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Japanese Relocation P,pw Bancroff Library
CENTRAL UTAH CENTER SCHOOLS Final Report for the Education Section
Le Grande Noble Laverne C. Bane Florence N. Thorp Perry Carmichael
Superintendent High School Principal Elementary Principal Supv. Vocational Train.
FINAL REPORT assembled by Le Grande Noble Received in Washington Office in September. 1945
THE EDUCATION PROGRAM
CENTRAL UTAH RELOCATION CENTER * * ■*
(A Historical Record)
* * *
L* T. Hoffman, Project Director L. G. Noble, Superintendent of Education Laverne C# Bane, Principal, Topaz Junior Senior High School
Perry Carmichael, Acting Principal, Elementary School & Supervisor of Adult & Vocational Training Llonas Allrod and Margie Jensen, Secretaries
* * *
September 1, 1942 - August 31, 1945
POBhiCiRJ)
Unkind ior centuries has been struggling for a better world in which to live. Progressive movement toward this goal is slowly being etched into trie life story of civilization. There have been periods in history when it seemed that the people of the earth were on the march and events become so kaleidoscopic that reason and direction become submerged and force, might and confusion take their place in the minds of men. The people of all nations are now passing through such a period.
Topaz was a war born community composed of eight thousand evacuees from the Bay hrea-of the Pacific Coast. The evacuation of these Japanese people, majority of which were American Citizens, was made necessary as a security measure following the attack on Pearl iiarbor* Topaz thus become a small fragment of a world at war with its attendent unrest, uncertainicy and fear of the future.
The educational program in the Central Utah Project of the war Helocation authority was replete with challenging situations. The schools, from a beginning with no supplies or equipment, barracks for classrooms with rough benches and tables, no teaching personnel employed; to a position of adequate supplies and equipment, well lighted and adequately heated barrack classrooms, acceptable furnishings and a competent staff of teaching personnel, all during the period of a few short months while the nation was at war, is the change through which the schools of Topaz nave passed, recording the high-lights of such change is the purpose of this historical record.
L. G. Tibbie
Superintendent of Education
TABLE OF CONTENTS
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II
III
IV
ORIGIN AND ORGANIZATION OF PROGRAM Calendar of Events
Date of Opening --------------------—
Major Problems ---------——--------
Organization of the School System
Some Adopted Rules and Regulations of the Schools of
Topaz -------—------------------
PERSONNEL
Appointed Personnel — Resident Personnel — PHYSICAL FACILITIES THE ELEMENTARY SCHOOLS Historical Development Operating Procedure -
Student Guidance Dates and Events
Relations with Other Schools
Mid-Year’Promotion
Cadets
Pre-School	-——————
Experiences at Topaz Relocation Center ——*	—
Evaluations and Recommendations —————	—
y HISTORICAL DEVELOPMENT OF THE SECONDARY SCHOOL.......
Preliminary Curriculum Planning ——
Operating Procedure	----
Guidance and Registrar Procedures —--------
Evaluations and Recommendations -----------------
VI	ADULT EDUCATION ........................... •
Americanization Program of the Adult Education
Department ----—------------■
Lectures on Geography for People Desiring to Relocate
Art Classes
Adult English Classes	—7————————
First Aid Classes Music Classes Sewing Classes Shorthand Classes —
Classes on the Use of Abacus ------------------------
Nurses Aide Classes
VII	VOCATIONAL EDUCATION.............................
Introduction -----------——————	-----
Learnerships ----—~~-----
War Relocation Authority Adult Trade Classes ——— High School Vocational Training Classes In-Service Course for Appointed and for Evacuee Personnel ————————	-------	—
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173 173 175 182 183 188 190 190 190 193 193 193 197 199
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VIII	EXTRA CUSS ACTIVITIES	200
Library Service at Topat —-------------«-----------—.—	200
Summer Program -----—*•*-'*>--------------- 201
Pupil Organizations	-------—----------m-----------219
The Atypical Program of the Topaz City Schools —-——*	222
Part-Time School Work Program	226
IX	PUBLIC RELATIONS	227
School Community Relations	227
Relations with Neighboring Schools	——	227
Relations with State and Federal	Employees	————	230
X	CLOSING PROCEDURE, DATE	232
Completion and Disposition of	Records	and	Reports	——	232
Placement of Personnel ---------—~-----------«----------- 232
Closing Financial Statements and	Property	Records	——	234
XI	MISCELLANEOUS	241
Effect of Segregation ---------------------——------«—« 241
XII	RECOMMENDATIONS	243
XIII	SUMMARY	245
X. ORIGIN AND ORGANIZATION OF PROGRAM
A.	September 1942
11—	214 volunteer workers from the Tanforan Assembly Center arrived in Delta, Director Ernst greeted the new-comers,
12—	Reverend Goto became the first block manager in the City of Topaz•
13—	Reverend Goto addressed the first congregation in Rec. 3, urging the need for cooperation and sympathetic understanding of the problems that war had placed upon the United States«
l^-^ke pon Cossacks Chorus presented the first entertainment at dining hall 3«
15—The Topaz Times was launched with a staff of two. The purpose of the paper was to record the events in the building of a city of 8500 people.
17—	The first regular contingent of 502 arrived from Tanforan. Many of the residents fell into open water main ditches that had not yet been completed.
18—	582 people formed a second contingent to arrive in Topaz.
19—	511 people were inducted. Many had to sleep on straw ticks in barracks where there were no stoves. The first frost greeted the residents.
20—	498 people were inducted.
21—	505 people arrived.
22—	520 people were inducted. First baby girl was born at Topaz. Winterization was begun in block 2.
23—	500 people arrived in Topaz.
24—	516 people arrived in Topaz.
25—	First labor group left the city to work on near-by ranches to aid in the harvesting.
28—525 entered the city. The first dust storm occurred. Evidence of the ferocity of the storm could be found everywhere.
October 1942
4—Dillon S. Myer, W.R.A. Director, arrived from Salt Lake City.
7—	Co-op held its first formative meeting on this date. The first students going to college left the Center.
8—	550 former San Franciscans from the Santa Anita Assembly Center arrived. The first barber shop in Topaz was opened.
10—First education section meeting was called by Dr. John C. Carlisle, Superintendent of Education.
20—Mr. L. G. Noble called for the registration of all high school students. The students were requested to bring all report cards or any other evidence they had in their possession indicative of their grade standing. The grammar schools, in blocks 8 and 41, opened on the same date.
26—Topaz schools officially opened with an enrollment of 2196 students.
The above calendar presents in chronological order the beginnings of Topaz and shows that it, like a few other communities in American history, was "built up over night.”
Dr. John C. Carlisle, Superintendent of Education, stated in the first teachers meeting on October tenth, that in this abnormal Relocation Center only the schools could provide the residents with an environment approaching the pormal American community. Dr. Robert Gibson, Education Consultant from the San Francisco War Relocation Authority Office, attended this mating and urged that the schools become community schools, and advocated the adoption of a "core curriculum," the outline for which had been prepared by a special class in curriculum study at Stanford University under the supervision of Dr. Paul Hanna.
Dominant in the core curriculum concept of the community school outlined by Dr. Gibson was a situation in which "the facilities and resources of the community would be considered an integral part of the school’s instructional material." The theory of the "core" included the broad field of social studies and language arts, oral and written. The objective of the program was to build into the life of the child the sum-total experiences of the community in which he lived. This was a goal for which the education personnel were asked to strive.
It was soon learned, however, that the realization of such a worthy objective was easier said than done, for Topaz was a war-born community and a victim of its devastating effects. With this educational philosophy, plans were laid for the schools of Topaz.
On September 20, 1942, Dr. Laverne Bane was employed as Supervisor of Adult Education. After a careful survey of needs and interests, several classes were organized. The adult classes of the Center were heterogeneous in nature, the students varied in previous education and training, in interest, in regularity of attendance, and in aims; but not in race and background. This naturally stimulated the
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discerning, progressive teacher to adopt new and original methods and procedures which he felt would bring the desired results. Broad latitude was given the teachers in this respect; especially in planning the lessons. The originality, the individuality, and the personality of the teachers were the strongest factors in the adult teaching, Freedom of initiative was never handicapped by stereotyped forms or rules. The procedures of the teacher was governed by the problems and needs of each student which confronted him.
On this philosophy, adult classes were organized at this Center in painting, costume sketching, water color, shell crafty pen drawing, and oil painting; in the field of basic English, elementary English, intermediate English and conversational English; in sewing, knitting, needle craft, pattern drafting and tailoring; in flower arrangement, and making artifical flowers; in geography on Relocation; in elemen-tary, intermediate and advanced Japanese language; and in piano and violin,
B.	BATE OF OPENING
On October 15, it was announced by Br, John C, Carlisle, Superintendent of Education, that the schools of Topaz would open on October 26, Assignment of teachers was ma.de, barrack rooms designated for various grades, and rough desks and benches placed in the rooms.
On October 16, Mr, L, G, Noble, Principal of the Topaz High School, . called for a registration of all junior-senior high school students, to commence October 20, This notice was accompanied by a tentative class schedule drawn up according to adopted standards for secondary schools in Utah, Students were urged to bring report cards and other evidences in their possession indicative of their grade standing, and subjects they wished to take. Through a memorandum in both English and Japanese, the parents were asked to carefully discuss and determine with their children the classes that they would recommend be given for the first semester. When these lists were completed, the school authorities immediately SGt up class schedules that would meet the needs of the pupils as revealed by their registration requests,
Bue to the lack of typewriters, typo classes could not be held. However, in Becember 1943, night type classes were held in the Administration buildings.
The Topaz Junior-Senior High School and the elementary schools opened their doors for instruction on October 26, with 1041 junior-senior high school pupils enrolled, and 764 elementary pupils, and 287 pre-school children.
C.	MAJOR PROBLEMS Facilities
Prominent in the difficulties faced at the beginning of Topaz schools, was the inability to obtain proper facilities. On October 15,
blocks 8, 41, and 32, which were constructed for residential purposes with six rooms, some large and some small, were turned over to the education section for school class rooms, work shops, and laboratories* Block 32 was to house the high school students and block 8 and 41, the two elementary school units* Barrack 9 in block 32 was designated for the high school library, and barrack 10 for Administration affairs* Dining hall 32, which would seat approximately 250 people, was to bo used as the student assembly center where the recreational and student body needs of over 1000 high school students had to be cared for#<
October 26, the date designated to open the schools, found these buildings without heating facilities* School continued for approximately one week after which, due to show and unusually cold weather, it was necessary to close the schools* All appointed and resident personnel and volunteers from the students and parents were assigned the task of winterizing the classrooms#
As mentioned above, the barrack rooms were large and small and were not accomodated to the use of large classes* As a result it became necessary to remove many partitions in order that larger classes might be accomodated* A large steel triangle was obtained from the Jhgino^ring Section and installed as a bell to signal the beginning and closing of classes* A make-shift flag pole was set up near the entrance of the block and flag raising ceremonies were held each Monday morning, and the flag remained hoisted during the day*
Supplies and Equipment
Since the school program was starting from scratch, it was necessary to order all supplies and equipment necessary to an adequate instructional program# Many of the orders could not be made up until teaching personnel arrived# This delayed to a considerable degree the purchase of much needed equipment# When the supplies and equipment lists were handed in they were compiled, prices secured, and then sent to the procurement office. Mich of this equipment, especially in the science field, was not obtainable duo to the war emergency#
Many of the book orders had to be sent to the publishers to be filled, which occasioned further delay. Practically all classes at the beginning of school were conducted with few or no text books* One teacher in biology reported, "I have one text book for five biology classes for an average enrollment of 42 pupils* In spite of this handicap,
I	feel that a fair program is going forward,"
Another item that handicapped the instruction program to a considerable extent was the lack of blackboards* These had to be requisi-throu*h 'Ekgiaeering Department, and because of the rush of °i+fr cons’kruc'^011 needs considerable time elapsed between such requisitions and the actual procurement. There was evidence that the class work, oven though supplies and equipment were meager, was of a reasonably acceptable quality#
_ -	JaPanese Relocation Pan
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Teaching Personnel
It has been an educational axiom for generations that "Vhe success in the school is determined by the quality of the teaching personnel* M The forcefulness of this statement was felt at Topaz* On September 20, 1942, Principal L. G, Noble was sent to Washington and Oregon to procure teachers* Previous to this decision to travel, Utah had been carefully convassed for available teachers without much success* Prom the trip to Washington and Oregon, six secondary teachers were secured. No elementary teachers could be found.
The total appointed personnel available to staff the schools of Topaz was insufficient in number to care for the classes being offered in the school schedule* Because of this condition it was necessary to rocruit all available resident personnel* Young men and women were employed irrespective of their educational training. In fact, out of the total number offered teaching positions in the Topaz schools, only ont resident was able to certify under the State of Utah regulations.
As a result, they were classified as cadet teachers, and a special education class, to aid in their orientation, was organized under the supervision of Miss Wanda Robertson, Director of the Curriculum.
The resident teachers who were brought into the school were in general of a high intellectual type and earnest and anxious to render the best service possible* Many of those "teachers" had worked in the school program at Ihnforan and thus had gained some valuable experience in the technicalities of classroom instruction* It is of interest to know that as of Nbvember 30, 1942, there were over 800 residents in the Center who held a college degree from various universities, most of which were on the Pacific Coast* The following tables show the resident and appointive personnel employed at various intervals during the first fifteen months.
November 26, 1942	Resident	Appointive	Total
Pre-School	30	0	30
Elementary	33	8	41
High School	26	25	51
122
During the week of November 12, Mr. Drayton B* Nuttall reported on the Project as Principal of the Elementary School, and a Director of Guidance and Placement, Mr. Victor Goertzel, was appointed. The key positions then unfilled were the Director of Cadet Teaching, one high school teacher, and 10 elementary school appointive teachers. With these members, the elementary school staff was adequate. In the high school the Music, English, and Social Studies departments were in need of three teachers each.
December 31,	Resident Appointive Total
Pre-School
30
0
30
Japan|se NocafÎOn paoft ßa«croff Ub'räry aP *
December 31, cont*
Resident Appointive Total
Elementary High School
36	10	46
30	25	__55
131
In the high School* a music and English teacher were required to complete the staff*.
January 27, 1943
(Second Semester) Pre-School Elementary High School
February 24
Pre-School momentary High School
Resident	Appointive	Total
35	0	35
38	10	48
35	32	67
		150
Resident	Appointive	Total
32	0	32
	IQ	48
33	28	61
141
On January 12*? 1943, Dr, John C, Carlisle returned to the Utah State Agricultural College and Dr, L, G, Noble, Principal of Topaz High School was advanced to the Superintendency, Dr, G, L, Woolf, Professor of Education at Brigham Young University, and Principal of Brigham Young University High School succeeded Dr, Noble as Principal of Topaz High School,
On August 12, 1945, Dr, Woolf was called back to his position at the University and Mr, Drayton B, Nuttall was chosen as the new Principal of Topaz High School,
Miss Wanda Robertson, Curriculum Supervisor, was elected Principal of the momentary School to succeed Mr, Nut tall
On November 26, 1943, the problem of the teacher shortage was at its height, A survey was made by the administrative staff regarding the quota that was necessary to carry on the education program. The result was 40 high school teachers and assistants, 36 elementary school teachers, 21 pre-school teachers, A full staff of appointive teachers was never secured, and in their place residents were employed.
The resident teacher situation was fruther aggravated by the $16 and $19 rates. Some resident teachers with a full teaching load received only $16, while others were receiving $19, The discrepancy made for the abandonment of $16 teaching positions for $19 classifications elsewhere in the Center,
At this date there were available many appointive teachers, but due to undesirable living conditions in the Center, their stay was
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shortencd. Of the 45 appointive personnel of last year only 8 remained* There were also, 10 newly graduated student teachers who were unable to handle classes of 40 to 50 students; additional teachers were required to meet this deficiency* Only 6 resident teachers had had teacher training#
November 27, 1943, it became impossible to staff the seven preschools, with the reduction in personnel. Pre-kindergarten III at Rec.
37 was closed, since the survey revealed that the number of children in that area had decreased. The children enrolled in that group were sent to pre-kindergarten I and II* Thereafter, all two-year-olds were not admitted. Otherwise, the program in the pre-schools would have been complete with a schedule worked out in which the pre-school teachers assisted in the pre-kindergarten and vice versa#
February 1, 1944, class enrollment was limited for resident teachers in the elementary school to an average of 25 students because;
(a)	Two-thirds of the resident teachers had no previous teaching experience.
(b)	None of this group mentioned had any training outside of the in-service training program.
(c)	Half of the elementary school resident teaching staff were recent high school graduates.
(d)	There was a marked reduction of strain, fatigue, and fre-quont absence of teachers when numbers were limited to each class# This factor added materially to their morale and interest in their work.
(e)	With few exceptions, classrooms had been divided in half because of the space required for inside entrances and stoves.
At no time, from October 20, 1942, to January 15, 1945, was the teaching personnel adequate in the Topaz schools. This shortage was constantly reflected in the sciences, mathematics, English, and social studies departments# At times one teacher was charged with the responsibility of conducting two classes the same hour# It is needless to point out that such a condition caused considerable unrest and discouragement in the minds of the pupils*
In spite of personnel scarcity and equipment shortages it is emphasized that class work from fair to excellent was carried on in practically all units.
Orientation of Pupils
When the Japanese American students were attending schools in California, they were attending as a minority group. The number attending various schools was small, in many cases not more than one or two. Because of this condition they were more or less "alone" in the school#
As one prominent high school senior from the Bay Area observedj "We were a minority group in the school and because of the fact that we
aPers
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had a skin of a different color, and were generally smaller in stature than other students, we had to rely on hard work to keep abreast with the other students,” This statement reflects the general background of students when they enrolled in the Center schools.
Here the condition was vastly different. They attended schools made up almost exclusively of American students of Japanese ancestry.
It thus was incumbent upon them %Q develop leadership, organize a school recreation program with faculty aid and draw up a student body constitution and by-laws, In the main, their responsibilities were accepted and executed in a fine constructive manner. Through the adjustment period, however, much counciling and direction was necessary, Students with experience and ability were naturally pushed to the foreground and into positions of responsibility and leadership.
It became a difficult supervisory task to keep the spirit of achievement active among other students of the school, A tendency developed to ”let those do who can,” This condition had to be overcome and a program of student orientation was constantly before the teachers.
These tendencies were found almost exclusively in the senior high school. The junior high and elementary pupils adjusted to the ”new school” with little friction and little critical inquiry,
*
A unusual feature of the secondary school program was found in the lack of tolerance on the part of the average high school student, to other students taking part in assembly programs, who had not received special training and acquired unusual skill# It was difficult to ”edu-cate” the student body to a friendly attitude toward all participating students in the various activities«
A dominant characteristic of the Japanese American student is to never do a thing until you are prepared to perform with exceptional skill and ability« Because of this, it was extremely difficult for faculty and student committees to organize assembly programs that could be put on with short notice« The students preferred weeks and even months in which to prepare« The result was that when the programs were presented, they were excellent to the last detail« Due to the lack of time, however, it was impossible to give to all assembly groups the time for preparation and practice that they desired*
Another general phase of student attitude important to school aims was found in a desire to be free from faculty supervision and direction« A point of view developed that the students could and should determine school policies independent of teacher guidance, and the "most successful” activities were those in which complete freedom from teacher influence was enjoyed* Experiences of near failure in important events failed to convince them that faculty help was indispensable«
We have reasons to believe that these attitudes were the results of the Project environment« As stated elsewhere, these pupils were a minority in the schools of California, which they attended. It is our opinion that such attitudes Y/ill not be manifested after relocation«
9
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JaP^eSe
D.	ORGANIZATION OF THE SCHOOL SYST1M
The educational program in Topaz was organized as a section in the Community Management Division. Under the organizational pattern a superintendent of education was appointed by the War Relocation Authority with the approval of the Utah State Board of Education.
He was in charge of the school program, and responsible for the same to the Chief of the Community Management Division. On his staff was a director of curriculum, a director of vocational guidance, a head librarian, a supervisor of physical education, a junior-senior high school principal, a junior-senior high school vice principal, a principal of the elementary school, a supervisor of cadet teaching, and a supervisor of adult education. Later a director of voca tional education was added. In October 1944, adult and vocational education were combined under one supervisor.
The first Director of Curriculum, Dr. Reese Maughan, was in charge of curriculum in both elementary and secondary schools.
Later this assignment was changed to the secondary school only.
It was his objective, under the community school concept, to work into the schools as many of the life experiences and situations in Topaz as possible. For example, class visits were frequent to the hospital, vegetable farm, cattle ranch, water system, fire department, co-op, and other important phases of the Relocation Center.
The Supervisor of Cadet Teaching was originally assigned supervision duties in both the elementary and secondary fields. This plan, however, did not work out successfully. As a result, the supervision of secondary school staff was left largely in the hands of the Superintendent, Principal, and Vice Principal.
In an effort to promote a closer working relationship between education and other sections in the Community Management Division, and other divisions and sections of the Project, a movement was organized in December 1942, to incorporate the Community Activities Section in with education. Under this plan, education became a community wide undertaking and assumed responsibility of leadership over all activities having recreational opportunities. In May 1943, a community education conference was called. The personnel of the confer enoo. included leaders from all divisions and sections of the Project. The purpose of the conference was to outline responsibilities, determine scope, and agree upon procedures to be followed in the community school with its conwunity wide recreational program* Committees were appointed and reports submitted on the following topics:
(a)	The democratic processes as found in the Relocation Center.
(b)	The kind of education needed for relocation.
(c)	Personnel relationships within the Project.
(d)	A recreational program for Topaz.
(a) Education and family life.
(f)	Education and the health of the community.
(g)	Education for public relations.
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This conference was highly beneficial and resulted in many important recommendations and resolutions being adopted*
While in California, many of the children were on a mid-year promotion system» This meant that the grades were divided into high and low sections* This situation called for an adjustment at Topaz or some students would lose one semester»and the high twelfth grade graduation would be delayed for four and one half months» It required considerable time to got the problem adjusted* Graduation exercises were not held in January 1943* By the fall of 1943, all adjustments had been made and Topaz adopted the mid-year promotion schedule»
At the time the schools were opened in October 1942, the following units were set up: The secondary school which included grades from seven to twelve. This was designated as the junior-senior high school unit» In organizing this program, provision was made and continued through to the closing of the Project, for separate student organizations» Grades seven, eight, and nine were classed as the junior high school. They drew up their own constitution and were largely responsible for all student activities and functions on this level» An extensive program of club activities was organized. (This subject is treated in detail under the section dealing with the secondary school») Junior high assemblies were held each two weeks, and pupil participation was encouraged* Success in this respect however, was not outstanding. It was the practice to have some of the junior high programs, that were of especially high quality* presented to the senior high students, and some senior high school programs were presented to the junior high school students. While there were many interchanging activities* the two organizations were kept separate and apart. This was true even though they wore housed in the same block*
The elementary schools were set up in two different sections of the community, blocks Q and 41, The major reason for having two schools was to avoid excessive walking by the younger pupils living in the remote sections of the mile square Project* That this division into two schools was a mistake, is now agreed by all. It divided the supervisory responsibility of the administrative staff and encouraged an attitude on the part of both teachers and pupils that the schools were separate and distinct units, and some outcomes were not conducive to the best cooperative program.
The elementary school organization included the kindergarten or five-year old pupils and continued through the sixth grade* A very fine program of orienting the high sixth grade students into the low seventh grade of the junior-senior high school was drawn up shortly after the schools commenced in 1942. High sixth grade pupils, with their teachers would spend at least one day in the junior-senior high school where the seventh grade pupils would aid them in an understanding of classes, school organization, and the activities followed* This practice was an integral part of the elementary program, and served as a fine articulation between the two units.
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The pre-school was organized in October 1942. It cared for the two, three, and four year-old children. It was under the supervision of the Principal of the Elementary School, but all help employed were resident workers. The supervisors of the first program organized were Kay Uchida and Grace Fujita. The result of their efforts was most outstanding* Four pre-school centers were organized throughout the Project, and a carefully planned program was followed in each school. We have reasons to believe that wc had one of the finest prc-school programs in Utah. (See Pre-School for a further description of the activities.)
The adult education activities commenced in October, 1942. The classes organized were the result of a discovered community need.
The offerings are treated in detail under adult education. It is suffice here to say that a most outstanding program was developed and a large percent of the adults in Topaz shared directly or indirectly in its benefits.
Vocational training classes were not organized until 1943, since the work requirements of the Project hindered the establishment of special classes for training purposes. The extent to which this program was successful is indicated in the report dealing with vocational education.
E.	SOME ADOPTED RULES AND REGULATIONS OF THE SCHOOLS OF TOPAZ *
The administration of the educational program in Topaz is keenly aware of the importance and influence of the school in the life of the child. We are deeply appreciative of the fact that the school can be an institution of learning, or it can become a place for acquiring habits detrimental to the future success of the individual. It is our firm conviction that the schools of Topaz can become more effective in directing and influencing the lives of the boys and girls as we become adjusted to, and gain understanding of the pro-lems that we face in this relocation center. We earnestly solicit the support of the parents and the guardians of the boys and girls in improvement of the education program.
Learning and attitudes are acquired in and outside of the classroom. In other words, what the child is educationally is the result ' of the experiences that he has while attending school. With these objectives in mind, it is our ambition to so organize and direct these experiences as to result in the best educational product.
We seek the support of the parents and residents of Topaz in the following recommendations:
1.	That children attend classes regularly except in case of ill-hQss or where excuse has been granted by the parents.
* Rules and regulations that were approved by the Parents and Teachers Association of Topaz.
aPerg
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2,	Every child must be prompt in reporting to all classes.
This means that if a clasa is to open at 9 o’clock, all students will be in their seats at that hour, ready to go ahead with the assigned program,
Note; Ample time will be allowed between the change of classes to permit prompt attendance on the part of all students,
3,	Attitudes go to make for success or failure in the life of every child. For this reason, marks recorded on the student’s transcript will reflect, not only the scholastic achievement in the classroom, but also the attitude and conduct of the student#
Note: It is the aim of the administration and of every teacher to see that every student is properly adjusted in his classes and school activities. Should any of the parents feel that an improvement can result from a change in the student’s scheduled program, they are earnestly invited to contact the principal and the teachers concerned in the matter,
4,	No student will be permitted out of any class during the time that class is in session without a written permit from the teacher,
5,	Students who may become dissatisfied in any class should present their grievances to the teacher. If they do not receive a satisfactory adjustment, they may then approach the principal and the superintendent. Any violation of this regulation may jeopardize the student’s scholastic record,
6,	Every student will enroll for five periods a day, each period being 50 minutes in length. All students will be in attendance at school during the hours that school is in session,
7,	Parents and the education committee of the city council are invited and earnestly urged to visit any of the classes at any time# Visitors coming to the school must first report to the Principal’s office and secure a pass to visit the various classrooms,
8,	Students will not be disturbed during any class and will not be permitted to leave the school grounds during school hours for any reason except emergency and by written permission from the principal’s office,
9,	Any damaging, marring or defacing of government or other property resulting from negligence or indifference on the part of the students will be reported to the principal and their parents.
If they commit a second offense, they will be sent to Internal Security when reasonable compensation must be made# Such acts may also serve as a ground for suspension from school.
Note: Where a child is sent to Internal Security for infraction of this regulation, he will not be reinstated in the
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school until he presents a written statement from Internal
Security and is accompanied by one or both of his parents.
10.	That the administration approve the appointment of two coordinators who are bilinguists to work in the educational program. These coordinators will serve under the principal of the school concerned as a liaison between the school and the parents.
11.	Any student who for any reason is suspended from a class becomes automatically suspended from all classes until the causes for such suspension have been rectified with the teacher through the principal’s office.
12.	No student will be allowed to participate in any school activity who is not carrying a school program in a satisfactory manner.
13.	Any student guilty of insubordination, improper conduct, or disrespect to authority in any extra-curricular activity will be reported to the principal’s office for disciplinary action.
14.	Parents will be notified by mail or personal call of any misconduct, absence or tardiness on the part of their children.
15.	Excuses for student absence should be written in Japanese, if parents can write Japanese, and signed by a parent. Parent’s signatures will be secured by mail and will be kept on file in the recorder’s office.
16.	Students and parents and teachers will give full cooperation to keep all classrooms, auditorium, latrines, and school grounds in a clean sanitary condition. They will report immediately to the principal’s office any violation in this area.
17.	Students will not be permitted on the school grounds after school hours, except for school activities. Internal Security will enforce this regulation.
18.	P.T.A. will appoint one parent as representative for each of the home room sections in the elementary and secondary schools. Appointments will be given to the principals by September 22, 1944.
19.	At the end of each semester a public meeting will be held to honor those students who have done outstanding work.
II. PERSONNEL
A major problem in the development of the educational program at Topaz was procuring and maintaining adequate teaching personnel.
A.	APPOINTS) PERSONNEL
At the beginning of the project all teachers iiad to be employed. Due to the fact that there was a critical teacher shortage throughout Utah and the United States it became extremely difficult to procure the services of a properly educated staff. Other factors that added to the difficulty of the situation were:
(1)	Unusual teaching environment. Orientation of the teacher into the environment of a relocation center was not an easy matter.
It needs to be emphasized again that the residents of Topaz were war refugees and had many doubts and fears as to the future. The uncertainty of the situation was reflected in the students, especially in the junior-senior high school. As a result many were critical of the school program and the way that some classes were conducted. Teachers, to be successful, had to constructively adjust to the situation and show leadership and understanding beyond the requirements of a normal situation on the outside.
(2)	A second factor was that the teachers employed by necessity were of two classes; (a) older teachers who had been retired from teaching, or for other reasons had left the profession, and (b) younger teachers who had just come out of the teacher education institutions and had accepted this as their first teaching position. In the first case, the teachers were set in their philosophy and instruction pattern, and it was exceedingly difficult, and in some cases inpossible, for them to adjust to this "new environment." In the second case,
the teachers were inexperienced and found themselves unable to successfully tope with the added responsibilities that the schools in a relocation center imposed on them—large classes and an unusual amount of parent and student uncertainty.
(3)	A third factor was because supplies and equipment were difficult to obtain. Many teachers were unable to successfully adjust to a program that depended largely upon their skill, ingenuity, and resourcefulness*
(4)	Another factor important in employing and retaining personnel was the element of tenure* Many teachers were anxious to go into Civil Service, but when they learned that the appointment was for "the duration and six months unless terminated sooner," they were hesitant to accept appointment. It meant that sooner or later they would be without enployment and put to the necessity of seeking another position. Many teachers who came into the program were constantly alert for other positions, and when a suitable opportunity appeared would accept the same without hesitation. These factors resulted in a high teacher turn-over throughout the school program; much higher than what you
15 -
S#;«.,..
find in a normal American community* For example, reasons for terminations among the appointive staff employed during years of the Topaz High School varied widely* Center conditions, which have been conceived to hold a pervasive influence over all people in the Center, remained a factor to be considered with direct and indirect implications contributing to large personnel turnover*
Specific causes for appointed personnel leaving were represented by the following cases which affected 51 appointed teachers:
Fourteen resigned with no reasons listed; 5 accepted other jobs on the outside; 5 left for permanent jobs; 5 accepted former positions;
7 were draftod into the Army; 5 were transferred to another WRA Center;
3 were temporarily assigned to the education section and terminated as soon as regular teachers were employed; 2 left to be married; 2 resigned due to ill health; 1 left to resume post-graduate studies;
2	left to join their husbands; 1 joined the WAVE; 1 transferred to another section within the Center; 1 quit duo to poor transportation facilities from Delta; 1 was asked to resign*
Departmental Organization to Aid New Teachers
In the fall of 1942, departmental heads were assigned in the fields of science, math, social studies, foreign languages, English and etc., and met each week with all the teachers in their department* The purpose of the meeting was to discuss plans, class schedules, and procedures to be followed during the ensuing week. The departmental heads would then meet with the school administrators and go over the plans and programs outlined* This procedure proved highly beneficial in that it afforded leadership in every class and made it possible to more effectively assist needy teachers*
Recruitment
The State Department of Public Instruction and the teacher placement departments of the three education institutions in Utah were most helpful and cooperative in the recruiting of personnel* The fact that many schools in the state system were forced to close their doors because of the critical teacher shortage, made it impossible for us to receive much assistance from these institutions* The State Department of Public Instruction was most cooperative in the matter of teacher certification. Most of the teachers that were brought into the Project schools from outlying states could only certify for a one-year certificate. In three cases the teachers were able to receive a five-year certificate, without taking any prescribed courses. Where special teachers were needed, the State Department was very kind in issuing letters of authorization entitling them to teach for one year in Utah where the need was certified to by the Superintendent of Education.
16 -
Copy of Orientation Program Used in the Education Section
The orientation of a new employee starts with the personnel Officer and proceeds to the division, section, and unit to which the person has been assigned* During this orientation period, the new employee should be left with the following impressions:
1. That the Project is glad to have the services of the new appointee and not that the Project is accommodating the new employee by giving him a job*
2.	That the orientation period is a definite part of the responsibility of those giving the orientation information and not that this orien-tat ion period is time stolen from other essential duties.
The Education Section will use the following outlines:
1, General activities of the Education Section, a * Pre-School
b.	Elementary School
c.	Secondary School d'. Adult Education
e* Vocational Training f* Summer Programs
2* Working relations among employees of the Education Section,
a.	The new employee’s relation to the Education Program b* The educational philosophy of IRA c* Utah’s educational program
d.	Staff relationships
3* Relation of the new employee with the employees in this division and with the employees of other divisions,
a.	Health
b.	Internal Security
c.	Welfare
d* Community Activities Section
e.	Finance Section
(1)	Budget
(2)	Procurement
4*
The new employee’s job description a. The specific work to be performed. (To be given by the new employee’s immediate unit head and/or supervisor.)
5. Arrangements schedule of conferences
a. Daily for one wexk and/or as need is felt by Section Heads, Unit Heads and new employees.
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Jàpa“^
B.	RESIDENT PERSONNEL
It was evident several weeks prior to the opening of school that it would he impossible to adequately staff the schools with appointive personnel. Attention ?/as then given to the resident "teachers” that were in the Center« It will be remembered that schools were organized at the assembly center at Tanforan, and that a fairly comprehensive class schedule had been drawn up and carried on over a period of approximately three months, A call was sent out to the individuals who had aided in this program requesting them to report to the various unit heads if they were interested in a teaching position. As a result many residents reported and offered their services as "teachers” in the Topaz schools, Many of these people were well-educeted, having received Bachelors and Masters degrees from the University of California,. Stanford University, and other institutions of higher learning on the Pacific Coast, On the other hand, many of the residents who indicated their willingness to teach had had little academic educational training, and in every case except one, had not had the experience and training required for teaching. The conditions prevailing made it necessary to accept the services of practically every resident that expressed a willingness to work in education, and then to develop a program of in-service education in order that these "teachers” might be aided in their quest for methods and materials with which to conduct their classes.
Miss Wanda Robertson, Supervisor of Cadet Teaching, was especially sensitive to this need and organized special danses for the cadet-teachers during the school year of 1942-1943, From July to September 1943, outside instructors from the University of Utah and the Brigham Young University were brought into the Center to conduct classes for resident and appointed personnel. Miss Mary Nielson, Supervisor of the South Sanpete School District, conducted classes through the University of Utah,in arts and crafts^ in the elementary schools. Dr,
Golden Woolf, former Principal of the Topaz High School and Professor of Education at the Brigham Young University, conducted four classes, one in methods in secondary education, one in practice teaching in the secondary schools, one class in educational psychology, and one in general secondary methods. The classes were attended by resident and appointed personnel, and were enthusiastically received by the teachers on the Project,
On September 18, 1943, Dr, L, G, Noble, Superintendent of Education-, was advised by the State Department of Public Instruction that they had approved a teacher education program for Topaz, and that Evacuee "teachers” who did not meet the requirements of the State for teacher certificates could bo employed and credit given them for their work* provided they served as cadet-tea chers under the sup ex-vision of a supervisor of teacher training approved by the accredited teacher training institutions in Utah, Miss Wanda Robertson met this requirement*
Many of the 122 resident teachers employed were called upon to teach classes having an enrollment of 30 to 45 pupils, Many of this
number went into classrooms and through their ingenuity and initiative organized and carried on programs of instruction that were eminently successful.
As the school program proceded and resident teachers obtained more experience, many difficulties were overcome. Some students employed in the elementary schools who had only graduated from high school, developed into excellent teachers# I Quote one of the school administrators on this point, "Some of the finest teaching we have going on in the elementary school is being done by resident teachers who have had no previous experience# n
Resident Recruitment
As relocation increased, we found many of our most capable Evacuee teachers leaving the Project# *This necessitated a definite program of recruitment* In this need the community council and the education committee of the council were most helpful«, Had it not been for their fine cooperation it would have been impossible to carry on with the various class schedules organized in the acceptable manner in which they wore carried on#
III.PHYSICAL FACILITIES
JaPanes
fia
At a meeting on October 10, 1942, it was decided to designate one half of blocks 8 and 41 for the elementary schools, and all of block 32 for the junior-senior high school* A block consisted of 12 barracks, numbered from 1 to 12, a dining hall, a laundry, latrines, and • a recreation hall# The barracks were constructed in rows of six with the dining hall, latrines, and laundry in the center* The barrack rooms were equipped with electricity* Bath and shower facilities were provided in one end of the latrines.
All classes were held in the barrack rooms which had been constructed for housing the Evacuees, The barracks were 20 feet wide and 120 feet long, and were covered with tar paper on the roof and sides, and sheet rock was used for inside lining* Each barrack was divided into six rooms. The rooms were designated by the first six letters of the alphabet; the A room was 16 x 20, the B room was 24 x 20, the C room was 20 x 20, the D room v/as 20 x 20, the E room was 24 x 20, and the F room was 16 x 20. These classrooms were heated by coal stoves, except for the last year when the elementary school rooms in block 8 v/ere provided with oil heaters. The size of the rooms was not suitable to largo classes; therefore, it was necessary, especially in the high school, to remove two or three partitions and make from each barrack three classrooms instead of the original six. In blocks 8 and 41 one room was taken for the elementary school office. Another room, usually adjoining the office, was used as a storeroom for school supplies. In the same barrack a partition was removed and the enlarged room served as the school library. The recreation halls in blocks 8 and 41 were used as assembly centers.
In block 32 one entire barrack, No. ID, was used for administrative personnel. This barrack housed the office of the principal, office of the vice principal, offices of departmental heads, a faculty reading rooms, a registrars office, and a small room for mimeographing school assignment and reports. Barrack 9 was assigned to the high school library. All partitions except one, were removed and book racks with four shelves were installed around the wall under the windows. The original barracks were poor in lighting, and the only seating facilities were rough tables and benches that had been constructed on the,Project. Conversion of these buildings into classrooms required considerable alteration. It was necessary to double the window lighting facilities in order to protect the eyes of the children. It was also necessary to re-wire the classrooms so that ample artificial light would be available on stormy days* The barracks were originally constructed with storm doors on the inside of the room* Since these storm doors obstructed the view of the teacher and interfered with the control of the classes they were removed to the outside. Those changes made it necessary to move the stoves to the side of the room in order that the classes would not be interfîauà with.
Shop Facilities
When the schools opened in October 1942, classes in industrial arts, agriculture, physics, and chemistry were held in the barracks and
laundries. They were continued in this location until the industrial arts shop was completed in March 1943. The physics and chemistry classes continued to he held in the laundry room until the completion of the new science building in December 1944, The dining hall in block 32 was used as an auditorium by the junior-senior high school.
IVen though separate assemblies viere held, it was impossible to seat tv/o-thirds of the students.
When the plans for the Central Utah Project were first drawn up in San Francisco in the spring of 1942, provision was made for two elementary and one junior-senior high school building* It became evident in the fall and early spring of 1942-1943 that it would be impossible to build these buildings. Several meetings were called with the Project Director and school officials, and it was finally determined not to request the construction of either of the elementary schools, but it was decided to go ahead with the construction of a community auditorium, an industrial arts building, and a science building. Plans had previously been approved for these buildings and work was commenced as fast as the available labor supply would permit. The greatest need centered in the auditorium. On December 20, 1944, the community auditorium was dedicated. This building served as a recreation center for the schools and provided excellent facilities for social and athletic activities. The industrial arts building, designed for all classes in the arts and crafts was finished in March 1943. A Vocational training class in lapidary work was established in the east end of this building and provided excellent training facilities for many of the high school boys* Classes in mechanical drawing were also held in this building. The completion of the science building in December 1944 provided excellent classrooms for all science, math, physics, and chemistry classes. Classrooms were made available for all courses in home-making. This was modern in every way and had excellent lighting facilities and classroom arrangement.
As the school program advanced, supplies and equipment were obtainable in satisfactory quantities. All textbooks purchased met the require*? mentis of the State Textbook Commission in Utah. Book requisitions for the three school libraries were the finust obtainable. Many visitors to the Project from other school districts in Utah commented favorably on this point. The school year of 1944-194& found all classes adequately equipped and courses of instruction were carried on comparable to that of other Utah schools.
In 1943-1944 project tables and benches were replaced by seating equipment sent in from Tule Lake* This equipment, while not modern in every sense of the word, was acceptable to the classroom needs and provided the schools with good seating and writing facilities.
The physical facilities of the schools of Topaz were far below acceptable standards in 1942. Through the fine cooperation of the teaching personnel, the procurement department, and the project administration these difficulties were overcome by September 1944, and a program commendable in almost every physical detail was in operation.
J**2*SZ*~‘
17. THE ELEMENTARY SCHOOIE	y
A. HISTORICAL DEVELOPMENT
In the first chapters of this report the Superintendent of Education has given the development of the Center school system; its origin in the Authority; the arrangements with the State Department of Education; the appointment of administrators, supervisors, and teacher; and the basic education philosophy which was to control the beginning educational policies of the Center.
The elementary school had its official beginning October 1, 1942, when all of the educational staff of the Center met with Dr. Robert Gibson of the San Francisco War Relocation Authority office in charge.
He with Dr. John C. Carlisle, Superintendent of Education of the Center and two men, Henry Tani and Ernest Takahashi, who headed the schools in the assembly centers and who, doubtless, had had a great influence in forming the policies, functions, procedures, and methods of the Center schools, proceded to organize the Topaz Elementary School.
Dr. Reese Maughan, the Project Curriculum Advisor, served as the first elementary school principal. He and the thirty elementary teachers set up its organization. The first task of the elementary school staff was to unpack, separate, and move books and supplies into the east half of blocks 8 and 41 which had been designated, as has been noted in previous chapters, as elementary schools.
After this was done, grade levels were established and teachers and rooms assigned for each grade. The assignment of pupils to grade levels was carried out. This was done on the basis of chronological age rather than by achievement records. The reason for making grade assignments in this way was because all pupils had interruptions and frustrations for the months immediately preceding the organization of this school, and it was next to impossible to secure the pupils* subject matter achievement data from the schools from which these students had come.
The elementary faculty had been recruited from many school systems and from several states. Their orientation into the Center schools was of necessity brief and intensive* It was natural that they would follow classroom procedures Which they had been accustomed to following rather than the policies, procedures, and methods determined for the Center schools. The Evacuee teachers were not trained. To help meet these problems it was necessary for the principle to formulate and implement a teacher training program for the elementary school.
This hod to be done hurriedly, so it was necessary to modify the program as time went on.
The next administrative task was formulating subject matter, time allotments, and making out daily schedules for each grade, In addition to these duties, the elementary school principal met with book salesmen and helped teachers make out requisition lists for textbooks.
• 22 -
^eseRe,
Bancr°ft Library ^
equipment, and supplies. It appears that most of these lists were not used after they were made out.
Drayton Nuttall became elementary school principal, November 12,
1942. Upon assuming the principalship, Mr. Nuttall first attacked the problem of making the necessary adjustments to bring the elementary school in accord with the laws controlling Utah elementary schools. Problems such as the school-age of children, required subject areas in the curriculum were the most important. Following these, he spent much time in getting the elementary schools ready for the winter; he arranged for stoves, fuels, and proper ventilation. It took patience, persistence, and an unreasonable amount of time to make any progress in the solution of these problems. Another of Mr. Nuttall*s immediate problems was to provide play grounds and to secure the necessary equipment.
At the close of the first semester February 19, 1943, the elementary school was functioning as an organization. By this time there had been put into operation regulations relative to enrollment and so forth* During the second semester Mr. Nuttall was successful in organizing an elementary school student council. This organization will be discussed more fully in another section of this report.
I took much time, effort, and patience for the principal and the appointed elementary teaching personnel to establish a friendly relationship with the students and the parents of the community, appears that Mr# Nuttall led out with a policy of making the elemen tary school a means of acquainting the parents and children with the new surroundings and way of life as much as existing circumstances would permit. By the end of the school year June 30, 1943, progress had been made.
Wanda Robertson, who had been directing the curriculum activities for the elementary school became principal in August 1943. She continued, without much change, the administrative practices and instructional policies and methods which had been formulated under Mr. Nuttall $ leadership. She had charge of the elementary school until September 1944, at which time Miss Florence Thorpe became principal of the elementary school.
Up to this time the change in teaching personnel was gradual enough that new teachers could be oriented without undue effort. But during the 1944-1945 school year turn-over of the teaching personnel was oo great that the burden of orientation became a rather serious problem.
Miss Thorp with Mrs# Boen as curriculum advisor made heroic efforts and accomplished almost the impossible under existing circumstances throughout this school year. Some of the best teachers would leave here because of a lack of appreciation of the task to be performed or an unsympathetic attitude toward the problem at hand. However, by this time a few who were "sob sisters" had come on the elementary scene^and they made a difficult problem more difficult. By the middle of this
- 23
school year it had come to the point where it looked like the only teachers that could be secured were the antiquated, poorly prepared# inexperienced, or those with no experience for a long period of time were the only available personnel* Yet a ray of light broke through when at the middle of the semester a number of well prepared, enthusiastic, well-trained, either by recent experience in a public or training school, group of teachers were recruited. This was made possible at the middle of the semester because these people had either finished degrees or needed funds or were ready for an unique experience furnished be coming to the Center as elementary teachers.
Miss Thorpe left the elementary school principalship April 1, 1945, at which time Perry Carmichael, the adult vocational education supervisory was designated to take charge of the elementary school along with his duties as adult vocational education supervisor. He remained in this capacity to the close of the elementary school program*
B, CURRICULUM AND COURSE OF STUDY DEVELOPMENT
The elementary school curriculum came under two very distinct and, to a considerable extent, different influences. The first was the organization or beginning period under the direction of Dr, Maughan, the first curriculum advisor, and Drayton Nuttall, the first principal of the elementary school. The elementary school was organized on Progressive Education Principals, Students were grouped according to chronological age; subject matter areas were cut across in classroom work; and an attempt was made to teach spelling and arithmetic through socialized activities rather than at drill periods.
The same educational philosophy, somewhat modified, guided the elementary school during its second year. Miss Wanda Robertson who had been the curriculum director since December of 1942, picked up where Mr, Nuttall left off* During the year Miss Robertson was elementary principal, it appears that some of the teachers who held more conservative or traditional attitudes toward elementary school work came into influence and somewhat modified the ultra-progressive principles and policies of the schools.
When Miss Florence Thorp' became principal in September, 1944, she brought a very definite traditional influence into the elementary schools administration and classroom procedures. Throughout the last year of the elementary school there was a definite trend toward the teaching of subject matter areas such as arithmetic, spelling, reading, social studies, music, and health as separate subjects. No emphasis was put on cross-sections of subject matter in the same class period. In other words, the three R’s were stressed as such more than formerly.
The curriculum planning, development, and offering of the elementary school falls into "two periods; first, the curriculum of the elementary schools of the centers, and especially of this center, were based on Progressive education theory and practices. The best pronounce-
aPers
- 24
ment about the elementary school curriculum program at Topaz was made by Wanda Robertson, formerly in charge of the elementary school curriculum but at the time of the announcement was principal of the Centerfs elementary schools. The pronouncement made August 9, 1943 follows:
nThe Curriculum program of the kindergarten and first grade has been largely centered on developing improved social adjustments and relationships within their own groups and the immediate community, A conoern has been shown about the helpers in the home and community as they are related to the direct experiences of the children, language arts experiences* Science interest of the local environment has played a large role in providing for discussions and simple reading material.
"Second and third grade children have gone a step further in know-'	ing more about the community and its helpers. Studies of where such
things as our lumber, coal, clothing, meat, bread, milk, fruits, etc. have come from has led into the general areas of food, clothing, and shelter. These areas of experience have required the services of many people, excurisions, and use of a wide variety of books, charts, pictures, moving pictures, etc, to provide the necessary information for improved understandings in these areas. Much has been done at these levels with the plants, animals, rocks, natural phenomena, etc, of this locality. Adaptation of plant and animal life to this desert environment, has led to further discussions of adaptation of other forms of plant and animal life to different environments. A knowledge of the institutions serving the community, such as the post office, meat commissary, dining hall, etc., has been undertaken by groups of children on the second and third grade levels.
"The fourth and beginning fifth grades have concerned themselves still more into the field of production of materials and products through the present farming and manufacturing methods as compared with those of other people and other countries. They have attacked the trons portation and communication phases of the problem. Again places and things have been used whersever possible. For instance, the weather bureau as explained by the meteo rologist has interpreted weather problems which are common to aviation, navigation, and radio communication. A visit to the water tanks in an attempt to understand more about our own water system has led to a study of water resources of Topaz and the rest of the country. Science experiments have been undertaken with a good deal of success at this stage of investigation.
"Our attempts to know about primitive peoples have been brought into the study as they relate to a knowledge of the past in their relationship to the present* We feel that children of these ages have insufficient background to interpret the cultures of the past with any satisfactory degree of accuracy except as they are related to problems which required that kind of clarification. There have been many opportunities to learn about peoples of the past in incidental situations, but no unified attempt has been made for all third or fourth grades to teach Indians or Cave men.
25 -
"The latter part of the fifth grade and the beginning sixth has been spent on a rather thorough study of the United States with particular emphasis on relocation understandings. We have been concerned with knowing about the acquisition of the territory and the movements of colonists and pioneers, but-we have been even more interested in learning ways in which the numerous and abundant resources of the country are serving the people today.»- Conservation of natural on$. human resources, including their wise use also, has been stressed. Programs relating to irrigation methods, power development, establishment of national parks, development of different occupations and industries from a regional rather than a state basis have been carried out. Science has become an important phase of the social studies program on these levels.
"For the older sixth graders with this background,we feel that they are ready to know more about other people and countries—which again, is important for relocation. Such countries as latin American, Canada, Alaska, Australia, and other countries of the Pacific have been studied in terms of their historical, social, economic and cultural relationships to the United States and other countries of the world.
"Science, language arts, mathematics, music, arts and crafts have contributed to the so-called social studies program depending chiefly on their value at the time and the maturity of the learners.
No attempt has been made to schedule science interest in the elementary school. Careful attention has been paid, however, to the subject in relation to the students. For instance, rocks to the kindergartener are little more thans tones of different shapes and colors. Third graders are interested in the fossil life contained in some of them— to know whether the classifications are quartz, limestone or granfce. Sixth grade children have entered on studies of the earth’s development as they become concerned about the geological formations of the countryside, the fossils, and the rock classifications. The same comparison might be made concerning the stars, winds, dust storms, etc.
"Teachers met regularly with the curriculum advisor in individual conferences of small groups to discuss problems worthy of study on their levels, General Saturday morning discussions and workshops offered opportunities for further program consideration. At the end of the year a listing of the areas of experience were compiled and an evaluation was made by each teacher which resulted in the suggestive outline as listed above.
"The teachers have become concerned about other deep-seated interests of children, too, and have been encouraged to pursue these interests when they merit it.
"The curriculum guide is flexible to the degree that it must provide for the continued initiative, enthusiasm, and zest for learning for both teachers and children if an adequate educational program is to be maintained."
- 26
These policies carried through until August 1944 at which time the adminiStratton supervision of the elementary school was transferred to Miss Florence thorp and Mrs, Maude Boen. Even though Miss Thorpe and Mrs, Boen accepted Progressive education for normal school situations or as Miss Thorpe put it "outside" schools* they tended toward the fundamentalist point of view in education for the last school year of the Center, believing that it would be more helpful in readjusting the pupils to the schools where they would be relocated. This belief was based on the theory that the Center population would be distributed over the area of many states and therefore it would be necessary for the children to adjust into a more traditional school possibly than the schools they came from on the Pacific Coast to the Center. The curriculum development under the leadership of Mrs, Boen and Miss Thorp is given in a memorandum they wrote; therefor^ under the date of March 27, 1945, Mrs. Boen made the following statements about her work*
tt Having become a member of W.R.A, Education Staff in the capacity of Supervisor of Student Teachers, Novem ber 9, 1942 in Jerome Relocation Center and remaining there with post-contingent group until July 22nd, I had a total picture of school experience from its organization to completion and liquidation.
"After such an experience I looked forward to life in another center as I had worked in Jerome and had visited in Rohwer and Granada,
"I arrived in Topaz, August 9th the day before summer school ended, giving me an opportunity to see teachers and pupils in the school situation.
"The physical set-up of the school isn*t as desirable as it might be. Half of block 8 is occupied by residents and the other half of the block is Mt. View School. Half of block 41 is occupied by residents and the other half of that block is allocated for school. The two schools are approximately a mile apart and each school includes a kindergarten and the first six grades,
"In Mt, View block 8 school there are:
2 first grades 1 second grade
1	third grade 1.fourth grade
2	fifth grades 1 sixth grade
Appointive teachers Appointive teachers Appointive teachers Appointive teachers Appointive teachers (Resident teacher until March 20th.)
"In Desert View block 41 school there are:
1	first grade
2	second grades
1	third grade
2	fourth grades
1	fifth grade
2	sixth grades
- 27 -
JaP*nese ReiQ
^ncr°ft Li^Pers
"During a three week interval between summer school and time was utilised in getting acquainted with teachers and in conference with them in preparation for fall term of work.
bbu?\rdmtfbfre!asseilerre°fore^ofoorbeIan.
Th^residen^teachers°carried the furniture to the olassroom^rior^o
the opening day of school. When I attemp e o r eque work as the vice for this wo*the resident teachers desired to do the work as
janitors were too old, in their opinion.
"It was during the weeks between summer session and the opening It was curing ™	to survey the community and
of school, September 11th, that I began ™	* ««rticination of
school 1 set-up* as it was, and then form,	Ucies of the Super-
the group concerned, a program according «imervisor X desired to train
intendent, Principal, and teachers.	P ultimate development of
teachers, through constructive devices, in the ultimate ae P
the children.
"My first attempt was to inspire teachers to	*i^“§'t5’£°fpart
sional growth, and to encourage them to be forested in. and take part in the oreative functions of scientific educational method .
"In view of the fact that the curriculum of the elementary schools
in W.R.A. centers are instructed to ^^^^^/follOTe^the Utah _r» 4-Via «4-04-« in which "the center is located, ©	_
course of study. In planning the curriouium f^ elementary sch checked with the course of study for Utah in setting up alms an j ives and subject matter areas to be taught.
"Topaz schools have been indeed fortune to of textbooks, supplementary books, and a wealth of 1 y enabled us to broaden our classroom work to meet the needs o
child.
"Sooial studies had been stressed prior to my program °T Z°^s and rightly so because of beginning of a oommuni y	P »
logical for social studies to be stressed.
"But with relocation nearer in view the curriculum trended more toward basic knowleges and skills#
"Much emphasis was placed on the reading program. ing groups were in each classroom enabling level of ability.
"An outlined course of study for arithmetic and English was organized and given to each teacher to follow so that al	^ Tho
grade level could be guided to reach if possible th	®
two schools consistently followed the same »urricuim outline even though teacher personality, training and experience entered in g desired results#
- 28
wo.
B^croft Ubrary apers
"Each teacher was encouraged to teach daily elementary science and have a science corner in the classroom for pupils collections.
Much impetus was given to the study of meteorites after the children saw one in the Center*
"Language arts was stressed rather than teaching English, spelling, and writing as separate and uncorrelated subjects. Teachers were encouraged to make every written lesson a writing, English, and spelling lesson.
WA number of teachers had assembly programs as an outgrowth of their classroom work so that other groups of children might share their experiences. Movies, puppet shows, exhibits and inter-visitation between classrooms has taken place from time to time which has stimulated interest on the part of teacher and pupils.
"It was my privilege to talk with nursery school teachers in their staff meetings on two different occasions. Discussiong 'Behavior Problems of the Small Child.' I also gave a talk on cotton raising in the South to a fifth grade group.
"Due to a limited faculty, and teachers being ill frequently, I did classroom teaching rather consistently, having taught in every room in block 8 school except the sixth grade. This resident teacher was never absent. I also taught in several rooms in block 41 which enabled me to know the students and to get an idea of type of program the teacher was carrying on. Even though my regular work would be neglected on these days the contacts with students'and with teachers' problems were helpful in that they enabled me to give individual help to teachers.
"Individual and group conferences were frequently held before and after classroom observations.
"Staff meetings were held each Saturday morning, at which time problems were discussed and suggestions were made for meeting needs of pupils and teachers*
"Lesson plans were made two weeks in advance and evaluated; in this way I knew the total picture of work going on in both schools, and it enabled me to give individual guidance to teachers in carrying out the curriculum.
"My work as supervisor has employed both individual ai d group methods of work with teachers.
"individualization was necessary in order to insure that the particular aid needed by a certain teacher would be given to her; group treatment was essential to the unifying of the teaching staff and the teaching is required for the dissmenination of the best thought and practice.
- 29 -
JaPanese Re, ^
***** LibZySPerS
"The elementary school was fortunate in having an art teacher who shared her time between schools* The art teacher integrated her program of work with the classroom teacher making the art program very outstanding in its achievements. Each classroom reflects the strength of the art work done by students under the guidance of Miss Koisumi*
The pupils have a keen interest in art and have talent superior to any children I’ve ever known*
"The library period has been invaluable to pupils in that the teachers and librarian supervised the pupils during library periods enabling them to wisely select books and do research on the individual pupils own level. Pupils have developed a love for reading which will help them enjoy and appreciate books all through life*
"My work as a supervisor took this trend because of the fact that X supervised teachers who had varied qualifications and training.
"The teachers fell in this category:
Eight resident teachers* one with a degree* These teachers were at all times eager to take suggestions and followed my program of work in all things. These teachers had taken extension courses in early days of Topaz schools and even though they had limited training, all did exceptional work. They were kind and patient with pupils; were desirous for professional growth,and in several cases a higher type of work was done by resident teachers than by appointive teachers.
"Three appointive teachers had degrees. Two of these teachers did splendid work, one adequate, the other appointive teachers had not taught for fifteen or twenty years. This was natural—to have such teachers re-enter service again because of teacher shortage. In each case these teachers were diligent in their efforts and worked steadily. Each showed much professional growth. In addition to having general teachers meetings, group conferences in guiding them for classroom work, I dealt with them individually to get the best type of work. I felt from the first few weeks of school that education didn’t have the high rating it should have had with some administration outside of the section*
"It has been my understanding that W.R.A, intended Center schools to be affiliated with state departments of education; follow the state curriculum in which the center was located. However, it is my belief that Topaz schools were run more by personnel and administrative channels who didn’t realize the vital problems education confronted; hence, hindering our securing teachers and carrying out our policies in the light of the human elements which education deals with.
"I would recommend that fewer meetings outside ofi ducation Section be held and more work done for folk who do not participate in them.
"Each person should know his job and by all means interpret and apply all W.R.A. instructions in doing efficient work.
Bancroft Library P s
- 30 -
MI deeply regret that I am unable to stay with W*R*A* until its program is liquidated*w
Also Miss Thorp *s point of view is given in her statement to the Superintendent of Education at the time she resigned from her position April 1, 1945* The statement follows;
MThe position of Elementary School Principal at the Topaz Relocation Center has been challenging, difficult, and discouraging; but with it all, an interesting and interesting and vital experience*
The circumstances which have broughfcmany men, women, and children of Japanese ancestry and the Caucasian staff together in Topaz have resulted in a unique situation with tremendous problems, natural group and personal tensions and antagonisms and a variety of sympathies and loyalties*
f>It is only by attempting to get outside of the immediate moment that one can gain enough perspective to glimpse growth and even a slight movement toward an ideal which alone can carry the solution of this national and humanitarian problem to any kind of a satisfactory level*
*The unnatural conditions for living and working and the personal emotional stress and strain of evacuees and staff alike, caused by the war, make a background for thinking and acting that is almost unsur-mountable•
MThe position of Elementary School Principal means the supervision and detailed administration of a school set-up including at the present time, six hundred children in two kindergartens and grades from one to six, some twelve appointive teachers, twelve Evacuee assistant teachers, several office, full or part-time Evacuee, helpers and limited responsibility for one hundred and seventy-five pre-school children.
The school sessions for the latter are held in four recreation halls located in different parts of the Project* The elementary school proper is housed in two blocks of barracks about three quarters of a mile apart with only occasional transportation available.
wThe qualifications and previous experiences of the teachers were varied, influencing their understanding of professional procedures, techniques and attitudes toward administrative policies* Some of the Evacuee teachers had had college work but no teaching experience; some nothing beyond high school* Some on the appointive staff had had little college work and had not taught for years* Some of the staff were cooperative and open-minded to modern methods; some were willing but found present day teaching techniques difficult to interpret; one was definitely antagonistic at all times*
’’With the help of an excellent supervisor of tea°hers, an effort was made to raise the standard of teaching and to bring the curriculum into a semblance of uniformity since the various grades were in separate
- 31
blocks and there was often a need for transferring children from one block school to the other* State policies were met and procedures carried out to satisfy both state and W*R*A, essential requirements*
nSince the children had come from the Bay Area of San Francisco where there were"mid-year promotions, these were continued at Topaz for the children in the grade levels affected by it* This made complications as the teachers loads in some instances were too great*
It was difficult to make adjustments because of the distance between the two School blocks and the location of the barrack homes of the children*
wIf the school plant could have been housed in one blocks the number of administrative problems would have been lessened materially* It tneant two sets of equipment of various kinds and a constant division and transfer of supplies because the main office where they were received was separated from the other school office* It alsb meant an unsupervised Evacuee office force.
’’There was an unfortunate feeling of isolation by the staff in the block not having the office of the principal* Since it seemed inadvisable to hold separate staff meetings, this meant that only one get-together a week was possible# There would have been more feeling of unity if teachers could have been in closer touch with each other• The children felt the same separation from the other children and the result was a lack of school spirit*
"With the anticipated closing of the Center in mind, it has seemed wise to bring the principal emphasis during this last year upon academic subjects in order to have the children ready for the ’outside* schools* The previous years since the evacuation had given them varied and broad experiences in many activities including, of course, much excellent work in the skills* This year the emphasis has been placed on the latter with a somewhat limited activities program*
"Not all of the staff were in sympathy with the swing away from the intensified activities program but the results have proved that the change has been valuable. Since the supervisor and I were both essentially ’activity program’ enthusiasts it meant a real hardship for us, but it proved worthwhile in the increased ability of the children*
”At the beginning of the second semester of this last year, teaching loads were equalized and lowered by the addition of more appointive staff members/ who took the places of relocating Evacuees# The additional teachers were better trained and more experienced in handling larger groups.
”Let me say, however* that the Evacuee assistants did excellent woidc* were most cooperative and capable and in some instances were superior to the appointive teachers whose training and experience had not been recent/
aPers
- 32 -
"The health program of the school was aided until Christmas by the Public Health nurse. Unfortunately she left early in the new year and her place was not filled. The services of the hospital clinic were available at all times, however, and we received excellent cooperation from doctors and nurses* Our office was notified in regard to children who had communicable diseases and as a result there were few absences from illness and no epidemics. An optometrist spent two days during March, examining the children whose eye strain was noticeable and all children were weighed and measured during the year.
"Several handicapped children were transported to school in order that they might share in the normal school life, and speech correction was cared for by one of the high school teachers qualified for that work. Unfortunately the shortage of teachers made it impossible to have much home visiting, but from time to time parents came in for conferences with me in regard to the health and behavior problems of their children, and the teachers went to the homes if the children were absent too long. The teachers were capable in regard to handling their classroom problems, and there was surprisingly little need for disciplinary measures.
"The Center work hours for janitors made the organization of their schedule difficult, and the heating of the barracks an almost daily problem. One block of school barracks had coal stoves, and the janitors came early in the morning to make fires. Sometimes they burned; sometimes they did not. Sometimes there was enough coal; sometimes there was not. The deep mud which surrounded the barracks where oil stoves were installed sometimes made it impossible to have oil delivered, and cold rooms and early dismissal were necessary. It seemed often as if caring for the property and handling the physical problems were often more important than the professional aspects of the job.
"Staff meetings with section and division heads, frequent conferences with the superintendent and other administrators took much time. Reports, requisitions, budget-making, the various details of any administrative position made constant demands. Visits from state and local educators were welcome.
"The supervisor and I worked closely together, shared the same ideas, had the same way of interpretating policies, and the same overall picture of the program and the needs of the children. We worked conscientiously and consistently through the teachers to bring to the children the best teaching methods and opportunities for learning.
There were three factors that hindered my efforts. While they may seem personal, they were definitely disadvantageous to the success of my administration.
apers
"The first one was the living conditions which were given me. I understood, when accepting the position, that the Elementary School principalship rated an apartment. This was denied me and as a result,
- S3
I had only a very small dormitory room where it was not possible to entertain my staff. There was no place at any time during my stay at Topaje where I could have social or friendly personal contacts with the teachers. Since the personal touch is important in connection with any work where people are involved, I consider this a real factor.
wThe second one which is seemingly more pertinent in regard to^ the actual job was the fact that I was given absolutely no orientation.
I was a new Civil Service employee as well as being new in W.R.A. and many mistakes and misunderstandings could have been avoided if there had been guidance in regard to details and procedures. Because I have felt so strongly about the need for definite orientation for new em-ployees, I have worked throughout my time here to have other newcomers benefit from my experience.
"The third factor was the presence on my staff of an appointive teacher whose attitude from the beginning was outspokenly antagonistic. She has a distorted perspective, yet has acquired much influence with the Evacuees, Her attitude toward the interpretation of policies and my handling of administrative problems has often caused a lack of cooperation in the Evacuee group. She is an excellent classroom teacher, and since the teacher shortage is an acute problem and I have felt her antagonism to be a personal issue, I have been unwilling to ask for her termination.
"If I *had it all to do overegain*, X should insist upon a place where I could become acquainted with my teachers. (There was no door for my office, meaning that there was no privacy of any kind anywhere.;
"Knowing W.R.A. procedures and Civil Service regulations now, I could begin with a better understanding and by so doing avoid pitfalls in spite of a lack of orientation for the particular job.
"What I should do about a »trouble maker*, I do not know. My best thinking has gone into the solution of this particular problem, but it is still unsolved.
"I have enjoyed my experience at Topaz in spite of its difficulties and am grateful for having had the privilege.f
B. OPERATING PROCEDURE
Administrative authority of the elementary school unit was vested in an elementary school principal, who under the direction of the Superintendent of Education determined the administrative policies and organization of the school. The principal functions of the elementary principal were as follows. Assign classes to teachersy supervise olassroom procedures; approve curriculum changes; stimulate formation of student body organizations; make out requisitions for supplies and assign school supplies and equipment; prepare elementary school budgets
- 34
for thé superintendentj- supervise the maintenance of attendance, personnel, and other elementary school records; recommend to supervisors and teachers methods and t echniques in connection with curriculum activities.
The first administrative problem which confronted the elementary school in October 1942, was to arrange for and prepare physical facilities—buildings, equipment, and teaching materials and supplies.
By October 19, 1942, the elementary schools were opened, but after a very short time the weather became so cold that it was impossible to hold longer than part day sessions in the afternoon. After a short while it was deemed advisable to close the schools and have the teachers and principal work with the department of construction, maintenance, and operations and prepare the school buildings for the winter by installing stoves and storm doors#
Another administrative problem which had to be solved was the grade placement of the elementary students. This grade placement was organized on the half-year promotion plan or what is known as mid-year promotions. Doubtless this plan was used because most of the children of this Center came from the Bay Region in or near San Francisco, and it had been the policy of most of the schools from which the students came to have mid-year promotions. Later this proved to be a serious mistake; however, mid-year promotions were never entirely eliminated from the elementary school by the time they closed.
Another administrative problem, that we be«t»<ir- eoiicawxod wityh,.. as well as a supervisory problem was the determining and approving of the elementary school curriculum. The results of this administrative function are discussed in another section of the elementary report. Another administrative function of the principal was to approve classroom schedules or to develop with the teacher a classroom schedule.
A set of these daily schedules with explanations follows:
Kindergarten Program Winter Sehedule
8:30
9:00 - 9:15 9:15 - 9:25 9:25 - 9:40 9:40 - 9:50 9:50 - 10:30
10:30 - 11:00 11:00 - 11:30 11:30
Workers check in
Health inspection and work period (indoor)
Cleaning up
Discussion period
Toileting and handwashing
Milk and rest
Stories, music, rhythms
Playground or outdoor play
Dismissal.
Same as above for afternoon class#
35
Daily program explained:
I.	Health inspection. To see whether each child was clean and
in good health.	,	.
II.	Work period. (Indoor) During this period children participated in different activities in the room.
a.	Painting. Large sheets of paper were put on the wall for children to paint. Powder paints of various colors were ready for use. Aprons kept near by were put on by the children before they started to paint.
b.	Clay. Before the children arrived the day w&s put^ on the table and covered with oil cloth. Ei\ch child modeled whatever he wished.
0.	Library corner. This was a quiet corner in which the children looked at books individually or in small groups.
d.	Doll corner. Dolls, small furniture, cradles, dishes, curtains, ironing boards, etc., were in this corner for the children to play house.
e.	Blocks. Large painted cartridge boxes were used as blocks to build trains, houses, boats, airplanes etc.
Small blocks were also available for those who preferred
them.	#
f.	Shelves. On the shelves were placed various boxes of^ puzzles, beads, peg boards, and other toys within their reach. The children chose their own articles and brought them to tables near by to play with them.
&* Crayons. Another table had crayons and papers to which the children helped themselves. Once in a while large sheets of paper were used instead of regular 9 x 12 •
h. Paper cutting. Bright colored papers were used for cutting and pasting. Colored chalk was also used to vary activities.
1.	Murals. Large sheets of wrapping paper covering the wall
were used to paint scenery. Most of the children participated.	#	#
j.	Science corner. A terrarium was kept in this corner. e also had goldfish which the children fed daily* The children brought insects, horned toads, and grasshoppers found in the desert. When these things were brought in the whole class talked about them.
k.	Puppetry. Hand puppets were provided and the children manipulated them.
III.	Clean Up. This was the time in which all children put away toys they had used, to their original places.
IV.	Discussion period. After work period and dealing, all of the children would sit in a group and talk about the things they had done during work period. During this time plans were^ made for starting projects, such as study of insects, trains goldfish, etc. One project lasted for a few weeks depending on the project. During the whole school term different projects were continued*
36 -
JaP3fteSe
BSn0^Z"y‘P,'>
V. Toileting and handwashing. This was done in the latrine nearest the school which the children attended. Soap in cans was kept in a box. Children brought their own towels which were hung in their lockers,
VI, MiIk and rest. Children had their individual cups which were brought from home. These were also kept in their lockers. Napkins and crackers were passed by the children. After milk they went to the wash room to wash their own cups. Benches were supplied so the basin would be within their reach. The cups were thoroughly washed with soap and water by the teacher frequently for cleanliness. Children took home towels once a week over the week end to have them washed at home. Rest was done with heads down on the table. Soft music was played while they rested,
VII, Stories, music, rhythms. Stories and music were usually associated with the project being s tudied or with seasons and holidays. Stories were dramatized. Some days they listened to victrola music or played instruments such as tambourines, bells, triangles, etc,
VIII, Playground or outdoor play. Children played on jungle gyms,
. swings, mèrry-go-rounds, etc., during this period. They might play games or jump rope depending on the weather.
Walks were taken around the Project, Visits were made to coal piles, nearby deserts, Shoemakers, greenhouses and to see pets in different blocks, etc, depending on the project being studied.
Miscellaneous, School library was visited weekly. Children helped arrange and decorate for holidays or open house. They helped make furniture for the doll corner. They painted furniture blocks etc. They helped clean school grounds. When children relocated, a letter was written by the teacher as suggestions were made by the children. Thank you letters were also written in the same way. ”Happy Birthday” was sung when a child’s birthday came, Children were weighed by a nurse. Report cards were given out about four or five times a year.
First Grade Program Spring Schedule
8; 00
8:30 - 8:45
8:45 - 9:00
9:00 - 10:00 10:00 - 10:20 10:20 - 10:30 10:30 - 11:00 11:30 - 12:00 12:00 ü 1:00
Workers check in
Roll call and health inspection
Planning and Discussion
Health or Nature discussion
(Tuesday) library
Reading groups
Recess
Milk and crackers Word study Stories or singing Lunch period
37
1:15 - 1:45 1:45 - 2:15
2:15 - 2:30 2:30 - 2:45 2:45 5:00 5:45
8:30
9:00 - 9:30 9:30 - 10:30 10:30 - 11:00 11:00 - 11:15 11:15 - 11:30 11:30 - 12:00 12:15 - 1:30 1:30 - 2:00
2:00 - 2:25 2:25 - 3:00
3:00
4:30
5:30
8:30
9:00 - 9:20
9:20 - 9:30 9:30 - 10:00 10:00 - 10:30 10:30 - 10:45 10:45 - 11:05 11:05 - 11:30 11:30 - 12:00
12:00 - 12:15 12:15 - 1:30
First Grade Program cont.
JaPànese
WÏÏ". PaPers
3 ràry
Roll call, number work
Free; quiet work, play* painting, drawing, clay and toys.
(Additional reading for slow groups.)
Reoess
Writing in diary Dismissal
Resident workers check out.
Appointive workers check out.
Second Grade Program Winter Schedule
Workers check in Opening, music, etc.
Reading groups Recess, rest, health Writing or spelling Number work
Story hour, voice choir, dramatization etc.
Noon reoess
Art (Monday, Wednesday, Friday)
Science or library (Tuesday, Thursday)
Recess and rest
Evaluations of art work done (Monday, Wednesday,
Friday)	3	.
Individual work (Tuesday, Thursday)
Dismissal
Resident workers check out Appointive workers check out
Third Grade Program Winter Schedule
Workers check in
Songs, roll call, health inspection Poems and marking of calendar Spelling assignment Arithmetic Reading (group 3)
Study period (supervised)
Recess
Reading (group l)
Library (Monday, Friday)
Writing (Tuesday, Thursday)
Art (Wednesday 11:05 - 12:00)
Story hour, health stories Noon recess
38
Third Grade Program cont.
1:30 - 2:00	Reading (group 2)
2:00 - 2:15	Spelling
2:15 - 2:30	Language (Monday, Tuesday, Thursday, Friday) Reading (group 1 Wednesday)
2 :30 •* 2 :50	Recess
2:50 - 3:15	Social studies
3:15 - 3:30	Supervised study, science or Weekly Readers Language arts (Friday 2:50 - 3:30)
3:30	Dismissal Fourth Grade Program Spring Schedule
8:00	Workers oheck in
8:30 - 8:40	Opening, roll call, pledge, inspection, plans for the day.
8:40 - 9:20	Social studies
9:20 - 10:00	Arithmetic
10:00 - 10:20	Spelling
10:20 - 10:40	Recess
10*50 - 11:15	Language
11:15 - 11:45	Health or science (art Monday 10:40 - 11:45)
12:00 - 1:00	Lunch period
1:15 - 2:15	Reading groups
2:15 - 2:35	Recess
2:35 - 2:45	Diary
2:45 - 3:15	Study period, library (Monday, Wednesday) Art (Thursday)
3:15	Dismissal
5:00	Resident workers check out
5:45	Appointive workers check out Fifth Grade Program Spring Schedule
8:00	Workers check in
8:30 - 9:00	Arithmetic, group work, assignment, individual work
9:00 - 9:40	Reading (group l)
9:40 - 10:20	Reading (group 2) Art (9:40 - 10:20 Tuesday and Friday)
10:40 - 11:45	Language arts (Language, spelling) Social studies (Geography, history)
12:00 - 1:00	Noon recess
1:15 - 1:45	Reading (group 2)
1:45 - 2:15	Reading (group 4)
2:15 - 2:35	Recess
2:35 -3:15	Library (Monday, Wednesday, Friday) Health, science (Tuesday, Thursday)
39
JâPd^e
Fifth Grade Program cont#
Dismissal
Resident workers check out Appointive workers check out
Sixth Grade Program Spring Schedule
Check in
Announc ements, pIans Social studies Arithmetic Recess
Health (Monday, Wednesday, Friday)
Science (Tuesday, Thursday)
Language arts Lunch
Reading, art (Thursday)
Recess
Art (Monday)
Library (Tuesday and Thursday)
Work period (Wednesday)
Free period (Friday)
Because there were such strict leave regulations for residents of the Center, it was necessary f*r the elementary principal to exercise careful administration over all excursions. However, in keeping with the school’s progressive point of view, teachers were encouraged to make excurisons with children for the purpose of acquainting them with their environment.
Things close at hand in the blocks were explored. If interesting pets were told about in school, a trip would be made to see them. Similarly birds, fish pools, and rock gardens were paid a visit. Wild animals caused great interest when brought in from the desert. People who had rock collections were generous about exhibiting them, demonstrating grinding and polishing. Shell collections and trilobite collections were fasinating to children. People working at hobbies would welcome visiting classes.
In connection with the study of people who helped run the Project, such community divisions as the Post Office, teletype, Topaz News Office, weather station, telephone office, canteens, sanitation division, water tower, commissary warehouses, and motor pool were visited.
Children were taken to the high school library for book exhibits and art exhibits. Classes were invited to health exhibits and movies sponsored by the hospital. They attended movies brought in by the relocation office showing different sections of the country.
3 î15 5t00 5:45
8:	00	
8:	30 -	8 $45
8:	45 -	9:30
9:	30 -	10:20
10	:20	- 10:40
10	s40	• 11:10
11	slO	- 11:45
12	sOO	- 1:00
Is	15 -	2:15
2 s	15 -	2:35
2s	35 -	3:15
- 40 -
Excursions to the desert were interesting* The children found many rock and plant specimens. They gathered milkweed to help in the war effort. Children were taken to see the meteorite discovered by twin Topaz men.
Sometimes children were taken on excursions merely for the pleasure of going*’ They climbed trees and slid on hay stacks, playing in harmony and establishing a nice teacher**pupil feeling.
The vegetable, swine, cattle, chicken and turkey farms provided a wealth of interesting ideas. The children saw how irrigation was used on the vegetables and grain.
A trip to the Delta Creamery was arranged. They also were taken to see a Utah sheep raising enterprise.
The principal was head general supervisor and administrative authority of all student organizations. A student council was organized and functioned during the latter part of the first year and was again organized at the beginning of the second year but did not maintain itself aftei* the first semester of the second year. The student council members were chosen from each grade by the children in the grade, to represent them. The council choSe its own officers, decided on length of term, duties# time ©f meeting, and length of meeting. There was a faculty advisor.
Many notices which were to reach all children in the school were channeled through the student council. The elementary principal frequently used this as a means of congratulating children on some fine thing they had done in the line of assemblies, clean-ups, or newspapers. Block managers sent suggestions to the student council of things they would like carried out by the children. The student council organized traffic committees and safety patrols. These committees took care of conduct to and from school as well as on the school ground. In winter they made definite rules about snowballing. Care of play ground equipment was stressed. Patrols acted as ushers at assemblies. Suggestions were given by the student council on good listening at assemblies, organization in marching to and from assemblies.
The council planned programs and carried on the necessary correspondence relative to obtaining the auditorium and the P.A, system.
They made suggestions for invitations and lists of people to whom invitations should be sent besides those taken home by children to parents•
The council promoted a May Day festival. They planned games,
May Pole dances, and crowning of a queen. Patriotic programs were given under the direction of the student council. Suitability of members was discussed and thought given to arrangements for presentation of the program.
aPers
- 41 -
JSP“f8 Woe,,-
■>rary
At intervals the student council collected poems, stories, drawings, current events, news from grades and items of interest for a newspaper. These were usually put out at holiday time, though not always. The council arranged for mimeographing, assembling, and pass-ing newspapers out#
A bulletin board was suggested for the music room or library, each grade contributing facts, poems, notices and things of interest to the whole school. It was decided to decorate the music room with seasonal pictures or pictures with a musical theme.
The council sponsored a paper drive, decided how it should be conducted, where paper should be stored, and made the required plans for picking it up. They set yard clean-ups in motion, designating different grades for different barracks and the time to conduct cleanups.
Careful minutes of student council meeting were kept by the secretary. Good practices in parlimentary procedure were followed.
, STUDENT GUIDANCE
There was no one person especially assigned to student guidance in the elementary school. This function was performed in the main by by the classroom teacher, who in most every case, spent all of her time with one group of children. Therefore, guidance became incidental and possibly accidental. Yet, several teachers through their classroom skills were able to do effective guidance through subject matter discussions and the development of pupil interests. Of course, this is the best type of guidance; however, too often and especially under existing conditions with the scarcity of well-trained teachers, it was somewhat hazardous or rather wishful thinking to depend on a guidance program being carried out effectively.
In addition to the classroom teachers, the principal possibly gave more attention to guidance than to most any other problem, especially was this true in matters of behavior or discipline. In the operation of the school the principal had general supervision of the student records. The Center schools adopted the state school repor and permanent record. As the-elementary school program developed, however, it was found that the state reports did not provide the Progressive school type of reported pupil progress; therefore, a new report system was developed which lent itself to a neglect o eeping the complete state record, but the Washington Office requested that the more formal student reoords as approved by the Utah State Department of Education be kept. Therefore, a group of teachers were^ assigned to this task during the months of June and July following the close of the Center Elementary School.
42
Student Morale
Language difficulties were possibly the greatest handicap the Center children experienced, and this handicap reflected itself in the morale of the entire Student body* Possibly this language difficulty along with timidity, which may be a racial characteristic, remained a natural barrier between students and Caucasian teachers*
This was never noticeable with resident teachers. For this reason, all other things being equal—I mean by this, preparation and experience—the resident teacher proved to be far more effective with the resident children than did the Caucasian teachers. Where resident teachers held degrees and had had teacher training and practical experience it was fopnd that they were the outstanding teachers in the elementary school. Yet it was difficult to secure the services of residents even though they had prepared for the teaching profession before coming to the Center. It would appear, however, that a resident with a good personality and under the careful direction the elementary school supervisor possibly proved to be a more effective teacher in dealing with the students, than did many of the Caucasian elementary teachers. This whole area had to do of course with pupil induction into the school as has been indicated again and again throughout this report. The pupils first impressions of his school system were by the very nature of things anything but satisfactory. The buildings were bleak and cold, teachers were strange* the Center was either extremely dusty or extremely muddy, and possibly above all the mental attitudes of parents were reflected in students from the first grade through the sixth grade making the induction and orientation problem of the elementary school a very difficult one. However, as time went orv students gradually adjusted themselves, or at least made a better adjustment, and school life for the child became more endurable and finally became acceptable•
D. DATE AND EVENTS
A list of the dates of events and a brief statement of the activities performed during the event should give a panoramic picture of the life of the elementary school.
October 1, 1942 School teachers started work in dining hall 10.
October 1-19, 1942 ’Teachers1 meetings—faculty prepared for opening of school.
October 19, 1942	Registration—the registration of the elementary
school was started. Each student was met individually by the teacher so that data could be recorded,
October 19-30,1942 School teaching actually begun. Half day sessions were held when weather became cold. Buildings were winterized,
November 12, 1942 Mr, Drayton Nuttall reported on the Project
as principal of the elementary school.
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November 13, 1942 November 30, 1942
December 7, 1942 December 16, 1942
December, 1942 December 18, 1942
December 23, 1942
December 25, 1942 December 31, 1942
January 1, 1943 January.12, 1943
January 14, 1943 January.23, 1943
January.29, 1943
February 5, 1943
February 19, 1943 February. 25, 1943 March 4, 1943 March 30, 1943
April 8, 1943
April.15, 1943 April 20, 1943
American Education program.
Elementary school opened on a full-time basis with 30 daily classes in session. Enrollment was 675. There were 41 teachers—8 appointed and 33 resident. Libraries were functioning. Physical education program started.
Thus far no changes in personnel, A program of art instruction and supervision was started which brought into each of the schools each week a member of the art school.
Teacher training began.
Representatives fnom each class in each school met to form a student council.
The elementary school gathered for its first program. It was held in block 1* All grades participated in Christmas songs and pantomines. Christmas Day recess—one day.
The realignment of classes was completed which provided rooms for libraries and an essential workroom for teachers. Definite plans for teacher training were made. Program of curriculum development was made-*
New Year’s Day recess—one day.
The names "Mountain View" and "Desert View" for the two elementary schools were accepted and and approved by the city council. Plans were made for a program at which time the students, teachers, parents, and members of the city coun<-cil and administration would take part in formally naming the two schools.
Books for elementary school arrived.
Miss Alta Miller, elementary school supervisor of the Granite School District, Utah conducted a science workshop.
Student council program—naming Mountain View School.
Program—-naming Desert View School, Indian Pageant,
First semester ended.
Inter-visitation with Delta schools started. Intelligence testing program begun.
Miss Jennie Campbell, Utah State Supervisor of Elementary Education, visited schools.
Miss Ruth Hippinberger, Elementary Science specialist from the University of Utah, visited schools.
In the elementary school the supply problem was eased and there were no handicapping shortages. Community Activity Section and the Education Section were to be fused into the Community Education Section.
44
May 13, 1943 May 20, 1943 May 31, 1943 June 8, 1943
*Pageant of America” given in dining hall 32. Operetta "Hansel and Gretel" presented.
P,T.A. meeting held 7:30 p.m.
The meeting of the organization.committee for the elementary section of the new Community Education Division was called to order.
June llj 1943 Open house—parent’s night.
July 1, 1943 Summer school opened.
August, 1943 Wanda Robertson beoame principal.
August 20, 1943 Dr. Ade addressed elementary school.
September 6,1943 Opening of school year.
September 12,1943 New chilcren began coming frdm Tule Lake.
October 2, 1943 Student council formulated.
October 3-9,1943 Safety Education Week. ;
October 9, 1943 Discussion concerning organization of class for handicapped children.
October 16, 1943 Dr. Viles addressed elementary and pre-school staffs. Classrooms to be calcimined to help solve problem of lighting.
November 26,1943 Student councils of both schools met together with Mr. Roof, head of Internal Security to discuss traffic problems.
December 23,1943 Open house held in elementary schools.
December 26,1943
January 2,1944 Christmas and New Year recess.
January 2,1944 Opening of school after recess.
February 12,1944 Student council plans patriotic assemblies.
February 14,1944 P.T.A. meeting held
February 19,1944 Education conference speakers from Brigham Young University.
March 3, 1944 Teachers1 organization—party at auditorium.
April 3, 1944 Clean-up in elementary school.
April 5, 1944 Open house.
April 10-16,1944 Spring vacation.
May 5-14, 1944 Center wide—spring festival.
June 12, 1944 Summer school began.
June 12, 1944 August 12, 1944 June 19, 1944
August 10, 1944 August 19, 1944
School for handicapped, conducted.
Miss Mary Nielson, Primary School Supervisor, conducted program of summer reading.
Summer school ended.
Last meeting with Miss Robertson. Mrs, Boen addressed teachers.
September 9,1944 Miss Thorpe’s arrival,
September 11,1944 Fall session of elementary school opened* November 2,1944 Representatives from among elementary teachers attend U.E.A, convention.
Nov, 5-11, 1944 National Education Week observed.
Nov,12-18, 1944 National Book Week observed,
November 18,1944 Dr. Bealy spoke on "How Education Can Relieve Tensions of War,"
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November 22, 1944 Parent’s visiting day.
December 9, 1944 Miss Stockbrand, Public Health Nurse, spoke
on health program*
December 25, 1944
January 2, 1945 Christmas recess
January 9, 1945 Eighteen pupils who are being promoted to the
7th grade took achievement tests given by Mr. Seal.
January 19, 1945 End of first semester. There were 600 children
enrolled in èlementary school.
January 23, 1945 Mrs.. Cochran, Medical Social Worker, offered tests
any child needing psychological tests. Lists of children needing eye examinations were handed to Miss Thorpe. Mrs. Henderson handled speech difficulties.
February 12, 1945 Eye clinic held during the week.
February IT, 1945 Fire drills discussed and planned. Work on Washington report was outlined.
March 10, 1945	Closing date of school announced—June 1, 1945.
March 28, 1945	Clean-up day in elementary schools.
March 29-30,1945 Spring recess.
March 31, 1945 Last meeting with Miss Thorp and Mrs. Boen.
April 2, 1945 Mr. Carmichael—acting principal of the elementary schools.
May 23, 1945	Schedule for closing of schools given out.
Checking in books and supplies. Checking out furniture in blocks 8 and 41.
June 1945	Work on elementary records.
July 1945	Completion of elementary records.
E. RELATIONS WITH OTHER SCHOOLS
The elementary school administration encouraged pupils and teachers in the elementary school to have as many contacts outside the Center as could be arranged for. However, xt took considerable diplomacy to establish any outside contacts for students. The Topaz Elementary School carried on the following relations with other schools;
January 23, 1943—Miss Alta Miller, Elementary Sohool Supervisor of Granite School District met with the teachers at weekly workshop.
She is one of the outstanding science experts in Utah. She brought into Topaz a wide variety of simple and easily obtainable materials, demonstrated their use and directed teachers in using and making science equipment for their work with children.
March 30, 1943—Miss Jennie Campbell, Utah State Supervisor of Elementary Education, spent two days visiting elementary classrooms.
She discussed problems relating to kindergarten and first grade.
April 8, 1943—-Miss. Ruth Lippinberger, Elementary Science specialist from the University of Utah Training School discussed their science
46
program with teachers and children# Severals classes wrote letters of thanks after her visit to Topaz,
May 1943—An inter-visitation program was worked out between teachers of Delta and Topaz, Visits to Delta schools had proved to be profitable, These visits resulted not only in improved methods of teaching, but have also been instrumental in improving the public relations program with that community, A report was made of the visit to the Delta primary grades. Mrs. Hirabayashi said the rooms were so colorful and childlike. She was most impressed with the relationship between the teacher and the children—the pupils were free to wander around but were always polite, and they were never idle, but always occupied# The supervisor of Millard County and the principal of the Delta Elementary School and a number of teachers also visited the Project#
June 7, 1943—A sixth grade class wrote letters to the 7th grade class of Delta school, thanking them for the pottery bowls made during their unit on Mexico#
June 1943—The school children of a Methodist school in Kansas City, Kansas, supplied flower seeds for Topaz primary grade pupils# The contribution gave impetus to the flower garden activities of the school# Seeds were planted in boxes and small plots around the school grounds# The soil was furnished by the agriculture department.
November 15, 1943—One second grade wrote letters to former pupils of their class who were transferred to Tule Lake center school.
June 19, 1944—Miss Mary Nielson, Primary School Supervisor of the South Sanpete area, conducted observation work with teachers and children groups. Individual work with resident teachers in the way of outlining problems was given by Miss Nielson, She gave instruction for specific classroom situations#
June 1944—Fifth and sixth grades wrote thank you letters to a Massachussetts school.
Fall 1944—One third grade made an afghan# Friends sent wool materials from many places in the United States, The children sewed it completely after measurements and calculations had been made. The afghan was given to the hospital. Much worthwhile socialization and correspondence resulted#
One fourth grade wrote exchange letters to a third grade of the Carter-Iliman Unit School of the University of Pennsylvania in receipt of pressed autumn leaves. This led to study and spatter painting of various kinds of leaves in conjunction with study of forests and to tie up with current social study units on shelter.
Spring 1945—A booklet, ”Let’s Be Friends1’ was prepared for a sixth grade in Sanpete County, Utah by one sixth grade. In the
47
booklet life in Topaz was illustrated showing the arrangement of the Center blocks, the school buildings, the auditorium, some of the farms, and other points of interest.
A fifth grade corresponded with some Chippeway Indian children of the Indian Government school at Ponsford, Minnesota. Items of interest were exchanged.
F.	MID-YEAR IRGMOTION
In October 1942,-when the schools of Topaz were being organized, the people from San Francisco insisted upon a half year promotion plan. When it became known that the Utah School Board did not approve this* steps were taken to change the Topaz plan. Dividing the groups into high and low divisions csQled for more teachers and an unbalance, teaching load.. Only a few students were benefited. Some students used that as an excuse to place themselves in even higher grade le vels than they belonged.. By the end of the first semester of the first school year, the elementary principal had an answer to the problem* His suggestions were followed. • No children were admitted into school as new enrollers who had reached five years of age after October 31 of the school year (Utah scholastic low).' At tiie end of the first semester all children were promoted a half year, i.e. low kindergarten became high kindergarten, low first became high first, etc* In the rate cases as where the students had started as high (or last half of the year), it was then called low. • An example is, high second became low third. The high sixth entered the junior high school as low seventh graders* The entrance into high school of this group was usually the only major change. Other classes stayed with the teacher and continued until the end of the school year. If the schools of Topaz continued long enough, the mid-year class would have been eliminated. Since this system was used in Topaz, much good to the students could have come from it, but did not. If mid year retentions had been made when mid year promotions were made,, the students would have left Topaz with more respect for regulations; and they would have been more nearly in the proper grade group. In this way, a half year could have been repeated at the time it was most needed.
G.	CADETS
During the school year 1942-1943, there was a total of twenty-four cadet teachers in the elementary schools. These teachers worked in the rooms with the assigned teacher. 'The cadets attended all staff meetings* In cases of sickness or other absence the cadet teacher took charge of the room. These assistant teachers received much valuable help from the classroom experience and a Iso frojn the curriculum advisor and principal.
Teacher Training
As early as September 18, 1942, it was made known that the State Department and State Board of Education in Utah provided that Evacuee
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teachers who did not meet the requirements of the State for a teacher’s certificate could be employed and credit given them for their work, provided they served as cadet teachers under the supervision of the supervisor of teacher training approved by an accredited teacher training institution in the state.
The following is Miss Wanda Robertson’s treatise of Teacher training in the Elementary Schools«
rtThe program $f teaoher training in the elementary schools was begun the latter part of December* 1942, due to the late arrival of the elementary principal and the director of teacher training and cur-** riculum in the elementary schools,
«Of the twenty-eight resident teachers, of which five were cadets, four were found to have had high school training, eleven had attended college for one year, three had gone two years, and two had finished a three year period, eight had AB degrees and five of whom were in education, X3f this latter number two had taught in private schools,
”It was evident at the outset that an in-service training program which centered itself on the wide and varied needs of these teachers would likely produce the most effective results,
*Basod on the assumption that people working together democratically need to know each other, an attempt has been made to develop free and wholesome working relations among teachers, children, parents, and administrators, Much of the time of the principal and the director of teaching has been spent in the classrooms, actively participating in their individual programs.. Children and teachers have been encouraged to feel that the administrators were on call to help them for a particular study, or classifying a.collection of rocks. Community workers have indicated the same willingness to extend their services to the schools. It was be expected then, that the Director of the Food Commissary should receive many thank you letters on occasions when he had assisted children, and even be remembered on Valentine Day with some thirty valentines,,
’’From this close way of working in the classrooms it has been much easier to sense needs;, to coordinate the whole program, and to sensitize teachers and children to greater possibilities within their environment. Immediate problems concerning organization of time and experiences, use of instructional materials., the value of excursions, the need for wider use of community resources, ways of using parents more effectively in the schools, and improved techniques within classrooms have been found to be worthy of further study»
’’Since many problems have been the concern of small groups of teachers of specific grade levels, regular after-school meetings have been scheduled to discuss and consider these problems. They vary in nature from experiences suitable for children of certain ages, manuscript
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vs* cursive writing* the place of phonics in a reading program, to behavior difficulties, etc. The informal atmosphere of these meetings is promoting more active discussion as time goes on* Small committees working on common interests are helping to develop the kind of democratic relationships between teachers which it is hop d will be utilized in classrooms with children*
MEach Saturday morning* all teachers attend a general discussion period in which problems of wider scope and import are considered*
Such topics include child development, the importance of social studies and science in the curriculum, program organization, ways of developing vital language arts programs in the schools, methods of evaluating teacher and child progress, social implications for schools of today and many more of equal importance*
ttThis two hour discussion period is followed by workshop opportunities wherein teachers have worked together building and balancing terraria, building simple telegraph sets, experimenting with electricity or air pressure experiments, building miniature solar systems, enlargements of maps, making puppets and marionettes, examining new books, reading professional material, and writing up the experiences of children, or learning new folk dances*
"An attempt to encourage teachers to share interesting things from their rooms has met with a good deal of success. At one meeting a fourth grade committee presented their movie on a study of the water supply of Topaz* Another group gave a program on Latin America, which they had prepared for other children and their parents* Still other teachers have brought in beautiful decorative maps, murals, letters, stories, poems, piatures, etc*, for the teacher group to enjoy* We feel that this sharing has sensitized the teachers to further possibilities within their own classrooms*
"To stimulate greater interest and to develop wider vision, special consultants have been brought in. Outstanding people with contributions to make have been invited, both from within and without the Project*
For instance, two well—trained people in elementary science have met with the teachers and children on science interests} the boy scouts demonstrated simple toy making and other phases of an arts and crafts program; the kindergarten and pre-school expert of the University of Utah worked with the pre-school teachers; the State Elementary Supervisor visited schools and met with groups of teachers on all levels; the Safety Engineer gave information and advice on a program of safety; Directors of Education in the State Universities have met with all teachers and other community workers in the community-wide institutes; soil experts, puppeteers, leaders of parent education and child welfare groups have likewise been consulted*
"Inter-visitation within the schools has been encouraged. Weekly visits to the school in the nearby community has also been arranged*
These latter visits have resulted, not only in improved methods of
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JôPànese po/
teaching, but have been instrumental in improving the public relations program with that community. Those tèachers have also visited this Project.
"While socials have not been so frequent, hikes and parties have been held.
"For the work done in the classrooms, followed by the regular after-school and Saturday discussions, an arrangement has been made with the State Universities for credit in courses in Elementary Methods and Cadet Treaching. The professional library includes many outstanding books and magazines which are used in attempts to solve specific problems and enlarge the general vision.
"it has been the aim of the people in charge of teacher training that the program must stem from the needs of teachers and children themselves. They have consistently sought to apply the newer theories and policies to actual classroom teaching. But while they have been eager to help teachers analyze their immediate problems, they have hoped that in so doing these teachers would recognize broader aspects of the bigger problems so that they would be better informed and more interested in the basic principles on which all good schools must be built.
"January 21, 1943—The teacher training and curriculum construction programs were combined into weekly conference and workshop periods.
In these meetings the principles of education and child development were * discussed, in addition to teaching methods, classroom organization, and general curriculum problems. The workshop dealt with practical classroom procedures, covering items which vary from actually working with art media to becoming acquainted with children^ books. Arrangements were made to call into these sessions various people from over the state who could contribute, to make use of War Relocation Authority staff members who were qualified to discuss pertinent problems, and certain of the residents who were connected with various phases of the community or who had a contribution to make; this program was under the joint direction of the Director of Curriculum and the school principal.
"January 27, 1943—Miss Alta Miller, Elementary School Supervisor of the Granite Schodl District, met with the teachers at the weekly workshop period. Miss Miller is also president of the Utah Elementary Supervisor^ Organization and one of the outstanding science experts in Utah. She brought into Topaz a wide variety of simple and easi iy obtainable materials, demonstrated their uses, and directed teachers in using science equipment for their work with children.
"An inter-visitation program was worked out between teachers of Delta and Topaz. Teachers of the first and second grades made one visit together.
’’March 4, 1943—Visits to Delta schools have proven very profitable, The supervisor of Millard County and the principal of the Delta Elementary S0hool and one of the Delta teachers spent a day visiting teachers here.
”A large class of teacher training was held under the direction of Dr« G. 1». Woolf,
”March 30, 1943—Miss Jennie Campbell, Utah State Supervisor of Elementary Education, spent two days visiting the pre-school and elementary classrooms. In the after-school period she met teachers of the lower elementary school to discuss problems relating to kindergarten and the first grade* At the morning teacher training class she led a discussion in which all elementary and pre-school teachers participated,
’’April 1, 1943—Arrangements were made whereby Dr, Horsefall, Director of the Extension Service of the University of Utah, Dr. Wahl-quist, Dean of the School of Education, Dr. Campbell, Director of the William M, Stewart School, and Miss Caroline Dobson, Instructor of Kindergarten methods of the University of Utah participated in a Community-Education Institute during the week. Invitations were extended to workers in various departments in the Project in an attempt to develop better understanding and coordination of the total job of education in the community.
’’April 8, 1943—Miss Ruth Lippinberger, Elementary Science specialist from the University of Utah Training School, discussed with teachers and with children the phases of their science program.
”June 19, 1944—Miss Mary Nielson, Primary School Supervisor of the South Sanpete area, conducted observation work with teachers and children groups. Individual work with resident teachers in the way of outlining problems was given by Miss Nielson. She gave instructions for specific classroom situations.”
H.	PRE-SCHOOLS
The first two pre-school centers were opened in Topaz on October 5, 1942, with a staff of one head teacher and five assistant teachers at each school. Children from two to five years old were enrolled. The teachers who had pre-school experience in the Tanforan Assembly Center formed the nucleus with which the schools were began. Although four recreation halls were assigned to the pre-schools, it was necessary to postpone the opening of two of the centers because there was a shortage of stoves.
In carrying out the pre-school program, the staff was confronted with various handicaps and problems. The barracks originally intended for recreation halls were' bare and unattractive. The inner walls had
not been put in, so heating was difficult. The terrific dust-storms complicated the problem of the upkeep of the schools. A thorough daily mopping of the floors was imperative and until the custodians were assigned, the teachers themselves took on the task. Lack of toilet and wash facilities within the building was the major problem. The distance to the latrines presented many difficulties, especially when the weather was cold and frosty or when the roads were muddy after a storm. The irregular delivery of milk to the centers was also a problem, and adjustments had to be made in the program.
Lack of equipment and materials was felt strongly during those early days. When the schools were first opened, a few benches and stools, which were brought from Tanforan, and orange boxes, which were gathered by the teachers from the mess halls, constituted the fbrnLture. Sacks and newspapers were used for the rest period. The few toys and books were donations from friends and these too came fVom Tanforan. There was no outdoor equipment. Supplies such as paper, crayons, and paints were obtained from the education stock room.
Gradually, many» of the difficulties were ironed out, since every effort was made to provide a wholesome environment and program for the children. We were fortunate in obtaining necessary equipment such as tables, chairs, lockers, toy shelves and easels, all of which were made on the Project. Army mattresses and blankets were received for the rest period. Steps for the wash bowls, toilet seats and toilet platforms were made and placed in the latrines for the use of the schools. Late in November, with the coming of real winter weather, the schools were closed to winterize the buildings. The parents responded to requests for volunteers and put the walls in. This greatly eased the heating problem. Gravel was later placed between the school and the latrine to eliminate the mud problem.
With the completion of winterization, the first open house for parents was held in December. A pre-kindergarten group in the afternoon for the older nursery school children was started on December 7th at recreation hall 9 with an enrollment of 44 children. The following week, Center C (recreation hall 27) was opened with an enrollment of 50 children on the first day.
At Christmas time, gifts received from friends and toys made by the Boy Scouts of the community added much to the schools. A toy lend-ing library was initiated to make the toys available to the homes*
The response seemed to indicate a definite need for the service. The teachers added to the needed materials by making picture books, toys, etc. during their workshop periods and gradually many new activities were introduced in the schools. The teachers also made curtains for the schools, and this added much to the atmosphere.
In February, 1943, the fourth pre-school center was opened at recreation hall 37* Forty-one children enrolled on the first day. In March, the second pre-kindergarten group at recreation hall 27 was opened. Enrollment in all centers continued to increase.
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In the spring of 1943, -an acute need for personnel was felt, as an increasing number of teachers were leaving the Project to relocate*
Due to the shortage of staff, the school at recreation hall 37 was closed in April. However, due to the enthusiastic response of the mothers, the school was reopened after one week* A schedule was worked out to have a number of mothers assist in all the schools ©n a part-time basis to supplement the regular staff. About 50 mothers offered assistance from one to five mornings a week according to the time they were able to spare from their work at home. A regular training program was carried on for them with the leaders and the staff*
Pre-kindergarten III was opened at recreation hall 37 on May 24th to accommodate the children of that area. In June, open house was held in all the centers.
In order to avoid the extreme heat and dust storms in the afternoons during July and August, the three pre-kindergarten groups were moved to barracks in the elementary and high school blocks* This involved the dividing of the limited equipment, since all seven school sessions were being held in the mornin-s, janitorial problems, moving, changes in the set-up of the schools and the program. However, it was found to be worth the extra trouble because the children were able to enjoy outdoor pbjiyin the cooler hours of the mornings*
In the fall, the pre-kindergarten groups were moved back to the recreation halls to resume their program in the afternoon* The addition of slides, sawhorses, and ladders at this time greatly aided the outdoor program.
During the segregation program, many teachers and children were transferred. Although a survey of pre-school age children showed a decrease in the number with the transfer, many new children from Tule Lake enrolled in the schools.
With the personnel reduction in November, it became necessary to refuse further two-year olds in the schools and to close one of the pre—kindergarten groups* In december, one-third of each of the recreational halls was given over to the blocks for recreation purposes.
In February, 1944, there was a further personnel reduction and adjustments were made to meet the new quota* All the schools were calcimined at this time.
During the summer, the pre-kindergartens were again carried out in the mornings with an emphasis on outdoor play and nature study.
In September, 86 children were transferred from the pre-kindergarten groups to kindergarten. Four afternoon groups were started instead of two to eliminate overcrowding.
In October, volunteers among the fathers gathered on a Sunday morning to erect see-saws at the schools in recreation halls 13, 27, 37*
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During the National Education Week and National Book Week in November, an Open House was held at pre-school A.
There were four pre-school centers with two groups of children at each school* The pre-schools were in session from 9:30 to 11:30 in the mornings and the pre-kindergarten groups for the older children (4-5 years old) were in session from 1:45 to 3:45 in the afternoons# Children who had reached the age of three were accepted for enrollment any time during the year and were enrolled until they were accepted into the kindergarten, (The kindergarten aocepted children only once a year, in September.)
4^	The four schools were located in the recreation halls of blocks
9, 13, 27 and 37# They were placed strategically throughout the Project so that the children did not need to walk too far. The office and departmental stock room were located in the elementary school office in block 8.
Each school had one head teacher, one assistant teacher and two part-time assistant teachers. The head teacher was directly responsible to the supervisor for the running of her school, planning of her daily program, the upkeep of her school, and for her assistant teachers.
She and her assistant took care of both the pre-school and pre-kindergarten groups, while the part-time teachers assisted in the mornings only.
The whole pre-school program w as directed by a resident supervisor who worked under the direction of the Elementary School Principal and Superintendent of Education# She assumed the general responsibility for the administrative and organizational work in the operation of the pre-schools, the coordinating of all the groups, the planning and conducting of staff meetings, teacher selection and teacher training.
She also substituted for absent teachers, visited the schools regularly, took care of the ordering and distribution of supplies, prepared the reports and records., and promoted the parent-school relationship program«»
The activities followed the pattern of a standard nursery school, with certain changes which were necessary to meet the particular needs in this situation. Adjustments had to be made because of the changing weather conditions, lack of partitions in the buildings and the distance to the latrines and washing facilities.
An attempt was made to provide an atmosphere and environment which would best help in the all-around development of the children. A varied program of activities was planned for them.
The daily program was as follows i
Inspection
Putting away of wraps in lockers
9:30
55
9:30 - 10:15
10:15 - 10:45
10:45 - 11:15
11:15
11:30
Free Play: The children choose from:
Playing with toys Housekeeping activities Creative activities:
Drawing
Playing with clay Pasting Easel painting Finger painting Stick printing Using colored chalk on wet newspaper
Routine
Toilet and washing Eating crackers and milk Resting Combing hair Outdoor Free Play Going for a walk Painting
Playing in the sand Playing at carpentry Studying nature
Climbing apparatus (active play)
Playing in the water (In the summer) Playing group games Books and Story groups Singing and Rhythm groups Quiet activity: Playing with tinker toys, beads, puzzles, pegs Dismissal
The program provided opportunities for the children to choose their activities and allows for much freedom of expression* Play material and equipment were chosen to fit his needs and abilities, minimize overexertion and encourage self-confidence and independence*
The simplified routine helpodin the establishing of proper habits. We work definitely toward self-sufficiency in the child* The teacher ■«EtB alert to give help only when needed to prevent discouragement and teach him how best to do things*
In our observation of the childrens activities, it has been interesting to note the influence of the environment* Their household play portrayed the life as lived in the community—the children mopped floors, shook dust out of clothes and household furnishings, walked a distance from the household corner to obtain their buckets of imaginary water, and even placed mats in front of their doors to wipe off their dusty shoes before entering the house. Trucks load and unload Mcoal”,
Playing "bus” and "train" were favorite activities. At first, during this play, the children would often say, "Wefre going to San Francisco”,
to Oakland” or to Tanforan”• Later, as 'their fathers or relatives went out on seasonal work to nearby points, the children would speak of "Salt Lake City” or "Provo” • Then, as many of the family members were relocating, they would speak of "Chicago” or "New York”,
Because of the bareness of thè surroundings in the community, an attempt was made to provide activities in the program to broaden their horizons* Books and pictures enriched their background. The interest in books and story groups increased a great deal after receiving a selection of childrens books through, requisition* A nature study table was set aside at each school where the children brought unusual stones and twigs from their walks. At times, fish, frogs, or a growing plant were added by the teachers. Children gathered around the table to talk aboqjb the various objects.
In the afternoons the pre-kindergarten groups for the older children had a similar program with more opportunities for self-sufficiency* These children of the four and five year groups were more independent and neecfedvery little help in the routine activities. They all wenb^to the toilet together and waitadfor the entire group at the table before starting their milk* They were asked to help the teacher in setting the table, placing the chairs, passing the crackers and putting out the mattresses. All the children rested at the same time* In their free play more group activity was evident. They tended toward more cooperative play activities and their organized group activities were of a more complex nature. Their attention span was longer and more interest was shown in the stories and the singing groups. They enjoyed dramatizing stories. The teachers took them on excursions to various centers of interest in the community such as the post office and the library to broaden their knowledge*
Special projects and activities were planned for the children for Thanksgiving, Christmas, Easter, and other holidays.
Health Program
Hygiene had to be stressed in the schools because of the compactness of the community and the communal use of public facilities.
When the children arrived at school with their parents each morning, one teacher inspected their throat and skin to discover any onset of disease and to prevent its contagion. In this way, the physical condition of each child was checked and the entire group was protected*
Home visits were made by the teachers regularly in order to check on absences due to illnesses*
School health records were kept for each child. Also periodic height-weight check ups were made to determine growth* Individual growth charts were kept* The Public Health Department helped with any health problems. The teachers took care of all minor accidents, for each school was provided with a first aid kit* However, in case
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of major accidents, the clinic was called*
The toilet and wash routine stressed the importance of cleanliness and proper health habits# For hygienic purposes as well as habit formation, rolls of toilet paper were placed on the walls so that the phild could help himself whenever he needed to wipe his nose# Small paper napkins were used during milk time to help establish habits of cleanliness •
Rest was an important part of the daily routine#
Heating and ventilation were carefully watched in the schools# Stove guards were placed around the stoves as a safety measure*
In the daily program, both active and quiet play were provided for* Outdoor play was carried on whenever the weather would permit, for fresh air is important for the health of the children.
Teaching personnel
Although there were more than enough applicants for pre-school teaching in the beginning, keeping an adequate personnel Soon became a major problem, as more teachers left the Project to relocate* The assistance of the part-time mothers greatly relieved the shortage, but the need for new teachers constantly arose.
In selecting the teachers the following qualifications were stress ed:
a# Interest in children and their welfare.
b* Emotional stability; maturity - poise.
q* A pleasing personality
1* A person who would gain the confidence and affection of the children.
2# One who would be able to work cooperatively with the other staff members.
d. Willingness to study about children.
The teachers on the staff had no previous training in this field of work. Therefore, from the beginning, teacher training was carried on as an important part of the pre-school program. A new teacher was asked to observe before she started working# The supervisor and the head teacher helped her individually until she became acquainted with the aims and the program of the schools*
At the general staff meetings, lectures were given by the s uper-visors in the field of child psychology, child development, nursery school aims, procedures and techniques* These lectures were supplemented with r eference readings# We have also had various outside speakers speak on topics in special fi.elds* The Public Health Nurse gave a series of lectures on first aid, communicable diseases and com' mon childhood diseases. The Medical Social Welfare worker conducted
lectures and discussions on the sooial and emotional development of children; Other speakers discussed emotional development, behavior problems, childrens literature, music and rhythm work, arts and crafts, and play materials.
In the weekly studio workshop periods curtains, puppets, panels, picture files, picture books, scrapbooks, household toys, bedding-quilts, sheets, mattresses, pillows, pillow covers, and bedspreads were made for the schools. Illustrations of poems and music sheets were also made. This work has done a great deal in allowing the teacher to become acquainted with materials as well as in adding needed materials to carry out a school program,
A teacher rating program was carried on using Dr* Updegraff*s rating scale for nursery school teachers at the University of Iowa, and also a form prepared by Dr, Lester K. Ade of the Washington office.
Both were carried on as self-evaluation programs and were used as bases for center discussions.
Besides the weekly general meetings, staff meetings were held after . school at each school unit to discuss the particular problems of that center and to study individual children.
The teachers were also responsible for daily preparations^ a regu-lar equipment check-up at which time all the toys were washed and repaired, and home visits to chedk on absentees and for parent contact.
Although each teacher had specific duties during both sessions, she had to be alert and flexible as to all responsibilities at all times.
Parent - School Relationships
Parent contact is an important phase of the pre-school program*
Since the parents bring and call for the children each day, it gave the teachers an opportunity to keep in contact with them about any unusual occurrences at home and at school, such as accidents or illness, Parents were encouraged to feel free to discuss with the teachers any problems as well as the progress of their children*
Parents were invited to visit the schools in small groups* By observing the entire school session they were better able to Understand the program* Letters were sent to them, explaining the aims and the program.
Open house was held at the centers at various times, at which time the creative activities of the children were displayed. Refreshments were served and the parents gathered informally and became better acquainted with the teachers. At one open house, the Elementary School Princi-pal gave a talk on ”Children*s Literature”,
The fathers were very cooperative in meeting the needs of the schools. For instance, the first winter when the schools had to close
Another important phase in the parent-school relationships was the part-time assistance given by mother helpers in the schools* It was especially valuable to have them, not only to meet the teacher shortage, but as parents who were finding an increased interest and understanding of the schools. aims and program through their participation, Some of the mothers became full-time staff members and all of them expressed the value of the experience they gained in the schools *
When the school and the home work closely together, we gained an increased understanding of each child and were better able to provide for his. welfare*
Opening dates
Pre-School Center A Pre-School Center B Pre-School Center C Pre-School Center D
Recreation Hall #9 Recreation Hall #13 Recreation Hall #27 Recreation Hall #27
-	October 5, 1942
-	October 5, 1942
-	December 14, 1942
-	February 3, 1943
Afternoon groups for the older children;
Pre-Kindergarten I	- Recreation Hall #9
Pre-Kindergarten II - Recreation Hall #27 Pre-Kindergarten III - Recreation Hall #37 Closed due to personnel reduction
-	December 7, 1942
-	March 1, 1943
-	May 24, 1943
-	October 29, 1943
On September 11, 1944, afternoon pre-kindergarten groups were started in all four centers.
Survey of Pre-School Age Children
2 years_______3 years 4 years__________Total
October, 1943	96			92		91		279	
August, 1944	98			108		65		271	
Enrollment									
Date		Pre-	-Schools		Pre-Kindergarten				Total
	A	B	C	D	I		II	III	
October, 1942	73	41							114
January, 1943	44	39	59		51				193
June, 1943	44	45	37	33	47		43	32	281
January, 1944	30	31	21	23	41		43		189
June, 1944	32	34		34	39		46		215
ABC D
January, 1945	22	17	19	22
170
60
I.	EXPERIENCES AT TOPAZ RELOCATION CENTER
The pre-school, kindergarten, and elementary teachers were requested by the Washington office to write a narrative report about their experiences in the school system of the Central Utah Relocation Center* The Acting Principal of the Elementary School devoted the time of one faculty meeting to a roundtable discussion of the writing of these reports. The following criteria were developed and agreed on during this discussion*
1.	That teachers should write about their successful and desirable experiences as well as about their handicaps, hardships and failures.
2.	That each report should be a summary of that teacher’s experience on this Center.
3.	That whatever a teacher wrote, it would not be changed.
At the end of each report is a copy of the Personnel Report of the writer, giving among other information, age, qualifications, and location and tenure of teaching experience. It is interesting to note the effect of age, type of training, place of experience, and the length of time spent in the Center, had on their reaction to their experiences in the Center schools.
As you read these experience reports of the teachers, you will note that two of them were unsympathetic to and very critical of the Center’s school administration. It may be of interest to know these persons are Conscientious Objectors who are so completely out of sympathy with the governmentrs whole war effort that they would not purchase war bondsi
”'The position of Elementary School principal means the supervision and detailed administration of a school set-up including at the present time six hundred children in two kindergartens and grades one to six, some twelve appointive teachers, twelve Evacuee assistant teachers, several office full or part-time Evacuee helpers and limited responsibility for one hundred and seventy-five pre-school children. The school sessions for the latter are held in four recreation halls located in different parts of the Project. The Elementary School proper is housed in two blocks of barracks about three quarters of a mile apart with only occasional transportation available,
nThe qualifications and previous experiences of the teachers were varied, influencing their understanding of professional procedures, techniques and attitudes toward administrative policies. Some of the Evacuee teacher had had college work but no teaching experience! some nothing beyond high school. Some on the appointive staff had had little college work and had not taught for years. Some of the staff were cooperative arid open-minded to modern methods; some were willing but found present day teaching techniques difficult to interpretej one was definitely antagonistic at all times.
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“With the help of an excellent supervisor of teachers an effort was made to raise the standard of teaching and to bring the curriculum into a semblance of uniformity since the various grades were in separate blocks and there was often a need for transferring children from one block school to the other* State policies were met and procedures carried out to satisfy both State and W.R.A. essential requirements*
“Since the children had come from the Bay Area of San Francisco where there were mid-year promotions, those were continued at Topaz for the children in the grade levels affected by it* This made complications as the teacher^ loads in some instances were too great. It was difficult to make adjustments because of the distance between the two school blocks and the location of the barrack homes of the children.
“If the school plant could have been housed in one block the number of administrative problems would have been lessened materially.
It meant two sets of equipment of various kinds and a constant division and transfer of supplies because the main office where they were received was separated from the other school office. It also meant an unsupervised Evacuee office force*
“There was an unfortunate feeling of isolation by the staff in the block not having the office of the principal* Since it seemed inadvisable to hold separate staff meetings this meant that only one get-together a week was possible. There would have been more feeling of unity if teachers could have been in closer touch with each other*
The children f elt the same s eparation from the other children and the result was a lack of school spirit*
“With the anticipated closing of the center in mind it has seemed wise to^bring the principal emphasis during this last year upon academic subjects in order to have the children ready for the “outside“ schools* The previous years since the evacuation had given them varied and broad experiences in many activities including, of course, much excellent work in the skills* This year the emphasis has been placed on the latter with a somewhat limited activities program.
^“Not all of the staff were in sympathy with the swing away from the intensified activities program but the results have proved that the change was valuable* Since the supervisor and I were both essentially f Activity program*4 enthusiasts it meant a real hardship for us but it has proved worth-while in the increased ability of the children.
“At the beginning of the second semester of this last year, teaching loads were equalized and lowered by the addition of more appointive staff members, who took the places of relocating Evacuees. The additional teachers were better trained and more experienced in handling larger groups•
“Let me say, however, that the Evaouee assistants did excellent work, were most cooperative and capable and in some instances were
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superior to the appointive teachers -whose training had not been recent.
MThe health program of the school was aided until Christmas by the Public Health nurse. Unfortunately she left early in the new year and her place was not filled. The services of the hospital clinic were available at all times, however, and we received excellent cooperation from doctors and nurses. Our office was notified in regard to child*? ren who had communicable diseases and as a result there were few absences from illness and no epidemics. An optometrist spent two days during March, examining the children whose eye strain was noticeable, and all children were weighed and measured this year.
"Several handicapped children were transported to school in order that they might share in the normal school life, and speech correction was cared for by one of the high school teachers, qualified for that work. Unfortunately the shortage of teachers made it impossible to have much home visiting but from time to time parents came in for conferences with me in regard to the health and behavior problems of their children and the teachers went to thp homes if the children were absent too long. The teachers were capable in regard to handling their classroom problems and there was surprisingly little need for disciplinary measures.
"The physical school plant required more time and attention than one cared to give it, but the unusual set-up in this desert spot made it necessary to constantly keep in mind pertinent details that otherwise could have been handled with a minimum of effort.
"The Center work hours for janitors made the organization of their schedule difficult and the heating of the barracks an almost daily problem. One block of school barracks had coal stoves and the janitors came early in the morning to make fires* Sometimes they burned; sometime? they did not. Sometimes there was enough coal and wood; sometimes there was not. The deep mud which surrounded the barracks where oil stores were installed sometimes made it impossible to have oil delivered, and cold rooms and early dismissal were necessary. It seemed often asif caring for the property and handling the physical problems were more important than the professional aspect of the job.
"Staff meetings with section and division heads, frequent conferences with the superintendent and other administrators took much time. Reports, requisitions, budget making, the various details of any administrative position made constant demands. Visits from State and local educators were welcome.
"The supervisor and I worked closely together, shared the same ideas, had the same way of interpretating policies and the same overall picture of the program and the needs of the children. We worked conscientiously and consistently through the teachers to bring to the children the best teaching methods and opportunities for learning.
”There were three factors that hindered my efforts* While they may seem personal, they were definitely disadvantageous to the success of my administration,
”The first one was the living conditions which were given me,
I understood, when accepting the position, that the Elementary School principalship rated an apartment. This was denied me and as a result,
I had only a very small dormitory room where it was not possible to enter-» my staff. There was no place at anytime during my stay at Topaz where I could have social or friendly personal contacts with the teachers*
Since the personal touch is important in connection with any work where people are involved, I consider this a real factor,
"The second one which is seemingly more pertinent in regard to the actual job was the fact that I was given absolutely no orientation. I was a new Civil Service employee as well as being new in W.R.A, and many mistakes and misunderstandings could have been avoided if there had been guidance in regard to details and procedures. Because I have felt so strongly about the need for definite orientation for new employees I have worked throughout my time here to have other newcomers benefit by my experience,
”The third factor was the presence on my staff of an appointive teacher whose attitude from the beginning was out-spokenly antagonistic. She has a distorted perspective, yet has acquired much influence with the Evacuees, Her attitude toward the interpretation of policies and my handling of administrative problems has •ften caused a lack of cooperation in the Evacuee group. She is an excellent classroom teacher and since the teacher shortage is an acute problem and I have felt her antagonism to be a personal issue, I have been unwilling to ask for her termination.
ttIf I ‘had it all to do over again*, | should insist upon a place where I could become acquainted with my teachers (ther^ was no door for my office meaning that there was no privacy of any kind anywhere).
’’Knowing W.R.A, procedures and Civil Service regulations1 now, I could begin with a better understanding and by so doing avoid pitfalls in spite of a lack of orientation for the particular job.
’’What I should do about a ’trouble maker’, I do not know. My best thinking has gone into the solution of this particular problem but it is still unsolved.
”l have enjoyed my experience at Topaz in spite of its difficulties and am grateful for having had the privilege.”
Florence E. Thorp_____
Elementary School Principal
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Having become a member of W.R.A. Education Staff in the capacity of Supervisor of Student Teachers November 9, 1942 in Jerome Relocation Center and remaining there with post-contingent group until July 22nd,
I had a total picture of school experience from its organization to completion and liquidation.
"After such an experience I looked forward to life in another center, as I had worked in Jerome and had visited in Rohwer and Granada.
I arrived in Topaz August 9th the day before summer school ended
giving me an opportunity to see teachers and pupils in the school situation.
The physical set-up of the schoo] isn’t as desirable as it might be. Half of block 8 is occupfed by residents and the other half of the block is Mt. View School. Half of block 41 is occupied by residents and half of that block is allocated for school. The two schools are approximately a mile apart and each school includes a kindergarten and first six grades.
MIn Mt. View block 8 School there are: 2 first grades, 1 second grade, 1 third grade, 1 fourth grade, 2 fifth grades, 1 sixth grade.
"in Desert View block 41 there are: 1 first grade, 2 second grades,
1 third grade, 2 fourth grades, 1 fifth grade, 2 sixth grades.
"During a three week interval between summer school and fall term time was utilized in getting acquainted with teachers and in conference with thorn in preparation for fall term of work.
The barracks were being remodeled and all classroom furniture was stored within the block, but had to be re-assembled before school began. The resident teachers carried the furniture to the classroom prior to opening day of school. When I attempted to request janitor service for this work the resident teachers desired doing the work as the janitors were too old in their opinion.
It was during the weeks between summer session and opening of school September 11th, that I began to survey the community and school ’set-up’ as it was,then form with the participation of the group concerned a program according to the policies of the Superintendent, Principal and teachers. As a supervisor, I desired to train teachers, through constructive devices, in the ultimate development of the children.
"My first attempt was to inspire teachers to fine living, professional growth, and encourage them to be interested in, and take part in the creative functions of scientific educational methods.
v^-ew the fact that the curriculum of elementary schools in W.R.A. centers are instructed to follow the state course of study of the state in which the center is located, in planning the curriculum
- 65 -
for elementary schools I checked with the course of study for Utah in setting up aims and objectives and subject matter areas to be taught•
’’Topaz schools have been indeed fortunate to have a wide selection of textbooks, supplementary books and a wealth of library books which enabled us to broaden our classroom work to meet the needs of each child.
’’Social Studies had been stressed prior to my program of work and rightly so because of the beginning of a community in Topaz it was logical for social studies to be stressed. But with relocation nearer in view the curriculum trended more toward basic knowledges and skills.
’’Much emphasis was placed on the reading program* Several reading groups were in each classroom enabling children to read cn their own level of ability.
”An outlined course of study for arithmetic and English was organized and given to each teacher to follow so that all teachers on each grade level could be guided to reach if possible the same goal. The two schools consistently followed the same curriculum outline even though teacher personality, training,and experience entered in getting desired results.
’’Each teacher was encouraged to daily teach elementarv science and have a science corner in the classroom for pupils collections. Much empetus was given to the study of meteorites after the children saw the one in the center.
’’Language arts was stressed rather than teaching English; spelling and writing as separate and uncorrelated subjects. Teachers were encouraged to make every written lesson a writing, English, and spelling lesson.
”A number of teachers had assembly programs as an outgrowth of their classroom work so that other groups of children might share their experiences. Movies, puppet shows, exhibits and intervisitation between classrooms has taken place from time to time which has stimulated interest on the part of teachers and pupils.
”It was my privilege to talk with nursery school teachers in their staff meetings on two different occasions. Discussing 'Behavior Problems of the Small Child,* I also gave a talk on Cotton Raising in the South to a fifth grade group.
’’Due to a limited faculty and teachers being ill frequently I did classroom teaching rather consistently, having taught in every room in block 8 school except the sixth gro.de. This resident teacher was never absent. I also taught in several rooms in block 41 which enabled me to know the students and to get an idea of type of program the
teacher was carrying on. Even though my regular work would be neglected on these days the contacts with the students and with teachers problems were helpful in that they enabled me to give individual help to teachers•
MIndividual and group conferences were frequently held before and after classroom observations.
’’Staff meetings were held each Saturday morning at which time problems were discussed and suggestions were made for meeting needs of pupils and teachers.
’’Lesson plans were made two weeks in advance and evaluated; in this way I knew the. total picture of the work going on in both schools, and it enabled me to give individual guidance to teachers in carrying out the curriculum,
”My work as supervisor has employed both individual and group methods of work with teachers.
’’Individualization was necessary in order to insure that the particular aid needed by a certain teacher would be given to her; group treatment was essential to the unifying of the teaching staff, and the teaching is required for the dissemination of the best thought and practice.
"The elementary school was fortunate in having an art teacher who shared her time between the schools. The art teacher integrated her program of work with the classroom teacher making the art program very outstanding in its achievements. Each classroom reflects the strength of the art work done by students under the guidance of Miss Koisumi. The pupils have a keen interest in art and have talent superior to any children I’ve ever known.
’’The library period has been invaluable to pupils in that the teachers and librarian supervised the pupils during library periods enabling them to wisely select books and do research on the individual pupils own level. Pupils have developed a love for reading which will help them enjoy and appreciate books all through life.
”My work as a supervisor took this trend because of the fact that I supervised teachers who had varied qualifications and training.
’’The tenchers fell in this category:
Eight resident teachers, one with a degree. These teachers were at all times eager to take suggestions and followed my program of work in all things. These teachers had taken extension courses in the early days of the Topaz schools and even though, they had limited training all did exceptional work. They were kind and patient with pupils, were desirous for professional growth and in several cases a higher type of work was done by resident teachers than by several appointive teachers
"Three appointive teachers had degrees* Two of these teachers did splendid work, one adequate.
"The other appointive teachers had not taught for fifteen or twenty years* This was natural to have such teachers re-enter service again due to teacher shortage* In each case these teachers were diligent in their efforts and worked steadily. Each showed much professional growth* In addition to having general teachers meetings, group conferences in guiding them for classroom work, I dealth with them individually to get the best type of work* I felt from the first few weeks of school that educacation didn’t have the high rating it should have had with some administration outside of the section.
”It has been my understanding that W.R*A, intended center schools to be affiliated with state departments of education, follow the state curriculum in which the center was located* However, it is my belief that Topaz schools were run more by Personnel and Administrative channels who didn’t realize the vital problems education confronted, hence hindering our securing teachers and carrying out our policies in the light of the human elements with which education deals.
"I would recommend that fewer meetings outside of Education Section be held and more work done for folk who do not participate in them.
"Each person should know his job and by all means interpret and apply all W.R.A* instructions in doing efficient work.
"I deeply regret that I am unable to stay with W.R.A. until its program is liquidated. "
________Maude H. Boen
Supervisor of Teachers
"On the morning of October 1st, 1942, a small nucleus of appointive personnel and a large number of Japanese Americans who were interested in teaching assembled in dining hall 101* All the educational heads were there to discuss the new undertaking* No one in the room had ever started a school system* No one knew very weel how to go about starting one. Everyone from the National W.R.A. Advisor to the Topaz principal seemed to feel that if they talked long enough that even the most inexperienced person would be able to go ahead and make an ultra-progressive school in Topaz. Courses of study, book lists, and state regulations were fpoof-poofed’ as too traditional. I think the teachers of the elementary schools should feel complimented, because their total teaching experience would not exceed a dozen years. After hours of sitting on backless benches listening to someone tell about the great opportunity before us to make educational history, we unpacked books. These books were discards that the State of California graciously gave the Evacuees.
”October 19 was the long looked-for day of opening school. In a cold, almost barren barrack room, I enrolled forty children who were placing themselves in the second grade. My knowledge of Japanese names did not extend to spelling. The children’s knowledge did not extend to identification numbers and mother’s maiden names. School was held in half day sessions until Thanksgiving, In my room were eight tables, sixteen backless benches, a GI stove and lots of fresh air.
The inner wall boarding had not been put on. Since there were no ceilings, the sound carried overhead from one end of the building to the other where teachers were trying to outshout the noise around them.
My room was between a first grade and a third grade—both big classes,
” I feel that if the work here had followed a pattern to fit the children to become a part of greater America, it would have been better than centering almost their entire attention on their hands of capable linguists. It was hard to get parent cooperation because they felt they were being used in an experiment. They sensed the insecurity of the teaching program. However, after the principal and his curriculum director arrived, books and other supplies were ordered. Both of these people were experts in their fields. As a result an abundance of material arrived. Teachers and pupils were not at a loss for books or supplies—after the orders were filled. The elementary school library was the envy of the other schools in the state. The selections wore carefullu made including much new professional reading.
ttI am glad I had the three years teaching experience in Topaz.
It has given me a better insight into the field of education. It has helped me understand human nature better, I found the pupils here to be ’just children’ in all the things they did and thought. They like other children are products of their heritage and environment.
One outstanding thing I have noticed is that the Residents in some ways appreciate what they have. These people go to a recreation hall and sit on the floor to see a movie. They go in large groups to the dining hall and eat from coarse stoneware, They make from crepe paper the flowers that are dear to the. In the classroom I have found they have (in general) poor reading comprehension. The English language, both written and oral was poorly mastered. This was probably because they spoke Japanese at home and attended Japanese language school.
They like calculation problems. As a group their study habits were poor. They do not take class directions, but expect individual attention.”
War Relocation Authority Teacher Personnel Record
Center Central Utah	School Mt. View, Sch. Elem,
1	Address' Topaz, Utah
Name (Mrs ♦) Lora Kibbe Bane	Sex: M F1 X Race white
Home (former) Address Salt Lake City, Utak "Age in 1943 was 43 years•
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Entered this system 10/l/42 Left_______________Reason for leaving ________
Taught in Elementary 2nd & 5th CSC Classification P-1 Salary $2000
Certificate this State, class, type or grade________none__________________
Years previous experience	two_____ -
College credits, semester hours, total 120 in Ed» 36	__
In Subject Taught 28 semesters
Colleges attended	Years	Hrs# Credit Hrs. in Major Degree
West Texas Teachers
College	1918-20			65			TS		
State Univ.of Iowa 1922-24			64		2o	A.b.1924
BYU '(Extensa	on grad-					
uate work)	•		“IT“		“IT“	
U.of U# (extension)			ir~		"IT”	
Location Vega, Texas	Teaching Experience Years Grade Salary Location 1926-21 ll2.S $900 Topaz, tftah			Years 1942-45	Grade 5	Salary $2000
Hereford, "	1921-22 2	$810				
3 yrs. supervised teaching						
1 yr. substitiie teaching						
ttI first came to Topaz April 27, 1943, to teach in the seventh grade# I was very much interested in getting acquainted with the Japanese people.
MAs my home has been in Delta the last few years, I was accustomed to seeing this desert country but to think of putting eight or ten thousand people Out on this flat and only spending about three months time, building barracks, it seemed almost impossible# I couldn’t even imagine what the schools would be like. It just isn’t the four walls of a building that make a school, it is the spirit and what goes on inside#
”New and varied experiences came each day. Some very laughable, and others just as serious# I was amazed at the ability of seventh grade students in art, spelling and penmanship, but on the other hand I felt they fell short in leadership, individuality, and thinking problems out for themselves, I found most of them were good workers and tried to make good in activities carried on by the junior high.
June 30 ended the winter’s program.
’’When school opened again in the fall, I was asked to help out in the elementary department, which I did. My first group w^s the high sixth; we worked hard together to accomplish thework outlined for us#
A great many things were made easier for us because of the marvelous library, plenty of paper, pencils, books and the very splendid amount of art supplies# Best of all was having one of the best principals one could want, and a lot of efficient teachers to work with; however, there was a great teacher shortage and many young resident girls were called in to help teach. With a little training they took over and did very
70
well* It was nice working under such a fine principal and splendid cooperation. Many teachers came and went hut a good feeling was maintained between them and the students in most cases.
”We also felt very fortunate in having such a good music supervisor* Through her hard work, many occasions were made more enjoyable by having plenty of good music* The children appreciated the fine work in music* The combined grades met at the recreation hall occasionally enjoying community singing and music appreciation*
”0ur art work functioned remarkably well under the supervision of our Japanese Art teacher* Many beautiful friezes, wall hangings, scenes and art projects were carried on, as well as much other handicraft work.
wAt Christmas time, we had an interesting get-together at our open house and tea for the parents. A good number came, and it was enjoyed by all as well as appreciated*
”We went on hikes, had parties, and accomplished our work outlined pretty thoroughly; by January 21, the children passed on into the seventh grade at the junior high school.
”My next group was the low fifth. I was thrilled with this enthusiastic group and I struggled hard again to learn and pronounce their names correctly and get accustomed to their ways* I didn’t have so much difficulty in understanding what they said as at first. They are very shy and speak with a quick accent and a low sound* I worked hard to try to get them to speak more clearly and pronounce the sounds; they have difficulty with such combinations as ’th’* School let out for the summer program June 1* I went home and didn’t take part in it*
"During the summer, some cleaning and remodeling were done and by September, things were in order again for another school year*
”1 came back on the twelfth of September and taught a happy group of fourth graders. I kept these students throughout the year. Each group that I’ve had, I happened to have from one to threeGaucasian children, which was interesting to me, to observe how they worked and played together. I found they cooperated and got along just fine together*
We had a new principal and primary supervisor, so a few adjustments had to be made, but after a while most of the wrinkles were ironed out, and I think everyone worked to the best good of the school.
”We were all interested in hearing Director Myers speak to us in December* Since he told us this winter would be the last school year for Topaz, we all though best to put forth every effort to prepare the boys and girls, just as much as possible for their new school life and outside experiences* Therefore, we didn’t have so many programs*
Open houses and parties were also less frequent. Our big aim was ’preparation for outside life*#
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’’Two months before the end,, our principal and primary supervisor left, and at once we had another,, so everything carried on, and I think we ended in a successful way. Of course if all concerned had it to do over again, many things could be done in a more satisfactory way.
I think we’ve had some competent leaders, among them is our Superintendent, who in my opinion has done a very fine job.
nI have been benefited; also, I have enjoyed my experiences and hope that I have done my little part well in this momentous undertaking the Government was forced to undertake. We all hope everything turns out for the good of our beloved country,”
War Relocation Authority Teacher Personnel Record
Center Central Utah	School Mt,	View	Elemen, Sch,
Addresa Topaz, Utah
Name (Mrs.) Ella C. Black	Sex; M F X	Race	White
Home (former J Address Morgan,	Utah	Age ip 1943	was	years.
Entered this system 4/Z^/jz	’Left '	Reason for leaving
Taught in Elementary 4th grade CsC Classification SP-4 Salary $1620 Certificate this State, class', type or grade none	_____
Years previous experience nine	'	"
College credits, semester hours, total 60	' In Ed,
In subject Taught
Colleges attended	Years	Hrs.Credit	Hrs, in Major Degree
U.S.A.C,	S.S.1917-18-24	T 28	
g.Y.u.	192b-Sl	32	
			
	Teaching Experience		
Location	Years	Grades	Salary
liaytLen, Unitah Co.	Ut. 1917-18	4,5,6	0 1 o 00 6^
Orangeville, ittah	1919-21	3,4	h-> 8 i o • .
Lewiston, Utah	' 1921-24	3	IllO/mo.
Desert, Utali	1924-25 '	2,3	$ll2/moI
Grover, Wyoming	1925-27 J	3,4 	_	fllT/mo,
Topaz, fJtah	' 1943-45	V	$1620 ~
”0n August 25, 1944, while reviewing the contents of my office desk basket, I became interested in a paper bound pamphlet entitled, ’Schools at Amache1, I read it quite thoroughly and laid it aside. Still I was wondering about th© residents of this center and what life was like in such a place.
"After work the same evening I was chatting with a postal clerk, a friend of mine, in the local post office. It so happened she had a pamphlet on New Opportunities in Federal Employment. She remarked ’Here is your chance to get into Federal Civil Service and give Public Welfare a rest,*
- 72 -
"I read the requirements for this position and asked her to give me an application blank. I filled this out and soon I received a letter and telegram giving me full details, I resigned my position in Public Welfare and accepted a job with theW.R.A.
"On October 31, I arrived in Topaz, Utah. It so happened my first opportunity to see my ’friends* to be, was an;invitation to their Hallow*en party| which I eagerly accepted. The room was appropriately decorated with figures symbolic of Hallowe’en, It was an experience I shall never forget~?to see such a happy group of youngsters enjoying themselves inside a black tar paper shack. One could not have found anymore hospitality, and friendliness inside a king’s palace. They played all types of games, such as pinning the tail on the cat, bobbing for apples, and many other things. After some time, we were served delicious refreshments on tastily decorated plates with clever little napkins, each one had a differeit self touch,
"On Thursday morning I went to my classroom Where I observed the Resident teacher for the remainder of the week, Everytime I turned I could see a pair of piercing black eyes peeking around a door, table, or barrack corner to get the usual, ’once-over*, of the new teachers,
I found they were very shy and somewhat reluctant to respond to the usual cheery, ’good morning’,
*»My worry for the week end was, how I would ever tearn to pronounce their names, and how I could ever be able to associate the name with the person. The situation was very baffling for a few hours, There was no means of identification. .Of course when I called on Keiji, I was invariably looking at Sei^i, For the first few days I heard many little murmured giggles when I called the roll. Soon I worked out a game in which they pronounced their own names and I soon had the names mastered,
nIt was now Thanksgiving time and my first unit of work In social science was one the Pilgrims and the First Thanksgiving, We studied them and our culminating activity was a free hand movie. The class divided into groups and each group chose the phase they wished to illustrate. The illustrations were done on a 3 x 4 page, after which all wore mounted on a roll. The boys who had little ability to draw prepared a movie box, while the girls made curtains for the box.
Later the movie was.given to the school during an assembly program.
"The next few weeks we built a health house from crackers, cereals, potatoes, raisins, prunes, and such foods. While we built the house we prepared a Christmas playlet which portrayed the American Christmas-complete to Santa and his reindeer on the roof,
"We had a Christmas party and gift exchange, which I shall always cherish in my memory. As I opened each child’s gift the expression on his face was so individual that it will long remain with me.
’’After a ten-day recess we again took up our duties with much enthusiasm* Our first work in activity was a farm unit bringing in the various types of farm life over the United States* The group made large wall murals to illustrate everything from a cotton plantation to a Western round-up. During this time one amusing incident was the drawing and branding of all cattle with the U*S,
”Our culminating.activity for the year was our room open house.
We put up our year’s work, including graphs, murals, notebooks and such* We planned a basket lunéh, decorated our tables, and invited our parents to come anà partake of the lunch with us* After the lunch the Project reports man came and took pictures* One small chap remarked, Washington wants our picture in their school annual, don’t they?*
’’The occasion that seemed to bring out the most marked child attitude was the lifting of the ban on the West Coast* On Monday morning I sensed an entirely different attitude toward school and administration* It was one of rather ’cock defiance’, from a few (who, I later discovered hold the strongest of anti-American ideals). This feeling gave them a stirred-up restless attitude for some few weeks, but it was assimilated and the group was once again more normal*
”1 have found that any sudden change can ’ignite* this race of children more than any I hare ever had the privilege to work with in all my teaching experience and they seemingly<are less able to use much initiative to work out their own solution* instead they tend to wait for a dictated order* I have stressed the feeling with them*
Uow what would you do if such an occasion arose and there was no one about to direct you? I feel that this is an outcome of dictation during the period of evacuation*
’’The thing % found difficult to accomplish with these children was a ’quiet working’ room* If they had one minute between activities they wanted to talk and soon the room could be likened to a bee hive* However, I have found it to be a racial characteristic since I have observed the adult classes in session and found the sarnie condition existed among them*
”0ne of the redeeming characteristics of the Resident child is his ability to take a correction in an unresentful manner., which is much of a contrast to the Caucasian youth in the “*gang age’*
’’The unlimited supply of books, art materials, and modern helpful, teaching aids has made my work so interesting and pleasant that I am quite sure I shall never again be s o fortunate*
"The ever changing of Administration Supervisors, and government regulations, has been somewhat of a disadvantage to a smooth working situation* Especially the loss of our teacher supervisor seemed to greak down our morale, • and it is with regret that we bade her farewell. I feel the school lost by not placing another immediate teacher
74 -
supervisor in her place, because her presence seemed to stimulate both teacher and pupil. It was one way in which we had close communication between the schools, which always seemed to keep a close spirt of competition, thereby kept up a good working morale,
"Nevertheless, I found that the supervisors were the type of persons able to adjust their program to the well-being of child and school.
"I shall always be glad that I had the opportunity of working in W.R.A. and I shall 1chalk up* this year as one full of worthwhile happy experiences in my career as a teacher,"
War Relocation Authority Teacher Personnel Record
Center Central Utah	School Desert View Elem. Sch,
Address Topaz, Utah
Name Bertha M. Caster	Sex* M F X Race White
Home (former) Address &49 Grand Ave, Colo, Age in 1944 was, 36 years. Entered this system li/T/44 Left	~ Reas'on for leaving
Taught in Elementary fifth ~ C&C Classification SB-4 Salary 1162*0
Certificate this ¿State, class, type or grade______none
Years previous experience_____ twelve______________•'
College credits, semester hours, tota		1 Ï22	in Ed. 30
In subject taught	30		
Colleges attended	Years	Hrs.Credit	Hrs.in Major Degree
Western State, Colorado *1926-40		7 iè2	30 A.B# 1940
Colo. Life 1940			
	♦Attended in	Summer, correspondence, winter, fall	
Location Meeker, Colorado	Teaching Experience Years Grades 1927-32 Rural ’		Salary ¡llOO^/mo.
Nuda, Colorado	1936-37	Primary	flOO^/ino.
Nuda, Colorado	1927-38	Primary	élOO/mo.
öunnison, 'Colorado	1937-39	Primary	iiòo/W).
Fruitvale, Coloradol940-42		intermediate	$10Q/mo,
Olathe, Colorado	1942-43	Primary	1100/mo.
Topaz, Utah	1944-45	fifth	$1620
"Topaz is a War Relocation Center for Japanese Evacuees, When residents first relocated here, there were around ten thousand of them,
"I began my teaching in the elementary school of Topaz; one was located at block 8, the Mountain View School, and one was located at block 41, the Desert View School. These two schools include classes of nursery school, kindergarten, and all grades from the first up to and including the sixth grade#
"In block 8 there were two first grade classrooms with an enrollment of about thirty pupils in each room. My assignment was in this block.
Here I found a group of enthusiastic children entering the grade school for the first time. They were a group of happy youngsters eager and ready to learn.
nTo my surprise, I found these Japanese children speaking the English language perfectly. Most of them could also speak the Japanese language. In some homes both languages are spoken. Some Japanese children would go to a Japanese school after school was dismissed where they would learn ho read and write the Japanese language.
MThirty children were enrolled in my classroomf twenty-six of Japanese ancestry and four Caucasians. I have found these children honest and dependable. With a few exceptions, they are very intelligent children. They keep a teacher at her best keeping them busy and advancing,
**Our classroom was quite a large room at one end of a barrack.
It was large enough so that we used one end of the room for the children^ desks and blackboard while the other end of the room was used^ for our reading circle. There ample room for decorations also drawings or construction work which the children made. There was room for charts to hang on the wall. These we made from stories of our classroom experiences. We enjoyed our large room; it was made beautiful and interesting.
"My aim in teaching first grade was to create a pleasant and happy atmosphere In the schoolroom. To make their school life interesting to the extent that they will enjoy reading and be desirous of knowing more of what other books have in store for them. Also I have aimed to teach honesty, truthfulness, industry, respect for self and others, and rights of individuals,
"The subjects taught in the first grade were; reading, writing, drawing, numbers, health, and nature, Reading was the principal sub*-3©ct taught. We read more than thirty-five pre-primers, primers, and first grade readers in all.
"An interesting part of our school program w^sour milk period.
The younger childrenwtre served milk and crackers at ten thirty each morning. These children asked if they might give thanks before eating. When all were served, heads were bowed and all gave thanks to God for the milk and crackers. This simple act was teaching reverence and faith in God.
MThese first grade pupils enjoyed singing songs such as 'America*, »God Bless America*, and songs for small children. They sang songs about George Washington and Abraham Lincoln. They loved to sing »Home on the Range*.. (I told thm this was one of President Roosevelt's favorite songs•)
"They pledged allegiance to our flag each day before going home.
76 -
”The first grade children enjoyed a half hour recreation period once a week* They carried their W,R.A.,made chairs as they filed to and'from the recreation hall where they were entertained with dancing, songs, and games.
WA modern library with hundreds of books from which to choose is located in each school block. Each grade has a half hour period twice a week as library periods. Children enjoy going into the library where it is warm and comfortable and choose books to read,
nPlay grounds are furnished with modern equipment where the first grade pupils spend a half hour each morning, when the weather permits, under supervision of the teacher.
"My work with these Japanese children has been very interesting.
I	haye appreciated meeting the parents of these children and understanding them better. I have found some of the finest Japanese people in this relocation center. They are very appreciative of their ohildren*s advantages of learning. They want their children to show respect and obedience to those placed over them. Parents as well as children show their appreciation by giving gifts to the teachers at Christmas time and also at the close of school. "
MThis experience will always live in my memory?
War Relocation Authority Teacher Personnel Record
Center Central Utah_________ School Mt. View Elem. Sch.
Address Topaz, Utah
Name (Mrs.) Martha L. Knight   Sex: M £ £ Race White
Home (former) Address fainkley, tltah	Age in"T94?’ was	years.
Entered this system 9/19/34 Left	Reason for“leaving
Taught in Elementary first' CSC Classification SP-4 Salary 11620
Certificate this	State, class, type	or grade second grade Elementary, Utah		
Years previous experience four				
College credits,	semester hours, total 104		ïn Ed.	26
In Subject Taught	-			
Colleges attended" U.S.A.C.	Years 1908*10	Hrs.Credit 82	Hrs .in Major 16	Degree
U.S.A.C.	1911-12	22	6	
				
Location Kanosh, Utah	Teaching Experience Years Grades 1910-11 second		Salary ~ $480	
Hinckley, Utah	1913-16	1, 2, 4	$480	
Topaz, Utah	1944-45	first	$1620	
- 77
"I arrived at Topaz, Utah, early in the afternoon of January 21, 1945, After visitiag the gate house, I was taken immediately to my living quarters, a room assigned me in the dormitory* The principal of the elementary school took me about introducing me to people—people who were very friendly and seemed to appreciate seeing a new face.
Of course, after learning where I was from, some few would ask about the Indians in Oklahoma, now another minority group.
"The following day I received my orientation into the W.R.A. program. I went with the principal to observe some of the teachers and pupils at work in both elementary, schools.
MJanuary 23, I began teaching one of the first grade classes in the Mountain View School. I found the children were very noisy, but after all, I was the seventh teacher for that group. Within ten days,
I had begun to become accustomed, to the strange sound of the pupil’s given names, and their ways as well as the cheerless appearance of the drab unfinished walls of a tar-covered barrack.
"Saturday, February 3, I was asked to take a sixth grade room in the Desert View School, which was located near the southeast corner of the Project, overlooking the desert. Since I had really planned to be a primary teacher I was disappointed until Monday morning,
February 5, when I was introduced to the sixth grade pupils. They, too, were more noisy than I expected but even so, I must say from that very morning I experienced a new job and interest.
"I found the majority of the pupils in this class were doing average work. However the most obvious weakness was their inability to understand many of the words that they could pronounce with ease. They were aware of this weakness and used their dictionaries more assiduously than the Caucasians of the same grade level with whom I am familiar. W.R.A. too, has done its part to encourage this effort to learn by supplying excellent materials with which to work,
"General supplies were abundant, in addition to many sets of supplementary texts and an adequate library.
"A resident teacher gave an hour’s instruction in art each week. Since there were no slides or movies available for the elementary school the pupils own art work was correlated with science and the social sciences,
"Saturday mornings, the. teachers of both the Mountain View and Desert View Schools met. The principal and supervisor outlined our program of work and gave helpful suggestions. Teachers were given an opportunity to tell of any profitable experiences or problems which they had had during the past week. As one well knows, in such a set-up there are teachers from various states who with their experience and training can exchange many valuable ideas.
- 78 -
"Now at the close of school, after nineteen weeks of teaching,
I feel I have attained a portion of my goal—worthwhile experiences.
Center Central Utah
War Relocation Authority Teacher Personnel Record
School
Name
Julia Irene Knight
Addr e s s Sex: M F X Race
Mt. View Elem. Soh. Topaz, Utah
White
Home (Former) Address Entered this system 1/22/45 Taught in Elementary 'sixth
Age in 194J5 was
23
years
Left	Reason for leaving
CsC Classification SP-4 Salary $1620
Certificate this State, class, type or grade_ Years previous experience	one
none
124
In Ed/ 25
College credits, semester hours, total^_______________
In subject taught In methods 23 hrs., 4hrs prto. teaching Colleges attended
Years Hrs. Credit Hrs in Major Degree
124
8.S. 1Ô44		
1st. S, Ì944		
Location Perkins, Oklahoma	Teaching Experience Years Grades 1943-44 1-5	Salary $900
Topaz, Utah	1945 è	$1620
”0n September 1, 1942, I joined W.R.A. at Tule Lake, After a very fine orientation program we began school September 14th. This meant a period of shifting classes, lack of adequate equipment and supplies at first, and the testing of one’s ingenuity while making our empty barrack rooms something appealing and ’normal1 to the'children. Many problems arose with my first grade class. Among them, discipline problems due to the five and six months vacation upheaval caused by vacation, and also language difficulties due to the children being only with -Japanese since leaving their home, Progress seemed a bit slow at first, but with persistence and interest and the help of our very understanding and capable supervisors, our school year was, I feel, a very satisfying one for all„concerned.
’’Because of segregation Tule’s schools did not reopen in the fall. InNovember a request came for my transfer to Jerome. At that time Tule’s education future was still uncertain so I decided to go to Jerome. My six'months there were uneventful ones as far as this report is concerned, except to say a word of appreciation for the principal* His attitude towards his work and toward people in general meant a happy working situation for all. He was genuinely fond of children, too, and the love they had for him in return was a joy to behold.
’’When I reached Topaz (June 25, 1944) I was most enthusiastic about the work being done in the elementary schools. However, a change
soon took place and brought with it a new principal highly critical Of those who judged educational procedures according to their values to the children* She felt this was a fault and said so. Also she was critical of those whd had made friends with Evacuees as well as with the staff4 She even advised two new employees to keep away from one certaiii staff member because she knew the Evacuees and it was unwise to get started the wrohg way while working with W.R.A* Such attitudes meant very trying times for niost of us--staff and Evacuees alike*
Many prefer to forget these times# I mention them only to point to one way in which I feel W.R.A. could have bettered its program—namely, a closer watch on the attitudes of its employees. This is important,
I would say, with any agency dealing with people as W.R.A* has. It was truly disheartening during these months to see the breakdown of the fine morale witnessed upon my arrival. Fortunately, another change brought about a much better feeling within the schools.
’’Although I have not thought too much on this question I present it anyway. Would it have been better if the schools had named federal schools, and treated more nearly alike in all the centers? This would have eliminated any feeling Evacuees had in leaving California where educational standards are high to enter states where standards are low. It would also have meant more equal treatment for the Evacuees in many ways, To mention only one instance, it seems unfair that some,- merely by virtue 6f hawing' bean^ placed in one state, had to pay for many of their supplies while those in other states were relieved of this burden,
"To summarize my opinions further—our schools certainly have not lacked for materials and supplies except at the very first; our libraries, generally speaking, have been excellent; our textbooks have been of the newest and best; and the evacuation, for the most part, has been very well met by W.R.A.’s educational department. A word of commendation is also in order for the splendid work don© by the many Evacuees who, without training or experience but with zeal and interest, became teachers or assistants. Our program could never hove succeeded without them.
”As long as evacuation happened, I am very glad that I have had a part in W.R.A.’s program. T sincerely hope, for the sake of my^ country and for the sake of all that is decent, that I have contributed something to the education and well-being of those with whom I have contacts during the past three years.
War Relocation Authority Teacher Personnel Record
Center Central Utah	School Mt. VieWElem. Soh,
Marne Emily tj.1 Light ~~~	Address Topaz, Utah _______
Home (former) Address River Edge. M.J. Sex: M F X Race_______Ye,
Entered this system T/isM	Reason for leaving^
- 80 -
Taught in Elementary second		CSC Classification		Sp-4 Salary $1680
Certificate this	State, class,	type, or grade		none
Yrs. Previous experience		fifteen		
College credits.	semester hours, total 176			In Ed. 8
In subjec taught	76			
Colleges attended		Years Hrs.	Credit Hrs. in Major Degree	
Montclair State '	Normal N.J,	1924-26	64	64 Kd^;. Pri
Extension N.J. State Normals		1927-34	12	12 Kdg. Pri
Junior College, !	Bergen N.J*	I934-37	3Ö	36 Social Studies
Üniv* of Calif.	1937-38 1941-42		64	64 Social Theory
A.B.1942				
	Teaching Experience			
Location	Years	Grade		Salary
Hackensack, N.J.	1927*37	Kdg. Pri		$1725
Tule Lake, 6alii	194¿-43	First		$1620
Jerome, Ark.	6 mos.	Second		$1680
Topaz., Utah	1944	Second		$1680“"
"When I first'came to Topaz, many workmen were working long hours through heat, dust, wind, and rain to prepare shelter for personnel and those being evacuated from the coast area. Even then the buildings were still unfinished, when the people began to arrive, and the hardship of adjustments from private family to community life was a trial for many* Lack of furniture and convenience of the American home made many bitter for they felt in their hearts that they were good loyal Americans and it was hard for them to understand why they should not be treated as well as people of German descent who were also our pot-e n tial enemies*
"Since the little town of Delta had given many of her sons into the service, and they were cm duty in the Pacific, feeling and rumor ran high as train loads of Japanese people were escorted to the wire inclosed project* My neighbor kept me informed on all peculiar happenings which she suspected might mean the extermination of the Delta* people at any time« For example, someone had told her the 'Japs* had bought every butcher knife in town and had even searched for metal of all kinds in the city dumps, and they were sharpening them for weapons. They had been seen hiking and snooping around in all parts of the surrounding country; she was sure they were buying amm unition and guns for an uprising of some sort; and one Japanese had even been caught upon top of Delta's city water tank and she was sure he had intended to. put poison in it, but he was caught in the nick of time\ When the shooting occurred at Topaz, she was sure a great break had been averted and Delta had been saved by a miracle, etc.
"'One day I discovered that a friend of mine had charge of the elementary schools and was living at Topaz* I bombarded her with questions of all sorts, and she laughed at a good many of the stories and ended by inviting me to come out and look'over the Project for myself. My curiosity was great when I accepted, although I was a bit dubious as to my safety.
”A lot of the residents boweci said ’good morning* or stopped to chat with my friend, while others simply ignored us. To put it lightly I was amazed and favorably impressed. She asked me to e ome out and help, so I went through the necessary procedure and reported for duty September 22, 1943.
”1 fell heir to a lively group of second grade children. They were small and cute; but they all looked alike, answered to names I had difficulty pronouncing, and spoke with a quick accent which was a trial to me for the first few days. Contrary to reputation, all of them spoke English and I have never heard the oommop. language mistake of ’aint’. I have noticed a great tendency for children to swear.
They seemed especially bent on tattling even on their very best friends.
MWe started from scratch. The children painted muslin with wax crayons for curtains. We painted large decorative friezes in connection with our social studies. We also made candles, doll furniture, Christmas tree ornaments, and many other things. We went on many field trips.
”The library in the elementary school was a joy and a revelation to me. I marveled at the choice of books, their variety., and their attractiveness. The children loved the place and X am sure it will leave an indelible mark on the minds of the children that will lead to interests that have been aroused in no dbher way.
”1 had only two cases of language difficulty. Both children were somewhat retarded and Japanese was spoken almost entirely in the home. They demanded much individual attention and lacked leadership.
”1 had many visits from parents, and I never asked for cooperation that I didn’t get it. When a child came to school with dirty hands, a note was sent home and the child came with clean hands. When one failed to study his multiplication tables, I talked to his mother and much improvement was noted. Parents were good. It seemed to be their opinion that there were many more interesting things to do at school.
”1 didn’t have class contact with any a-typical children, except for one day when I visited a class conducted by Miss Jones. I was very much interested in the things that had been accomplished in speech articulation and hand work. It was slow tedious work, but at least a little joy and happiness was being brought into the lives of those unfortunate children through the educational program here.
’’Shortage of competent teachers was a disadvantage to the school, but many of the residents who turned out to help were given seme training and did some very fine work# Especially do I think this was true in the art department. Supervision was good, and I always felt that I could go to any member of the educational’ staff, whether it was supervisor, principal or superintendent with equal assurance of understanding, cooperation and help.
"I had to make many adjustments; took commuting, wind, dust-storms, mud and rain, and the inconvenience of buddings and furniture ail in my stride. It has taxed my ingenuity and strength to the uttermost, and there have been a few unpleasant experiences which I do not choose to remember. Also, some experiences have lifted me to the heights.
On the whole, it has proved a challenge which I met to the best of my ability and would not have missed for the world* I have made many friends, learned much, and I hoee that I have helped in the moulding of better characters, and in creating a better understanding between two races of people. If I have accomplished this even to tile smallest degree, I shall feel more than amply repaid for the two years I hav® spent at Topaz,”
War Relocation Authority Teacher Personnel Record
Center	Central Utah	Schoo 1 Mt, View Elem* Sch______
Address Topaz, Utah_____________
Name Collie 0, A, Morley	Sex: M F1 X Raoe White
Home (former) Address" Salt Lake City, UtAge in 1945 was 41 years. Entered this system 9/23/43 Left	Reason for leaving
Taught in Elementary '2nd &3rd CSC Classification SP-4 Salary $1620 Certificate this State,class, type or grade State of Utah, 2nd class
Years previous experience two___________________________________________
College credits, semester hours, total______62_____ In Ed, 27_____________
In Subject taught_________________________'
Colleges Attended	Years	Hrs, Credit Hrs,in Major Degree
‘University of tit ah______1921-23________ 62	_________30______________
			
	Teaching Experience		
Location	Years	Grade	Salary
Moroni, Utah	1923-23	3	|870
Moroni, Utah	1929-30	3,4,5	|870
Topaz, Utah	1943-46	2,3‘	11620"
’’While making a short trip on a bus in Minnesota during June, 1943,
I met a young woman who taught in the Center at Hunt, Idaho* I had never heard of these centers—knew nothing about teaching in them.
She was so enthusiastic about her work, and spoke of it so attractively that I applied to W.R.A. in Washington*
”In August 1943, I came to Topaz to be on the Elementary staff. Summer school had closed the day I arrived so I had a fewweeks to orientate myself before starting to teach. This was a valuable period.
It gave me time to become acquainted with the school system and make plans for the ensuing year. I learned of life in the Center and something of evacuation and its problems,
’”The Elementary School is divided into two sections. I was assigned to the block 41 section to teach third grade. School 41 or Desert View
is on the southeast corner of the Project and beyond is open country— because of this; school 41 has in many ways the atmosphere of a country school.
’’When school started in the fall of 1943, there was one other Caucasian teacher in this school—the rest were residents, including personnel in the office and library. Segregation was a factor during the first few weeks of school. Classes were organized and children going to Tule Lake were enrolled temporarily. The school rooms were used to house the incoming people on occasions. There was a period of somewhat unsettled feeling during that time. Children, as they came in from Tule Lake, were assimilated into the system and things ran on very well. The enrollment kept on practically the same in my grade from the beginning to the end of the year 1943-1944.
Families relocating took four children from my room. For three weeks at the end of the term, I had a division of a fourth grade, their teacher went into other work.
’’The 1944 summer session was attended by all children. Classes were held in the morning for children and some very fine opportunities were given teachers for study in the afternoon.
”We started our work in regular school again in September, 1944, with a complete staff—the resident teachers were in the majority.
This year has seen many changes in the teaching staff in block 41 caused by relocation; the remaining teachers shouldered the responsibilities. The third grade this year had only two members relocate within the school year. Many had plans for relocation when school closed. The Japanese consider education to be very important. They wish to keep their children in school and make the most of educational opportunities. The fact that no schools are to be in operation in the fall of 1945 will make the relocation of families with school children a necessity; school is all important to them.
”My work with these children has been a source of stimulation, enjoyment, and satisfaction; block 41 enrollment is totally Japanese. The children are affectionate, considerate, easily controlled, and eager to learn—they do a very fine, careful type of work.
’’“When thinking back over my first weeks at Topaz teaching in block 41, I do remember how exceedingly warm the barrack schoolrooms were, how long it seemed to take me to learn the children’s names, how hampered I felt by the small blackboard. But there is also something which I remember that far out-balances all these trials and diffl -culties, and has remained throughout my experiences in teaching in Topaz, It is that which school 41 represents to me—a feeling of comradeship,, helpfulness, and understanding.
”1 consider myself fortunate to have come to Topaz? my teaching experience has been enriched; my life has been enriched; I have mad© friends I shall never forget.”
War Relocation Authority Teacher Personnel Record
Center
Central Utah
Name Josephine L# Wyckoff
Home (former) Address Detroit Lakes, Minn*
Schoo1 Desert View Sch* Address	Topaz, Utah
Entered this system 8/16/43 Left__________
Taught in Elementary third	CSC Classification P-1
Sex: M FX Race White Age in"T943 was 42 years
Reason f or leading
Salary$2000
Certificate this State, class, type or grade_ Yrs# previous experience twenty-four years
none
College credits, semester hours, total Ip. Subject Taught 47 College attended Ellendale Normal
113
In Ed.
47
Years
Hrs, Credit Hrs# in Major Degree 1918-1925-27	103	24
N#D. Agricultural College S#S# 1928-29-41 10				
				
	Teaching Experience			
Location	Years	Grades	Salary	
North Dakota	191Ô-43	Elem grades	11125	
Topaz, tïtah	Y94Ì3-45 .	ïhird	$>2000	
ttMy year in Topaz has been one long to be remembered—a year of new and varied experiences, a year of pleasant associations with school supervisors, fellow teachers, pupils, and people in dormitory, apartment, and mess hall, from every walk of life and from many of the states# In short, my year has been a first-hand study of geography, natural science, and human psychology, and a challenge for every day of the year#
"At first, I was impressed with the uniqueness of Topaz; it was just the opposite of everything I had ever experienced—great expanse of desert, no grass, few trees, few flowers, barrack-houses, school-houses with white-washed walls, shop-made desks and seats for the children# I could not, at first, see how children and teachers could be happy in a bare barrack; but I soon found When the children began coming and we got into the work, that it wasn*t bare walls in a barrack that made a school
"The Japanese-American children are very receptive to learning-in fact, their lessons seemed the main topic of conversation# They were always asking for homework, and their parents requested it by written notes# When the children came in the morning, their first through was the assignment on the blackboard y then without any encouragement from me, some of them would sit right down and start their days work
"The subject matter that seemed to bother them most was their reading-language* The Japanese language does not include the articles before nouns; hence; the children and adults also would say ’we had good visit*, They pluralized nouns that were singular, and they left
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Jöf>n
off the sign of the plural where it should be used; they also forgot the *ed* at the end of some verbs. For instance they would say, *1 finish1 when they were done with their work. Also in verbs ending in * ed* they did not know, as in * laughed* and Thalted* where they ended the same, whether to pronounce them in one syllable or two.
I know they became conscious of these errors and improved. I found my fifth grade, group very loyal and proui of the fact that all but two of them were born in America. One day they were writing letters to a group of Indian children in Minnesota; I had told them to say they were Japanese-American because the Indians had called them Japanese. One boy hung his head and looked very unhappy. I sensed his trouble, and asked him if he didn*t want to say he was born in Japan (the Indian children all told where they were bom) He said he didn*t. When I told him it wasn*t necessary to tell where he was borri, he cheered up and wrote a very nice letter. They were thoughtful, eager to help in the duties around the schoolroom, easily controlled, usually courteous. Their outstanding.characteristic, however, was their eagerness to learn.
ttOur United States Government ban certainly be commended for the excellent advantages they have given these children. It has supplied a variety óf attractive and up-to-date books, both textbooks and library books, good helps for teachers, excellent supervisors, medical and dental care, and especially good care for a-typical children.
nI have tried to teach lessons of Americanization along the line of courtesy to women. At the first party we had, the children in my room lined up in a row to get their refreshments. In accordance with a prevailing custom of theirs, the girls all hung back and the boys just naturally,' it seems to me, stepped forward. The first time this happened I just looked on; the second time, I reminded them that they were Americans and that in America it was consi'dsred courteous for boys to let girls go first. The first part of the year everywhere in the classroom and out on the playground, boys and girls had nothing in common. . When a group was chosen for the same task it must be all boys or all girls on the play ground. They never played at the same games. One day the boys were tired of baseball and one of them said to me,
*Why don*t the girls play with us?* I could not expect too many overtures all in one day so I said I would go and ask them. Before I got to them, one boy had run ahead and asked them. At first the girls were relunctant to come; but finally they did. They played a little shyly that day but enjoyed it. That was just the beginning of many good times together.
War Relocation Authority Teacher Personnel Record
Center Central Utah •
I ...I	..il..— in
Sc hoo1	Elementary
Address Topaz, Utah Sèxt M F X Race White
Nellie Shaw
Home (former) Address Black, Minnesota______________Age in 1944 was 63
Entered this system 8/17/44 Left	Reason for leaving
Taught inElementary fifth CSC Classification P-1 Salary$2000 Certificate this State, class, type, or grade none YrS, Previous experience 38g
College credits, semester hours, total 128	In Ed, 27
In subject taught 32_______________
Colleges attended	Years Hrs, of Credit Hrs,in Major Degree
Winona teachers College 1914-15	32
Moorhead Teachers	C olile ge 19^f-23	a		
Éennidji teachers	College S.S. 1935-44 64		32 .	B.S.1944
	Teaching Experi	ence		
Location	Ye~s		Grades	Salary	
White Earth, Minn.	1942-44	fifth	Ï1215	
Blackduck, Minn,	1930-37	Jr, High	$1035	
Roosevelt	1938-42	sixth, fifth	"" #810	
Pleasant Valley	1929-30	Principal	11400	
Glendive, Mont.	1924-29	Jr, high	—JWÔÔ—	
Moorhead, Minn	1918-24	Jr. High	11215	
ïopaz, tttah	1944-45	fifth	$2000	
MIn recalling my experiences of the past four months spent as elementary school teacher at Topaz, many things come to mind* Having reported for work on February 1, 1945, I was immediately assigned to substitute in a fifth grade classroom. This was, to say the least, a most frightening experience, since I had neither had training nor experience in the field of education, knew nothing of the established curriculum for this or any grade, and knew even less about accepted teaching practices or procedures. However, there I was, thrown in off the deep end to either sink or swim, I survived with neither casualties nor obvious ill-effects on the children assigned to me for those few days, I was most properly introduced to the untold horrors of arithmetic, spelling, and geography, I found these children both attentive and polite, and most fascinated by the fact that I had come all the way across the continent from Philadelphia, which, in Topaz is rightly considered the other side of the world, I am now convinced, however, that what intrigued them most of all was my very unorthodox way of handling a class.
’'Following this first plunge, I was asked to organize an elementary music program for both the elementary schools, for all children from kindergarten through Sixth grade. I gathered together all the music books at my disposal, racked my brains for all the songs, folk dances and musical gomes which I had enjoyed as a child, mimeographed song sheets for the three upper elementary grades, reclaimed and rehabilitated the school phonograph and then proceeded to beg, borrow and steal records from every staff member on the Project, Thus, began my career as music teacher for a total of 600 children. It was wonderful fu& singing, dancing, and appreciating music together. The children seemed starved for this sort of thipg and lapped up every
©very minute I could give thorn, which only amounted to a half an hour per class per week. These music classes were held either in the music room which I set up arid decorated as appropriately as possible in each school block or in the block recreation hall.
ttMuch as I enjoyed this music work, it being my major lieId of study in college, this program was short-lived, lasting only one month, and constantly interrupted, for whenever any teacher was absent, I was asked to substitute in her place. In this way, I had been in almost every classroom in the block 8 school before that one month was up* In March, one of the sixth grade teachers relocated^and I was asked to take over her class for the remainder of the scnool teim.
To say that during my first week or two in this capacity I spent many truly panic-y moments would be to put the situation mildly«■ Particularly since the supervisor of teachers had at this very time resigned and the teaching staff was left entirely to their own devices* However, after these first weeks of utter floundering, not knowing if I were ever doing the right thing at the right time and finding myself wandering strangely off the beaten track as far as book learning was concerned, I began to feel the growing confidence, friendliness, and respect of my children, and through this, real progress in their work.
ttAs I was a product of so-called »progressive education1 myself;
I felt strongly that the minimizing of the stricter classroom atmosphere and a greater contact with the outside world beyond the relocation center, through association with a variety of personalities who, through their lives, work or travel, might have something educational to share with this age group, was very much in order. Hence, I scouted around among the appointive staff for people who would agree to share some of their personal lives and experiences with us. We had several interesting sessions. With the numerous visitors to our classroom.
One of the more interesting was a talk about the Polish refugee camp Colonia Santa Rosa in Mexico, offered by a former social worker there, herself a second generation Pole. Another of our favorite programs was an illustrated talk by one of our doctors on his medical work Siam,
Burnta, and the interior of China, particularly his research on leprosy. This combination of science, geography, and history proved to be most valuable.
"One of the things which impressed me most in the school system at Topaz was the contrast between the residents, both students and teaching staff, and the administrative personnel. The children were the most receptive and attentive and responsive, I have^met any where.
I was assured that mine was a most advanced, eager and interested class. Yet through the music program and through substituting, I had a chance to meet all the children in the elementary school, and found them on the whole a very easy group to work with. They had an unusually highly developed sense of honor and fair play, latent though this may seem upon occasion. One of the most pathetic aspects of the school program was the disturbing lack of any sort of recreational and group activities for the children during the hours when they were
not in the classroom# This was due mainly to the fact that there were no group leaders to assume responsibility for clubs or playground activities; as a result, there were obvious gang tendencies among many of the children and occasional minor dilinquenoy problems# I an sure, however, that these would have disappeared entirely had there existed any of the normal channels or outlets for the unexpended energies which naturally seek expression in young children* As for the resident teachers, they proved, without exception to.be a most capable and efficient group, who, with meager teaching training or experience, if any at all, far outshone the average appointive teacher as to initiative, imagination, and sincere interest in the children themselves*
"Turning to the administrative personnel within the Education Section, there are many criticisms which must, in all honesty be made* That such a concentration of narrowmindedness, bigotry and complete lack of concern over the welfare of the resident school children could possibly exist within one division of one relocation center, would ordinarily seem utterly fantastic# Yet such was the case. Within the school system were administrators who went on record time and again in statements, actions, policies, and in their contacts with the Students, as having attitudes towards the residents which were unbecoming in any liberal, thoughtful, and sensitive American, particularly in anyone associated with education* These attitudes were evidently based upon personal prejudice against the Japanese and Japanese Americans as a racial group, who, in the minds of these administrators were classed together as enemy aliens and disloyal Americans* regardless of the individual characters, personalities, and personal sympathies of these people as individuals# Such attitudes, best described as fascist, made it well nigh impossible for those teachers who were not in accord with these convictions to have any rapport with the administration under which they worked# Those teachers who expressed interest and sympathy with the resident children in their abnormal and unnatural situation, were condemned as anti-administration, pro-Japanese, which lable served its purpose well in making their life miserable upon occasion.
"Despite these differences of opinion within the sohool system,
I found the experience in Topaz most valuable and rewarding#. It was, indeed a rare and precious four months which I doubt could be. equaled anywhere#”
War Relocation Authority Teacher Personnel Record
■/ \V\.'	:• fefif
Center Central Utah	School Elementary
Address Topaz, Utah
Name Jean Adele Wehmeyer	Sex* FX M Race White
Home (former) Address Clinton Corners, N.Y#Age in 1945 was 23 years#
Entered this system 1/31/45 ¿eft	Reason for leaving ________
Taught in Elementary J^usic ~ CSC Classification SP-4 Salary $1620
- 89 ~
Jà
îp«#»
«5e
*e/o Cat,-'Oft L '°n p Ibran
äPer
Certificate this state, class * type or grade_ Yrs. Previous Experience none
none
College credits, semester hours, total^
S3
162
In Ed*
U
Colleges,attended Smith Cóllege	Years 1939-45$	Hr,s* credit ""l'3'd	Hrs .in Ma .I or. Pe.gr e$ i 33 B*Ai1943
Haverford College	1943-4Ö		M.Ai 1945
	Teaching Experience		
Location	Years	Grade	Salary
Topaz, iftah	194&	Music	$1620
Resident Teachers Reports
”As soon as we arrived in Topaz, the resident co-directors selected a group of us to start making plans for a pre-school program here*
Some of us had four months’ experience in the Tanforan Assembly Center, but otherwise, the experience was new to us* As head teacher of one of the pre-schools to be opened, I got to work immediately with my staff. We gathered wooden boxes from the mess halls for our furniture, collected sacks and newspapers for the children’s rest periods, placed some pictures on the bare walls of the recreation halls, mopped the floors and started school on October 5th with a few donate^d toys and books•
”The limited facilities, the terrible dust storms, the lack of equipment, and the lack of trained teachers presented certain problems. However, the difficulties encountered were challenging to us and made the work more interesting, as much effort and irgsnuity were required on our par^fc. I believe that much of the crying among the children during those early days was caused by the insecurity felt in the homes as a result of the mass evacuation. Adjustments were made, and the children were soon happy in our school, as we made a special effort to provide a well rounded program of activities for them. The arrival of some sort of the needed equipment in November helped us a great deal.
”As the enrollment continued to increase, we had to plan for the opening of other schools to accommodate the large number of children.
I was asked to train new teachers, so there were from four to six observers and trainees at our s6hool at various times* As they worked in, they were transferred to the other schools. This experience of helping the new teachers was very valuable to me,
”My most pleasant experiences have been as a nursery school teacher, forking with the children. Observations of the children as I worked with them helped me in understanding them and in handling them. Each day at school was a new experience, and each was a new problem.
We learned to notice the different types of individuals and how to help them. As children develop very rapidly during these pre-school years, it was a wonderful experience watching and guiding them in their
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development* One can see how much more self-sufficient the afternoon four-year-old group are, as compared to the morning group of three-year-olds* Our program allows for much freedom of expression. The free play period and the creative activities offer a variety of opportunities to experiamht with materials and provide outlets foi* their energies. The minimum routine requirements include inspection, toilet, waSh^ milk, and rest. The ohildren were happy and constructively occupied. They were learning to get along with others and learning the basic habits of physical care*
wIn June, 1943, the co-directors relocated* so I was asked to assume their responsibilities and carry on the program under the direction of the Elementary School Principal and the Superintendent of Education. My experiences have been enlarged, for my work involved the coordinating Of all the pre-schools, recruiting, selecting, and training teachers, conducting the staff meetings and lectures, and substituting in the schools whenever teachers were ill, or there were vacancies caused by relocation. With the constant Shortage of staff,
I have been able to be in the school a great deal as a teacher, working with the other teachers and with the children, along with my administrative duties. X have enjoyed the fine cooperation and interest on the part of all of my staff members.
MI feel that we have been fortunate in having had the opportunity of carrying on a program for the pre-school children in the relocation center* Since life in the community has been abnormal, with crowded living conditions, community dining halls and latrines, and confined to one minority group, I believe that the program was espec-iallv needed for these children. Parents have been very cooperative in helping us to carry on our program. We have made a special effort to enlarge the children’s horizons and to familiarize them with ordinary experiences found in normal communities outside the Center. With the W.R,A. emphasis on relocation, we have stressed English in our schools* Some of the children spoke no English when they entered our nursery schools., but we have noticed how rapidly they have picked up words and improved their language skill. We hope that the variety of experiences offered in our schools will aid these children in their adjustment when they enter the schools in outside communities.
MMy experiences with the pre-school program have been very pleasant and valuable,* The work has been hard, but worth while. I realize the importance of these early childhood years, as I see their habits and interests become clearer and more firmly fixed through proper guidance. I hope that I have contributed a little to the needs of the children and toward making their life in the Center a happier one, I hope to continue in this field after I leave the Relocation Center, ”
Mrs. Tomi Sasaki Nursery School Supervisor
"Being a novice in the teaching profession, * I started with many misgivings, but to my surprise it hasn’t turned out half as badly as I had anticipated. As I was unaccustomed to noises of any sort, the screamings and shoutings intermingled with the crying and whining voices were rather nerve wracking, but we all have learned to appear quite calm and collected above the turmoil.
MThe Center pre-school and pre-kindergarten classes are decidedy different from any other school in the whole country of the same nature, due to the fact that these schools are composed only of Japanese American Evacuee students. Some of the students were even born in assembly centers, so to them the outside world is more or less a mystery. They’ve never seen the tall office buildings, street cars, theaters, or anything connected with the hustle and bustle of the active normal life outside of the barbed wire fences. It was our duty to inform them as much as possible about life that is existing away from us. They asked many questions concerning the mysterious objects upon which they’ve never laid their eyes. Perhaps if our teaching was adequate, they might not gawk as much when "they venture out from their seclusion.
"Through our portals, varied personalities have passed. Out of the dust and wind of Topaz, the children came to Us masked with shyness. With the passing of the few stormy days, the veils were unmasked and out came the stubborn, domineering, selfish, those who cry easily, and shy children. Finding these traits may become unhealthy to their personalities; we have tried to help them overcome them. To help them, we had to understand their environment. With this to guide us, we have tried to help the following types of children:
The stubborn children to become more cooperative by teaching them that saying ’yes’ is more pleasant than saying ’no*, and that it is more p]e asant to do things with others rather than to do it alone or not at all. The domineering children tobe less domineering, by teaching them that they must not strive to show their power, for other children may resent them and later become hostile toward them, The selfish children to become less selfish by teaching them that they must share and share alike. They also must consider the others rights. They must give as well as take, for if they took fbom others all the time it would lead to their unhappiness later. Those who cry easily not to cry for and about every little thing, by teaching them that crying doesn’t get them anywhere, and they must take what is coming to them without crying, The shy children to crawl out of their shells and become more sociable by teaching them that they will feel more happy and less lonely by mingling with others,
"In dealing with children, we have learned to lead them instead of pushing, for children should feel free and happy in school as well as anywhere else.
”We have learned the fact that teaching children to use their muscles is important because this helps them in their daily activities, such as wearing their wraps, and removing them, feeding themselves, washing their hands, and other necessary movements. When the children arrive at school they are given inspection by a teacher who sees if they are clean and healthy, There the teacher applies cream,and the children remove their wraps. From here, children go to creative activities, such as drawing, pasting, cutting, painting, chalk drawing, finger painting, and clay. At first they are not familiar with these activities, but with the patience and sereneness of the teachers, children have learned to do these things skillfully. Now that it is almost the end of the school year, they have gained skill and can do many things more skillfully. They are allowed to express themselves freely.
MChilcren have experimented with all sorts of things in our schools and they have also asked many, many questions. We have tried to answer these questions not technically, but simply for they need just a simple, straight-forward answer to their many questions.
"We also found that children from happy homes are the happy ones. They too, need security, for it makes them feel safe and secure of the foundation of their lives. To give them security, we must be just in all things we do, truthful, calm, and orderly at all times.
"Our experiences have been many and varied, and at times rather amusing. We have gained much and are richer in our knowledge through our work* The work itself has been exceedingly interesting, but in the future, we believe we will leave the teaching to some other kind and patient persons,”
"I had never taught before; X had no experience; but I was very much interested in the nursery school work and so w^s very glad of the opportunity to work in the pre-school in this Center.
"The Saturday morning lectures on child psychology, music, techniques of teaching, literature, and other subjects and reference reading once a week, helped me in the handling and guiding of the children,
"During my first few days in the school, the children all looked alike to me, but I soon found each child to be different. The observation of the children helped me to better understand and to know them as individuals. As I worked with the children, I became more aware of the fact that since no two children were alike, they could not be handled in the same way. The method of approach, the techniques of guiding them differed with each child. The shy child must gently be encouraged to overcome her shyness and to play more with others; the selfish ones must be taught to share; the very active ones must be provided with something to do--something constructive.
93
"I am reminded of the influence of their environment; watching the children at play, cleaning the chinmeys, digging the pipe lines, cooking the mess halls and other things they see around the Project are imitated in their play. The girls playing house take the dishes out of the household corner to wash them since their mothers all do their dish-washing in^irhe laundry.
"I found that everything they do is a learning process for them, even washing of their hands or buttoning and unbuttoning their buttons* which we do without thinking, is quite a task for them. Those of us who work with Children must set a good example for them in our language, our appearance, and in our conduct. They are keen observers; many times I was amazed to find them imitating the other teachers* or my own expressions, the manner of speech, or some other things we do unconsciously at times.
"It has been very interesting to watch their progress in their creative work; some are better than others. By finding opportunities to praise those who are not very good in this line, one encourages them very much, I think.
wSome things we strive for cannot be accomplished in just a few weeks or two or three months—language development is one of these things. Some children when they were first enrolled in our schools spoke little English, but one can see the progress they have made by the end of a year.
"A piece of lumber was a prized thing for making bookcases and shelves. With orange crates we made cradlos and washtubs which added so much to our household corner. We collected scraps of materials to make aprons, doll clothes, puppets and other things. Children are very appreciative of the things we do, and their faces would light up with a happy smile whenever something new is added to the school.
"One summer, because of the shortage of teachers, the mothers of our children helped us in the schools. This, in my opinion, resulted in the development of a better understanding between the parents and the teachers. The parents became familiar with our program with our aims while the teachers became acquainted with their viewpoints.
"After my very pleasant experience ef the past two and a half years in the pre-school, I am hoping to continue in this field. Even if I am not able to, I have benefited by this experience, and it will be something I shall always value."
"Three months after completing my last year of high school in Topaz, I entered the staff of the Topaz Elementary Schools as assistant teacher. The new experience was interesting, and I learned much from my work.
*Pers
Without previous training or instruction and not knowing the school or class program, I began to teach in a fourth grade class in the absence of the regular teacher. The boys were boisterous and the girls were intimidated by them.
"I was happy to be assigned to assist a first grade teacher after the trying two days with the fourth grade. I observed and worked with a trained and experienced teacher» This experience was helpful later when I was assigned to a first grade class alone.
"While assisting in the first grade, I substituted for teachers who were absent* I had opportunities to meet children of all grade levels. Each group of children differed in mannerisms and attitudes which made it difficult to step into a class for a day or a few days.
The children immediately tested me and took advantage of my weaknesses.
"It was difficult to control a class of twenty-five to thirty active children of various mental levels and to handle problems tactfully*
"There were children in my class who made my work interesting and also difficult. There was one child who was extremely stubborn. Every step had to be directed with special attention, and she never spoke freely. Several children did not understand and could not fluently speak the English language. They were naturally handicapped in progressing normally. Along with the slower children there were many children above class level. It was difficult to keep them occupied.
"The children in my class were six and seven years of age. When they were removed from their normal happy homes, they were only three and four years old. They remember very little of the life back there.
A child just back from a first shopping trip off the Project to Delta, excitedly told me he had seen houses, rivers, bridges, grocery stores, cows, sheep, and many other things that are found in normal living outside.
"Their normal living is in Topaz. Toilet facilities are shared, meals are eaten in a community mess hall, and living quarters are crowded in a black tar-papered home called a barrack. All these things are expressed in their creative drawing. I was amused to see chairs and buckets in pictures marked with big letters—W.R.A.
"Much of the child’s feeling is shown in his creative drawings.
At the time of the late President Roosevelt’s death, there was a picture with a flag at half mast, flowers at the base of the pole and the sun crying sadly—tears dropping on the scene. Many dramatic war pictures were drawn. Usually in the midst of a fierce battle, above the confusion of explosion and fire from land, sea and air, the American flag waves unharmed.
Toward the end of the last year in Topaz, the child’s interest began to widen beyond the gates of the Center. Many of the children’s
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Ip
fathers have gone out to secure employment and to prepare for family settlement in a normal American community*
"Most families have plans to leave when school is closed* Education seems to be the most important factor in leaving the Center."
"May 18, 1945 was my first day at the elementary school as art instructor, and I did not know in the least what I was letting myself in for* I had no previous experience working with children, but was interested in art sufficiently to take the opportunity to fill the vacancy of art instructor and gain untold experiences*
"Although I visited each classroom with the art supervisor and assisted him the remaining few weeks of school, I was not able to get an overall picture of the art program* My supervisor was abruptly called away, and I was left without further information or teaching material to guide me.
"I was given charge of two classes daily in the summer art program; there were about ten students in each. X had no conception as to their ability or of the interest of that age group* I somehow , managed to keep the groups adequately interested in the art work to prevent their dropping out*
"Actually teaching in the summer program for approximately two months enabled me to better acquaint myself with the students and their reaction to different art media and to gain enough confidence in myself to face a crowd of twenty-five to thirty staring children in the fall semester.
"In as much as my time Was divided evenly between the Mountain View and Desert View Schools, my visits to each classroom was limited to one or two days a week of an hour*s period. I was quite distressed to find that I could not remember the pupils names of the twelve different classes. Therefore, I did not receive the attention I could have had* Divided supervision between their home room teacher and the art teacher was another drawback, aside from having to carry art supplies from one room to the other, wasting more time and energy* This schedule was kept for one year*
"The next semester brought forth better prospects, as an art studio was set up in each school. By assigning them permanent seats,
I became acquainted with each individual and his or her ability in art. In most cases, the teacher did not accompany her children, therefore, eliminating divided supervision.
"One major problem was the lack of space in the art room in which to keep each individuals work, as there were no lockers or drawers* Supplies were kept on open shelves; this practice aroused the children*s ouriosity, and for a while they would gather around and stare at the rows of paints, crayons, colored chalk, water colors, charcoal, etc*
ttI feel that although I may not have taught the arts and orafts to the expectations of a professional, the children have been rewarded with the abundant art materials to work With that I did not have in my own grammar school days* They may not fully realize that fact novr9 but I’m sure they will be thankful when the go into outside communities. Being in W.R.A., the schools were supplied with materials we otherwise would not have,
wThe past two years and one month with the elementary school has been a most pleasant experience for me* I am grateful to have had the opportunity, and I would certainly Jump at another chance to work in that line again,”
”1 entered the elementary school Staff in November 1942* be living that I would receive cadet teacher*s training, Aftefc* I Joined, my belief was somewhat changed, I then had the understanding that I was to assist a teacher since I had had no training or education in this field of work, I was only a high school graduate,
MSchool started in unfinished barracks furnished with only benches and tables. During the first two days I assisted a resident teacher.
The next day found me with thirty-six fifth graders. Somehow the next weeks were taught. As books and supplies were made available I was able to guide the children to the best of my ability in the fundamentals and to carry on activities Which interested the children,
wThe spring semester brought Us a student teacher supervisor*
There, through a series of classes, I was able to learn in a speedy fashion some of the techniques of teaching,
MIIn the beginning these center schools were unlike the ones the children were accustomed to. They had to make adjustments not only in their school life but also in their home life, which was crowded.
Many children had not been in large groups of Japanese Americans before. The majority of the children did not fully understand the reason for evacuation. Children had language difficulties and their vocabularies were limited because of their racial background, A great deal of effort was spent in making the classroom a pleasanter looking place. Comfort had to be considered also. As time went on and a wealth of teaching materials were made available, I believe the Center schools began to take on an atmosphere of regular schools. As a result of all these^ concentrated efforts the students became more interested and enthusiastic,
11	At the beginning, I believe that the children had a tendency to let school work slide. This may have been because their living quarters were exceedingly crowded and this community life a novelty, I have noticed, though, that during the last months of school children have been concentrating their efforts updntheir school work. This may be a result of, the great emphasis laid upon relocation and the fact that all will be relocating this year.
"During the sohoql year of 1944-45 three Ohildren from the sixth grade which I was teaching, relocated* Many children’s fathers were already relocated.
nOur summer school program for the first years was excellent in my opinion. Students had an opportunity to make their choice of interests in which they were to participate. Crafts, arts, sewing, science were among those offered. The second year since talented instructors were not available a reading program was carried out.
"Music was extensively taught during the year of 1942-43. Many interesting musical activities were carried out. The art program was continuous. I noticed that many children were especially gifted in art work.
,fIn the sixth grade I noticed that there was a lp.ck of courtesy and respect toward the resident teachers. The lack of a principal right in Desert View School was taken advantage of by some pupils.
I have felt that at times for an untrained person like me the teach-ing loads have been too great. During the three years I have taught I have had two fifth grades and one sixth grade. I enjoyed them all but the fifth grade was easier to teach—including discipline. All the teachers were friendly and helpful at all times. They were always willing to help.
"I have greatly enjoyed my teaching experiences. I think they have been very valuable, and I have greatly benefited by them.”''
”1 registered for elementary school teaching at Topaz, Utah on October 10, 1942. I attended the teachers training institute prior to the opening of schools on October 19th. A number of fellow student teachers who taught with me at the assembly center schools at Tanforan were among those who joined the staff of elementary teachers,.
"The elementary division was divided into two schools. I was assigned to teach the fourth grade in block 41—later named the Desert View School. I received my degree in education at the University of California, but I lacked actual classroom teaching experience so I was not confident of my ability to carry out my assignment. Much to my relief, the group of children in this grade were cooperative. In spite of the fact that the memories of evacuation were still fresh in our minds, we tried to look forward to new opportunities and experiences and not be bitter. It was very hard to adjust ourselves. For some ohildren, it was an adventure but to other it was a different picture. The parents’ influence on the children was noticeable. The effects of crowded lining conditions in the barracks were reflected in their attitudes and presented problems. Many children had lived in communities where the majority was Caucasian people. Living with sd many Japanese around was strange.
"One of the first projects was to make our barrack classroom pleasant* With scanty supplies of books, tables, benches, and a minimum of other equipment, we had to put forth a great deal of effort, but with the children*s aid in constructive activity, it was worth it. As compared to the schools at Tanforan, we had the advantage of one^ room for a class* In the assembly center, three classes were held in one mess hall without partitions.
"For most of the children, this was their first trip out of California, so they were greatly interested in their new environment* They wanted to know about the story of Utah and the background of thé site of this relocation center.
"I think the first school semester at Topaz was very important.
We tried to build the best possible life under such circumstances.
Our aim was to continue helping these children see future possibilities and find new interests•
"Many improvements in the schools were made the next yea,r• We had a fine and understanding supervisor and principal There were many changes in the teaching staff. More appointed personnel was added.
Many children cams in from the Tule Lake Centerc A great deal of activity work was carried on in the classrooms* The children were more settled. They realized that school was a necessity and the best possible education was being provided during their stay in a relocation center. There were improvements also in the way of equipment, new textbooks, and other supplies. The curriculum was set up to suit conditions found in the community school. Many trips were made to explore the desert and the community. Their experiences were many and varied.
"This past year, our attention was focused toward the preparation of the children for relocation into normal communities. We tried to bring our students up to the standards of the grade level in every subject so that they will have little difficulty when they enter public schools. A great deal of stress was placed on the language arts program. We have become Articulation conscious* due to the use of dual language at home* The social development was considered very important* I hope I have taught cooperation, kindness, honesty, and self-reliance if nothing else. The problem of adjustment will arise again when the children leave the relocation conter to enter public schools, but there will be much to challenge their interests for they will have the opportunity of making up what they have missed during their stay in Topaz.
As I recall my experiences teaching at the center schools, I find it was interesting and worthwhile. The group of Resident and appointive teachers with whom I worked at Desert View School were friendly congenial and cooperative. There was a very fine school spirit. I had the opportunity of meeting many interesting personalities. I learned a great deal about people. On the whole, I consider my experiences of value."
teaching- Load
Grade	School Year	Teachers		Average Number
		Regular	Cadet**	of Pupils*
Kindergarten	1942-43	4.6	1	20.33
First	1942-43	2.0	7	31.38
Second	1942-43	2.6	4	27.13
Third	1942-43	5.0	3	23.33
Fourth	1942-43	3.6	1	26.54
Fifth	1942-43	3.3	3	28*00
Sixth	1942-43	4.6	5	23.64
Kindergarten	Summer 1943	5.0		18
First	Summer 1943	3.0		21.33
Second	Summer 1943	4*0		18.75
Third	Summer 1943	4.0		17.25
Fourth	Summer 1943	3.0		16.
Special Interests Group s	Summer 1943	7.0		18.71
Kindergarten	1943-44	4.1		19.52
First	1943-44	4.		21.10
Second	1943-44	3.		19.47
Third	1943-44	2.9		23i24
Fourth	1943-44	4.5		21.39
Fi fth	1943-44	4.4		20.92
Sixth	1943-44	4.4		25.05 .
Kindergarten	•Summer 1944	3.0		31.66
First	Summer 1944	4.0		23
Second	Summer 1944	2.0		30
Third	Summer 1944	2.0		32
Fourth	Summer 1944	4.0		26.56
Fifth	Summer 1944	3.0		27
Sixth	Summer 1944	2.0		22
Special A Typical	Summer 1944	1.0		14
Kindergarten	1944-45	1.8		50.55
First	1944-45	3.5 •		22.08
Second	1944-45	3,3		25.57
Third	1944-45	2.0		28.25
Fourth	1944-45	2.9		25.55
Fifth	1944-45	4.3		24.72
Sixth	1944-45	3.0		28.60
* This is based on average of regular teachers and does not include cadet teachers*
*+ Cadets were assistant teachers who worked with the assigned teacher* They were in training preparatory to taking over the actual work in the classroom*
100
1944-45
Grade	Enrollment	Passed	Retained	Per Cent Passed	Per Cent Retained
1	87	79	8	90.80	9.19
2	81	76	5	94.81	6.17
3	54	53	1	98.01	1.85
4	64	61	3	95.31	4*68
5	100	95	5	95.00	5,00
6	84	81	3	96.43	3.59
	470	445	25	95,06	5.10
		1943-44			
1	79	78	1	98.75	1.3
2	55	54	1	98.18	1.81
3	62	61	1	98.38	1.61
4	100	100	0	100.00	0, 1
5	85	85	0	100.00	0
	381	378	3	9è«06	,94l
		1942-43			
1	54	54	0	100.00 .	0
2	41	41	0	100.00	0
3	77	77	0	100.00	0
4	66	66	0	100.00	0
	238	238	0	100.00	0
Elementary Promotions
The Topaz Elementary Schools graduated 319 students* They entered the Topaz Junior High School as follows:
January 1943—*37
June 1943-----97
January 1944—33 June 1944—80 January 1945—12
There were 62 in the classes of June 1945, who will enter junior high schools after relocation*
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J* EVALUATIONS AND RECOMMENDATIONS Students
Aside from the racial peculiarities and language difficulties, the students of the elementary school compared favorably with any normal group of American-born children. As a whole they were alert, interested in learning, and extremely anxious to make high marks.
Their effort it seems was greater than you will find in the average elementary school. However, their achievement possibly was not as satisfactory as in the average elementary school. This may have^been due to two factors: first* an elementary school organization which was ultra-progressive staffed by a group of elementary teachers who did not have the background of training and experience to implement the program into classroom activities} second, a group of children who were frustrated as a result of evacuation, and who had come from various types of schools from California, Washington, Oregon, and Hawaii•
It is unfortunate that a continuous testing program was not carried on in the elementary school so that the statements being made could be documented with test data. The records indicate that a battery of achievement tests were given at the close of the first school year—the Metropolitan Achievement Tests. These were graded and recorded in part. However, the data was not analyze4 an(i so far as records show no use was made of these tests.
Another contributing factor to the lack of normal progress was the rapid turn-over in teaching personnel. Some groups had as many as six different teachers within a school year, and'very few groups had one teacher for as much as a year. Then, again, the elementary school had a different principal each year* Considering all of these handicaps, it may be said that the Center Elementary School functioned with some degree of success in providing educational opportunities for the children of the Center.
Should a school system have to be set up for a minority group under similar conditions as the center schools were established, the following recommendations are made: first* that the schools established should not be organized on too progressive policies, but rather that they should tend toward the more conservative or traditional point of view in elementary education; second, that the schools in a situation of this kind should never be used for experimental purposes, that only methods be used which were in general use in at least ninety percent of the elementary schools of the country as a whole; third, that the state courses of study in which the schools are located be adherred to without exeeption; fourth, that teachers be selected as far as possible because of their success in a well-established conservative school, or because they were trained in such an institution.
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Reasons for the Above Suggestions
Parents and pupils who have been forced into a condition such as existed in the Center, even though this condition is justified and necessary and was for the good and the safety of our nation, are in neither a desirable mental condition nor socially adjusted for other than the traditional .American elementary schools
And finally, only teachers who are in sympathy with the government or the agency which brought about the movement should be selected to work in the school system of such a situation# When war and safety of a government makes it necessary to isolate minority groups the problem of caring for the educational needs becomes very difficult when conscientious objectors, or people not sympathetic to the. governments problems are put in charge of any of the activities of such a movement, especially its educational activities#
• Y.«. HISTORICAL' l)}iYSLOFM±;Hr OF THE SECONDARY SCHOOL
. PRELIMINARY CURRICULUM PLANNING
In June of 1942*- the supervisors of education of the War Relocation Authority requested help from the School of Education at Stanford University in planning a curriculum, for Center schools« By July a curriculum class of twenty-five students under the guidance of Dr*. Paul Hanna had begun a study of the problem* Background materials were collected and seventeen members of the class visited the War Relocation Authority Center at Tule Lake* The product of the thinking of this group is contained in a one hundred page mimeographed booklet which was distributed to the Centers in September of 1942*„ It was pointed out on page one of section two of this booklet that the Western Regional Office of War Relocation Authority had repeatedly stated that the^ schools to be established in relocation centers were to be community schools* The community school was defined as follows: "A community school is one which bases its curriculum on. the life of the community in which it is located*. It becomes an institution of service in comun-ity development as well as an institution for developing the individual*. The community school is an instrument to be used deliberately by the community in attacking its own problems." It also has a double efiecb upon the life of the children and youth since (a) it contributes to an improved set of environmental conditions through which they will be better nurturedand (b) as they participate in the attack on community problems through the school,, they further their own best development,
"This kind of a school program calls on everyone in the community to contribute to the solution of problems* The peoplo of the community recognize a problem; the community leader—doctor, fireman, farmer, mother, artist, or carpenter—knows a great deal about the nature of the job to be done; the teachers know how learning takes place, and they know something about the contribution that children and youth can make* The pupils want to participate actively in community life*
Together all work out a plan of attack on the problem and together they carry out the plan.
"Education becomes a process which goes on everywhere in the relocation center, and the community school loses its identification with a single group of buildings* Groups of children and adults work on the spot—farm, shop, home, office, or playground—wherever the problem is, as well as in the neighborhood libraries, in recreation halls, in discussion groups,, and anywhere else that they can function* The walls of the classroom cease to be educational boundaries* The buildings set aside for school become community Centers—vital spots for building effective,, cooperative living,
"Few communities have ever had an opportunity to say for themselves just what they shall be like* Usually the forces which call a community into being bring together a group of highly individualistic people who only gradually become aware of possibilities of community action*.
But both the Japanese Americans and the Caucasian staff at the relocation
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centers were made aware of the need for working together democratically if life was to be fruitful. J&ch new arrangement to regulate the affairs of the community becomes subject to examinations, and may oe rejected or altered if it does not meet the needs of the people* Such a community offers an unparalleled curriculum opportunity to the community school* Japanese Relocation Centers probably offer the greatest opportunity in the United States for the kind of service that the community school can give.”
Problems in Center Curriculum Planning
In our opinion there were numerous factors which this curriculum committee failed to consider when they recommended this type of program for War Relocation Authority schools. As they pointed out, this kind of a school program calls for everyone in a community to contribute to the solution of the problem# But the chaotic condition attendant to setting up the Center did not leave the leaders in the community much leisure for teaching students. The doctors were busy trying to speed up requisitioned supplies and concerning themselves with the construction and furnishing of a project hospital* The commissary head was pleading for trucks to transport food to the mess halls, organizing mess hall crews, and training adult workers,' who had no previous experience as mess hall workers. Section heads were universally in such a state of overwork and frustration that they were not prepared to accept aid of high school students in the solving of community problems. Furthermore because of the constantly changing appointive and resident personnel, this condition of chaos continued to the very end of the Project. Throughout the history of Topaz, its successful citizens were much too "busy" to give attention to the training of youth in the fine art of living.
Another factor overlooked by the ’’social planners” was that the Japanese Americans in common with most immigrant minorities were very conservative and traditional in their thinking* They had great respect for the traditional American school and a great horror of anything that smacked of experimental education* The population at Topaz was to a considerable extent made up of business and professional people from the San Francisco Bay Area. They did not consider a study of community problems education in the true sense of the term. To them education consisted of the traditional subjects studied from textbooks with plenty of homework to fill up the late afternoons and evenings*
Some of the difficulties of this minority group may be traced to the fact that few, if any, of them saw any necessity for a careful study of ways and means of living effectively with other people. Instead, they pinned their faith on traditional book learning. Students in the second grade after the first week of socialized recitation began asking the teacher when they would start working arithmetic problems in the book.
Over half of the high school faculty were Japanese Americans who had graduated from California colleges and universities without training in educational methods; they were interested primarily in scientific
105 P
Japar-
research and achievement of professional status. To them, spe cialization in the traditional science Curriculum as a foundation for college entrance was the only worth while type of educational experience. Nor were the Givil Service staff members far behind the resident groups in their lack of understanding of the community school, A perusal of the course outlines presented by the members of the staff in December of 1942, indicated an almost complete lack on their part of appreciation of the educational materials available in the community, Almost without exception, the stress was placed on grammar and parts of speech by teachers of the Core subjects* A teacher of speech handed in a list of the chapters in a high school speech text as his contribution to curriculum planning* Without exception, the chronological approach was recommended by the teachers of the social sciences;with only one exception their plans called for leading the class from chapter.to chapter in time sequence in a standardized history text.
Another factor which the Stanford curriculum class overlooked was that the Japanese American group does not encourage a great deal of talk and discussion. It may be that in their contacts with their neighbors on the Pacific Coast, they have found that the less said the better and that individuals who are, not ‘’loudmouths’* attract less unfavorable attention than do individuals who are always ready to express an opinion, Without an exception teachers found it extremely difficult to get high school groups to express themselves. The students showed great skill in inciting term papers, preparing notebooks, and giving back on examination papers things they had read in books,' Pew teachers had any success in stimulating vigorous class discussions,- For these reasons most of the teachers reverted to traditional programs of education which consisted of making textbook assignments and evaluating pupils written responses.
Although the curriculum director reported for work in September of 1942,- he had relatively little time to devote to the work for which he had been employed,* He had had some experience in ordering supplies and so was kept .busy requisitioning materials and taking care of procurement details. Since the elementary school principal did not report for duty until'late in November the curriculum director was saddled with the duties of acting elementary school principal and later on became assistant superintendent in charge of procurement and school supplies.. However, on December 5,- he did appoint the following com-* mittees:
Central Committee
Reese Maughan, Chairman Mr., • Alden Adams Miss Ora Bills Miss Kiyoko F, Date Miss Chiye Fukunoka Mr#,Sumner Hale Miss Oshu Hirano Miss Toshi Kataoka
Miss M. Kusumine	Miss Katherine Nakaso
Mr, George Lewis	Miss Alice Ota
Miss Mary C, McMillan Mr, Melvin Roper Mr, Robert Maggiora Miss V* Satterfield Miss Ruth Mitchell Miss Fumiko Sugihara Mr. Saiki Muneno	Miss Doris Winters
Mr,- Richard Nelson Mr. Leon Westover Mr, Masao Yabuki
106 -
pore Committee
Miss Ruth Mitchell, Chairman Miss Ora Bills	Mrs» Zcda Lisle
Miss Deon Caffall	Miss Lottie Lee Lamh
Miss ELeanor Gerard	Miss Mary McMillan
Mrs. ELlen C. Henderson Mr. Seiichi Matsueda Mr. George Lewis	' Miss Katherine Nakaso
Agriculture Committee
Mr. Alden Adams, Chairman
Mr* L* L* Finlinson Mr. Richard Nelson
Commercial Arts Committee
Mr. Robert Maggiora, Chairman
Miss Kiyoko Date
Committee on Health and Physical Mr. Sumner Hall, Chairman
Mr. Masao Isobe	Mr. Kojiro Kawaguchi
Mr.. Alton Jenkins	Miss M¥ Kusumine
Fine Arts Committee
Mr.. George Louis, Chairman
Miss Ora Bills	Mr. Edwin lino
Miss Chiye Fukunoka Miss Kiyo Korizumi
Home Making Committee
Miss Doris Winters, Chairman
Miss Toshi Katoaka
Industrial Arts Committee
Melvin Ropir,	Cha irman
Miss Chiye Fukunoka Mr. Fumio Nishino
Mr. Juichiro Kaino	Miss Shizu Tamura
Language Arts Committee
Miss Mary C* McMillan, Chairman
Mr. Richard Nelson	Miss ELizabcth Nail
Mr. Shiro Nakaso Mrs. E. Ifeil Mr. Richard Nelson Miss V. Satterfield Mr. Masayoshi Wakai
Mr. Saiki Muneno Miss Alice Ota
Miss Toshi Kataoka Mr. Frank S. Sakurai
Education
Miss Alice Ota Miss V. Satterfield Mr. Frank Sakurai
Mr. Masao Yabuki
Miss M. Huäeon
Mr* Charles Teshima Mr* Masao Yabuki
Miss E* Sugahara
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Library Committee
Miss Ora Bills* Chairman
Miss Oshu Hirano	Miss Teru Kanba
Mis s L . L • Lamb
Committee on Science and Mathematics
Mr* Leon ?/estover, -Chairman Mr. Iwao E* Bando	Mr.	John	Izumi
Miss Eiko Hosoi	Mr*	David	Johnson
Miss Sayuri Ishida	Mr#	Saiki	Muneno
Mr* Richard Nelson
It has been previously mentioned that these committees, although, they discussed the community school concept handed in traditional textbook courses of study* In late January, Superintendent John C* Carlisle resigned and Dr# L* G-* Noble, Principal of the high school, was promoted to the Superintendency* With Dr. Noble concerning himself with his new duties and Dr* Maughan enmeshed in procurement problems, curriculum development took on more the traditional aspect. Dr# Maughan set up the following program, which was soon materially altered:
Curriculum Report of Secondary Schools The'Plan for 30 days
As much time as possible will be spent in classrooms of the various departments in the high school in order to become acquainted with the work going on, and to determine teachers* problems. Teachers have been requested to call on the curriculum advisor at any time for personal help on problems pertinent to their work. In many cases there have been requests for help of this kind; however, within the next ten days all classes will be visited by the curriculum advisor.
Curriculum Committees
ill teachers of the high school v/ill serve on one or more curriculum committees during the year, their appointment depending primarily upon their interest in the various fields* The purpose of these committees is to form workshops in curriculum development that will cover the work throughout the year* The various committees will consider objectives we are trying to reach and will determine those learning experiences (scope), that may be developed by different age levels. The determination of what to do at each grade level and the consideration of specific activities such as, readings to be done; field trips to be made, and so on, will be considered. The committees force d at present arc: Core; Agriculture; Commercial Arts; Health and Physical Education; Fine Arts;. Home Making; Industrial Arts; Language Arts; Library; Science and Mathematics. Chairmen of
Miss Alice Ota Mr. John Shihkai Miss Rose Watanabe
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the respective committees have been named, and the committees are now ready to function* Chairmen of each committee together with at least one other member (preferably resident) will form a central committee whose purpose is to bring curricular materials developed in the workshop together for articulation«
The Central Committee will meet sometime during the week Of December 28 to discuss the over-all picture and the general problems of curriculum development and to define the geneml problems and procedures of separate courses.
The greater portion of the work in the development of curriculum will be the outcome of individual work on the part of teachers. Supervision and personal contacts with teachers by administrators and the curriculum advisor will play a most important role in the development of a sound curriculum. The committees formulated and those that may evolve during the year are to only serve as an aid in coming to some common understandings concerning integration, articulation,- and in obtaining an over-view of the entire school program.'
The Plan for the Next Three Months
The teacher training program (cadet teaching) will be considered a vital'part of the curriculum development during the entire program* The class in teacher training, consisting primarily of resident teachers* will bo held every Thursday at 4:15 p*m* The course covers in general: (a) Principles of secondary education; (b) adolescent psychology; (c) the historical background of secondary education; (d) education in American democracy. The fourth phase (d) will emphasize primarily the ways and means of reaching objectives in secondary education. Credit for the course in higher institutions in education in Utah will be given to those who wish it. Tire course should give cadet teachers a fairly good background for curriculum studies during the year.
Eheh Saturday the cadet teachers who are taking the work in practice teaching will meet in block 32 in a workshop Tihich v/ill be considored a part of the teacher training course. The proposed plan of the workshop follows closely that proposed and rocommened by the School of Education of Stanford University.
The cadet teaching program, together with the workshop proposed above, should form the core of the work in curriculum development. Although the committees mentioned in the first part of this report may be able to contribute to the development of a sound curriculum, the workshop, supplemented by the practice teaching course on each Thursday, should lend the greatest emphasis in the selection o'f materials and the planning of the sequence at each grade level. During the 90*day period and especially toward the end of the year, the workshop, together with the various committees, will be interested and active in evaluating
109
JaPe
the work accomplished*' In the evaluation program revisions and recommendations for any changes will-* of course, be kept in mind*
The above plans have been presented to the high school principal and have received his approval* Close cooperation with the administration and with the supervisor and curriculum supervisor of the elementary schools of Topaz should, of course, be kept in mind* ' As time passes it may be necessary to change some of the procedures as at present outlined; however changes will probably be of a minor nature and should not interfere with the general plan* * Any suggestion's from the Community Services Division on the development of curriculum and on the procedures as hereby submitted will be deeply appreciated*
On January 11,‘1943, the following memorandum was released by Dr* Maughan:
TO:	Mr* L*’G* Noble
Principal, High	School
FROM: ‘	Reese Maughan
SUBJECT:	Cancellation of	Curriculum Committees
I wonder of you could announce to the teachers at some convenient time in a faculty meeting the fact that all committees Of curricular nature as formulated by mo are cancelled* Wo have had no meetings with any of them* ’ However, unless this announcement is made, the committee members will wonder why the committees are not meeting* '
Thank you* ’
Reese Maughan
On January 25, Mr* lorne Boll, Chief of the Community Services Division, suggested to Dr* Noble that department heads be appointed for all departments as had been done in agriculture, household arts, and industrial arts* * It was his suggestion that the Core committees be changed to departments with a "high-grade” teacher as department head* ' The following outline submitted by the teachers in charge of the Core curriculum in March of 1943 indicates that the Core curriculum of the community school was being maintained in name only*
Outline of Essentials to be Covered in Core Classes
Seventh: Study of world geography; the Western United States Complete sentence; punctuation; use of dictionary; reading of other lands
Eighth; United States History
Compound and complex sentences; nouns and pronouns; biography
no «
Ninth:	Citizenship and the community^ institutions
Detailed review of seventh and eighth grammar; construction; letters; parliamentary practioe; composi*" tion
Tenth:	World History
Refinements in sentence structure and punctuation; world literature
Eleventh: American History; comparative governments, especially Latin America
Outlining; functional grammar review; American literature
Twelfth:	American Government; senior problems and relocation
Contmporary literature; Shakespearean pla j (Probably Hamlet); over-all grammar review
Bnphasis throughout on spelling, vocabulary, and oral expression School-Community Projects
Several departments developed programs in c ooperation with other community agencies'* A very effective blending of school and community activities was achieved by the high school department of agriculture. Large numbers of high school students worked on the farm, and the farm foremen spent a great deal of time and effort teaching them to be farmers* The minutes of departmental meetings kept by the stafi indicate that from the first there was a close working relationship between the head of the agriculture section and the high school teachers of agriculture. The following proposal for a Smith Hughes 4H Club p? o-gram prepared in 1943 illustrates the desire to tic the high school agriculture program in with the entire life of the community:
Smith Hughes 4H Club Activities
The planning Committee has considered all phases of club work,
•4H, and Smith Hughes, from all angles and are recommending a few
rules for setting up this skeleton organization.
1.	It should be project wide, every one on the project should be conscious of the program* The Council should make every effort to see that it reaches every home in Topaz*
2* The Council should meet not less than once every two months.
3* The Executive Committee should be appointed out of the Council with a suggested membership of five as a minimum, up to a possible of ten; and should include Agriculture and school section heads*
Ill	-
4,	Smith Hughes work in Vocational Agriculture will be group effort in cooperation with Farm Division foremen as near as humanly possible.
5,	The Topaz Federal Credit Union has agreed to give financial assistance from their available funds for club enterprises, in cooperation with agriculture and school section heads.
6,	The Agriculture Division will cooperate with the home eco-nomics department in establishing a victory garden program.
7,	Project purchases will be confined to the W.R.A, as far as possible, with outside purchases where it is deemed necessary,
8,	The administration will arrange for use of land, water, seeds, equipments, and other supplies for crop enterprises. Also
* the same for livestock, including feeds, pens, corrals, and materials for constructions wherever available.
9,	No direct charge for the above mentioned accessories will be made against the boys or girls enterprise at the start of the project, but an agreed upon fee will be taken out of the proceeds at harvest time, or at the close of the project. This fee to bo agreed upon and set up as a standard charge by the administration, agriculture, and school section heads.
10.	A number of details which will arise as the program develops ,	will be handled by the executive, and the other sub-committees
as shown by the accompanying chart.
Skeleton of Organization
Assistant
Project
Director
Topaz Smith
es 4H Club Work
Section
Schools
Com.
Council
Executive Committee
Financ ial
Assistance
Committee
Project Club Organization Committee
Publicity
Committee
Other committees such as Relations, Fairs, etc, may be appointed as the need arises, as determined by the Council or Executive Committee
The following statement by Mr. Wendell Palmer, Ch^f of the Agriculture Section, deals spe cifically with some of the many contributions made by high school students to the project agricultural program.
"There has been one part of the agricultural program in which we have depended almost entirely for student help. Our beef cattle program which has been large and averaged a carriage of about 750 cattle per month in 1944, has been carried almost entirely by students. It appeared that adult residents could not be attracted to this program,
"In connection with the beef program, it has been necessary to put up a considerable quantity of hay, amounting to about 600 tons in 1943 and about 325 tons in 1944. This hay was put up largely by students.
"Seventeen miles of new fences have-been constructed on the Project and 45 miles of old fence repaired. This work was largely done by students.
"Some really good cattle boys have been developed and several have relocated to jobs on cattle ranches.
"Students have contributed in the other enterprises also, such as swine, poultry, and field and truck crops; their help has not been as essential as in the beef program.
"It seems that students have been interested in the agricultural work and we have appreciated this fact. When all the students were terminated for school purposes in September 1944, and then were allowed to be reassigned upon a part-time basis, practically every student who had been an employee in our section wanted to return for work.
"The educational phases on the farm have been realized by use of student labor. It has been the attempt to rotate students through all phases of production in the units in which they were employed so that they would learn all the different angles. We have thought that a student should not only know how to feed garbage to hogs, but in addition should know something about other phases of feeding, something about breeding and litter production and something about marketing and purchasing.
"The agricultural classes in the high school have been carried into the field for laboratory work* This was especially true in 1943 when Mr. Alden S. Adams was agricultural teacher and when his classes were arranged so that classwork was carried on to some extent on the farm. Actual farm work was being accomplished, while students were learning the theoretical side of agriculture.
"The agricultural classes have undoubtedly provided the main stimulus for creating interest among all students on the farm. Various training classes have been hold in most all of our production units and students have been members as well as adults. In the winter of
1943-44 classes were conducted in swine husbandry, in beef production, aad in truck crop production« Students acquired scientific information in these classes«
"Project agricultural fairs were held in the fall of 1943 and 1944 and students helped in the exhibition of many farm products« They fitted beef| swine, and poultry for these shows« Also some exhibits were placed in the Delta i'at Stock shows in 1943 and 1944,
^ "The agricultural teachers as well as all of the school administrative staff have been very cooperative in the agricultural program and this has helped much* Such an attitude has aided materially in the production of food which has been a paramount effort in this war period."
Classes in Social Problems
Another program deserving special mention was the social problems course which was developed for the purpose of enabling senior students to study the economic, social and political problems which they would have to meet and solve after graduation. The following discussion of the course written by the teacher who directed it gives a summary of the course content and the procedures used in developing it«
»T^ate in the fall of 1942, when the War Relocation Authority first announced its plan to relocate evacuees out of the centers into the Middle West and East, this policy was thoroughly discussed in the senior social studies classes. This senior ^core* course had been deliberately planned by the instructor to »break down» some of the undesirable attitudes which had been built up in the assembly center. Rather than using the ordinary classroom chairs, students were seated at large tables, in small groups of six or eight* Chairmanship of each table group was rotated, and the chairmanship of the class -was likewise-rotated, so that during the semester, every student had a chance to exercise whatever leadership talents he possessed. The classes studied parliamentary law, the conduct of group discussions, and some of the processes of group thinking. Therefore, when this new policy of the Authority was discussed, the students immediately decided that the rest
S°ni0r °0re courso sil0ul<l be planned around those studies which did them the most good in the preparation for relocation,"
The following excerpts taken from student papers are justifications for the various parts of the course:
In order to prepare us to go out I think that we should first study the advantages and disadvantages of each state. We should find out the problems that would confront us in each state so that we may go to that certain state, knowing what is to be expected*; We should study culture, history, and other traits of that particular section,"
"I think we should have a vocational aptitude tost in order to find out what wo’re good for beside being a houseboy, cook, janitor, etc,”
“Pm interested in clerking or any othi-r business work and would appreciate it very much if I could have a chance to get some experience in that type of work here, sort of like an apprentice,"
"I think we Should all be taught good grammar and good manners, so that if we settled in a community we wouldn’t be ashamed of ourselves, Courses in social training would be a great asset, for after all, hatred is built on ignorance and at close quarters, most everyone is not so unpleasant as they are supposed to be,' We must be prepared to sell ourselves and our people by knowing how to do the little things carefully,”
The students, however,' did not plunge immediately into this ’’relocation” study, but decided that they should first complete the semester of American Government which they were in the process of studying. During this semester,' the seniors studied federal, state,; county, and municipal government and administration realistically, and used current examples ana news from magazines and newspapers, During the entire semester, great emphasis was laid on current events and contemporary problems. Special reports, bulletin board displays, and other types of teaching techniques wore used to study such current problems as delinquency, and post-war plans. After studying the government of the United States, the students looked at their own Roloca-tion Authority as one particular agency of the Federal Government and studied it intensively, finally swinging back to at study of the government of their own project, Topaz, During this study,' outside speakers were brought into the class} section and unit heads (both evacuee and apointive) visited the class to discuss the problems of governing the Project, Students visited sections and saw them in operation, conducted interviews, visited city council meetings,and made reports to the class on the operations which they had witnessed.
This study of the War Relocation Authority was the bridge between the semesters for in-studying the Project} the students used as a basic textbook a Russell Sage Foundation publication, ’Tour Community ”, Large community resource maps of the Project were made, and a complete analysis of the facilities of the Project was outlined by the students. Then, using the same map technique and the same resource study technique, the students began a study of the community to which the student’s family expected to relocate, this decision having been reached after consultation with parents and relatives,' The ’’relocation survey” was made from the ’’raw” material secured by writing ’toodel5? letters to Chambers of Commerce, municipal departments, and by using material available in guide books, locaC*color fiction, interviews with natives of the section, etc, At stated intervals,- reports were made by table groups on the progress of the Individual surveys,- and in this way students were required by group pressure to keep up with their work and not let it slip behind. The manuscripts were compiled as
college-type term research papers, with careful attention to composition, grammar, footnotes, etc* Students making the individual surveys were asked by the Adult Education Section to appear as speakers at the relocation forums5 on several oc assions students acted as discussion group leaders in the local public library, and several students appeared as guest speakers in lower classes* The manuscripts were finally presented in panel and forum form, after these means of public oral-presentation had been explored and studied by the class*
The surveys were exhibited in the Public Library, in the Administration Building, and in the Superintendents Office* As a final gesture, thb students presented the surveys and all the complete "raw" material which they had indexed, to the Relocation Division to be used in the Relocation Library.
At the end of the semester, as Senior Week and Commencement loomed, the final step toward actual relocation was reached as students learned to acquire some of the social graces—introductions, invitations, travel etiquette, job etiquette, etc. During these final weeks, any student who wished to take advantage of vocational aptitude tests was offered the facilities for doing so, and an intensive study of an occupation was made by each student* The core classes actually left school for a period of six days and worked as full-time apprentices in the project at their chosen occupations* Work conditions, advantages of the occupation, possibilities, futures, etc. were discuttaed and weighed in class discussion when the seniors reported back on their individual experiences*
Student Attitude
Since a large majority of. ¿fapanese-American students in the Topaz High School were living in homes where the Japanese language was spoken and the culture pattern contained a large number of Japanese folk-ways the members of the staff felt that it was necessary to direct student attnntion toward the American way of life# This teaching is reflected in the following typical quotations which were taken from papers turned in by over 300 different students. Each paragraph presents an individual students opinion*
Why We L3ke America
Freedom
"The American way of life, to me, is the best in the world* It is democratic, it has all the freedoms one may wish for, and it has a broad outlook on life and does not restrict oneTs ability to think freely, to choose his own occupation , and to live his own way of life.”
"America is the hope of the free-ruled, not by a superior being but by a man chosen and elected by the people.”
L<y
Equal Rights
"In America you can vote as you please and will not bo threatened if you vote for a different person or a different law*”
'»Today people still, bolieve in the same ideal which was declared in the first breath this nation drew—that all men are created equal*”
"America is a land of equal rights, and a man, regardless of raCfe or creed, has the same rights as his employer or leader.”
"The American way of life means the democratic way, in which the people, in a large sense, control the government« The requirements are the same for both rich and poor alike*”
Education
"I like the way we are taught to live in peace instead of teachers teaching us to love war.”
"The American way of life is very easy. Boys of my age in other countries have to fight for their country or work in factories night and day. We have a free education in America.”
"The very poorest person has the right to education as much as the millionaire.”
"America is the most enlightened nation in the world."
Tolerance
"Any person of any nationality is welcome to live in the United States as long as he tolerates others and lives realizing the responsibilities of living in a free country.”
"The majority of the people in this country are tolerant, peaceful and friendly, and are most assuredly not thinking of shooting some 1 Japs.”
"The American government and its people have treated our Japanese minority race so fairly. They have given us a chance to prove that we Japanese-Americans and Japanese aliens are loyal to the American Government.”
Higher Standards of Living
"The American way of life means better homes, better living conditions, better machinery, and many other things which are better than anywhere in all this war-torn world,”
"Even many of the Issei, though they feel a loyalty to the land of their birth, arc so Americanized that even if Japan were to win the war, they would not think of going back there. For a visit,perhaps, but never to establish a permanent home* America has raised their standards of living much too high*”
"We are the Nisei—the people in between two nations—but, if I had to choose between America and Japan, I ?/ould not hesitate to choose America. As I see America, today, it is my home and my country, and my country is the most civilized and the most scientifically advanced country in the world*”
"Never before has such a large group of people enjoyed such, luxuries as we have in the United States*"
"This land offers the beat recreational facilities in the world."
Reasons for Discrimination
Ignorance
"Today, most of the people who are guilty of racial prejudice have had little or no education."
Competition in business and agriculture
"Prior to the war, most of the florist shops and most of the agriculture on the West Coast was produced and operated by Japanese, and the people that produce and operate them now are afraid of competition."
Prejudice
"It took the death of Pvt* F^ank Hachiya and the request of other Legion Posts to make the Hood River, Oregon^ Legion Posts put back the names of the sixteen Japanese-American soldiers on the honor roll."
"I hope to return to Oakland, California, but I cannot because there are people in California that do not like us Japanese-Americans.”
Ӵe have to face a fight against the ones on the West Coast who say that no Japanese are allowed there* Sometimes you head in the newspaper that the Japanese is shot at, or killed by someone."
"If the Japanese-American is to win his fight against discrimination, that fight must be won on the West Coast, the source of discriminatory treatments against him* It must be understood that this discrimination has an economic and a racial base^ and
that these enemies of democracy are composed of competitive commercial and agricultural interests, and of old line antiorientalists, and that both of these groups are trying to extend their influence throughout the country#”
"Several minority groups of Americans have resented our return to the West Coast and have spared no actions to show their feelings# Numerous shootings in Fresno and Auburn, California, setting fires on the property of returned Japanese, racial discrimination by America Legion Posts, posters and signs urging ♦No Japs Wanted*--all these are obstacles which test our spirit and determination to make a go of it#”
Hecommendations for Future Courses of Action Friendly Attitude
”We will have to be able to get along with other people, never be self conscious, and above all, make as many friends as possible#”
"When we relocate we should be friendly and make as many friends as possible#”
”To have American neighbors and friends we must be generous, friendly, and always have a smile#”
”If you always do the right thing they will always be kind to you and play with you# ?/hen you go to parties you should cooperate and do what they do#”
"When we relocate we will have to show what to do about such things as being a good neighbor.”
Adoption of American Manners
"Eat with knife and fork.”
"Always wash hands and face before eating#”
*K)ur parents must eat American style food#”
"Always offer your seat to a lady, a feeble man, or a service man, if you are seated and they are not#”
"Men should remove their hats in the presence of ladies#"
"In America, ladies are first# When a man or boy sees a lady entering a room they open the door for her.”
Expression of loyalty to the United States
a# Pledge of allegiance to the flag.
''*'’*** *,
b* join in singing the National Anthem,
c# Place service stars in the window for those in service# d# Applaud the American flag when it appears e# Gentlemen remove their hats and everyone stands at attention when the American flag passes# f# Save waste paper* scrap metals, tin cans and waste fat# g# Buy war bonds and stamps* h# Plant victory gardenb*
i# Enlighten your acquaintances on the heroic deeds of Ben Kuroki and other Nisei soldiers of the famous 442nd Infantry and the 100th Battalion*
Necessity for Education to overcome Prejudice and Discrimination
"Through education we can attain our goal of equality of races and freedom for all."
"Relocation might be difficult if we did not have a good education#"
"A good education is the biggest gun of the Japanose-American against prejudice and discrimination#"
"If the well-to-do Caucasians outside were evacuated and put in a mass Relocation Camp like this, and later told to go out and look for a job and place to live, or else the camp will close and no education, I am sure they would not survive long# If they only knew the sacrifices we make I think they would treat us like ordinary decent folks."
"We should try to become more serious and natural about everything—especially education, and show the world by studying that we, too, the Japanese-Americans, can soon have great leaders in the world of tomorrow#"
4
Desirability of Relocation
"Camp life has changed everyone# This is true especially of the school life. No interest is taken in school work and they think they can get through school without any effort# Schools outside will demand better work from the students."
"When we are living in a camp like Topaz, we are not living in the American way of life. When we go outside we will attend better schools."
"In camp we get lazy and use the wrong type of English."
"If you stay in camp too long your mind will get dull."
"Relocation would be a benefit to many of the people because of. a better atmosphere# The surroundings of the city would be better and the children will not get into trouble#"
"Camp life has made us rugged and noisy, and has even made some of us very cold toward other people."
"It is up to me to make friends; work together with them to make the community more pleasant and to make the outside air more favorable to the Japaneso-Americans."
"It is up to us to go outside and get acquainted with the people. This is pretty hard because most of us were in camp for a long time and have learned some bad habits • If we manage to change these habits we will find it very easy to make friends."
Fears of Relocation
"Will we be accepted by others?"
"When we go outside and people make fun of us because we are Japanese-Americans, we must be able to understand their viewpoint Just, as much as our,s, and we must be able to forgive them be-cause they do not understand it."
"Right now, they want us to relocate to our homes on the West Coast or to other parts of the United States. We want to go back but are afraid. Why? Because the Japapese-Americans are treated bad by some people I call not-Amerieans."
"It is hard to find a job that suits our parents because most of them do not speak English."
"Outside there is a shortage of everything. In cities wo must learn how to use points for for meats, canned foods and sugar. Things will be highur priced on the outside."
While less than 10$ of the students consider their major problems to be that of Readjustment in outside communities to a shortage of housing and food, higher cost of living, and finding jobs, more than 90$ of all the students agree that discrimination is the major problem which faces the Japanese-American.
Following are some excerpts taken from reports made by teachers in the Secondary School:
Faculty Attitudes
"To begin with I*ve never ceased chuckling over the superiority complex of some of these students in mathematics. It has been an interesting thing to observe for either past training or racial egotism has given rise to the concept that Japanese-Americans excel in mathematics. They feel the urge to tell the instructor what to do; they feel the urge to do things in their own way and hold their procedures up as the models to follow."
"If these lads were in our outside schools social amenities would compel them to change some of their ancestoral concepts,
Also they would learn to place a value on time; but, most important of all they would gradually learn the meaning of cooperation and group teamwork,"
"These students are rather self centered in their outlook on life. That may be one reason why they are wards of the government. Had they been more altruistic, society would have been more receptive. They’ve got to learn that a worthwhile life consists of a little more give and a little less get,"
’Unlike most school systems, the faculty of Topaz comes from practically every section of the United States, This is certainly desirable in that a more cosmopolitan school should develop and the pupils would not have so many adjustments to make wherever they went,"
"The attitude of the faculty at Topaz is vastly different from other schools in which I have taught, I have never seen a small group of teachers so lacking in cooperation. T&e faculty has been pushed into the background too much,"
"Teachers who could not cope with this situation became discouraged and some few resigned. To others it was a stimulus and a challenge. Before long the pendulum swung in the opposite and students were demanding appointive teachers in preference to their resident teachers,"
"Mhny members of the faculty I have found stimulating to know. Coming as they do from so many different places, their interests are in a variety of things, many confined before mostly to their own sections. It has been helpful to compare methods and exchange ideas,"
"In my opinion many inexperienced teachers have encouraged an attitude of self-pity on the part of the resident students.
Too much stress has been put upon the center life as being a normal American community. Is it possible for a normal American community to be composed of a majority of residents who speak a foreign language? Of people who are even unaccustomed to usage of a knife and fork?
Student Reaction to Assignments
"Reactions to assignments were favorable as long as they were presented in such a way that they were considered an importait part of the course of study in the field. The pupils favored shorter assignments and more of them in preference to longer and fewer assignments,"
"Many students want very little home-work. They prefer term papers to examinations, but when examinations are given they want
memory work instead of questions involving reasoning. The students like detailed explanations of words and concise resumes of the subject content*"
"They want something definite to tie to and once they get it, they don*t want anything that runs counter to that concept•"
"The students felt that they should know of¡all expected work in advance and resented the slightest deviation from tradit** ional classroom procedure."
"The student learned to make use of the dictionary ca? ask questions to determine the meaning and put the ideas in their own words. The seniors also learned to write term papers in the accepted manner."
Student Interests
"The consuming interest of most of the students was to get a grade on and for everything that was done. They are highly grade conscious and the words	3nd »grade1 are the most
potent in their school vocabulary."
"Most students of Topaz High School have a strong leaning toward the sciences and the various fields of mathematics. This evidences itself in their performance tests,- and also in their choice of elective subjects."
Student Attitudes
"The students are,, on the whole, self centered. They are unaware of the problems of other minority groups and inclined to disbelieve that prejudice is levelled against others."
"They do not think that their own intolerance of others is that at all, but rather a just evaluation of the qualities of some other groups."
"In student government, clubs and social activities, many students had a chance to develop talent and leadership abilities that would have been impossible in California High Schools."
"It was natural to suppose that appointive teachers were viewed with suspicion and distrust by many of the students in the first few weeks of school. By giving the teachers what they called a »bad time1 seemed to relieve some of their pent up emotions.*
»»Many of these students fail to realize that some of their teachers are woll qualified and have taught in fully accredit ed high schools and colleges*• Perhaps if this fact had been more deeply instilled into these boys and girls, less of the waste time attitude would have prevailed."
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"Definite rules set up as to classroom procedures, attendance, discipline, grades and credits, found a good, following among students#"
"Praise has always seemed to mo to be a good method of discipline# I think we need to expect good behavior and to accept nothing else# In my opinion many of the students will do good \iork in a formal type school, but if they enter a more progressive typo of school they will have to make many adjustments# Initiative, originality, and self-control will need to be developed#"
"My former experience in places has been Q complete contrast to my experience in Topaz# I had many contacts with students really ready for junior high# Our work was centered around a social science unit# The students brought in material from all sources# We took many field trips. We introduced speakers with varied experiences and made all possible contacts with the parents, the psychologists, supervisors, and the principal#"
♦The contacts with parents, have been rare# Tho students do not want the teacher-parent relationship-*-they do not understand basic cooperation# There was a great interest in good music in former schools# Each year we had the Wagner Opera Shows with the music. The students became interested in good music on the radio as well as in concerts# Wo had assemblies where we sang American folk songs. It gave the school a feeling of unity#"
Worthwhile personal experiences
"After awhile individuals and characters developed and they were all real persons just the same as other boys and girls I have known, but with considerable bitterness and resentment at being confined in a camp with not too good school equipment and teachers not too well qualified#"
"The social life of the Topaz school and of Topaz itself has been useful in building greater self-confidence#"
"The chance to have pioneer teaching experience, for instance,' teaching school in knee rubber boots when the ground has bocorte the best ’gooey* mud imaginable, and finding out how to start and keep going a wood fire#"
Tielping a frustrated boy find himself was the most thrilling personal experience# He was declared to be incorrigible by teachers and parents# After four months of careful work and study, he become the most dependable boy in the group.#"
Curriculum Summary
In the curricular offering tables to be found in the appendix of this report, it can be soen at a glance that the curriculum offering depended on teaching personnel available and physical facilities» For example,; during the first two years of the project high school*s existence, Agriculture was the only vocational class available, Y/here-as in the last year, with the acquisition of teachers and equipment, the high school was able to offor Auto Mechanics, Welding, and Lapidary training« In the Art department,, can be seen the influence of relocation, for as the talented resident teachers left the art faculty, it Was possible to offer only several courses in t^he general field« This caU also be seen in the Science department, v/here it was not possible to offer Physiology until a qualified teacher was available« Further examples are seen in the English department, for . with the resignation of teachers in the field of Speech and Dramatics, it was not possible to offer any special courses in that department except Journalism».
The struggles of the Home Economics department with personnel and equipment can be seen in their attempt to work out a solution to the Home Economics for the seventh and eighth grade courses, and a number of experiments can bo observed in the tables« The decrease in personnel can be observed in the last year of the department history,, vihen it \ms possible only to offer one course in Clothing for the senior high school and one in Foods« The factors can bo observed in the Language department, where it became necessary to discontinue French and German in the last year of the high school, and where Latin could only be offered in the elementary year,as no capable teacher was available« It is interesting to note, that in both the Music and Fhglish departments, the student demand for cultural courses in those fields did not exist in the last year or year and a half of the project* The Nisei students do not seem to be particularly interested in Debating, Dramatics, nor in Acapella or Music Appreciation classes«
#
It can also bo observed by the curricular offering tables in the appendix how the teaching loads varied according to the availability of personnel* During the first semester of the high school, every teacher carried a load of six teaching hours and the classes averaged between forth and fifty students« However, during the second semester, as more resident teachers became interested in joining tlie faculty, it was possible to reduce the teaching load« During the second year of tho school, when the block-core system was split into separate English and Social Studies classes, all teaching loads t^ere reduced to five for the appointive staff and four for the resident teachers«
This practice v/as adhered to for the rest of the history of the school,
During the last two years of the schools operation there were no outstanding curricular innovations« The abolishment of the curriculum directors position by the War Relocation Authority and the inability of the local project to keep the position of Assistant Principal filled
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for more than a few months at a time left the Principal with an administrative burden which precluded special emphasis on curriculum development. The rapid turnover in teaching personnel further complicated the problem of providing a curriculum which would meet the specialized needs of Japanese-Amcrican Students, Reference to the curriculum offerings as outlined in the Curriculum Report will cpnvince the reader that the course offering, although largely traditional in character, was of the same, high standard found in secondary schools throughout the country.
B.	OPERATING PROCEDURE
Administrative Organization
The Junior and the Senior High Schools of the Central Utah Project, to be known as the Topaz City High School, opened October 26, 1942, The majority of the appointed teaching personnel had arrived at the Project several weeks prior to that time, and the opening of an Educational Institute was planned for the second week in October,
Dr, John Carlisle, Superintendent of Schools (on leave from the Utah State Agricultural College in Logan), Dr. LeGrandP Noble, Principal and Henry Tani, resident Vice Principal (Mr, Tani had acted as Principal of the Tanforan Assembly Center High School) planned the Institute. Evacuee teaching personnel for the high school had been interviewed as Coosa tingents from Tanforan arrived at the Project, This interviewing had been done by Dr. Reese Maughn, curriculum director, and Dr. L. G, Noble, The academic degrees, the college work, and the amount of experience of the evacuees applicants were considered and appointments made for those high school subjects in which there were appointed personnel vacancies.
At the Institute, the combined resident and appointed staffs met to hear leading evacuees discuss the evacuation experience, the emotional implications of the evacuation and assembly center life, describe the Tanforan Assembly Center High School, the leisure time program in Tanforan, the original immigration and settlement of the Japanese in America, and present an account of Japanese lifG on the Pacific Coast. All of this was planned with a two-fold purpose in mind: First, to give the appointed personnel who were arriving from all over the United States a background for their teaching of tho evacuee children; and second, to assist the college educated Nisei to attain an objectivity about tho experiences that they had been through.
Several days after the Institute opened, Dr. Robert Gibson, Educational Consultant in the Washington War Relocation Authority Office arrived at Topaz. Dr. Gibson led lectures and discussions on the "core” system, which it was hoped would bo introduced in the Topaz schools. Sufficient copies of the preliminary curriculum plan prepared by classes of Dr, Paul Hanna at Stanford University were obtained and distributed. Tho faculty divided into department groups, and seminar discussions wore held on the application of tho core plan to specific departments.
A staff group appointed by tha Principal of the High School worked out the application for registration reproduced below.
APPLICATION POH REGISTRATION 1942-43
Name	______Nate of Birth________Grade______Address
10th Grade 9-10 Subjects	11th Grade 9-10 Subjects	12th Grade 9-10 Subjects
English ! Botony & Zoo. New Testament Typo I Commercial Art	American History & Gov. j Industrial Art j Clothing j Commercial Art Shorthand I Bookkeeping j	English Chemistry Bookkeeping Industrial Art Dis. Education Clothing Commercial Art
10-11 Subjects	10-11 Subjects	10-11 Subjects
Band English Type I j Algebra Agriculture	Band Thglish Farm Mech. Clothing Shorthand II Physics	Band Farm Mech* Clothing American Problems Shorthand II Physics
11-12 Subjects	11-12 Subjects	11-12 Subjects } •' •
Poods & Clothing P&rm Mechanics World History French I New Testament	Advanced Agriculture American History & Gov. New Testament | Church History I Bookkeeping ! Type II French I	Adv. Agriculture American History & Gov Chemistry English Bookkeeping j Type II Church History
1-2 Subjects	1-2 Subjects	1-2 Subjects
World History English Phys Ed. & Health ,v (boys) Phys Ed* & Health (girls) Orchestra	i Physics j Home Living Church History I Type II Geometry Orchestra	Ihglish Type II j Church History Home Living j Physics | Geometry j Auto Mechanics
2-3 Subjects !	2-3 Subjects \	2-3 Subjects
Algebra
English
American History & Gov English
Church History Girls Glee, Art,
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conti» 2-3 Subjects
2-3 Subjects
2-3 Subjects
Girls Glee, Art, Phys.j Ed, Health (any two)
Type I
j
--------------—J—
3-4 Subjects
Church History Girls Glee, Art, Phys, Ed. Health (any two)
3-4 Subjects
Phys, Ed. Health (any two)
American Problems Chemistry
3-4 Subjects
World History New Testament Algebra
Chorus, Speech, Phys. Ed. (any two)
Chorus, Speech, Phys Ed First Aid, Literature (any two)
Siglish English Clothing Type II
Commercial Law Clothing
Chorus, Speech, Phys. Ed, First Aid, Literature. (any two)
| iype II
Filled in by Student______	________Filled in by Instructor
Period j Subject Days jWks		Subject	Days	Room ;	Instructor
9~-3.'C f ~ H		 i ....... J						(~	
10-11 1 i _..i	 .				»	
n-12 ; 1						} \ ; , - 	i-		!
NOON
1-2		! 1 !		!	 	J	 --	
2-3		— - i f 				 	!			
3-4		1 1 * )	;	
Second Choice Subject	in place of
POLICIES AND REQDimJMENTS GOVERNING GRADUATION FROM TOPAZ SENIOR HIGH SCHOOL 1942-1943
POLICIES:
1. Equal credit will be given in all subjects for equal amounts of time ©pent in the classroom. A course followed for thirty-six weeks with classes meeting five times a week will be given one unit credit.
2.	Credit secured by students from other schools will be evaluated on this basis also.
3.	In considering the fulfillment of requirements in certain areas, like mathematics and languages, the work done in grade nine will be reviewed. In case a unit earned in the ninth year is accepted toward graduation from the senior high school, an additional unit must be taken in the sonior high school to make up the required total.
H^K-gOiXiiU±, Rj^UIRjiMiflTS FOR GRADUATION:
1.	A total of sixteen units will be earned during the senior high school years• plighteen units may be earned;
2.
Required Courses:
a. Three core courses involving a study of .English
' and the social sciences.•••••••••.••••••••••••#6
b.	Three years of physical education and health
studies. it«MM**<*******..................•*♦•#3
c.	One year of science.••».••••
units
units
unit
3.	Six other units in addition to those listed above may be elected...................................................
6 units 16 units
COLLIDE PREPARATORY REQUIREMENTS FOR GRADUATION:
X* A total of sixteen unite will be earned during the senior high school years. (Eighteen may be earned) A "B" average is required for recommendation to the University by the High School.
2.	REQUIRED COURSES;
a.	Three core courses — English and social studies..6 units
b.	Three years of physical education and health......3 units
c.	Algebra and Geometry.2 units
d.	Laboratory course in Physics, Chemistry or Biologyl unit
3.	RECOMMENDED COURSES:
* a. Two years of a given modern language if recognition by the university is expected.
' b. For those going into the fields of science and mathematics: Algebra 2nd year, Trigonometry, Physics, Chemistry Biology, (as many as possible)
The Secondary School was set up with a three year Junior high school consisting of the seventh, eighth, and ninth grades, and a Senior high school unit consisting of the tenth, eleventh, and twelfth grades. It was intended that the assistant high school principal act as supervisor in charge of the junior high school. In actual practice this type of organization did not develop at Topaz although the two units of the school remained separated for the purpose of student government throughout the history of the institution.
Except for a short period of time, the Topaz High School was without as assistant principal. Dr. Reese Maughn was employed in that capacity after the position of curriculum director was abolished, but, he confined his duties to acting as assistant superintendent of schools in charge of procurement and never actually assumed his charted duties. The position remained unfilled until Mr, Perkins was elected on February 9, 1944, and served until his retirement on May 31, 1944. Mr. J. Earl Smith assumed the position in September
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of 1944, and terminated when the position was abolished by the Washington Office in January of 1945« For several reasons, the successful operation of a three -type of an organization was distinctly handicapped* In the first place, the state course of study for the seventh and eighth grade is rigidly prescribed. While the ninth grade is permitted to take a wide range of electives* This meant that seventh and eighth grade classes were sot up as distinct units, but the ninth graders were admitted to cooking,, auto mechanics, typing and other classes which were also attended by senior high school students* For this reason,- the ninth graders tended to identify themselves with the upper grades while the seventh and eighth grades remained segregated by the nature of their class program. The teachers for the seventh and eighth grades devoted their full time to the needs of students' of this grade level* However, there were no teachers who devoted their full time to teaching ninth graders and so there Vías no staff member who felt a distinct responsibility for their welfare. The junior high activity program described elsewhere in this paper proceeded with considerable success under the direction of individual sponsors and separate junior high governmental organization was maintained. However, the seventh, eighth and the ninth grade remained distinct throughout the history of the school.
Some of the administrative difficulties faced by the high school principals during the three year period in which the school _was in operations are as follows: (1) The failure of regional administrative staff members to order school supplies during the summer of 1942 made it impossible for the high school executives during the first year to concentrate on instructional problems. Instead, their time was taken up in trying to get a sufficient number of books and a sufficient amount of furniture to carry on effectively. (2) The failure to provide a supervisor of property on the school staff made it necessary for the high school principal to spend an inordinate amount Of time securing and keeping track of school property-. This made it impossible to give adequate attention to training new staff members. (3) The rapid turnover in appointive and resident personnel due in part to the nature of the program, and in part to tho teacher shortage throughout the country made it difficult to build up a spirit of unity among tho staff;, New teachers coming in with educational philosophies based on their own high school training and a few education courses in college did not stay in the Topaz system long enough to become familiar with the needs of the Topaz program* (4) The makeshift nature of the buildings and furniture made it difficult to inculcate in students a respect for school property. (5) The nature of the organization at relocation centers did not lend itself to the setting up of a democratic control secondary school unit. With a completely autocratic project organization, it was necessary for the secondary school principal to retain complete control of his organization.
In fact tho Project Director," *Mr. Chas. F. Hrnst, repeatedly stated that the administrative staff of tho Project were hired merely to "advise the residents".
Many difficulties arose because although a great deal was said about the democratic Project and school controljthe school executive
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found it necessary on a number of occasions to veto student and faculty proposals* A frank acceptance of the fact that responsibility for administrative decisions rested with the ranking administrative officers of the Project would have created far less friction than did the system whereby faculty and student committees were asked to make recommendation only to have their recommendations vetoed or ignored by the administrative heads who had to be guided by direction from their superior officers*
Administrative Relationships and Functions
Just prior to the opening of school. Dr* L* G* Noble appointed a number of teacher committees to advise him with regard to various school functions and to direct certain student activities* As the school programs developed other committees were organized until by January 1, 1945, the following list of assignments had evolved«
The following is a list of the committee assignments as of January 1, 1945. It is anticipated that as these committees are completed, all teaching personnel will be placed on one or more of the committees* It is important to note that the committee meetings will be held on Saturday morning at nine o’clock. You are further advised that minutes will be kept of each meeting,
$ copy of wfcick will be sent to the principal.
(1st named is Chairman)
CREDITS AND GRADUATION
Mr. Goertzcl Mr. Finlinson Mrs, Henderson Miss Nakaso Mr* Tani Miss McMillan Miss Lamb Miss Gaffall
STUDENT ACTIVITIES
Mr* Lewis Miss' Kusumine
Mr. Wakai Mr. Hale Mr* lino Mr* Tani
All departments will be represented on this committee*
GUIDANCE
Mr. Goertzcl Miss Hudson Mr* Jenkins
All Coro Teachers
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HEALTH AND P. E. STUDENT BODY REPRESENTATIVES AS PROVIDED BY THE CONSTITUTION	Mr* Hale Mr« Jenkins Mr« Sakurai Mr« Isobe Mr* Kawaguchi Miss Kusumine
STUDENT PUBLICATIONS	Miss Bills
Student assignments as provided by the constitution
STUDENT BOUT ACCOUNTS AND BOOKKEEP*
ING	Mr. Maggioru
Student assignments as provided by the constitution
COUNSELOR OF GIRLS Assistant Counselor	Miss Hudson Miss Ko'aoi
COUNSELOR OF BOYS Assistant Counselor	Mr* Jenkins Mr* Nakaso
SENIOR CLASS ADVISOR Assistant	Miss Gerard Mr« Nakaso
JUNIOR GLASS ADVISOR Assistant	Miss McMillan Miss Nakaso
SOPHOMORE CLASS ADVISOR Assistant (to be selected)	Miss Mitchell
FRESHMAN GLASS ADVISOR Assistant (to be selected)	Miss Caffall
8th GEADE CLASS ADVISOR	Mrs. Lisle
Assistant	Mr« Wakai
7th GRADjs GLASS ADVISOR	Mrs« Henderson
Assistant (to be selected)
FACULTY- SOCIAL AND RECREATION
COMMITTEE	Mr* Bale
Mr« Nelson Miss Gerard
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TOPAZ CITY HIGH SCHOOL ORGANIZATION CHART
L. G, NOBLE	PRINCIPAL
INDUSTRIAL ARTS DEFT.	Melvin Roper D* Ebner Johnson Fukuoka Chiye Juichi Kaino Fumio Nishino Shizue Tamura
MATHEMATICS & SCIENCE	Leon Westover Elmer Johnson Iwao Bando Eiko Hosoi Sayuri Ishida Saiki Muneno Alice Ota John Shinkai Rose Watanabe
AGRICULTURE DEPT,	Alden Adams Lyman Finlinson Richard Nelson
COMMERCIAL DEPT,	Robert Maggiora E*M* Isaacson Kiyoko Date Senichi Sakurai
HOME ECONOMICS	Doris Winters Marguerite Hudson Tóshi Kataókò
HEALTH AND P. E.	Sumner E. Hale Alton Jenkins Veda Satterfield Masao Isobe Kawaguchi Kojiro Miyuki Kusumine Senichi Sakurai
JOURNALISM & LIBRARY	Ora Bills
ENGLISH DEPT*	Ruth Mitchell Mary McMillan Lottie Lee Lamb ELlen Henderson Seiichi Matsueda
FRENCH	E, Nail
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GERM&N
ELla Honderick
SPANISH
Fumiko Sugihara
SOCIAL STUDIES
ELeanor Gerard Deon Caffall Lucile M. Johnson Zeda R, Lisle Katherine Nhkaso Shiro Nakaso Masayoshi Wakai
SPEECH & DRAMA DEPT«
George Lewis
MUSIC DEPT.
Edwin lino
ART DEPT.
Ma sao Yabuki Kiyo Koizumi
A committee type of organization continued in effect throughout the first year. Although there was a tendency toward the end of the year for more and more of the burden of making administrative recommendations to be assumed by the department heads, both as individual and group.
When Mr. Perkins joined the staff as assistant principal during the second semester of the second year his duties were defined by the principal as follows:
In collaboration with the principal, the assistant high school principal wills
1.	Plan and supervise the curriculum,
2.	Establish educational standards.
3.	Establish student performance standards.
4.	Prepare requisitions for procurement.
5.	In collaboration with department heads adapt courses of study, units of work in terms of peculiar needs existing in Topaz.
6.,	Word closely with the guidance advisor,
7.	Perform related duties.
8.	Initiate and direct special studies and research projects#
9.	Prepare special and periodic reports.
10.	Confer with pupils and parents#
11.	Confer with faculty members on curricular changes.
12.	Confer with faculty on educational results.
The departmental type of organization did not function effectively at Topaz in part because many of the faculty members Mdid not wish to be dictated to by a teadher who was no better qualified than themselves.” Because of the discord created by the system it was decided to abolish it at the beginning of the third year and substitute the organization indicated in the following chart.
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PRINCIPAL
J	'
VICE PRINCIPAL
I* Dicipline-
Attendance
'2• Student
Aetivities-
(School paper,
assemblies,
annual,
athletics,
merit system,
etc«)
i
GUIDANCE DIRECTOR 1• Student Records Registrar ‘2* Counciling of Student Workers 3# Testing
SUPERVISOR PROPERTY- & SUPPLY 1» Stock Room-Inventory 2* Requisitions-Student Funds 3« Janitor Service
COORDINATOR
(Public
Relations)
OFFICE SERVICES
1.	Information
2.	Duplicating 3* Secretarial
Pool
DEPARIMENT COMMITTEES
Under this type of organization the rincipal maintained a direct relationship with each teacher and the department headsi The assistant principal did not exercise any administrative control over' members of the teaching staff* Recommendations with regard to curriculum were formulated in department committees and submitted to the Principal* Individual teacher problems were taken up directly with the Principal* With the abolishment of the assistant principalship oh January 1,
1945, his duties with regard to student activities Were transferred to the Principal, with the guidance director assuming responsibility for attendance and minor violations of student discipline*
The system of dual class and activity advisory positions sot up at the beginning of the school, was continued during the first two years* However, because of the noticeable tendency during the second year for students to play one advisor against another, a single faculty advisor was appointed for each activity at the beginning of the third year* From time to time the principals of the Topaz High School have issued statements of policy and directions for the improvement of classroom procedures and student discipline* In general, they indicate that the same problems persisted throughout the history of the school* Some of the more important regulatory statements are presented on the following pages in chronological order*.
TO PARENTS, PATRONS, AND FRIENDS OF THE TOPAZ CITY HIGH SCHOOL :
As the first stop in helping you become acquainted with the Topaz City High School, its faculty, and its aims and objectives, we submit the following informations
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1# From time to time, through the students, through personal conferences, the high school activities, the high school paper, and other agencies, we aim to keep you informed of the progress being made in the educational advancement of your children,
2.	After a careful study on the part of the W* R. A, and the Department of Education of Stanford University, in conjunction with other leading educators throughout the nation, it was decided to make out of the schools in the Relocation Centers as much of a community school as possible* This term implies that the life of the school and the life of the community are one in process, aims and objectives* It therofore becomes one of the aims and major objectives of the high school program to aid in the interpretation and understanding of the problems of the City of Topaz, with the hope that the educational program and the living of a happy successful everyday life will bo one continuous cooperative process*
3# Through an agreement with the War Relocation Authority and the Utah State Department of Education, the Topaz City High School has been approved as a standard accredited institution, with its credits being accepted the same as any other high school of the state*
4* As to subjects, credits, and class schedules, the High School program meets the requirements of the State Board of Education for the high school graduation* This work also meets the college entrance requirements as listed by the University Accrediting Associations to which all accredited colleges belong*
5* Under the program of the Utah State Board of Education, it has not been the policy of the state to hold mid-year promotions and graduations* In line with this policy, no mid-year promotions or graduations are being contemplated in the various grades at Topaz* It is the policy of the high school, however, to remove students who practically completed the last year*s work, into the succeeding grade* Careful attention is being given special cases in order that no injustice may result* Students having completed sixteen units of approved high school work by the close of the present school year will be graduated, regardless of their classification on the high school registry at the present time, A committee of faculty members is now organized to establish the exact status of each pupil by individual interviews where necessary* We assure the parents of all students that every effort will be made to properly adjust the schedule to the educational needs of the child in order that no school time will be lost* In case any parent feels that further adjustments are necessary, please foci free to call at the office in Block 32 and aid in the solution of the matter*
6,	Although many orders of new materials have been received, the school is still laboring under considerable handicap due to lack of books, laboratory and shop equipment* I can assure the
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parents that every effort is being put forth to take care of these deficiencies, and wo have reasons to believe that adequate equipment will be available in the very near future* In the meantime, class instruction has been adjusted so that no serious loss in subject matter will result*
7.	It is the desire of the high school to eliminate absences from classes as much as possible* We earnestly solicit the cooperation of all parents and friends in this respect*
8*. A state regulation prohibits the purchase or use of tobacco by high school pupils. This means that no smoking will be permitted in or around Block 32. Wo solicit the cooperation of the parents in this respect*
9. Under the present schedule of the high school, certain portions? of the hour period are used as supervised study* In-this, individual attention is given each child* It is the aim to make it possible for children to do much of the work that is usually done at home in this period* This should largely eliminate the necessity for long hours of home study*
10*. Wo express our appreciation to the parents for their fine cooperation and solicit your advice and counseling in the education of your boys and girls. Someone has wisely said, and we use it as a concluding thought in this little memorandum, "Without your cooperation we cannot succeed. With your cooperation we cannot fail."
December 14, 1942
L« G. Noble, Principal Topaz City High School
MINIMUM STANDARDS OF CLASSROOM MANAG1MNNT
No calling has the sum total of satisfaction and compensations as deep as those found in teaching. It is a profession that demands much, but these demands may be lessened if we reduce details and mechanics of classroom management to routine* To economize on these details will "clear the decks” for the real business of the learning process, and assure the smooth functioning of the entire school* These "Minimum Standards for Classroom Management" are presented to assist you in the education of the eleven hundred boys and girls entrusted to our care*
1. livery teacher should have a roll book, with:
a.	students listed alphabetically b* days dated
c* items for which grade given noted d* absences and tardies noted
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2. Pupils should be assigned definite seats, and:
a,	teacher should have a seating chart
b.	pupils with sight or hearing difficulties should be close to teacher and/or blackboard.
3* Classes should begin promptly and systematically with the ringing of the second bell* Attendance should be taken by a student or the teacher in a time saving manner.
4.	The physical condition of the room should be watched, especially room ventilation
a# windows opened on both sides of the room will provide crosscurrents
b.	electric lights should be turned off when teacher leaves the room.
5.	Tidiness of room should be carefully checked:
a.	the blackboard should be erased when the teacher leaves the room, and
b.	waste paper placed in a separate container; miscellaneous boxes and materials not be allowed to accumulate around the stove
c.	a separate wall space for posting announcements can be designated (has your room its fire drill chart posted?)
6.	An interesting-looking room can be made with pictures and bulletin-board displays* Did you knov/ that there is now a picture file in the Teachers Library? (The bulletin-board can bo a teaching device)
7* Oourtesy in the classroom is secured by:
a.	pupils address teacher as "Mis3" and "Mr."
b.	pupils raise hands and arc called on, rather than all shouting out- (students can be graded on oral recitations occasionally)
c.	student-monitors pass and collect materials, rather than all rushing for supplies
8* Teacher should observe school regulations;
a* students sent from classes for disciplinary reasons report to principal with explanatory note from teacher
b.	only five students from a single class may be sent to the library at one time, and should carry "library admit” slips with them
c.	permission from other teachers should be secured before taking students from classes
d.	"admit slips" from the attendance office should be dc-iminded from all absent students (three tardies are one absence)
e.	no class should ever be dismissed, sent to the library in a body, or taken off campus without clearing through the vice-principal
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f.	third-period announcements, well worded, should be given to Mr*. Goertzel before school on the day you wish the announcement to appear
g* allowing reasonable time for completion, typing, correcting papers, and other clerical work may be done by the Registrar’s Office staff, with clearance through Mr. Goertzel*
h.	all requests for use of school rooms at any time arc- cleared through Mr. Tani
i.	all requests for dates on the school calendar are cleared through Mr. Lewis
j.	the use of the Teachers Library and Teachers Lounge are for the use of the faculty onlyj conferences with students should bo scheduled for other classrooms.
9. Teachers who are going to be absent should, whenever possible, inform the vice-principal, and send for the substitute teacher to use:
a.	roll book
b.	. seating chart
c*. plans and assignments
10. Ill teachers should be punctual and regular at the officially scheduled faculty and departmental meetings on Tuesday and Saturday. The Thursday meeting at which the problems surrounding this improvement of teachers arc considered should have the support of all the faculty. Mutual helpfulness will strengthen the school.
G.	L. Woolf, Principal Topaz City High School
DANCE PARTY-REGULATIONS
We, the undersigned, agree to actively promote the carrying out of the following regulations:
1.	We will be present throughout the entire evening,
2.	We will see that sufficient light is provided throughout . the entire evening so that couples can be distinguished
in all parts of the room. (Last year a Council Committee defined adequate light as four relatively unobstructed 100 watt globes in the dining hall and the outside border lights in the main auditorium.)
3.	We will see that the music stops at 11:50 and that all couples have left the building by twelve midnight*
4.	Wo will see that provision is made for cleaning up after > the dance,
5.	We will assume responsibility for the entertainment of tho Patrons and will see that they enjoy the evening.
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6.	We will see that only high school students and members of the specific organization giving the party arc admitted* (Specific exceptions to this rule may be made at tho diS/$rorfeion of the advisor when one member of a couple is a member of the sponsoring organization*) 7* We will enforce good conduct rules throughout the evening*
Student Chairman
Committee Member
Committee Member
Committee Member
Faculty Sponsor FIRE RULES AND REGULATIONS
1* Each teacher is responsible for the organizing of a met tod
of emptying her room of students in a quiet and orderly manner*
2* It should be remembered that no life is worth sacrificing in attempting to save a building,, but everything possible should be done to protect government property*
3* After students are free from their classrooms they will proceed in the direction indicated by the dotted lines in the above diagram* Everyone except the school*s fire brigade will be on the far side of the street before they stop*
4* Whenever a fire is discovered by anyone, that person will immediately start shouting Firei Firel Firel and proceed to notify the City Fire Department either from the phone in the Principal's office or the outside phone located in the metal box on the south west corner of block 32*
5* As soon as the fire department has been notified or at the same time the classes that might be in immediate danger should be warned*
6* The school fire brigade (one boy from the first period class) will immediately, upon the sounding of a fire alarm, proceed to the fire extinguishers nearest the room they are occupying and proceed to the fire with the extinguishers*
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7.	With the exception of explosives, all fires are small at the start and the resultant size depends upon the time of discovery, the arrival of apparatus, and the prompt application of controlling methods* In all phases of fire protection, it is recognized that if an extinguishing agent is promptly applied to a fire when discovered, the chances of a serious fire resulting therefrom are very,very small«
The following material, timely in this report is taken from the Education Handbook for Teachers:
Discipline
nA group only arrives at self-discipline when it has been treated by the teacher in charge in a mature, stable, and consistent fashion*
A teacher who is slip-shod one day and stern the next can never expeot to train adolescents to function ’on their own*; The teacher who looks and acts like a responsible adult, who is friendly and pleasant and likes the students, but who is firm and consistent, who knows her subject matter, and keeps up to date in use of best teaching procedure does not have discipline troubles. She follows the school policy - such as cooperating on the homeroom programl such as holding classes until the bell actually rings! and when there is need for disciplinary action it is private,
£>teps to be taken
"Teachers are primarily responsible for the discipline in their own classrooms and must assume responsibility also for that in all parts of the school campus. The following steps are suggested for the hand» ling of problem cases:
1« Counsel with the student involved personally.
2* Report the case to the home room teacher for assistance and further counseling.
3.	Contact the parents of the student and solicit their help, to be done by homo room teacher.
4.	Refer the case to the school principal. Only in very unusual cases should any student be referred to the principal until the other steps mentioned have been followed.
In cases requiring discipline action arising from incidents outside tho classroom a report should be made to the homeroom teacher of the student involved. This report should be made personally. Information as to which home room the student belongs can be obtained from the registrar’s office. The name of the student in question will be necessary. In case a student refuses to report his name he should be brought personally to the principal’s office.
✓
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Note: If teachers need the assistance of an interpreter in making home visits or in contacting parents there are several resident members of the faculty who are sufficiently interested in student welfare to assist in this matter*
Line of Responsibility and Supervision
"The accompanying organization chart indicated the line of responsibility within the school and its relationship to project administration;
Project Director
Assistant Project Director in Charge of Community Management
Supti of Schools
High School Principal
Ass*ti Hi S. Princi
Dept*
Head
Departmental Faculty
"Suggestions regarding school policy and procedures should originate in departmental meetings* These in turn should bo Reported at department head meetings with recommendations. Except in special cases in which the principal must make decisions, school policy etc. will be determined finally in the department head meeting. All problems involving curriculum, policy, procedures, teaching methods etc. should be taken by the teacher directly to the department head first.
Student Load - Credits
"Students are to register for three units per semester*. A unit of credit is given for the satisfactory completion of the work in any class which meets for one period per day five days per week for eighteen weeks or an equivalent length of time. No distinction is made regarding the type of class except that in some vocational classes which require laboratory or shop work beyond two peridfe per day a maximum credit for two periods will be allowed.
"All students are required to take an English and a Social Studies class during each semester*
"All students are required to take physical education, unless excused on the basis of a doctor’s certificate of inability* during each semester of attendance.
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"Students with free periods during the day are required to be in attendance at tho Library or Study Hall except that students taking late afternoon or evening classes may be excused from the first morning period, the period just before lunch, tho period just after lunch or the last regular period providing they are otherwise in attendance for at least six periods*
"Attendance at study hall is compulsory on the above basis and roll is to be kept and absences reported#
Guidance
"Every teacher should consider himself as a counselor of the students in his classes# In order to function effectively in this role a measure of confidence on the part of the students must be developed*
"In a more special assignment each teacher assigned to a homeroom group is the principal source of guidance and counseling for the students in that group# This counseling should cover vocational and educational planning, personal and group problems of all kinds, assistance in carrying out necessary functions of the school or activi*-» ties of the student body, class, or club organizations# The homeroom is the unit of student organization and teachers should encourage students in this group to participate actively#
"Homeroom attendance is the source of official attendance reports and absentees are to be reported daily to the vice principal#
"Homeroom advisors are to participate in and assist the program of the Director of Vocational Guidance#
"It is during the homeroom period that most student body, class, or student committee meetings are held# Students are to report for roll call before being excused to attend necessary meetings#
"All teachers in their function as counselors should pay particular attention to the development of character, personality, and the acquisition of correct attitudes and habits on the part of all students#
Checking Attendance - Excuses
"The most important routine detail is the matter of checking daily attendance in every classroom# This is a requirement of all teachers and most essential to the development and maintenance of proper school morale#
"Excuses are required of all students for any absence# Except in cases of illness or emergency, excuses should be brought before the student is absent# All others are considered unexcused absences#
These excuses should be signed by each teacher as presented^ collected
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by the last teacher and turned in daily to the vice principal* These are mailed to the parents periodically for acknowledgement*
"Any activity requiring students from other classes should be scheduled for homeroom period or after school# When it is necessary to request that students be excused from another teacher’s class,prior arrangements with the other teachers involved must be made#
Reports of classroom attendance shall be made by each teacher to the registrar monthly or whenever called for by the vice principal#
In all cases forms for this purpose shall be provided#
"In cases of a students absence for three consecutive days or frequent absence,~ report must be made by the classroom teacher to the homeroom teacher of the student who should determine the cause of absence and consult parents whenever advisable and take whatever steps are necessary curb cutting of classes*
"A students credit shall be reduced because of absence for any reason as follows: Credit shall be reduced ten per cent for each ten periods absent during the semester, except that work may be made up for absences for legitimate reasons as outlined above* Certification of made-up work must be made by the teacher to the registrar’s office# Under no circumstances shall credit be given for making up work through unexcused absences although teachers should consider such work in assigning achievement grades. Three times tardy to any class shall be considered equal to one unexcused absence.
Reports
"Another routine detail is the whole matter of reports. Monthly attendance report blanks are left in the boxes in the 10 C room and are to be returned to the Registrar in 10 D. .Each month teachers are asked to report to department heads as to special class work, outstanding students, problems encountered, etc. On this basis, the department head submits a monthly narrative report to the principal; this in turn goes to the superintendent; in turn again to the Assistant Project Director in charge of Community Management and finally to the Project Director for his quarterly report to Washington D. C.
Occasionally other reports are necessary for specific purposes and should be submitted promptly#
Grades and Report Cards
"Report cards are issued for mid-term and semester grades. Academic grades are A through F and Incomplete. The character trait grades are three: Excellent, Satisfactory, and Unsatisfactory. Needless to 6ay ’Excellent* should only be ascribed to those students who have been definitely outstanding in that particular trait. The report cards are returned to school with the signature of a parent. Teachers are requested to have sufficient evidence in their official roll books to justify the academic grades; the books are collected at the end of the
year by the Registrar1 .and sent ultimately to Washington D* C. to become a part of the historical documentation of the War Relocation Authority.
"In addition to information on report card it will be valuable for teachers to submit other information about students for inclusi on in the personnel files. This is especially true of gifted students who have made significant contributiohs. All such material should be of such a nature as to assist future teachers or advisors»
Teacher Absences and Substitutes
"Teachers should have immediately available and up to date their roll books, seating charts, and assignments or lesson plans for a substitute in case of absence* The vice principal is in charge of assigning substitutes,and cooperation with him is imperative to keep classes from being disrupted in the absence of the regular teacher.
This is, of course, a matter of individual teacher responsibility and professional competence is judged by attention to details such as this.
"All teachers may expect to be called upon to substitute in classes where necessary. All teachers are asked to have on file with the vice principal a duplicate copy of his roll and seating chart*
Teaching Load
"As far as possible a standard appointive teacher’s load shall be considered as:
"Fivo classes meeting daily and a homeroom period meeting daily* or a weekly program of twenty five class periods and five homeroom periods*
"A standard resident teacher’s load shall be considered as four classes meeting daily and a homeroom period meeting daily, or, a weekly load of twenty class periods and five homeroom periods, except that certified or classified teachers receiving H?19 should be assigned, as per administrative instructions, an equivalent load as that of an appointive staff teacher.
"Variations in this schedule, however, are necessary in the case of supervisory personnel or others carryihg additional assignments.
"The unavailability of teaching staff has made strict adherance to this schedule impossible up to date, and exceptions can probably be expected to continue.
Supervision of Student Activities
"All student activities require faculty supervision. Consequently, faculty members may expect to bo asked to assume the advisorship of some student group or organization. Faculty initiative in expanding
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and enriching the activity program will be a distinct contribution to the life of the school«
"All announcements of meetings of student groups must be countersigned by the faculty advisor for the group* These announcements must be made in the bulletin one day ahead of the scheduled time of the meeting in order to avoid conflicts*
Bulletin
"The bulletin is a duplicated daily which is distributed to all homerooms* It carries announcements, statements of school policy, special messages of various kinds* It is read in the homeroom period to students and in effect is the communication organ of the school*
If you do not have a homeroom assignment a copy of the bulletin is placed for your convenience on the bulletin board in the entrance to 10-CD*
Eligibility Rules
"Regulations for student participation in school activities are as follows:
Students must:
1* Be under 19 years of age.
E. Be regularly enrolled (full program of studies - 4 classes or more)•
5.	Have not more than one D and no F on previous report period*
4.	Have an unsatisfactory mark from not more than one teacher 5* Be doing passing work in all current classes with satisfactory citizenship records.
6* Post-graduate students are not eligible to enter into a competitive high school activity*
Smoking
"Smoking on the school campus is forbidden to faculty and students alike. This is in accordance with the school law of Utah and California along with nearly all of the states and territories. The necessity of staff adher&nce is absolutely essential (if you can*t go from morning till noon take a walk to a neighboring block during your free period*)
Supplies
"Supplies and equipment are issued from the supply room in 1IKE* Issues are made only to teachers or on signed requests of teachers.
Every one is responsible for whatever he or she signs out of the supply room*
"Requisitions for additional supplies or equipment to be purchased originate with the department heads, and signed by the principal, processed by the procurement unit, signed by the superintendent and sent
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to the warehouse for filling or to procurement for purchase*
"Books, etc. are charged to individual students although teachers are asked to assist in the handling of such items. Sets of books issued to be kept in classrooms are charged to the teacher of the classes using them.
Clearances
"Both faculty and students must, before leaving the school permanently, have *leave clearance slips* completed and signed by the principal.
Changes
"Alterations in, additions to, or deletion from this handbook may be made at any time by the principal of the school to be effective on the date of publication or such date as may bo stipulated in the published announcement. Changes are also subject to alterations in Project, War Relocation Authority or Civil Service policy and procedures."
The Book and Storeroom
The high school storeroom which housed the books and classroom supplies was usually open during the day. The individual teachers were required to submit to the office a request for the supplies needed. These completed request blanks were filled in and returned for approval each Friday at the end of the last regularly scheduled class. On the basis of the justification submitted with the request, it was decided if the quantity requested was reasonable. There wore times when certain quantity erf items asked for were cut—this was especially true of organizations planning school functions. It was not difficult in most instances to show them that their request was out-of-line. Some groups requested more than we thought necessary, but we had an understanding that any unused material would be returned to the storeroom.
A catalogue listing general classroom supplies was available, and was used to good advantage by students and teachers alike whenever they were in doubt as to the exact description of a needed item.
With the exception of a few sets of books which were issued directly to the teachers, all the books and workbooks needed by the students for their classes wore issued directly to the students. Bach student had on file a card on which was listed all items of a nonexpendable nature issued to him.
Individuals who could not, for some reason or other, return to the storeroom the items issued for their use, were requested to pay for the lost article.
At the close of the last school term, individuals who had lost books were required to deposit one dollar before they were given a book room clearance, so that they could receive their grades and school transfer. This j$oaey was turned over to the Finance Officer. The individuals who lost books, etc. were called before the Survey Board at a later date. The board determined after questioning the students, whether negligence was evidenced by the student.
The following instruction sheet was given to the members of the high school staff in the fall of 1943, in order to facilitate the adoption of a uniform requisition proeeedure;
Instructions to Teachers Concerning Requisition of Supplies
Requisitions for special supplies and equipment not available in the Education Storeroom (Whse. #120) should be requested on a special requisition form which is obtainable in the Principal’s office (32-10-A). The request should be as complete as possible in every detail. This completeness of detail makes possible a more accurate filling of the request. The form should then be submitted to the department head for his approval. He, in turn, presents the requisition form to the principal for final approval. The request should be typed in original and two carbon copies.
The original and one copy will be sent to Roc. #3 for further processing. If the items are available on the Project the requisition is sent to the warehouse where it is filled. In the case of items not available on the Project the requisition is sent to the Procurement section for purchase. Keep the second carbon copy of each request and file it for future reference. The department head should refer back to his copy in a few weeks to see exactly what action is being taken on the request.
the items requested will be delivered to the high school storeroom. The storekeeper will notify the department head when they arrive. The items received should be deleted from the carbon copy by the department head upon delivery. This action on the part of the department head will prevent re-ordering of the same items. Naturally if this checking is not done, there is a possibility that many requests will be duplicated.
Every time an item requested cannot be filled by either the Project warehouse or procurement, the department head will be notified of the cancellation.
Student Government—Junior High School
Early in the first year it was discussed in faculty meeting—and decided "democratically", that the high school would be organized on the throe-three plan and that it would have a student-participation type of government. The latter decision was made for two reasons;
the students had requested it* and the principal was in favor of teaching about democracy through living democratically*
Two committees, one to represent the senior high school and one to represent the junior high school, met with two representatives from the faculty and drafted the two constitutions* The faculty then studied the constit titions and gave whatever comments or criticisms they wishod to express# The "core” classes then studied the constitutions and "adopted" them* The officers wore elected and began to function*
After the student bodies were functioning an assembly was held one week, and meetings of the Boys Association and the Girls Association on alternate assembly days# At first the senior high school furnished the assembly programs* They would give the program for the senior high school and then repeat it for the junior high school.* The Rally Committee of the senior high school saw that there enough benches to seat the three hundred and fifty or four hundred who would be in attendance at each session; but later no one seemed to care whether there were seats enough; and largo numbers would be standing at the back and all along the sides of the room*
At these assemblies the junior high school students were quite satisfied to listen and no student took any initiative toward getting the junior high school organized* The faculty member who had been appointed advisor took little interest in the necessary election#
The principal seemed unconcerned, even after the sponsor of the seventh grade had,for a number of weeks been organized and functioning as a class, and was waiting to participate in the junior high organization#
The new principal, who took office at the beginning of the second semester, rushed through the election of officers and called for a junior high assembly to install the now officers* This first assembly was most impressive# More than a dozen boys and girls stood on the platform and took part in an installation ceremony, in which they pledged themselves to up-hold the newly adopted constitution and to carry on the governmental affairs of the junior high school*
The new principal appointed a new sponsor; and Y/eekly meetings wore scheduled and fairly well attended by many of the officers#
However, the secretary reported repeatedly that the chairman was not conducting the meetings according to parliamentary jjrocedure an<^ that a small minority of the officers did practically all of the talking# After a few wcoks the new sponsor failed to attend the meetings; thus leaving the students without guidance#
The officers scheduled three assemblies, one to be presented by each of the three classes, and announced that other assemblies were to follow# The throe assemblies came as scheduled; but the programs were not of the type to interest students in a senior high school and they were not repeated for the high school audience*
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During the second semester of the first year the junior high officers arragned for a few parties; but, these were attended by only a few of the junior high students although they were rather largely attended by students of the higher classes*
The Boys Association president called one or two meetings of the boys and the Girls Association president called an equal number of meetings for the girls* These meetings furnished little enthusiastic response and no further effort resulted* However, the officers of these two ^Associations” scheduled outdoor athletic events in which there was great interest*
In summation, one may truly say that in general the boys and girls gave evidence of almost no initiative; and the sponsors exhibited little interest*
Activities during the second year were much the same* The leading officers were ninth grade boys and girls; yet they, as well as the two lower grades all of whom either had been trained in self-government and parliamentary procedure or else were then receiving the training in their seventh grade social study classes, exhibited no urge to make the junior high school function as a unit* After the auditorium was completed so that all of the school membership could be seated at once, the junior high school officers and membership accepted without protest, a situation where as a preliminary of each assembly the officers of Ihe senior high school conducted a business meeting of the senior high school, making no recognition of the half of the audience who were junior high members*
At the beginning of the third year, the assistant principal who was director of the student activity groups, in conjunction with the principal appointed another sponsor with the assignment to ”get the student body government function,”
The sponsor called a meeting of the officers of the three classes, the seventh, eighth, and ninth. At this meeting the officers appointed a chairman and a nominating committee* This committee secured the names for the ballot* Then a committee consisting of the election committees of the three classes conducted the election. The newly elected president asked the social study teachers to appoint an Honor Guard* The Honor Guard met and elected a chairman from their number.
The president of the junior high school secured the appointment of another guard to take the place of the one who had been elected Chief Honor Guard*
The Girls Association president called a meeting of the girls, ut she reported that she was unable to accomplish anything very definite. The Boys Association president made very little effort to carry through any program.
Svery week the Representative Council met to conduct the affairs of the junior high student body* The appointed committees heard reports,
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discussed matters under consideration! and njade decisions* They reviewed the constitution and made plans to have a junior high school paper, a number of parties, and some assemblies#
The Honor Guard met every week and discussed ways and means of dealing with infractions of the school regulations by junior high school students* They organized units and appointed committees for taking care of the details pertaining to keeping the outside of the buildings and the latrines free from disfiguration. They showed a fine spirit in being willing to erase marks that were made on the buildings in earlier years and presumably by other students*
The social committee arranged for junior high school parties, with dancing and games so that all would enjoy the functions*
The student body card committee arranged for the cards and distributed them.
The secretary-treasurer attended to the details of making the payments for the junior high expense m the moving pictures presented under the direction of the senior high school*
Toward the end cf the first semester the election committee secured nominations and held the elections fcr the officers for the second semester.
The second semester wont through much in the same manner,. The irBaby Ram” appeared a number of times and culminated in a printed edition. The social committee arranged for a party and would have planned for others} but the Representative Council decided that the social aims would be more satisfactorily accomplished by prorating the available money and giving it to the three classes to be used for class parties. A committee prepared student body cards for the second semester. The Honor Guard continued to function and no disfiguring marks remained on the buildings,,
Student Government—Senior High School
When Topaz High School began its first term in November. 1942, it was agreed that the school would be organized democratically. Constitutions of Berkely High School^ San Francisco Polytechnic High, the University of California, and the constitution committees. The Constitution which was drawn up at Topaz named the school government, the Associated Students of Topaz High School, and provided for three branches of government; the executive branch, legislative, and judical*
With the ratification of the constitution in December, 1942, the students of Topaz became deeply concerned with the election of the student body officers. An election board consisting of nine members, three from each class, was organized. Candidates for the offices introduced themselves at a special senior assembly on January 26, 1943.
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With colorful campaign posters placed strategically about the school and the "politican machines" inviting students to vote for their favorite candidates, it was a spirited election« All through the week there was great excitement among the nominees and other students» Climaxing this momentous week was the final voting on Friday, January 29* The election board collected the ballots and tabulated the votes of the students* A warm welcome was given Masao Ashizawa, the first president of the Associated Students of Topaz High School* .
The executive branch of the school government was embodied in the gacecutive committee, with a president and ten members elected by the students* This committee was composed of the student body officers, the editor of the Rambler, school yell leader, president of the girls association, president of the boys association; and the presidents of the senior, junior, and sophomore classes. The first executive committee had a busy term planning the standards which were to become traditional* This committee designed the student body cards and designated the privileges to which the holders of these cards were entitled* To acquaint the students with the general procedure of their meetings, the executive committee presented an assembly program early in the school year*
The representative branch of the association was the student representative council* WhiXo the registry classes wore in effect, the council was composed of two representatives from each registry class* With the abolishment of the registry classes it was necessaiy to form a new representative group. This time the "Core" class was designated as the group to select representatives. The student re-presontative council approved all executive appointments, was responsible for the choice of a school mascot, the school colors; and provided the connecting link between students and executives* In addition to performing these duties, this branch of student government made various appointments., elected students for minor offices, made many suggestions concerning the improvement of the school, and stimulated interest in certain worthwhile organizations such as the Junior Red cross. During the past year the student representative council had naa to deal with such problems as the amalgamation of the junior and
j	planning of more worthwhile assemblies, the enforcing
of disciplinary measures, and the verification of the eligibility of candidates for a student body office,
_____^ J“4i?ial branoh> known as the student affairs committee was
tr b0ys and fiye 8lrls* ®no of whom acted as chairman.
stititlonali+v nrG»iCiCUtiV° 00nmittee* this group determined the con-51“!	f a11 “oosures inaugurated by the executive committee
and the representative council. It also handled conflicts regarding
0,C. “rtorpretation of tho constitution, coses referred by the school administration, and recommendations for tho improvement of tho school its otudents. After the first semester of school, succeeding embers of the student affairs committee wore recommended by the out-during the last week of tho semester and their appointment ratified by tho executive committee during the first week of tho
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new semester. In the second year, this coranittee revised the constitution so that it would conform to essential changes made in school policies#
Two other committees were included in the student government of Topaz High School, The first of these, the activities committee, was appointed by the vice-president and represented the three classes in high school. This committee, having for its chairman the vice-president of the student body, acted as a nucleus for all student activities and was responsible for all assemblies, rallies, dances, and movies sponsored by the school. The Inaugural Ball for incoming student officers, rallies, play day, and programs sent to other schools were among the activities sponsored by the activities committee. The fiecond of these committees, the rally committee, was composed of a group of boys in charge of all utility work in connection with the various school activities. They were responsible for setting up the chairs, removing, and stacking them after each school activity, cleaning and sweeping the gymnasium after all school functions, and putting up blankets at the windows of the auditorium when school movies were shown. The school yell leader appointed the rally committee and acted as its chairman. One of the major responsibilities of this committee was that of presiding over the pep rallies. During football season' especially, it became the custom at the close of each assembly for the students to spend at least fifteen minutes in a spirited pep rally.
Ably led by Clem Nakai, yell leader, these pep rallies became a vital part of the Topaz High School*
Despite many handicaps during the three years of the existences of Topaz High SphQol, a successful student government was established. Each year saw gradual improvement with the organization,. Marked by intelligent understanding, hard work and able leadership, the student government of Topaz contributed much toward the attainment of a wholesome attitude and a greater spirit of cooperating among the students and faculty. By stressing student participation in school activities, student leadership was developed. The student government of Topaz High School played an important part in familiarizing the students to meet the Challenge of the future more intelligently.
Among the outstanding school activities sponsored by. the activities committee of the student government during the past year are the football Benefit Dance, the Inaugaral Ball, Education Week Assembly,
Memorial Service for the late franklin Delano Roosevelt, Peace Assembly in observance of the opening of the San Praneisco Conference, V, E, Assembly in honor of the allied victory in Europe, and the May Day festival, which are herewith described in detail;
football Benefit Den(>fi
The football Benefit dance at "Ciro*sM on October 28, turned out °	success* Arrangements included a spectacular imitation
neon Ciro s and a colorful canopy at the entrance of the auditorium.
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The night club effect was carried out with tables for four and six placed around the dance floor, and a soft drink "bar" near the entrance* The menu consisted of a blue plate special and several kinds of hot sandwiches, served by waiters in white dinner jackets* A floor show was presented by Mickey Suzuki, master of ceremonies* Surprise of the evening was Goro Suzuki,• just returned from the East, who sang "Old Man River" and ’You Always Hurt the One You Love." Dancing to popular records completed the evenings entertainment*
Education Week Assembly
In observance of National Education Week and in commemoration of Armistice Day, the Topaz High School presented Mr. Thomas Bodine, Student Relocation Advisor from the National Student Relocation Council, Philadelphia, as the guest speaker at the assembly held on Friday, November 10.
Inaugural Ball
The semi-annual Inaugural Ball held in honor of the student body officers on Saturday evening, February 4, in Dining Hall 32 was acclaimed a hugh success* Approximately forty couples attended the affair* Newly elected student body officers who were honor guests of the Inaugural Ball were: Ryozo Kumekawa, president; Mary Tsuchiya, secretary; Michio Suzuki, vice-president; Tats Sano; Juji Hada, boys associated president; Wyno Nagasawa, girls associated president; Clem Nakai, yell leader.
Memorial Service
In honor of the late Franklin Delano Roosevelt, the students of Topaz High School observed a simple and impressive memorial service on April 13.' A few introductory remarks by the student president, Ryozo Kumekawa, were followed by an inspiring talk by Dr. Laverno C. Banc. Mr* Roscoe Bell, Assistant Project Director, gave a eulogy to the late president, after which the girls trio sang "The Lord’s Prayer*" The junior high choir, with Miss Joanne Nagata as guest soloist, sang "America, the Beautiful" and "Abide With Me." A violin solo, "Avc Maria", played by Hatsuye Aoyagi was followed by the benediction; this completed the memorial service to our late president*
May Day Festival
Although bad weather prevailed on Thursday, the annual May Day Festival was held on Friday, May 11. The opening program consisted of a flag ceremony by the local Boy Scouts, an Introductory address by student body president, Ryozo Kumekawa, and a song-fest.' After the beginning ceremony, a boys* tug o* war contest between the combined seventh and eighth grade boys and the freshman occurred.
This contest soon had to be discontinued because of a faulty rope.
This was followed by a flashing array of colorful hats as the girls
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drill team marched dowh the field to the tunc of "Stars and Stripes forever,M
Continuing in aggressiveness throughout the late afternoon, the seniors eked out a victory over an overwhelming aggregation of lower hlassman in an all-out mud brawl, the main event of the May Day Festival program.
That evening, a May Dance was held in Dining Hall 32 in honor of the May Queen, Kathleen Asano, and her attendants. The occasion was proclaimed a success and proved to be an enjoyable climax to the day’s activities#-
V,	E, Assembly
On Monday, April 7, a special V,J5, Assembly was held ip the civic auditorium. Three Boy Scouts bore the flag as Kazuo Maruoka played "To The Colors#■" Vice-president Mickey Suzuki stated that although victory in Europe had been attained wb must remember the war still befng waged in the Pacific#
Song sheets were given the students and all joined in the singing of such familiar songs as "Over There", "Keep the Home Fires Burning", "There’s a Long» h°hg Tyail", "Pack Up Your Troubles", and other old favorites*
President Pyono Kvpekawa asked th^ audience to bow their heads in reverence and thanksgiving as Mickey Suzuki read the nances of thirteen Topaz boys who had given their lives in action in Europe,
Following this impressive Ceremony, the audience sang "God Bleps AmericaV Retreat" was played as the Boy Scouts carried out the colors, Thus * Topaz High School joined the other schools of the nation in paying tribute to the allied victory in Europe,
Peace Assembly
In observance of the opening of the World Security Conference in San Fpancisco on Friday, April 27, a special assembly was presented to the students on Wednesday, April 25, in the civic auditorium* The impressive ceremony began with the call to the colors and the present * tdtion of the flag by the local Boy Scout troop. President Ryozo Kumekawa, in his introductory remarks, emphasized that justioe and
equality are the two pillars upon Which this '.vbrld Conference must be built*
Dr, L# C# Banc impressed upon the students the great importance and far reaching significance of the Sea Francisco Conference* "The eyes of the world arc focused upon the Outcome of the San Francisco Conference", remarked 3?r, Banc, ^Tho plan to be drawn up shall not bo in vain, peace must be a part of the behavior pattern of all
individuals in all lands. We can only have international peace when the common people of the world adopt a peaceful attitude in dealing with their friends and neighbors. It is impossible to have international peace .until we have domectic peace; until there is a feeling of brotherly love among men of all nations,"
A vocal solo, "Friend of Mine", was sung by Nobu Iwasa, after which an interesting five-minute talk on "The Nature and Importance of the Security Conference” was given by Kiyoshi Kusonoki. Paul Bell, in his address, stated tha$ the principle aims of the Conference are to prevent war and to solve world economic and world social problems,
"What the San Francisco Conference means to us in camp", was the topic of the address given by Project Director L, T, Hoffman. This was followed by a vocal solo, "God Bless America”, sung by June Ejgashira, with the audience joining in the second chorus. "Ballad for Americans” was presented as a dramatic reading by Mrs, Betty Matthews, assisted by Dr. Bane, Miss Eleanor Gerard, Mrs. Muriel Palacek and Mr. Cleo Bishop.
The conclusion of the program was marked by the presentation of the United Nations Flag to the audience by Dr. L. G. Noble, Superintendent of Education.
C.GUIDANCE AND REGISTRAR PROCEDURES Function of the Guidance Program
The purposes of the guidance program in a community such as Topaz were, of necessity, circumscribed by the environment in which the evacuee students were living. The younger children in the junior high school wore almost too young to have reacted in an articulate fashion to the experiences of the evacuation. But, the older junior high school age, and all of the high school, could not help but have very definite reactions concerning a program which had literally torn them from their schools and homes, and which had not, on the whole, been carefully explained to them. The average student in the Topaz City High School had heard of the phrase "military necessity”, but this phrase had been heard by him, either couched in extremely technical and military terminology, or ruthlessly explained by older and embittered evacuees. Upon the shoulders, then, of the appointive teaching faculty fell a great deal of antagonism, distrust, and in a few instances, active dislike , because to these adolescents, any Tlakujin” represented the United States Army and the WCCA which had carried out the evacuation.
To those teachers who understood that this reaction was not in every instance an active expression of disloyalty to the United States Government, but the outpouring of a badly hurt adolescent personality,
it was not difficult to work out with the students the reasons for the evacuation, explain and talk through with them the philosphy of the War Relocation -Authority, and help wherever possible, when students wanted to discuss the philosophy of relocation and the reasons for it* Therefore, then, to the guidance and counseling problems which are found in any high school which usually center around the adolescent personality and its attempts to adjust itself to an adiIt environment and to take its place in an adult society, were added in this War Relocation high school, these extra emotional problems of the evacuation*
It should also be remembered that this high school was composed almost entirely of second generation boys and girls* The "SanseiM, or third generation, are almost all still of the elementary age*
These Nisei boys and girls found themselves confronted with the typical problems of the Amcrican-born generation in every immigrant group* Teachers who had previously been familiar with problems of American-born children of immigrants in Jewish groups, in Polish groups, in Italian groups, agreed that they saw in this Japanese group a great Jnany of the same conflicts between the old-world generation and their new-world children* All the difficulties of language, customs, and attitudes inherent in the immigrant problem, were intensified in this environment whore everybody livud so closely together and where there was no escape to other typos of amusements or to other distractions of a city society*
In addition to those problems, was the ever present conflict between parents and children which we sec in all strata of American society, but a conflict intensified by the customs of the Japanese culture patterns*
Despite all of these problems, the purposes of the guidance program in the Topaz High School has been from the beginning, to aid in every possible way to facilitate the adjustment of the whole personality of each student* The guidance program has also taken as its purpose the attaining of a closer cooperation between the homo aid the school, hoping in this way to create an environment which would be conducive to the optimum growth of every student* It had been pointed out that the Issei parents of the Japanese community around the Bay Aroa, had made very little attempt to use the resources of the schools and to become acquainted with the school problems of their children*
It was felt that if the guidance program in the. War Relocation Center could bring parents and schools closer together, each working for tho benefit of the children, real achievement in parental understanding could bo reached« The guidance program took as a further purpose the utilization of the resources of the Project to assist in the adjust-ment of individual problems, and to work out any specialized needs
® might be found in individual students* The guidance program also wished to place at the disposal of the faculty, and any other interested individuals, the best techniques of testing, of interviewing, and of meeting fcpccial problems.
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Mr* Henry Tani who had been principal of the emergency high school at the Tanforan Assembly Center, handled a great many of the guidance problems which arose during the first year of the Topaz High School history* Mr* Tani’s position was that of resident vice-principal of the school, and he rendered invaluable service by his contacts and interviews, discussions and counseling, both with students and with parents* Mr* Tani was an unusually mature, poised and stable personality, who was able to look objectively at the evacuation exper*»! ience and help young people and their parents to work tJS&rd the Same point of view. He believed strongly in relocation, and in the face of considerable popular disfavor, he continued to advocate relocation* He was a tremendous help in the interpretation of the War Relocation Authority philosophy to the residents, and in the interpretation of the evacuee feeling to the WRA administration*
Mr. Victor Goertzel, working as the appointive Guidance-Registrar Counselor, administered intelligence tests to the entire high school in the fall and spring of 1942-43, as well as subject mastery tests. When Mr* Tani resigned in the fall of 1942, to take an executive position with the Evangelical and Reformed Church in St* Louis, Missouri, tfhe guidance-registrar program was carried in its entirety by Mr*
Go or tz el. Mr. Goertzel resigned in the spring of 1944* tj> direct a hostel in Philadelphia, and the office was filled by Mr* Brig Perkins, who in turn resigned in the summer of 1944, upon reaching the civil service retirement ago* Mr* Glenn Seal then assumed the duties until he resigned to accept another teaching position in Utah in January 1945, at which time the position was assigned to Miss Eleanor Gerard.
In the guidance office have always been carried the dttties of any typical registrar. One senior member of the office staff carried the majority of these duties, and the staff handled all the school records, test data, record in extracurricular activities, etc., were all centralized in the guidance office* A further subdivision of the office organization was the attendance system which was handled exclusively by one member of the staff, and all attendance records, the granting of excuses, etc* was centralized here. The guidance office also handled permission for part-time employment, and kept a record of the number of students in this kind of employment, their grades, their progress, etc. The recording of student grades for mid-terms distribution of student report cards, etc* were also handled in the registrar section of the office. Also in the office of the guidance counselor were placed the duties of student relocation after January 1945, and all pamphlets and catalogues of the student relocation library were centralized in this office. Requests for Sflaii0ns of individual needs was another function of the organization of the office* Upon individual teachers was laid the responsibility for discovering individual weaknesses, physical defects, and any type of case requiring specialized attention. Typical of these were: referrals to the hospital for glasses, for special eye care, for dental treatment, for physical examinations, for psychiatric assistance.
pecia discipline cases, attendance problems, etc. were handled in this office.
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Also a part of the staff organization was the work of the Issei counselor« This counselor made it possible for parental excuses to be written in Japanese* The counselor not only translated messages to and from home and school, but he called at each home the day the student returned to school in order to check the excuse« The Issei counselor was also a link in a system of referrals which was worked out by the school administration« Upon the referral by any teaches of a discipline case the student reported to the principal to talk over whai; had happened in his specific case. Then he discussed it with the guidance counselor who also reviewed with him his school records and progress and an overall survey of the student*s entire adjustment was made* The Issei counselor then took the messages of the principal and guidance counselor to the home where the specific problem was discussed by him with the parents and they were urged to talk over with the student the problem which had originally caused him to be referred to the principal.
The Issei counselor encouraged parents to come to the school, and a constantly increasing number of parents came for discussions of their childrens* problems with teachers,, the principal, and the guidance counselor. Both students and parents who had come once to see the principal or guidance counselor seemed to feel freer to drop in and discuss other problems unrelated to discipline. It was strongly felt that the resultant home and school relationship was a so urcc of real benefit to the entire community«
Pupil Induction, Registration
In the Topaz City High School, pupil induction and registration took place in the following way: Preceding the opening of a school semester, announcements were distributed in individual block to block managers, to the city council, and to the Topaz Times, concerning the opening of schools and the exact procedure to be followed. The principal and faculty compiled class schedules several weeks befcr e school opened. Faculty members in specified classes (designated one semester as homeroom advisors, another semester as social studies teacher) were called upon to assist the students in working out their term programs. At the beginning of the first semester, in the fall of 1942, announcements were sent to the individual homes outlining the courses to bo offered and giving the parents the opportunity of designating the courses which they wanted their children to take«,
In case of any problems the student was referred to the guidance counselor, but in the majority of cases, the programs were satisfactory without specialized attention, .. Special cases such as Kibei students, handicapped students, students wishing to carry more than the average number of courses, etc. were referred to the guidance counselor,
Bach student was required to fill out a permanent registration card several days after school had started« This allowed for the n
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discovery of any schedule conflicts or problems which would necessitate a change in program« These permanent record cards containing the name of the student*s parents, address, etc«, in addition to the program, were filed by grades in the registrar’s office so that any student could be reached Immediately if necessary#
Each new student was required to report to the guidance counselor in order to start his permanent record#
At first, the Topaz City High School attempted to have graduations and promotions only once a year, in line with the practice in the Utah high schools# However, students in the Topaz City High School had come from schools on the ü/èst Coast where mid-year promotions fend graduations were the practice. Therefore, it quickly became apparent that the one year promotion pattern was impracticable. Accordingly, transcripts were requested from the California schools for every student, their work in the California schools analyzed, and permission granted by the Utah State Department of Education to give credit for the work and progress in the California schools during the-spring semester of the evacuation (however, credit was not given for courses which the student repeated in Topaz).# As a result of the change, classes of approximately- forty were graduated in January of 1944 and anuary of 1945« No discrepancies, such as students graduating with haix unit extra, occurred because both the faculty advisors and guidance counselor assisted students in planning their programs so that
half unit elective courses were taken to round out the student’s program of study.
Student Becords
The following records have been compiled by the Topaz High School for every student ' ho has been, at any time, in attendance in the school: *
1« WRA Form 393, which is a carbon copy of the transfers which the student was given when he relocated from this high school#
2# WRA Form 280, is the transcript of the high school record completed and ready to be sent to a requesting school«
3.	Permanent yellow record card, which is a State of Utah public school record., and which contains all data on the school record and the child’s personal family and physical record was filled out and placed in the file,
4« The actual intelligence tests, as answered by the student, remained in the student’s individual folder#
5« Subject utastery tests, given in the variety of fields by faculty members, remained in the permanent folders«
* Sec Appendix for sample of records# ~~	'
Also in the student records will be found, stapled on the left hand side of the record, carbon copies of any correspondence which was carried on in behalf of this student* Transcripts from any previous school are found stapled on the right hand side of the permanent folder*
The Topaz City High School followed the grading system of A, B,
C,	D, F, and Incomplete* The grades A to D were "passing" grades* Students receiving F*s did not receive credit for the course in which they had failed. A limited amount of time was given to students to make up courses in which an Incomplete was received* If the Incomplete was not made up within the required time, the grade was changed to a Failure * For students planning to go on to colleges and universities, an overall B average was required for an unconditional recommendation by the high school*
Several analyses were made of the grading percentages at the Topaz City High School* The percentage of grades given followed the typical American high school pattern* Approximately 10 percent' A’s,
2b ipercent B*s, 50 percent C*s, 10 percent D’s, and 5 percent F*s*
Student Morale
The graduation orations for June, 1943, through June, 1945, furnished an excellent index to the changing morale of Topaz students* During the first year after evacuation with the horse stalls of Tan-foran fresh in their minds, the students tended to center their attention to considerable extent upon the wrongs which they have suffered*
This state of mind Is well illustrated in the following speech:
Speech Given By:	Topaz City High School
Miss Bhoda Nishimura	June 25, 1943
OUR BARRIERS
Abraham Lincoln, George Washington Carver, Florence Nightingale,— each had barriers to conquer* These renowned figures overcame the obstacles that surrounded them and, therefore, they attained greatness* To us, our obstacles are obvious and plentiful, and probably greater than those which have faced any other graduating group* We face a war-torn world of racial intolerance, of misunderstanding, of misinformation and of confusion*
As we commence a new phase of life, each of us is in quest of a goal* In our ascent to the summit many obstacles will obstruct our paths or views* Only by surmounting the lesser barriers will we be able to reach our goal* Whatever that goal may be, it should result in a life of worthwhile service and unusual strength of character* With that in mind, I shall discuss more fully the common stumbling blocks*
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In the first place, we are confronted by the barrier which might be expressed as the "evacuation mind," Our confinement is prone to lead us to the feeling of reckless irresponsibility and a sense of rank injustice«. Ambiguity and then distrust in the constitution and its government could easily be aroused«
The biased opinions which encompass us concerning our predicament can create apathy, prejudice, and antipathy. We must stave off these emotions .and attitudes which make up the barrier - the evacuation mind«
The rapid movement of events of the. last year as well as the conclusion of our formal education has thrown u sinto a state of bewilderment and confusion* This state of confusion can be identified as a second barrier. Perturbation dims our vision* Temptations such as the dazzle of money and notorious reputation entice us* We yield readily to them* When handed a golden platter, we are inclined to accept impetuously* Impatience can down us. When the chance to take the easy way out occurs, we are more than likely to go after it aimlessly* The moderation, of our reactions to temptation, impatience,■ and the easy way out, will facilitate the overcoming of the barrier - confusion*
Statements like those made by the Dies Committee in which the implication that 10,000 of us "saboteurs" are being released from the ten centers frighten us when they are cast at us in our frustrated condition, and lead us to a third barrier - fear*.
Though they may be the words of a few, we fear without adequate reasoning the serious consequence those words might bring to us.
Will the uneducated community become intolerant? Will they look upon us as quislings? Yes, fear has its claws!
A fourth barrier is the prevalent feeling of mental laziness*
It can lay a firm hand on us. We have come up a ladder of knowledge and are now on the run which spells completion of high school education symbolized by a diploma. That diploma can serve as a key to the door of opportunity* Conversely, we can let that diploma signify the completion, utter completion of education. Some have today reached the top of their ladder. They see no further need for education* There are wider horizons to conquer, yet, they are contented with their present position. All education and character development ceases and the slow process of degeneration begins* This trend of thought reminds me of a few lines which I onco road* "Those who stay in ruts have but to switch the last two letters to get the result - rust." Simple, but that characterizes the barrier called mental laziness*
A fifth barrier is the ubiquitous one, termed prejudice. Our nation was founded because of the religious prejudice abroad. Men in the annals of history have suffered from prejudice. I have already mentioned George Washington Carvof, a recent Negro scientist. He felt the sting of racial prejudice* As members of a minority group, we cannot evade the barrier of prejudice.
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Our present quandary is a temporary one* To be prepared for the future, we must recognize there are major barriers* In character-building we might say that opposition or hindrance is almost indispensable if unusual strength of character is to be developed. Instead of giving way to the lesser barriers, we can let them act as a stimulus for far greater effort* The greater the obstacles that we surmount, the more useful we will prove to the world of tomorrow*
During the second year, students, although remembering the fears and frustrations of the past, tended to center their attention more definitely on the life of relocation centers. They entered into sports and club activities with zest and went about the job of life in ' the immediate presence with considerable enthusiasm. The backward and forward looks were present but they were not emphasizedc This is well illustrated in the following speech;
Speech Given By;	Topaz City High School
Shichiro YokOmiZo	June 1944
Mr* Chairman, members of the faculty, fellow graduates, and friends:
Tonight, we; the graduating class of June 1944, have reached the threshold of tomorrow, a tomorrow which promises great opportunities to us according to our worth, Our preparation, and according to the amount of faith we have in the new world that is now being constructed on the ruins of today* From our place Of honor this evening, we can look back upon our experiences as students of Topaz High School* We realize academic achievements and successes—in themselves are of no value but that it is through the evaluation and the application of them today that wo will be able to build a firm foundation that will guide our future*
Before reviewing the events that have led us to this commencement, I viish to admit our shortcomings as students, and express our gratitude to the members of the faculty and the administration who taught us and guided us under adverse conditions with patience and understanding« Our graduating class is composed of students from various schools on the Pacific Coast. When wo registered at Topaz High on October 19, 1942. many of us were strangers. Therefore, one of our happiest experiences has been the new friends wo haVo made through our close aspoeia-tions and mutual class interests. Through relocation and segregation we have lost members from our class« On the other hand, our class gained new friends from the Tula Lake Relocation Center. Thus, the bitterness and discouragement of evacuation were made into relatively profitable experience*
Ours is a war school; as such it had to face all the difficulties and hardships that results for confusion* We, who were
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familiar with normal urban schools found the adjustment to the abnormal W,R»A, school and environment difficult to make for proper study and concentration*
In our reminiscences, we cannot help but recall the stages of school construction,even the students were called upon to make, such as, sheet rocking the classrooms and gravelling the walks* We recall the introduction of the new cere class system, the constant teacher turnover, and our credit-consciousness. Serious as these and other conditions were, it is to the credit of the faculty and to the administration that each student*s discontent was met and acted upon to the best of their ability so that today we have been made ready for the next rung of the ladder of life*
According to the degree of interest we have taken in the school activities we have gained for ourselves a firmer founda«* tion and understanding of our relationship with others, and our responsibilities to society as a whole*
Since evacuation brought us Americans of Japanese descent together, we were called upon to contribute collectively toward the successful operation of our school: the student government, the clubs, the athletic competitions, and the relationship with other schools were some of the activities that required our par* ticipation and cooperation*. These events afforded us upreccdented opportunities to develop our abilities in leadership and citizenship* Forces were many that worked against the utilization of our best efforts.
Some of us successfully surmounted the difficult environment and as a result have received much in academic learning as well as proving our worth when the odds were one sided. This ability to make disadvantages into advantages will hold us in good stead as wo travel down life’s pathway.
The teamwork the boys learned participating on the football squad, the cooperation exhibited by the girls in their basketball games, taking charge of assemblies, and working together to raise money for scholarship and Ramblings* funds are experiences that have prepared us to meet the challenges that lie ahead. Some of us will go on to college, industrial training or direct employment* Whatever our immediate plans in each case wo will live in a society which demands preparedness to live in harmony, in cooperation, in sharing, in suffering, in sacrificing, and in building together. Toward this end our Topaz High experiences have been invaluable. We are not fully matured, fully equipped to make the best of our tomorrow* It is through the cumulative experiences over a long period of time that will bring us closer to the type of men and women we would like to become* We know our learning period has not ended* Education does hot end with
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a diploma. May we continue to receive guidance and leadership from you who will be in a position to assist us*
Graduation means to many of us a parting of the ways. As we go out to different parts and to different callings, may our actions and accomplishments, great or small, reflect favorably upon our Alma Mater, our teachers, and on our fellow classmates.
In closing I extend to our parents our gratitude for the love and devbtion only parents can give so abundantly enalD ing us to appreciate the true meaning and value of a family and its relationship to a good education. Teachers and administrators, thank you for your teachings. Dad, mother, and teachers; you have helped us build today the foundations that guidoth our commencement reward, a reward you made possible for us.
The third school year was characterized by a forward looking attitude on the part of most of the students. The great majority of them had forgotten the nightmare of the evacuation, had gained certitude with the activities of the Center, were turning their attention more and more to continuing their education development outside the Center. During this year there was very little of the rowdyism and vandalism which had to seme-extent characterized the first two years. This emphasis on the future is well illustrated in the following talk:
Today, on the threshold of tomorrow, we look toward the future, bewildered with the gigantic tasks which lie ahead; bewildered with the disintegrated world which the passing generation is about to bequeath to us—a world ravaged by chaos and war; a world demanding social, economic, and political reconstruction— fully aware that after the war there are to be many more causes for quarrels between the nations, many smouldering fires which may burst out into a general conflagration unless stamped out by the feet of a younger generation advancing to a new goal of civilization. We cannot look upon the generation which has led us into this maze of paradoxes to lead us out; it is to the youth of every nation trained to, see clearly, to view broadly, to judge fairly, and to act fearlessly, that society is looking for a better world. Moreover the world needs their openmindedness, their energy, their courage, their idealism, for youth is not youth unless it has a restless eagerness to bo on its way..
Youth is not youth if it is satisfied to leave things alone; youth seeks adventure beyond the horizon. As one segment of the world*s vast army of aspiring youth then, we look toward that not-distant tomorrow, viewing the various diverse problems and fully realizing, fully comprehending them* They are problems challenging all our ingenuity and courage, problems which can be centivos to achievement rather than hindrances to progress.
Speech Given By: Ryozo Kumekawa
Topaz City High School June 1, 1945
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J*pà
There has always been a dream, a dream of a land in which life should be better and richer and fuller for every man, with opportunity for each according to his ability or achievement*
It is not a dream of motor cars and higher wages merely, but a dream of a social order in which each man and each women shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of fortuitous circumstances of birth or position. Whet has hindered the realization of thj s dream? The answer—the prédominent goal of manf. money making and social prominencef, Those whose lives concentrate upon personal profit and personal advancement, step upon the crush others in the effort to reach their goal# Men are more interested in size and statistics of material development rather than quality«, The time has come to step giving ourselves up as individuals to selfishness. We must rise a** bove poverty, ignorance, lack of ambition, shiftlessness of character, if we are to realise our dream,- To work together; no longer to build bigger but to build better, Morever, this means and demands sacrifice, for better and far reaching changes are coming; changes in the distribution of wealth, is the control of monopolies, in medical economics, in thu rivalries which are breeding war, New trails must be broken in campaigns against injustice, ignorance, disease, waste, war,
Man today has gained knowledge, wealth, an(^ leisure, enabling him to conquer those ancient enemies of mankind—disease, poverty, and crime in most or all of their manifestations,- But he had not done so. Unemployment in its worst aspects disappears when business depression comes to an end, but other forms of suffering, cruelty and injustice do not. Craft, corruption, juvenile delinquency, and crime, unnecessary disease and ill health, and other menaces to human life continue year after year with some or no variation. The v;orld of tomorrow will be a world of new powers# Already we are amazed with the tremendous previously unimagined powers. Many of these have made life wider* healthier, richer* but many of them have been gricviously abused, in seme there is potential tragedy. We can use airplanes to carry bombs of doath or to carry scrums to prevent death* We can use poison gases to exterminate the pests of civilization or to put an ond to civilization itself, Y/hat will youth do with science? Our generation of youth must control its forces to the building of better world—
-a world in which those incredible things are used to set men fro«—free from the degradation of enforced idleness, free from the fear of poverty, free from the pollution of greed, free from the pains of preventable disease, free from the carnage of war«
The complacent attitude of people resigning themselves to the existing conditions of the world, that ultimately leads to yet another war in the endless cycle of war, prosperity, depression-war* We have witnessed during the past six years, a war which has flattened city after city—of bombs cascading down upon once-proud cities, of millions of men just bloo$ and pulp for that mass production of death# The war of the future—if it happens, will
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be one that would completely devastate a civil population, and will mean the utter destruction of civilization and mankind# Is this the sort of game that appeals to American youth, or German youth or British youth? If so, then let us get on with it, and make an end of this civilization which has failed to civilize, this education which has failed to educate, this human intelli’* gence which still keeps us in the ape stage. Because life would be intolerable and certainly not worthy of babes unborn, if such things happen.
They must not happen among civilized people# They need not happen# I believe the youth of every nation are resolving that it shall not happen, and that if any leadership demands such things in the name of patriotism or in the name of liberty, disguising national ambition or racial enmity by any slogan or propaganda, youth will strongly rebuke that leadership# We are a generation called to struggle and give our efforts to the hard task of finding new ways to reassemble a broken world into a pattern so firm and so fair, that war cannot be possible. This is an age of storm and stress, requiring its people to force themselves to action that seems beyond their strength and undertake tasks that liould appear to transcend their powers* Although a crisis exists in the world today, we must stop worrying our* selves into insignificance; we must do what we can to build and dream into reality# No one of us can do much, but each can catch perhaps a small portion of truth to add to the whole, for there is no selective service of the spirit, it is on a voluntary basis#
We must take it upon ourselves to take part in the building of a society of nations in which good will and peace will advance the welfare of all the people; in the building of an economic and social order in which the work of the world will be equitably distributed among all workers according to their ability and desire— an order in which adequate goods and professional servic es may be supplied to all men, at costs within their means, and an order in which welcome leisure will be available to all for the enrichment of life#
Cognizant of the various diverse problems which lie ahead, cognizant of the various changes which must be effected in our generation, we young people, with trained, alert minds, courage in our hearts, and the determination to successfully cope with any problems which may arise, march into the future with our chins in the air, our arms locked together in the comradeship of democratic America.
Bach ago has its own dreams—'’leave then the dreams of yesterday and build a real tomorrowJw
Graduation Baquiromcaito
The Topaz City High School required for graduation, twenty units,
calculated on the basis of four years of high school# However,
graduation was also possible after attaining fifteen units, calculated on the basis of the last three years of high school work* The high school used the unit credit on the basi§ of time spent in class. Per example: Two units of credit is given for auto-mechanics because students spent two hours a day in class. The high school gave a unit of credit for each year of physical training, but physical education taken in the senior year was not compulsory; therefore, it was not given credit*
Every student graduating from the Topaz City High School was ex— pected to have taken three years of social studies, three years of English, and one year of science* All other subjects were electives depending on the student's major field of emphasis in college preparation, commercial, or vocational*
The academic year was divided into two semesters of eighteen weeks each, and one unit was assumed to mean thirty six weeks (or two semesters) of class, meeting five days a week for fifty minute periods?
Student Relocation
Student relocation was an integral phase of the education program of Topaz High School* Its purpose was to aid students in their readjustment to the outside and especially assist them in continuing their education*
The work of the student relocation unit at the Topaz Relocation Center was preceded by the student relocation work carried on in the Tanforan .Assembly Center under the auspices of the National Japanese American Student Relocation Council* The National Student Relocation Council was formed in May, 1942, in Chicago* with offices in Philadelphia, Seattle, Portland, Berkley, and Los Angeles* Staffs of volunteers worked in these various offices of the Council, and spent the summer of 1942 interviewing and taking applications in order to help students who were in college at the time of the evacuation to continue their education*
The number of students who relocated from Tanforan is not known but we can report that by the end of the summer of 1942, 152 students of the total evacuee population had enrolled on new campuses* By June 1943, more than 1,000 Nisei students had relocated to colleges east of the Wo*t Coast military area.
At Topaz, 73 students had relocated by June 1943. All of these were students who had been in colleges and universities at the time of the evacuation* With the beginning of the second year of the existence of the National Student Relocation Council, the problem arose of relocating the high school graduates of the first Project-year. At this time student relocation was considerably hampered in the speed with which students could bo relocated, by the necessity for Provost
Marshal General clearance to attend colleges or universities where an Army Specialized Training Unit or Navy Unit was studying. This requirement applied to citizen students, as well as aliens,
At Topaz, the pattern of the student relocation work had been as follows: student relocation was part of the youth unit, which in turn was a unit of the welfare section of the community management division# Student relocation had originally been housed in recreation hall 23, which was the headquarters for the entire welfare section#
The majority of' the work was handled by Miss Kay Yamashita, who had been interested in the student relocation problem at Tanforan# Miss Yamashita worked under appointive staff supervisors, among them,
Mrs# Elizabeth Goodman, Mr* Harry Johnson, and Mrs# Louise Watson.
The compilation of community sentiment in schools where Topaz stud-ents had relocated, the collection of a tremendous library of college catalogues, and correspondence with interested individuals on the outside was all carried on by Miss Yamashita and her unit#
In the spring of 1943, the welfare section expanded to recreation hall 30 and the youth unit, with all the student relocation material, was moved there# Miss Yamashita left Topaz in June 1943 to join the staff of the Central National Student Relocation office in Philadelphia Their work was carried on by Miss Juhko Hedani and a staff of assistants, and to them fell the task of planning for the student relocation of the June 1943 graduating class# With their untiring efforts, the constant cooperation of the Philadelphia office, and the support of numerous church groups, 62 of the Juno graduating class relocated to colleges* Early in 1944, the student relocation office moved with the entire welfare section to office buildings in block two# The January 1944 graduating class was assisted by Miss Hedani*s staff in the relocation of 13 students# Thirty six of the graduating class in June 1944 relocated; this, despite the fact that the opening of the selective service considerably cut down the number of young men who would otherwise be going to school#
Late in 1944, a new plan worked out by the Philadelphia office of the National Student Relocation Council and the Washington W#R#A# office placed the work of the student relocation unit with the education section, and the catalogue library and all available material was moved to block 32 (the high school block), where the student relocation consisted by then almost exclusively of students graduating from the high school, and since transcripts and interpretation of the high school work was often necessary, it dovetailed well with the position of registrar#
The January 1945 graduating class of 45 students relocated 15 of that number to colleges. The majority of these students attended the January quarter at the University of California# It was with considerable interest that the adjustment of this class was watched by the faculty of Topaz City High School, since this was the first class that had done all the senior high school work in Topaz# Only
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one student out of the eleven$ who attended the University of California in Berkeley, failed to pass the entrance examination in Ihglidh, known as subject A. At the time of the first mid-term examinations, one student received two D’s and one student, one D.
The June 1945 graduating class of 136 students is expected to have in technical bchools, vocational schools, business schools, junior colleges* and colleges, approximately 45 students by October 1945. In percentage tends, it is interesting to note that the student relocation rate for all the classes until January of 1945 was between 20 and 25 percent. However, with the lifting of the ban and the return to California, the student relocation rate of the January class jumped to 33 percent, and if expectations are fulfilled, the percentage of the June 1945 class will be 30 or 32 percent.
Topaz high school graduate s have brought considerable honor upon themselves and their alma mater by the honor and recognition they have won in schools to which they have relocated. Paul Tani, '
June 1943, now in the United States Army Military Intelligence School at Port Snelling, Minnesota, was elected president of the freshman class at Heidelberg College in. Tiffin, Ohio. Himeo Tsumori, June,
1943, now in the United States Army, was voted the outstanding athlete of Elmhurst College^ Elmhurst, Illinois, and the entire student body attended his farewell- party when he left college for his induction into the Army. Seiko Akahoshi, January 1945, was elected president of the women’s dormitory in which she lived at the University of California. Bill Oshima, June, 1943, was elected vice president of the junior class in Muskingum College, New Concord, Ohio.
Bill was also awarded a Y.M.C.A. scholarship by Muskingum College..
Ryozo Kumekawa,' June, 1945, was offered two scholarships on the basis of his high school record; one to Bates College, Lewiston, Maine, and one to Kenyon College, Gambier, Ohio. Mary Tsuchiya, June, 1945, won an honorable mention in the Pepsi Cola National Scholarship .Examinations. Chester Kaku, June, 1945, was a candidate for a freshman scholarship from the University of Wisconsin. Chiyo Matsuzaki,
June, 1943, was elected treasurer of the freshman class at Heidelberg College, Tiffin, Ohio. David lino, June, 1943, v/as elected to the board of the Y.M.C.A. in Carroll College in Wisconsin. Ichiro Ozawa, January, 1945, was-elected to the Engineering Society of the San Francisco Junior Gollege* Himeko Ehomoto, January, 1944, was elected to the Women’s Honor Society at Muskingum College, New Concord, Ohio« Akiko Ochi, January, 1944, was awarded an art scholarship in Cleveland, Ohio. Kay Murota, June, 1944, was elected to the honor list of the Emory Junior College in Georgia. Yosh Yamada, June, 1944, was elected to the Athletic Society at the University of Wisconsin.
Numbers of Topaz student graduates have attained Civil Service appointments, have attended night classes while in regular attendance, and have in many ways, showed.themselves to be eager to pursue a higher education of some type following their graduation from high school. It should also be noted that considerable number of graduates of this high school have attended the Military Intelligence
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School at Fort Snelling in Minnesota« Here, they are trained to act as interpreters and translators with the Armed Forces of the United States in the Pacific theater of war* Several of them have been in advanced classes in Military Intelligence, where they have been given sufficient background in Japanese history and civil affairs, so that they will be in a position to serve in the government of the occupied country»
The National Student Relocation Council, on the cover of the pamphlet which they published in 1945 as an appeal for funds* quotes W«R.A« Director, Dillon Myer, saying* "When the story of relocation is written and W*R*A*ts objective of emptying the relocation Centers is achieved, wo will be able to look back and say that the first impetus to resettlement out of the Centers was provided by student relocatiohi" The story of student relocation has been* indeed* a StOfy of jpioneering, Of the faith of young people in their own ability to build themselves into the life of student communities, and of their faith that the people of America would welcome the Nisei and help them in their task of furthering the tremendous problem of the assimilation of minority groups« Student relocation has taken strength and courage, and it has been a story of which the Nisei, the War Relocation Authority, and the National Student Relocation Council can indeed be proud«
D«	e,J.J RlCelin H.TI0...3
During the last two and a half years of its exist nee the Topaz High School was in most respecta a typical American school« The teachers were well trained« The books used were new standard texts approved by the Utah State Department of Education« The Federal Government although hampered by a scar city of teachers and equipment, was able to staff and equip the high school so that is has compared favorably in these respects with other high schools in the state«
Because of the nature of the program there has been present within the community and the school itself many sources of emotional instability which are not present in most American communities« The up-rooting of the Japanese people from the Pacific Coast, with the resultant financial loss and frustration, created a feeling of insecurity and i,n many cases bitterness on the part of both parents and students« To see the savings of a lifetime wiped out and to face unflinchingly a future in a critical environment required emotional stability beyond that of many individuals« Not only were the students in the classrooms beset by fears of an.unknown future buy they had to adjust to the discomforts attendant to having their family units of three, four, five or six people crowded into single barrack rooms« However, for the most part the students retained their faith in the American formula that hardwork and conscientious study would overcome all obstacles and lead to ultimate success«
The students and their parents were not the only ones to be subjected to an abnormal environment for the unmarried staff members
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lived in tiny dormitory rooms where they were in almost constant contact with fellow workers who in many cases had personalities which clashed with their own* Since the Federal Government operates relatively few schools, the teachers realized that as workers in an emergency program they were without tenure and must shift for themselves as soon as the Centers began to close* To further complicate the situation, there was usually an initial period of mutual distrust between students and teachers* The students fresh from the discomforts and discouragements inherent in evacuation always insisted that each each teacher prove herself to be a highly efficient instructor3 a loving friend and trustworthy counselor* The teachers on the other hand had had very little experience with minority groups and as a result often approached the students with unspoken questions as to whether these students were just like other students* Another factor which destroyed the delicate emotional balance of the co-workers in the school program was the presence on the staff particularly during the first two years of civil service employees who were sc emotionally unbalanced about the injustice of evacuation that they encouraged students to develop strong feelings of self pity and a critical attitude toward the United States Government* Some of the Japanese American staff members during this early period had had the bitter disapointment of finishing college just in time to go into a relocation Center* They felt very keenly their inability to get started at their life work and in many cases their bitterness was presented to their students during class discussions#
However* on the whole, X believe the high school program has progressed as satisfactorily in Topaz as in outside communities* Although the students and teachers in outside communities were not faced with the problems inherent in relocation Centers, other problems beset thorn which were just as vexing. Few Japanese Americans were allowed to join the armed forces of the United States during the first two years while outside of the Centers the brothers of high school students were fighting and dying on foreign fronts* Teachers in outside communities wer* faced with the decision as to whether they should stop teaching and go into war industries or whether they should continue their current employment. School boards,in many sections of the country were called upon to provide schooling for large numbers of children whose parents had become migratory workers in new steel mills, munitions factories, and other war plants*. When these facts are considered, it is not improbable that the problems faced and surmounted by the high school teachers in the Topaz Relocation Center wore no greater thap the problems which were solved by groups of educational workers throughout the country*■
VI. ADULT EDUCATION
The Adult Education Department of the Topaz Center was organized October 18, 1942. The first'Adult Educational staff developed departments in art, English, music, sewing, and a night school, Tne school carried on the following activities* lectures on geography for relocation, shorthand, flower making, first aid, mathematics, carpentry, Americanization lectures, bookkeeping, penmanship, a discussion group^ on "»Democracy in Action", English, German, mechanics, electrical repair, public administration, psychology, radio repair, agriculture, current events, dramatics, business English, and Japanese languages*
The art, English, musio, geography for relocation, and sewing classes lived to the end of the Project, Some of the other classes started in the night school were of short durations some were intermittent. Of course, many of the evening classes were organized to meet an immediate need. As soon as this need had been satisfied, the classo went out of existence. In other cases the turn-over cf tne adult staling staff made it difficult to maintain adequate interest5 ethers may have been wishful thinking and, therefore, were the fly-by-night -
Each of these Adult Education activities which lived long enough to make any impression on the Center residents is reported on the following pages.
A.	AMERICANIZATION PROGRAM OF THE ADULT EDUCATION DEPARTMENT
The evacuation of the Japanese, both the Issei and Nisei, from the Western Cbsstal States pointed out a definite need for the delineation of the basic principles of American democracy.
It was felt by the Adult Education Department, that the presentation in Japanese of courses in which would be told the story of American development and the American way of life was definitely needed.
The Americanization department was set up on November 15, 1942'.
There were d great many difficulties, not the least of which was adequate housing, which had to be solved. However, the conscientious and responsible people assigned as instructors in this field devoted their best efforts to straightening out these difficulties.
In order to present a well-rounded Americanization program, classes in American history, American law, History of the State of Utah, and American Foreign Policy were organized. The response of the PeoPle to these courses was unexpectedly good—about 350 enrolled. Each class was well attended despite serious handicaps imposed by lack of housing facilities and inadequate halls.
A class in Current Events was begun in order to help residents who had suffered from a lack of information about current news because of an inadequate understanding of English. At these current event forums there were from 500 to 600 in regular attendance. At these open
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and informal and frank discussions the residents were given unlimited democratic freedom for the expression of their ideas.
Interest ih these classes was stimulated further through the following methods* laAfern slides, through the courtesy of the Agriculture Department* charts, maps, mimeographed study outlines* famous recorded music, and puppet shows. These later forms of aesthetic education were especially welcomed by the Issei and Kibei who for the most part had not had the opportunities of contact with this novel form of instruction. However, interest in this whole program gradually died out as opposition to relocation developed in the Center.
B.	LECTURES ON GEO GRA.PHY FOR PEOPLE DESIRING TO RELOCATE
The purpose of these lectures was to give an up-to-date picture of every Midwestern and Eastern state and their major cities, to the Residents of Topais to assist them in deciding where to relocate. A file of material was collected on the climate, natural resources, and opportunities in each of the various states. During the first three quarters of an hour of each class period, Mr* Asaeda lectured on this material. During the remaining hour and a quarter Japanese and Caucasians, who had lived ih the state under consideration, gave short talks and answered questions. A part of the time of each lecture was devoted to the progress of both the Asiatic theater and the European theater of World War II. This part of the lecture was very popular. Each lecture was given in each of the four corners of the Center. An average of 200 residents attended each lecture every week.
C,	ART CUSSES
It was in the month of'September 1942, when the 8500 residents of Tanforan Assembly Center, California, moved'into Topaz, Utah. The newcomers found Topaz hot and dusty, with bare, colorless sagebrush covering the landscape. Not a single blade of grass was growing, nor a flower. The world was dull gray, and the new residents felt that they had been dumped en masse into a desert of scorpions and coyotes.
Who would have imagined then that an art school could be established in such a place within a few weeks after the arrival of these people? With the sincere cooperation of the Project authorities, the Art School was established with Professor Chiura Obata as supervisor. Recreation hall 7 was designated as the temporary headquarters for the school on October 5, 1942 j volunteers immediately assembled and made preparations for setting up classes, and on the following day the school was opened.
On October 16, 17, 18, 1942, a students* exhibit and a hobby show were held and the popularity of this program was more encouraging to the participants. On December 22, 1942, a faculty exhibit was held.
1 The graduation exercises were held on March 6, before a large audience. Three hundred and fifty students received certificates of attendance at this time.
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From March 7, to March 21, a two-week spring exhibition of student work was presented.
The State University of Utah, Ladies Literary Club of Salt Lake City, Hinckley High School^. Oak City, and other organizations warmly received lectures by Art School instructors 4
The Art School held seven local exhibits' from the time of its organization to the time it closed, August 17* Î945. Its last and largest exhibit was held June 17, 18, and 19, .1945,...
Training ih art maintained high ideals among our people. Its object was to prevent their minds from remaining on the plains and encourage their spirits to dwell high above the mountains.
The Art School unreservedly advised the full and complete study of drawing as an essential background for creative work in art, as the study of drawing formed the badis for all other courses in the school. Skill ih drawing was acquired through constant practice and by the use of fine arts, advertising or industrial design, interior decoration; or in othei* fields depended to a considerable extent on competent draftmanship—the ability to express original ideas with force and conviction* •
Lectures on human and animal anatomy in their relation to art were given occasionally as an aid to the study of structural art in drawing, painting, and sculpturing of figures.
Painting was one of the most interesting and exciting branches of the Art School, The students were taught to have respect for the great tradition of the past and to be keenly aware of and sympathetic, to the vital developments of the present day as expressed in the work© of modern art.
Oil and water color work in figure, portrait, still life,.and landscape painting were given to develop the students mastery of form, color, and composition* The student was at all times encouraged to develop his own original painting style and to interpret his true creative personality.
Sculptors have recorded through the ages the progress and culture of civilization from the earliest times to the present. The work of these classes was planned and executed to meet the demands of the day, especially in the field of modern architecture. As the student could not learn the art of sculpture from textbooks, he was given first hand experiences With thé tools and media with which he was to work, whether it be marble, stone, plaster, terracotta,.wood, bronze, or modern plastic material.
Studies in the use of mechanical instruments, perspective, third dimensions, mechanical rendering of one and two point perspective and isometric perspective were made»
Mechanical drawing at the Topaz Art School involved mechanical and perspective rendering of architectural forms, composition of interior elevations, pattern rendering, and measured drawing of furniture showing construction.
Saturday morning and afternoon classes were designed for all children regardless of their level of artistic ability. The instruction was individual and therefore was adapted to the needs of all.
Through enjoyable practice and sympathetic guidance, the child acquired the ability to draw, was led to observe and think a out what he saw, and developed a sense of good taste and appreciation of form and color. Such study tended to develop the child’s creative ability, stimulate his imagination, and increase his respect for fine craftman-ship. He was given that satisfaction of feeling the significance of his work by carrying out definite projects. The school aided parents to help develop in their children’s character, resourcefulness and imagination.
Classes in leather craft included tooling and dyeing of leather, designing, and pattern making. Classes were organized for beginners and advanced students. Articles such as tags for bags, coin purses, billfolds, book covers, and brief cases were made and decorated and exhibited by members of these classes.
The classes in flower arrangement developed the four fundamental styles of arrangement*
1.	Moribana—decorative style
2.	Nageire—free style
3.	Shakei—nature sketches
4.	Sei-ka—formal style
After students developed the four fundamental styles, classes were organized for advanced students who learned ornamental and color scheme of arrangement and the Morimono. Fruits and vegetables were used as ornaments, figures, and seasonal and ceremonial arrangements.
The flower arrangement classes were well attended and.were maintained until May 31st, when the work was discontinued as a part of the Adult education Program
D.	ADULT ENGLISH CLASSES
The adult English classes were very popular at the Center. This certainly indicated that these classes answered a long felt need. It also showed a relationship between these classes and the history of the Japanese in America prior to and following the present war, culminating with evacuation and relocation. It cannot be denied that because of the circumstances—political, social, and economic—surrounding their lives, to date, the Issei, and especially the Issei women, had not
time, energy, nor opportunity to acquire a knowledge of English* These former obstacles were to some extent eliminated by the conditions imposed on this group by the war emergency. They found themselves, probably for the first time in their lives, with time and energy to do some studying, and the adult English classes established in the Center, provided the opportunity for learning the English language. Furthermore, the problems posed by evacuation and relocation heightened the realization on the part of these people that knowledge of the English language is essential for the fullest kind of life in the United States,
That the above stabanents are accurate can be proved by a consideration of the following reasons given by students in the basic English classes for their taking advantage of the chance now before them for learning the languages
WI*ve always wanted to learn English, but I was so busy looking after my family that I’ve never had the opportunity before now,
I am grateful for the chance to fulfill a long-existing wish,"
”I*d like to be able to read and answer the letters sent me by my. son in the Army and other children outside the Center*1’
"Since relocation is the next step in the W.R,A, program, we must learn English so that we won’t feel lost in the outside wd rid * and so that we can really become part of it as quickly as possible,"
"I’d like to be able to read newspapers and current magazines and understand radio broadcasts to learn what is going on in theworld,11
"We miss out in many of life’s pleasures if we can’t read, write, or speak the language of the peoole with whom we are in contact,"
"Unless I know my English well it will be that much more difficult to continue with my education,"
"An understanding of English is essential in finding jobs for ourselves,"
"It is hard to understand the thoughts, feeling, and customs of the people around us unless we know their language,"
These sentiments and attitudes expressed by the students in the adult English classes show that because of the handicaps under which they lived in the past, they realize very keenly one thing* that a knowledge of English is the cornerstone for achieving the maximum pleasures and benefits of life In America, To be close to members of their family, to increase the opportunities for employment and education, to effect the most profitable relationship between themselves and the rest of the society around them, to know what goes on in the world--in short, for the richest and happiest kind of social living these students are aware of the need to be conversant in the language of the country of which they are a part. They felt this
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need in their life before the war; they felt it more acutely in relation to evacuation and relocation; and they took advantage of the chance to fulfill this need by attending the adult English classes.
The basic English Division was the first child of the Adult Education Department in Topaz. It experienced its labor pains in a living room belonging to Dr, Laverne Bane, Director of the Department.
On the first of October, 1942, Interested individuals were brought together to discuss a prograin, for the teaching of English to adults.
At these meetings, friendly (though at times heated) verbal battles on teaching methods occurred.. No conclusions were made at this time, although a Variety of ideas were contributed. Among factual points decided upon were: that we Would have classes in four different levels,, elementary, low intermediate, intermediate, and advanced; that class sessions would be two hours in length; that they would be held on Monday, Wednesday, and Eriday morning, afternoon, and evening, and on Tuesday, Thursday, and Saturday afternoon; and that teachers* meetings would be held on Tuesday, Thursday, and Saturday mornings.
After a series of meetings, announcements were made, registration for classes took place, and the baby was born—on October 22, 1942.
Over 250 individuals registered for the course, but the start turned out to be a bit premature. Physical conditions were such that after three sessions, the classes had to be postponed until winterization and installation of stoves, tables, and benches were completed. Classes were not reconvened until November 16, 1942. During this forced recess period, the members of the teaching staff met and discussed problems bearing on teaching methods and made decisions that are recorded in another section of this report.
The first quarter saw the birth and growth of twenty basic English classes taught by eight teachers.
During the first week vocabulary tests were given to s tudents of the elementary, low intermediate, and intermediate levels. These tests revealed that the students in attendance knew the meaning of a large number of English words. On the other hand, even those students who scored very high admitted that, they had difficulty using the words they knew in spoken or written sentences* This indicated that the direction of the teachers1 efforts should be toward instruction in sentence construction rather than on vocabulary drill.
The instructors of the intermediate and advanced classes unami-mously agreed that their students should be given adult subject matter. This meant that texts on various subjects had to be written on a level of vocabulary and sentence construction which could be grasped by these students, and yet hold their interest as far as content was concerned.
We had to remember that in spite of deficiency in their knowledge of English, they had minds of their own and mature social interests.
We had to remember, too, that "school" for these students was not compulsory* If the classes did not suit them, if they were dull, if they felt they were not learning anything, any pretext would serve as reason for being absent or discontinuing the classes altogether*
It was decided that the mimeographed material for the classes should be pertinent to present day life, for unless it was interesting the lessons derived from it would not be retained by the students after the examination was over* Any material that would give the student a better understanding of the quickly-changing highly complex social scene was considered pertinent*
An essential point kept in mind by the teachers was that they were looked upon as leaders. If a, teacher is respected and well-liked, he will be approached by the students for advice on all kinds of matters.
As one teacher put its "The students look up to us* They seem to believe that we teachers know everything* I have been asked questions in English class as to how to raise one!s child, and even as to how much yarn one needs to make.a sweater or a rug*"
When decisions had to be made or when difficult problems arose, the teachers had to remember not to take a negative, destructive attitude* As teachers, they had to be:able to provide a positive, constructive point of view. In this way they helped their students not only-as students, but as human beings crying to make the happiest adjustment to life and its complexities.
Not only were classes provided for the various grade levels, as the elementary, low intermediate, intermediate, and the advanced, but sub-divisions of these were provided for fast and slow learners.
On the elementary level, a vocabulary list of words most commonly used as presented to the students, instead of the alphabet per se.
By teaching words and phrases, reading comprehension was hastened, instead of delaying it by rote memorization of the letters of the alpha«? bet.
For the beginners, instruction in simple conversation was stressed. Reading, writing ans spelling were incorporated into the lessons to insure a good, basic training in conversation or correspondence.
On the low intermediate level, the major emphasis was still on conversation. Everyday conversations including greetings, familiar doings, and social activities were given* Reading on this level was more unified than the single sentence type taught to beginners. Students were taught to read simple short stories and to write letters.
The program for the intermediate level placed greater emphasis on reacing. Along with text-materials written by the staff, current periodicals, and books were introduced* The chief purpose of instruc- • tion for the intermediate people was to stimulate reading habits, com- ; prehension and application of facts, ability to visualize the ideas that words convey, speed in skimming and organizing what had been read.*
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The students on the advanced level had great greedom in choice of lesson texts, as the instructors believed that personal interest in the material read was most important. Grammar was presented only incidentally, as needed to explain some point in question# Here as on the lower levels there was an opportunity to arouse the students* appetite for more information which will enrich their lives and give thorn an appreciation of American ways and sciences. Many students have become curious about history, or art, or philosophy, or government, and spend considerable time outside of class reading good books and current periodicals.
The newest addition to the basic English classes is the creative writing course. It is conducted informally to invite student participation in discussions, writing, and criticism.
The teas hers agreed early in tho program that individual records of the students were necessary. These records cover data on attendance together with information concerning the accomplishments and progress of each student.
Progress is noted in such details as spelling and accuracy in pronunciation and in the difficulties which arise in connection with the construction of sentences, correction of common errors in grammar comprehension of material read, and breadth of vocabulary.
Pré-tests are given and followed by periodic tests once or twice a month, according to the needs of the various classesf These are given to enable the teacher to learn whether or not certain set goals have been attained, and to learn which points should be re-explained and reviewed.
Final examinations are given at the-end of each quarter; first, to determine how much of the work taught had been actually grasped by the students; and second, to establish a basis for classifying the s tudents, insofar as is advisable, according to their level of learning. These same tests are used as pre-tests for new registrants.
It may be said that the purpose of the Adult English Class was accomplished when the students learned and improved their English; enjoyed thé classes; and most important of all felt that, directly or indirectly, their life was enriched by having attended the classes.
The highest gratification wr s feltwhenthe knowledge of English gained through those classes proved of immediate practical value when the students found themselves relocated in the world outside these centers *
A majority of the adults in t he United States do not attend night schools, but they do, as a rule continue their education as members of formal and semi-formal groups. Ladies Literary Clubs, Labor Unions, Sewing Circles, International Rotary, Lady Elks, and countless similar organizations conduct vigorous self-initiated and self-conducted educational programs. In line with this pa1tern of organization, English
clubs were formed in each block. The members of these clubs meet once or twice a week to speak and study English. A paid supervisor was available to help any group which had a special problem, but for the most part, these groups operated under their own power as semisocial, semi-educational, self-improvement groups.
It is a truism that language is a tool which is needed by any individual who wishes to function effectively in any subject matter field. In line with this philosophy, the directors of the English program at Topaz have placed English speaking helpers in all flower-arrangement, flower making and Issei sewing classes. Students were given appropriate phrases that could be used by those who wished to communicate with each other about their work.
The Washington office developed very helpful language teaching materials in the form of flash cards and special bulletins. A bulletin of English lessons entitled, ’’Lot Us Speak English ” was developed by the Adult Education staff and was made the basic material for most all of the Adult English classes began about January 1, 1944.
The table of contents of this booklet is given here with the belief that it will convey a better picture of the work than a discussion.
Table of Contents
I INTRODUCTIONS	Page
Lesson 1. Self Introduction—----------------—--------— 1
2.	Introducing a	Neighbor-----------------------2
3.	Introducing a	Gentlemen——----—---------------3
4.	Introductions	at Home Gatherings—------------ 5
5.	Introductions	at Home Gatherings (cont)------6
6.	Formal Introductions———-----------—----------6
II CU^T'M:' IN SPEECH
Lesson 1. Greetings-—------—--------—-----------—-—----7
2.	Greetings (cont)------------------------------ 8
3.	At Meal Times--------------------------------9
III	GENERAL INFORMATION
Lesson 1. Seeking Credit-------------------------------10
2.	Filling	An	Application-»—--------------------11
3.	Filling an Application------------—----------12
4.	Relatives——------------——-—------------------ 13
IV	SOCIAL CALLS
Lesson 1.	Calling	on	a	Neighbor-—---—------------------ 14
2.	Calling	on	a	Neighbor—«—-—-------------------15
3.	Calling	on	a	Neighbor—----—------------------16
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Lesson 4;	Invitation to a Tea--—-—-——-----  18
5.	At The Tea-—--------------------------19
6. At The Tea (cont)--------— ------------- 20
7. Conversation at the Tea---— -------—-— 20
8#	Conversation at the Tea--—-—----- 21
9*	When Leaving a Party——----------------22
V	COMMON SIGNS
Lesson 1,	Door Signs—-------------          23
2.	Road Signs—------------------     25
3.	Hospital Signs-—----------------  27
4. Post Office Signs----------— -----------29
5. Public Signs-------------—-— -----------—30
VI	TELEPHONE CONVERSATION
Lesson 1,	Calling a Doctor-----——---------------31
2;, Calling the Fire Department-----—------32
3,	Calling the Police Department-—-------33
4,	Vfrong Number1—-------------      34
5*	Information--——-----—-----------  35
VII	SHOPPING AT THE DEPARTMENT STORE
Lesson 1. Dress Department--------------————— 36
2* Ladies* Apparel*——-----------------—----38
3.	Shoe Department—--------------    39
4.	Hosiery Department——---------     40
5. Millinery Department—-----— ------------41
6.	Yardage Department—-------        42
7*	Infants’ Wear--------------       42
8. Notions———----------—-------------— ----44
9.	Boys* Wear—————————---------------45
10.	Girls* Wear-—*———————————-------- 46
11.	Men’s Department———-———---------  47
12.	Household Utensils—————-------    48
13.	At the Drug Counter——-------------49
14.	At the Tea Room-————————— 51
VIII	MARKETING
Lesson 1. At the Fish Market—--—-—--------------52
2. Poultry Market————————— 53
3* Fish Market————--------—---------—------54
4« Meat Market-------------— --——----------55
5.	Grocery———'  ---------—————---------*— 56
IX	SONGS
’’The Star-Spangled Banner”, ’’America” ”God Bless America”^ ”Auld Lang Syne”
57
182
’’Dixie”, ”Lonr,' Long Ago--•——.__________.......________ 53
’’Yankee Doodle”, "My Bonnie-----........---..._________53
’’’Home on the Rrnge”, ’’Silent Night",-—_______________59
’’The Merry Widow Waltz”, ’’Home Sweet Home”,———___..... 60
"Love *s Old Sweet Song”, ”My Old Kentucky Home”,-------60
"Old Folks at Home”, "prink To Me Only With Thine Eyes--61
"It Crane Upon the Midnight Clear”, "God Be With You”,__61
"Till We Meet Again",-----—___....___.__________________
"American the Beautiful’’, "When You and I were Young Maggie&62 Silver Threads Among the Gold", "Juanita"_____________-__63
October 11th, 1944, the Adult Education program and the Vocational Education program were combined and the supervisor of the Vocational Education became the Supervisor of Adult-Vocational Education, At this time the Adult—Vocational Education Supervisor recommended that a person be added to the Adult Education appointive personnel who would devote.full time to the supervision of the Adult English program. This recommendation was not put into effect* However, when the closing date of a Center wasamounced, there was a great increase in the number who expressed a desire for training. The Adult-Vocational Education Supervisor recommended to the Project Training Committee that English classes be organized on a block-wide basis. This recommendation was presented to the block managers and approved by them. Thirteen blocks held evening English classes. These classes were staffed by public school teachers, some of whom felt the extra work was too great a burden, others left the Centerj as a result classes continued to July 31st. These conversational English classes accomplished more good in a given time than any other attempts at teaching the English language to the Center residents *
E.	FIRST AID CLASSES
^The Maintenance and Operations Department of Topaz requested the setting up of a first aid course for the heads and supervisors of the departments so that in case an emergency arose someone would be able to render first aid before medical attention could be obtained. Approximately 35 students registered in an evening class which was held once a week at the Maintenance and Operations Department office. Fir-’t aid instruction books wore provided by the WJR.A.
The Fire Protection Officer, requested a course for the members of the Fire Department. Thirty-two members of the Topaz Fire Department met once a week at the Topaz City Fire House* Another class was organized for the ambulance drivers and nurses' aides at the Topaz hospital.
An advanced class was set up. The majority of the members of this class had already completed the Standard Course in Topaz or at the Tanforan Assembly Center, Upon completion of the course Red Cross First Aid pins and cloth insignia emblems were presented.
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MUSIC CLASSES
It was in the latter part of September, 1942, that the music school was organized in Topaz# The building originally assigned to the Music School was recreation hall 35# Like all other recreation halls, this was a long unpartitioned room. Although seven pianos donated by evacuee-residents and various Japanese churches of San Francisco, had arrived from the Tanforan Assembly Center, lessons could not be scheduled because the building accommodations were inadequate.
During the week of October 26, ten teachers and a secretary registered student applications at four different dining halls.
At the end of the first week of registration the number of students had mounted to 360, of this number 205 signified a desire to take piano lessons.
While teachers scheduled lessons, discussed various problems, and worked out curricula for the' students, more suitable accomodations were obtained--barrcick 6 of block 1#
This barrack, although partitioned into six separate rooms, was not yet winterized, so the teachers, friends, and parents of some of the students labored for ten days putting up walls and ceilngs of sheet-rock. The women teachers assisted by scrubbing the floors and cleaning up after the completion of each room.
The pianos were hastily transported fromrecreation hall 35 to the newly-finished building, and on November 30th, the Topaz School of Music commenced a full schedule of classes.
Simultaneously with the opening of the school, a bulletin was issued in which were set forth the names of the faculty member, general information and regulations of the school, and the requirements of the piano, violin, and vocal courses.
Of the seven pianos from Tanforan Assembly Center, one was assigned to the Community Activities Section, one to the Protestant Church, and one to the Elementary School; henoe, the Music School was left with^ only four. This was a grave problem which required immediate solution as pianos were necessary for both lessons and practices.
Additional pianos, property of the War Relocation Authority were brought out from the warehouse and placed in the pre-schools to provide a place for students to practice. Permission was obtained for the use of two privately owned pianos which were stored in the warehouse; although not adequate, the bulk of the demands for training in music were being met.
The Topaz School of Music aided students by providing beginners with the facilities for music study and more advanced students with an opportunity for further development
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By presenting concerts, the school aimed to provide cultural enjoyment for the residents of this Center#
The courses offered by the Topaz Music School were as follows! Plano, Vocal, Violin, Solfeggio, Harmony, History of Music, Choir, Ensemble, Orchestra, and Noh Drama* The Piano, Vasal, and Violin oour-see (individual and class instruction) were divided into four grades.
Piano Course
Beginners t
Bentley	Little Songs to Play and Sing
Diller and Quaile	First Solo Book
Beyer	Elementary Instruction Book
Wagness	Collected Pieces for Beginners
Thompson	Modern Course First Grade
Requirement: Solfeggio
Elementary:
All Major Scales and Arpeggios Czerny	Op,	139
Kohler	Op,	50, The First Studies
Burgmuller	Op,	100, Studies
Diller and Quaile	Seoond Solor Book
Requirement: Harmony
Intermediate:
All Minor Scales and Arpeggios
Hanon
Czerny
Beethoven
First Lessons in Bach
Czerny
Bertlni
Heller
Wollenhaupt
Mozart
Haydn
Bach
Sixty Exercises Qp, 849 Sonatinas Vol, 1 and 2 Op, 299 Op, 29 and 32 Op, 47 and 45
Album of 11 Favorite Pieces
Sonatas
Sonatas
Two Part Inventions
Requirement: Harmony
Advanoedi
Czerny
C r ame r ~Bue 1 cw
Mos zkowsky
Tausig
Czerny
Bach
Bach
Beethoven Mendelssohn
Op 740
50 Seleoted Studies Etudes
Daily Studies Op, 365
Three Part Inventions Well-tempered Clavichord Sonatas
.Songs Without Words
Chopin, Sohumann, Sohubert, Liszt, Brahms, etc. Requirement: Solfeggio
185
Violin Course
Beginners f
Major and Minor Scales in the First Position Studies	YiTohfahrt or Hofmann
Student*s Concerto by Seitz
Requirement; Solfeggio
Elementaryl
Major and Minor Scales in the First and Third Positions Studies	Don Op* 37 or Kayser	Op* 20
Concerto	Accolay A Minor
Sonatas	Haydn, Corelli
Concert Pieces
Requirement; Piano and Harmony
Intermediate :
Scales and Arpeggios Studies
Cone ertos
Sonatas
in 3 Octaves Kreutzer Fiorillo Rode No. 7 Kreutzer No. 19 De Beriot
Viotti Nos. 22 and 23 Mozart Nos. 4 and 5 Mozart
Hände1
Grieg
Tartini
Requirement: Piano, Harmony, Orchestra
Advanced ;
Studies
Concertos
Sonatas
Schradieck’s Exercise in Double Stops
Rode
Gavinies
Dont
Vieuxtemps
Paganini
Wienizwski, Lalo (Symphôriy Espagnole) Mendiessohn, Vieuxtemps, Beethoven,
Bruch, Tschaikowski, Brahms, Bach,
Saint-Saens, Paganini, etc.
C. Franck, Tartini, Beethoven, Bach (For Violin Alone).
Requirement: Ensemble and Orchestra
Vocal Course
First Grade:
• Cocone	(daily excercises)
The grades series of vocal studies. Book 1. (Skiper)
a
186
b* Simple Songs 1. Schubert 2» Mendelssohn 3* Rubinstein 4. Schumann
Requirement: Solfeggio
Second Grade:
a.	Marchesi	(vocalises)
b.	Cocone	(daily exercises)
c •	The graded	series of Vocal Studies. Books 1 and 2
d.	Songs from	all composers
Requirement: Choir
Third Grade:
a* The graded series of Vocal Studies. Book 4
b. Marches!	(advanced vocalises)
c.	Arias from operas
d.	Songs from old masters
Requirement: Choir
Fourth Grade:
a. Marchesi	(graduated exercises)
b.	Songs from old masters
c• Arias from operas
d.	The acts of the operas
Requirement: Choir
In the course in Solfeggio (class instruction) students were drilled in singing notes and reading music without the aid of an instru ment.
The course in Harmony (class instruction) acquainted the student with a detailed knowledge of the rudiments of musict defined all technical terms, made an analysis of the theortctical side of music and lead the student into harmonization of melodies and the writing of simple, musical compositions.
The course in the History of Music (class instruction) included biographical sketches of composers, contained references to the tendencies of the ages in which gnat masters lived,, and assisted the student in becoming acquainted with the characteristic traits in the music of various composers.
The Choir studied singing in a ohorus with the singers grouped according to the range of their voices.
The course in Ensemble was for the violin students. They were instructed in how to play in groups and to follow the indications of the conductor. This work was closely related to that of the Orchestra which played orchestra arrangements and studied the literature in that field.
187	-
The course in Noh Drama was the study of classical Japanese songs, which accompanied the ancient Noh Drams* .
The enrollment at its peak, numbered 653 students. After the relocation policy of the War Relocation Authority went into effect, a large number of students left the Center# The youngest student was a girl four and a half years old who studied piano. The oldest was a seventy year old lady in the choir.
All instruction was based on immediate individual needs and not on any particular method of teaching# Hence, the teachers studied their students from various angles, acknowledged their points of strength, and assited them to overcome their points of weakness# No two students were taught in exactly the same manner because no two personalities were identical# If a student was a beginner, lessons commenced with ”do, re, mi”#
If any amount of musical study had been previously pursued, the student was given an audition,and further instruction was in line with his actual accomplishments instead of being based on the number of years spent by him in previous study#
Practice facilities were deplorable, particularly for the students of the piano department. Owing to the insufficient number of pianos, students were assigned only two practice periods a week* beginners— two 15 minute periods weekly; intermediates—two 30 minute periods weeky; advanced—two 45 minute periods weekly#
Under these unfavorable conditions, normal progress was not expected. In order to insure a minimum amount of progress, students were instructed how to go about practicing so as to get maximum results from their limited practice time*
A student was required to study one piece until he was able to render it to the best of his ability at his particular stage of growth and development.
Monthly student-concerts were held in order to encourage the active interest of students, to provide students in the invaluable experience of public appearance, and also to acquaint the public with the work that was being done. Regular concerts were held about every three months# They were open to the public and were well attended and enthusiastically received.
Aside from the concerts presented by the Topaz Music School, the teachers had students participate in numerous programs sponsored by other organizations#
In the Music School building there were six rooms; one was used for an office, throe for piano studios, and the vocal and violin departments had a room each. Each of the studios was provided with a black-
/
188	-
board, a table, and several benches in addition to the piano in each of the vocal and piano studios*
The school building was used for lessons and teachers* preparations, except on Sundays when it was used for students1 practice. Students were assigned specific practice periods on one of the thirteen pianos distributed to various parts of the Center* Each student was required to buy the necessary music and such other items as tablets and pencils.
It was ordered individually or through the Music School.
Violin students had their own instruments. The departmental cost consisted of War Relocation Authority allowances to teachers, office supplies, and janitor and messenger services.
G. SEWING CUSSES
When problems of sheer necessity such as food and housing were adjusted for the Evacuees, suitable clothing for the unaccustomed, desert weather was the next problem to be met. Mothers and daughters started to sew suitable garments, but very few were fortunate enough to have had systematic sewing lessons with designing and drafting of patterns. Most of the city women were able to purchase their wearing apparel from department stores prior to evacuation from their homes in California. In the Center, it was difficult to purchase the clothes that one liked,and families were having a hard time financially. For these and many other reasons, it was decided to open a sewing school for the benefit of the Evacuees in Topaz,
The school opened October 21, 1942 in recreation building 29 with just one table and no stools. Registration in two days numbered 391, with ages ranging from eighteen to sixty years-»
Because heating of the bare unfurnished barracks was inadequate registration was held outside in the desert sun. Although there was very little equipment for the school, the students commenced their studies as a cold, unfamiliar, undeterminable winter began to set in.
By the first of November of 1942, the following equipment was received: twenty Singer Sewing Machines, six tables (no stools as yet) for recreation building 29, and ten Singer Sewing Machines for the added classroom in recreation building 5.
On November 9th, the sewing classes and needlecrftft classes were in full progress. At that time there were 437 students enrolled in the sewing class and 199 students enrolled in the needlecraft class.
During the Christmas season, the Community Activity Dep rtment of Topaz asked the sewing classes to help sew costumes for the pageant, wThe Other Wise Man”, Occasionally drapery and curtains were made for the Maintenance Department and for the churches.
More than 774 students studied scientific methods of modern sewing and needlecraft, Many girls who worked in dining halls and as nurses aides attended classes in between their hours of duty# Office girls came in on Saturday afternoon. Mothers studied while their children were at nursery school.
Psychologically, sewing and needlecraft satisfied the inner urge to creat something. Even with the limited materials available,, the women of Topaz were able to create wearable garments. The cutting and sewing of new dresses was restful both to the younger and to the older women.
The students of the school and the staff members made the service flag on which has been recorded the growth of the Japanese combat team.. It hung just outside the Project Director’s Office,
Home sewing was an absolute necessity to effective home living in the Center. At the end of each term a fashion show and exhibit were held to show the accomplishments. These exhibits were attended by the majority of the residents of the Center. Each exhibit indicated the progress which was being made by these classes. The articles on display at the last exhibits compared favorably with children’s and adult’s clothing displayed in the windows of some of the best retail stores.
Beginning from the mid-term of 1943-44, fiften minutes of practical English lessons were held before morning and afternoon class started. This enabled some of the older students to accept good paying jobs outside the Center.
The commercial sewing class of the Adult Education Department had eleven cadets, one teacher and a secretary at the time it opened. The purpose of this course was to train people to obtain positions as assistant dressmakers and workers in alteration departments. The superintendent of the commercial sewing training was Mr. Yuji Sumi, who had long experience in manufacturing, importing, and wholesale business in San Francisco. The sewing room #&s equipped with fifteen Singer Sewing Machines, six ironing boards, two sleeve boards, and one iron.
The teacher and cadets had a meeting every morning to discuss the current problems and progress. The cadets made garments for the residents at about one half the usual retail price. The money thus received was used in purchasing equipment, necessary materials, and supplies.
The cadets learned how to fit, draft, sew, cut commercial patterns, and how to do decorative work. All cadets had to have a fundamental knowledge of sewing before they joined the group.
This class was operated as a part of the Adult Education program until March 5, 1945, when it was transferred to the Vocation Education unit and the cadets accepted learnerships. It operated on this program until it closed out June 20, 1945,
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H.	SHORTHAND CLASSES
The elementary, high elementary, intermediate, and advanced Gregg Shorthand classes of the Adult Education evening school were inaugurated on December 8, 1942, Registration at the first meeting numbered 112, Classes were scheduled to meet twice a week for two-hour sessions,
”The Gregg Shorthand Manual,” Anniversary Edition, by John Robert Gregg was adopted as the textbook for all of the courses and was purchased individually T^y the students. The high elementary class started from the first page of the manual'but proceeded with the lessons more rapidly than the elementary class* Gregg*s ”5000 Most-Used Shorthand Forms" were used for supplementary material,
I.	CLASSES ON THE USE OF THE ABACUS
Forty-seven abaci were purchased for use in the Project Administrative Division* It was intended to start a training class in the use of this instrument, looking forward to the time when Project calculators and adding machines might become unrepairable*
Two classes were organized. One class held eight sessions and the other held nine sessions. Within this short period the fifty young people mastered the technique of the abacus to the extent that they were capable of using this primitive intrument effectively in the War Relocation Authority Offices.
No other classes were organized as no further need developed*
J.	NURSES AIDE CUSSES
Topaz Hospital had a nucleous of 48 Nurses Aides trained at Tan-foran to start its duties* Upon arrival at the Topaz Relocation Center, a number of these girls found work in other departments, and with the expansion of the hospital unit and its facilities, it was necessary to give additional Nurses Aide training.
The course as outlined was organized on a three weeks period. Mornings from 8:00 a.m. to 12 noon were reserved for practical experience in hospital wards with patients. The afternoons from 1:30 p.m* to 4:00 p.m. were for classroom instruction in theory with demonstration followed by practice of the students on procedures*
The following are data on six courses which completed the course: Groups	Number Enrolled
Group I
October 5, 1942 - October 23, 1942	36
(Number completing course - 27)
(Number employed in hospital - 19)
(Number employed in other departments - 8)
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Group	Number Enrolled
Group II
October 19, 1942 - November 6, 1942	51
(Number completing course - 45)
(Number employed in hospital - 39)
(Number employed in other departments-5)
Group III
November 30, 1942 — December 18* 1942	. 15
Group IV
December 14, 1942 - December 31, 1942	9
Group V
January 18, 1943 - February 5, 1943	13
Group VI
March 8, 1943 - March 25, 1943	16
This plan for training Nurses Aides was carried on until February, 19 After this time Nurses Aide training was transferred to the Vocational Training Unit and to the Hospital.
Statistical Report of Enrollment Vocational and Retraining Courses			
Dates	Men	Women	Total
June 28 - July 30, 1944	21	66	87
August 1 - August 31, 1944	20	21	41
September 11 - October 7, 1944	16	15	31
October 9 - November 4, 1944	17	9	26
November 6 - December 1, 1944	48	22	70
December 4 — December 30, 1944	72	24	96
January 1 * January 27, 1945	65	35	100
January 29 -February 24, 1945	142	49	191
February 26 - March 24, 1945	152	45	197
March 26 - April 21, 1945	126	20	146
April 23 - May 19, 1945	152	32	184
May 21 - June 16, 1945	108	180	288
June 18 - July 14., 1945	36	792	828
Aggregate Total for Year	975	1310	2285
Monthly Average	76	100	176
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English Courses
-  ^....mri I - - -| -
	Dates	Men	Women	Total
June 28 -	July 30* 1944	24	469	493
August 1	- August 31, 1944	19	454	473>
September	11 - October 7, 1944	28	531	559
October 9	- November 4, 1944	26	375	401
November	6 - December 1, 1944	22	362	384
December	4 - December 30, 1944	22	362	384
January 1	- January 27,. 1945	24	376	400
January 29 - February 24, 1945		23	895	418
February	26 - March'24, 1945	37	432	469
March 26	- April 21, 1945	54	838	892
April 23	- May 19, 1945	31	320	351
May 21 -	June 16, 1945	23	100	123
June 18 -	July 14, 1945	42	292	333
Aggregate Total for Year	375	5306	5681
Monthly Average	29	408	437
	Other Academic	Courses		
	Dates	Men	Women	Total
June 28 -	July 30, 1944	267	1092	1359
August 1	- August 31, 1944	272	1213	1485
September	11 - October'7, 1944	216	1003	12 IP
October 9	- November 4, 1944	184	780	964
November	6 - December 1, 1944	176	700	876
December	4 - December 30, 1944	176	700	776
January 1	- January 27, 1945	200	650	850
January 2	9 - February 24, 1945	50	869	919
February 26 - March 24, 1945		415	1245	1660
March 26	- April 21, 1945	450	1473	1923
April 23	- May 19, 1945	114	1516	1630
May 21 -	June 16, 1945	125	1496	1621
June 18 -	July 14, 1945	402	449	851
Aggregate Total for Year	3060	13073	16133
Monthly Average	235	1006	1241
VII. VOCATIONAL EDUCATION
)ry
A.	INTRODUCTION
Since the separate report on Vocational Education gives special and comprehensive information covering the origins, aims, chronological developments, organization and administration, and results and recommendations concerning the entire Vocational Education program of this Center, it was deemed advisable to repeat in this report only the information about Vocational Education given in the "Summary Curriculum Report of the Topaz City Education Program.”
Organized training was carried on in the following activities:
As learnerships; in auto mechanics, commerical sewing,.electricity, photography, radio and phonograph repair, typewriter repair, watch repair,, welding, X-ray technician, nurses aide, and hair dressing*
As food production war training; in farm tractor repair, and in elementary electricity.
As pre-employment training; in aircraft mechanics, and in auto mechanics•
As War Relocation Authority adult training classes; in auto mechanics, lapidary, tailoring for beginners, tailoring for intermediate students, tailoring for advanced students, welding, cooking, and typing*
As high school vocational training classes; in agriculture, art, auto mechanics, bookkeeping, general business, lapidary, librarianship, mechanical drawing, shorthand, tailoring, welding, typewriting, aircraft mechanics and auto mechanics.
B.	LEARNERS HIP
Persons assigned to learnership were paid while they were learning. This type of training is similar to what is more commonly known as apprenticeship training. Persons assigned to learnership received training in activities which were being carried on in the Center, and the main purpose of the learnerships was to provide better trained employees for the Center*
Auto Mechanics
Persons assigned to the auto mechanics learnerships worked first under Vocational Training instructors for a short time and then were sent to work under the garage supervisors and foremen.. During the learnership period emphasis was put on training; however, the production record of these students was very satisfactory to excellent. The basic operations and processes included in this course wore: (l) Principle of the internal combustion engine, (*). Study of crank shafts, rods,
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pistons and camshafts, and their relation to other parts of the engine,
(3) Transmissions, (4) Differentials, (5) Automotive electricity,
(6) Carburetors, (7) Generator, (8) Starting motor, (9) Brake systems,
(10) Universal joints, (ll) Drive shafts.
A relative proportion of time given to instruction and practice was about one-fourth demonstration and instruction to three-fourths to practice. The technical material students studied included technical manuals and standard texts: Also film strips and motion pictures were used. Most of this material was furnished by the Vocational Training Department of the Utah State Department of Education.
Learnerships proved very successful both as to training and as to providing better trained employees for the Centerfs motor pool garage. However, a majority of the best students relocated to auto mechanics jobs.
Commercial Sewing
The class in commercial sewing began under the Adult Education program and continued as such to February 1945, when it was transferred to the Vocational Training Unit and set up on the learnership basis. As persons assigned to learnerships in this activity became somewhat proficient as a result of the training they received, they relocated to jobs in cleaning establishments, clothing repair shops, and tailoring shops. Most of the persons assigned to learnerships in this activity had worked at the trade before, but as a result of being out of the trade for some time felt that they needed a refresher course, and therefore, used the learnership opportunity to re-develop their commercial sewing skill.
The basic operations and processes included in this course were:
(l) Pattern making, (2) Treatment of materials, (3) Cutting materials,
(4) Basting, (5) Fitting, (6) Sewing and finishing, (7) How to handle customers, (8) Business practices, a, over-head expenses, b. labor costs.
The learners were re-taught the operation of and the uses of the sewing machine, buttonhole machine, cutting shears, buttonhole shearsf curved rulers and round ironing boards. The instructor talked to them on the following topics: How to buy materials, sources of materials, cash and trade discounts, investments, employment opportunities, and best locations for the trade. This course was very conducive and encouraging to relocation as well as supplying the demand for the making and repairing of clothing needed on the Center.
Electricity
Residents of the Center who had had practical experience or training as electricians were very few* To overcome this shortage the Center Electrician agreed to give training in electricity on the learnership basis, to not more than ten persons at any one time.
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The course outline was as follows:
1# Elementary principles of electricity
a.	Applied to generators
b.	Applied to motors
c.	Applied to light and heat
2„ Operation of
a.	Generators
b.	Motors
c* Lights
d.	Heating units
3< Care of
a# Generators
b.	Motors
c.	Lights
d.	Heating units
4. Repair of
a. Generators and motors used in home applicances
5* Wiring for light and power
The instructor used the lecture-diecussion-demonstration method to develop principles and ways of doing a jobj but at least 90 percent of the time was spent on the repair of motors, generators and electrical appliances used on the Center. In addition to this repair work they had some practical experience in wiring for light and power and in repair and remodeling of house wiring. Special emphasis was put on blueprint reading and electrical symbols used in blueprints of ordinary construction, such as residences and small shops and. factories.
Photography
The Center photo studio, conducted by the cooperative enterprises, used from two to four learnerships to recruit and train employees needed to carry on this enterprize. Learners were trained in. the following operations typical of the job: (l) Posing subjects, (2) Arranging light, (3) Handling cameras, (4) Preparing developers, (5) Developing films and plates, (6) Printing, (7) Developing of prints (8) Fixing,
(9) Washing, (10) Drying, (ll) Ferro-typing, (12) Spotting, (13) Trimming and mounting.
There was much greater demand for the learnerships than for employment on the Center. Therefore, if training classes in photography could have been set up it would have enabled quite a number^of residents to have relocated to a jobj but a scarcity of photographic materials made this impossible.
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Radio and Phonograph Repair
The cooperative enterprizes of the Center operated a radio and phonograph repair shop. This activity used from two to four learnerships throughout the life of learnership training on the Project, , On account of the difficulty in securing supplies and equip ment to operate a radio and phonograph repair shop the basic operations and processes in which the learners were trained were quite limited. The sequential lists of these processes and operations were: (l) The use of testing instruments*., such as a, -tube testers, b. ohm and volt meters, c, capacitor bridge*„ d*. signal generator, (2;'Drawing Circuit diagrams, (3) Reeding various diagrams, (4) Tube types, (5) Plate voltage circuits, (6) Signal tracings, (?) Building power supply, >
The instructor gave talks on £nd made demonstrations of simple principles in elementary electricity and trade terms.
Typewriter Repairs
The typewriter repair shop in this Center was an activity carried on by the Engineering Section, This section employed one typewriter repair man and he used four learnerships to assist him with his work and to train them, A number of the learners received employment outside the Center as soon as they developed much skill at all,. This activity was quite popular* and of course, only a small part of these desiring this training received it. The operations and processes in which students received training follows:
Cleaning and overhauling all makes and models of typewriters; disassembling*, assemblying, and adjusting the following basic parts; typebars, typelevers,, and type links, bell* linelock, and margin release mechanisms; tabulator mechanism; escapement and back space mechanisms; ribbon drive and automatic reverse mechanisms; type segment and shift mechanisms; alignment of types; adjustment of typebar trip; ring and cylinder adjustment; adjustment and repair of types of use of cutter* mauler* nine prong, plier*, soldering iron,, parallet plier, and other special tools; adjustment of touch control; repairing and overhauling mimeographs,,dictaphones, and number machines*
Space in this report to give a discussion of every type of learnershi is not sufficient. The others mentioned in the introduction were carried on in much the same manner as those discussed above,.
FOOD HiODUCTION WAR TRAINING
This Center took advantage of the ”Utah State Plan for Vocational Courses of Less Than College Grade and Related Instruction in Connection with the Food Production War Training Program.” The Utah State Board of Vocational Education cooperated to the fullest extent with the Center Adult-Vocational Training Supervisor and the Center Superintendent of Education, in approving all 0, S. W, A.*, courses applied for by the Center.
19?
The procedure of application,, approval, and methods used in these courses were set forth in a bulletin entitled nThe Utah Plan for Food Production Training,w as provided for under Paragraph Three of Public Law 135, Seventy-eighth Congress# First Session, The Center conducted the following courses under this plan: Farm tractor repair, elementary electricity, and farm carpentry
These courses operated on a 120-hour training basis and followed the outline provided by the State Board for Vocational Education,
C,WAP RELOCATION AUTHORITY ADULT TRADE CLASSES
Adult trade classes in auto mechanics, lapidary» tailoring, welding, cooking, and typing were organized from time to time during the life of this Center, These classes were conducted in a similar manner to the State Supported Training Programs (0. 3, W, A, and Pre-employment Training.)
Doubtless, the most unique of the adult trade classes were the ones in American cookeryi Classes in this area were first organized in April, 1945, and by the close of school June 1» 1945, the demand for this work was far greater than the supply of tea©hers or equipment} therefore, it was necessary to limit membership in this work to persons who were relocating within 60 days and who needed this training in order to accept employment as domestics,- Four groups of thirty each were taken through this course during April, May^ June, and July of 1945. The course was conducted in about the same manner that the Home Demonstrator of a Utility Company carries on foods classes.
The outline for these classes follows}
Mothod of Teaching
One demonstration class from 8.to 11, six days a week*
3	hrs. each day required for practice* Half the class practices from 11 to 2j others from 2 to 5 p.m*
Progress chart is used.
Subject Matter
Breakfast, Preparation of:
1, Grapefruit and orange
2', Coffee, made 3 ways
3, Toast—plain, cinnamon, milk, 'French
4* Dried fruits
5,	Oatmeal
6,	Cream of wheat
7,	Eggs-*fried, soft cooked* scrambled, poached, omelets
8,	Hot cakes
9,	Waffles 10* Muffins
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Breakfast cont.
11.	Biscuits
12.	Broiled bacon 13» Cocoa
14» Setting table for breakfast
15.	Serving a breakfast
16.	Time schedule for preparing
Luncheon:
1. Cream soups and croutons
2» Salads—fresh vegetable, fresh fruit, gelatin 3. Salad dressings—boiled, mayonnaise, French, cream 4* Macaroni and cheese
5.	Meat balls
6.	Scalloped potatoes 7» Baked potatoes
8,	Gingerbread
9,	Corn meal muffins 10» Oat meal cookies 11. Iced tea
12*. Souffles
13.	Custard—boiled, baked
14.	Fruit whip
15,.	Creamed eggs 16f Cole slaw
17.	Croquettes
18.	Meat pies
19.	Planning
20.	Serving
Dinners:
1.	Vegetables—creamed, buttered, fried
2.	Hot rolls—quick method, ref. rolls 3». Noodles and dumplings and gravy
4. Pie—soft, fruit 5* Ca es and icings
6,	Jelly roll
7,	Fruit dumpling and sauce
8,	Meats—a. Roast and potatoes
b.	Breaded pork chops
c.	Meat roll
d.	Meat loaf
©• Broiled chop 9» Chicken—
a. Strewed with noodles b* Chicken pie
c.	Chicken pilue
d.	Baked
e.	Chicken	soup
f» Chicken	soup
10.	Salmon,	croquettes	and loaf
11.	Time	schedules for	cooking
12.	How to set tables and serve
baked
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D.	HIGH SCHOOL VOCATIONAL TRAINING CUSSES
Information essential to an understanding of the aims, operation, and outcomes of the high school vocational classes is given in the high school section of this report.
E.	IN-SERVICE COURSES FOR APPOINTED AND FOR EVACUEE PERSONNEL
Most of the in-service training for Evacuee personnel was carried $n by the Evacuee employee joining one of the state supported vocational classes, one of the adult trade classes, or one of the high school vocational training classes and the class time Counted as a part of the régulai work day.
Doubtless the most successful of these wei*e the foremanship training courses conducted by the War Man Power Commission in cooperation with thé Utah State Department of Education# and the local vocational training unit*
Several times the Personnel Office made feeble attempts at in-servipe training for appointed personnel*
\
VIII.	EXTRA-CLASS ACTIVITIES
. LIBRARY SILVIOS AT TOPAZ
From the very beginning of the Central Utah Project of the War Relocation Authority, books began to flow in* At first, before orders could be sent out, the State of California and Utah sent in thousands of good books as a nucleus to begin the libraries on the Project. A librarian wrote to a popular library magazine expressing regrets because many of their "best patrons were being swept from their libraries when the Japanese were removed from the West Coast* Five libraries Vi/ere set up, the public library near the center of the Project, the Japanese library, two elementsly libraries on opposite sides of the Project, as well as the high school library*
From the beginning the various libraries were busy, popular places* The high school library, especially during school hours, was humming with activities* During teacher illness or shortage, whole classes ¿pent their hour in the library with specified assignments*
Over one hundred of the best magazines were available on the Project, together with half dozen daily newspapers* By the end of the first year hundreds of new books and other reading material was furnishing all possible needs* The book supply on the Project—those purchased by the War Relocation Authority, donations and rentals— have amounted to around 2500 copies. In the spring of 1945, many volumes of the less worthy gift books were given to a paper drive*
Many old established cities in America have fev/ef curroct books and magazines than wore found in these libraries*
The high school library occupied a whole barrack which was kept attractive and clean and could seat on^ hundred students* The tables, although homemade| were highly polished and well suited to their needs,
The library board consisting of the Inter-library Council and representatives from the education Section met at frequent intervals* to koep a Harmonious program functioning*
Kirce librarians were employed at the high school library. Bliss ra Bills from the Agricultural College at Logan Utah, was -the first* She was followed by Miss Lottie Lee Lamb of Eugene, Oregon* The t?StKyG?r,.Mrs* Laura R* Merrill of Logan, Utah, was in charge* From e eginning, graduates of California schools were employed in various libraries and did excellent work* Both Miss Bills and Miss Lamb gave regular library instruction and the whole procedure followed accepted library methods* Book binding and repairs were all taken Core of by the staff. As a result all books and magazines were kept m good condition*	*
The hospital received loan service on many occasionsi The library was open for many special activities and meetings. Hundreds of substantial book ends were made by the Industrial Arts department for the
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library, The library maintained membership in the American Library Association, Many book talks were given to both teachers and the elementary classes to stimulate reading and the care and use of library equipment# Pamphlet and picture files were maintained#
Many contacts were made with outside libraries and publishers for display material. For the past six months the high school sponsored a continuous art exhibit of paintings furnished by local Japanese artists. Generally one artist used all the space for display for two weeks. During that time the library was open one or two evenings so that parents and staff could call and meet the artists, see the pictures, and hear him tell of his methods#
By July, 1945, all libraries, both school and public, were closed and the Choice books from each were assembled in one central community library to take Care of the needs of all ages until the final closing. All books not being used in this library are properly housed and shelved awaiting disposal by the War Relocation Authority,
b, mam program
As early as February of 1943, preliminary discussions were underway with regard to setting up of a coordinated summer program* By the middle of April 1943, it had been decided to combine the community activity section and education section for the purposes of more effective administration* It Vías thought that thin plan would free the community activities supervisor from administrative responsibilities and permit him to concentrate on the program. Under this administrative arrangement the adult education supervisor was responsible for all educational and recreational activities in the Center participated in by adults. The principal of the junior-senior high school was responsible for all activities for students in that age group while the elementary school principal was responsible for those offered children on that grade level#
Mr. Drayton Nuttall, principal of th© elementary school-, was appointed as co-ordinating chairman for the summer program. Representatives from all of the activity groups in the Center worked under his direction. A camping program vías carried on about 85 miles from, the Center. The minutes of the first meeting of the summer activities committee together with reports for the summer of 1943 and 1944 are reproduced below#
SUMMER PROGRAM COMMITTEE MEETING MINUTES Friday, February 26, 1943 2:30 p.m# 8-8-D
Topaz, Utah February 26, 1943
ATTENDANCE
Those present were:
Mr. Nuttall, Chairman Miss Grace Fujii, Pre-School
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OPENING REMARKS
DISCUSSION
Miss Eleanor Gerard, Vice Principal, High School
Mrs« Goodman, Community Y/elfare
Mr* Geo* Hoshida, City Council
Mr* James Lamb, Community Activities Section
Miss Wanda Robertson, Director of Curriculum
Rev* Shimada, Protestant Church
Dr* Bane, Adult Education Department
Mr* Nuttall stated that he was-asked to chair the committee to formulate some plans for summer activities for the people living in the Project with particular reference to the school age group* Since it was felt that several organizations would be concerned and would bo interested in the summer program, they were contacted to be present at the meeting*
The question of selecting an administrative head to direct the activities of the summer program was brought up* Miss Lamb suggested that this committee work as a central committee on the summer program with Mr* Nuttall acting as chairman*
Dr* Bane made a motion that this committee act as a planning and coordinating committee to make appropriate recommendations to the heads as they are now set up, but the actual administrative orders would come from them* The a-bove motion was seconded and approved by those present*
Mr* Lamb asked if it would be better for some one person to head the general camp-wide program in respect to the C*A*S* and elementary schools as it involves mostly these two agencies instead of each one taking a certain area. .Mr* Lamb also stated that we could pull our efforts towards a common program*
Dr* Bane said that if wo plan in terms of a particular area, the duties and power of this sub-committee will be defined*
Mr* Nuttall stated that there might be some friction unless we all work out things together for the carrying out of the program and that the personnel of each organization represented hero may be assigned to various activity groups during the summer*
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SUGGESTED ACTIVITIES
PROBLEM OF PLANKING PROCEDURE
The following is a list of possible activities suggested for the summer■program:
.1* Clubs 2# Hobbies
3,	Art classes
4,	Story hours at the libraries
5,	Children’s theater visits
6,	High School Dramatic club
7,	Hikes
8,	Outings 9* Gardening
10,	Supervised playground activities
11,	Working on farms
12,	In-Scrvice work program
13* Regular summer school classes 14, Camp-wide social events 15* Summer camps 16* Outdoor movies
17,	Church classes
18,	Home economics program
19,	Teacher training program
20,	Boy Scout organization
21,	Science clubs
22,	Music clubs and concerts
Dr. Bane asked if the Adult Education program would be included in this program and would there bo any coordination between the summer program planned by the Adult iiducation Department and this committee,
Mr, Nhttall states that since this committee was considering the activities on the whole community it would take on the responsibility for the general program of the entire city.
The motion made by Dr. Bane that this committee was considering the activities of the whole community it would take on the responsibility for the general program of the entire city.
The motion made by Dr, Bane that "this committee has jurisdiction of the total summer program for the community was seconded and approved.
Mr, Nuttall stated that the Church groups, the C.A.S., and Adult sections will mainly be interested in pi^ograms directly connected with them.
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PROBLEMS

The question of dates was brought up* It Was announced that schools will close on the 30th of June and will open for the fall semester in September*
Many activities will have to be planned now and be in operation before the schools close* When schools ar6 out, we will still be rer ■ sponsible for the children during the daytime, so from the time regular classwork stops, these other activities should be going or should be ready to start going*
Regarding the weather altering the routine of the working day, it was considered that the administrative working hours will be changed from the present schedule of 9:00 a*m. to 1:00 p«m* and 2:00 p.m* to 6:00 p*m. to the former schedule of 8:00 a*m* to 5:00 p*m*
It was felt that the logical procedure would be to gather all the programs from each organization and sections interested and fill in the gaps in terms of supervised playground work, etc*
All tentative programs and plans are to be submitted to the committee by Friday, March 19,
Problems of personnel very serious* We must make a survey of the personnel and find out what things each person can do the best*
The problem of the vacation plans of the appointed staff must be considered also. Mr*
Lamb asked regarding the vacation period for tho resident staff, Mr* Nuttall said he would look into the matter.
The financial problem was brought up also.
If the budget goes through, there should be some funds available for equipment and materials.
Much of the planning would be in the ago range of the elementary group since the pro-school nursery would be opened during the summer months for the pre-school age children and many of tho high school students would to out of the city to help on the farms, In the -planning for summer activities, the junior high students must also be considered*
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The problem, of supplies, equipment, and facilities must also be taken into consideration*
An over-all inventory of all equipment, q) ace, facilities, and supplies at the sdhools was suggested. This inventory report will be submitted at the ne2fc meeting of the committee.
Mr. Lamb asked if this committee would be interested in reviewing a list of $>7,000 athletic and playground equipment which was presented to the C.A.S. He stated that the cost was way beyond the financial possibility of that department.
Mr. Nuttall suggested that this plan not bo tabled and if wo could get together some men who might bo.interested to review the list, something might come out of it. It was decided to refer this to the Inter—faith council through Rev. Shimada*
The next mooting of the committee will be hold in approximately two weeks. There being no further business, the meeting was adjourned at 4:15 p.m.
SUMMER PROGRAM COMMITTEE MEETING MINUTES
Monday, June 4, 1943	Topaz, Utah
The development of the summer* activities program .is aimed at providing such activities as will meet the needs of the people of Topaz for recreation and education and cultural advancement.
The central committee whose duty it was to plan and put into operation such a program had the following membership:
Mr. Drayton B. Nuttall, chairman
Dr. Laverne Bane, Adult Education
Miss Grace Pujii, Pre-School
Miss Eleanor Gerard, High School
Mr. Honnami, Catholic Church
Mr. George Hoshide, City Council
Miss Toshi Koba, Community Activities
Rev. Kumata, Buddhist Church
Mr. James Lamb, Community Activities
Miss Wanda Robertson
Miss Kay Uchida, Pre-School
Rev. Shimada, Protestant Church
Mr. Tats 2fekamoto, Community Activities
i
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The following decisions have been reached during the meetings of this group:
1# That activities planned by this committee shall not
distort) or conflict with other activities already under-* way under th© direction of any other well established directive agency* This pertains principally to the activities in the adult field.
2. That with the exception of the adult activities and
adult education already functioning, the committee would assume responsibility of pooling all education and community activities programs, facilities, and personnel*
3* That participation in the summer program will be voluntary with the exception of students who need some make-up or remedial work along the academic lines*
4.	That all aspects of the vocational training program shall be left in the hands of Dr* Bane, who has been made responsible for this training by the Project Dir-^ ector and that the plans of this committee consider this training program in planning and scheduling its own program.
As planning and discussion wont forward, it became apparent that the groups needing the major portion of the committee*s attention were the children of elementary and junior high school age, along with some senior high school students* Daytime plans must be made almost entirely for this group* It is anticipated that most of the senior high students will be in the work program during the day along with the adult population*
The following program has been planned to date and subject to future changes will make up the activity offerings for the summer* Such changes as will be made will result from:
1. Absence of leadership for some gi*oups.
2* Recruiting of new leadership for other groups.
3* Lack of interest in certain groups.
4* Discovers7 of new interests which can adequately be met.
THB PROGRAM
A* For Pre-School Children:
1* Present facilities and program will continue except that the pre-kindergarten groups will meet in the mornings*
2* Afternoons will be left for supervised play.
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B, For Children of grades 1,. 2, 3, and kindergarten:
1. Mornings - meeting in grade groups to provide
a* Remedial work in reading, etc«* for those who need it#
bk Music and rhythm activities
c* Art activities
d.	Dramatic activities, story hour, reading, library, etc*
e.	Crafts activities
f* Outdoor hikes, games, etc*
g* Other activities appropriate to grade
2* Afternoons - free time for
a. Playground
b* Library and story hour
C* For students from grades 4 through 12 1, Morning
a. High School Classes for credit* These will consist of classes to meet the needs of:
1. Students who need to make up some work, or 2* Students who want to take an advanced class^ or one which is not offered in regular session*
Students will not be allowed to enroll in classes which they will be able to take in their regular school years*
b* ELementary School Classes
Ik It will be recommended to parents of students in grades 4, 5, and 6 who are having trouble with certain phases of school work that they enroll for the first early morning period in special classes in which they can get individual instruction to make up such deficiencies as exist*
c* Special Interest Group Activities for grades 4 through 12. This series of activities has been grouped into:
1. Arts and crafts groups 2f Science groups 3* Music groups 4* Dramatic groups
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The arts and crafts groups are being organized under the direction of Mr. Roper, The groups sug-
gested arei	
1.	Bird housing
2,	Making willow furniture
3.	Carving
4.	Kite building
5,	Model Plane building
6,	Jr. construction (carpentry)
7,	Cabinet making
a.	Toy building
9,	Art (design)
10,	Tin can craft
11.	Art (map making)
12,	Art (painting)
13.	Sculpturing (modeling)
14.	Marionettes
15.	Ceramics
ie.	Lapidary (rock cutting aid polis,
17.	Sowing
18,	Knitting
19,	Bnbroidery
20.	Crocheting
21.	Cartooning
22*	Lettering (posters)
23.	Collectors Club
24,	Rug Making
25.	Flower Iifeking
26,	Costume design
27.	Block printing
28.	Flower arrangement
29,	Weaving
The science interest groups include:	
1.	Association for the advancement < science clubs: a.	Chemistry, geology, and photography b.	Physiology, botany, and zoology c.	Physics and radio
2.	Rocks, minerals and fossils club
5.	Insect collectors’ club
4,	Bird collectors’ club
5,	Expcrimontor’s club
6,	Astronomy club
7.	Plant and animal club
8*	Gardener’s club
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The music groups offered are:
1.	Mixed chorus or glee club
2,	Male chorus
3..	Female chorus
4.	Orchestra
5.	Band
6.	Music appreciation groups
a* classical b# popular 7 • Dancing
a, social b# folk c# tap
The dramatic groups will be interested in putting on plays and working with the music group in the presentation of operas* operettas, and pageants#
Other possible activities include:
1* Cooking
2# Book and story club 3# Journalism club
Playground facilities will be available during morning hours with limited supervision# However, most of the playground activities will be confined to the afternoon#
2# Afternoon
The afternoon program for this group will consist of:
a.;# Directed play on playground areas b# Continuation of some of the interest groups, principally arts and crafts, music, and dramatics# c# Library or recreational reading d# Club and informal group work (cub scouts,.
brownies,, etc#)
e.	Possibly work for seme#
D#.. For adults and high school students who are working full time:
1# The program for this group will be principally an evening program, with some activities falling on Saturday afternoon or Sunday#
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2.	The adult education program will continue to function essentially as it has in the past.
3.	The adult activity program will continue along the same lines as it has in the past.
While no method of determining interests among the out-of-school population has been suggested, it xa proposed that some special interest groups of similar nature to those offered to high school stu dents during the day will be provi e	, b
to those included in the two programs mentioned above,
These will include:
4.
a*
b.
c. d* e*
Arts and crafts groups Science groups Music and dancing groups Dramatics groups Literary groups
In addition to these, some academic courses Bay be possible*
E, Playground Activities and Athletics:
This phase of the recreational program will be under the direction of Mr. Crowton. The objective is to provide suitable play opportunities for every person in Topaz, to teach recreational games to all ages, to provide suitable physical exercises for all ages, and to promote optimum development*
a.
b*
For pre-school children* there will be play areas designated adjacent to the centers which will be supplied with such play equipment as it is possible to obtain or construct. Play at these centers will be supervised by pre-school center loaders and playground* directors*
For children in kindergarten and grades 1, 2, and 3, play areas will be provided close to the elementary schools. Supervision of the^ play of these children will be by teachers in the morning and by teachers and playground directors in the afternoon*
For students of upper elementary , ^junior, and senior high schools, play space will be provided at blocks 15 and 21, on the central square and around the edges of the dity proper. Some of this is already partially developed*
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Athletic tournaments and other competition in a wide variety of sports will be available* Location of some of the special areas will be announced later*
d* For persons who are working during the day athletic activities will be confined to an after-dinner, Saturday afternoon, and Sunday program.
Special facilities, such as the golf and tennis clubs and other activities already functioning, will continue to operate as at present. There will be no interruption of any tournaments ^ or schedules already drawn up, but these will be supplemented by a variety of other sports as facilities make them possible.
F.	Summer Camping
This part of the summer program has been made possible through an agreement between W# R. A. and the Grazing Service of the U. S. Dept, of Interior for the use of the former site of the C.C.C. camp located at Antelope Springs, about 59 miles from Topaz*
Work to prepare the camp for use is to be done principally by volunteer labor under the direction of Mr.
K.	Inouye, the chairman of the summer camping committee.
Age Group
Plan for approximately 75 to 100 campers at any one time. Age limit is between 12 to 14* Groups Yiill be selected on club and organizatioh basis to secure more leadership.
Quarters and Facilities
jEhough pup tents for 75 persons; Mr. Potter will take care of large canvases for cooking and dining areas.
Mr* H. Watson v/ill furnish 3 WRA, 8 x 12 houses for office, nurse, and cooks.
For sleeping facilities, 100 cots, 100 matresses, and 300 blankets will be furnished. Every camper must furnish own sheets and pillow case.
Cooking and Food
Two stoves will be taken. Foodstuff are ayaibablc, but since in the summer camping more foods are necessary than in the town, Mr. Hughes and Mr. Lamb will talk with the
212	-
Ration Board to obtain the ration books far campers to purchase the additional food collectively* A large ice box is available, A deep pit shall be dug for disposal of garbages*
Sanitatibn
Latrines and showers should be separate for boys and girls. There is one former C.C.C. latrine at the campsite, but if necesshry, WRA units can be used. If possible* cold showers will be provided.
Swimming Pool
To improve the present pool Transportation
Twice a week for food and ice; once a week for campers on weekends.
Lighting
No electric lights will be provided, but oil lamps are available.
Length of Camp
Nine weeks in July and August, First week for Boy Scouts, then four weeks for bbys, three weeks for girls, and last week .for older boys,	9
Cooks
Mr. B. Watson will send the chefs rotating every three
or four days and, if possible, two assistant cooks with chefs.
Health and Safety
Mr. Lamb was to check with Mr. Owen and Mr. Simpson about fire prevention and also to cheek on the danger of spotted fover.
i P«ty of Mr. Potter, Mr. Lamb. Mi Inouye took a trip to the camp site
planned out the camp and checked tt required.
Taylor, and Mr, on May 29, and they
necessary materials
On the following page are things which were decided by the party:
213	-
1# For latrine, to improve the former G»C.€% shed and take one additional unit*
2» For shotter, due to scarcity of pipes and fittings* there will >be only one shed of cold water* Time will be set for boys and girls for taking showers* However, big tubs will be provided and outdoor water heating device near the shower house* Adequate provisions will be made for washing area.
3* For swimming, the old pool should bo cleaned and improved.
The camping staff of adults will include:
1	chef	
2	assistant chefs	
1	camp director	
1	nurse	
1	life guard for swimming periods	
3	' other program staff members,	one of whom
	must be prepared to serve as directing maintenancei	handy man in
Rules and regulations for campers and registration procedures have been drafted and will be published in the near future.
An outline of camp organization and camp program will also be published before actual camping begins*
G.	One other phase of the program has not been planned as yet, the camp-wide special events* The chairman of this group left Topaz, and another has not, as yet> been found.
This outline covers the summer program as planned to date. It is subject to change, either through deletion, addition^ or modification by the individuals in clarge of the various parts of it*
The next immediate steps consist of:
1* Scheduling and assignment of spacb
2* Publicizing the program to the public at large.
3* Continuing consideration of details by leaders of various areas of the program*
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REPORT OF THE TOPAZ SUMMER ACTIVITY AMD EDUCATIOM PROGRAM
Beginning July 1, 1943, the Pre-school Section operated seven centers, four at the regular locations for nursery schools taking care of the 2 and 3 year olds and three centers, oil at the high school and one at each of the elementary schools for the pre-kindergarten children* Enrollment totaled approximately 400. These centers were operated throughout the summer until August 27.
Elementary School Level
Students previously enrolled in the kindergarten, first, second, and th d grades were kept in grade groups for summer activities. Enrollments were as follows:
Fourth, fifth, and sixth grade students needing special individual attention were asked to enroll in remedial groups. Three of these groups were held with a total enrollment of 40.
Science Interest Groups
These were held at the high school and at the two elementary schools. Participants included upper elementary and junior high school students.
Enrollment in these groups totaled 35.
Arts and Crafts
These special activities were open to upper elementary, junior and senior high school studonts. Participation wag principally by students from the two lower levels.
The following groups were conducted
Kindergarten First Grade Second Grade Third Grade
86
59
48
94
Block printing Wood carving Ceramics Cartooning Kite building Leather craft Lettering Model building Toy building Art, advanced Art, elementary
15
63
12
28
7
19
7
22
6
10
33
215
Sewing, elementary	100
Sewing, advanced	33
Plower making and	
arrangement	17
Pattern drafting	14
Tailoring	17
First aid, Jr. Red	
Cross Course	18
Music
Very little was done until late in the summer when an elementary school girl’s chorus was started of about 20 members*
Story Hours
Principally for elementary children* Daily participation of approximately 25.
Dancing
Classes in tap and ballet organized with enrollment of 33. Camping
Outdoor camping facilities were arranged at the site of an old C.C*C* camps through agreement with the forest service. Both boy’s and girls age 12 to 15 inclusive were taken, principally through organized club or church groups. The camps ran for 8 weeks and provided a week’s camping for a total of	boys
and______^_jgirls.
Playground and Athletics
Those activities touched nearly all children in the city. Those central areas were under supervision during the entire day. A considerable advance was made during the summer in getting play equipment sent as sand boxes, etc. in every block.
Baseball, tennis, golf, and archery were carried on in an organized program for high school students and adults.
Total participation in organized groups was as follows:
Pre-School Students	400 - 95$
momentary Students	464 - 72.4$
Jr. & Sr. High Students	700 - 70$
OUTLINE OP SUMMER ACTIVITIES P0R 1944
Elementary School — All students, kindergarten through 6th grade, to attend one half day—activities include art,
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crafts, hikes, reading and playground and sports* Classes conducted by elementary teachers under Miss Robertson*
Nursery Schools — Open to children 3 to 5 classes conducted in the mornings at all schools* School programs under direction of Miss Robertson.
High School Summer Session
A.	7th and 8th grade students weak in subjects required to attend to receive promotion.
B.	The following classes are being taught for credit.
(See schedule)
C.	Registration should be made at the high school office.
D.	This program to conducted by the faculty of the high school under direction of the Principal.
Art and Craft activities are open to students above the sixth
grade to include painting, crafts, design and wood carving. Registration to be made by students at 32-5-AB. No credit will be given. Mrs. Plummer las in charge of this program.
Woodshop work is available to students above the sixth grade at the industrial arts building on the aquare.
Registration to bo made with Mr. Morimoto at the industrial arts building who is in charge of the program.
The Protestant Church has planned a vacation Bible School to be held for boys and girls ages 4 to 14 years on the following tentative dates:
Students are to register at the Church just before the opening of the school and will be excused from other activities during that week. Rev.*s Tsukamoto, Suehiro and Shimada will be in chargo.
4-H Club Work for girls will be conducted throughout the summer. Groups have been organized in the following activities:
August 13 - August 19 August 20 - August 26
Girls
Boys
Victory Garden Tailoring I Tailoring II Clothing - Advanced Jr. High Sowing
Sowing & Home Crafts Cooking - Jr. High Foods
Advanced Foods Canning Club
20.7
The total girls program is under the direction of Mrs#
Hudson# Registration should be made with Mrs• Hudson at 32-11-EF#
4~H Club work for boys is in charge of Mr* Tyrrel# Groups working in poultry, crops, cattle and pigs have been organized# Registration should be made with Mr# Tyrrel at 32-8-1#
Trips
Arrangements have been made for day or overnight trips for children age 12 to 15#
Those belonging to organized groups are to register with their respective groups for such trips others are to register at the high school# Such groups include Boy Scouts, Y#M.B.A*, Senior Girl Reserves, Junior Girl Reserves, Y.M*C*A*, Church girls, Church boys, Girl Scouts#
Each group will be limited to one tfcip unless later in the summer time and facilities make it possible to schedule additional trips#
The camp at Antelope Springs will not be operated#
Handling this program will be the responsibility of Miss Gerard#
Music
Music activities will be available as usual at the music schodl#
Other activities will consist of vocal work in chorus groups and small groups such as quartets# Plans are being initiated to present a light opera and possibly other presentations in connection with the dramatics department and separate music programs#
These activities are open to all persons and registration should be made with Miss Loomis at the high school*
Dramatics
A group interested in Little Theater work is being organized by Mr# ¿vans# This is open to anyone interested in theater production# Activities will consist of play production, scenery making and stagecraft# One three act play and some one act plays are being planned for#
Playgrounds and Sports
Gymnasium activities for men and women will be the responsibility of the high school physical education department#
218 -
The program will consist of the following activities: Girls & Women
	Mon.	Tues.	Wedi	Thur.	Fri 4
Archery A ¿Mi8 P.M»	:30 '-a 9:30 7 :0Q	8i3Ö .7*00	o o CO o CO £>	8:30 7:00	8:30 7:0Q
Volley Ball A ¿M* PiMk	9:30 7:00		9:30 7:00		9:30 7:00
Tap Dancing A ¿Mi PiMi	10:30		10 £30 •4		10:30
Gymnastics A ¿Mi PiMi		9 t3Ö 7:oo		9:30 7:00	
Badminton AiMi		10:30 7:00		10:30 7:00	
Regular groups are held in the mornings and in the evenings whenever other evening programs do not conflict4
Boys and Mon
Volley Ball 8:30 - 9:30 A.M. Daily« S&ohing schedule to he announced
Tumbling &			
Wrestling	9:30 -10:30 A.M. "	w	t» »
Boxing	10:30 -11:30 A.M. ”	tf	ft *» »
Archery	8:30 - 9:30 A.M. »	7:00	P.M. Daily.
Badminton		7:00	P.M. Tues. Thur
Afternoon—informal playing of quiet games: checkers, chess, etc.
For the summer all other athletic and playground activities will be carried on by the C.A.S. staff under the direction of Miss Gerard. Thbir activities will include:
1.	Supervision of all playgrounds and promotion of activities for all ages thereon with special attention to children
of elementary school age.
2.	Handling of all baseball, softball, golf, tennis and other sports except those at the gymnasium.
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Private agency club group« will function in line with their regular program, these groups operating at present include:
Boy Scouts Girl Scouts Brownies Girl Reserves
High Y Club
YMCA
YBA
YWCA
These groups are in addition to their regular program serving as the organizing unit and furnishing the supervision for day and over night trips»
C.	FUP2X 0BS£JfmTI03iS
The Co-curricular activities of the students made an important contribution to their cultural development during their three years stay in the Relocation Center* Because of the prejudice against Japanese-Americans on the Test Coast most of these students had had little experience in participating in school activities except in athletic contests, ]Der sg0 Furthermore few students of Japanese ancestry had been elected to positions of leadership. Therefore, training in leadership was an important part of the school activity program* A discussion of the major co-curricular activities carried on as follows:
The Rambling, yearbook of Topaz High School, was the outstanding "-end-product" of the school activities* The staff deserves commendation for overcoming the difficulties attendant to the war time production of a beautiful book and for sponsoring outside activities in order to make it possible to sell the book to the student body at $1.50 each.
The Rambler began as a bi-monthly under the name Topazetto. Yifhon it became a weekly paper its name was changed and the Ram part was accentuated as the paper directed its fighting spirit against the forces retarding school progress. -
Although there were variations in form and times of printing, there was consistent growth in ideas and idealism as well as discrimination and facto among the staff members*
The Baby-Rama junior high newspaper, appeared in December 1944, and was recognized as an outstanding activity of the junior high school*
The Thespian Club., a dramatic club, was organized early in 1942, and gave its first performance December 23, 1942* During the next two years a dozen or more plays wore produced; unfortunately, there was no sponsor available in 1944 and 1945* The Thespians did much to encourage good will between Topaz and the other county high schools.
320 -
The High School Choir first appeared, Christmas 1943, when two truckloads of students rode over the Project singing Christman carols. This choir served as an important musical organization until the close of the Project and added much to the cultural background of its social life*
Band and Orchestra had little encouragement. Many signed up in 1944, but no instruments were available. A few people who already owned instruments formed a small orchestra which was disbanded when the instructor resigned.
Association for the Advancement of Science, a club organized for pupils primarily interested in science, was organized in three sections; the physical science group, the biological science group, and the social science group. This club was active for three years* Suitable experiments and projects were carried out in each group and some of these were shared with the entire high school in public assmeblies.
The Language Club, a popular club for those taking a foreign language, met on alternate Fridays and presented programs and sponsored parties at which only a foreign language could be spoken.
The Forum, an organization for a study of national and international problems stated as its aim: ”To see beyond the confines of the Relocation Center, to grasp more clearly the significance and scope of national and international problems, as well as to discuss vital student issues.” It was very popular. ,
The Hi-Y Club, under the auspices of the Topaz Y.M.C>A,, was organized in January 1944* It carried out the usual activities of the organization and filled a definite place in ,the social life of Topaz youths*
The Girl Reserves, and organization made up of'two.groups -composed of girls from the junior and senior high school, was an active social group that contributed much to school and community life*
Junior Red Cross, was organized in 1943 and carried out a pumber of worthwhile projects as outlined by the national organization, It reached the goal of 100$ membership.
Future Farmers of America, was a popular organization in Topaz.
The Topaz chapter v/as""*organized in January 1943, with a membership of one hundred and fifty» Besides social activities the boys learned to drive and repair tractors and other farm machinery; they cleared fields, built: fences, helped yith irrigation, and entered animals in the stock show. $ome of their animals placed in the contests, >
Block T Society, an organization composed of the boys who pad done good work in the various athletic fields (sports). The first public activity was an Intramural Basketball Tournament. It hel<| as
221 -
its goad good sportsmanship and a membership in the Statu High School League,
The Girls Association, a sister club to the Block T, Society* was devoted to such sports as hockey, softball, basketball, badminton, volleyball, and archery. Softball was probably the most popular. Matches wore played with nearby schools. The girls made a creditable showing.
National Honor Society was organized in November 1944; its purpose, "uniting students recognized for high scholastic standing and outstanding service to the school toward a common goa 1 of stimu'** lating students and affording incentive for other students to attain high degrees of scholarship, citizenship, and activities," was accomplished as twenty seven were inducted during the school year.
Social Activities Carried on by Classes were similar to that of the average Americah high school. Each class was organized with a cabinet of not fewer than three officers and an appointive social committee of five or more members. The organization and procedures of the classes in senior and junior high school were similar,. Each class carried on some social activities for its group while both senior and junior high schools had public graduation exercises for pupils who completed the prescribed courses.
Senior Class of 1943, presented a senior assembly program, observed senior week and concluded their activities with commencement exercises on June 25, The theme of the program was ”We must build our men to match our mountains,”
ffi16 Mid-term Seniors of 1944 (fifty-two in number) held their banquet at a Delta Hotel, Their commencement theme on January 21, was "Build the Peace of All Nations Upon the Youth of Today,”
The Spring Class of 1944 composed of one hundred and thirty-one seniors folloY/ed the same general routine as the preceding classes.
The theme for graduation was "Build Today the Foundation for Tomorrow,”
The Class of January 1945 began its activities on November 2, 1944, and completed them on January 19, 1945, with the graduation of thirty-eight seniors. The theme xms "Beyond the Horizon,”
The Class of June 1945 was the ohly graduating class that had spent the entire three years in Topaz, One hundred and thirty-eight boys and girls received their diplomas, and the theme was 'Leave the Dreams of Yesterday and Build a Real Tomorrow?,”
The Junior Class of 1943 was outstanding; it Y/on the Play Day contest and had the highest number of honor students, A successful Prom, ”Hawii,” and a "Junior Jubilee" climaxed its activities.
222 -

.^e Junior Glass of 1944 was active in spite of an influenza epidemic in the Center; it carried out the regular schedule of the social calendar and contributed largely to the success of the Ramblings staff.
ffke Junior Class of 1945 upheld the class tradition of competing valiantly with the seniors for school leadership. Two Junior Proms "Crystal Paradise" and "Lost Horizon" were outstanding.
_The Sophomore Class of 1945 was active socially even though they were somewhat unaccustomed to assuming responsibility for activities. Their "Spring Session" as it was called was quite successful.
Sophomore class of 1944 was even more agressive; they part“ icipated in all school activities and sponsored the "Farewell Sophomore Hop".
2M Sophomore Class of 1945 felt that as the last class in the Topaz High it must achieve the ultimate in activity; therefore, all its efxorts wore motivated by a specific as well as a general urge. The last dance "Moonglow" was unusually scintillating.
The faculty advisors have watched the steady social growth of the Hisei students, as they gradually relinquished their "clique” system and planned activities including large numbers of students.
This social growth was more interesting because the Nisei on the West Coast took little active part in school affairs. As human beings will, they reacted normally to an abnormal situation when they were installed as leaders. During the three years period they have developed normal class and student body governments and have learned many techniques for planning and working together in groups.
D,	THE ATYPICAL PROGRAM OF THE TOPAZ CITY- SCHOOLS Historical
The atypical program began officially early in the summer of 1944 under the direction of Margaret Jones with the following assistants: Naomi Anderson, Sarah Crosby, Barbara Loomis and Ella.C# Henderson.
Those of the pupils who wore not able to walk to the classroom were brought by parents or by carrier. Each day began with morning exercises in which all were encouraged to participate. Following a period of songs, story-telling and conversation, the children worked with the teachers, each being given the activities that were deemed suitable for his best development. Midway through the morning a lunch of milk and crackers was served.
Before leaving Miss Jones made recommendations which have boon for the most part carried out. However, it was not until the beginning
*Pers
■"iJSay*.
- 223 -
of the oocond SGmoste£ of the high school yoar that both space and a teacher were available for carrying on the special work*
Aims
1* To give to children who are too handicapped to profit by attendance in the conventional classroom the types of experiences through which they will be able to profit so that they may learn as much as they are "ready" to learn and capable of learning.
2* To give to each child the specific training that will add happiness to his life every day and will contribute to his physical and mental development and to the improvement of his personality.
3, To furnish an environment conducive to learning.
The Offering
Excepting the group singing and memorization of poetry, the instruction was largely individual, each child receiving the specific training that deemed suitable for his own problem. The teachers were either already trained to do this type of work or else were working under the direction of one who was trained. All of them were sympathetic and patienti and willing to do the necessary repetition of instruction, listening, praising, and so on. Provision was made for suitable equipment and materials so that every individual could work, first*,with something at which he had already had some degree of success and would therefore develop confidence in himself and second, with new material or equipment so that he could earn and enjoy success through new achievement.
The instruction varied. The boy who was handicapped because of hearing loss was taught how to read the meaning from the movements of the speech mechanism and also how to retain the normal intonation of spoken language. The boy and girl whose handicap was cleft palate speech were trained to make the speech sounds correctly and to use them correctly in spontaneous speech. The two children who did not have normal control of their muscles were worked with for muscular development and control» Both of those participated as completely as they could in other activity; and one of them returned to the classroom where ho did the regular work with his classmates. Two girls and two boys who were definitely mentally handicapped learned to be in a room where other people are working and to carry on their own activity without expecting an undue amount of attention to be given to them* A number of children attended the special classes during only a short period of time, varying from one hour to two hours; these children received careful study to determine the causes for their handicap and they were taught how to. learn what they had failed to learn, but what they had to learn before they could become able to do school work averagely well.
The offering to high school students was a matter of guiding an eighth grade boy through learning-to-read experiences in .continuation
- 224 -	PaK^£C‘JiZyPa'‘‘r‘
of work that was begun when he was in the seventh grade; and giving help to a twelfth grade student who learned English in Japan and who was training himself to speak without the Japanese accent*
An eighth grade boy whose handicap was a lateral lisp which he partially overcame during the 1943-1944 school year came occasionally to have his progress checked. He had to work continuously for a long time in order to be sure that he had completely overcome his type of handicapped speech* .
Plan of Work
The plans for this work were so varied that there were almost as many plans as individuals* The child whose handicap was loss of hearing had to have a class by himself, which required the attention of an expert who made every sound with accurate movements of the tongue, the lips, thu jaws; who was able to make the movements accurately without making any sounds; who was constantly listening for intonation and knew how to stimulate the thought that determines intonation in speech; who knew how to make sure that the child understood the directions; who knew how to use the material that was prepared by experts in this field and to adapt it to the child who was learning; and so on* Tho plan called for teaching of the sounds in very definite order and combinations; and the teacher had to wlipM tho sounds, combinations, and sentences made up of known sounds and words and see to it that the pupil was "reading" her lips*
The boy whose handicap was cleft palate speech had evidently had no training until the present year so that the plan began with the first steps in developing the power to send the air from the throat through nasal passages for the three sounds that arc made as tho air passes out through the nose, m, 12, and n^, as in morning; and to prevent the passage of any of Tho""air through the nasal passages during the production of the other thirty-seven sounds of the language. The m is the simplest since the lips readily remain closed, thus forcing the air through the nose* A fairly good n. is easily secured in the word no; and the n£ comes more slowly* Owing to the strength of former habits much time is required; and owing to tho age of the boy$ snd the retardation which has resulted in his being a very poor speller and reader, the plan called for almost constant individual attention practically all of tho time the boy was in attendance* As the boy gained in skill other sounds were brought to his attention* The long-range plan called for many months of concentrated training before the boy would bo able to speak without its being evident that he was born with a cleft palate*
The plan of work for the girl whose handicap was cleft palate speech was entirely different, owing to two factors: first, she was in high school and above average in intelligence and scholorship and so she realized the benefit to be derived from her own efforts; and second, she was given special attention in the California public schools to the extent of being taught how to make and use tho speech
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sounds correctly in spite of the handicap of having had none of the operations that are always essential. She was sent to Salt Lake City for operations. She came to the special room every few days to be assisted in her efforts to gain "unhandicapped” speech. The long range plan called for continued attention until the new habits became the habitual response.
The plan for the children who had poor muscular control called for continuation of such activities as would aid in the development of the muscles that were not being used. These activities included walking, standing and sitting, turning, conscious control through imitation of the leader, and playing games which require co-ordination. The long range plan called for more hand work than could be given until after the teachers could give more of their attention to these handicapped children.
The plan for the mentally retarted included much work with the hands, yet as much work in writing on paper and on the blackboard as the children seem to enjoy doing. Since all except one of these children were actually 7/riting and spelling correctly a large number of words, the long range plan called for some experimental teaching to determine whether they would become able to extract meaning from sentence units. Then the trained teacher had no time to devote to this phase of the plan.
The plan for the children who were handicapped because of their inability to read, called for daily experiences through which they learned to associate the sounds of the letters of the alphabet with the symbols as they occur in words so that they were able to "make out" the words as they occurred in the reading material. Every child in the group became puzzled through his inability to "catch on" as the average child normally does; he developed habits of guessing, waiting to be told what a word was, or of merely passing over words he did not recognize; and he did not sufficiently realize that the printed words "talk" meanings to which he could react. These children were given experiences in memorization in such a way that they realized that their pleasure resulted from their being able to read well aloud. They were given experiences in silent reading through which they realized that their eyes and their own minds knew the meanings through the process of reading.
Most of the children who were handicapped because of lack of facility in reading did not seem to be mentally retarded. These will be able to do satisfactory work in their usual classes as soon as they become good readers.
Time Allotments
The atypical child required almost constant attention although much of the direction was indirect rather than direct supervision.
The two main reasons for this need were, first, the handicapped one was not able to judge whether his efforts 7?ere going in the right
ap6rt
direction; and second, every repetition that was made in the incorrect way was only fastening the undesirable reaction that much tighter; o that an allotment of time could not be specified*
Standards
For this type of Child the only standard that could wisely be made was expressed in the idea of improvement, or facility, or better adjustment to society* or improvement in personality, or the like*
A hard of hearing child may become able to read meanings from ,rlip movements* and he may be retaining the intonations that occur in the speech of hearing individuals; a child who was born with a cleft palate may become able to speak with almost no indication of cleft palate speech; one who lacks muscular control may develop what appears to be complete control; children who cannot talk can be trained so that they show no handicap; and the individuals who aeem to be handicapped because of low reading ability may forge ahead until their performance equals and even surpasses that of individuals who have been rated as ’•average" readers; so that standards an individual matter and depends upon the amount of training and the length of time over which development is sought*
Ac compli shments
For the handicapped child, accomplishment was measured in terms of the handicap and the training that was given* Considerable advancement was made hy all of the children* It showed the most in the children who were handicapped in reading* A high school boy who was in the eighth grade advanced from a zero reading and spelling ability when in the sixth grade to a rather weak sixth grade level* In the fall of 1943, he came to the seventh grade and averaged at least an hour of individual attention from a trained teacher during about three-fourths of the school days after then* Of the children who attended the special class after January 21st, all were much improved, although accomplishment was not yet satisfactory for the grade level of each*
The children who were developing muscular control achieved much; the boy who had the most serious handicap was able to stand and walk with fair control but he had a speech defect that trill require a long term of rehabilitation*
Accomplishment in cleft palate speech is always a slow procoss* The boy developed from almost no speech to a fair use of about half of the speech sounds used in a few words during speech and oral reading; the girl should have another operation to give her upper lip improved usage and her teeth should be "straightened*" The boy’s teeth need attention, but his jaw should be completely matured before a bridge is fitted to his teeth*
£. THE i&RT^TBO,	M«M'
See number A-4 and 5 in the Appendix for statement and statistics
IX.	HJELIC RELATIONS
A.	SCHOOL COMMUNITY RELATIONS
The schools of Topaz participated in a limited way in all war bond and war stamp drives and the Red Cross activities* In 1944,
$1005 in war bonds and stamps were purchased by the students of Topaz High School; $33 was donated to the Junior Red Cross* These amounts are not large, but it should be remembered that the parents of these boys and girls were making on the average of $16 a month, and that the work opportunities for the children on the Project were limited*
School Assistance in Project Work
The schools at all times were active in helping with Project activities* In the fall of 1943, one class was dispatched each day to the farm to aid in the harvesting of the crops* This continued for approximately three weeks* A similar program was followed in the spring and fall of 1944, when help was extended to the planting and harvesting of crops* Por a detailed account of the service rendered by the schools to the Project farm, see the statement of Mr* Wendell Palmer, Chief of Agriculture, in the secondary school section*
The Education Section has enjoyed a very fine relationship with Other sections and units on the Project* In the fall of 1942, when a call was made for assistance in the winterizing of the buildings, the education personnel gave freely of their time in the furthercnce of the program. The Project director and Assistant Project Directors have been sensitive to the importance of the schools in Topaz, and have given every assistance possible to the physical well-being of the students*
B* RELATIONS WITH NEIGHBORING SCHOOLS
The schools of Topaz have been fortunate in enjoying a very fine public relations attitude with the schools of the surrounding communities* In the fall of 1043, student body programs were prepared end exchanged with the Hinckley, Delta, and Fillmore high schools. On the visits of the students to the three outside institutions not one unfavorable incident v;as experienced. Elsewhere in this report you will find a list of the various activities in which Topaz schools participated with other outside schools, In the spring of 1943, the Delta High School offered the Topaz High School the use of its gymnasium three times a week for basketball and other physical education activities, The support and cooperation given to Topaz by Supt. A.M. Maughan of Millard County, Principal Wright of the Fillmore High School Principal Seegmiller of the Delta High School, and Principal Buchanan of the Hinckley High School was as fine as could possibly be oxpocted* The school morale of Topaz was greatly enriched by the fine smypathic understanding of these gentlemen and their respective faculties and student bodies*
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The following activity breakdown affords insight into the inter-school relationships:
Football. Probably no other activity was of more school and community wide interest than was football; therefore, it offered a better opportunity to show good sportsmanship and develop friendly relations with other schools and communities. For instance, one of the FiJmore players said, "That was the cleanest game I ever played."
On several occasions the janitors expressed appreciation for the volunteer efforts of the teams to clean up shower rooms and lockers.
After one of the games a gentleman came up to the director and asked to be allov/ed to speak to some of the boys; it developed that the gentleman was the father of one of the boys on the opposing team#
He complimented thorn highly on their skill as players and on their ethical standards.
Basketball. The tryouts for the basketball team wore held early in January 1943. The vmnners brought honor to Topaz High School and started it on its way to an enviable record in the field of sports.
In 1944, the Topaz Cagers snatched the prized silver trophy from all contenders at the annual Japanese-American Citizens1 League Tournament in Salt Lake City, March 9-11. For the right to be called intermountain Nisei Champions, the Topaz prepsters defeated the Topaz Community all-star five in the finals, thus proving the superiority of Topaz over other Nisei teams in their sector.
The Green and Gold enjoyed several friendly cage contests with outside high schools as attested by the summary in the Appendix.
Track in 1943, offered opportunities for competition and despite lack of space and equipment much was accomplished. With only a week of short workout, Topaz High entered an invitational meet in Delta and captured third place* They won in the featured 880 relays and showed superiority in the broad-jump event by taking first, second, third, and fourth places.
In 1944, the Topaz track team lost all except one letterman, but inspite of this, it made a creditable showing in the competitive meet at Fillmore, winning first honors in the 220 yard-dash in 23.2«
Topaz was runner-up for second place in the century, lev hurdles, pole vault, broadjump and the discus* In 1945, track was discontinued in the Topaz High School.
Throughout its history Topaz High School enjoyed cordial relationship with the schools in this vicinity. Soon after its beginning neighboring schools requested assembly programs. From that time on cordial relationships were maintained. School opened in 1942, to£ late for the organization of football. However, in spite of the lack of gymnasium facilities, a successful basketball program with neighboring
229	-
schools started« Both junior high and senior high teams competed with Delta and Hinckley* The senior high team piling up a seasons total of nearly twice as many points and the junior high team winning all of its games* During the track season of the year, the Topaz team competed in the Delta invitational meet which included comr-pctitorb from Delta, Hinckley and Fillmore. Cordial relationships were maintained with these schools throughout the history of the Project* Not only were athletic contests carried on but assembly programs were exchanged and the students of Topaz High School competed in the State Essay and Speaking preliminaries held in this region*
The school was not permitted to jointthe state athletic association because it was feared that some schools more distant from the Center would object to such competition* A detailed account of athletic contests has beer, given in aaaother section of the paper. The following statement by the schools athletic director is illustrative of the cordial reception given to Topaz teams when they visitod neighboring communiticso
TEACHER'S IDNTELY REPORT TO DEPARTMENT HEADS Most worthwhile experience of the past month.
The basketball trip to Mt„ Pleasant and Monroe on January 9th and 10th, was a most worthwhile experience for the boys and public relations in general* We arrived at Mr* Pleasant about 3 p*m. The superintendent of the Wasatch Academy met us and showed us around the school campus and through the school building. He called our attention to many things of general interest* After the game we were all invited to join the boys at the boys dormitory, where we cleaned up and associated with the Wasatch boys until dinner time* At the sound of the dinner bell we adjourned to the school dining hall where about 225 students regularly eat three meals a day. During the meal the whole Wasatch Academy student body sang a clever little son g in which they had the Topaz boys stand up and take a bow as victors of the afternoon game* One of our boys expressed appreciation to the entire student body for the fine hospitality shown to them.
An exceptionally fine spirit prevailed throughout our stay with them*
The next day we motored to Monroe arriving there at 2 p*m*
We wore met by the Social Science teacher? Mr* Melvillej, who persuaded the entire team to attend his eiuss and answer questions asked by his Social Science students. So in about ton minutes after arrival we fouhd ourselves standing in front of about one hundred wide-eyed high school students* Then the fire works began* During the 45 minutes period our Topaz boys were asked 50 to 75 questions to which ready and frank answers were given* These questions wore varied and generally quite personal, dealing mostly with Japancse-Amorican participation in war effort and attitudes and personal feelings arising from the treatment
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received from the U*S* war department, life in Relocation-Centers, and dealing mostly with evacuation experiences* One of the Topaz boys asked how they as students felt about the Japaneso-Americans, and if they would be willing to accept Japancse-Americans into their school on an equal par with any other American* The ans¥/er was a loud affirmative* This answer made our boys feel very fine* At this point we thanked Mr* Melville, and the students for the opportunity of meeting with them in such a discussion; and excused ourselves and proceeded to our dressing room where we prepared for our game* (I personally feel that this classroom experience was of far more value to the boys and public relations in general than winning the game, or any other aspect of the trip*) Pm sure that good public rela««' tions was raised to a "now high" between the students and citizens of Monroe and Japancse-Americans in general*
War Relocation Authority Officials and Public Relations
Mgny outside contacts have been made by the school officials at Topaz* Dr* L* G* Noble, Superintendent of Education, has made many visits and spoken to teacher institutes, student body assemblies, Lions clubs, Parent Teacher Association meetings and etc*, explaining the educational problems of the War Relocation Authority*
The coaches of the basketball and football teams, Mr* Cleo Bishop and Mr* J* Earl Smith, as they traveled around the state have made many constructive contacts.
C. RELATIONS WITH STATE AND FEDERAL OFFICIALS
The Topaz schools have anjoyed a very fine relationship with the State Department of Public Instruction. Superintendent Skidmore has been most friendly to the Project and to the cause of the Japanese-American people* He has honored us with many visits to Topaz. At the time the ground was broken for the new auditorium, Sup erintendent Skidmore represented the State Board of Education and participated in the ground breaking ceremonies*
The following members of his staff have come to this Project at frequent intervals to give instruction and direction to the program: Mr* N* Blaine Winters, Parent Teacher Association and Teacher Certification; Dr. Burton K* Farnsworth, Director of Secondary Education; Jennie Campbell, Director of Elementary Education; Antone R. Romney, Director of School-Community Relations and Libraries;
Mr* Mark Nichols, Director of Agriculture Education; Howard Gunderson, Director of Trades, Industries, and Distributive Occupations; Mrs*
Helen J* Ajax, Director of Home Economics Education*
In addition to the above general interest and concern about the educational welfare of the Center, the Vocational Training Section and Vocational Agriculture Section of the State Department of Education
231
made very specific and concrete contributions to the educational program of the Center in their cooperation in establishing Q.S.Y.A. courses and pre-employment training courses« The O.S.Y.A. courses were sponsored, approved , and directed from the State Vocational Agriculture Section« The pre-employment training courses operated under the direct supervision of Mr« H« A* Johnson, Supervisor of the. Central Utah Vocational School at Provo.-
The state employed and furnishod the instructors , most of the equipment,and general supervision of these courses. From time to time the following courses were carried through to completion:
Farm Construction; Elementary Electricity; Farm Tractor Repair;
Pro-employment Auto-Mechanics; Pro-employment Aviation Mechanics, Over 80 percent of the persons taking these courses left the Center for employment as mechanics«
University Support to the Education Program
During the past two years representatives from the Utah State Agricultural College, University of Utah, and the Brigham Young University have come to Topaz and held teacher institutes, and presented speakers for various occasions. The institutions of higher learning have had sympathetic understanding of the problems with which wo have been faced and have given every possible aid in a furtherence of our educational aims. Prominent in their support and cooperation have been Dr. John T. Wahlquist, Dean of the School of Education, University of Utah, Salt Lake City Utah; Dr« Reuben D« Low, Professor of Elementary Education, Brigham Young University, Provo Utah; and,
Dr. E. A. Jacobsen, Dean of the School of Education, Utah State Agricultural College, Logan Utah.
X.	CLOSING- PROCEDURE, DATE A* COMPLETION AND DISPOSITION OP RECORDS AND REPORTS
Following is the contents of a letter written to Mr* Dillon Myer, Director W.R.A., Washington, D* C*, from Mr* L* T* Hoffman, Project Director of the Central Utah Project, Topaz Utah; on August 10, 1945*
Since the close of the school June 1st, a staff of workers have been making final checks of all student transcripts to insure against any irregularity when they are sent out to requesting schools* This final check will be completed before September 1st*
On August 1st all elementary and secondary records were moved into a central office room in the science building where the reports will be more accessible to the project*
Miss Josephine Wyckoff, elementary school teacher has been placed in charge of all student records and reports* She will be assisted by Mrs* Pauline Crane, secondary school teacher on a part time basis* These ladies will be in charge of all school records and will be responsible for sending out copies of student transcripts and will prepare all school records and reports for shipment to Washington, November 1, 1945*
We have reasons to believe that all transcripts arc adequate and clearly reflect the students scholastic standing*
Of the many that have been sent out from Topaz not one question of acceptance has been raised*
Our plans for final disposition of school records appears to meet Washington requirements in all essential details.
B.	PLACEMENT OF PERSONNEL
Placement of Personnel After the Close of the Project
The members of the Topaz secondary school teaching staff experienced no difficulty in securing other positions* The closing of the Center at a time when demand for employees throughout the country was at a peak made it possible for teachers to make a choice of several positions * Eight members of the staff signified their desire to remain in Government Service and with one or two exceptions there is a strong possibility that they will be able to continue their employment in non-teaching positions such as Property Control an d Statistics* Six of the teachers accepted school contracts for next year* Two plan to go to school* One is engaged as an assistant farm superintendent in California and plans to retire from teaching*
Six of the teachers signified that their plans are indefinite* The Jofta^ority of the group is composed of married women whose plans are
233	-
depending on their husbands* All the members of the appointive staff could have secured other teaching positions in Utah* had they desired to do so* Of the resident staff members* three are entering college in the fall, one expects to continue work in occupational therapy in the hospital outside the Center and one plans to train as a beautician* At the present time* the plans of the other members of the resident staff are indefinite*
The following memorandum from Dr. L* G. Noble, Superintendent of .Education, to Mr* Raymond P* Sanford, Charge of the Community Management Division, under date of Juno 23, 1945, outlines the plans to August 31, 1945, for all appointive personnel in Education.
The terminatidn" date of august 31 is the maximum period. Some of tnese teachers will be terminated before that date as you will observe from the report.
Retained in Education up to august 31:
L. G. Noble Perry Carmichael
L. C. Bane
Pauline Austin Crane Betty Matnews ELleh Henderson Edna Looper Effie Merrill
Eleanor Gerard
Ishmael Looper Lora Bane Josephine Wyckoff Margie Jenson
Grace Thorton
Robert Maggiora
Julie Knight
Lionas Allred
Superintendent of Education Supervisor of Adult and Vocational Education Principal of Topaz Junior and Senior High School School Registrar, and Student Relocation Counselor Education Reports Education Reports Atypical Education Vocational Cooking Vocational English and Vocational Cooking Vocational English and Remedial Reading Vocational English and Remedial Reading Property Control and Financial Report Vocational Auto-Mechanics Vocational English School Records Typing and mimeographing Historical Education Report Typing and mimeographing Historical Education Report
Detailed or Transferred to other Sections:
Community Activities:
Sera Crosbie Della Ostlund Laura Merrill
June 11, 1945 June 11, 1945 July 25, 1945
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Property Control:
Gleo Bishop	June	1, 1945
Andrew Anderson	June	11, 1945
Relocation		
Helen Dingley	June	11, 1945
Bertha Caster	June	11, 1945
Jessie Long	June	11f 1945
Nellie Shaw	June	11, 1945
Snily Light	June	11, 1945
Patricia Bond	June	11, 1945
Statistics:		
Clarence Ostlund	July	1, 1945
Resignations Received and	Resignations Pending	
Muriel Matzkin	June	15, 1945
Ruth Roof	June	16, 1945
Muriel Palecek	June	4, 1945
Naoma Anderson	June	1, 1945
Robert Maggiora	June	28, 1945
Jean Weymeyer	June	8, 1945
EL la Black	June	11, 1945
Claude Tyrell	June	8, 1945
Callie Morley	July	1, 1945
Marguerite Hudson	June	15, 1945
Martha Knight	June	11* 1945
Henry Raddatz	June	8, 1945
C,	CLOSING FINANCIAL STATEMENTS AND -PROPERTY RECORDS
The closing activities of the Topaz schools were outlined in a memorandum from Dr* L* G* Noble on May 4, 1945 to Mr* Raymond P* Sanford, Assistant Project Director in Qfe&nge of Community Management Division. Since this memorandum includes suggestions for closing the Education Section and also suggestions for the summer activities protram, it is submitted in total:
The closing of the Central Utah Relocation Center draws nearer each day • As C day approaches we become more cogsigant of the urgent need for a well organized program of closing procedures, in order that every detail of our now most important duty will be adequately cared for*
The education section, looking ahead from this date, submits the following recommendations on the summer education program and school closing procedure*
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Summer School Program
Am The pre-school, elementary, junior—senior high school, adult education classes in flower making and flower arrangement will close June 1, 1945. The Junior High School graduation exercises will be held on Thursday evening, May 31st, the High School graduation of Friday, June 1st. There are four students who will lack one unit of credit to complete their nigh school work'; on this date. It is recommended and plans are being made to permit these students to make up these deficiencies after the schools close. They will be permitted to participate in the regular exercises June 1st, but will receive blank Diplomas. Regular diplomas will be awarded when the work is completed and credits recorded.
B.	Play and Recreation Activities for Small Children
It is recommended that a supervised summer play and recrea* tion program be organized under the supervision of appointive staff personnel to care for the play and activity needs of the children of pre-school and elementary school ages. This program will utilize all play equipment facilities and may include such activities as story telling, art work, and organized group games suited to various age groups.
C.	Basic Language Classes
That some short term intensive classes in basic Bnglish language be organized in the elementary and secondary schools to aid those students designated by the teachers, as in need ’Of such instruction. These classes will operate on a non-credit basis and will caryy on during the summer as needs and enrollment justify.
D.	Library Service
It is recommended that the high school library close Juno 1st. Approximately 500 carefully selected books will be moved over to the Public Library, or a room designated in the Science Building. This list of books will be supplemented by another list from the Public Library. The selection of all books will center around children reading interests and adult likes and dislikes as reflected from the daily library records.
The library under Mrs. Laura Merrill as supervisor will remain open during the day and evening to meet the needs of the reading public. AH other library and reference books not included in these lists will be prepared for surplus property survey and turned over to Property Control
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E.	Education Personnel
The recommendations for education personnel to act in various positions indicated above will be made by the supt* of education in consultation with the Project Director and Assistant Project Director in charge of Community Management* It is recommended that such selections be made as soon as possible so that planning may commence for all approved activities*
All vocational teachers will continue their work as long as there is demand for the training offered* The Adult Education will stress orientation and conversational English* Already there are 13 Block Managers requesting services of appointive personnel to give instruction in conversational and basic ¿nglish to classes organized in the blocks* The blocks now requesting this work are as follows: Blocks 1,4,6,8,9,11,13,14,19,26,28,
35, and 39. There is evidence that particularly every block will request the services of a teacher from the appointive personnel to carry on this work*
Recommended Closing Procedures for Education
A* It is recommended that all education stall members be retained in the education section under the supervision of the principal of the school in which they are now working after the schools close June 1st until the following assignments have been completed:
1* All student reports have been checked, grades recorded .	and school records completed*
2* All property and school supplies for which the teacher has signed, or may have on hand has been checked and received by Property Control*
3. That all the teachers may be assigned by the principal to sort and classify school books in preparation for property surplus survey or any other clerical needs that may exist until responsibility has been completed*
B. It is recommended that property control assign adequate storekeepers, trucks and laborers to the education section as of June 4th for the purpose of checking and receiving all sup-^ plies and equipment charged out to education for which there will be no need after the schools close* Details of procedures will be drawn up by Mr* Cleo Bishop and Mr* Melvin Robins*
These statements and recommendations are general and are preparity to a detailed program being developed when the overall recommendations have been acted upon*
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On May 11, an educational staff meeting was held with representatives from the Property Control office and a schedule was drawn up for the checking in of all property assigned to the education section* A copy of this schedule follows:
PROCEDURE FOR CHECKIKG IN EDUCATION PROPERTY-
The following schedule has been drawn up in conjunction with Property and warehouse officials. Property Control will furnish the necessary trucks and laborers.
May 31, 8:00 A.M. Industrial Arts Shop. (Mr. Tyrrel and Mr. Raddatz in charge) (1 truck - 4 laborers - 2 storekeepers) Storekeepers to check and receive shop tools as they are boaed. Tools to bo hauled to Whse. $117.
May 31, 8:00 A.M. (Mr, Bishop and Mr. Maggiora supervising.) (1 truck - 4 laborers - 2 storekeepers)
1.	Folding chairs, from D.H, 32, music room, 8-EF, rooms in Science building. Move to Whse. #118.
2.	School supplies, having been previously boxed and a credit WRA 96 made, will bo returned to Whse. #120. (includes art supplies)
3.	Athletic and stage equipment transferred from auditorium to Whse. #120.
June 1, 8:00 A.M. Sotting up summer library in Science Building. (Mrs. L. Merrill supervising) (1 trubk - 4 laborers) Books, having been previously selected and boxed and a transfer made to Mrs. Laura Merrill, will be hauled to the new library. These books will be transferred from the high school library, the two elementary libraries and the public library.
June 4 & 5, 8:00 A.M. Checking out teachers and removing property from high school classrooms, (Dr, Bane and Mr. Bishop supervising.) (2 trucks - 8 laborers - 3 storekeepers)
Beginning in block 32, barrack 1, and preceding numerically and alphabetically through the block, (Exception—-Barrack 6 will remain as is.) Pencil transfer will be made up and signed by releasing and receiving authorities at time of pick up. Edtt“ cation Section responsible for typing up the official transfer from pencil copy. Note: Storekeeper to be assigned to Mr. Anderson in the Science Building June 4 and 5 will check and receive science supplies and equipment.
June 6, 8:00 A.M. to 12:00 Noon. Hauling science supplies, having been previously checked and boxed, to Whse. #120. (1 truck - 4 laborers) (Mr. Anderson supervising lading of boxes.)
June 6, 1:00 P.M. Checking out teachers and removing property from elementary schools, block 8. (Mr. Carmichael and Mr.
238
Bishop in charge.)	(2 trucks - 8 laborers - 2 storekeepers)
Note: Follow schedule prepared by Mr. Carmichael*
Move 175 Tule Lake Chairs to Dining Hall 32, and book shelves into the high school library in preparation for receiving books from elementary and public libraries.
Juno 7, 8:00 A*M* Checking out teachers and removing property from block 41* (Mr* Carmichael and Mr* Bishop in charge) (2 trucks - 8 laborers - 2 storekeepers)
Note* Follow schedule prepared by Mr* Carmichael.
June 8, 8:00 A.M. Hauling the library and text books from elementary schools to high school library building, 32-9-4 -F. (2 trucks - 8 laborers) v (Sir. Carmichael and Mr. Bishop in charge. )
1 truck and crew assigned to block 8.	1 truck and crew assigned
to block 41.
June 9, 8:00 A.M* Continue with the program of June 81h •
Note: Principals will draw’ up a schedule showing the teachers responsibility and place of work. All janitors will report for work at 8:00 A.M. each morning and will remain on duty throughout the day to assist with movement of school supplies and equipment* They will work under the direction of the principal.
In an effort to give proper clearance to all teadhers and in an effort to insure the completion of school records and reports, a property clearance sheet for the Education Section was drawn up amd had to be signed by all teachers before their termination from the Education Section. A copy of the property clearance sheet follows;
PROPERTY CLEARANCE FROM EDUCATION SECTION
Tea chor	pe, % c
School ______________ Room " ~
The following check list has been developed to aid the teachers and the education section in checking in the school supplies and equipment with which the teacher is charged.
The teacher will be responsible for getting this check list, ¥/hich will be issued in triplicate, signed by the property designated individuals. One copy will be left with the Principal of the school, one copy with the Personnel Section and one will be retained by the teacher.
All minor property items such as pencil sharpeners, waste paper baskets, scissors, keys, compasses, rulers, maps, reference nnd tost books, etc* have been returned to the storemoom
Storeroom Supervisor
- 239 -
All library and reference books have been checked in*
Librarian
All property and equipment for which the teacher has signed or vihich may be under the jurisdiction of the teacher, such ap desks, chairs, tables* eases, office machines, cahinets, etc* has been checked in and accounted for* If any property has been dootJPoyed, lost or stolen a detailed statement of the circum* stances has been filed and a written request for survey action has been made*
C*D* Bishop, Property Clerk Education Section
All records, such as school and project reports, roll books, time sheets, etc* have been turned in to the proper office and checked, and are complete in every detail*
Principal
Considering all factors involved, the loss of property and the breaking of property in the Education Section has been exceedingly small. The teachers and the pupils have exercised caution in handling all supplies and equipment* Textbooks and library books have been handled with care and the Education Section closes with a high degree of satisfaction regarding the use of school supplies and equipment*
Administration of Student Eunds
An elementary system of accounting was inaugurated in 1942, and since then has been revised to meet our growing needs* At first, it was hard to get the various organizations and classes to deposit their funds with us, but after they were shown the advantages to be gained by using our system they began depositing and withdrawing money when needed* The junior &iu| senior high school fupds were kept separately* All funds collected at first were deposited with the Delta Branch Bank. Later, it was found necessary to deposit with the Topaz Credit Union for safe keeping money deposited by the organizations, etc. The maintaining of funds in separate banking institutions necessitated transferring the funds from the Credit Union to Delta whenever our bank balance was running low*
Under our system it was the respohsibility of each treasurer to see that the money collected by the group he represented was deposited with the school immediately upon the completion of the event* All
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with-drawals, however, a with-drawal slip had to be filled out and signed by the treasurer, and approved by the sponsor* The ^proved with-drawal slip would then be presented for payment. Of course, payment would only be made if the requesting group had sufficient funds to cover their request* Those groups w/hich needed money and had no available balance could borrow from groups willing to lend money* The loans were only for a short period of time. If the amount requested for payment was small the petty-cash fund would be usod to liquidate the existing obligation* On the other hand, usually payments larger than one dollar would be made by check*
All classes and the following organizations opened an account with the school: student body, industrial arts, library, junior american red cross, girl reserves, association for the advancement of science, Ramblings (High School Yearbook), Topaz Alumni, high school instrument fund, Hi-Y Topaz Chapter, football fund, Utah State Tax, and Federal Tax Fund*
During the period from January 1, 1943, to August 7, 1943, a total of $8,333*66 was deposited* From October, 1943, to June 9, the amount deposited increased to $3,802*11 for the school year*
The past school year, from October 1944, to June 1945, $6,626.53 were deposited.
I will never forget two experiences I had during the second year of school regarding funds collected and retained by students. It seems as though the treasurer of the senior class had collected money from members of his class. This fund was derived from class dues, income from class held events, etc. The individual was finally pursuaded to turn the money into the school fund for safe keeping. I was surprised to find that the money this individual was holding in his possession for safe keeping amounted to better than $200* This money was kept in a small "milk can" in his barrack* After explaining the responsibility and liability connected with the sum of money the individual was glad to relinquish the funds* Ho claimed the only reason he was holding on to the money collected was because he did not know what to do with it.
The second such incide&t happened last year* The business manager of the yearbook had collected something like $500 from subscriptions; he, too, was keeping the funds at home. After the proper notifications were made the funds were deposited.
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XI. MISCELLANEOUS A. EFFECT OF SEGREGATION
In September 1943, approximately 1500 evacuees from Topaz elected to go to Tule Lake, or, as some put it "go the Japanese way". At the same time approximately 1500 persons who had chosen the American way were brought from Tule Lake to Topaz,
Segregation as it pertained to the Project was a dynamic experience to the residents. It meant in many cases that families were to be separated and many friendships to be broken up. Segregation, however, did not seriously affect the schools because the children of school age moved or remained with their parents as family units, and generally were tooyoung to adequately evaluate the problem faced.
Many group farewell parties were held for departing students. Everyone seemed to sense that segregating meant a parting that might be permenant. The people were electing between the United States and Japan and many uncertainties surrounded the future.
Luring the week of August 31, 1943, records of students who were transferred to Tule Lake were completed.
Ninety-five Topaz high school and 37 Topaz elementary school students were transferred to Tule Lake,
Fifty elementary and 19 high school students entered Topaz from Tule Lake,
The elementary school prepared transcripts of credits, health records, and all other pertinent school information for each child going to Tule Lake, These records were sent to the deputy Project Director in duplicate form and one copy was retained in the elementary school. The school prepared rating sheets for three teachers and one junior administrator who were transferred to Tule Lake, The school also arranged interviews between a teacher who was transferred ahead of all departing children so that they had a definite point of contact in their new schools.
A committee to welcome new students and teachers from the Tule Lake Center into the elementary schools was formed.
From the masterlist of those segregated, all employees of Topaz junior and senior high school were classified and recommendation sheets were prepared. Two copies went to the deputy Project Director, and one copy was retained in the office files here.
Transcripts of credits, together with all the reports in their personnel file such as co-curricular activities engaged in, teacher evaluation of the student both in terms of scholastic attainment and personality, and all records that tended to reveal the strength and
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weak points of the students transferred to Tulc Lake*
Two reception committees were set up* The first served ns ah interviewing committee of all incoming students which assisted them to become adjusted to the school program and schedule* The second committee served as a reception group for all persons transferred from Tule Lake who sought employment in the Topaz educational program#
The superintendent of education at Tule Lake requested all available information regarding the number of possible employees from the Topaz community, education program#
October, 1943, was the montfci of adjustment for Tule Lake students in Topaz schools*
Tule Lake children readily adjusted to the schools of Topaz, and appeared to bo happy with the decisions they had made#
B. PUPIL RELOCATION AND RECEPTION IN OTHÍR SCHOOLS
During the school history of Topaz High* a number of students relocated to schools throughout the United States# During the three years not a single adverse report was received by Topaz regarding these students# To some of them came unusual honors, and they did a great deal for the better assimilation of, and sympathy far Japaneso-Americans*
Sam Nakaso relocated to New Haven, Conn# and became a member of the All-State high school football and basketball teams# Kenzo Ishimaru also at New Haven played varsity football. John Katsuj at St* Louis, Missouri, and later at Washington, D#C#, vías a student body representative and a class officer# Shin Tanaka at New Jersey, was elected a class officer. Dwight Nishimura at New York was elected to a student body office and won a scholarship to Harvard. Eichi Shibata at Madison, Wisconsin, was elected president of his class and won a college scholarship* Andy Sugiyama played first-string basketball at an Illinois high school# Raymond Nomura played varsity basketball at a Cleveland high school# Akiko Ochi won an art scholarship from the Shaker Heights High School in Cleveland, Ohio#
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XII • R ECOMMENDATIONS
To those who may have educational responsibilities similar to what we have had at Topaz, the following recommendations are offered:
1« Select a teaching personnel in harmony with the broad principles of American education and avoid as far as possible, personalities over emotionalized, whe ter for or against racial minorities* Feelings over emphasized invites serious complications in war environment charged with fear and uncertainty. We have employed a few people, who, after entering upon duty, have given the weight of their personality and influence to the thesis that war is never justified and that evacuation should never have taken place* These same people have been indifferent to requests to buy war bonds and are usually first to critize the government for policies adopted* It may be that such people are needed in some schools,, but certainly not in schools for war evacuees «ich as we have had here at Topaz*
2* It is imperative to see that the schools are organized and proceed on tried and accepted principles of education, rather than experimenting with practices that have not become fully established*
The writer refers to ah early attempt to make out of these schools a "community school." The idea was good, but teachers must be educated for this work and the community must be suited to the program*
Such was not the case at Topaz, therefore, some time and effort was lost in attempting to work to this ideal. Encouragement toward an experimental school program at Topaz came from outside of the Central Utah Project, and did not originate with th6 local Project school administration.
3* Some of the resident teachers employed have done outstanding work even though they have not had many academic courses in education.
We have recommended a few of the resident teachers to outside schools with complete confidence in their success.
4* A prominent factor of success in the schools of Topaz was ample supplies and equipment. The United States Government has beaa most liberal in caring for the needs of the residents in this respect.
Even though we were passing through a war period, ample educational aids were obtained.
We have learned that good supplies and equipment is an important factor of every school program and frequently tips the balance in favor of a good or poor school. The State Board of Education of Utah should employ every means at their disposal to secure the supplies and equipment now being declared surplus at Topaz, and make thou available to needy districts in Utah. All books, both library and texts, were purchased according to State Standards* Excellent science supplies are on hand and will Be declared surplus. The same is true with play equipment.
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5* Education must play a prominent part in the period of adjustment immediately ahead# National and international problons can be solved, but, it will require fearless leadership to achieve the goals to which we have set ourselves through the United Nations#
Educators have been prone to side stop burning social and economic issues for fear of censure from some vested interests# As a result the full force of educational thfittght and philosophy has not yet been brought to bear upon such issues as war, peace, and social and economic security#
Anyone who has read the report on "Certain Personnel Practices in the Chicago Public Schools** by the Investigating Committee of the National Education Association in May 1945, will be encouraged by the straight forward approach employed and the clear cut recommendations made#
This may well serve as a pattern for the other problems with which the schools must dome to grips#
Now that peace has come public education, the world over, must help direct the way to national and international understanding so that war will be erased from the earth and the four freedoms of the Atlantic Charter will become a reality#
XIII* SÖMMARY
As we survey the past three years at Topaz, our feelings are mingled with a sense of pride and disappointment, Pride in that many fine accomplishments vsxre realized—disappointment in that sentiments and attitudes were found that throttled the full realization of the aims and objectives that were .envisioned to be essential at the beginning of the program. In spite of difficulties, the following achievements stand out:
1, In the period of only a few weeks we were able to organize on a going basis a complete school system from Pre-school through Adult-Education,
2* All classes credits, and graduation requirements of the State of Utah were compiled with,
3,	Student transcripts from over 100 different high schools wore «evaluated and accepted according to Utah standards,
4,	Class schedules were drawn up to meet student needs so that their educational plans would not be interferred with.
5,	During the school years of 1942-43, and 1943-44, a critical teacher shortage prevailed in all school units, The shortage was state and nation wide. During the last school year, 1944-45, a full staff of teachers, resident and appointive, were teaching in the schools of Topaz,
6* The schools actively cooperated with other divisions and sections of the Project in furthering the over-all needs of the residents, such as accepting work offers in the Project and assisting with planting and harvesting of the crops,
7, Vocational training was given a prominent place in the program and extensive and intensive instruction was given to all residents interested. Training was offered in the following fields:
a.	Aeronautics	f.	Industrial Arts
b.	Agriculture	&•	Lapidary
c •	Auto-mechanics	h.	Mechanical Drawing
d.	Cabinet Making	i.	Woodwork
£•	Drafting	j*	Special Project Design
8,	Adult education courses were received with enthusiasm and had .a membership of about 3000. Classes were organized in the following major fields:
a.	Art	d.	Sewing
b.	Basic English	e*	Flower Making
c.	Music	f.	Flower Arranging
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9# Public relations with Millard and other adjoining ooUnties were fine# Educational leaders of the State were friendly and cooperative and extended help whenever needed* Several visits to the Project were made by educators from all over the State of Utah*
These aided in a mutual understanding of the problems involved#
10# The school activity programé compared favorably with that of outside schools* Every effort was put forth to make of these activities a normal experience* Topaz High School participated in practically all school functions with other schools in Millard Co#
11* Students were kept in constant touch with the outside through their class studies and school activities# Many talks were given in classes and studont assemblies by'leaders from out the Center in order that the residents would be kept conversant with conditions in a nation at war#
12, Every opportunity was given to develop the students in self-government# In this respect, due to circumstances beyond our control we were not toosuccessful# It should be remembered that these children were a minority group in the California school and, therefore, the Center experiences in self-government was new to most of the pupils.
13# Parental support of the schools Tías as fine as could be asked for# The Japanese people have a strong faith in education and they freely extend sny help within their power to its objective# The parental support we received was a fine example for any American Community to follow#
14# Japanese-American students on the whole seem to be slightly more academic in their habits than the average American boy or girl#
We have found no evidence whatever of racial superiority# It would seem in some cases that the strong desire for knowledge had a tendency to curtail some social experiences highly important to success# This tendency does not appear so strongly in schools on the outside# The Japanese pupil places more importance on academic grades than the typical student in America. Teachers who demand a high standard of performance is popular and fully accepted by students and parents alike#
15# The graduation exercises held at Topaz the past three years were a credit to the Center. Academic costumes were used and the students outlined the programs and elected the speakers# Many fine compliments have been received from visitors#
16# In the field of atypical education much fine work has been done* Things accomplished here indicate the need for more effort by schools on the outside to meet the problems of the atypical child in almost every community#
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17* We have had a fear through the duration of the Project that juvenile delinquency would become a serious issue* During the three year period delinquency problems have been Jtiegligable* There has been only one case that required court attention* Japanese parents exercise a strong control over theii* children* Even widows with large boys in the family enjoy full reirpect and obedience!