265 490 1015 32 71 590 673 May 502 187 695 1384 301 273 354 928 20 655 p532 617 June 411 156 916 1483 50 328 519 897 ♦ 36 a ill 36 July 466 135 789 1390 302 334 361 1017 ♦ * ; a ♦ August 429 111 704 1244 54 # 1 a 54 g P§ a.-S| | .# iff* 1' I * SSti K#jr —Column 1* Vocational sad Hat raining 2* English Language f 4^‘ 3» Othar (Flower-Making, Baaing, Xapanese Language 4 Others) 4« Total Enrollment {Includes implicates) *Mo class#» offered Hots; Of the total number of adults aarollad 93 par cant vara woman. appaiai ed persone«! wea net slesye in sympethy «ite thè &dult program «luce li «e» felt thet sneh notivitiee kept thè ev^eueee in thè eeater* Sfforts «ere put forth t© bricg atout e batter kaoeledge of SfegXieh hut through Xeok of cooperati ©a f rom leader e among thè ©vacue©s aoet' offerte »ere fruitles». The 0o~op leader» «ere appro»ohed time mé fsgais to bave SaagHeh ueed by Clark« and euatomers but they refueed t© acceda t© thè requeate* They'eleo refueed to put up> poeterà aek*» lag thè peopXe t© use JShgXiefe elthough they admitted thst it «ne e good thiag*2 The better equipped ©vacue© tenehers mà thè more ombitious adulte, usuai!y thè youager set, eoo» ©valied thamselves ©f thè opportunitlss of reXocatlon* This Xeft thè older group of adulte «ho «ere lese f lexible «ad no re tfilling to 3 ust alt end «eit# Ab e conmequeiio© thè aduli program dwindlod &QHJÌ just a fe« notivities moat of thea avocatlonel rather than vooetional la nature* 185 ADULT VOCATIONAL EDUCATION DSVSLOPMSNT » OBGAHIZATION The adult vocational educational program was organized as part of adult education in September, 1942« The supervisors «ere the same as those for adult education* Information concerning the four directors can be found under the final report of Adult Education* Prior to the opening of any classes a questionnaire «as sent to all prospective students in order to find out the work they «ere interested in. first Claeses «ere opened October 26, 1942, end by the end of the year a number were in progress* A majority of the students desired to take more than one course* There was more demand for English and avocations! work than for vocational studies* He« significance was given the vocational program with the announcement that the first and paramount concern of the VBA would be the placing of residents in normal occupations outside the centers* Since so many of them would not return to the work in which they were engaged before evacuation the adult program had the added responsibility of providing them with some training in vocational activity as «ell as in Americanization* It became necessary that the program train them for Jobs which they would be taking «hen they left the relocation project* This announced policy gave impetus to classes in numerous vocational fields* jnassiOAL facilities abb supplies The facilities for vocational education for out-of-school adults in the Granada Project were as complete as could be found in a community much larger than Amache* They consisted of a farm of three thousand acres, complete with machinery, tools, livestock, and crops of a greater variety than produced on the average farm in this locality; a project garage equipped to do all of the repair and maintenance Jobs required; a carpenter shop, plumbing shop, electrical shop, blacksmith shop, refrigerator repair shop, barber shop, beauty shop, retail merchandise store, a slaughter house, offices employing all types of clerks and stenographers, a shoe repair shop; and a high school vocational department available for night work eonaisting of a well-equipped auto mechanise shop, woodahop, a commercial department and a homemaking department* It was possible to make full use of all the sectlona and departments of the project for the training of vocational students* Since all the work in these departments was done by evacuee help under appointed personnel supervision, it was expedient to use the total project as a training school* IBS The homaaaking department was «quipped with the most modern equipment for teaching cooking end seeing* In the cooking department there were electric ranges, elsetrie refrigerators, work tables, and all of the necessary small equipment for cooking. For seeing department there ware sawing machines, work tables, mirrors, and the minor equipment for complete instruction* The commercial department included standard typewriters of several makes, tables, well-equipped rooms, and tha necessary supplies for the teaching of typing, shorthand, bookkeeping and other business subjects The wood shop consisted of a woll-equipped shop suitable for turning out any kind of woodwork* Thera were power tools and hand tools of ell kinds* The auto mechanics shop eoneieted of the necessary tools and equipment to teaeh the fundamentals of auto mechanics in the maintenance and repair of automobiles and machinery* P%B3Qm&L AKD TRAIHim The regular appointed personnel staff of tho adult school consisted of one Supervisor of Adult and Vocational nducation* All the other members of the staff consisted of evacuee personnel or appointed personnel, working on a re-echeduling of time, or wore supervisors who were in charge of different activities where in-service-training was given* The appointed personnel, who worked at night end received compensation for the time spent, consisted of well-trained high school teachers who taught their specialities. In this group were the commercial, homemaking, woodehop, and auto mechanica teachers* The supervisory staff in charge of tha different activities for the repair and maintenance of the center were more or lees specialised in their work and capable of giving first-class supervision and training to tha apprentices who were assigned to them* the nmum of otjbiss Aims Tht primary task of the adult vocational education program was to develop skills, knowledges, habits, and attitudss which would con-trlbuts directly to ths efficient maintenance of ths project sad eventually expedite suoesssful employment aftsr relocation. Ths general alms may bs stated as follows! X* To giro training that would lead toward employment in osntsr activities t* To give training that would load toward rslooation through employment of new skills* In ths beginning there were great hopes for a comprehensive vocational program for adults* Many courses were offered to meet the needs of the residents and there were many young interested people, but relocation took away the more ambitious soon and ths hopes for such a program did not fully materialize* Sven staff members who were at first willing to give of their time found themselves burdened with increased teaching loads and extra-curricular activities and could not spare ths time needed for the night classes* Vocational education as s whole was characterized by an attempt to duplicate genuine work conditions* The more nearly tha shop class approached real production atandards, used equipment currently in use in Industry while maintaining valid educational goals, the more realiatic was the job preparation* It was a constant problem in trade classes to get enough varied work so that the production level of industry could be duplicated* The length of time of vocational courses varied* Mens was longer than six months but many were much shorter* Hectriolty, radio, and the auto mechanics eonsited of nine weeks; wiring and electrical maintenance, alx weeks; blacksmith and auto repair In motor pool, six weeks* The vocational training activities can ba divided into two typaas Cl) trade classes and (2) ln-aerviea-training* Trade Classes ®Sl§|lt A great variety of these classes was begun in the early days of the center Including auto mechanics, welding, sewing, woedshop, commercial work, electricity, radio, and agriculture* They were organized, in the main, as night clashes under the direction of qualified appointed or evacuee personnel meeting twice each week for periods et %me hours* Plans were mads te develop classes patterned after tbs pre-induction training ooursss as outlined by the far ¿apartment end the tfeited States Offlea of Education. theme consistad of work in the fundaman-tala of electricity, fundamentals of radio, end fundamentals of shop* work* The outlines used ware primarily for high school youths shout to b# induetod into ths army* 31 ; ■ In-Serviee-Training ths vocational in-service-training program was to servo two main goals; (1) provid# such employment skills for ths avacusss as would aid them in assuring employment out of the centers and (8) prspsrs workers noe* sssary for the day-to day operation of activities in the center* This on-the-job-treining provided e definite method for discovering what eaeh worker knew and did not know about the job he was doing or the Job he wee to do* It was developed wherever there were needs for training workers for the project or wherever there were supervisors interested In contributing to opportunities for center residents* fhe area of loemerehlp training Included farm machinery maintenance and operation, auto and traetor repair and maintenance, blaekemithing, truck operation, voiding, butchering, electrical repair, and maintenance, hospital workers, seeking, beauty shop operation, offlee filing, bookkeeping, and domestic service* Xn-servlee-training required more time on the pert of the student, but it was training on the job for the job* Too often production was atressed to the detriment of a well-planned instructional program,for the division heads responsible for maintaining production were reluctant to undertake responsibilities which might interfere with their schedules* there in-service-training was well-planned, the beat way of doing the particular Job was worked out by the section heed in consultation with his foremen• When all the steps in the beet possible way to perform a skill had been determined, workers could easily be led to follow the approved pattern of procedure* The following work was offered at some time during the life of the centers Agriculture Agriculture was one of the most important vocational subjcote* This section of the country le devoted solely to agricultural pursuits and many of the residents of the center had some experience In the occupation* The needs of the center and the war effort stressed the importance of giving as much emphasis as possible to food production* However, much of the work done in agriculture was not done aa an educational activity but as the production of food for use in the center* Th* ““ Bad ot *«* nsaotunary, tha problaa. of fans and rnnab f“***““*• **• b**t >»•«**• oi waning a aodarn fa*«, «era offered la tne educational program. Office training tto bu.ln.as training glvan te adults ana an lapertant eoatrlbutlan. Ttow was need for «any employees In all atelalatratlTa emoaa la • tte «ante*. Many workers needed rafraahsr and training couimi so &14 phases of iOotra Hsi&oso practices ««fi taught. Probably the most important course off «rod mao tbo business f^freshar course, Its purpose wet to improve the efficiency of clerical workers by correcting weaknesses discovered by the supervisors,to supplement tbo training previously received la order t© enhance tbsir opportun-W°fk effloos outside the project, to tr«la those who did aot previously he vs an opportunity to loam eomaorolal work, to en* courage and develop skills beyond tho level required la present employment, sad to provide tho students with a good working knowledge of general business fields sad of business English* Tha^fraahar Oaurn. eonalatad of «ling, offle. practlea, bualnaa. sngllsh, shorthand, typing, duplicating, business arithmetic, book* keeping, and office courtesy, Othar bwainess courses off.rad aonaiatad of otonogwpby, oooratartal training, boglnnlag, Intowadlato, and adwnead typing and abortband, and bookkeeping, $ * Hospital tho need for nursee* aides and various types of helpers in the bos* pital provided worthwhile in-service-training. most of this was done by the hospital administration and not through tha adult education di* vision but some cooperation was givon, Matntamsno:» division there «ere a number of vary good opportunities for in-service-train-lag available in the maintenance divieion including blacksmithing, carpentry, eleetrleel repair, plumbing, refrigeration repair, wood* •bop and welding, i \ Mesa Halls the Mess Division required evacuee helpers and many of thsm received some training in butchering, mass feeding, as baker helpers, end kitchen helpers* the instructional phase of the work wee aot stressed sines production rather than tha training of individuals was the aim. Motor Pool In the maintenance of th© large number of trucks, tractors, and auto* mobiles, needed in the center there were many opportunities for tho training of auto mechanics, operators of autos, trucks, end tractors, rspalr work of all kinds, and welding, Hors again production was tho solo aim of tho shops and well-planned training neglected. Miscellaneous Graft Production Tho purpose of this work was to provide either full-time or part-time employment to otherwise unemployable men and women, to produce needed articles of equipment, teaching aids for use In the education section, and to produce new skills and develop old and partial skills In this group of *unemployables,* within tho limits of tho project, HXA An HYA program was set up with approximately 875 youths recruited for training. About 815 had boon sent to SflfA centers for this purpose when the entire program was cancelled for all evacuees located in relocation centers. This was done after agreement for the training had been reached through the MYA administration in Washington• Mo reasons wore available at the time but it was a great disappointment, particularly in view of the enthusiasm among those who ware directly concerned, OSYA Several courses under the Out-of— School-Youth*Administration wore planned} auto and truck repair, and training of farm workers. As was true with all work partially or wholly subsidised by state and federal funds, tho program was cancelled, Pre-Induction Training |||||| In the winter of 1945 when young Japanese-Aaeriean men became subject to conscription several attempts were made to provide them with some training that would bo helpbul to them. This was to consist of courses and lectures about various possibilities in military service and other information valuable to inductees. The attempts were doomed to failure for the boys were not interested in the work. The reason for sueh refusal was probably pressure at that time from the persons embittered because of evacuation» College Courses (Vocational or Pre-Vocational) Work on the college level was offered with credit to be given by various colleges and the University of Colorado. A course in Methods of Social »«search was conducted for several months but tho Interest was alight* This course w»e of considerable valu« In such related flol&a aa of flee management, interviewing, business and market re* search, teaching writing, and the ability to meet the publie easily and efficiently* Analytical geometry, calculus, end other courses were offered but V too few desired then and they bad to be dropped. Silk Sereen ?b# Silk Sereen wee primarily e produetioa unit within the neater but many young people received training in valuable vocational ski 11a which contributed to their receiving jobs when relocated, Those who were interested in photography studied the photographic process of silk screen, developing end printing* As In the Case of the bespit«* el, the Adult Education Seetioa only cooperated in this nativity* Commercial Art Claes work was carried on in commercial art where the students learned to oaks lay-outs end do lot taring* Other Formal Classes Formal class work was carried on in olootrieity, homsaaklng, radio» end auto mechanics in the high school departments as part of the night school work* these were elementary courses designed to meet the needs of the enrollece* Miscellaneous In-Serviee-frsiaing In*service-training wee carried on in beauty shop operation, training of nursery school teachers, power-aewlng-mschlne operation, clerks, end domestic service* PROJECT RELATIONSHIPS It would be difficult to determine just bow valuable the adult vocational education program baa been* Seme member* of tbe appointed staff opposed it on tbe ground* that people wear* retained on tbe prelect and prolonged relocation* Other members of tbe supervisory etaff wera reluctant to assume responsibility for tbe training of new workers* Many disliked to do tbe necessary recording of progress and tbe laying out of courses of work* Boots did not wont to be bothered with tbe job of supervising trainees* Thera was much value to tbe program* Many of tbe younger men and worn*» en learned skills that enabled them to go outside to jobs sway from tbe center and from tbe influence of older Japanese groups* This did such to help scatter tbe relocate©# to msny parts of tbe country and helped prove that people of Japaneaa ancestry could do something be* sides grow vegetabloe* Xn-Serviee-Training In-Hervice-Tralnlng certainly presented the ideal type of vocational experience. It required individual contact and tho poeaibllitioa are quite evident* Flans included course breakdowns, job analysis, job instruction methods, and kseplng the records of each individual* Since this type of training required planning cm the pert of the supervisors it too often was not well organised* Too many supervisors were interested only in production and bsd no interest at ell in tbe instructional phase of the program* Consequently the job became a full time production activity* However, ell In all, there was much score ln-eervice-traiaing done by supervisors in the several departments than has been recorded. Employees of the garage, the electric shop, blacksmith, motor poor, plumbing shop, various administrative offices, bsauty shop, silk screen, and the project hospital cooperated at times in giving the kind of train ing that provided them with helpers able to do better work* Fosslblly the groates amount of on-the-job-training was done by the project fam* This ean be explained by the feet that the farm had the largest eupervieory staff and a very large number of workers* The best in-service-training was given in the electrical shop «here tbe supervisor was in full sympathy with tbe educational phase of the program and put forth his best efforts to make the work worthwhile to the boys working with him* Trad« Class«« Formal training in tfao fondamentale of auto mechanics, woodwork, homemaking, electricity, radio, and mechanical drawing gave students a foundation in these different fields* Mmy mmm learned to do a better job of planning end buying food and clothing for the family» Many learned to use the English language more effectively and thus gained more poise and confidence which helped them to adjust thorn* selves better after relocation* from a material standpoint the results were very valuable to the center in the saving of government funds and making Ufs more month* while. Production of food on the farm aided materially in feeding the residents# The crafts production made nursery school toys of wood, paper, and cardboard} teaching aids such as flash cards, maps, signs, posters, puppets} clothing such as cook1s aprons, smocks, aprons for students in homsmaklng classes, pajamas for nursery school children Curtains, rag rugs, articles, braided mats} furniture of eerap lumber, shelves, bookcases, end tables for use in the education section} and decorative arts as paper flowers, paper baskets, ceramics, and fine needle work* The Silk Screen made thousands of posters, charts, and pamphlet covers for the United States levy and for use in the center* The value of such work ran into several thousand dollars* The repair and maintenance work dons by trainees Cannot be measured by the amount of work done, but it was very great* In evaluating the vocational training program it must be recognised that all training was not carried on by the Education Section or under its supervision* In a broad sense every job in which an evacuee an* gaged offered opportunities of learning which had vocational value* The extent of such incidental learnings varied directly with the abil* ity, interest, and effort of the supervisor* In many eases employees were fortunate in this respect* Too often, however, supervisors were incapable of being more than gang bonces* In such eases the learning and attitudes of workers became negative rather then positive feetore* It was most unfortunate that training opportun!ties requiring the approval ahd support of state officials and departments did not materialise* After trainees had been recruited it was difficult for them to understand or accept the apparent discrimination shown when these programs were dropped* The project staff was, in large measure, responsible for the dearth of organised training programs* It must be admitted that staff members who argued that they were not necessary because of the wide variety of • opportunitlas "outalde" had a valid argumant. There «aa little tri* dance «bieh could be usad to show that vocetional training aeoeler* atad tha procesa ot reloeation and there vara minsrous opportunltlee for traineea lá evary región of tha faltad States «hieh offarad •ani-Ing »a salí as laarning poaalbiiltlee* fhe saleatira preaaaa af relocatlon worked rapidly, dlthlc a fea nontha afta* tha prograa hagan nany eabitious, adaptable, peopla aovad ta eut~ alda jaba« Aa thla proseas continuad a rasldua of elderly» unskilled, aliena remai&ed# fhese paopXa «ara at tha sana tina Xess educable and mora fixad 1& thair vocatlonaX paitaras* Xt «as diffleuXt to convinoa * a nan of &3 or 60 «ho had been a famar that ha eouXd retraía hin&elf for a na« job In a na« coronaity* Ele «hola pattarn of Hving and «orlo Ing oppesed sueh a auggaatlon* EXJOATIQH costs IHTfiOOTCTOKT SFAT3S»JT Host of the «duoational program« in the Wilted States have evolvi|ii through «any year® without sudden departures or upheaval« in tbair business praetioe«. In this «volution the whole business enterprise has become etsblized and organised for effleienoy and economy. Th« Amaehe sohoole earns into being almost over night. U le aeturai, therefore, that efficiency end economy should not suddenly appear. The buainess organization of the entire projeot was involved in the oneration of the schools. Budgeting, purchasing, and accounting activities wera the primary rasponelbility of tha employoee of other laectlona working under instruction® ehieh wore often not well under-stood nor adapted for school purposes. though efforts acre made to hoop certain financial record« so that coat data would ha more readily swellahla# ttt inexperience of ea-ployses, their rapid tumower and finally their complete ahsoaoe made such records inaccurate and ineoaplet#«/'. I The data which follow are sufficiently accurate to be used for pur-1 poses of comparison for, when they are used in connection with rather lard« numbers of pupil«, small errors tend to baoomo minimized. «CCOBKTXBO FBOCSBQRSS Budgeting; \ «Bfi’ During the first year there was little budgeting of project quarterly allotments were released by the Washington oxiioe w0 Dfci used for specific purposes.! This praetioe was oontin the year 1949-44 though the superintendent was asked to »eke m**»:, atee of needs in each: quarter of the fiscal ys^p*||| The expertenee of the preceding year made it poesihle to «nticipat. expenditures for 1944-48. This budget request wee based upon oar« Iful olsnaing beginning eith ole#«room teechere. In its final _ tha request submitted represented eetimated need« for the populatiw anticipated. ill requests were accompanied by written justification«. The developments of the lest half Of the yaw reduced th» V«lW j|| the planned budget for all proouremsnt waa curtailed antt „„rvioes wars reduced to a minimu®» 176 Procurement | In tli« Muoatlon Section all items to be purchased originated with teachers or principals* Bequests for purahase users approved by principals and transmitted to the superintendent with a brief justifies-tion and a statement of the stock of the same» or similar» items on bond* ' Requisitions were transmitted to the i’roeurement Officer by the superintendent who maintained certain fiscal controls within his office* Procurement ledgers were set up which reported the quarterly funds allotted, the amount expended» and the balance remaining in each activity account* ^ffj The maintenance of such accounts was difficult because the actual purchase price wee often not known and because many requisitions were cancelled by the vendors* | this device did prevent the overdrawing of budgeted funds and kept the superintendent informed of expenditures in each account* : * Property: me nun ting The lack of facilities and personnel in the project property and warehouse units made it difficult to account for the property acquired by the schools In the early days of their operation* Until October of 1943*:' there' wee no. accurate Inventory*# ,4-t that time a complete inventory was taken and a system established through which the principals were able to hold classroom teachers responsible for each room* ^hereafter» these inventories were cheeked periodically and shortage« end .acquisitions accounted The librarian was made responsible for all text and library books* It was his responsibility to number, classify, and index all acquisitions, Books were checked out by teachers who were responsible for their return whether they were library or text books* then the large number of books, band tools, and other minor equipment in daily use is recogniaed, the small loss through theft or otherwise Is evident.^ Carriess from Other Frojset Sections The motor pool, engineering, office services, and warehouses ell contributed major materials or services to the operation of the schools* fhe fact that in many instances charges by these sections were accounted for as project operating costs made it extremely dlffieult to determine school costs* All light» power» and telephone servlees ease in this category along with fuel and truck transportation« Services rendered by the engineers were often not carefully charged on "job orders«* fo secure the charges listed in the financial report» it was necessary to pro-rate certain overall charges or to pick out appropriate chargee from the ledgers in the accounts office* Accounting Categories the accounting categories and classifications established for the project use did not lend themselves to the usual school cost analyses« fhen too» the inexperience of certain workers made their accounting inaccurate* fo them a book was a book whether it was a text book or library book» without reference to its use in the elementary or secondary SChOOlS» ■ ' In December, 1943, the superintendent set up a system of accounting | in Ms own office which correlated data from the accounting office» warehouses and procurement officer« fhis system was designed to follow the system of classification recommended by the W* S* Office of Education* Its use did result in data which could be used for comparative purposes« Expenditure Analysis The analysis of expenditures In the following sections Is based upon the table of costs covering the period from August» 1942 to luly 1* 1945, which is given in the table which is a part of this section* General Control lipfl The expenditures for General Control appear to decrease each year« fhis apparent reduction is due to several factors* til In 1942-43, the salaries of several supervisors and principals were charged to this account« In 1943-44 and 1944-45, these salaries were charged to the level or activity in which the supervisor was engaged« (2) Actual reductions were made in the salaries of evacuee workers in the superintendentvs office. During the first year from 10 to 12 workers were, assigned, while in the last two years this number de— -creased to four or five. In fact, during 1944-45, because qualified people could not be found, only one or two clerks were on the payroll* Because of inadequate records the costs of travel, transportation and other materials could not be determined without undue effort« It is probably that expenditures were much greater during 1942-43* TABLE XXI SUMMARY OF EXPENDITURES Î08 1942-45, 1945—44, 1944-45 g EDUCATION SECTION I GRANALA PROJECT 1942-45 1945-44 1944-45 X« GENERAL CONTROL | 17203.85 | 11168*52 | 7504*10 11* ELEMENTARY AND NURSERY SCHOOLS A* ¿Current Operating Costs 59602*79 67224*41 57224*06 B* Capital Outlays 7805.91 568*93 2512*99 III, SECONDARY SCHOOLS A* Current Operating Costs 74404*02 105182*52 95589*57 B*; Capital Outlays 19248*66 1442*55 2909*17 IV* ADULT AMD VOCATIONAL CLASSES A* Current Operating Costs 4870*84 10784.29 10568*45 B* Capital Outlays 6.00 400.00 V. TOTAL CURRENT OPERATING COST 156981*60 184579*54 170685*98 vx* TOTAL CAPITAL OUTLAYS 27050*67 1807*26 5822*16 vxx* TOTAL COSTS A; ffl : 165052*07 186166*80 176508*14 msmiBüflOM OF EXPENDITURES I* GENERAL CONTROL TAT1:1; , ' '.-À Ï: W'& Salary of Superintendents Office 15858*27'■/ 5965*45 5228*16 Salaries of Clerk« 5054*99 1892*10 524*95 Supplies and Serrioes 510*59 1481*00 761*10 Trare 1—Super in tendent and Transfer 11 295.15 202*59 Board of Consultants U) 27*00 59*40 Professional Library and Equipment (2) 27*98 27*65 Transportation 9501.66 621*07 vrm 'M : EÏÏSOI wrro EXPLANATIONS 'a'v /.'■ GENERAL CONTROL 1« Poring the year 1942-45 salaries charged were those of the 179 superintendent« supervisor of student teachers and the supervisor of adult education» In the following years the salary of the superintendent only is Included« Other salaries were pro-rated among sohools or charged directly to the activity involved • 2« ho charges for travel« the hoard of Consultants« or equipment in 1942-43 are known« In the following years travel expense for the transfer of teachers from other projects to Granada is > included* r 1942*43 XX» ELEMENTARY AMD HUaSSHY SCHOOLS A« ¡¡Salaries ||| Principal and Supervisors Teachers SJjj ; Librarian Sv Bvaoue© teachers Ematsii nursery teachers Evacuee librarians Clerks B* Supplies and Materials Office InstrustIona1 fj Library books ijllt (SB Book 1H Others 0* Travel of Principal 0« Auxiliary Service* Health, if; Playgrounds and Athletics Trans por ta t i on 8. Operation of Plant janitors * Salaries Janitors * Supplies Light» later» and Poser Fuel p Others W-m Maintenance of Plant Repairs Replacements Total Current Operating Costs Capital Outlays See Equipment Buildings 1943*44 1944*45 (8) 5259.41 6181.34({5) 26650.37, 55650.44 37604.84 (*) 540.41 615.86 1377.22 2331.72 973.09 1756*10 2372.86 2269.04 266.56 472.00 468.17 1023.43 739.18 835.26 TOTS.'TO • ITOOf tost;#! (5) 162,26 337.68 1222.10’ 3063.10 12S2.42 1159.16 466.80 373.52 3293.36 1076.57 297*18 1154.65 162.40 248 »42 nw:w mot Tm:m (i> 98.40 160.00 2.95 .88 16.00 13.80 HflW TO! TOI 1492.56, 3005.77 2922.57 HI 218.39 103.96 ill 410.86 820.06 MBmI 622.87 1261.07 146.75 116.11 ?m:u mSTTB1 (’) 279.96 312.89 84.19 75.90 3607 39502.79 ¿7224.41 'WziiM 7803.01 356.93 430.64, limrs- in imiiATioii BL$MI$4HT ¿BD NURSERY SCHOOLS l7p© chargee for travel, the Board of Consultant* or equipment in are known. In the following year« travel expen*« for the transfer of teacher« fro® other projects to Granada is S included • ' | 2« la 194B-48 the aalarlea of the principal and supervisor« were not separated fro* those of teachers* It should be noted that | »ost of tho staff waa not employed bofore 4ug^.st 15, 1942« 8* Includes fuil*tii&e salary of prineipal ar.d supervisor of Stull-dent teachers | 4« Ro librarian employed in 1942*48. In 1948*44 and 1944*46 one* fourth of the librarian*a talary la charged to the elementary j aohools| 5. Bo charges for office supplies reported* 6#'| |lo charge« reported for 1942*48 *'/ In. 1948*44 *«6 1944*48 $*•; ;? charge represents pro*rated oost of project operation*- ; 7, Ro charges reported for 1942*48« In 1948*44 and 1944*48 charges for repair« and replacements we e made by the Engineering See* tion* 111 1 - 1 _ 8* ^presents charges for ©onstruotion of entries to Oil blook building« and materials for ventilating system in Terry 8*11* General Hote**Because of omissions fro* costs charged in 1942*48 no comparison ean be mace with succeeding years* 9^||p| XXX* 1942*43 1945-44 | 19 44*46 sicqhi&by schools A* Salaries Principal and Supervisors U) 5783.42 11781.38 Teachers | 46572*87 75972*62 64769.49 Librarian (2) 1040*84 1231.77 1 Ihraeuee teachers 5008*44 3763*41 p 2070.27 Evacuee librarians 719.33 1397.09 1 760.79 1 W&c ■ Clark» 967*10 1225*44 H 1640.10 | H wrm * mnM 1006 B* Supplies and Materials . % '¿fill Offiaa ■ w 426.81 11 960*01 I | Instructional;;;- "■ 4517*74 3778.40 IS 2200.00 Library 2773*66 1176.43 741*68 Textbooks 9364*34 3678*65 2069*40 ®. Other RfflfilHi 2736*91 309*08 504*08 TTOOF TOOT %m:vt 0» Trawl Principal and Supervisors lit; 270*66 112*20 Evaluating Committee (8) TftTM 328*90 2206 D. Auxiliary Agencies p Health 1*1 9*76 Playgrounds and A thistles (6) 332.88 220? f 188*10 1206 E* Operation of Plant ■; .:V 1 Janitorsf Salaries 1774.38, 5783.75 2942,63 Janitors* Supplies .(*) 291*65 1146.86 Light, Water# and Power cr> 477.26 623*92 ». Fuel';. I*) 837.24 1261.11 g Other *50 256*36 17701 TOOF I22TO27 F* Maintenance of Plant i impairs 170*05 613*42 762*57 Keplaoeiaents 123.25 138.76 Him 220? §01.33 Total Current Operating Cost 72250? i! S)5l82.o2 95539*37 Capital Outlays Hew Equipment ,‘ |§ Buildings Ji|| 19246*66 1442*33 625.84 2283.S3'8/ OTOf 12202 TOOT 93650.68 106624.85 96498*54 JUPUmTZOKS SfpQIBàBY SCIOOIS 2« la 1842-43 salaries of th« principals wor« aot diff«rsatiated fron the»« of t«aoh«ra• Za 1843-44 this iten includes th« •alary of th« priaoipal and guidano« counselor whil« la 1944-43 it includes th« priaoipal, assistant priaoipal, and guidano« counselor« 2« Mo librarian «aployad 2942-43« Gno-half salary 1943-44, 1944-43, 3« Mo charcas r«port«d 1942-43• 4. Mo tracal reportad 1943-43• 3, Evaluating C assai ttoe mot only in ¿anuary, 1943« $• Mo charges reportad 1942-48« ?* Mo charge* reported 1942-43« Pro-rated charges from Engineering Seotion 1943-44 and 1944-43, 8* Construction of 0«C*o« barracks’ for junior high school* General Koto—because of many omissions the expenditures listed for 1942-43 do not reflect true costs. 1942-43 1943-44 1944-45 adult aid vocational classes A* Salaries Supervisor (1) 3454.70 3647.47 Librarian (2) 520.42 615.90 Vocational teacher 333.89 Evacuee teachers 4870.84 3165*45 1325.46 Evacuee librarians 122«13 Claries 226.66 | 212.32 TO 7401.54 WO? 3« Supplies and Materials Office 15.79 21.59 Instructional 106.63 88.94 ffj Library 54 «69 9.74 Textbooks 21.0S 206.14 TOT C* Travel and Tran»portation Super vis or—tra ve 1 500.56^) 500.46 50.70 Transportation of teachers D. Operation of Plant Janitors* Salaries 1234.73 1211.86 Janitors* Supplies 9.44 15.80 Light, Water, and Power 477.17 820.03 i Fuel'"'. i 837.22 & 1262.37 II Otherp®^^tep 20.73 | f'.TOira^ mor I«-1 Maintenance cf Plant Si ¡51 Hapairs 8.20 §406.82 Replacements sT:V 1 4.50 1 42.64 Total Current Operating Cost liW.ll |TOf 10784.29 ssor OTOf Capital Outlays •. lew Equipment Buildings Total Costg 6.00 TOTOF 400.00^4J 1W15 BXPUm?I0H8 ADULT AID VOCATIONAL EWJCATIOH General Mote—The only charges reported far 1942-48 war« for tha solaria« of evacuee teachers. L Salary included under superintendent*e offlaw 1942-43« 2» Ho librarian 1942-43« In 1943-44, 1944-45 one-fourth of 185 librerians * salary eh&rged to adult éducation* 3* Cost of transportation of night teaohers to Lemar* 4« Cost of construction of entries to buildings in SH block* Slementary and Kursery Schools the cost8 of the elementary and nursery schools are thrown together because of the greet extent of overlapping between these activities* The only nursery school costs which Could be readily separated are for the salaries of nursery sohool teachers«g In the last two years the salary of the principal and supervisor of student teachers appears to increase.|| la 1943*44 the salary of the principal and one-half the «©larytbf the supervisor was charged. The following year, because she gave full time to the elementary school, the full salary of both was ehargad'l^^p^^ffi Teacher salaries also appear to Increase each year* This is not due to more positions but to periodic salary increases and to the re-1 classification of several during 1944*45 to P-1 positions. It should also be remembered that in 1948-43 but few teachers were on the payroll before August 14 or ieptember 1, so a full year’s salary was rot involved* Svacuee teachers were paid most in 1943-44. During the preceding year only a partial year is involved while in 1944-45 few capable teachers remained on the project. The nureery school staff ms retained largely through a program of constant in-service training which prepared women for nursery school work* The expenditures for supplies, books, and equipment were reduced each year*lit was.necessary to,mike large purchases in 1948-43 to provide for the beginning of the program* The cost of the last year could have been materially reduced If the center Closing date had been known for sufficient supplies were purchased to last through the summer of 1945 without material reductions in the educational program* Secondary Schools The increase in the salary of the principal and supervisors in 1944-45 is due to the reclassification of the principal to F-4 from P-3 in January, 1944, to the addition of an assistant principal» and to the Increment earned by the guidance counselor. Teacher salaries, were highest in 1943-44«tf: In the preceding year only a partial year i® Involved and several authofised positions were filled by evacuee teachers at low salary levels. During 1944-45 decreased enrollments resulted in the reduction of authorised positions effooting savings for the year* le in the elementary school, evacuee teachers were difficult to find during the last year* for this reason payments to evacuee teachers were reduced* Clerical salaries increased is the last year because ©any more workers «ere employed to provide typing and duplicating services formerly given by office services* Tbs removal of the Junior high, school from the 8H block, «here many clerical services had been charged to the elementary and adult schools, also required added clerical service#«^ The remarks concerning the purchase of supplies and materials in the elementary school may also be applied to the secondary echo©Is* The Evaluating Committse representing the University of Colorado end the fiorth Central Association visited the project in January, 1945« fhie group of people, coming from various parts of the state, «as paid transportation end per diem under appointment as Consultants without|| other compensation* The cost of capital outlays for new equipment decreased each year since the major purchases were mads in 1948*43* Ths charge for new buildings in 1944-45 is for the cost of erecting the two 0. C. C* barracks for junior high school use. The total cost for the secondary school was reduced each year because of decreased enrollments, better staff and plant utilisation and curtailed purchasing* Adult end Vocational Classes This category includes all of the instruction and activities of out-of-school groups* It does not include vocational instruction at the high school level* A vocational te&oher was on the payroll only a little more than a month* This auto mechanics instructor was dissatisfied with living conditions and terminated rather abruptly after arrangements for e rather extensive program had been completed ,J| The decline of the adult education program is reflected in the constantly decreasing employment of evacuee teachers* ¿Hiring 1944*45, rapid decreases occurred is the last half of the year * Decreases in salaries paid #h the last year were almost compensated for by increased operating and maintenance charges made to the adult school because of the added space and facilities which were made available*. Iper Pupil Dost a The calculation of per pupil costs is rather difficult because of the nature and extent of the program* The normal instructional program is 188 operated for oaly nlao months without summer school and other complicating factors *t|l| la order to arrive at ooet figures which might be compared with I those of other echoole, the following procedure was followed; (X) The ooet of operating the elementary and secondary unite was d.®£' termined. Capital outlay» and general control were excluded* U) The total aggregate attendance for the year in each unit wee secured frhm the monthly report of principals* (3) the aggregate daily attandaneef; for the sumer and regular session was secured#% (4) The cost per day per pupil was secured by dividing the total aggregate attendance in || each unit by the current operating cost for each unit* ib) The coat per pupil per day was multiplied by the number Of days taught in 'fcf*' (a)' the suiaaer session and (b| in the regular session* '. The cost figures for the first year'11942-43) ere no incomplet that they have little value for purposes of comp«ri©sn* tor this reason Only the costs of the last two.years^are discussed* Using the procedure outlined it is found that in 1943*44 the total operating cost, Including General Control, Elementary and Nursery Schools* and Secondary Schools* was. ■ 919$»395* ||then total aggregate daily attendance e cost of ^109*01 per pupil is found which is the cost per pupil for 12 months* tor the year 1944-1 4b, following the same procedure, the cost per pupil, it §101*00* In the elementary school the cost par pupil was 990*9?. for the regular school year of 1943-44* During the seme year the summer session cost was #11*91* The total cost per pupil for 99j9>,deys of attendance vm |82*IS. la the following year 210 days of attendance cost #74*42* with the eusmar session of 28 days amounting to #4*92 and the regular session of 182 days.Costing #84*30 per pupit*. Junior-ser. lor high school costs were somewhat higher for in 1943-44 ettsndanee of 20? day# cost #118.86* The regular session of l??deys coat 1101*85 and ths suamor session of 30 deys #17.25 par pupil. In 1944-45 the cost was slightly lower for the summer session of 28 W» cost #15*83 per pupil and ti» regular session of 182 days #101.5?, a total of #117*20 per pupil'for the y»er|>^^^OT This lower cost per pupil''In' the elementary school is accounted ior principally by three factors*11) The average salary for high school teacher# was considerably higher because oil positions were j|pmftifisd p~l or higher while in the elementary school a very limited number were classified as?-1 with the remainder as 3P-4. W In the mjemsa-tary school it was possible to maintain a higher pupil-te^Ch&r^ratio . reducing the number employed. This could not be reegly done in the hig®school because of low enrellmenta in special classes. (3i alga school textbooks, library books, and supplies are more expensive than those provided for elementary scfaœls*||igp TABLE XXII 189 m pupil costs op cu&asfT ormnois por slbíottaht AID SBOOIDASY SCBDGL3 BASIS) GPOK AOC»SQATS ATTSIBMCl POR tu Tmas, 191*2-1*3, 19^3-^H, 19M1-.U5 # 191*2-1*3 iflppi§ u Total Currant Operating Coat * Vm fa'i'Af. Uwi.éitSSS mm fe6o.ll8 2* H«Mentar? Sohool ** Sooner Sa*oion Iona »11.91 » 9.92 Iagolar Soeolon &M 70.27 _ük52 Sotó U&J1 I»?.!,« 3. Saeondar? School0 Saner Session lana » 17.2? » 15.63 legalar Station ÜL2Í 106.6<5 m*3L Total »121.88 m¡M i». Ooat par Pupil « All Pipilo *** »78. «7 »109. a »101.09 • Bx&uslTa of eo «t of »dolt and adult to eat tonal. •• Includes costs of nursar? schools for «Taoues staff, food and supplies. Includes all costs exclusive of adult and to eat tonal education. In eluda« A.dnl&t«tratton9 Supervision, Instruction, Op «rat ton and Kaint«nanea where «Talladle in accounting records. Ths Thlrty-Beoond Biennial Heport of the State Superintendent of j Public Instruction of the State of Colorado, July 1, 1938-«iuns 30, 1940| reports the average cost per pupil in the State of $91*99 and the ooat for Prowers County, in which the project is located, 88 #95*91, Since school costs have risen throughout the State each year the State and county average for 1940 is lower than ths coat in 1943*44 and 1944*45* When it is also noted that the project cost includes almost eleven months of school in which ail major hooks and supplies were furnished to pupils, Colorado schools seldom furnish either hooks or supplies, the comparison is not unfavorable. National Averages of Costa Per Pupil In A* ft* A*, Circular Number230, of the 0* 3* Office of Education, lists the expenditures per pupil in city schools for 1943-44* this report gives ths average per pupil cost of $95*89 for cities between 2,500 and 9,999 in population* &ers again, the cost of the annual project program does not suffer when compered * ■ Returning to the costs of elementary and .secondary education, the application of the procedure outlined gives the date reported in || tabular form in the Appendix* Both levels show notabls deorssses In ths cost per pupil in 1944-45« iaEBjl The costs per pupil in both the nursery end adult schools have been omitted* Though enrollments were comparatively large the average daily attendance fluctuated widely and reporting was extremely inadequate« The cost per pupil enrolled would not reflect a true cost since the large number Involved would make this flgurs vary low* Because of the many complicating factors no effort has bean made to discuss ths costa of buildings and equipment* The barracks used as elementary school classrooms and for ths adult classes were con4* structed under contract with the Army* The high school building cost Is still undetermined because of litigation over payment of the eon- ; tractor* A practically complete Inventory of eohool-owned equipment and supplies shows that present values srs as follows: |Hj[ Elementary ¿Schools lllllll Squip»ent pg| Tsxt and Xdbrary Books ■ Supplies 110,711*00 #7,401.00 2,750*00 5 bO* 00 * Secondary Schools 1 Iquipaant \V'i V.-.',1-:.''--..-• #18f075*08gj| ;a»#i tilviiry. Books ■ .«pw 8,335.00 OK ^BpUw ' • 330*00....jjjjS #27,058.00 though this inventory is subject to change by the Surplus Property Board it does indicate that a very large reduction in coats for the total operation of the educational program for three years can be effected if present values of supplies,i| books end equipment are da** ducted. The total coat, exclusive of buildings, for three years is #525,727. Psductlng #27,058 from the total cost, a balance of #498,689 remains which represents the actual coat of operations from August, 1942 to June 30, 1943* CD SCHOOL m> CCKKUNITT UBBaHY SgHVICI fha plan of organisation for the project provided for the operation I of all libraries under the Education Section with supervision provided by a trained librarian* Though constant efforts were made to secure a librarian, a man was not employed until mid-August of 1943. During the first year library services were operated by members of the teaching staff in the elementary and secondary schools. Little effort was made to develop community-wide library service. The completion of the high school with its library facilities and the employment of a competent librarian'gave interest to the ectiV**', ity in 1943-44. Though starting work is a di«organ!ted situation shfe the librarian and his evacuee assistants made rapid progress in developing a more satisfactory organisation. In 1943-44 four major centers were organised* These served the elementary schools, the junior high school in the 8H block, the high school, and the adult center. The elementary school library was operated under the joint supervision of the principal and librarian. Its activities are discussed as a part of the elementary school report. After the removal of the junior high school to the new building an adult library was established .in the HE block to serve as a reading^ and'study room for students: of English and a a;,» general feeding room for that area of tha project. This cantor was used very little by people outside of the adult classes for adults, in general, evidenced very few reading interests* Through book reviews, tees, discussion groups, and other publicity efforts were made to develop the community library canter i A the high school * The room used for this purpose was S3 by 122 feet and was used by both high school and community groups. Beating and table space for 180 persons was provided and the books ware well displayed on open: she Ive a * M m ' * :.M§S * ‘" /¿4 The student use of the library was very great for the teaching staff, especially in the dnglish social studies classes, made maximum use of reference materials* The report of the Evaluating Committee, which visited the high school In January, 1945, rated the library as "Superior* in nearly every respect. '. J»early 3,000 fiction, and mors than. 3,500 non-fiction, titles plus © wide variety of well-selected pmr phlet and vertical file material gave excellent coverage. More than '50 current magahinsS:. provided much used materiel for study and general reading«! The community use of the library never grow to tins extent which bad been anticipated* Apparently, after the first year, during which there res a very inadequate program, few adult readers remained in the community. Though the facilities were open for use until nine each evening, five days per week, few adults used the library services. :vT The following table shows the circulation in all libraries from October, 1S4& to June, 194&* Elementary (SH) 6 High School (Communityf jl otr.l Fiction $B,400 '66i%68 1 ¿9, iw Kon-Flctlon 15,600 pi. Total 78,000 lif.,600 pupil umow® CL0SXB3 PH0CBDUK2 General Procedures ' . Upon receipt of notice that« the center would be closed end that the schools would not operate during the 194,5-46 school year, the superintendent and principals began to sake plans for the completion of pupil records. JHHRj' ‘ v|l^ In both the elementary and secondary schools repeated efforts were made to indues parents to mows at the earliest possible date and to impress upon them the necessity of securing complete pupil records* for use by the new school* The project newspaper* announcements in parents* meetings, end duplicated letters and bulletins were used to broadcast this idea* The instructions consenting the center closing procedures, Issued by. the Washington office, were carefully studied and plena were set up to follow them as rapidly as possible* In carrying out these instructions it was found that the shortage of qualified clerical assist anoe was the principal source of difficulty and delay* Pupil records must be accurate and their reproduction required constant checking by a competent supervisor* iElementary Schools A separate folder was made for every pupil who had attended the ole* mentary schools unless thsy had been transferred to the junior high school on the project. These folders were then filed alphabetically by grade with a master list giving the name and grade of all pupils who had been enrolled.-«::pSfti^B Bach folder contained the following pupil recordsi 1* 2 copies,- form - Ha ■ - 281, Transcript of Elementary School Record, •« 1 copy, - -^eroonaicor a Card* 3. 2 copi c?s, health and Physic si ISduoatl on History 4* 1 copy, Elementary School Transfer Report' >91 5. 1 copy. Report Cerd for each grade period* Upon receipt of s request for transfer the following records were transmitted to the receiving schools 1*- Form UU * 281, Transcript 2, Health and Physical Education History 3* SI amentary School Transfer 4. He port Card, for each, grade period» The remaining records «ere retained in the project file for refer«* cnee and transmission to H&shlngton# Every effort was made to supply the receiving school with complete information which would assist them in knowing and adjusting the pupil to a new situation« IjErnHy Pupils, of course, had in their possession copies of their original report cards and form WHA ~ 393 which were given to them* It is notable that very few schools asked for any additional information* They were apparently content with the meager information supplied by these pupil-carried reports« Secondary Schools The procedures used in completing elementary school records were generally followed for secondary school pupils though certain revisions were made* Separate folders were made and filed alphabetically by class or grade for each pupil* Each folder contained; 1# § copies, form WEI - 280, Transcript of High School Becord* 2« 3 copies, Pupil Cumulative Record* The transcript gives carefully checked data covering subjects, grades, credits, and attendance* The cumulative record, contains personnel data including all intelligence and achievement tests, activities participation, personal and family data, and evaluations by teachers and supervisors* Upon request one copy of each form was transmitted to the receiving school or college* As In the case of elementary school pupils, the information concerning the student was as complete as it could be The long, detailed, cumulative record forms required a tremendous amount of work from both typists and supervisors but their intelligent use by receiving schools was thought to be of sufficient value to warrant the expenditure of time required in their preparation* The staff was constantly surprised by the apparent lack of interest evidenced by most high schools and colleges for most of them appeared to desire only the purely academic information contained by the trans-script forms* PROPERTY ACCOUNTING Beginning with supervisory staff meetings la April and May, 1945 rath* ©r careful plans were made for the property accounting of all mater* ials charged to the Education Section* Practically the same prosed* urea were used in all of the schools* Prom the beginning it was thought desirable to interrupt regular classes and services as little as possible but to carry on moat of the task after the close of school on June 6* Individual teachers were asked to check room inventories as early as possible and to report all losses so that survey reports might be prepared* Since some supplies and equipment were no longer needed in classrooms, they were transferred to designated storage rooms# These advance transfers reduced the load of work to be done later# The elementary school principal and the assistant principal were given the responsibility of checking the inventories in thnir re* speotive schools* The librarian was responsible for all library books and the high school textbooks*| The supervisor of adult educa- | tion assumed the responsibility of checking his own inventories# Each of these supervisors organized teams of workers composed of tea* chars and evacuee helpers* The general procedures were as follows: 1* Each teacher checked the inventory for the room including supplies and equipment for which she was responsible# 3*... Hoorn inventories were reoheoked by a teem of workers who also used the code symbols of the Surplus Property Board to denote the condition of listed items# 5* The inventoried items were transferred to designated rooms and areas in which like kinds of items were stored together# ¿ ijp; as far as possible, these items were also arranged according;^ !|l to their condition# f|||fff 4# The room inventories were assembled into master lists, using EBA, form 108, so that all similar items were listed to* gather* At the same time these items were grouped according ¡¡¡to their condition# 1 5* Using the completed inventory sheets the purchase price of items was transferred from inventory cards and receiving reports# The present value was then based upon the symbol denoting the condition* 6. Completed inventory lists were checked by a representative from the property office and necessary'adjustments made* The checked sheets were signed by the property representative who thereby acknowledged receipt of the items listed# 137 flUi tiae dfcec^ all heys to storage rooms war© given to^th# property office which then accepted full responsiMl- b0°k XQ2fnt0ry wa® conduot*d *»' much the same manner though cer-tain adaptations »ere made. The prinaipal changes were involved in ®pi boxing of books by library classification, A *®*bor list gave the title, author, and purchase price, To thia m& added the condition symbol end present value for each group"» ^re tUm bo*ed and th« container numbered. The list was num-L®r*d to correspond with the boxes containing certain lots*. ' The entire process moved rather rapidly and with considerable accuracy. Because of inadequate records, especially concerning materials received in the beginning of the project, no final statement of shortages due tUnlLl*“ “• Ba4* nntU the 9atiM ha. It is known that book losses, including all books, was about T.3 pari cant during the thraa-yaar period. Thia loss is a Tory reasonable one »hon the widespread use of both tart, and library books is recognised. “* Ilfcrnrlsn, toachera, and pupils deserve coaaBendation for their care-and integrity, | 1 PKRSCNNSL '."''7/ : Appointed Staff Many employees began to make plans to move to other positions some months before the closing of the project was announced, gvery assist'* ance was given to teachers who sought positions elsewhere. Before the close of school most of those who wished to remain in educational work were satisfactorily placed. the assistance of project employment until August 30, held many through most of the summer. The project officials agreed that the teaching staff should be retained by the schools until their assignments were completed* The need for assistance in certain positions resulted in the early transfer of several teachers but, In general, they were allowed t© complete their assignments. Those who wished to remain for hhe summer, or longer if they had usable skills, were asked to report their preference of employment and their special skills. The personnel officer then assigned them to the jobs for which they appeared to be qualified. The superintendent made recommendations but was not responsible for the various assignments as he wished to avoid any critic!am concerning such placements* ^M'r By July 1 most of the teachers had either terminated or transferred to other Jobs on the project, the elementary school records, inventories, and reports were completed July If, 4 skeleton staff con-1 sisting of the guidance counselor, two teachers, and the principal,' was retained by the high school until the end of August. This was* necessary to complete pupil records, the final report, and to assist pupils in jransfer to other schools and colleges* It was planned to retain one worker as long as necessary to service pupil records andp transfers. Evacuee Staff 'IJÎf;* During the last year of operation the employment of evacuee workers for all Jobs steadily decreased. In order to complete the closing procedures, it was necessary to employ many former high school pupils who could be used in the offices or in the process of taking inventories. A number of high school boys were useful as general laborers girls were used as typists in preparing pupil records and in the typing of inventories* the Janitorial workers in the nursery schools were released as soon § as the schools were closed. | In the other buildings they were used as assistants In the taking of Inventories. Because of relocation or othar employment nearly all were terminated by July lb. The closing of the center on October lb made It necessary for most workers to leave their Jobs during the summer* Those terminated by the Education Section readily found employment elsewhere as long as they were residents of the project* REPORTS The Summary Report This report was designed t© give pertinent» concise, statements pertaining to the educational program of the school system» In the elementary school classroom teachers at each grade level ware asked to «rite concise statementa covering their general aims» specific objectives» courses of study» methods and procedures» and an evaluation of the results* The supervisor of student teachers» «ho had much experience in edito-¡| rial work» was responsible for the coordinating and editing necessary to make a concise account« Ear report» after some editing by the superintendent to make it agree in organisation and style» then became a section of the final draft* In the high school committees of teachers «rote reports for each subject field* These «ere then revised and edited by the assistant principal and the superintendent so that thsy ware uniformly organized and conformed with the remainder of the report in style and organization* The responsibility for the adult and vocational section was assumed by the supervisor of adult education* It was only in this section that any great difficulty was experienced* This was due largely to the fact that four different supervisors had worked with adult education* Each had different ldeae and experiences which resulted in a considerable lack of continuity* The inexperience of the last supervisor and the inadequacy of records made it extremely difficult for him to cover the whole program adequately* The Pinal Report The administrative and supervisor staff of the schools agreed to divide the responsibility for the final report* The superintendent» was to serve as editor and «rite the (l) General History» (2) Flan of Organization and Administration» H General Employment mad Personnel, 1 (4) Educational Costs, (5) Closing Procedures, and (8) General Evaluation* Each supervisor and principal vaa responsible for collecting data and writing the sections of this report which pertained to their field of activity* In addition, various workers collected materials for an Exhibit to include such items as class schedules, school programs, publications by staff and students, duplicated record forms which might be used to demonstrate the nature end scope of the program of education aa it operated during three years* Bwtim X 200 It is difficult to evaluate accomplishments and Identify spool fie problems in a situation as complex as one involving tbs educational activities of tbs Granada Project for three years* Many bave already been discussed la connection with the various school activities. For this reason only very general observations aro reported in the following paragraphe. S-GMS PB0BL1SS3 4® BIFflCOLTISS In general» the relationships with other project sections and personnel were cooperative and pleasant. This was not true of two, howovor. The Chief Medical Officer failed to assist in many instances. Sear the end of the year 1944-40 this lack of assistance was understandable for his staff had been depleted by relocation while the load remained heavy. Before that time medical, dental» and optical assistance was sufficient and mors services could have been provided through tbs schools. Tbs sohools were especially anxious to discover and to insure treatment of visual and dental defects» which were very common. They were alee very anxious to secure thorough physical examinations especially for the prevention of tuberculosis and similar diseases. The Engineering Section repeatedly delayed the Installation of badly needed lighting fixtures for the elementary classrooms. Though the materials were on hand many months the job of erecting vestibules for the 8H classrooms was long delayed. At the high school needed stage wiring» showers for gymnasium dreasing rooms» and certain roof repairs were never completed. The science classrooms were without a water supply most of the time because the needed lines wsrs not laid and the demonstration tables connected. Another major problem» not related to the project staff» was to secure active» rather than passive» support from parents and secure their actual participation in parent-teecher-pupl1 relationships. As members of a minority group most parents had either been ignored by Caucasian groups in their previous homes or they had been discouraged in their efforts to actively participate in school and community affairs. Sines language was a major barrier» the younger parents of elementary school pupils engaged quite freely because they spoke English. The advanced age and language deficiency made the participation of parents of junior and senior high school pupils extremely difficult. As a result» though they sometimes attended parent’s meetings» they seldom took part In discussions or proceedings. In a great many instances a wide gap existed between the schools and parents who failed to understand the school and Its program. At the same time a wide gap existed In the understandings between children and their parents. It la probably true that in the average community parents and school board members develop certain school interests because tiSay are finanr daily concerned. 11thout a financial stake both parents and advisory 201 school board members lacked one of the major sources of interest* This lead to another major problem* Though an ¿¿riser? School Beard was or* ganlxsd sad it wee made up of intelligent community leaders, this group failed to assume leadership or responsibility* An examination of the minutes shoes that the? seldom presented or passed a motion or reaolti"» tion* Though they often discussed problems and individuals expressed opinions, as a Board they wore unwilling to take notion* Educationally, a basic problem, which has already been discussed, was the language defieieney of many pupils* The sffeets of this deficiency were notable in several ways* (l) Reading and study were handicapped sufficiently to warrant special emphasis and instructions which reduced the school time for other purposes* (f) Children were reluctant to participate in activities which required oral expression* (3) Parents set patterns of speech and language usage (Japanese) which multiplied the task of the schools* The psychological and social effects could be noted in nearly every phase of the school's activities and relationships* Also affecting the lives of junior and senior high school pupils were the problems growing out of conflicts between traditional Japanese mores and their conflicts with approved ¿merican customs and thought patterns* The (1) high regard for purely academic learning accompanied by the low plsco given to vocational education, (8) the barriers placed by parents which circumscribe the social relationships between boys and girls, (3) the predominant place given to the family head in planning the choices and actions of minor children, (4) the mixed national loyalties of some parents who, though not actively dis-loyal to this country, were either neutral or sympathetic toward their mother country, all these attitudes kept boys and girls from forming stable attitudes or strong beliefs* A final series of problems grew out of "outside* attitudes and actions reflected in relationships with other schools* In athletics, school officials made several attempts to arrange schedules of contests with other schools* Only the small schools in nearby towns, Granada, Wiley, and nelly, consented to cooperate* Though these relationships wars friendly end conducted without incident, pupils exercised undue restraint and felt themselves to be under constant scrutiny* furthermore, the quantity end quality of the athletic material available at Amaehe made competition with small schools unfair* Winning too easily the spirit and quality declined* At the eeme time several contests were contracted for which were cancelled* Pupils knew that these contracts were broken because of prejudice* The press gave very unfavorable publicity to the participation of music groups in the annual ifosie festivals conducted by the schools in this area* Project officials were severely criticized because they provided transportation to these meetings and arranged at the personal expense of pupils, for proper feeding and housing. Plans for exchange assembly programs with schools in nearby towns were never completed though many efforts were made to bring about exchangee between student groups. All of these rebuffs and dlaappointaanta had their effects upon the morale and attitudes of student groups. It was extremely difficult to teach the ideas and ideals of democratic society end to urge their relocation when constant reminders confronted boys and girls with evidences of prejudice and undemocratic procedures. the teacher supply was the principal personnel problem of the Education Section. Ivon when the factors influencing the teacher supply situation on a national seals are taken into consideration the rate of turnover was excessive. The replacement of the entire teaching staff each year made the malntainance of a desirable educational program extremely difficult. Though supplies, equipment, and classroom facilities were available in sufficient quantities during ths last two years much difficulty was experienced in the beginning. Certain vendors of supplies and equipment refused to sell limited stocks for use In Project schools. On the project Itself there was considerable controversy over the space required for school use. The setting aside of the 8H Block came only after many efforte had been made to secure sufficient apace for eohool use. miUATioH or sfi« ¿Specific evaluations of the educational program have already been given at appropriate points In this report, for this reason, those which follow are Intended only as summaries of the general program. The nursery schools sorted an extremely useful purpose In preparing pre-school children for school entrance. The stress placed upon the language aspects of the pregram removed many of the language deficiencies of children from non-ISaglish speaking families. These schools also sertsd an excellent social need in providing play and supervision for children with extremely limited hone opportunities. In proportion to the cost the outcomes were high. Standard and informal test results indioate that learning in the elementary schools equaled or exceeded the average in most eases. The attention given to Individual pupil needs in ths summer and regular classes tended to «Usinât* most irregularities* Socially, the chil-dres profited from many supervised activities which developed desirable attitudes and abilities* In the secondary schools ths test data again show that at least normal progress was maintained* During the three-year period many irregular*» ities were eliminated and a number of pupils completed the requirements for graduation from one-half to a full year ahead of schedule* A wide variety of extra-class and Intra-class activities built up school interests and developed healthful social attitudes* Constant emphasis upon Americanism and the problems involved in evacuation and relocation made high school graduates and pupils quite competent judges of social action* Though many adults learned useful vocational shills in sewing, flower-making, art and knitting, their vocational learning was ths least satisfactory phase of the educational program* This deficiency was in part the fault of the lack of vision of project employers on the appointed staff, the lack of interest expressed by out-of-school youth and adults, and ths failure of educational leadership* Though the lagliah classes appealed largely to women, many of them were given a basic competence in ths language* Knitting, woodcarving, art, and other activities did much to occupy the spare moments of adults and their morale-building effects were great* In summary, ths facta appear to support the statement that despite many difficulties and short-comings the school managed to do a better than average job in most of their basic tasks* much credit for this success should go to the many employees, both appointed and resident, who contributed their time,skill, and energy generously, Without such conscientious service from teachers, janitors, end office workers, the efforts of the administrative and supervisory staff would have failed* After all, teachers are the key to a school9s success* mu& nm>m muûmtm aserio* omemft umASwsm muim Q8UUSAS& tfSLCCJfflOS i>W$G? dfcsdfeo» Colorado S2CTI0H Z EDUCATION DEPART merged assembly center The Merced Assembly Center School was opened on June 10, 19A2, and was closed on August 21, 194-2-a session of 11 weeks« It was an inform 1 educational program conducted for a limited time. There were many handicaps and difficulties to cop© with throughout the session, but due to the splendid co-operation of the Administrative officials, teachers, and the residents of the Center, we feel we can call the school—though brief— was a success« It was an experience very peculiar and unique in the history of American education. We shall attempt to give a brief picture of the work done by the Education Department, BACKGROUND Merced Assembly Center and Its peo.let Merced Assembly Center was a community made up of 4-500 Japanese of which about 1000 were school-age children. All the people were evacuees, forced by the war to leave their normal way of living for the duration and to reside temporarily in this Center, Under their smiles? and seemingly good humor, there could be detected a feeling of uneasiness and uncertainty. The Isseis were concerned over their Immediate families in Japan| all were worried about their relatives and friends in other Centers, However, the greatest concern was that of the Hisseis, or the Second Generations* They asked* *Why weren*t we, American citizens to the core, not asked to help for the cause of our country?* and *What does the future hold for us after we are released from the Relocation Center?* With all these problems—coupled with the effect of moving away from business, homes, and people they loved*-it was easy to see that the education of the children was of le? st concern* Under normal condition, the Japanese parents have strived and sacrificed for the education of their children. Under these conditions education had to take s back seat, EDUCATION DEPARTMENT The school was started to keep the leisure time of the children, men, and women, occupied in a worthwhile manner. In a place like this, home-training is practically impossible. It was the aim of this School to ke^p the children occupied under a capable leadership even for a short time of a day; to give to the children some useful knowledge so that It would would make up for their leek of natural ©nvironmentj and it has endeavored to keep alive in the students the desire to learn* The school has strived to teach discipline in a pleasant way, form in the students good habits» and to instill in their minds the spirit of tolerance and co-operation* HANDICAPS Ho Definite School Rouse: The center School was a school without a school house* Two Recreation Ralls and nine apartments in three Wards were used as classrooms* Some classes were forced to change their rooms several times as apartments were taken away with the influx of late evacuees* go Equipments: Classrooms were too small* There were no desks» no blackboards» and no textbooks for several weeks* In many classes children studied sitting or lying on the cement floor* Teachers had tetypewrite or mimeograph the lessons for their students or become hoarse due to shouting and talking incessantly to get the undivided attention of the students* Kon-Comblsory» The school was not compulsory* Children did not have to attend school. Many students, especially the older ones, took full advantage of this and switched to recreational activities which were more interesting* Vacation Times Children thought, they were entitled to make full use of their summer vacation which to thep was period of relaxation from everything* Parent« were more or less lenient and did not urge their children to attend* Presence of Many Children Who were not in Attendance at School: School-going children envied them* They thought they were being robbed of good times. Intense Heat Made It Difficult to Studyi Concerning the heat, need we say more? Japanese School Teachers» Because the teachers were Japanese, the ch’Idren took this advantage to become very attached to them*.Since, in nornal life, they had been taught by the Caucasian teach'rs, the younger pupils "Just felt* that a Japanese teacher couldn’t be a "real teacher* as the following remark from a young student attestt "Teacher, say I call you Hiss Stanley ’cause that was the name of my teacher back home* I feel funny to call you by your Japanese name«* THE STUDTOS Shoving, pushing, and fighting among the little students were common* We wondered if the diet of corned-beef, cabbage, and beans put extra vitamins into the bodies of the young ones« Seriously speaking, every boy and girl wanted to be the first to go back into the classroom or the firFt to go out* To them taking the back scats was sign of cowardice« Hass groupings of classes were always something to think about« These were the times when the students *behaved" their unruly best and put their teachers in a frenzy« However, the above behaviors of the students are forgotten whenever we think of the followingt we were thrilled when the students lined up by classes every morning to stand in the burning Merced sun to pay their respect to the Flag, and sing in childish but proud voices "America, my country *tis of Thee«*} we were amazed and moved when without a murmur the children sat on the cold cement floor to follow their teacher’s words} we were impressed, when we saw the gray-haired, wrinkled student© eagerly learning their ABC’s« Here are some comments by the teachers concerning their studentsi "It was a pleasure to teach such responsive intelligent children** ■ • >\ f ■ * fThe degree of retention and mastery of the subject matter by ey students have been amazing«* "I was very much pleased with their frankness and enthusiasm to learn*" *1 do not hesitate to say, at the end of the trail, that ny students are well-advanced in grammar, pronunciation and vocabulary» Their eagerness and perseverance are something to be ad&lned#* "Despite the inadequacy of the classrooms, I have had enthusiastic response from ray classes«* On the whole children were obedient, anxious to learn and worked reasonably hard« They all make progress to a satisfactory degree. ADULT EDUCATION Over 100 Iseel and Kibel men and worsen attended English classes, and alrost as many women took lessons in knitting end sewing. This was very encouraging. They made good us© of the time they were given by thi© strange situation which rarely happens in one*s life* THE mCKIFG STAFF There were ©ore than 20 full-time teachersj more than half of which were university graduates* lot a single teacher was with less than 2 years1 attendance in college. There were 3 teachers who majored in education and ©any who took courses in education and psychology* Very pleasant in personality, diligent in their work, they all did their best despite all sorts of difficulties, for they were sincerely Interested in the education and the welfa e of the children here* All have expressed their enjoyment in teaching and are grateful for tie priceless experiences obtained through their work. HOPES Education in the Relocation Center will he formal and compulsory with buildings exclusive for school. All necessary equipments, materials, and textbooks will be sup lied* The teaching staff will be composed of Caucasian and Japanese teachers. We hop© that not only the children of school-age, but men and women above the school-nge will make good use of the time they are likely to have by attending school or by taking courses which will be useful when they leave the Relocation Center. Particular attention Is directed to the young children and young boys and girls—the group fro© which the leaders of tomorrow will emerge. We feel and fear that a long stay in the Center—away from the normal outside world—will ©ore or less kill the ambitions of »any of these young people. We feel that the responsible task of keeping the light of faith, ambition, and pride In these young people will rest in the ©ain with the educational group. We ask of the parents and the Public also to bear this in mind, and to co-operate to tie fullest extent with the group. We ask, in behalf of the younsters of this Center, to make us strong to face all and every problem we meet after the war is overt fill in us with ambitions so burning that we will fight unto the endj and lastly preserve in us the true sense of demo* cr&ey so that we wiX3 have unswerving faith in it no matter what the future holds for ue* STATISTICS 1* Infornai Summer School 2* School Opened* June 10, 1942 School Closed l August 21, 1942 Duration of School* Eleven weeks 3. Teachers i EDUCATION DEPARTMENT Takashi Terami, Head Kiyoahi Kasai, Asst* Director Kasuo M&euda, Asst» Director Bessie M&tsuoka, Secretary Julia Andow Minnie Andow Fred Ariaoto Kane j 1 Donato Mrs* K« Domoto ShJ .ro Imi Mrs» K. Kasai Mlye Hasuda May ISatsumoto Marie Mizutanl Hat mie Sato Masao Sugiraoto George Torlumi Juna Tasoto Easm© Xokohari Mltauko Hattori Setsuo Xwata Sachiko Einure Helen Kono RECK FAT If B BEPAKT.TO*T Walt Fuchigaai Emlko Hinoki Julia fanji Mlye Yamasaki, and many others 4. Enrollments Elementary Grades (1st to 6th) 330 Jr A Sr, High 450 Adults . 200 • * i 1 ¡1 080 5» Subjects Taughts Grades (1st to 6th) t Arithmetic, Reading, Spelling, Group- Singing, Dancing, Story-Telling, Drawing, Crafts* Jr» & Sr. Highs ^nglish, Algebra, Geometry, Trigonometry, Gen* Science, Chemistry, American History, Am. Government, Bookkeeping, Business Training, Shorthand, Elem« Economics, Commercial Art, Decorative Art, leaving, Costume Designing, Dance (Folk, Interpretive), Music, Handicrafts (Paper, Wood, Needle), Child Care, Hygiene, etiquette, Drama, Car-dening, Physical Ed* Adulti English for Men and Women, Knitting, Sewing 6* Organisation of class periods! General Assembly* 9*00 to 9*10 A*11» School Hourst 9 to 11*30 A*11* for grade students Others held on different hours of the day * 7* Classrooms! 2 Recreation Halls in a Ward, 9 Apartments, and the Grandstand* 8* Meetings! Teachers1 Meeting every Saturday at 8 a*s* Directors1 Meeting every day at 1*30 p.m. 9* Activities* June 10, 194:2 — Opening Ceremonies July 2, 19-42 — Commencement Exercises Speaker» Dr. Phillips of Fresno State July A, 1942 — Fourth of July Parade Aug. 8, 1942 — Play Day for Children Aug, 15, 1942 — Hobby Show Aug, 21, 1942 — Closing Ceremonies Boy» 975 53.3* Ciri# 853 4Ä.7* âûg pigUïBBTIOR OF EK'IBS , **.' f: SCHOOL FOTILS „ . :$$■ Septes&er, 1942 imcwms saeta mmmu tmk% AO E tí r total I F TOTAL 3 25 22 67 20 15 0 82 6 32 25 57 16 i/ 8 26 81 5 31 23 56 22 15 ■'•V 37 , 91 6 32 26 56 16 20 Ili 90 ? 23 31 56 11 26 37 91 i 33 31 66 20 16 36 98 9 60 33 7311 17 15 32 105 10 37 38 75 15 18 33 108 n 51 39 90 18 17 35 125 12 52 65 97 n 17 28 125 13 32 61 73 26 16 62 115 u 68 38 86 25 16 61 127 15 62 69 112 30 25 56 166 16 62 60 122 32 25 557 179 17 66 a 85 36 27 61 166 18 23 16 39 15 n 26 65 19 6 6 10 3 3 6 16 20 3 2 5 1 1 2 7 21 1 0 1200 1 1 «a 620 JL 1820 AGE 1 F TOTAL Il F TOTAL TOTAL BY SCHOOLS 3 25 22 67 20 15 35 82 6 32 25 57 16 8 26 81 163 Fur, 5 GRADE 31 23 56 22 15 39 91 91 Kind« 1 26 20 66 16 13 27 73 2 26 23 69 18 26 a 93 3 33 32 65 16 19 35 100 6 30 31 61 16 10 26 85 5 56 38 96 20 18 38 132 §6; 53 62 95 16 22 36 131 616 Elea« 7 $3 65 98 16 15 31 129 8 35 66 79 26 * 22 66 125 9 60 50 110 36 15 69 159 613 Jr. Ill« 10 68 69 117 26 25 51 168 11 56 52 108 35 30 65 173 12 60 60 120 37 37 76 196 • o » A* I sii 8 320® jl 327 JL 293 Jm ¿20 12 1828 547 Sr. Hi. 1828 *mmr& Am soit sonaci mas : Mmiit 19*13 to fa*#. t9**9 taper«#? Appointment a - Ïotü^ip» tf%i to fanoary, If^Jt Nr« fol'Ä Saaota Mr. Imry SMnirt ¿á Sf. Kigakl Kr. iiáisr ^«ftU Kr. tow NaisiSa 8r. Oaorg« Baga*oto Kro. Oaorgo ?ak«sr«aa : fir, Takaeht Tarad Krt. Idia Krt. Opam Tokosahi F «mon «et &ppoin%nm%* - ftgm&tf* 19**3 to Jon«. if^fs T*. f«fe*«M T «rasad Kr«, Mjro« ÖktfMt Kr. M«aa K«k«ao Sr« Oaorg* Sagomato Kr*. San« TjgiAtokl Kr. Sgjir« Okæto Kr. ToknyaoM Karaoald Kr. Kat«*! Xfct Kr. iolMn Xa&afc0 January, 19**1 19 fa»«» lf%5 January, 19^1 to ¿«no» 19**9 ¿aauaiy. 19**3 ta i#pt«»0«r. 19^3 fanaasy. 19^3 to K«roKt 19*1» JsBuáiy* 19*5 to Sfta^t 19*3 Korartror, 19^1 to «Tun«, |§t|J Barattar, fS| to «fatte. 19^9 K«r» 19*»H to fair* tftt Htraibif, I'l'lS to foKrasry* 19^5 § I |ft * i §§g of the WmiM OF THIS kWlBOm mUOQh BOAED Bovember 24, 1942 Attendance The first meeting of the Advisory School Board st the Granada Relocation Caster «as called to order at 7:00 P* M. at 8B-11-P with the following Better fro« Social Self are Committee A letter from the Social felfare Ooamltte# was present ed is which that group requested the presence of a »ember of the Advisory School Board at their meeting held on the evening of November 34« It was decided that while it was impossible to officially send a representative at this time, we would be more than anxious to coop rate with that organ* ination in every possible way* Functions of the Advisory School Board Reviewed * review of the functions of the Advisory School Board was made as follows: (1) Formation of a Board serves as a means of keeping residents of the center better informed concerning the general policies and plans of the Education Bastion} (&) It would provide a better me tins of keeping school authorities informed concerning community needs and desires; (3) It would provide means for creative participation by residents in the educational program of the center;’ (4} It would establish a clearing house for receiving suggestions and developing new aspects of a desirable educational program* Organisation of Advisory School Board lev!awed According to the understanding which has been reached with the Colorado State ¿apartment of Education, The United States Office of ¿Sduoetlon, the «BA Regional Office and The National Office of «BA, an Advisory School Board is to bs organized* According to the rules of that agreement the number of persons on that board should be five. The chairman is to be appointed by the Project director and, if in the opinion of tho Project hirestor, the election of the other members of the Board is feasible, they are to be elected* Otherwise, the members are to be appointed by the Project director« present: Paul ;§! Terry By* Masuiehi Kigali Pole hi homoto Buddy lista iazuo Mesuua '*»• Georgs hegaaoto Mrs* Georgs T&k@ym& Ur* Takas hi Ter ami Mrs* Mama Xamasaki Mrs* Grace lokouchi Meeting of Advisory School Board, November M;#: if4i eo»tfd It «aa agreed that tho election of a chairman and secretary of the Board should bo postponed until a la tor d&to, that Mr* Terry would sot as chairman in tho absence of an elaete^ehairman Organisation Chart of Education Section fM organisation chart of tho Education Boot ion maa presented* A discussion followed regarding school unito, programs» and at»liability of teachers* Assistance being offered to physically handicapped children in the center «as discussed* The problem «hieb confronts Amache is that of residence in the State of Colorado as far aa attendano# in outside schools by such handicapped perçons is concerned« An effort is being made to assist these persons* the function of the Supervisor of Btudont Teachers is to prepare Japanese Americana to become fully qualified dolorado teachers. Thar# «re no« ten Japanese Americans «ho qualify according to the Colorado State law« and by the end of the year it ie hoped that twelve or fifteen more will be added to that number* College Advisory Council The formation of a College Advisory Council «as recently completed* The function ef this ergimination Is to suggest means by «hieh the Interest of college people in attending eeUege may be kept alive* One «ay is to make sv»liable to them extension courses and electee, and «hile they are «siting to secure educational leave, they may study here end receive college credit* Classes are being conducted on that basis no«* Construction of School Building The contract for the construction of the school building has been swarded and «oyk should be starting immediately* Mucetion Trend«. to The trends of education today «sre discussed* In past years there has been a tendency toward strong vocational training, minor arts and craft work* The swing prior to ths outbreak of war was largely, toward the developing of minor arte, skills and practical work* following the outbreak of war emphasis was placed on mathematics and eel cnee* The type of program to be offered at the center depende Meeting oí ^Tioory Sohool Board, November 34 „■ 194S eontvd oía ths futuro outlook. If the futuro for Japan«so imcrloans is in the professional field, thee aoodesile courses should be pursued* A broad, ^m&ny elded, program should be offered so that students will not hove preparation for Just college but preparation for scouring work in the fields of fcgrlculture, shop, industry, end offices* To attain suecsss* ful relocation, as individual with five skills will be sore apt to find some point °f contact than the person who is trained in an overcrowded fie!«. This means that the industrial arts and agricultura programe should b* developed §a rapidly as possible, it was deemed advisable to give som thought and consideration toward having each student advisor ip counselor* The status of the Junior College of Southeastern Colorado in Lamar was discussed* After this college had received the approval of the Arisy and Navy, the problem of transporting the students from Amache to Lamar still remained. Inasmuch as transporting students to ¿.amar to go to school is not considered official government business, it was impossible for tM to provide such transportation. This problem was solved by the college authorities furnishing transportation by bus for all interested residents of college-age at the center at the rate of thirty-five cent» per student for n round-trip, Because i .spirit of unrest arose in Lamar about Japanese Americans coming into school and sitting in classrooms with Caucasiana, students from Amachs would be faced with two alternativest (1) asperate classrooms could be set up—Caucasians, in tbs morning and Japanese Amsr*i *iani the afternoon; or (3) a schedule arranged to take both Caucasians and Japanese Amsrioans at ths samo tima* Coneensue of opinion among the Board members was that it la a failure from the start to recognize separate schedules and to bring up the young men of tomorrow undsr those circumstances* It was agrsed that ths oriteria by which students would be selected should be established by a corasíttee com-prised of representatives from the Collegs Council and Advisory Behoof! Board which would meet on Hoyamber 2?, 1942, 3?00 P. H, Military Intelligence Language school A letter which was received from the Military Intelligence Language School at Ravage, Minnesota was n?»d. A aet of books to be used in conducting a Japanese language class far those Interested in the armed services fe»*d been sent to the Cransda Relocation Center. These books f***** má readers| {&) Dictionary; (3) Kenjit \4} Chlri; end (5) Hocus Jl* The organization of such a class here at Ameche was discussed and final decision postponed until the next meeting of the Board* • Adjournment .v, Meeting adjourned at 9s00 F* M* KI HUÌ IS of th* wtMzm of tei Amuom school mm® November 2?, 1943 Attendane« The meeting of the Advi sory School Board st tha Granada ¿te location vantar «ras oaXled to ordar at 3iOQ p*«u an November 37, 1942 with tha follewing mambers present* Recommendation» of tha Collage Council &eaji raportéd on tha recommandatlons of th* collega group to tha offset that some aurveillaöce ahould ba suda of studente wanting to «ttend Junior College, tut that thi» probably oould not ba dona prior to aotual ettendance* Tfcarefore, Students ahould ba alloaad to attend tha Junior Collage in ^ansr; but upon tha reconmendation of tha Project Dl ree ter, aay studente whe feil to aonduet themaelvee in e marmar ba« eemlsg to all rasidaats of Amache «rould ba aaked to discontinue attend« anca at tha college* This propoaal was sacaptad with tha understandlng tust individuala sould ba sfeked to sign s statement voluntarily agraaing to lsave tha college upon request* ¿*1 scusai on foXXowad conceraimg possibili tl as of aecurimg lowered tu! t Ion ratas et tha college* Mr* Terry raportad tha nuthorttiss of tha ooXXaga had purchased a school bua for tha transportation of studants from Amache ta Lamar and had offar^d frea tultion and transportation to soma reapoasible individual to drive thè school bus from Amache to Lamar and back aach day* Tha achool bus woald thsn ba Xaft at ¿macht saah evening* 1t was dsoidsd that ws would watt unti! followlng tha ganaral masting to decida whathar it is faasibla for ona of tha group attending tha school to drive tha bua or for soma older peraon to perforai thia funotion* Hagular Advisory School Board Meetings Tha Board agraed to sot rogular Adviaory School Board Meetings for euch fednesday afternoon nt 3100 P* M* Paul J* Terry Toiohi Domato Kasuo Masuda Buddy Xante Mrs« Grece Tokouchi Br*.Georgs ftagamoto Mrs* George Yakeyassa Br* Takaaài Tarami Mrs* Harns Yamaaaki Algol Kernji Okuda and Shoso Oniki, raprasanting tha Collage Council MINUTAS of the UMtma OF THS AOTI30HT SCHOOL BGABB December 4* 1942 The moating of the Advisory School Contar «rao called to ordar at 3:00 tha following presant: Board at tha Granada Relocation P. II. on December 4, 1942 with Pool 1« Tarry Toiehl Lomoto Sira« Grace Takeyama Dr. Taka »hi Tarami Sira« Hama Tamasaki Mrs. liUoa Yokouchi Hanry Shimizu Br. Masuiehi Higaki ^azuo Maauda Or. Gaorga Bagamoto Colloga Council and Advisory School Board Plana for ¿macho Students On Loveabar 27, 1942 representatives from tha Collage Cornell and tha Advisory School Board mat to establish criteria and formulate plana for Attache atudanta who would attend tha Junior Collago at Lattar* It was agreed that each student would sign a pledge that ha would voluntarily withdraw from tha Junior Collage upon tha reeomnendati on of tha Advisory School Board aftar opportunity had bean given to state his case« Arrangements ware made that officials from tha collage would meat at Attache with this Board on December 1 at trtiich tima interested students would also be present« In order that Attache residents might be able to visit the college before a final decision was reached, it was arranged that the bus purchased by Hr, Labertew of Lamar, for the purpose of transporting those persona from Attache to Lattar would coos out to the project on the following day and take the group into the college. In accordance with these arrange* manta a group went into Lamar on December 2« It was later decided that Attache residents would not attand tha col* lego due to the lack of interest which they displayed following their visit. Tuition foes and transportation coats would not have exceeded #30 per quarter since funds in the amount of #300 would have been forth coming from the American Baptist Home Mission of Hew Tork to aid prospective Latter JO students from the center according to a com* aunioation received tram Mr. Robert f. O’Brien, Rational Director of The national Student Relocation Cornell, who reoantlv vi»*tAr. Lumas then called attention to the six ways in which the school could contact the home: (1) the parent-teacher aseociation according to either of the above outlined methods: (2) Individual conferences between teacher and parent| 111 bulletins describing activities In the schoolroom to be issued periodically; U* a school handbook lictlng school events, school calendar, general health regulation#, and other general information; is) report cards; end Id) school newspapers» Pumas then discussed the proposed report Card for the Elementary School* Inasmuch as it was generally considered to be more advisable that parents should be informed concerning how the child is getting along according to his ability in various areas of growth, it was do* aided that a report card, which digressed from the ordinary report card showing grades of ft, 8, 0, etc» would be used» On this new report card Mr. !>«ul J. lorry Mr» Toichi ¿*»soto ^r. Masuichi Hlgaki Mr» hnzuo liasuda Sr. George Msgemoto Mrs» George Takeyama Lr» Takashl Tar ami Mrs. Hama Yamasaki Moating of âdviaory School Board» December 11» 194B continued a space could be provided for the tewchsr to insert and to request the parant to come to the school for an individual conference» or the teacher sight ask parmi sal on to coma to tha home* Such a re~ port «odd be issued every nine weeks end would not he«« to bo returned to tha school* Hr* Tarry rand a lattar received from tha Colorado Congress of Taranto and Taachars regarding tha formation of a Jr* T* A* hara at Aaache* final dacialon as to tha typa of organization approved by thia Board was carried over to tha next aaatlng* Junior College at Lamar Since tha last moating nothing further has davalopad in regard to ¿sache residents attending tha Junior College at Lamar* Should a sufficient number of persons Indicate interset which would warrant further action» there might etill be a possibility that residents would attend that collage* hours of cork by Bo bool Students Criticism has bean directed to tha Education Section because of tha issuance of a bulletin regarding hours of work on the project by school students« Because the effective data of December lt 19*2 permitting school student* to work only four hours par day during the school weak was retroactive» lt was deemed advisable to issue a supplement designating January 1» 1943 as the effective date* It was unanimously agreed that » although the Iducation Section had received severe criticism bo* causa of our stand» this regulation concerning hours of work should not be revoked but enforced *s outlined* Coordinating Council Before®oo was » -de to the Social ielfare Committee operating in the center* The function of this committee haw now bean changed so that it is a community Coordinating council* la view of the change of re** sensibility of this group» the Board unanimously agreed that Mr* Terry should appoint a delegate to represent the Board at the meetings of the Coordinating Uouneli* Japanese Language School Army officiais from the Japanese Language School at Ravage» Minnesota arrived at Amachs on December 11 to complete recruitments for the Army* it was agreed that the operation of a Japanese Language Lchool at the project would not be organised until: (1) Be received a letter from Meeting of Advisory School Board, £ecember 11, Xt42 eont9d Colerne1 ftaseaussen of thè Bevgge Intelligence School, requeeti&g thet we, conduct aucn e eehool in thè lutereste of thè Army, end (S) that thè letter had bees submitted to isshington for approvai* Following theee tiro «tape, thè ¿due«tion üectioa «ould be rssponsible to see thet thè Amy Jep*)&ese lenguage ^ebool «ss organi ned et thè center* li eutenoni Carpen of tba ¿«osai Military Pólice bea egreed to eocperete «ith thè Board In every .possible. «ey* Contagious dessert fhe outbreak of searlet fever and chichea pox among thè residente ofg thè center prempted thè issitene e of e bulle ti a to thè f&culty lieting precautions end rules which should be observad* Blackout 'y y"" , .yy y■. À test blackout planned for Monda* evening, Decomber 14, woa diecusned* Ssjftktng to Eehool Childrea Sehool Children heve been cautioned to stay away fresi thè lumbar piles in arena «bere conotruction of eehool buildinge la t oking place* Con* tr&etors «ili not assumo responsiblllty for accidente «hieh night oceur beoause of children playing in this aree* Caucasimm hating et Besident Meas Balle In aocordanee with thè agreement reached et thè Inai meeting, inatroe~ tiene «ere issued to mambera of thè hducation Section that upon verbal or «ritten Invitatici, approved by thè chief cook of thè rasident mesa hall, Caucasia»» would be permltied to est et theae mesa halle, and that notification must be glven to thè administrativa mesa la order that proper records might be aminiained. Contributi©n frese Organi «et lesi „•> Beccatly a letter «sa reoeived from thè Young «ornea* s Quild of tho First Presbyteri an Chureh et «oeky Ford, Colorado stati zig that e con* tribution in thè emount of #3*00 «ould be glven to thè dducation Section If tbere «ere a aeed for it* It «se agreod that equtjjmcnt for tho nursery eehool «ould bo purchésed with this money and that this organination should be notified that thè funds could be used for this purpose* Adjoumment 1 |MMN| Meeting edjoumed at 4:45 P* M*|| iti ilf li of ik* mssim or ths abuso sor school boa® Decomber 16 9 1942 Attendano« ; k|é:f ; • ; m ; The meeting of ibo Advisory Bobool Board mm oulled io ordor ai BliÓ p.su oa friday9 Decomber 18, «iih ibo foilofting présent : ^bo Rinate» of thè last aoeticg «oro read and approvo* sa road* bohcol-Home Belatiocebìp final decision a* io ih# type of sch©©l~fcoa>© relutienskip io bo ostatolished Boro «i ibo oenter «ae carri od over firn thè previous aeeticg* Ai « recent f&eulty meeting thè types of organisation previ000X7 discusse«* by mesto or a of ih# Board aaro Uke«iae preeected io tbo faeulty. After their reaetiec boa been mede kno«a io ibo Board| a decision «ili be re&ohed* necrosiien Belle Tbo probi«» «blob bas art son io regard io ibo nursery schools operatici in ibo récréation hallo osa discusse*. Tbo feeling prêtaitai boro ©a ibo projoei io thst no individuai group «feould utili so récréation ballo for their exclusive use* Xi «as a&roob by ibo Board ibai Mr* Terry «ad Dr. Dumas, ibo Ilooooiarp 3chool Principal, «ould» if possiblo, arranco ibo otoi posai and oebedulo of ibo nursery aeboolo 00 ib«i a part of tbo roorooiioa building» oould bo modo »vallatolo io oibor groupe durine non-school boaro. High 3ebool Diploma» Sélection of ibo type of diploma io bo ueed ia tbo High Behool «00 brought up for discussion* Xi «as uoanifoouoly agreod ihoi ibo eig~ co tares of ibo Bupertntendect of Bdoostien and tbo High Sohool Prie* dipoi «ould oppiar on ibo Migh Sehool dlploaas* Tbo npproxifl&ate prie# of tbo diploma oboson «ould bo niaety cento* forsetion of ftegulsr Gebeel Board Pro» ibo standpoint of ibo conter* s population9 ibis «ould bo a tirsi elee» eobool disirici and» ss ouobf a fornai eoboel beerà «ould conni st ir. Paul f. ferry Dr* Mseuichi Higskl Mr* bosco Masuda Or* Goorg# Bo^oftOte Uro« George Tekeysfte Dr* Takoshi Tara»! Mre* lama Tamoaki Mrs* Grado Tokoucbl Meetias of Advisory School Board, December lSf AtdB Of fiv« number*. It »as agreed ^ th* aembera of «» ¡Wwff »tool Board «bob this boerd should continue to function Uito P psoitj until s formal board uould bo organized, sod that the oooklf mooting* oould still eontinuo. Physical Muoalios Frogre* umn^i&rn «ray ©f the student® residing at th® center «rs not a®~ elimstod, too general feeling »wag tho psronto «eaesivi outdoor aotieitle* of tho Kiyoiesl Sduestlon Program haw ” “it dotrlnsatsl to tho hoslth of aoao of tho student*. Ar-rangosonts »111 bo mad* to has* Kr. «orris S. Beglo«, ihyeieel *»«««* tion*aad Boalth Advloor, and Dr. Duffy of tho «odioal »**»? |***«**u at the Bast board »**tin* to disease this situation and other gonorol health problem*. Dr. Daffy to Meet «it.li faculty At 3:30 P. K. os Monday, December 21, Dr. Daffy *iU talk :ts **• faoulty about »aye in ohleh to recognize oysptooa of ailments, ohat ^asu^s to tnht; gon.r.1 ruls. of health and ho. twoh^a Oan owUI tho atudonta in maintsining good health. of tho Board «re welcome to at toad that meeting* Sot touches The Question .a. raised as to tbs possibility of .erring hot lunch., to 1st, End, and 3rd «redo pupil* on days «hen the .eatber *»• I«" element* It »as do-mod isadvieebla to take ®uch step» time* it the present Coordinating Council yismis Tsmsnska, rsssntly sppointed as representative to ******** msetlngs of th* Coordinating Couneil, «as^aleotad^praaldont of **•* organization. Conasqusntly, Sir. Herbert l. »either, Junior High IS Prineipal, **. designated a* th# offielol representative. Schedule of Meetings Bue to the holiday season It »as »greed that ths ns*t swfelhip of tht Advisory School Board would be held at Si30 P. M, on Wednesday, December 30, IMS end at 3:30 P. U. on Iriday, January •» 19«. Adjournment Meeting adjourtwid at ?# M# mi ms * I of tho umim OF THB A0VI30HÎ SCHOOL BOARD Deceabe r 30, 1942 Attecdunce The mooting of the Advisory School Boord was called to order at $300 P* M* on Wednesday, December 30» with the following precast I Mr« Paul J« Terry Dr* Maeulchi Bigakl Mr« &axuo Masuda ft* George Hagamoto Mrs* George Takeyama Br« Takeshi Tereml Mrs« Haas Xameaaki Mr« Morris M« ¿»©glow The minutea of the last meeting «ere read and approved as reed« Physical Education and Health Program 1 Morris H. Soglow, Physical Education and Health Advisor, was preseat at this meeting to discuss «1th members of the Board the Physical Education program no« in operation here at the center« la order to achieve the deeired results in this program, it was felt that on the heels of mediasi examinetions pupils should he assigned to one of the following groups: (1) active; (8) corrective} or (3) rest* Until such time that the medical staff can assist the schools in carrying out this plan, physical education instructors will continue with classes end watch carefully to detect these etudents «ho ere not physieally able to participate in all types of activities« Safety Regulations Although school children have been «arsed of the traffic hazards on the streets, it «as felt that repeated warnings to the children end traffic lew enforcement would eld materially ;in decreasing posaibil» itiee of accidents* Construction of School Buildings In the recent series of articles appearing in the Pueblo Ghieftein severe criticism has been direoied against the War Relocation Author» ity bocauae of the allocation of #308,000 for tho construction of school buildings hero at tho cantor« In comparison with tho coots of similar eoaotmotion in other communities of corresponding population and in view of the fact that costs increase during a war period, it was felt that this appropriation «as not excessive« “«•tlB« of Uhrioorjr 3«hool Boar«, »M«kbor 30, 1948 »ob»*« Quarterly Budget Discussimi of the quarterly budget for the administration of ih# schools horo «i the canter was postponed œil! the next meeting. Baaguage of Instruction lo Bight öchool Claxifloatloo of Administrativ© Instruction So* SS* Supplement Bo. 23 has been requested in so far as It relatos to the conduction of T*fgfrt ftohool classes la current events» history» and economies la the Japan ese language. Permission has been requested fo form sight school oleases in the exiting sad interpretation ©f Japanese poetry sad la lassasse penman* ship rnmnu ’ . ;7r t\h^r TTJ Jude Classes Inasmuch as Jado is considered a reoreati miei activity» organisation of this ©lass would be the responsibility of the Becrcation Depart* jseiit. la the event that a© action is taken by that department» pro* motion of this class will be given further consideration by the JSdu* cation Scotica at a later date* ¿School Advisors The seeoadsry school faculty has given serious cons!deration to tho guidance and counseling program» and it is hoped that this* servio# will be available to a greater extent to students within a very short timo. Adjournment Meeting adjourned at 4US P. M. of the umum or tm awiboby school boabd January 8, 1943 Atto&á&uoo Tho sooting of the Advisory school Board vas called to ardor at 3s00 P* M* on Friday» January 8» 1943» with the following prosanti Tho minutos of tho last moating «oro approved as printed Physical Education and Health Program At tho loot mooting tho board dioeuaaod tho possibility of medical ex-aminations for studonts participating;in tho Physical Iducatlon and Health Program, this subject «as further dlscusood» and it «as agreed that tho proposed plan «ould bo postponod because of tho prosent limi tod isodioal staff in comparison «ith tho largo stu&ont body and indifforonoo on tho port of tho studonts and parents. Construction of School Buildings Although public criticism is increasing ovar tho 1308*000 expenditure for schools et tho conter» construction of tho buildings has continued. Hocrestion Halls The Mues tieni Booti on «as approached by the Community Bervi cos concern*» ing the exchange of ISO Beerestion Hail» no« being used for Buddhist Servie**» for 1#|; Beerestion Hell in «hioh night school classes tiro conducted. If residents of the blocks in question favor such an exchange» it «as felt that the change could be made. Advisory School Board It was unanimously agreed by* oil members that the temporary advisory school board ehiah has been functioning to date should be dissolved and a permanent board comprised of five members should be appointed by ifr* James 3. Lindley» Project 14rector* Passes to heerby Towns Because of criticism against the actions of students «ho have left the center to attend basketball games and to shop in nearby towns» it «as Hr. Paul J. Terry Mr. Toichi Cometo Hr. Masuichi Higaki Mr. Kasuo Masuda Br. George Bagamoto Mrs* Georgs Takeyama Or* Takashi Tarami Mrs* Hama Yamasaki Mooting of iti# Advisory *àohool Hoard* January 8, 1®4S coat*d foil that students should ho cautioned to eonduot tho&solvoa in ouoh a manner that It would not refloat on tho center. Schedule of Mootings following tho appointment of tho permanent advisory school hoard, tho first mooting of that group «ill ho oohodulod hy tho âuporiatoiidoat of Education. Adjournment Mooting adjourned at 4*4$ ?• M* M X K 0 X i 3 of thè is® o? thi mxsom mmm Aprii 15, 1945 Attendano# tii# tirsi meeting of th# permanenti Advieory Sohool Board, whiob «a# recantly nppointad by th# Project Director, «ras #all«d io orà*r si 5:00 P* M* on Thuraday, Aprii 1S, 1945 *ith «il mosto«?* pressai a» foli###: fhnetion# of Advioory Sehool Board Bine* soma of th# Hwushars of ibis board heve hed no pr#vioue #xperi#ne# senrlng in Siti«3 depadity, It waa foli vhat data on th# ©peretloa sud fonetica# of scàool bo&rde, th# ssanaer io «hioh th#y ©pereto in oth#r eo&aunlUae» sto« presentad by Mr» T«rry sf followiug steus^s «ould b# of sarrio# to sii 3#eond <¿ucrterly e ai Copi## of th# Oecord ^Uftrtorly h#port of astivitie® in th# *&uestioa M#ction oovoring thè period frcm òctob#r lf 194« to h#e«nb#r 51, 1943 «ere presentad to all mmtosr»* Sohool C#l«nder In no sordine e «ith su agreement t>#t«e#n thè *ar itelo# e ti ou Authority end th# OoXoreéo Stet# Sepertmoni of Mucetion» tae Amache school# or# eonfenaisg to th# ©tei# standard of 180 deye of aah«oì. Copi## of th# echool calendar, aubmltted to each re ««bar of ih# bo&rd, indiente that w# ere providiag for XBIg. day# of ecbool* OBtA Program Finsi arrangement# with th# Oolomdo 3tai# Board for Yoa&tionai Ida* Ostión provid# for th# conducilo® of &a OSTA training program her# et th# center* Th# purpos# of ibis program 1# to trai# youth» 1? yo&r# end ov«r, in «felli# ne#d#a on ih# proaent labor nerk«t* Th# following types of notivity vili he rstebllshod between th# hours of 0:50 P# M* end 9:50 % M* on Mpndey, «oda«odey end fridey of #aoh *#ek: (1) m%0 end truck r#p&lr 1.5 cinse##); (3) tr&ator shop (1 ole##)} (5) blsekoaith #hop (1 ole##)« ISO houre of inotruotios, «xtoading ©v#r e period of iir. Paul Jr* T«rry Hr* Hess JSakan© Or, Georg# Begamoto Mrs* llyo# Giunse hr* Tekeshi Torini Mra* Hese Teaasaki Hooting of Mvlidry School Board, April 15» 1943, eoatM eight «celts# «ill bo ©ffersd to H9 perseas« Certificates, issued upon completion of this course, «ill bo generally recognised throughout Colorado and other states as evidence of trainiAg la o particular field« These ciscoes will begin as soon as thie program receives the approval of the Governor of Colorado« £lple**s9 Capo and Conns . It «as «greed that plans should bo nado for the rental of saps and gowns for the High School Graduation Class« Bcbeel Attendance • following ft, discussion on coagmlaory school attendance, tbs board unanimously agreed that tho following policy should bo adopted by the Amacho schoolsi All children shall attend school fro» kindergarten thr©ugh|¿ high school unless extenuating circumstances provide otherwise« Sumer Vacation Activity Program Proposed plans for a summer activity program were discussed* •Schedule of Bent Meeting April £9» 5300 F* M. was designated es the time for tho next meeting» Adjournment Hsotiag adjourned at 4810 F« 31« MX89ISS of the mmm ©f tm mimm school mm April tt, 1943 Attendance The meeting of the Advisory School Beard wee called to order si 3:00 F. K» on Thursday, April S9, with the following present: the minutes of the lest meeting «ere approved as printed» Functions of School Boards The functions of Boards of Education according to the Standards» Bernals-tions and BceQgawKyiaUona for the Accrediting; of ggoondarar Schools by fee University of Colorado were discussed» Suggested policies for the operation of the Amaehe School Board core presented to the members, and additional suggestion* and criticism of these policies «ill he made at the next meeting» < Bach member received a copy of The Statement of Understanding between the War Balneation Authority, the U* 3» Office of Muoatlon, and tho State Department of Education concerning the educational program to be offered at the Granada Belocetioa Canter» Public Affairs Committee Hr« Samuel F. Gordon, Bight School Director, presented to the board the proposed plan for the organisation of a Public Affairs Committee» A planning committee le no« selecting ten persons representing various organizations and Community groups in the center to act at members of the Public Affairs Committee» Functions of this committee «ill be ae fellows* (1) determine matters about «hieh the residents should bo informsd and make necessary arrangements to hold community forumsi (2) ostablish a publicity program by «hieh the residents will be informed! of such meetings; (3) promote closer cooperation between the administration end the residents in regard to planning of activities and permit residents to express their opinions on programs, types of recreation, etc* Caps and Gowns Bines it will he necessary that each student pays for the cost of Ms caps and gown, partlme jobs «ill be available to those Seniors «ho wife to earn enough money to cover this expenditure* Mr» Paul W* ferry Mr» Maas Haksno ife George Hagamoto Mrs« Alyoe Chats* Dr» fakashi far*ml l&s« Hama. T&mssaM Meetlag of Advisory School Board, April 29, 1943 Dedication of High School following a discussion of plans for the dedication of the new high school building, it was agreed that Mr* ferry would submit to each member a tentative program and individual reactions would be given at the next meeting of the board. Availability of School Auditorium to Organisations Discussion of this subject was carried over to the next meeting at which time a final decision will be reached. Scholarship fund A resident ©f the center wishes to contribute toward a scholarship fund, Xt was agreed that such a fund would be established and scholarships would be offered on bases to bo determined at a later date, Donation to Education by Merced Assembly Center A check for #154 was recently presented to this center by Buddy Xwata in behalf of the Merced Assembly center, one-half of which will be used by the Education Division and the other half by the Recreation Department, It was unanimously agreed by the board that expenses incurred through the participation of school children in outside programs should be paid out of this fund. Schedule of Next Meeting May 6, 3:00 F, M, was designated as the time for the next meeting. Adjournment Meeting adjourned at 4:30 F, M, M'l Ilf SI ©f the MSSTM OF flit ADVISORY SOHOOt BOAS) May 6, 1943 St Attenesse# meeting of the Advisory Behool Board «ss called to order st 3»00 p*m* ©a Thursday# May 6, 1943 with the following prasanti Mr. Paul J. Terry Mrs. Alyee Obama Mr. Moan Mahan© Dr. Takashi Tarami Mrs. Mmfi Iamaseli TBs minuta« of the last mao ting «ara approva© as prints©. Music f#atlvai at Pueblo A raport «as presented on tbs estiviti«« of tbs Junior and Banior High Bobool Musi© Departments in tba dtata Muaio Festival bald at Pueblo, April 30 - May 1« Ixpenaes incurred in tba amount of $49.80 «ara ap-proved for payment out of tba fund donated to tba Muoatioa ¿¡action by tba Marea© Assembly Canter. If possible, tba musi© departments «ill reimburse tbls fund through prooaada from futura musieel programs. Scholarship Fund Members discussed tbe possibility of tbe Education «¿action receiving a donation from tba Consumar laterprlae ebiob would be used to start a scholarship fund. Tbs decision of tbs Board of Directors of Con-suasr Snt«rprias regarding this donation will ba conveyed to the Advisory Bebool Board at a later data by Or. Tarami. Granting of Diplomas to students leaving School Before had of Term Approximately thirty Senior High School students plan to leave tba canter prior to tba end of the school term, and tba problem h»a* arisen as to whether or not these students should be granted diplomas. The Board unanimously agreed that insofar as possible they should be urged to rausia is school here at tha center, but those who must leave before completing the school term should be given Individual consideration. Summer Vacation Activity Frogrsa Bisca all groups planning to sponsor activities during tbe vacation period should bs informed concerning other «stivities being planned so that à coordinated program can be formulated, 4?meeting of interested Meeting of the Advisory School Board, May 0, 1943 oontfd person« «ill he held on Tuesday, May 11, 1:30 P. M. Dr. Ter®»! «as chosen to represent the Advisory School Board at this nesting* OSYA Program Moshers were informed that this program has not yet received the approval of the Governor of Colorado who has requested supporting data regarding the employment of these men after they have received their training* Governor Vivian felt that such a training program would he Of little value unless these persons would ha absorbed in the general farm program which £r* F. I, Anderson of the State Agriculture College is attempting to work out. A survey is being made to determine the number of job offers which have been received in the center for agricultural workers* Heply will be made to the Governor within a short time* Board of Consultants In agreement with the "Understanding Concerning the Operation of Schools at the Granada tar relocation Center," it was agreed that the Project director be ©eked to appoint, subject to the approval of the State Department of Education, a board of consultants of five persons, who will make ssmi-sanual visits to the relocetSon schools in order to advise upon its educational program* Policies Concerning Gee of School Building by Various Groups in Genter Discussion of this matter wee postponed until the next «seating Parent Teacher Helot 1 unships 'i'. This sbfeuect as» discussed at previous meeting* and final decision postponed until a later date* The board unanimously agreed that the parent-teacher relationship baaed upon the classroom unit should continue in effect rather than organising a formal P. T* A. dedication of aohooi Building A tentative program for the dedication of the school was presented to the members* The theme suggested was "America*" It was unanimously agreed that the schools should proceed with plans according to this program, or. Terami will represent the Advisory ¿School Bourd at s meeting on Monday morning, nt 0:00 a. a*, to discuss the dedication of the school* Schedule of Kent Meeting The next meeting %*a scheduled for May 30, 3*30 ?• M, (hots change in time.) KINOTES or thè EBBI» OF TEI miBOm SCHOOL H May £0» 1943 Attendano« fbo »eeting of tho Advieory Sehcol Board ma callad to or dar et 2830 P, M» oo Thureday» May 20 th, with thè follo«!ng prosent ì tha minutes of thè laat meeting «ore approvaci ss printed. 0»e or S& Laundry by Comuni ty Enterprise lo regará to thè request or thè Coa&ualty Ehterpriae for thè use ot BE Leundry roo© aa a barbar shop «od beauty p&rlor, it wes una&lseously ftgreed by thè »cebera ot thè board that thia roquest ehould oot bs boaorad. Transfer of Yeaching Pargennai to Other le partisseut e A quest loo «se releed es to thè trsoerer of m'mmm asslgned to thè Idueation Section to «orle es carpenters lo Community 4oterprlse oc. thè cene fernetion of thè &•« cooperative atore building* Thls problen wae dlscuased io tarma ot thè generai probi«® icvolved; nas&ely, transfer of teachers and assistsot teachers to other sectiene slthin thè center» Xt'va* egreed ss a generai poliey that teachers are dolog so essential teek and, a» such» aìould oot he enoouraged to eecept employnient io other departiente uoless such aplóyate ot le aio re beneficiai to thè people ot thè comuni ty or to thè SUA program thao thè work «hich they are curreat-ly performing. Contri butioo fresa Amache Beo reatina Associetico Xt «es ogreed to aocept « oontributioo of $10 fres® thè Amache Beo reati oo Asaociatloa to help defrsy pert of thè expenses loeurrod io sendlog sohool delegatea to thè State Music festival held in Pueblo oa Aprii 30f end May 1» Boom in He* School Building for use of Sohool Maree end Medicei Office Mentioo «as «ode regerdiog thè poselblilty of reserving e roo» io thè oew high school building for tho use of thè school nurse end possibly e Bedlcal offloor—either des ti et or doctor» or both» A study of thls possibilità «ili b »«de* Mr. Paul f. ferry Mees Baiano Or» George Hagunoto Mrs» Alpe e Ohaaa Pr. fakiishi fera»! Mrs* tìaffia Yamasaki Meeting of tbo Adriaor y ocbool Board %y SO» 1943 aontvd Follaioo of th© Advisory Behool Board ?h© bo«*rd egrood to diaoua» lo dotali tbo polioloo wbioh nro to b© adopted by tbo Adviaory ¿ohool Board» A eumat&ry of thooe polioioo follo«»! !• Organizatior of th© Board Flvo aoabor» of tbo Amache àdTioory School Board «ili ba appoiatod by th© projoot direetor. The ehainaan of th© board odali bo d©a-ignatod by thè projoot director* The ir quali flcationa «od tornir© »ball bo subjoet to tbo approdai of tbo projoot diro©ter. 3« Bxoeutivo Offleor of tbo Adtl»ory Bohool Board Th© executive offleor of tbo Advisory ¿¿ebool Board oboli m tbo Buperl&tondont of Mueatien* 3* Authority, duliea and r®spendibili ties of addimiatratiro head of tbo aobool to bs dloou©»©d al tbo a©rt mootibg* 4. Officially daelgnatad spokoaam for thè board. Tbo officialiy designateti opoboaman for tbo «dviaory aehool board »ball bo tbo ¡¡ehainaan* ■ &• Adfiftory sehocl Board Meotioga A. tbo Adviaory Bobool Bo&rd «ili eoovoae on th® tirai Tboreday of eaeb moRth* Special eaea tinga aay bo eallod upo» aoti?i~ a&ticn by tbo ch&lxman of tbo Adviacry ^obocl Board in vbieb baso all sornber» of tbo board end tbo cdaij&ietrativ© boad of tbo aebool «ili bo iaformod @t loast ozio day in adv&nca of , tbo cono orni ng dato* . b. Agenda It »ball bo tho roaponalbllity of tbo ¿¿uporintendont to dra« up tbo agonda for tbo oooting» of tbo Adviaory Bebool Board* $jh e# Minuto» 2t »hall bo tbo duty of tbo Bupcrlntamdent of Mucatlon to fumi ab elorloal help aocoasary to aeeur© accurato and complete minuta» of oadb meeting. At loast on© compiate and permanami copy of tbo oehool board minuto» oh cui u. bo rotai&od In tbo office of tbo Superiti tendoni of bucati on* d* Attendacce of Admiaiatrativo Eoad of tbo Bcbool Tbo admlnlotratlvo head of tbo aebool »ball attond oli aio stingo of tbo Advi oory scbool Board, Meeting of the Advisory Be bo cl Board, May SO, 1943 0009*4 e. Committees The Advisory Bchoel Board shell sot as a committee as a «hole, except on suck occasions as tho Board may deem desirable shea la regular session* 6. Legal hesponsibility of Advisory School Board Members Members of the Advisory Behocl Board shall not individually be held responsible for actions taken by the Advisory School Board* ?• Provision for Professional Service in Administration Professional services of doctors, dentists, nurses, psychiatrists, or other professionally quailfisd personnel may be requisitioned upon the vote of the Advisory School Board* Schedule of Next Meeting The next meeting was scheduled for the first Thursday of the month, June 3, at ZiZO P* M. Adjournment Meeting «as adjourned at 4:lb ?• M. MX* of tba mmxrn m tes sgsooi* j$éc# Jme 3* 1943 Attend MlOt SSPSf \i-i' iv'^ 1- 1 &’ I 1 - Sïl^Si PII I g;3PffeliS^Së^S§| "Silifef! '’ IR Tha aaatiog of tha Adrieory «iehool Bonrd «ee e&liaâ ta ordar at 3:30 F* H« on Thuraday, Jura 5t «itfc tha follaving proe^nt: The «laute« of thè last seeting «ere approvai &« printed. Arali ehi li ty. of 8ev Sebool Building JUtteai reparta a» thè oonotruotion of ilio mhml indie «te th&t vork > haa bea» resutted by thè eontreator «od t hai folio wing thè icstallation of thè pluabing «od lighting fixturee oo luna 19» thè nudi tori uà vould 0# arailable for Bigh dohool Craduation Aotirltiea «ora eoheduled a» follo««: Badieation Frograai l&efijjsueh aa aeees* to tba auditorium «ili he inpoa ible prier io grafi-nation aetiritiee, lt «ne fait fchat propoeed date« for thè defiloatlon prò re» ahould be puatpoaed uotll thè firat mmk io July end that July 4» Indépendance Bay» «hould be ree ogni «ed la thè progrès* fila Badie atlon Cassittee al 11 ba apprò«sbafi ilo thla regard* Organisation of futuro Faraere of àsari Oe Chapter The Board «aa inforaed that final approvai for thè eatabllabsent of | a F* F* A» (Captar bea baao r eeeired froa tba à tata ¿¿uperviacr of Agri-cultural Education of tba Colorado Btata Board for V©aatiornai Education* Payawnt of $8*00 to tba Voeational Taaobar in Agriculture «aa approred by tba Board to aerar partiall? tba axpaoaa» ineurred io nttending tba ¿Itela Confere&oe of Inatruotora in Venatienei Agrigni tura in ¿»aarar* Ciels vili ba seda to tba Stato Bonrd for Vodationai Education for partial reisburoosent of tbia traral assenna* Mr* Paul fi Teryy Mr* Maaa Kafeeno lira* Aiyee Obesa Br* fabeabi Tarasi Uri* Matta Yasaaahl Baeoalaureate Junior Fro* Coaseneasimt luna BO Ima 92 luna 94 Masli&u ©f trilli Aiti ©ory -rOAool Board9 «l'usa 1943 ®0fll*d li» lf# A* f?ui&lx*g Ovai#?# ff * r<>i,uXl & oofa»unie^tiott recasily r#e#iv#d fra« ©ur %ììMim|oii affi«# ih# ©#ai#r «ras informe* ifcat %he «allottai tmtìk Adsiaivirali©® tmmé i% m* *? ©©aliati# tfc* ugreomaat pwiously r#d#at of Jduoatiaa** *W iìSLLisJ* **♦ Si30 IV M.* d#l#t#d. ^ i Iti» Sgasiti### t# r#«ds *fh# Ad?i#ory SahooX Board «hall aai a# a cassiti## a# a wh©X#f «xaopt ©a auoh ©ocaaloiis a# ih# Board my d##® da# ir abl# «bau in ragular aaaaioa»* ¿>l#aa#*ioa wa# raatmd on Ih# forauUtloa of additioaal pollai«# of ih# Mviawy SohooX Board* a auasa&ry ©f ih# dooialoa of ih# bo&rd ©a ih# follavi&g potata in "Vnaggaatod Itosa lo Xaoluda in Board Pollai»#» foilovas 3* Adai'isi «irattrg ' apaniaiOiltttwr aut'hortty v doli##» »od re» Ilo® 3 va# «doptod lo road »« follo vai *Iha ¿Suparintaadant of Bdiioalloft «hall aaaus# attoh authorlty, dulia» and rossousibllili# ®* o«XXia#d in *IU Adsiai#traiiv# loairualiou Io, a®, »ad 6##i#tt# lo Mi by ih# proj##l dir#olorf »od «uah olh#r authorily. dall## Hooting of Advisory School Board, Juno 3» XB43 oont*d ami responsibilities os s&sll bo dftsigastod to Mm by tfc# advisory Softool boot'd* S. Si*«u«»loa of PoUatM s*r%*iMm M IMS ifiiSSUSS SSâ SST klommt » of appointed noraoan»! follerei* Ho fin ml donision os* reeotosd* SobftduXft of Kftxt Mooting Tts noti oft'ting of tfeft Board «iXX bft hold at S*30 f> M, on July X» Adjournment Meeting adjourned at iiXS- P* M. i I £$ 0 i S B of iba MISTICO OF TE* AWISQHT 3GH0OL 30ABD mi i» ms Attaadance Xha maating of iba Advi sor? Gchool Bo«rd wat callad to ordar ai 8í30 p*a* on fhurtday, Xuly 1* «iib iba folloalo« praaontf Mr. Paul J. Tarry ^*t ®«lca«hi íaraaX Mr. Masa Makauo Míala Ynataabi lira. Alyaa Ob?j»& fba «lautas of iba lati matl&g tora *pprw*é priaiad. || Ooma&oam&ai Aaiitiiiat Membara of iba board ©owcsiad ou oc®a«a&c«»a&i ttotiitiia# of tba paai «aak «blcb inoludad 134 Blxih Gradar# preciad io 2uaior Higb ücbool. 1?0 Júnior Higb 3oiiool tiudanis .pro«otad io ¿*aaior Migb »íbbooX» oad 174 Oaulor li¿S Qcbool atudaat» graduatad. boutiioa /.tteation of iba board «a# callad io a doasiioa of #2*00 froa iba Patio r of iba ^atauib **ay Adra» i i ai group bara ai iba caatcr a# a iokaa of appraaiaiioa for iba uaa of iba projactor baloagiag io iba tabeóla, fba Board ©ppro?ad iba aocaptaaca of tbl# doaaiioa by iba tebuol» aad iba plscaaeat of tbla ¡nonay ia iba fuad ©riginslly atartaá by a doaaiioa froa iba Marcad ¿a&aably group. Yhia is usad as & loca fUad io rsriout tiudaai orgaaitailoa® la iba tobool. ibua a&cbllng tbaa to aitaud Blata «atiiaga aad mk* pu&iic apptar&aoaa tbleb ot^ar-alta wouid ba iapostibla. Kala»tlag iba Auditoria» to Oibar Groupa ^ba bo*rd diteustad iba advlsablllty of iaiiisg iba facilillas of iba audliorlum io iba Kaeraatioa dapertaaat for iba purpoaa of sbowing «erica. Balaca# of iba auditorio® tro aighta e »eak ai ff.bG par aigbi mo approvad. íba Haerasiloa l^pariacat w*s grsuiad panal talón to bold a dauaa la iba auditor!«« «« a pari of ibair carairal program aohadulad for July 9, 10. tai 11. A Report on Financial Ifcnd A report on this fund indicated the following to dates Bieum Merced ¿ssambly Croup 1 77.00 Amache lleoreation Association 10,00 Reimbursement from Music ¡¿ept* 26.00 Mr. Oust chi Okassura, in memory of his son 86.00 Seventh fray Adventist group 2.00 #139.00 Dlebursements State Music Festival at Fueblo - &ttendance of Am&efce Students '1^® if*80 L« J» Burgert, %* Teacher, State Conference Aspensee E,00 # 49,80 BALASDS OK' MB (7-1-43) # 39, go Contribution Toward Purchase of Recorder A request for e eont Jibuti on of -#BS to be used in the purchase of a recorder for the schools, by the Monte department, «as referred to the Board for consideration* Reverend Chapman of nearer has offered 1100 toward this item, the purchase price of «hieh is aiproxim^tely #170. 1 f| HKpj '7‘T..." ^ The board unanimously agreed that the recorder would be of considerable telue to the schools and th»t #26 should be contributed toward its purchase» indication of School Building Final arrangements hare been made regarding the dedioation program which will take pUce at 8s00 P, M. on July i# 1943 in the auditorium of the nee school building, i pageant entitled ^Better Americans Through Aducation* will ba presented a* a part of the dedicatory program, Studente in the nursery school. Meeting of tfe® Aivisd^ ¿School Boirdi July 1» X®4St kindergarten* elementary* junior and atnlor high aohoola* and adult groups *4X1 participate la the progress* '■ special feature of %m program will be the «dad »1stration of the Oath of Allegiance to the ■Suited State® to youth who have resched the ©ge of twenty-one la the Xaet twelver months* Alee, the project director *1X1 administer the charge. to the newly elected' OopbwbIty CeiBiii* Beoxgfs&i^etici®. of the ISducation Hectic® fffeotlve July X, the Junior «ad Senior Sigh Schools fill be eoaeoXi* dated ea $ secondary school with Mr» Herbert h* 0eitherf as#-wing re'* epoaeibiXitiee of Principal* Mis# Grace heel» bee been appointed Vocational Advisor* Mr* 3» Olay Soy, who during the p&st year hse acted as Principal of the Senior High School* has resigned to accept i position as principal of the Grand Junction High School* Under the as* r esr gsni Ssti on ■ plan the ¿Education ¿section will function ®e. a department of Community- Men agsweivb • ¿Schedule of Heat Meeting She1 neat meeting of the boird will be held at Ms SO P* M* jJiMj^lWirsday § July lb* Adj ournment Jjf i l S' ¡¡¡¡I I fi1¡1 !■ 11 Nesting adjourned li 4s X© F* M* ¡¡Il K2 ü U¥ £S|| of tbo *.J OW » fe»!« A&VISOMf SOMB0I# BOAb¡B JüXy SO, 1943 Attondanoo fba aiaating of t&a Adviaoxy Sobool Bo&rd «a» callad to ordar at ti30 p,au ©a fuaoday, Jaiy 10 , 1943 «£$& tba foULowiiig praaent ; Mr* Paul J* Toryy Br, fak&ahi foread Mr* M«»9 Mak&oo |SH| Mr«, tíasm famas alci Mr«, Alyoa Qb&a& Tb« minuta® of th« laat maatlng *«r« approvati na priat#a¿, Mr«, lo«« Jebaoon ■imi», Stai« Suportataadant of Public Zootruotloo» vho ««o guoot visitor at tba maatlng of iba bO@rd and ©atondad « fov «oré« of graatlng, ; Hata&aiag Scbool Building« to Otbar Group« firn rulo« for tba uso of aobool buiIdi ng» «ara praacntad to tba board for their approvali and tbay «oro ttn&niaoualy adoptad, Bant&l faciliti«» in tba Sobools Tba problom of oatabli sfaing a roo» to bo uood by dantista md tho aobool nurao in axamlng aehool ohi Idra» «a» brought to tb« attention of tbo board ubo daol&ad to rosedal ona of tba «feovar roen» in 8H md aquip it aa a offiea, pi ■ //'•'>* *.*?; 57 Plana of Mooting | Xt «a» agra ad tbot futura meeting® of tba board «ould ba hald in Booa 89 in tb© Bigb Sobool Bata of Maxt Maating Tba aaxt meeting of thè bo^.rd «ili ba bald on Tburaday, Auguat 5* at S130 P. M, f Adjourn&ant Maating «djournad at 4:00 P, M, M I U H T I a 0f ti# MSÜTXH0 QF TES AWIMHX BQmOL BOAKE Auguat 19*9' Attendanoe fh# meeting ot tha Adtiaory aonool Board «&a e&LIed to order at 2:30 P* M* oa Thureday* August §, 1943« la Bao» 99 at Ala íünh Bobeo!, vi ti tía folloving presastí fh« minute© of tía last meeting were approved a» printed* Beleaaing Seh&el Building to Other Qroupo Mr. Terry diacuaaed at «orne length iba revisad method of utiliaatien of tha eohool auditorio® by v&rieua ageneiea la tha eommlty» It *aa re~ cently daeided that feaa oolleeted tor iba uaa of tha building «1U ba turnad luto tha W* ¿i* fre&aury* -Behool organizationa, ho tratar, will aot ba eharged for tha uaa of tha auditor!u» for eeheol acUviUce. Cantal Faeilltiea lo tha Babeóla Br» Ka^eooto presentad a draalng of tha dental ellnic to ba eonstrueted in tha ahoaar rocas of 8H« Tha plana «*sre approved by tha be&rá* Teaching Staff Mr. Tarpy ir.fonaed tha maniera of tha boerd eoneeralng tha resignation of varioua teeahers on tha staff and atetad that tU v&eaneiaa should ba filiad by tha tim aehool atarta* Ad j ©uní san 1 Meeting adjourned at 3:43 P* M, te reeonvene at 2:30 F. M* en Beptenber 2« 1943* Mr* Paul J* Terry Br. Oeorge Xagsnoto Mr* Masa Bakano lira* Alyee Qhom X>r* Tah&shi Taras&i Mrs* Mama Taaasakl m x ft | f i || of the mm or fin ipfiabi« «cbool-hoääo- üeptember i* 1943 Attendance •'■• ^ ! ."f |!||J£* :.: M * v,#»^ ;; V:t -A« ;;;;:■: '. the meeting of the Advisory School Board mm called to order at 8*30 P* M. on Thursday* September 8» 1943» la r*oom 89 at the High School* with the following present* Hr* Paul Jr * Terry ihr« George Hagaaot© Mrs* Alyce Ohsma ft?* Takaafci Ter ami The minutes of the last meeting were approved m printed. Teaching Staff Mr. Terry explained to the mashers of the hoard the recruiting polioy of the far BelcosUcm Authority in cooperation with the Civil Service |Commission. fhelemestery school has been granted twenty teaching position* and the secondary school thirty«"*©*» teaching positions* The majority of these positions are now filled. Very few vacancies remain* Opening of School The schools at Am&ch* will open on Tuesday, September 7th with the registration of students* The schools will a© in session on a half-day hasis during the first week and the regular full-day will be in effect at the beginning of the second weak*. Tule tsks Transfer On the basis of » study of the hunger of persons being transferred from Tule Lake to Grenade* it One estimated that approximately 370 children would be &d October 7, 1943 Attendasse firn meeting of the Advisory school Board «&& called to order at St30 P* M. oo Thursday» October 7» 1943» is Hoorn 29 at the High Echoed, with ths following pross&ts fe Foul J* Tsrry Mrs* Alyas Ghana Dr« Tskashi Tersasi Ths »lastoo of ths last meeting wore approved os printed* Finanelai Fund Ths attention of ths board «ss called to s donatios of #6*0O from Mrs* T* Bhiina» 6K-1«*># Amache» la appreciation of accommodations extended to hsr during ths timo of hsr husband* a funsral* Ths bo*rd approved ths acceptance of this donation by ths schools snd ths placement of this eoney in ths fund originally started by a donation from ths Merced As« seably group* Through this fund loons ars made to various studsnt or* geninations in the school» enabling them to attend Stats meetings and make public appearances which other«!se would be impossible* In this «ay the money continues to serve school students» This fund no« totaling #76*70 «ill be deposited in the Amache Second* ' ary School account at the Grenada Bank* and «111 continue to be ad* minstered by the Advisory Behool Board* Parent-Teacher Association Member a of the board «ere informed that ths following would visit ths oontsr on October 11s Mrs* 0* 0* Of ford» President of the Colorado Congress of Parents and Teachers» Mrs* Walter Buhlig» national Permit« Teacher Field Worker» Mrs* ?* 1* Hoppe» President of Lincoln P* T* A* in Leffinr, and Mr* 0* C* Of ford* Because the pr*rent«teacher relationship baaed upon the classroom unit proved highly successful during the past year» it was agreed that this type of organisation should continue during the school year 1943«44* Board of Consultants Organisation of the Board of Consultants to the Education Section here et Amache was discussed* The following persons havs indicated their willingness to serve as members of this Boardt Meeting of the Advisory Sohool Board, Octobor 7, X943 coat14 Mrs* Inez Johnson Lewis State Superintendent of Public Instruction Stats Bep©rt»ant of Education Leaver, Colorado Mr. Fred il, fiats, Editor Lamar Daily Hava Lamar, Colorado Mr, Frank: 0111 Billrose, Colorado Lean Alfred 0, 13aIson University of Leaver Leaver, Colorado Heverend Hayaond iasse? *!*•* Plymouth Congregational Church last 14th Avenue and Lafayotto Lanvsr, Colorado Offiolal letters of appointment oil! be amt to thasa parsons, and, if possible, the first seating of tha Board of Consultants will be schadulad some time in November, Library Consulting Board v § * ' - Mr* iilliam Easton, Librarian, discussod with tha board tha organisation of a Library Consulting Board, A rsvlav «as made of tha functions of » board of this nature, such @«s making known to tha librarian tha differ** sat reading levels of tha residents of the oantar, tha establishment of branch libraries in various areas throughout tha oantar, promotion of in** taraet cad an thus! as* in utilizing library facilities, and offering suggestions regarding the physio»! plant. It ma felt that such a board could render « such desired service, end steps would be taken to establish a board, Scholarship fund V’/ figj ' ' the ban placed upon group gathering» mads it impossible for members of the board to make the contacts agreed upon at the last seating of the board. However, when these restrictions are lifted, the course of action to folio« in the establishment of a scholarship fund, which was decided upon by the Advisory School Board, mil be resumed. Postponed bn til Bert Meeting | j| S|i| Further discussion of the appointment of two persons to replace Mrs* leaaaafci and Mr, Hsk&no ss members of the Advisory School Board was postponed until the next meeting. Meeting of Advisory School Board, October f$ 1943 eont*d Oepartttre of Mr. Terry Mr* Terry« Superintendent of Iducation* l&aehe Schools« discussed with the members hie entry into the United States fcfisl Reserve« and ihdi* eeted that Ml lest day of duty as Superintendent would be October 9, 194 Hie successor as yet has not been appointed* Schedule of Next Meeting The next meeting of the board «ill be called ai the request of the neely appointed Superintendent of Idueation. Adjoumasnt The meeting adjourned at 4*15 F* It* it i i 9 f I » Of thè mmim or pi mxmm mimi soakd Bovaaber 4» 1943 Attendano« The meeting of thè Adviaory Bchool Board «ss eelled to ordor et 3t00 F# il« on Thursday, Hoveaber 4» 1943» in Kooa 39 et %ìm High Sehool» «ith thè foHoving presenti Dr« Lloyd Garrì eoa Mre* Alyce Ohm* Dr* Tak&ahl Aerami It eoe suggosted that thè roeding of thè alante« he oaitted alane «Il aambers had ressived copies, maklng it unneoeaaary. Um Beoni Bomberà | The Bo«rd Bombera pressât agreed to preacnt thè nane« of « maaber of people for «oasidorati©a &t thè neri meeting for thè pressât veo&aeies cm thè Bosrd« ■■■ Library , ; ■ ' • ■ ' ■ The organination snd operation of thè prenant library «se diecueaed, end it «a« agreed that a désirable loeation for a comuni t y library «enter «rould he in thè 8H «look in oonneotion with thè Aduli Education Frogrea under Mr. Gordon1« direction* lt «ite eleo sgrani that thè library Board ahould he coapoaed of thè Meabere of thè tdviaory Behcol Board plus teo additinosi représentatira« fresa thè ooaaunlty et large eith Hr* Boston and Mr* Gordon &cticg ss consultants. The tisana of poeslbl* meabera of thia Board are to be pre-sented &t thè noxt meeting« Ttsohlng Personnel ■ / lt sa» reportai that aoet of thè Appolnted Toaohing Personnel «ili be eogpleted withln thè next aonth» sino« reeoameadntion» for eaployment to fili exlstlng reoanelea tmm be a aedo* lt «sa alno report ed that eoaaiderable diffieulty hsd beea experienoed in aeeuriag thè servie# of e?«oueo toccherà» ainoe man y of thoae peuple are thè first to be aoved in thè Heloeatlon Progrsa* football The point of fi# of thè ¿ohool Officiala concerulng tfc* sponsoring of a High Behool football tona «sa dlscuosed, includi»® thè foiloeing pointa^ Meeting of Um Advisory School Board, November 4« 1943, eont9d 1# tg# excessive oost of «quipping and transporting & large enough group of boys to tó® a suo osso fui football toa«* £* The difficulty i» securing a dosi roblo schedule at such o lote doto* 3* Sine« the informel organi seti ou of tonas e escoced of boys» both in end out of school» has already b *n composed» tho operati on of a sohcoi program would place those groups ih an embarrasaihg position* 4* the movement for football was started at to©' lets « dots to permit proper training cud conditioning of the tea« aad the development of proper attitude ih the school et large* dirlo Forum Frog**« It css reported that a number of people In the community hod made in* quirlen about the establishment of a Civic forum fragra« again this fear. The Members present agreed that such a program »as desirable» and that it should be carried out under the recreation division with the support of the education section. future farmers of itterica A report «scaleo nade oa the action taken by the Division of Voce*» tioiial Education of the Colorado Btet# Department of Education in the connection of our application for a Charter as a Chapter of tho National Organisation of the Future farmers of Autorice* A money order in. received «rhloh «as returned by Nr* Tiemann* This money order had been sent in payment of membership and charter fees* Mr* Tiernenn9a letter stated that the National Council had refused to grant a chapter to the local school* farther action «ill be taken by the ¿Superintendent end the Director of the Project to secure the in* stallatica of this chapter by contacting proper authorities* Block Kepresentetlves A proposal of the forent teacher Council to set up a system of block represen tat ivo for education «as presented by lire* Chama* Mbs staged that tho Parent Teacher Council felt that such representation might be very helpful in scouring the cooperation and active assistance of many parents in the school program* M@@iÌ!ì.g of tii» Mvlsory 3ehool Soard, Kovwabar 4» 1943, coni#4 After nonsidereile discussion, li deeided» «ino« ibi« «uggastlon «ould rapirà tfca aaaiag of additi «mal bloek r«pre*etttatiVes, it aigfct not be too desi r ab le ®* mmy eleeted and sppointed Hook repreeenta* tlvea top varioo« purposea aro alraa&y in «ristane«« Final d«ci«ion in thè mattar «ss po»tponad until thè neri meeting« Adjourumeni ffeé meeting adjouraed ai 4il© M* mxlitit i si of the Kssrm of fin ¿mao** school board Kovember Id, 1943 Attendance Tla« meeting of the Advisory School Board «as called to order at g!30 p.m* on Hovember 18, 1943, in Room 89 of the high school with the following members and visitor present. High School Problems tlpoa invitation Mr* Herbert E* Salther, high school principal9 presented several problems confronting the faculty and asked for suggestions as to what stops might be taken to remedy the situation* 1* Lack of cooperative feeling among the students* £• Used for hotter hoy and girl relationships* 3, tendency of boys to repress girls who are rather well in* formed in discussions* Iftor much discussion, the suggestion was made that those students who were timid he given opportunities to meet in smaller social groups rather than in large gethsring* and that Careful guidance he given to discussion groups by the faculty* Mew Board Members Dr* Terami presented the names of several persons for consideration for vacancies on the Board* They are: Mr* Seljiro Okuno, 9L-6-C Gradate of the University of California Mr* Ichiji Akahoshi, 6F Graduate of Stanford University Mr. Kawasaki |f||| A recent arrival from Tula Lake The decision was made that Dr. Terami would approach Mr, Kawasaki ^ first to ask him to serve oa the Boerd, and in the event that he should decline, Mr« Akahoshi would he asked* Mr* (homo has already expressed hie willingness to serve* Library Board Persons recommended by Hr. Terami for the Library Board ares Mwtiag of Ihi Mtiioiy SohcoX Board, November 18, 1143 coat'd Br* Tateuhiko Miyamoto Suyo© Boko Mr* Ittlftb Kubota Hannah ¿0 It was agreed that Mr* iilllas A* Keeton, librarian, would writ« to these people inviting the» to serve on the library Board with three members of the Advisory Asard* Appointed Personnel Vacancies Mr. Gerald Griffith, instructor la agriculture, will bo transferred to the Internal deourity division of the center so there will have to bo someone to replace him* Otbor veeancles to bo filled art the position of mathematics instructor la the high school, since Miss Muriel Book ha* eppllcd for a trail of or to tho Washington of ties of tho War Manpower Comaloaioa, and tho pool* ties of coBttoroicl instructor which has never boon fiUod. la tho eleeeetery school Mr. Lawrence 0« Faulkner has bota soourod as ao« lot sat principal and 6th grads teacher. Mro Mary Esmond will ho transferred to tho high school, but wo already have a replacement for hor. Br. Ads'* Visit Hr* Looter X* Ado, director of education of tho IB A, will be in Amacho fro® Baeeiaber £ to 6. It is desired that the Board meet with him some* time during his stay. Contribution to Scholarship ftand A contributioa of #10 wee made to the scholarship fund by Henry ¿Sumikida A note fro® Or. George Kawamoto accompanying the check explained that Mr* StiuKokld* «as given the money as assistance toward furthering his own education but that he preferred to donate it to the scholarship fund. Sente! Clinie Br* Garrison reported that a meeting with Br* Boonm of the hospital took piece regarding the school dental clinic. It wee discovered that there vet a misunderstanding concerning the charging of supplies and equipment used by the clinic, the Education Section was under the impression that only the salary of dentists was to be charged to Education while the hospital contended that supplies and equipment also ware to be added. Meeting of the Advisory í¿chool hoard, líoveaker 18t 1943, c©nt*d f3io instil clinic lo î*#î).dy for operation &a soon as both dsn visto report for work* As yet, only one dòn list has reported* Southern Colorado Athletic Association Report of the ¿ioutfaam Colorado At hist io Association as# ting held in Usiì? ea. Kovamber 16, «as given by Br* Carri eon • Application for sseo-bar ship in the a this tie league was mads« but because of unfavorable reaction fro® several quarters, It «as withdrew» with the reputai that the record of the request and all discussion concerning it be stricken frees the @1nates* It »ns agreed that the action va* «is# in that «• could do more toward creating good «111 mé asking a'favorable impression on the outside public by treating visiting teens courteously mé in » friendly maunor in Ameche rather than in antagonising the represents* tlves of those schools by forcing a vote at the resting« Reactions of sons'of'the represent «ti ve» «tire «è follows: Oran f ida : Molly:, Læ Anlst^s: le Puntal Very ' favorable « ílou-oonmittaX* Could sot vote favorably withouttha consent of the local school board« las very favorable, but because of the large group of serví cesen usually in atiéndanos at g,&m$ in La Junta» thought it unwise« Could not premise to control the «étions of the soldiers« */>, |NBB Consultants A.suggestion was presented that people who am well qualified in their particular fields bo'brought in to the center to give «sport advice regarding problems la the schools* §¡|¡f Scholarship fund leys «ad m»m& of raising money for the Amache SchoLarfchip iunû will be discussed at the next meeting when Sr« Ads will be present* . Adjournment Xhe masting was adjourned at 4:30 ?« M« Munsi Of thè mwnm of mi à&nmm mmrn* mkm beo«»ber 4« 1S4SS Attendane« Xhe meeting of thè Advisory Sohool Board tra» oellod te ordor ut AQi30 a»m» oo Decomber 4, 1943, in Boom Sf of thè high eohcol «ith all members pres* «nt* fisi toro lo attendane« «or« Or» leater K. Ade, director of «duo e» tioa for thè 3RA, end Mise Mergo re t Farad! eo fro» thè Office of th# Odio«* rodo Stot« Department of Idueation» Th« admites of thè lost meeting «ere read «si appreved» Oreetiags wn «atende4 to thè ne« ho&rd msnbere, Mr» Sel jiro Qkoso «od Mr* To*uyoehi KswsSeki» Staff Vsonaci«« and Ghaagea The routine problema considerad «ere those partala!ng to thè sohool steff* positiona to be filisi end vacane!«* anticipateci» Beeignatlon» alre&dy ©a hend ere those of Misa Murisi Bsck, Miss Ariane Moke, end Mrs» froda Wmk&nf* Mr, Charlee Hi ornan expeeta to be Inducted iato tho Aray by tho middle of Janu&ry, mà thè transfer of Mr» Gerald Oriffith to thè Inter* nel Geourity Saetí©a «reates another vacano?• Cae ne« teeeher9 Mies Margaret Bernhard, «ss added to thè elementery achooi staff sino# thè previene report to thè Board, «hile Mra» Josephine Buchanan, fermerly « eubstitute teaoher, bacarne a {Mumeeent member of thè staff» M® B fi | | I 5M t/" ¿ Í U» j * | -/./ ' || |S| ; |É| • y \ t ; ; Commenta and Suggestione by Visitoro In thè generai discussion that follo«ed, Br. Ade «se «shed to givo bis eoamente on thè sohool eltuatlon «s he sa« it in bis observetions bere» Me «xpreesed approvai of thè genomi sohool program but stot ed that both thè library servios and thè adult educ&tioa program should be studied end revised» Miss Farti dine expreeved bar appresi stlon of thè Invi tati en extended to ber to vislt thè center and coment ed on thè good work being done in thè elemeatary echooi «hi eh ohe h«d en opportunlty to observe» She ni so extended thè Services of thè Diate Department of Sduc&tion, «berever they aight be used to «¿ventee* by thè sohool, in fumlehlng advieory Services or any «rltten bulletta* or phemphlets» Meeting of Advisory Sohool Board, **•© sober 4, 1943 eont#d Study of American ¿¿ducaUon System The meeting ess elosed with e discussion of projected plans for a little aero thorough study of tbs history and philosophy of tbs Amor* iesn education ayetom la order that tbs Board member* might os bsttsr able to understand tbs sebool program and tbs problems which grow out of the operation of tbs sebool* It was agreed that ssueb study would be desirable If not too extensive end time consuming* Adjournment The meeting was adjourned at IS:00 o'clock* V X H U Y E 4 of the rn^im of tm mimm immt mm January 6, 1944 Attendance The meeting of the Advisory Softool Board was a ailed to order at £340 p«a* on January 6* 1944, in room Jet of the high school with *11 member* pro*» eat* Study of American sducatlon System A* it was agreed in the preceding meeting of tfte Board* * study of tbe background of modem American education wee taken up* covering tfte per-» lod frees the nenais&anc# to tfte present d*y* In tfte next meeting tfte philosophy of American education is scheduled to oe studied« Visit of tfte Board of consultant* It «as announced that members of tfte Board of Consultants would be visiting tfte Project on Monday and Tuesday, January 10 and 11, The Board la composed of tfte following personas Mr« xred M, Bets, Mi tor Laaar Belly Hew* Lamer* Colorado Dr« Alfred G* Kelson* Bean University of Denver Denver* Colorado Tfte Keverend Beymoad laser First Plymouth Congregational Cfturcft lest 14tft Avenue and Lafayette Leaver* Colorado Mr« Prank Gill (Senator from Colorado) Hlllrose* Colorado Ex-officio: Mrs. Inez Johnson Lewie Ctate Superintendent of Public Instruction State Department of education Denver* Colorado« Tfte program for their visit will include a tour of tfte secondary schools on Monday morning* the elementary end nursery schools in tfte afternoon and the adult education classes at night« At noon Mrs« More9* homemaking classes will serve luncheon to the guests. Although according to previous plans tfte visitors were to be the guests of various appointed personnel member* for dinner in the evening* it was suggested at the school staff meeting that it would be advisable if they were to go to tfte evacuee mess hells to eat and mingle with the people of the various blocks in order that they might esc and feel tfte everyday Ilf* OÍ th» Nittou of ite Project. Tha sohool »*•« fi» ******* ths aohoOl ttilMrj Board «sa »ho appropriât» body to oxtond an inti tatto© t© Ä4 C©n©ult«»t©* it ». agro» thot oooh —ar of »»WWW* »“» £2£ - ««sibor of tb© ©oaxd of u©n©ttUaata snd oso odiatiô» öt®*r M« atoo* hall Maday «»lag. Botioaa aa to tho ploao of Mating MU ht sant «ut* UcJt of caro gl von to IWblis Building» on tho Bort of tho »ubUdj| Attention was sallad to tho feot that cosai óarabla iaoago *»*•••.*•** to^tha high school buildings during various ontortalnnaats and aotlvltlos aonduatad by tho Hooroatloo uopsrtssnt and other groupa. 4 •“«•»*1®* ana asda that aoakly or bi-aookly aotlon pisturas depicting li • «he cantor bs ssoon to high school studonts so »hot *»*“**&* that tho, ar. living in . Psrlod Aero tho -1». **snd ..OMorMttwJ saulpoant and materiale lo at groat inport anno, ‘»■•ver, 1» *** »rougn» out that oohool studonts eould ha oontroilod but that it »«a tho out of-oahooi pooplo «bout shoa thoro **» groatost oocoarn. ttehoiUrshlp fund io it *00 becoming iato, tho oohoiorohlp fund aoo dlocuoood »..MlJh Mom »baro *1» b. appn.nl-t.ly « high .ohool gr.duate. at tha ^nd of this —nth sud probably 100 — in Juno, thoro laJ 4»«®1 ** of . soholarshlp fund as a grsot —oy boys and girls *111 not bava th. gauss* t© eoll©@©* Or. Harrison ».»lions* that hs aould *rlt. to th. *f fJ^XìIla» •due ntl on at th© fit imr e«at©r* t© laquir© «bout ©bat afp» bed •• tfik©© in ©at ab U ©bis© «©b©3L«r©btp fund«* Adjourns«* fb© mon ting «e© adjournal fit 4l !§ JN®* . UlUVftB of th# wmim of tm mmm boam January 271 1944 Attendance °i Advisory aakool Board was Called to ordor at ZtB0 o«su a’sss/ssz.r- “““*>•* «- *«. ;*«.sr ***♦ Tokuyoshi Kawasaki Br* Georg© Kagemoto &*• Geijiro Okono Br* Takeshi Teraoi Me. HorOort 1* laXthor **• Lloyd A* Garrison Gsaior Si'^i School Problems KWa?i?>!i!!*2i.!!0ttfr>iitia* **** h***1 *eho°l »era presented by Mr. Herbert K. «alther Ae asked for suggestions aa to thair ablation. 8°a0*r°*a «“ «»si» of tha aanlor alaas to have an alaborata mbmI whloh would ba printed and aontain Individual auta of tba arad- n«ir^nShfi• ;Oo groat an expense in via* of tha eircumstaneea of tha aanter raaidants. Aftar mush disouasioa it was suggaatad that soma kind g~? b00k »• *ut that tha seat b. SXilo*t IT, {g ,*** ln r#e*rd *0 diplomas and diploma ccYars for this I?*J At er»dttating class. A eossunication received from Ssshington atatad tk«a would be furnished by tha gorsrnmsat for tba graduates but that diploma covers would not be. Tha Adtiasry Board was »^«s -a!*!.-- tTjT?* b* roquaated to puroheae thair own eovsra whan last w«tiw.«fTa*a* !urfi,!l*d wUh tb“ hy ». It *aa agraad tto an is- rSrtS t9 °f «*• •<«•« >** Gampua Osntooa ¡Jfe ******* fnfloujac®d tha* * nufioossful oponlng of tBo *cw>u& Osatooan* Lhlw.ie^°0X »««»«»»si activity for tsao-ag* young people, was hold M Kadnsaday, January 8«. Approximately 160 attended with various faculty mambar* seal atlng In tha program. Thin program will bo hold three *£•• • »f *J* * certain numbar of UM&ttJ Swing Hauai, tiaia limiting tha attendanea. ^ * Maatiag of ^dviieiy ¿»cfeool So©r£t Ju&u&ry Z7t XÍ44 Catlia« of MmééUm^í Seot.u«# ti» tima •»■ l»ío, ¡soples of tfea Otttlina of adaostioaal -mi-»••Uagr'1* iif#a °mt *** Waeuaaiwi jpcatyoued uatli tbe í'eUfwiSg fro-laduetloa Traíala* la ti *i»°«Uit^tho ít®** tlw _**» 3. i>oy«Pti*oai of adoostlmi »< “... ®*üu "** «• “«? tai» dwrtlopad pra-loduotioa i minian •ourooa. Hwuuk of ti<» roo «ai daoiaioa of tiy» Sos? ooparto»a* to -o- -Lí?níLrfí#r ,#m *•*••*•*»« ^¿0^«, »¡rSo- «aotion km d«cid«<5 to offor ««toral of t&««« eouraaa bath «otó *»p*elfl0# a<* «*ira<*«ak©al ola««««, * oí'««tíi^ •* 3ts»t* ti# qaa.Uo» .a. raiaod *b0thu p«ople eoulá tako of the»* It «i*« *■*í *1 r nom^ ^„“tK01 *!“M eooyorato. TeaObara heve «xpraaaad * »UUn«- “ **' UmX0*** ,ttfflat«at *&*•» of «»*«2 3okol«r«Mp Jtaaá Í**tfr* °r l«xittlf3r «4*4*1 to ti» auperiatoadosta of th^r c*At«ia* replico vara ree«lwá fros Bofe««? and Mo&a&nar s^+w hT *í?tjr*x* ** »*** «iSSá 0«p«oi*lly «ith relooatipa t^king flaca* ■ * Vhem* of fia# for M*a& «aatiag -«r slví.’x ísn^’xr.sr-■*•—« Kra. Sl«.5fl£ ílL?Wtt"í *?'wif®á fb0tt* »® PWaibUl», of , ar.. uiark fTO, feu_ forma, «ho la vltaily lataraatad la ti» aoí *ao *• fakaehi forcai Br. JLioytì A* Oarrlooo ttr» ¿¿eijiro Ohiinoll Suggeetione for Suaner Sehool Fragra» Zt aao agreed that thè eohool ahould aoauso thè reaponalbillty for a full edueatlonal program five day# « «oefc between thè hours of 0s$O and Ul30 and that addltional reeponeibillty for othor eotivitiee auoh aa reoreatlon efcould he limite* to thè faeilitiea and »teff availeble* are* uhama reported that thè pian «et thè approvai of thè elementar» eohool Ferent*e Counoil* ■Bépleoement for Fhyaie&X Bdue&tlon Inatructor A dissuasi©a follo«** of thè euggeeted piane to replaee ftfr« Hoke eith a teaeher capatile of glvlng Inetruotlon in aathemtica and phyeloitl eoiano* «bere «oat of thè hurden noe falle on ev&oueea «ho bave no ape©! al «bility or training la theee fielda, lt »«* egreed thst it le próbably «ore importa t for thè reaalnder of thla year to gire good inetruotlon in theee elaeeee rat ber th«n to continuo thè phyaloal edu~ eatl^ program wlth thè poeaibllity of not helag able to 'fiat a eoaoetent oucceaaor to Hr* Hofce* «■ • f ' *' ‘ Oredlte and Diploma* for fithdraealePf! fhere trae eonelderable dieouenlon ©f thè queatioa cono eroi ag thè grant** lag of parti al eredi t end thè a*arding of dlpioaaa to etadenta «ho wlth-dre» from eohool beeauae of reloe&tlon or «llltary eervloe* Xt «&i egreed that lf a atudent wlthdrawe fro» eohool before Aprii 81g there «ould be an opportunity for hi« to enroll in thè eohool in thè eomusBl ty to «hioh he «ovee and oonplete thè year*e «orh. «bere thè queatioa of graduatioa le inveiva*, thè looal achoola «ould be gl»d to grant eredit and a«axdt a diploma on thè beala of reporta reeeived fra» thè aehool in «hieh thè atudent enroila« JPuplls ieaving after Aprii 81 ahould be respira* to «ake up ae mch «ork aa poaaible to completa thè eamnster before leoving vÉieh ahould avoid traneferiag to other so hoc la* Meeting of the Advisory Softool Board« Marsh E, 1944 coat* <4 *&« further agreed that eredlt should sot ho gives to thooo hoys who eater Military servlse without eo&aldersble study* Bleeuseioa of tho Philosophy of nduaatioa Biaouesion was begun on tho philosophy of edueatloa «hioh had boon postpoaod for eeverel Meetings* this dissuasion «1X1 ho continued la tho next board (tooting* Adjeursnaat tho Mooting «as adjourned at 4*4$ p*&* MI Iff XS of the Mxsrw or m im^oirr acBOot moamd March 14« 1944 Attendance The meeting of the Advisory School hoard vat held on March 14» 1944« ih the high school conference roc» with the following members is &t-tendnoesi hr, Takeshi Tergal Mr, Beljiro Okuno Mrs« Airee Ohiafts hr, lloyd A, 0arrison Mr* xekuyoshl Aew«eaki Washington conference of ¿mporlntendenis As hr, Garrison will he attending the conference of V£U superintendents of education in Washington neat seek, he suggested that the hoard members present any problems concerning the education section which they wished to have discussed at the conference. Those mentioned were! 1, More uniform operation of projects within the section among ell centerff e. g, « output of yearbooks, 2m Scholarship Vuad* 3, Vocational training. Vocational Training It was brought out that various vocational courses have been started but h&ve been discontinued because of lack of response on the pert of the residents of the center. Other courses such as cosmetology could not be opened due to lack of facili tleet while the farm« dairy end poultry classes« although announced« were never begun because approval and funds from the State department were not forthcoming* Seemingly« every phase of vocational training possible for Amache has been ex* sained m& considered« but there does not appear to be mich promise, Replacement for Ur, Magamoto Bines Mr* hsgemote has left the center« ur# Ter ami suggested that the board members present n^mes of possible candidates to fill ths vacancy* It was decided that the metier be brought up for discussion at the newt meeting*. Adjournment ':':v After e decision to hold the next meeting on the evening of April d« the meeting wee adjourned at 4iQQ P* M* 1 I £ II f s s Of the M^n«Q of M ummm school boabb April e# 1944 Attendane* fh# masting of the Advisory Sehool -Board w&a called to order at 4*30 p.®. on April 4 la the teachers* room of tit» high school* te la attendane* »•rot Kominatioa of Moo hoard Member flrat subject to bo discussed .»as the nomination of a board member to succeed Or* ueorge Magsmoto ¿«fee baa tendered bla resignation because ©f relocation* the following name* wore suggested* After considerable discussion it oso decided that Mr* Akahoshi would bo tbo first obolo© sad Mr* Usynan tbo second ohoioo* hr. Ckuno woo delegated to discuss tbia soloetioa with Mr. Kawasaki «bo «a« rot present *»d if it «as agreeable wits Mr* Kawasaki to ask Mr. Akahochi If bo would serve as a member of tbo board, rbo nomination would tboa bo subject to tbo approval of Mr* Lindley. Koport ©f Washington Uonforeaoe Wko remainder of tbo evening ««»a spent in the discussi on of ur* uarri* son* a report of tbo Washington ooaforonoo of ESA superintendents of education* Moat Mooting Tbo date and time for tbo nest mooting wore set for%pril 13 at 4*30 p.su Adjournment ■ ** 1 Who mooting «sa adjourned at 9*00 p«m* mra* Alyoo Obama Or. Takeshi forami Mf* ^oijiro Okuno Or* -Lloyd a. O&rriaoa Mrs* Ueyase Uro* biga mr* Akabosbi Mrs* Takahsshl Mr* honno Miss Massico Mr* Miyamoto II I HU TI9 of ths mmim of ths mmHV umm, May Uf 1944 Attendance ■ . ' . ' ■ ■ .■'.■/ ■>, /. ' ": fix# siting of the Advisory ¿School Board was called to order et 6i30 p«su os May 11 In the teseh*re9 room of the high school* Those in attendance were* Mr* Alyee Oh®aa Mr* Beijlro ©kune Dr« Takaefci Tergal Or* Lloyd A* Oarri son Mr* Satsuki I,fel Introduction of Sow Mentoer Mr« Katsukl Ikl was introduced as the no» board member to fill the vacancy loft by Dr* George Hagaaoto9» resignation* Adult Iduoation and Vocational Training Mr« Jamas B, Walter, vocational training supervisor, discussed the work that ho has dono with tho adult and vocational education program* Ho also mentioned some of hlo piano for tho future* Futuro HocwiBAkvr* o Club Tho mooting of tho future Homemaker9 e Globs sponsored by tho Amaohe chapter was described by Dr* Lloyd A* Garrison* Tho mooting w-sa hold on Beturd&y, May 13, and attend#! by several chapters from surrounding towns* *£< A summary of ths teacher supply situation was also given by Dr* Garrison* Commencement Thsro was s discussion of commencement activities beginning with tho Baccalaureate Borvics of May 14 followed by tho junior high school continuation exorcises of May 14, senior class assembly on May If and the high school commencement exercises on May IB* Visit of Blehard Johnson The cooing visit of Mr* Eloherd Johnson, supervisor of vocational training from Washington, was mentioned, and ths board was asked to be prapfjrsd for a special meeting to get the benefit of his criticisms and suggsstions of our program* Meeting of Adviaory School loará K©y II* 1044 eontfd Ixpeneee- of laooelaureate Speaker It ««a aleo agreed that tbe board would pay tbe aspen»e« of Bov* lorio Tasatci as bnocal«urente speaker fro« the eebool board funds* Adjournment Tim muting was adjourned at 9 $00 F« M, MIIfflS jmimrn ummi nmm ¿una 7, A944 Attendane® . " ■ firn mm%im ot thè Advieery SohooX Board *ae eelied to tré» »t di30 p*s, 0B Xuna X tu thè high aofcooX, Those la attendane® varai Mr, Kavaaakl*» lepori Tka salii hualneaa ot thè eve&lng centered aroirnd thè report ©1 Mr, la* vaaakl*® viali t© thè «©location Center» ol* !i©«rt Mettatela, Miaidoka, and Top«», Mr# Kavaaaki oossantad ©apaoiaXiy upoa tb© voaatloaaX prò-grasa of theee ©©ntara and upoa thè generai aohool Inailitica nod equip* s^t* Ha ala© presenta© eoa© materiale auch &» report «arda, oouraa outlinea, «od lattar* ahi ah ahoeed th© procedure» followod la theae aiker «mitara» Htb thè excaption of oom parta et our vocetlaa&l prò* «ras, Mr. Kaw&»ekl appaarad io faaX that thè Amache aefcooi* vara ©qual t© or aupariar i© tlioaa fouod la th© ©«stara vhleh he vieited, talAura ai Xavitatiog followliig Mr, kawa»aki*a rapavi, Br. Tarasi ralaad thè queatioa «a io ©or lai Aura io invita marniera ©1 thè consulti, ty couneil and block *»»»$* ara io particlpat© in owr high acbool ooca&aneesert program, Pl&a&elal Àaaiatanc© io itudeat «©location Gonadi 2>r, Tarmili aia© menti osaci thè tm% thet Mr, lodine, Fiald «apre»«illativa of thè Jap&seae Itudant .©location Covinoli, had raquaated th© center to aaalat tha eouadil through a rinunciai donati«», Xt va» agraed that sesbare ol thè Adviaory Board vooXd t&k© »tape to »acura thla »esistane©* Adjourase&t The meeting a»« adjouraad et 8it0 P, M, Br, Takaahi Tarasi Mra, Alyee Obesa Mr, ^eijiro Okuno Or, iùioch Dosa» Mr, Bonald Drusao&d Or, Lloyd A, Garrìson Mr, Tokuyoahi Xavaaakl »IRITIS Advlsory Sahool Board Aaguat 16» .1944 Attanda&aa Th9 saatlag of th* Advi so ry wm Oallod to ordar at 7s30 p.au mi August 16 1» tha high aohool, Thosa in stta&danoa vare* Raplaoamant or6#y of buai&aaa w o diacusaion of tha appoi&tsas&t of « no* aanbar t© roplac# Mr, iki «¿to had raloeatod. %h# followtog &mo» «oro auggastads Mr. ¿taso, Br. Xaada, and Mr. Arskava. It «a* agr*«d th&t Br* Tar^ai sbould ooataet Mr. ársksvs flrat to dotara!na whothsr ©r not ha would «¿esapt &a appalotaast* Bp* Toread »«» to raport to the mx% isaatisg* 'Ppolatoaat of Koprasaatstlvaa froa Coossmlty Couacil má hlook MiSfinn : ■■■,'.■; .y . ■ tho soooad i too of bualaaaa vas concomí ng tha appointoent of rop~ rosectativos fro» tha eoowanity ©ouaoil &nú blook m*m®goro to as*t vith tha Board la «n adriaory capaftity* Tha Buporiatandant woa # askad to di«cuas thia pisa vith tha Projoot Blrsotor bofora furthar «ático ¿a tajean. AacrodltlBg la ihop-Typa Blassos . Coaai¿arabia tina as# giran to tha diacuaaion of tha ah&oga la gra&t* iag caita of aradit for vork dona in ahop-typa alosaos la ordar to maat tha raquiromanía for aocradltlng satablishad by tha Uairaraity of Colorado ihi tha flortb control ásaos!ation. It ves gaosrally «groad that, although tha r«dúotion lo tha aradlt allovad for thaso subjacta ttight raault i» sosas dsorsases in anrollaant in thaaa alosaos, tha adnmtegs of hsring tha aahool fully eraditsd »ora thna aompsnsntsd for any poasibla loas i» «nro liman t. Bupll Cuídanos lo tha di acúsalos oonaidarabla ottantios vaa giras to tha saoasalty of tha proalsios of moro affactira pupil guiteo# to orarooea tho Br. Takaahi Tsr*ol Mr* SolJiro Chuno Mrs, Alyes ©hama Br« 8* M. filas Mr, horbart K, lalthar Mr. «Tama* 8, faltar Mr. B. Bruuasoad Br. Hoyó A, ©arriaos Maatlng ot Adviaory SehooX Board, duguat Xd, X944 tan&anay for pupiXa to anroXX prineipaXXy la a collage praparatory flaXd rathar 4ima la tha vooation&X aubjacta ehi eh aight ba inora vai* nabla to tham la Xatar Alfa* Br» ?iXaaf Oomtanta Or* Vile» oomoantad upon aavaraX phaaaa of tba aohooX program m ha had obeervod tham durian hi a viali bara* Ma suggaatad that «a contorni «lth all standard# for aeeraditing lf poasibXo, bui ihot avary afrori ba mda to diradi pupila inio eXsaaaa &* indioaiad by thalr individuai naada Ba aiaiad ihat ii «n$a bis opinion thai iha Xoaal aohooXa «ara aqu&X io or avan auparior to «osi aohooXa in oommunitias ot aimiX&r aiata throughout tha country* Ba furthar aiaiad that ha ama waXX aatiafiad aiih iha generai aapaaia in aohooX admini strati on and aiih iha admin-lairaiiva staff* In his opinion iha oonairuoiion ot iha junior high sahooi unii# naar iha preconi hi# sohool aiXX improva iha aaoondary sohool program and moka ii pos&ible io operate tha aohooXa in a mora economica! «anner* Basi Meeting Tha nasci meeting of iha Board aaa aai for 7*00 ptsu Augnai SX ao thai iha Board aight h«va tha advantag* of di scusa ing tha aduli education program aiih Br* Oclda Vanduskirk «ho aouXd ba on tha Project at tàst tlme* - . Adjour&mect Tha meeting una cdjourned «t 9*30 p*m* K I « U T IS 3 A2?X30H? dami. BOABD August 81* 1944 Attendance The meeting of the Advisory School hoard «as called to order at 7*3Q p#a# on August 81« in the high school* Those is attendance were: Dr* VsnBuekirk Mr. Qkune Mrs, Oha»a • Mr. falter Dr# Garrison ^Replacement i>r# Terami reported that at the time of his visit at Mr. Arakswa*e reel desse he was sot home. 1%» Ter«ai plans to eoo test him again# Dr# YanBuskirk*a Cornante Dr# YanBuskirk comaentsd that Amache had @ better philosophy of language than the other centers that she had visited# 3he stated that one problem would be to carry on language instruction outside of classes# Good results would be obtained through % center-wide practice of English if such could be done* Interpretive classes would be helpful where the adults in thie class could go to eak various questions regarding new and etc# Jhe also pointed out that neighborly relationship and ho&e relationship was important# The idea is to get the people to deliberately use Sogli eh whether they Can or not# Sentence rhythm is another factor that should bs given consideration# The tendency is to use the rhythm of the language they know and speak beet* BEi Mr* falter*e Comments ■ ■ ■ ' p:~ ', Much of the material given to classes to read are lacking in appeal# that is needed le material in simple language and set up in adult thought# It Is thought that an adult education nowepaper would help in thie type of edueatlon# The rewepaper in lteelf would be a good thing to use in Claeses« too# Meetlnga of thè Adviaory Sehool Boardt Augnai SI, 1944 contfd Aaother idea io t© gei & roo» fumi shed i&tfc tabi«« »ad ohaira ea a langunge contar or a aork shop* Xf poaslble, it la desirabls te h&vo scesone thare abo osa help BagXiab studente to write lettere* to ia-terpret Aattera that thay rasaive» and to taik tbing* orar with thè» la ganarnX* Mora espimela ahculd ho ploead upon thè son*sra«tion aldo rathar than just rending «ad writing. Uonsidereble thought fc®s basa giva» to thè use of geography aa beaia for eonveraatlen and to tr> to atay a*»y ire» thè relosation angle* Aaothar basi® for soaversation la tho aoeisJl aido» introdueiag people, t bis »annero, sud etc* ia ordar te try to bricg sbout soavorsiBtioa la Jeagliak baiaseli parante and cbildrea, it ia suggested to introduca mtk going on in tha junior and senior high «ohoola to tho aduli clan*«»* In thia *ey thay «ili kaoe ah&t la belng dona hy bheir shildren and at tha Sfc*e tiaa thay ara bound to diacusa «attera of thla natura alth ©»eh other* Othar suggestiona It una auggaatad by ara* t?3p® tb«t tha Blue Mm* Jervlee Olub «ay ba tho placa to contact ao they would naturaliy ba intereated ia receiving lettera fro® thair sona in tha Amy* i$r. barrisse ouggootod tkot if it vero poaalbie to gai tha <)e*op trans** «etIona dona in Bagli ®h# it «euld ba sxceUsni prestine* AAjournsent Meeting wae adjourced fili p*au :-’, VX X 9 ? ft 0 AWI30HT SCHOUL »p Ootofcor fi, 1944 Attendano© fU® issatine of tu© Adviaory SeUool iomri *©s ©olìed to ord©r st 6*30 p*m* oh QotoU©? & 1© tu© t#a©U©r9 s ro©3$ is tu© Ui«a scuoci, TU© a# prsssat s«r©f Itot M*li« fi. Moor* Mr« f,;,Xa«as«kà|| Ite. T. Teruai Mr» 8, Okuno ite, J* «sl*«r fU® Hook Manager* kmmùsly va e r*pr©#*nt*d &y Mr. fasatosUi ToaUisava* Ite* Ho»®*® »ad Dr» Kiyanoto ««r# uaa&l© to attend bacati*® of « praviou# dinaer ©sga«©ss©nt, Ite, ^obln Kansko wao a®sy frfi&i tu® cantar afc tUl© ti»s. ite* li« 1* IaXtU©r Br, Baooiì Bum©© Mr. b. F* Druaatond Or, Barrino^ Purpoaa of Mooti&g fk© purpòa» of ibi© »©©Uà« va® to glv* «a outlin© of tu© vsrioua school funetion» ®o tfcat all tu© psopl© «ay seeur© a bro«d©r rnter-standing of tU© echool program througU tu© Hook Managars «od tu© Consoni ty Counoll, TU# cooperation and assistono© trm bota grcups «r© oeed©d ©ad asked, Frograss ¿i©port of Sletaaatary Bohool SaròIla©ats ©a tu© follo»!ag dato© ©or©: 9-4-44 9-11-44 9-20- $ttrsery 148: ■ , , 184 183 Kindergarten Ufi li 113 180 £l«a©ntnry 440 440 474 (Brad©© 1-6) 941 943 979 Oa iftptombttr 80 tb© total studiata la moh «rad© vsros Kindergarten 180 First Ufi Soooad 109 TOird 94 FourtU Mj 117 M XM SixtU n|; 117 II Maating ©f Adviaory Selool Bcard Oetobar a, 1944 s©nt9d Mursery Seiool «ttsadsnes la not quita 100Ü altlottgl at tía alosa of aahool laat ymr it vas vary ©losa t© 1W» Mr« Sugalara *1© aaa tía Murasry Saiool Gupsrvleor laft tía contar, and la la? place Mías Juna Baggs asa escurad for cllld cara training. JTor Misa ¿Ihueic9* positioa as 3upervi«or of Student Tonelera Mías Malla K« Moora Isa leen eeeured» Ta&alar vacancias et prassnt aras Osa £ad Grada Tasalar and tao &rd 1 Grada Tandera» Oaa of tía diffiaultiss encounterad la tía alortags of fuii~tiaa offlea «orlara* At presad tiara i a only oro fuH-ti»e aorkar* and tía rast la suda up ©f part-tlme workere« la Muraary Goleóla, *e lera aotiara «itl ©hilaran taso11ng p»rt~ti«a— a ©esa juat la tía »©minga and ©tiara la tía afteraoona. Tila y car, as l&st year, tiara la & ©olor guard «t tía eleaantary «olool and avery Wd«y i fie« ceretaony la lald alara atalanta gatler ©round tía flag pola and lava a regular eereaony» . Tía cooperativa atora of tía laat tu© yaars, bacana# ©f tía ectapllee« tlona Icvolvsd, took too «uel of tía teaclere9 tina and not snougl ©f tía pupila9 tina* After a meeting «iti tía Bo«rd neniara at tía alosa of amanar, lt asa dacldad t© ©langa tía atora syatan t© # ñora alatli« fiad for» tila year. TU» atora la oparstad In eonneetio» «iti tía 1©««1 «ooporstiva atora—purelaaea baing nada tlrough tlalr sourees and salas nada at tlalr priesa—*U1 Ha proaaada golng lito tía studant lody fund« (lira« Griffitl la In alarga») At buay atresta aafaty patroiiaaa ara plaaad so tlat llttla «hilaran »ay la protaotad alan eroaalng—tía bualast Street la Hgltl and «G*$ tía practica córner la Hgltl and ‘Ti*. Oldar foll tand to ©roas tía atra©ta avan silla tía patrolaan lava tía atop signal out» Tila sata a lad example for tía ycuager ehlldnen alo ara beiag tauglt tía propar aay to oroaa tía atraata. (Mr. Baid la la ©larga») < Tía sr&eta Papar ¿>rive «111 ©gala la stsrtad undar tía sponaoralip of Mr«« Oolvln* Tía aonay fro» tía flriw «111 b# di vi dad botasen tía at«** dent lody and tía doy Saouta« Jt^lGÜ PXOJÜESK, tía aolool papar, la apon aerad by Mis® Tlrondaon. Tila glvaa tía ollldran a cianea to expresa tlsasslvea and to prlnt and aae thalr ém work* Meeting of Advisory School Board* October S* 1944 coat’d Bepreaentatives from the Third grad« through the Sixth «rad« compose tho student council of «hioh Sr# Dumas is ths sponsor# Supervision of Student Te&ehere The major problem is to got children ready for fundamental things— teaching them numbers* how to «rito* how to express themselves in writing* sod how to read and to speak# Pupils are treated «a individuals# fa this way individual aseda can os sought sod gives sites* tios#^R* There is & language difficulty for very young children who enter school with $ very meager knowledge of English# If the parents would visit the eohool system better* it may remedy this situation# At times* aid was asked by moa-Hsglish speaking parents in which ease Girl Scout* have been sent to ears for the children# It is noted however that children* when playing* never speak Japanese# At one time a survey was made to examine the percentage of English that was spoken by parents and the percentage of Japanese* but accurate figures were impossible to obtain# It was suggested that Instead of the percentage the number of Mkigli sh-speaking parents and the number of Japanese-speaking parents be surveyed# The children9 s eagerness to learn is found to be a little greater than the average although the grades and ability measure about the ssme with any other normal public school# Attitudes of the pupils toward the teachers are very good# However* the children are s Uttls »ore on nerve tension—they are restlees# and they move more then the average child—which Is probably tbe result of lack of sleep because of crowded sjuarters# Because the setting is so different from the outside* the children undoubtedly use meet of their energy while in classrooms# Parents should be asked to provide more hours of sleep where possible# It is the plan of the school to have an orchestra soon# An Art Club will help to decorate the buildings# A Dramatics Club will probably help these children for* when asked to appear before a class or group* tosy are a little sore reticent than am average outside student# Progress Beport of High School (Mr# belther) Enrollment of the high school is a total of 8od—431 in Junior High School# Junior High School covers the grades 7* 8* end 9$ Senior High School* grades 10* 11 and 18* Both Junior end Senior Student Meeting of Advisory Jehool board, October b, 1944 ôoiüftwâ Councils are sponsored, towtw, for othor purpose» there Is so division. there are far more candidates, more enthusiasm, «ors students thinking of minor issues is the annual school election which show that there 1» more sincere interest Ihis year than has bees she«» la any other year* Flass ? re is progress for a miniature national election following the echool election* It le nUo noted that the »orale is higher this year than any of the previous years* the building maintenance le handled by Mr. kruamond. the new buildings are underway and will accommodate quite m number of students. If it had not been for the evacuee teacher© who were on the teaching staff» about IhO students would have bees sent home because of Inch of teachers* appreciation to those teachers was expressed* •me year Mr. Jackson has formed a glee club consisting of boys which is something' new* the following are the teacher committees in the high schools Scholar* ship and Award* Visual Éducation, and teacher*s Meeting. the student organisations ares Senior High Assembly and Program Committee, Junior high Assembly and Progr^im Committee, iuill and Scroll* Frees Club* Cooperative Mtore, National honorary Society, Student rorum and Mlseuesion Cfccoup, letterman*s Club* 1. l. 1** Booster club* future faimers of Amerles (ussaffilisted) * Mance Orchestra, Service Club, Ctrl Reserves, Science Club, Hath Club, Art Club, and hi-T. the membership ie composed of both pupils and teachers# Profane language has Inc re seed e greet deal*- and teachers have been asked to watch this very closely so that the students may be corrected# Junior delinquency is no more than the previous yeare. A great deal of diseuse-ica has been held, however, in regards to sex education for the students, lira, saore and ttr. crummond fc&ve been contacted for this instruction. Progress Report (Mr. Drummond) Attendance for the whole high school has been excellent, and it is no problem at all. the grades os the report cards w A, 1, C, U, I, or f — are arrived at through a certain, set standard whieh includes the type of work handed in (the set-up, neatness, etc.) type of thinking, type of action, mâ etc. On the back of the o*rd, there is a space for comments of teachers. Meeting of ££91*0x7 School Board, October 5« 1144- continued A complete cumulative record 1* kept for took student «blob include aehlevement* made, t«*t scores, «11 of the fin* and outstanding thing* don* by him, the faulty thing* performed by him, organisation* to «hioh ho belonged, and etc*, ao that a thorough check may be made when required* The «ofoty campaign ia underway and i* boing epproaohed by tho atudont council* Adult and Vocational Training Prograsa neport Thera la a total of 259 people in tha English classes, and the bulk of these people are handled by tvo full-day teachers* The people have requested for appointed personnel teacher*, but the teaehers are reluctant to teach four extra hour* at night« olassss that «ill teach these people the common, everyday language •hould be developed, and opportunities should be promoted «hereby these people may get more practice* ¿Suggestion* «ere brought up where block club* could be formed; «here one or more olaases for students «ho ere very interested be formed} »here sngllsh instead of Japanese be spoken at group meetings; and a psychological angle «as suggested »here one day out of the week be set for Issel to speak nothing but knglish and one day for the Nisei to speak nothing but Japanese« These folk should be made to realine that the teachers are there to help them but that the actual learning Is n& individual responsibility* There have been over one hundred requests from soman in thla center for training in handling a home-ration point*, buying foods, etc*— which is a real problem to these people* Over 300 women ere registered in the sewing classes* ¿evaluating Committa* The «evaluating Committee is scheduled to come sometime in the middle of January so preparatory steps in getting the high school rendy for a thorough examination by thla committee ere planned* Football and basketball Came* Boys will probably ask to play gomes with outside school* in botha basketball and football* An answer to be given the boys when they bring up the question of intersehol^stls competition ahoud be untie« ipated* Mating of Advisory Sohool Board, October 5, 1944 continued Teacher Applicant« Tb# re&aon for ilia belowper applicants ia that the situation ha* re-taraad sine« the ©peeing of this center* At that tin# it offarad the teachers «a increase ia salary, sod the pregrts« was saw sad to many, it was an interesting professional situation to gat into, Sow mm tha teachers we have era looking forward to the d«y whan the gates will ha looked, end thay want taora permanent Jobs* It was generally agreed that to have studaats go home is batter than to aaploy sosoe of the teachers with who« interviews had been held and found unsmti efnotary* The Slock Managers and the CosbbuqI by ooun«* oil oan be of aselstasse ia this raapact because there are undoubtedly a masher of e ^patent teachers in this eantar who are not employed or ara not working to tha highest latal of thair ability* Suah paopla eould serve aa subatitutas or assistants* Tha recant "freeze order* was lifted enough so that paopla to «horn coBwsitiaecta h*sd already bean anda eould be aaploy ad* Annual Auariean k&uoation leak Flans are underway for tha Annual A«erie&n Education leek whieh will taka place during tha waak of Hovaubar & through Sev«sberUl* 0» Friday of that waak an waning progrm will ba hald to whieh all the psraats sad tha paopla of tha cornual ty era invited* Abate Teachers Contention At tha and of this «oath thara will ba m Annual dtsto Te&cher* con-rant ion so tha schools will ba dismissed fro» noon Co tabor 25, Wedstes-day, through Friday* FTA Masting Tha organisation ©eating of tha FT A is sat for ¿Saturday, October f at 2s DO p.a* at Tarry Sail* Scholarship fund Four students have mskad for »id ranging fro« $25 to f&O In order that thay »ay purchase books* Thair record« will ba checked and recoassendts-tiona «»da* Moating of Advisory ¿ebool Board, October §* 1944 continued Hext Hooting The aoxt mooting of the Advisory School Board la sot for Thursday Oetofcer IS, at 5:30 p*a* In tho high school teacher9a room* Adjournment Tho mooting osa adjourned at 9:30 p*m* U l M U T 1 a AWISOBT SCHOOL BOARD October IB, 1944 Attendance l*he Advisory School Board moo ting was cuHeb to order in the high »«bool teacher* a room n% BiBQ p.m. October IS, with the following present; Mr. Kawasaki Mr. foehizawa Mr. Gjcuno Mr. Mosses Dr. Teraml Mr.'Xaneko Dr. Garrison Miyamoto was unable to attend because of a dinner engagement* Tbe minutes of the previous meeting were rend for the benefit of those people who were unable to cease at that time, and further questions were r&leed about it* Recreation program for Boys on Saturday« and Sundays! Mr« foshizawa stated that he ht.d been ashed by the Bloch Managers to request the Education Section to make plans to provide a recreation program especially for boys between the ages of ten and seventeen that would take c«re of this group ©a Saturdays and Sundays. 'The Block Managers had made this request because they were very much worried about the apparent increase In Juvenile delinquency. la the discussion that followed, it was pointed out that the employees of the Education Lection were eiready engaged a maximum »mount of time in carrying on the program of the schools and that it would not be possible for them to assume this additional responsibility. It was finally agreed that the primary responsibility for the recreational program rested upon the parents end the Individual block organ! nations. It was ©iso Agreed .that the Beer,stion Lection and the Education Lee* tion should cooperate with the various blocks in helping them to plan aud operate a successful program. Juvenile delinquency Levered reasons for the apparent increase in juvenile delinquency were discussed« fhese included; First, the leek of family control because of the absence of fathers who are now outside the center which leaves the entire respoasi* billty of discipline to mothers. Meetings, Advisory School Board, Oetober 12, 1944 coat’d Seoond, tli« fact that some parents ter# become lex la »sousing their responsibility having preferred to enroll in evening olasse* such &s English, m«1q|9 flower-mtjkiag, and etc* la nomn instances tbis leaves children «1thout supervision during tbs evening bourn* Third, tbs present attitudes of children any be a logical result of attitudes expressed by parents in tbs early days of evacuation «ben they at time® encouraged children in tbeir destruction of government property and a scaevhat rebellious attitude toe? rd all authority• it was suggested that parent edueation might be one phase of remedying the situation and that this parent edueation sight come through suoh organisations as the PTA, the ohuroh groups and possibly through the publication of a weakly column in both the English and Japanese seetion of the PX0M32R which should be designed to ball the attention of the parents to the above and to give them some suggestions la hoe it might be solved* 3ohool Expenditures There was a short discussion of a report on school expenditures for the fiscal yeer 1943-44« ¿scholar ship fund Just before the close of the «eating, Dr. Teremi again mentioned the need for additional funds to «eke loene to boys and girls «ho needed financial assistance in ordor to attend college* It was agreed that the scholarship fund should be the topic of a special meeting to bo «ailed at an early date* Beplecesent Dr* Ter ami also pointed out that ho had not yot secured anyone to serve on the Advisory School Board in the plans of Mr* Xki* Adjournment The meeting w&s adjourned at 9:1b p«m* Ml® UT 13 advisory scmot mm October 12, 1944 Attend«nee The Advisory School Board meeting was eellsd to order in the high school teacher* s room at is BO p*m* October ltf «1th the following present s Dr* Miyamoto was unable to attend because of a dinner engagement* The minute» of the previous meeting were read for the benefit of those people who were unable to acme st that time» end further questions were raised about it* Recreation program for Boys on Saturdays and Sundays Mr* Yoshlsawe stated that hs had bssn asked by ths Bleak Managers to request ths Musatiem Station to make plane to provide a recreation program especially for boys between the ages of ten and seventeen that would take aare of this group on Saturdays tad Sundays* Ths Block Managers had mads this request because they were very much worried about the apparent increase in juvenile delinquency* In the discussion that followed» it was pointed out that the employee* of ths Sducation Section were already engaged a maximum amount of time in carrying on the program of the schools and that it would not be possible for them to assume this additional responsibility* it was finally agreed that the primary responsibility for ths recreational program rested upon ths parents and the individual block organisations* It was also agreed that the Boorsntion Beetle» and the ¿¿due&tlon Section should cooperate with ths various blocks in helping them to plan and operate a successful program* Juvenile Delinquency Several reasons for the apparent increase in juvenile delinquency vers discussed* These included: first» ths lack of family control because ef the absence of fathers who are now outside the center which leaves the entire rsspensi-blllty of discipline to mothers* Mr* Kawasaki Mr* Qkuno Dr* Terami Dr* Garrison Mr* Yoshisawn Mr* ftoamve Mr* Kaneko X 1 RUT £ S misom school mm) February 14, 1945 Attendance The Advisory Hebool Board meeting was held in the teacher* s room of the high school beginning at FiQO p« m* the evening of February 14« Members pro soot were* Br. Lloyd A* Garrison Mr* Ss#«smkl Mr* O&uao Mr* .Kanaka Gr* Terami Frssent status of Adult and Vocational Program Sine* Mr* K. J. «altar is le&ving tha position of Supervisor of Adult tsiii Vocational Idueation, ha «»a asked to discuss the work trial oh had baas dona in these field* s*d to »ska for futura plans« Mr* Waltar reported that tha vocational program hr»d practically baas discontinued baasuss of tha trsnsfar of Mr« Griffith and tha look of Interest on tha part of out of school people* Ha stressed tha fact that tha general adult program should ba continued as long m It is possible to secure qualified teachers but that It ana lucressalngly dlfflault to secure the»« Ha stated that continued emphasis should be given to tha knglieh program making It as functional a# possible in oos&eation with tha relocation program and tha problems which cos-front all of the ¿»dulls is tha community* Transfer of Htudents to Outside'¿aheels The value and affect of tha meeting vlth parents concerning tha trass* far of pupils from tha Ameche schools to the»« outside was discussed* The members of tha hoard suggested that such meetings be continued** tha Idea being to secure more complete understanding of the policies of the education section in this regard« The Board else discussed the memorandum sent by the superintendent to the elementary and high school principal concerning procedures for the transfer of students«' A copy of the memorandum is attached*- the board members suggested that publicity be given to this memorandum through the Pioneer so that parent» would have s collets understanding of this procedure« Closing of the Schools There «as a general discussion of ths points mode by %** Myer during his visit here concerning the closing of the education program It «as Utnute* of „dviaory board, February 14, 1945 eontfd pointed out that reeldente should be finde aware of the feet that project life is not good for ehi Idre n of school age and that every effort should be made by perente to move et the earlient opportunity* Mr* My er eleo, indieeted that the project will operate no school cervices öfter August 31, 1943 and that the eontinuance of the schools during the Sumner months ass entirely a matter for local determination, to be based upon the factors of need and the staff available* Batura of ¿Hudents to Californie Schools In connection with Mr* Myer#a remarks the hoard discussed the transfer of pupils to California aehools* Both Mr* Myer and the Superintendent pointed out that California Schools sere preparing to receive pupils} that every effort wm being made to make this reception favorable and that reports from persona who had returned Indicated that no difficulty need be anticipated* J ‘ * 4 •ajr majoGkticm mmoimt mm0á phoj&zp 0 HI OS HSMOKAOtJ» To Br* Dumas Bate: February 14, 1945 Mr. Salther £raat Lloyd A* 0nrrison Subject: Procedure« concerning transfer students Pupils from both the elementary sad secondary school are asking plans to transfer to nee schools between no« and Fuse 6« Such transfers always involve questions concerned with promotion end credit. To clarify these problems you are asked to folio« these procedures! 1* Pupils transferring before May 1, 1945 will be expected to enroll la school At their destination. Ton «111 make every effort to assist by providing transcripts and information to the receiving school« ho promotion or credit will be given for the work of the second semester by the Amache schools* 8. Pupils transferring after May 1, 1945 may either transfer and receive credit and promotion from the receiving school or, If this is not practicable, do such assigned work &e you and the teachers may require to receive credit from lasche schools* 3. Pupils expecting to transfer after May 1, 1945 must give the school sufficient notice to prepare adequate make-up work, tests and other assignments* Pupils must also allow a reasonable time for the completion of these assignments before they leave the (¿enter* 4* The school is obligated to prepare advance tests and materials* The completion of these assignments is the responsibility of ths student p¡| partial credit will be given for work done during this semester* Tour are expected, of course, to exercise care and judgment in carrying out these procedures* Too should secure my approval for any marked deviation from them* U 2 1 U T 3 $ miBom school boakd Marsh 15, 1945 The Advisory School Board meeting was celled to order at 9*00 F. *#, Wednesday, starch 14, 1940 1c the High School with the following members presents Or. Lloyd A* Garrison Mrs Aiyoe Gh&ma Sr. Tak'ssbi Ter ami Mr* Tokuyoshi hew**«kl Mr. Ssijiro Okuco Adult JBduoatloa Program Mr. Iron Benelsy, successor to Mr. James *. Walter, Adult sod fooationcl «dueation Supervisor, css Introduced to the members of the Board, he discussed possibilities in the adult education program, especially with the Idea of getting advice as to whether or net it would he worthwhile to try to start some fens of meetings to discuss problems concerning rationing, food buying, travel, securing employment, etc*, which the adults in the community will encounter when they go outside* the me»» hers of ths Board advised to wait until April or later to start such discussions since they felt that there would he more Interest at that time se many people »re not planning to leave until June or July* there was a discussion of the report on the evaluation study of the high school which was mads in January* the various ratings of evaluations were discussed* Mr* feither reed some of the comments written hy mem* hers of the evaluating committee« it is expected that Mr* Gross, the Chairman of the committee, will make a final report which will he made available to members of the board and people in the community* Hew Board Member Kens of the members of the board had names to suggest for a sueeeseor to Mr* Keneko who has resigned because of relocation* It was agreed that this matter would be discussed more thoroughly at the next meeting* Batuming of Books end School Supplies The Superintendent asked for suggestions of ways and mean» to sake sure that pupils in the schools returned hooks end school supplies before leaving the center* Members of the Board suggested that articles be published in ths Pioneer end that the Block Managers, Community Council and parent groups be advised of the necessity for checking in all books end supplies before leaving the camtor* Minute*, Advisory School Board March 15, 19A5 eont#d Comaenoament Program There wan a short discussion of plans for ths commencement program* Members of the Board s&rsod to discuss this matter with people in the eemunity and to report the hind of cofmneaoeaaafc program «hioh eeems to b c most popular* Scholarship fund r‘ * ¡1 f Br. fereoi reported that the Scholarship fund nom has on deposit 0«Md* l:'4f¿S' Adjournment Meeting adjourned at ft30 ?* M, Mtwwt tmm m&m fhm MriiCMpy l««rl ¿#% I» Ib ABs&t XftBe*tl«9i OfUnt *«dfe*tabr« % t% 19^5, m% a 10 f*iÉ* KikWi irnali fk# íbllovin* £*▼« rsport* ipl«A *r ««all s«« Bis luformati©». i* |Kr, Mbm4«pi| Br« %€. áy r«p»rt«4 tta* Bi**t*st 4«Br**«MM l«i t&to#«t «sí «it.* lit« ipaMtar« tai» tatota tass Imi iatoastaá 1» pro*!«»* and r«*jr iilif« tsi tatalf sf ta»s»*ca «raapa Ib tal atada« OaMs*i«**f«»t «x«rtoaa Mili tai tald tadttasdBT «rato», M« % ®ta bal» fastos «111 b * pm««i1, wiillKi s»d fiMssM tar «biaii |nrlr«ri8| Ib Hito« af tta 22A3DS wm AM j&É&fessé ÜÉ A4«ist tiratira (9 S^fÍGI "Taeat&s) Garrì sor, Lloyd A.* »-5 10-23-43 &-JQ-ÎÇ Werk eeapleted topi, ef Hit. IS tawart fatti J. P-5 7-21-42 10-9-43 Military furleu# %1. 2d««* 15 Sxroerrl sory 1 @Qf» S* Glay F-3 8-10-42 7-9-43 n. foáttaa Prima* 1* i. 11 finawad« BoaaLd f,* M »-3 9-27-43 2-3-44 11-10-43 6-30-45 Military furleu^ transfer te Las Angeles Belee&tloa Office Sag.-Soe* Ät* Asst. Sea* FHae. IS &*■*«» laeefa* ff 8-3-42 6-30-45 fraatfer te Seattle Relocation Office He«* Ici* Prisa* 35 bitn, mita* A.* 8-23-43 6-30-45 transfer ta Äeloca-tioa Utrwlaa 22 Garden, Sacrasi J» ■ 12-9-42 3-11-44 Accept aa. position $apr* Adelt Idee* 15 Hensley, Im * F-3 3-8-45 6-30-45 transfer te Cenasi «1ty Activities Bmpr. Adelt Idac. % Lewis» Grpaa G. * P-2 9-14-42 6-30-45 Ampi «a. positiva Warn« Adviser 34 * Peeple la serriee after July 1, Í9H5 ÀtTQïMfm msosiîi ( continued) Moor«» fèlle B. um« w b«o. d« 8-21-** ÎP39SÂ. 6-%5-k5 ima rot fiSUtXXAÏlOI Work eoa le ted A38ICBOOST Sapv. Sta. S«e«t. IAKW (ïlSîÎB T.oiVh.J‘ 10,i ütU«2i« Charle* en-9 9-a-te Iransf » te V.1.1, Supe. Adalt Bdme. 3 àftdc» S. franco* p-t S-17-*2 5-31-W Accept an. petition 3upv. Stud. teach. a. Seglow, ferrie CAf-7 S-2H-H2 3-¡5-*3 Accept us. posi tica Sapv. ef P.l. T Valter» ¿anee 1» 7-3 2-16-45 Transfer te few Orleans teloeatlea Offici ¥oc. Super*. 10 Walther, Herbert I.* ÉÌ 8-10-42 6-30-45 Work completed See. Sà* Mia 135 11 * People la #ervice after Juif 1» 19 ^5 »KBCHOUU Star ( Heuen t WMM BâmB I XaCaB, Bl. irte» danna ®-4 6-13-tU 6-13-45 Barth« Sia Bae 7. a»-4 9-4-43 8-22-44 BdSi. «>-4 7-17-44 6-I3-45 Binder, Hisabeth * »-4 9-22-42 6-15-45 Btritf, Dorothy Ctf-3 12-14-42 ^•25*^3 Bernhard, Margaret X.* »4 11-27-43 6-15-45 Berry, iaat OUP-3 3-13-42 2-19-43 Billtage» Buril etr-3 1 9-17-4*1 4-16-43 Be ven, Beulah S. SP-4 5-17-43 '4-?~44 Buchenen, «íoeephine * 1 »-4 12-1-43 6-15-45 Ornee» Balen H, »-4 I *-30-43 6-3-44 Cochran, ¿efeft Cif-3 9-4-42 8-14-43 Cochran, Left e ri e OB-3 9-4-42 8-14-43 Collin, Gwendolyn SP-4 7-26-43 7-15-44 XX19QR P0> i ASSXOMBt UBKKH 4th grade o» sonríes "Taonths) Bork completed 112 FefMMl 6th grade IB Werk completed Superr. Pre-Sch. U transfer to relocation 5th grada Él. 33|1 Mt «ad school 4th grada 6 Werk eoapleted 3rd grada Fregmer 2nd grade 5 Join ha «Band 5*4 «r*áe t¡§| «lein husband 5th grade |u transfer to Note BlTleloa|l 6th grade ui Attend sehool let grade pi Accept an. position 6th greda up Accept «a. position 2nd grada U Illness 4th grade 12 * Peonie la «areica after /air 1, 1945 ■ XlftNOCtlOW. flttlf (n«nentary) ( continued) XI» imp S.0.& 3JBK* IBASQH FOE ASSKPM]« L&TOTH eSSEBSSi op smvici tassisr Com», Bin»«« ».• SP-H 7-1-44 6-15-45 Transfer le Gomaonity Activities 5th grade ni Orateli« Hearletta + SP-4 2-1-44 6-20-45 Transfer to Property 4 th grade AT Sremadi FriidlU s*-4 T-26-% 6-l§-4§ fork eeapleted let grade 7* fanlkaer» Aaereaee #. F-l 11-20-43 1-31-44 Traaefer to far Bepartseat 6th grade 2 fiesta«« Borothy CAf-3 9_5_l« *-14-43 Illness of aether let grade 11 Fraker, Je&a »-4 7-gfe-i>3 6-15-45 Werk ea^lclid let grade 23 OiUeople, Alice c*f-3 9-22-42 lO-29-Jlf fe he aarrled Sad grade i % Good« Harriett G4f-3 p|i| 5-T-43 To Jota husband 2nd grade 1 i Griffi th, Lath* A, aM* 9-14-42 6-7-45 M«rk eoapleted 6th grade f|§| 33 frj Hasaond* X&rjr p-i io-is-43 2-17-44 To Jela fasiXy 3rd grade ! k Hart« Madeira SP-4 12-23-43 To Jots husband 3rd grade k Hawley, Georgia K. s»-4 1.3-I44 18-30-44 Accept aa. pee! ties 4 th grade | is Sieteg» Arlene SP-4 11-13-1« 12-23-43 Accept aa. poeltiea 2ad grade 13 ♦ People in eerrlee after dWy 1, 19^5 # ixsmicnasAL stai* ( menea tary) ( continued) HâXS *m*è X.0.& fpt* l«M«i Margaret 0*é 9-15-H8 10-15-H3 Jayne» luth X«* 10-25-l»H 6*3ö*^5 Sing» Mildred J5P-H g-28-UH 6-8-45 KJeldgaerd, X« GAÍ-3 9-23-te 6-s6-h3 Luca. Mark CAI-3 9-25-H2 3-5-43 Luca» Bucala P. ìl-lfi-te- 5-14-43 MeCart. Ina 049.3 9-21-42 8-21-43 McClelland, «lina 9-1» 11-Í-U3 3»l4*Wl McCollen» frleda 049-3 M-5-te 2-19-43 Memorerà, Betty * SP-* 6^-hh 6-30-45 Hacer» lutta !.. ar-U 8-28-44 6-30-4J Sdii» luca 049-3 9-1-42 2-12-43 Pryer, fraaeee 049-3 9-a-4a 11-14-42 msas m taixMôï Military furlough assi «mat 6th crude LIMOSI or sadici "Tnoathe) Mark «cupi atad 3th grade 0 Marriage 2nd grade f fe 'be aarrled Uth grade 9 Indue» la CPS Camp 5th grade 5 Te Jeta husband let grade é Setura te teach la publie school« 6th «*■«• li Peer health liadergertea Ì|s Te Jala flatly Kindergarten Ü Iran*? er te Meet Uri elea let grade 13 Merk completed X&adergarte» 10 Military furlough bth grade * Personal health let grade St * People 1» cervice after July 1* 19*H> IHSmJCflOHAL Sfàff (Sloaentary) ( contixmed) xmx BASII« I.O.D. SS*. SKA30X fQX ASSIOSMUif LKS02H Eeid, Doro thy 8, 94 10-9-%% l-15-%5 fiBEBErltil Aceept a». posi tioa 2nd grado ov smisi ~T«ontho) 3 »«14, Bdvls 3. P-l S*28«HH 1-15-1*5 Aceopt aa. poti tion 6 th grado Hp||; § Bel «er, A. Irono * ar-% 12-1-%* 3-15-%5 Sraaofor to Malfarò 3rd grado Boot, fraiis f« S?-% 1_1%_%3 S44H A t toad school Htl* grado 13 Sand, Patricia SP-% 5-l-%3 g-u-%% Bieagreeabl# elisa te Art U ftincr» Alleo 9-4 9-7-%3 10-23-%3 Botara hoae kth. grado t| Saith, Buth 8« 94 9-22-U2 8-15-%% Aeeopt aa. pooition lot «rado 2k %earttft&n» Sonora 94 S-30-%3 10-7-%% llloooo Sai grado 13 fhoapooa# fora f» 94 9-a-%2 10-%-%% Billtory farlongb 3rd grado Hurofilsoa* Aaàroy * 94 %-2&-%% 6—7—%% 6-30-%5 fransier to Malfarò lot grado II Tango» Arioso * 94 6-5-%% 6-30-%5 tram sfar te Stati etico 2ad grado 13 Walther, Itargarot SAf-1 ll-5-%2 6-25-%3 Borano household dati oo 6th grado 8 • People lm aortico after Taly 1» 19^ XXSHBGSTOSAI Stàif ( Sienes tary) ( conti oned) MAH» XAÎIBG S.Ô.S. XXASOW fot flBBBRBHSF maxi! of smnm Vood«» Catherine asp-U 10-1-H3 10-26-1*3 Te Join knetend Kindergarten t »ont he) t Tanke» Barm ah * »4 12.27.1A 6-30-1*5 Transfer te Aie» JKfftt* 3r& grade 6 Sinke» Alice X» SP-* 8-23-1A 9-13-W Iliacas 3rd grade 1 * People 1» «errice after Jtójr 1* 19*5 unsencxui SSun (Seca.iaty) mi^ «gSk; V *3 smtc B»O.B. ÍÜ SBARBI BOB assigsker* UEBQTH Ad co de» Bori« p-i S-9-44 3-7-45 ssaasuio» Personal Math» Sciocco of smnm (aonths) 8 Ander son* Margueri te * P-l 6-27-44 6-20-45 transfer lo Office Serrice• Csaiisrcs 12 Anderson» Both P-l 9-23-4? 1-2-43 111 hMlth tag.» S.S. WjSm 3 Anderson» VUU« P-l 146-1* | 6-30-45 transfer to Bspt» of Sialo Phys. Id. 12 Bear» Muri el P-l U-16-42 ll-S-43 Accept an. position Hath. 12 leery, Xllca Jme fui 2-17-1*4 6-20-45 Accept an. position Bag.» S.i. 18 Blight» Hi chard Faul P-l 9-17-42 12-29-42 Accept an. pool Hon lad. Arts 3 Boyd» Jade P-l 9*l^-h2 12-6-42 miliary furlough Music 3 Bergeri» Lorenso J. P-2 9-16-1*2 5-30-44 fransf• lo Far» Die. Agricultura 20 Chaîner», Viola H. F-l 10-5-42 1-30-43 Illness of author Math. » dr. Bus» k Coirla» Horace William F-l 6-19-44 6-30-45 Illness Art» Sel taco 12 Crain» Coradell F-l 9-16-42 8—1§—Ü Accept aa. position Music ® ■ 23 Merlai, Boleri F-l 9-17-42 9-7-43 Accept an. position Ihglish 12 * Peopl* la »errice after Mgr X. M45 • # IBSTBCTCÏÎOIiAL S*A*P (Secondary) ( continued) ; MAME I Doner» Lenore * BATING P-l lòti U-15-W tsm. 6-20-45 BBASON POE TMMINATION transfer to Belocatton ASSI««« Iag.1 ft. 3.* Span* UVGT1 QfHagfgd "Tmonths) ? Drummond, Pri edile P-l 9-*-*3 6-19-44 Adninis. Regulation Math* 9 Beerette» X« Boxe&e P-l (.2343 6-20-1*5 Accept aft# position ¿-Sg. ®- ' 3* S. 22 league, Mildred P-l 1Ö-14-44 1-6-45 til hMlth Spaa., Latia 3 Friedman, lucillo P-l 7-16-42 9-2G-43 Military furlough Bog* » Commerce 14 George» Äohsrt G. L* P-l 9-16-42 9-20-44 g->w 9-30-44 Transfer to Cleveland Bolo enti oa Office Ing. » 3.8. 23 Good» Groe# X* P-l 12-30-112 7-1-44 Accept &&• position Spaa*» Latia IS Good son, A, Louise P-l 9-ÍJ-Á& 9-16-44 Accept en* position A». Bed Oroee Bag.» 3*3* 24 Greenwood* fiorine P-l 1-3-44 4—12—44 Personal reason Commerce ^ W- 3 Griffith, Gerald T» P-2 12-8-fe 6-1-44 12-31-43 2-2-¥5 fmtft to S.6.S. Agriculture 21 Grove, Morirà P-l 9-I-H3 9-8-44 Illness Bug*» 3*3* 12 Haamond, Raiy P-l io-is-%3 2-17-HH fo Join fanti? B|t( 3*3*» Sel. |%| Haecall, Oria V* CAf-5 1-1-43 9-9-“3 Military furlough last, music 8 * People la s erri ce after July 1, I9H5 IXSWCTXOBAX. mn (Secondary) ( conti mied) y ¿ya BASI»! S.0.S. t—T SSASOX »0Ä S i i <4 urns zammxfoi Of SOTTI CS (son the) llama, Charlee • P-1 9-*5-*3 6—30—kj fmiftf to Property Of flea Inst. Untie 21 Siman, loria * P-1 *-9-*5 6-30-^5 Vaste completed feg* S.S. 3 Soke, John 6# P-1 9->*2 >17-1* Accept an. position Health A P.S. ia Hop craft, Margaret • P-1 »-30-H3 6-50-1*5 Transfer to Keporte Office lele ? 22 Alienist, Jewel 0, P-1 6-#-kk 6-15-1*5 Accept an. position Monensklng 12 Jackson, ItwU * P-1 9—8—k3 6-20-1*5 transfer to Selocation lag,, S.S.» Mails 21 Jayne, Clarence 8« P-2 iQ-25-Vt 6-20->HS Accept mi. peel Ham Sal «am 8 Jeffere, Florence P-i 12-M& 3-6*5 fa Join husband Sag., S.S. Janea» Oliver ». P-1 6-6-kk 6-26-1* M scraal if 1 eati on Until., Science 1 EaJ&er, Ciar enee GAF-Ç Z-5-kk Aaaapt am. position Phys. SA. Ik Seek, He*el 1. P-1 7-1-1* 6-30*5 fraaJtr ta Kaaa Blri slom Math. 12 Klein, Morreen P-1 9-21-k2 Í-16-1* Aceapt am. position Muele, Canseras 23 Kor so ski, Josephine CAf-5 U-10-H2 5-31-1*1* Seek am. position Pfcyt. 3Sd. 1$ * People la service after July 1» 19^5 nsscmcoa mn {$emm&*qr) C matita «d; SUI» BAtSSS m HBASGB £o£ A*8X8*KZIf MS flfflBBaflOT ofTawc* Tn^tmT ifwii Im 1.* ?«2 2-l*J»3 6-30-45 fransf er te Sastaeertay ledo Aria 28 k0»«l«i John P-l 9-22-43 Acc«pt aa. pestile* ideane 6 lalterti John 2. Sf-S 7-29-44 9-2-44 Basai. Ita. &eeoa. Auto Xtdu 1 la^e» Catbarin« P-l 9-16-42 M©-%3 fi ha aarrlad Weaaaalrtag 7 Lindaay, Lydia A, >•1 $4uMfc i-l$-*5 franti er to Malfare Sa*., S.S. 9 Lo affi or v Marguerits P-l 6~sf-kk 6-30-45 ferir compìet?d Plys. S4. 12 Loesch» IbU P-i S-30-^3 6—25*^5 2raasf ar ta Aelocatloa Sath. 22 Lady» Catherine P-l 9-23-42 9-15-44 àeei^t aa. pesiti«» SeB. 2.6. et Chadrea %.» $.3, 2% Mahony, fìreda »•1 9-16-42 12-23-43 fa ¿aia f&milj Phy». si. 15 RlchaariU Jeaes P-l 9-11-44 4-24-45 2a Jada staff of Boy Basata of Asari ce M&th.» Selene« ? Mirti Latita S. P-2 8—26—^2 9-30-44 Accesi aa. peattiaa Oaatiaaatal Airlines laasaaìrlif *5 Kefori!&&• Bertha i.* P-2 5-1-44 6-30-45 Verte costo lei ed mmrnm 1)1 Memorerà, Salata • P-l 9-16-43 6-20-45 transfer te Beperta Offim *«.. «I. ZI • Psopl* In «airisa after *Ht 1, I9U5 ■ ummmtQÊàM, mjm (secondary) ( continued) KAMI ISSUS B.O.D. », Bissai FOB V tfÊUSÎtft mMæesœJm of smtici TsiftC» McBaaghtoB, Doald F4 10-18-43 Military furlough &«.» S.S. % Petersen, ôoodrln aur-6 H-12-^3 8-3-43 Accept «a. position ini. Arte H Fixier» loman P-l 9-22-42 11-18-42 fra-aaf. ta W.I.B. So«* Stud. 2 fraMtt, Julis M 9-9-42 5-beMA Personal reason Disliked Ai«, giren Bono Beononles 20 ProTancha, Harold W 9-1-42 124^*^2 Military furlough lad. Arte 3%-' Sacrerò» Gladys Jones 14 6-30-49 fr»safer to finance lag.» S.S. 9 Ik ilarr» Hilton S. P-l 9-2$-H2 Prof. Adrancennt Fhys. M. 1 S teff en s, Opel X» M 9-ate 8-14-43 tJns&t. Slin&te ISS&t^m p -Se §e xx Stagner» Katherine * F-l U-30-42 6-30-45 Work conpleted lag.» $.1. 3X Stewart» Elisabeth CAP-5 1-18-43 8-T-43 111 healta Bog. » S. S. T|¡| Stillin* er, Dm f-l 9-23-43 8-22-44 franef. to Miaideica X^ià 11 Stilllager» 0» P. M $-22~hH franef. to Mint Seien Sett. Brav. 12 îiaanaa» Batty f-2 f*l4l 5-29-44 f0 Join husband Ca mmer (ri al 21 f li^lt 11 «irfie* after July # i # MBsmmtmAL mm (s**»»*«*?} ( coat timed) láHl iasîxo I.Q.B. Tmu ISàSûS « sflBBEÄ3l hmmn of jäWcs (months) VaJ.lt, Sa «aliad 6-19-W* 6-7-H5 fe te married Sex*» S*f«# Latin IS Vileoxon« Salem iêf-§ 12_li*_l»2 S-I5-H3 Accept am« peel Hem lee* Stmd. * nuiwté fanr *. f-2 (-SM 4-I6-V5 HiAUjel Science 1 Vtaaai, Ma S; ?4 7_29_^l» Âeeeot «a. position Sd enee« Math« i feed* ìetò 14 3-6-H5 6-15^5 Verle completed fix«» §.s* §|gg 3 : Vrlillt Smll OAï-5 2-15_)»3 9-3&-*3 Personal mm Hath* 7*| * People la «erri ce after fair 1» 19^5 USCOTE i w SW&IG% 19 4fttöXVU> I m moms, int m jvli$ ÌHÙ Bo« impXoyaÖ-* . wA*S•» m®% includa À-16 «ppolBinant« «»"*•■ — ————■ -#25 *t #1,. gsetingi»-—■ -—- 32*44 Aseche Scholarship W—-*——« S2«05 ì OT 6~3C~15 lim*a Il¿SM M WO AMACHE fgCOSDABY SCHOOU Calendar of Svento Oc toben ’1*Ä3 .SU 13 @96 Studente Snroll at Amoche Secondary Sehool« for hlMuy i SOSSiOUS I 191 Ail Schools operato ou Sehädule . ■■ ■ . ■ Wôvsoberi 1$j3 ||ì î# îe&ehers1 Picnic at ^amar fbrk ■|S Eos» Economies and Agricultura Glasea® vielt Lener Teenty^five Senior El#: Boy« Volunteer for Kork im Stilar Boot Fleid8 of Grasada 1? ta« Sodatimi (Gardon City* Kan*} Frasant Coneort 18 Dr* William L* Wrlnkle and Mi H* Show Vielt Amacho (Colorado Stato Gallego of Bduoavlon)^ 33 First Issue of *U* Senior Sigh Sehool Publication ■ ‘ 33 Hi#i School Co«operative Store Opona {8H«6a} wlth 330 Messbare 33 Iaaar Chamber of Gommeras Donato« 75 Maga*’ nee te High School Library* Library Cards Ieouod to DabeJ&O Dcocid>eri| 19f»3 I Standardisod fast« Administrad 5: Contai Examinait ene Given Stradoni» SgK|| 16 Amacho Little Theater Group Presente 3 One-»Aet Plays 31 Construction of Csntor Schools Underoay Dr* Calvin Criedr* Dnlvorslty of Colorado* Visite Amacho Scheele Januaryi 19li3 $ 6 Science Club Organizad p| - |$| : ^.Y ' | 9 Hearing and ^osight lóete Givon Amacho Studente 9 Librari • Open Daily (Three) 13 Library Rocelvee Gift of I 00 Booke fra» Granada Christian Churoh 13 Amache Indiane Flay Baekotball at Granada^Girle» Team Playa Chanada lé Amacho FaeuXty Entertaine larnr Tsaohert 31 Conetruction en Too Elementar?- Schools Halt cd 3B Boye* P#S* Dopt* Sponsere Dance at Terry Ball 39 Amacho Basketball Team Playa at Hart an 39 Granada Opens öy» he Amache High Studente for Practico February* 19l*3 6 Dodleatien of Flag Polo ln 80 Block I «Juniorestniòr From for Hid«*Tero Graduates 9 Office of School Wuree fpene Daily Durlng Sc ool Heure (3B) 16 Robert Groes, Ifoted Violinist, Frascate Concert 19 Speech Class Proeentc Origlimi Radio Play on Abrabera Lincoln I ¿ñfcche High Chapter of B&tiaaal Honor Society Organ Ised* Charter meiere Seleoted Cerasaeaesaenb gxercieee for tfid~Tera Graduates (32) Ä Amache Vlctory Concert (t5,0ÖQ in Bends Hold) naroh« ti>5 1/ 1,7,2 Amache Llttlo Theater Group Presente ? One«Aet Plays I 5 Amache Fona» Organ leed 5 Library Hours ®etealed***H»»ni»g« and Sunday Afternoons 6*7,8 Art and Craft Sxhiblt (AU School) 8 Student Body Constitution Adopted 8 Science Club Organ!sed (tfenber of Bat ion Science Club of America) 9 Amache High School Basketball Teams ve Hol ly et Granada 10 Acache Indiane Fley Grenada feem at Grenada 2? Senior High Freeeafc« Play ,|SV 25 Gate*-Stra»g Health Knowledge feste Gimen ta FeBe'Clacees Aprili *•• 191*3 ¿íj 5 focati cual Agr icul ture Cíense» Tabe Over Approxlmately 520 |g|§| Aeree to far» 5 Heabere af Office Freatica Glase Aselgned ae Secretarles to Faoulty ' ■ 9- Co»op Lance—^eabars hip Prime ■9 Offloere of Asiache Student Council Àitend Colorado Association í| of High School Student Council« et Fort Colline 10 Anacim repretented et Future Hoaenaker fs State Conference, Golden# Colorado ì6 Recital~«6tring«d and Wind 2netruÉsnts««ttt ferry Ball 17|| School Superintendente of IRA Centers fielt Amache Schools 19 Freta Club and Prasset lo Club Or geni* od Amache Senior High Studenti Win Top Rating at State Huelo i ■ Cestirai myii 19! ? 1 3 Staff IMberi.. Bleeted for First Amache Annusi 3 d«a che *A* Club Oratale ed ti. Kit Carso» High School Studenti Vielt Amache 5 fheaae Rodine Intermise» Student« (national Jápane8e«AaM»rÍoan | Student Re location Council) * t 6 Ordeay, Colorado« Seniors Vielt Asedie Schools IT Girls1 Softball teams Plan IntraaairalswwGjtji, Orgenised 17 Romenaking Studente Acuìre Acre «Aist Outside Gates of camp for §;. Yletery Garden fO|á#.Be S* on Accredlted List of Colorado Unlmorslty 27 Aseche Junior High School Scout Program 38 Concert by Amebe Soheol Imbrumar tal l&eie Depertment Junet v'tìì 5 Recita 1-Program by lneh« Junior High School 7 First; Senior Clues Bouquet' 'Bela ■ 10 Speeeh eonteet I|#M for Coamencoment Speaker* W Matiorni Bonor Society Initiafcion Captain KArpea Speak® to Senior* - 17 ^ Varali Ba e ketba 11 Player e. Inltiated ..iato Lottarmene* Society | 30 Bacca laureate fretjres* for Senior*-^ 35 Junior Bigh Sebool Sxerciee* for Hinth Gradar* I 35 ; ',Q»loek*r * (Annua 1 ) I)istrlbuted 'mi,;.. Graduatici* Sxereleee far Senior* 50 Dedicatolo!* of‘Amebe Senior High Sebool tìtilMiag July t l19t& |5 Junior and Senior High Scheda Combinaci luto Seconda ry Unite I 7 -Sr* B# £* Vile** wra Bdueattonai Advieor* Vi*ita Amebe Scheda Ih Senior Blgh Sebool Steamer Bestie» Open* Augnato t1| 11 fp||f 1§|| 11 Aehlevement Teste Gìven to lltb and I3feh Grada Studente Septembert Ì9b5./'. ■■' | 7 | Opantng of Sebool p §3 Tuleene Begieter for School 35 fCerey MeWilllam* Addreesea Studenti <5^ % Aeacrably to Relcom Wm Studente frasi Tuie Labe ■ ’ Si 0otbbertf| # Amebe Senior High Knrolineato ie é$7 ¡¡¡¡llf II 175 Collectoed to Start Amebe Sch^larship Fu ad 15 Beeketbell League» for H! gh. sehool Studente Set - tip 15 Amebe Girle* elee Club Crgenieod 19 lìtui J* ferry* Super intanò ©nt of Mueation* Joins U*S# 8**y 31 Dr* Lloyd Garrisca Appointed Superintanòent of Bdueatioa 33 Awerd* Aeteably»*saislc fepartment 37)"; Junior Red Cross Locai QmfrNir Grgànifted .«£ 50 Health casqpalgn leunobed by Schools Hormdberti 19t5 1 h Granella Studente Tielt Amebe Ce^op , 5 Ber# Howell* feaeher Fresa Punto Bice* Speaks at Aeeenbly 6 Bduoation Heek^HFUnel Hleeueelon Aseembiy 11 Arsii et loe Day Aesenbly Beld £1 *Hofe»Up* Tea» Plays Football wlth Tea^a from Holly Sin Yamagochi of ükw York t&lks to 0#1# Clasees on thè |f tó future Eoa®»kers Club Initiation • 13 First Fortnlghtly Book Bevi«* at library il lae Allegria« (Girle1 Sèrvi co Club) Sleeticn of Off! ©ere ?£ ■ ^Sf# Ce labroted ito first Armlversary ■ ®$ 7ee*Aot Drama Present ed by thè Elementare Sohoole . Art Sxhlblt DeoemberIfììf; ■. -■.<■• .. ■" 1 Mr# Cereria* National Y #M*C* A* Seeretary speaks to M||j Sohool Boys +’* 3 Dr# Clarone« Kemper addreteei High School Assombly it Christa»* Saal Drive Beta &30Ö 7 ìfir# Sodine* Student Feloeatioa Offieer* Vielt* Contar 11 University of Colorado Hadrlgal Cholr Ging« for Student« 15 Aseetably Causali Or&ariseti •; 15 Aaaohe Sohool» Set §53 la Pad Cross smpéigjiftt 1? Amache Indians Play Qranada 19 Lleut* «1*0« Paul Terry ( Formar Super Intendo nt) Visita Amebe tO . Christa»« Program Presenbed by High Sohool Studente £1 Amache Varelty team Plays MeClave at Amebe £3 Sohool C loses for ItHD&y Vacatlon 9B Basketball Ima Leaves for Denver for Serie« of Game« daswaryt' 11.1 g >- näCSglK 10 Vielt of Board of Consultants (Urs* temi«* ’Hr* Sets« Bev« I^Wi pH telson) 11 Girla *a Athletio Association Initiation Party 13 Amache High Sohool Plag Pole Dedèeated ili Assenti» ly for Bèwly Eleeted Msmbere of %tlon Honor Society Il Stidofer» Graduation gsereizes (35 Graduate*}E 15 Vooattonai Ag Boys Vielt Stock Show M: 15 Aaaiop-Seiilor Prom for md»Term Graduatee | 10 Amache Indiana Play Sfociava Blgh Sohool 13 Basketball Games (300 Xatramural -arnes durlng Tear) $$ . Fourth Har Loen Drive Aseembly tè Kènteen^ Opena—f o be Bald Twice a Iteek Düring Winter £9 Quill and Serali (International Society for ri School Jour* militi.) Grants Charter to Amebe High £9 Br» F» dèaa* Br# 0# L# fromei* and Paul JkùSbrick fresi thè State College of Bducation at Oreeley* Colorado, Vielt Amebe fio Sohool* I Pebru&ryt"IStìr. ■ 5 Student Counell Danne 5 fhrso Perrvor University Professore Viiit Antiche*£j 9 ## Xnodol# Soloctiv« Sirvico OfflMor# Gpoaka to High ' iSohoöl; 8*yi -'S 10 fwo Ama eh# Bi*Y WmÙMir* Att#ad 3*day Conf«r©no# 4t Aan«« City# Kd# 15 Linoola Play fr©i®B,fe#i. st A#$#iäbly 16 Hi gh iBap^pstudDiitc ©f ; 18 Pirat Aaaoh« High Graduato# and Studonb* Prafted for S«l«etiv# M | Ecrvlo# III8ÌIJH 95 Sophoaor#« Win Appiedate Trophy in Interdette Yournamorst üsroh t 19Mi 1 Honor Sociaty (Quill and Geröll) Or gatti* ad 11 jj .01«# lub^iànd ■ Hsrfcy. : fsji 15 ; S#ai#r iijh Giriti;Ol## Club- i¥#®#at# fr^^ptm &t Christian /i*9jtó i|§; CJ*iriàf8|^ 15 ■ Ayay^Kwy Quality Ing Toata Glvon fc jgi Xi fpatibaia feit# Pii^y^9vd..’ . ,/■/ ../ ■.■ ■' ■ ■■■;■’’.. 55*96 Aaaeho Sonda'' 3 Dtlopbt# So Honoaaklns Conformo# at> Fort $Kp|j Colline# ! Colorado 95 90 :KDoN»rt of Johnson# Eati«aa# Yovrth Fallowship Viri# A-méìm 9B| S#nior Bigh 6prl&s Maat# Conoort 56 judga Phillip B# Gilllan# Panvar birroni 1# Court# Visiti Aaaoh# and Uli» t© Boys ot High Sahool 21 • tiadbara of Ol## Club *nd 8 Instrumontalists attand: Hüte, Fast imi ot Filiti# - VT 51 Bhytha Show Praaanbad by Soeondary ehe o Lt ’ ■*, ? * April 1 X9U* » . ; ! Beaafit G&m& set Aliotte Dipartaseli r 57*95 ' ; 15 ! Junior Eigh Party ;1 ■15« Saniis^Bal X^*Annual^li • ; . .' '■ .' : ' . ;, 1 " Fhythm Show IVo« Eaynond A# taser# Beinrer ftoator* Guest Speaker .et Aeseably •'lì Iphalar i vi ¿E ; Botiti' K&NBÌi f||$| f,Syaooffttom#1S Organi* ed lMN5^«ldNirÌ;| liMir ’ . ; :■ ' ,' ■ ' /;\v ' / ■.- 'V : ''rl: : •/,•';. ^■■.■■:;; ;: v ■.-.■■ V'; §||f f ophemere : Dance -li1 ì é.:; Mgh Sohool Ofeserve* lOOfeb Am^irer**ry|of Cooperative* 7 School Admial * trotori Attendi Hocky Ford làdueat tonai Meeting § Imm Allegria*. Mentore Soli1 ebrietà** %»!• Trhougbout Center 1$ ! Senior* Ha Intero la** Baokefebail Tournaseent §SS fi ebrietà** Program of Muoio ani labi*** rpi tW*»« 1 ebrietà** t*mttoa|| ®S : Senior cìnse *afty and Bene* damieryiS IStiS .;.:’ -,/■.'/; .'■. > •"•■■■ ■ r ■;■ ■ ' ' V-'' ■■ "■■•1;,,i:.. '"' v ' B. é Moro Boom* Ad&ed a* f Barrack Building* oro Pinlahed 9|The»a* Sodino* $tud*nt Beleeatlen Cottiteli* m it«day vi*lt ®||Serbb Central Evmluating Conti ttoe Start* it«day Inspeotion | 19*f0 17 rit Boy* ittead Denver stock Show £3 3 Coraasneeraent Exore 1*0« fer 70 Mld»7om Crudnato* litfvj Éi .-.firot S,«n**tor 'lod# E ■:v ' ■•■ ;■■ ;,v . ■.■' ',.. ';' e':,: ttwrtorly tbeation ^idonior Ola** Dono* f7;Sflaao Sedenti iooi^ii ;:‘" -"■ v- '■ ■-'■■ "."■."i.%fl robruaryti IStt} ' 1 Coiuwrpt - by Muoio D*|mrtm#nt^In*tr«®i©n1»l 9 Amebe HÌ*»T Colobrat** Firot &mlv*r*ary with Snoeial Editimi & 13 ISSA Dirootor# Dillo» S« ^erf Addio**** Studont Body A*«enbly 13 Amoh» Studont Soholar*hi|» Society Qrg*nl*ed l^EDr# O*rri*on Announee* favorablo Boport-by Et* lue timi Ccrsedltteo 17 Quill and Baroli Inttiation **01111 IH«* Program Insta 1 lattosi Assosably f or lirolyo&loobsd Sbu&«nt Body QffioOrO : ìferoh i ■ 1IS&5 -• lo Coronati#» Of 19Ì|5 Quoa» at Hoyal Ball 16 Or* G* W# Pottigrow* battona! 1«odoratar* Prasidas ab Ara oh# Mg^mler tana footing 16 High Sohool Co-op rat« t9L#!5 la War Bond ani Stop Brirol 17 «ftmior Class sponsor* St# Sfctr!efe,a day Dame# Mattonai lionor Society ProsoBt* *Thoy Cali m QéU Mmn Radio ,- play fi Sophomoro Class Party à#T4i Msotlag* Forsoaral Bara#' ;.Jk' Baraats of Soaior Studonts Guasta at Program ard ?oa 10 t-day Qaartorly vacati#» |||^vgp Aprlli| l$t5 |K h Hsv* Sodino Spoaks at À» sambly è Prora club Boraflt Bara# 9 Ameba Club Ira#Ira» Ch&rtor of Battona! Soholastìe Prosa gÉ Associati#» * «SRIh 17 Unitoci Stato# l-nsgr A.s*T*p. fasta 11 Sp#«tal ^esortai Aifcsably far Frangila 0# Roosowlt 13»lh Anraal Senior P?ay# *$pring Forar* 16 6 Santoro Talco Papi incoia Soholarshtp Tasta 16*17 All Boeondary Pepila Diro» Saashoro itosi# Tosta Ti to*vte* Saltar Show prosant Two*piaso Coraort IM9 Final Ashiora&«ont Tosta Giro» io All Pupi la 70 Sprlag Coraort by Unsi# Bopartaent Sattoral Horar Soeloty Introduoos 17 How sgambar* at Assosfcly myt- Ì:kà'f' ■■ I* High Soheol Corop Closos .’L |j jonior-Eonlor Prosi 6 IMS Bay**à®saably»*S ohool Bellday If | Kit# Plyiug Contort 19 Soni or s»nq«ob and Bara# 19 A*T*A« I fO Studont Bay s pomo ~ ed by Amaoho £tudont Connoti 71 Final School Barn©#f Snoosored by Boostor Club IO Sonior High Arards Asrambly «Tura# Éfe ' ' ;: ' < li 1 Senior "Diteli* Day 3 Ooee&l&uroote Sorvltt«HRor« %«1 D**n Koborfc** Deiwor# Spoakor li Junior Biffi Continuation and lanrâi A*««ably 5 1U Sonlor* Btooi’-'O Diploms afe Loot Ameho Cornano«®© at 8 Fimi Ü3Äf School Ae«o«flbly*»gnd of School 9 19lt$ *oal©ofear#* Asnero :i h School Animi Blfttrlbtstod 10 initie» of Fropma not* f 10? #ßl for &mkohQ Seholarthlp till * Fund . - ‘ imim Áfm sirio» mmi scmooi, assemblib» 1942 §* mi i* Haveaber 17* 1942 8* Poooabor 8» 1942 3* 4* Beoaaber 18* 1942 Peeenber 18* 1942 i* S. Fobruary 6* 1948 Fobruary 18, 1948 f* Fobruary 19* 1948 8* 9* 10* pobruary 88* 1948 April 88* 1948 May 28» 1948 II* Jubo 12» 1948 I* 8, Septeaber 88» 1948 Septomber 29» 1948 f* 4* Oetober 88* 1948 Fiavmtmr 8* 1948 8* a* 7. loveaber 8» 1948 Hsvanber 11» 1948 Deeeaber 1* 1948 8* Deoanber 3» 1948 9« Deoenber 11* 1948 10* Beeaatber 80» 1948 n. xa. «Tanuary 18* 1944 ¿a*t*ry 14» 1944 18* 14« ¿aiasary 28, 1944 Fobruary 9* 1944 | 18* 18* Fobruary 18* 1944 Marsh 28, 1944 I** Sonatinas (sardón City, GeBeort 1* Mr* foalinson» ipealeer 2» Mr* Dierlaa presentad ao ene «08 play* A««iWy (Connsereial Popartueat} *a*«b« l¿ttle fheater group presentad taro oae aet playo.H fMJfcatten of Pl*g Polo i» SH Blook* Bobdirt Orese, noted ▼iollnist, presented eeneort* Speeoh oloso presentad original radio play m Abraba® lineóla* Asecho Vietory Ceneert progrmm % Xtuoio Departaaont Coaeort by Anaahe «i# Sebeo! Instrumental Husio Departas* t Oapt*in X*rp«eeh 2im ho« o oonhinoiioa of late ilio por««rv#tion md Jop«t««o diai «et te«h test Ut tpooeh tentali iglhl*. fhoro 1« noihine vrong «tilt hi« tpooth eremita and ho «oixld oorrooi li if ho «oro «hot» ih« rl^ti tango« placante. Io «•«« lér %*, 1« thaold ho tanghi io pai Ut« tip of hit ione«« bobina hit appor ieoth «nd prooiloo nord« itetene vtth tdih hlo tonato In ihlo potitioa. lo «Ito noods to; «pte »oro Uovi? «ad la ¿tutte ho aoro oonteont of good tpooeh. lobato, botano and Manico » Kindergarten » lavoronit fhoto eblldran or# hoih l«ft-ha»ded rortrtdlt. fh«y oro nnntoally latti« Itemi «ad atr ho «Ho io oorrooi ih« ¿tifiteli«« ite «ili rotei la rondine and vrltlng, ovine io iholr t «adone? io aor# fra» ri#i io lofi. Ihta «shed io orli# hor nano, Stanno rapii «d. *1 t» alted I vili vrlio li htmriri«,9 li vili tea poiioni and paratoia»! trainine io eoi thooo ehildro» io aoro agro and haad tog^thor Ite lofi io righi» Hytfcjsìe ororei tot vili ho honoUedol. lutate* hor? * Uh grada « Ah ««oh Bofooi lory ha* o tororo Utp vtdeh 1« «ontod V iho proiratlon of tho tate« holvoon ih# tooih» Ihon tei» hov i« eorraot ihlt «ho voo «ilo io aako o porfooi ,i*. ih# tenia ho rtemàod io drop ih« iip of hor tongsa htead ih« lavar tooih for ihlt toaad. Ih# eonld oorrooi ih« dofott porfteily* te vili allp hodh lato hor utte va? of telrlai tea«« ro-atadad. 2 Mataaada, Saiga - 2*td «rad« » Sp#««2 Salgo do«« »•! «m %)it aomvd of *2* In Ma mHi. io safe* tha aarraat totrnd af *2* ana da«« noi tita 12# lipa* Ma «houli lo glv«n drill an tla «ovad af BM# la Ina grllallaa sa *ar » a»*. % dalng 121« la vili 2a «ida ta gir# tha «arraet aaund af *2* vitlant parala« 12« li?«. Mattonato, %$iis « lai ¿Pad« - Sp#a«2 Arria 2*a a fan tal? «arda aaal *a %X#4^ far *rad,V?:j 3« al so ut«» ••* far *12*« Ha va* alla io «arraat tlaaa dafaata and 2a ahould la ra-aladad af Ilo aarraat ton«a# plaaanant. Ha ««a «Ho ta naia all af 21a HI* «anuda iéor «lo*« 2av ta pl&aa 21a latfi« latvaan Hi Itati* Hlmtant, AdAin» - 5th «rada w %a#«2 : Adailna randa viti n aarwut, jark? aginar* ta«t2 tifiti? «loaad. Sla 2aa aa o^oitH ipooiH dafaat tal naada ta érr«3top « anaatlnaaa In raad* lag and tutelili t2nt vili a«2# 2ar »ara anali? nadar «toad. Mori «ano, *aaaa * 12th irada « %a«ah Hntnafa apaa&i la t2a ratti! t af lavln« laan ranrad In #«$«&* ava? fran 12« Infittene# af t2a %gUal langaagt. Mia varai atit alitati an 1« *%* far Hi*. Corroet tonfa# plaaaoant far t2a «otmd af *th* «nd othar sabatitallona vould aarraat Hila ¿¿filatili?« Malata, *ad - 3rd gradai. %a«al fad 2aa a liap «Mail 2« vat nat alla ta aarraoi darla« 12« axg&matiaa. H2«n drilUaf tin varia laglnain« vi 12 *ft9 it aight la vali ta lava Ma «lata Ma front tanti and kaap ih«® alo«#d villa 2# ifé tla *S* varda viti tla tip af tla tonfa# dragad loddnd tl# lavar teath. Mio» 2a Ina onaa #at#211«h#d tla Maalnf «anni la alati! d nat la rafairad lo kaap Ila frani Itati salirsi? adatad. M&aaoara, Max? « ?tl grada * %*#®eh and tlatan Mar? Ina a donila handieap In tini la? flit« la rar? poor «ad Mollai Ina la«» rar? dimorali far lar, A n«nt«l taat rapalrlng anavara In Xa&lal la nat fair far IMa t?pa af aMìd. Ha ili all of Ila t*?««n montai tasta «attaf «alarli? «reapt tlaaa roani ring Sartia!. Aa lntaxpratar vaa naad far pari af tla taat Ini ìli a dld nat tasto ta la antlrtil? tati«-faator?. H«r randlng la of aaaand grada «Mili? and aha aonfnaad «arda af alnllar app tarano# Ini «Affaroni naanlng, anal aa *ar* and *of% •atill* «ad "ataod*. Mar mentalit? la no datilt hlgh«r tlan la «uggaatad I? 2ar aalaal vaile. Son# rocabulary vari vani« «ndanltadl? r#«alt In hi«ber mm%aX lélifMl. ili «il ««t «¡Mi« I» de «f m Ili lerci Ucs« li thè t«il, Illiivit ®«t«u * 3**d grade V* def eot *ppi%r«nt; udii he reehecteed fw further «tudy, B*«eura, ¿©T«« - 9th «Tede « %««eh end »etardati©» Joyce*® r et ardati ©a 1« thè recai t ©f latte af tei#i«h and «le© »«atality. 8ha readt eith third «rade ahllity «ad «re» thea la aet at all «ara af hereélf* She eeened la aaderetand thè Madie« il gueetiane Mkei hai vi« aat «Hi te fercnxl&te «navar* te Ih«. Stea «aald praflt hp reeaba-Xarr w©*h. ¡¡¡|f^¡g Barite, Uayd * ili «rada * tieiea Uayd1« rieaal «¿alt? la aat «a dafeetire, Me ara raftdtaf hatvaaa 30/30 md iD/hO# hat eri dea tly tha ptaei# af thè laft lid hathara Ma la Ha *ehool natte* la daaht ttela «1U ha t«eaa aara af hy «ne of thè apaalallata thera at tha IdUeatlaa Center* Iddrah» Behert « tei «rada é »trattante fa reaaaa«adatiea mari referrei te «a agra epeei aliai. Smurai, Chiyo - lOth «Teda * %eeah Chiaro hai a doutle teandiw, haria< Hrad la «T«P«a far i6 raara aver fra» thè tafluaaae af thè li#iali l*ft«hasa aad elee teina astrmeir tonane* tdad* Bawarar, a tteert tonale aaah aa ahe haa ateanld aat prercat Ir fra» eorreeUng ber «pacate* *ar hiaaeet aiffiaolty aaeaa to ha «Itti ^«èt af «hieh «tee pfananaaad ali inpreperìy. «ha Haa haa a H«P «»lah «ha ma ahi# to corre et nhaa ahe«a tha aarraat tongue plaaenent. ©a aaaaant af har naturity |t la daahtihl if ah# vili arar ha atei« ta ante# »nate af a aarraatlaa la har tpaaah* ShdaeneVo, Sbugi » tetti «rada - Stattarer stragi la il tha reeerarr ataia aa far aa hi« etutterlmg la aaaaaraad. la ehauld aat ha pad la a pe*itl«n la eteha^l «bere ha la lite «ir ta e tettar, la Haa haa a dU#t H«p «Édah ha aeuld aarraat «haa è»a haw ta drap tha tip af Ut tango« héMnd Me lavar taath* la a«ra *** fhr •thr, dddi la pretatXy dialaat* la aamed ta m&aratend Ma dafaata «nd «aa ahi e ta aarraat thè». MU ehauld ha gir«* 1* ©nly after ha haa aeaanad tha ri#t languì fdaaanant* iuooka, fi» « 3r4 «r*A* - Sp#«#h ; 1 Jls Imi* a rilgri «trit«r end « rarr asaatas»«« T»la«. 1« 1« «Y«ra*»l»g thè «tritar Uattlf and no «spharia «terid fa plasad »year tette vi thon t a »tot eke* and ateeod only oat of the l%~year level. Ble vocabulary teat one that af «a adelt. Sincerely your a, (Blaa) Carey I* Bevniag Sapervi ter, fjpeelal Itodatle* | «Hl Si sens»» ov SPAIAI mtx mumm or momrn amavo i«i, p*fp soüdols, monu «oran a*x*r 3. »wive, «umnso* ÍAS»« U. t$*|| fo»Q tà&|Éi» *•# flftiào Ht. Ver JO* ita lar Cm - I* eft 3rf |¡|.'í -S ¡pl Soil mj# pi p II foot w not 1« OOOWPotO 0|l»9, SMiam Ili 1« ** fffl If taf 10* 1st« Omt of ^0 cfaildron toit «4, iho »Nt« «sii' «•«Rod to fern d*footlv® tea*» la«, seeding attenti en. mstim V imti xth0 0smm nomm Gotober 24, 1942 Tbe Adult fcohool will opoo Kenday« Qotober 26th, tnm 7 to 9 ©«clock* Mfh0tr@ intere«ted in taking pari la aduli oduoatloa program «bould roaember that «lasse* sili bo offerod any tim of tè* day or ovoning that groups wisb to attond** Charles 7* ìtulford Ootobor 31« Itti Hxtonsion oourses witb college orodit to bo offerod* Ifove&ber 7, 1941 lssel alasse« in burroni fepto* to bo givo» la Japa&ese oa Manday« Wednesday« «ad Fridays« 9*30 to SsOO* A olase in Tortilo* mé latori or Peooratlng will bo orgaalsed to aeei Mo&day, ffedaesday« «ad Friday, 7|00 to 9iQ0* lowsbor 18« 1942 Plans «ro bolag ®ade to organi*« eroohetiag tad woodwork under Cmaxalty necrosi iota* Doeomber 8« 1242 A oouroo la Japaaeae 1« beìng planned for thè training of ioaahers for lavai lateiligenoe Scfcools* Peoeaber 0« 1941 Cbiiei la boginnlag baglish« sewing, «ad bandi» orafi*« aad Japaaese writiag aro boiag planned. Do««»ber 16« 1942 Bucato***»* hook "Laaguago in action* «ss di*» ouased «t tiednesdey night1* aduli Sohool fona* group* Dooisttber l§t 1942 Ciac*«* in optati« «ro planned* Jaauary 2» 1943 low «lasso* in fino art*« portralt painting« eomnsraial art« typlag, and «horthand • Jaauary 9« 1943 lev ola*«a* in aduli eduoatlon« tastilo art« interior dooo rating« and bandiera fi» January 23« 1943 Haseaakiag work orgaalsed for thè purpose of teaohing girl* aad noma» to naie* barra©*; roons iato oomfor-tablo aad attraotivo homo*« "Fresa Shaek to Chi« «ith Junk* by Lotti* K* itero* Jaxtuary 30« 1943 Art studio schedule for stili Ufo and portralt paini lag. February 4, 194$ Fore* %m Toma Sail* February B* 1 946 es *How to Utee larreek Moobs into Pleasant Homes** February 4* 1946 "English «U«««« will bo formed if «tough per** sane or« Interested* th# adult education department announced this week*" February 9* 1*»46 "WeaYing clauses will begin Monday* February IS tho education department rerealed this nook, March 6* 1946 Adult elasees la pattern dr#« ft lag and baslo slothing eonetruotion to bo organ!sod* Arte and draft Inhibit* March §* 6* «ad 7* 1946* March 10* 1946 A «it!son*• ooaforonoo "Better Cititems in a Better Community" planned* Program includes discussion group« and community singing* 9r* car«tarpon anaouaood that now olassea will b«gla at th* hospital for hospital attendants* aursos aides* and orderlie« Marsh 13* 1943 Murs# Aid« training eourse will bogia Mar oh 16 by a sari#« of lootur««» Marsh 20* 1943 There aro 62 mon «nroll«d in ths now e^pse in Japan««« which most« thr«« times par weok* Thors are both day and night classes* May 6* 1946 "The lack of toaehor« has nsos««itatod th« tales lag of ail shorthand and typing olas««« on Tuesday* Thursday* and Friday nights aooording to ths adult «dueation department my 16* 1946 Saw olas««« in typing shorthand* and bus in««« English will begin Monday* th# adult «dueation off!«« an* noimoed. ¡Jj * .... ’ ,.* Juno 2* 1943 The MÏ program was oanoollod for owaouooo* About 276 youths had applied for the work and about 214 had already boon sent to SYA oesttare* Juno 26* 1943 The adult oduoatioo of floe 1« making an urgent appeal for more English instruotors* July 14* 1946 Might classes for those interested in iastrw-mental musio* September 16* 1946 legislation for night «lasses in history and gowsmment* English and Japanese now going on* Sepbeaber 25, XS43 "L^oture-Korur* Seri©« sponsor ed by thè ^dult Sdueetloa Befertnent «111 start à$$£ct es sooa *a eurteilasat <*» FtthHe estiviti** is lifted,* «teted S, «T# Gordon, High SohooX* Septs&ber 29, Ì94S Htght elesse* in hsginaer1* typlag, speed typ* lag, beglaaer*« sfcorthsad, edrenoed typiag, treaseriptioa, saé eroehetlag ergenised* Oetober 2, 1945 Cless la Social laseetlgetio» under Dr# John X* Redemelcer, Coeanuniiy Aitai yet, for college eredit orge* aised to aeet Tuesday ead Thursday, 7 to 9. Oetober 16, 1943 Three veeenolee la traiaee** welding elea*. Oetober 25, 1945 *«w olece la begixmercs BagUsh to berla Me»* dey, 0,50, Oetober 27, 194$ Or* Caratarphea anammeed e 0*8 weeks oourse la nurse1* Aide* "Thls oourse vili offer velueble training et weli es pr*etioeX cxperlenoe end e kao*lodge of thè American hospital System** Oetober 50, 1945 Class la beo io eXeetrieity for begiaaers end e elee# ia Carnea. Hovenber 8, 194$ SaroXXaent ia night elesse* is 1229f ia toaster** elei elesse*, 522« Hoveaber XO, 1943 Heloeatioa publie foruas reauaed ia ferry Bell ®a FTidey ev«iags* «Tour Respoasibility es e Hembor of Tour Cosetuaity.* Hr* XiadXey, eheirmea* Koveaber X7, 1945 Forum «Oonstmer Educati«»,* Mr. Halllday, ehairaea* February X7, 1944 Begixmer's SegXish eless to steri et X o*clock* aight elee* ia intermediate Haglish to stert et high sehooX* Hereh 4, 1944 Intercediate ead stiva ne ed laglish elesse* or* geaised es night elesse*• »rdii 25, 1944 First eid eles* eaaouaeed* ^*reh 28, 1944 Beglnner'a laglish ead buslaess Baglish orge* aised es aight oX«sses* Aprii 5, X944 Sogixmer’s E&glish, A ead 2, to «est ia efter* aoaass else, Xetter vritiag ead oeaversatioaal laglish ilty g# 1944 Orionio1 Culture! Hi*tory «!**• to meoi tuo*« doy «roo lag«* »y 17 # 1944 Aduli Educotioa i© «postor dento! téchatelos oouree—3 to 6 maatb* oour«o* ¿ino b# 1944 Aduli EaglUfc enroll»«»t# 27$) «swing e!*•••«, ¿98, fhi* it thè firet ite« thet Ssglleh he« pe«*«d tho «ewlng «lotte«* . ‘ Y ■-./ ,v- ' : } W f " Jim« g3# 1944 Begiimer« Englteh crgftnìsed to «oet tuo night« • july ü* 1944 PtyahoXogy of Adoletaenao for «xtea«ion or«dii. Auguri i# 1944 Aduli troteing «lo«« io off te« procitee. PX*n» for «uto ooohoolot trololog ole*«—«otor r«poir end notet«- «epiember 8« X944 Aduli eduoetion work will begin oftor o holi» doy of w0 oafìth* Septenber 16, 1944 Aduli iàaglUh «lotte« to begin. Sleotrieity «loto it «tiXX opon for enrolle««. Ootober li, 1944 Aduli Sigiteli teooher, Hi«« Soteno, retlgn«*- Kovenber 22, 1944 Mm eduli reedlng room in 8H«44 to be open five doy» «ooh «ook» Boote, nego»in»«, end bullette« «ili ho oveiloble. WAR RELOCATION AUTHORITY GRANADA CENTER EIGHT SCHOOL PROGRAM Classes for these persons Who «ill net be enrolled in regular school will be offered in the afternoon and evening under the adult education program* Type of education to be offered will depend upon the interests of those «ho «ant to attend* Those interested in enrolling in the classes are asked to check the type of work they would like to take* _________Art Homemaking Agriculture Commercial Subjects Bookkeeping _________Business English Office Practice Shorthand Child Care Decorating Cooking "Sewing [Knitting "Other Mathematics Current Happenings Dramatics English _________Beginning Let erme diate general Review ~8tory writing Literature Arithmetic ‘Beginning "Other "Algebra Geometry "Other Music _________Vocal Instrumental First Aid Foreign Language give Choice Handcrafts Shop Work give Choice _________Woodworking History List any other subjects you would like to have offered) Hamc Address (Additional information at ADULT EDUCATION CENTER, 8*H, Recreation Hall* Return this form to S-H, Recreation Hall«) J wàMmnm tat moi mmmm mrnmm f «mm» mmrn/mmmrnmmmimmmmKm i-eader* Tur« Lindiey October 29 1« Sow to make new frima da in your new home* 2* Tour part in Civilian Defense Programs. 5« Attendance at Civic activities* 4* The fusion of the Japanese and American Culture* 6* Assimilation and what it means* ART AID C-AFT8 PROGRAM SAYURMY AFTIRI00» 1 to 4 p» i. M*r«h 8, 1945 MUSO ì Piano Solo«###••*#«**•#**•••*•****•••**##•#*»S^tsuyo lok* VioXln trio••*••#*•*•*•••»•*•••*•«••*••• .i’iyoko MlsutiBii lfiwry Kawathina, Yoahiai Yokohari ARTISTI I» ACTIQS 5* low@r Banking * ••**•»•***•*•#****••••*•*•*#*• «Ira • A« Kito 8iXk Soroon pfoossi* ###***•**•*##•##**•#•*****#■» •*KikiiOiii mtmmt mmtm r u i »♦ MB8XC lioooX aoXó«*##****•*••*••#«***•■#••#••*****••BoiMpy Sxruiki da Oifli* V4>onX trio**#*•»*#**#« #•#••*••#»Junior High sohooi Eira «sto r# OoradoXX Graia Piano aoXo»*<•*#*##**#*•♦»*#***»#•**••»*#*****#«Sfaaiko Qta ASTISTI XI AOTiatf Piover I» Iato Waaving«####•****#«#***••***#*#*••«*•#*♦***»Jobbì# Aisawa Patirlo art* •***#•###*#•##**••*••«••# *«*»*llra* 8» la tonati© Flowor arrnag«B*aaifc**♦**•****»****•*•#•#•*•*#«»lira* C* Oda starmi aftbriooi B irono . ; ■ ' ^ . PooaX solò# * * * * * * » # * • * * « * # * *.•»»«• «■***•##*** * • «Mini Saaaki loto .....(Bassura Bina solo.*..... .«**•*••••#«•»•*.•*»*•»•••••*•*C. T* Sana Violili ....................AMi«« 0«ttga Vooal solo••***«(••#*•*•••#»**•**•#*******•**Sv®i Kawsjssura ASTISTI II AGTXcm Carioaturaa••**••*•«•*•••••»••••#*•*•#**•#«*•«Toa Okastoko Fatrio art#****#•#•***#*••**•••#*****##**Mrs* 8« Watanaho »donni© Aisaoa ifoodoarving* «•*•»»•••»•••»•#••«#•••• * Y • Sui«ki * a itodasti Timo Eyo*um and Ai Mo couumE cmmf mmrm mmm m mmm or socm, nmmwm Rm» Adulb Bduootion and Cossuaity Analysis Sootton «rf aok-ing ovotloblo to «H iatorootod portons wfeo b*vo propor fsoltfloo* tioaa à ns* troiaiag tours« in nethoda of rosooroh* fhis oourso ts the soa» M tho standard mw*m in this subjsot offorod by aoeroditod 0012«g#« «ad unira rsities in tho United State«« Both thoorotieal «ad praotioal oxperlonee «1X1 b« providod for sarious atude&te* Fer sons «ho aro'high «ohcol graduai««, proforably «rith one or «or« yiferi of college «ork, #m eecure five guarter heurs or three «asaestsr hours of orodit for the «ourse of sixty heure of el*sa «ork» Others «ko haro oxperieaoe or wiofc to jois the oouroo for the trainlng »»y do oo providing they seoure the lue truster** permission» fhoro io o «trocg dss*nd for persons «ko oro qualifled and trained to do thia oort of vork la position« both la Civil Servies and in privât# Industrie* «ad eosimeree* Students oooploti&i the course suooessfhlly «iil if they do* oiro b» reeeusended for professions! «ork in tbit fiold * Buriag the progrès« of the court«, individu«! sœiboro ssay bo appointe« to position« of the Coœraunity AaaXyoio Staff» Tho trainlng glves in the cours* io of considérable valut in ouoh rolabed fiold« oo offioo «eaago&ont, interviowing, busl* no«« ond market resta roh, teaohing, vritlng, ond ablllty to »est tho public eatily oad ef riaient Xy* Anyoae interostod shoulct appear ot tho Adult Bdueaticn Of* fis# ot f p*»* Uonday, June î, ot «kloh tisse olooo tins «111 bo arrangod« Mr* Samuel Cordon kr. dota PodœAkor To: Dr. Garri son From; James H. Walter Subjecti Annual Heport Toeationel program (8) Adult Education (I) vocational psoaRf'jí (s) 1. Heed Project Maintenance The reduction of the project population by draft and relocation directly contributes to the problem of project maintenance* Both these factors reduce the number of persons of opti-mum employable age but do not proportionally alter the number of older men and women, and children of school age* Becezxt surreys indicate the need for vocational training programs to train older men and women for skilled and semi-skilled positions with the: In order to make maximum use of the employees already working there is need for retraining programs to increase skills now used* These training programs are especially needed in clerical poaltlons and mechanical jobs* Relocation Training for relocation can and does parallel vocational training for project maintenance* The job needs of tho projoct are comparable to employment opportunities outside the project* There has been considerable interest in a vocational class in dental laboratory training but whether the actual need will justify the necessary expenditure of money for equipment and materials is still undetermined* 2* Interest An analysis of surveys and requests show interests in vocational training courses leading into semi-professional and professional vocations* Especially in those professions that provide an opportunity to establish a private business. The silk screen project end dental technician training are examples of training courses that have attracted interest* Farm Garage Motor Pool Hospital Mess %vision Public Works Administrative Offices Schools Vocational Program by James R. Valter cont'd Some interest has been manifested by older men in a training project in nursery and greenhouse operation. 3. Types a. Vocational Training Classes Regular scheduled classes with definite course outlines are conducted in: 1. Voodahop and electricity Number enrolled. ....... 19 Number of classes. ...... 1 Number of teachers ...••• 1 S. Typing Number enrolled.............. • 14 Number of classes. ...••• 1 Number of teachers ...••• 1 3. Shorthand Number enrolled. . ... • • .13 Number of classes. ...... 1 Number of teachers ..•••• 1 4. Mechanical ¿¡rawing. Number enrolled.................18 Number of classes................1 Number of teachers ............. 1 b. Learner ship Programs The lack of records prevent any author-itative reports on the nature and extent of past *on the job11 training« However, semi-official data collected from the various project units indicate a considerable amount of in-service training has been going on but without supervision and documentation. There is evidence that many workers have received excellent training by appointed and evacuee personnel connected with the: Farm Motor Pool Carage Electrical shop Plumbing shop Carpentershop 4. Problems Involved a. The most pertinent problems Involved in the maintenance of a' vocational program on this project axe: Hospital Administrative offices Co-op Store Engineering Offices Mess division Silk Screen Newspaper Vocational Program by James B. Walter coat’d 1. Recruiting of appointed personnel to instruct vocational classes. The regular school teaching staff are only available for evening classes. 3. Organization and documentation of in-service training programs for project units« 3. Recruiting and training of trainers for in-service training programs. 4. Recruiting of trainees for in-service training. Since the younger men and women are rapidly leaving the project, more of the old people must be interested in developing job skills for project maintenance positions and relocation. 5. Gearing Training programs to cope with the present critical labor shortage on the project* 6. Supervision of in-service training programs to maintain the proper balance between formal training and work experience periods. ?. Organizing training programs to expedite relocation rather than retard it. Several of the existing programs need to be shortened to encourage relocation and open more opportunities for training of additional personnel. 5. Relation to Relocation While there are no adequate records to validate the assumption that the vocational training program has assisted relocation, there is considerable evidence that it has helped. The present labor shortage is reported to be in part due to employee relocation into work fields comparable to the jobs performed by them on this project. In many cases the employee transferred from his project job to an identical job outside of the project. ADULT EDUCATION (F) 1, Need Project Maintenance Adult education can and does make a directcon-tribution to life on the project. In addition to functional English classes, there is a definite need for classes in* Adult Education by James R. Valter coat’d a. Home management to help evacuees to make the most of every opportunity to Improve living conditions while here on the project* b. First-aid training to insure the proper treatment of minor injuries and illnesses. This training would relieve the hospital staff of much of their present work. o. Care and feeding of small children to assist in the proper development of the colony and Insure adequate supplementary feeding for babies and pre-school youngsters. Relocation The first and most pertinent need for relocation is mastery of English, ©specially conversational English. However, relocation will involve the establishment of new homes. Assistance in this activity can be rendered by classes in; a. Relocation problems and adjustment, to provide Information necessary to meet with the problems associated with resettlement outside the project* b. Home management outside the project* c* Foods and food preparation for those who have not had the opportunity to do their own selection and preparation of meals* d* Relocation opportunities to aid those about to move, in planning their future activities. This course might also stimulate relocation* 2* Interest a. The most popular courses in the adult education program are English, Sewing, Flower-making, and Wood-carving. However, some questions might be raised about the value of flower-making and wood-carving to either life on the project or relocation* b* Recent surveys show a great deal of interest in foods, homemaking and relocation problems classes. This interest is centered mostly in the younger groups who expect to move to the outside in the near future* 3. Types a. English classes Humber enrolled •••••••«•• 273 Number of classes.......... 16 Number of teachers ••••«*•• 8 Adult Education by James B. Walter coat’d The English classes are divided into three groups, beginners, intermediate, and advanced* Throughout all three groups conversational English and reading are emphasized* Of the 273 enrolled, 268 are women, and only 15 are men. It is expected to establish four new classes which will be made up of men students* b* Japanese Language Classes Humber enrolled. • # ♦ 5® Humber of classes« .♦«**.«♦* 5 Humber of teachers • *«»*«*•• 2 Classes in Japanese language and writing were set up at the beginning of the adult education program. They .were justified on the basis that the training was valuable to prospective draftees who might go to Camp Savage and be trained for army intelligence* Many of the students did qualify upon; induct ion, but the need no longer exists. Enrollment in all types of Japanese classes is decreasing and no effort will be made to revive interest. e. German Humber enrolled .....*.9 Humber of classes *»♦*♦»•••*! Humber of instructors... . 1 The enrollment and justification for this class do not exist and since the instructor is on annual leave, there will be no effort to continue the course* d* Oriental Culture Humber enrolled * • • * • • • • • * * 36 Humber of classes •••*••♦•*• ^ Humber of instructors «•»«««•• 1 This class was organized by a volunteer group and ia taught by a volunteer instructor. The adult education department does not supervise the class or consider it a part of the regular schedule. e* Avocational Classes 1* Sewing and drafting Humber enrolled* •♦•*••••• 238 Humber of classes. *.*.•••• ^1 Humber of teachers • •••*••• Adult Education by James R* falter cont#d 3* Crocheting Number enrolled 106 Number of classes • .••••••*• 3 Number of teachers ......... 3 3. Knitting Number enrolled • •«•••«•••• 113 Number of classes • ••«•••••• & Number of teachers • •••«•••• 1 4* Flower-Making Number enrolled «•••»...••* 85 Number of classes *••••••••• 3 Number of teachers • •««•«*•« 3 5. Wood-Carving Number enrolled . ......... * 53 Number of classes ........... 1 Number of teachers ......... 1 6« Fine Arts Number enrolled ♦ • • • .....36 Number of classes .«••• ..... 1 Number of teachers • * •..* 1 With the exception of sewing and drafting which does provide val-» uable training to women, the other courses can only be classified as leisure time activities* 4. Problems Involved a. Recruiting and training appointed personnel for night clas es. b* Recruiting and training evacuee teachers* 3* Construction of instructional material* a. Scheduling of classes to avoid interference with project labor needs* i. ¡ç,> - ,• ^ e. Replacement of evacuee teachers who relocate or are drafted* 5* Relation to Relocation • a. English classes do have a direct relationship to the problem of relocation since the ability to speak English will assist < relocatees to adjust themselves to their new environment* Adult Education by Jaifli 8» Walter, cont* d b. Japanese and Geraan class«« have a doubtful value to relocation. c. The avocational classes could have soma value to those who expect to move outside the project. However, there are no records of any individual making any vocational use of the training they have received in these classes. IfòOUX&T wTvi»ähf OF /ODüLTS IS MOLISI? CUSS SS ita' to mm» 1945 Male F*jb&1« 1943 Mal# F«mal« 1944 Hel« F«stal« 1945 Mal« . Final« JèJiÎslT'. 124 im 20 las «7 243 February 121 257 Ü if 1 137 27 243 54 aoo 12 140 § 100 Aprilp 37 171 tu 250 3 66 M& ff 140 13 » 1 ö 60 Jim« SÉ 136 32 296 i 34 July IO ¡¡106 44 290 f 102 « « September 19 155 11 256 i October IÍ K9 19 171 16 MÍ Kov«ab«r £3 1128 ¿ií f 19 113 16 2541 P«o«&b«r t ÍÉ¡ £4 163 19 236 *Cl««««s »uaj»«&d«n u/a/uj Bathlai/a* foak« $ agnino«»» l«h 9AJA3 t/afkk Ih*r»t Badi f IcMhaohi, SN*« telato 0»1. «l®t. Ori «al loka, Sanpy S. &#ÌfM 5/H/Ws lva*i*l, Otdl p/l/M twsoaura, 4i»»gr 3A3/*J§ 7/51/^3 late» Kotono flov«r Kakin* f/ì/%1 lO/ijM 5/ /*5 ICaaiknvn» Satolli hf2&p*j K*wa«akl# #r. flwntat "*• i w|| •T«(panato 'SkitfLiùi Mi ?A/w ¡/i§ 3/31/W» K*jl/a»o, Miro ¿«pano** IZ/16M Xcrnotou, Blroohi Capono«« sAjAi *nm 9/10/Uj XUméS, Hr, Cam. Art Kit«no, &a*«ru ia/7/** Koboko, Mko *WÉP* *A/*3 yiM - a - 1.0. U. lohdfco. Shim $od 1 «W«P«B as? 9/70A3 Kodono, fiOfUco # gpofiOOC U/a6/h3 KubooM, fonico Piover Kaki»g n/2«/i»2 7/51A3 Stunsl, foni Croghetlog 10/12/U2 «A A3 6/a/**5 Iti «ubar*, Klkt Pi**o 10A2A2 Ätfata» 3 2/2/1*3 9AA3 Okodo» Sddo 7A7A3 OkmBOto, Mio# Dr. H Séw 10/12/1*2 «A A3 7/21/1*1* 3~ S.Q.». &£&*. 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D*e. io/a6Aa *h-M i/s /** Yanad** Xm««t X0 ihM Vl 5/^3 Yawathira, Mas«» Capane«« T/jlAj t itati afri ft B$m& 7/r¿m 9A0A3 To * hi ko # S«k«k tsfa/%2 Kr, I* Q*m*try à « Uk^i« A|«nH Okanota, $*» Okfttiíd, Mitt typing t#Pj*|8Í# #atlat«»*H*t STA H ABÖL? SCHOOL Appointed Fertonn«1 Anderson, Kr«, W. 0, Shorthand, Conner dal Arthur, Hre, CLenna Ballet Beaver, Mitt Betty P, Shorthand Be&ge, Nit« Jone Renaaaking Bgsrry, BLlen Jane Bnglleh Chain er», Kre. Viola Bookkeeping Id er 1 an# Br, Robert BraPatiee Friedman, Kies Ludlle Shorthand George, Br, Robert B. High School Raglleh Review Haseall, Mr, Orln V. Bratio Appreciation and Xnetroaentml Bneie Hylnuint, Misg JewaL Ron «Baking Jackeon, L, B. in gli ah Klein, Blee Korreen Shorthand Kr&ne, X«. v# Wood Walk Lewie, Blee Graee Conver eat tonal Ihglieh Ludy, Biee Catherine in^isli Moore, Blee Belle Snglieh Bore, Bre. Lottie X, Homemaking Prescott, Blee Jnlla m Rntrition Sand, Klee Fatrlela fegiieh Steuer, Mrs, Katherine Stiquette