To the Education Faculty: . Your committee which was appointed and asked to investigate the possi- bilities of how the School of Education might render additional services to the schools over the state, primarily in assisting them in meeting the problems of the war period and in anticipating the needs of the post-war period, submits the following proposals for your consideration. 1. Regional staff institutes. It is proposed to compile a list of several areas of school work which would be of interest to differ- ent groups of teachers and administrators, and which the personnel of the School of Education and the University would be qualified to discuss. Regional centers would be established for a two day dis- cussion of problems in these fields with the teachers and adminis— trators of the area. 2, Follow-up New Teacher visitation. This involves mapping out an itinerary so that graduates of K. U. would in their early years of teaching be visited by a staff member. Consultation with adminis-— trators and with teachers would help to overcome difficultics of teachers, show administrators that the university is continuously interested in the work of its graduates. _ 3. Field Laboratory Workshops. A plan to make a systematic study of some problem selected by the staff of a local school system, and to have one or two members of the university faculty act as consultants and advisors in the program. For your convenience, tentative details of cach of these proposals are presented below. Each of the proposals is a distinct service, in the sense that the acceptance of one does not mean thet all must be included by a school. The three types of activity represent a coordinated éffort to round out the service 7 program of the university, and to get the university and its program more forcibly into the thinking of teachers and administrators. Regional Staff Institutes. 1. List of proposed areas of work which might be suggested to school adminis- trators and teachers in a local area: Administration problems 5: Music and Music Education Physical Education and Health and Physical Conditioning Fducational Measurement and Evaluation, and Supervision Seience Teaching, and Methods of Teaching Mental Hygiene, and Providing for Mental Deviations of C hildren Reading Difficulties, Special Problems in Learning, and Guidance Arithmetic Disabilities, and Elementary School Methods wom rhoalo o & i. Social Science Methods j. The Objectives of Education. This list would be submitted to the local committee of a district where a conference center is planned, for them to select the four or five areas in which they might be interested. The representatives selected would go to such a center to lead informal discussions in areas involved. The areas or centers would be organized by some representative of the university making personal calls on the superintendents and principals in the area. County superintendents should be included. For example, if Sabetha were selected as a possible center, all the superintendents and principals in the surrounding counties would be visited to interest them in the proposition. These leaders would carry on the work of promotion of the project, aided by the university. It is contemplated that the conference will be for two days, starting Friday afternoon, and continuing until Saturday noon. This plan would make it possible for a cooperative relationship with the alumni association for having 4a meeting Friday evening, to which all K. U. alumni, and friends of the university could be invited. In case no such mecting seemed advisable, neato could be set up for all day Saturday, instead of starting riday. The plan would make possible two periods. One of these could be sectional meetings with each of the interest groups meeting separately for a discussion of the local problems of interest. The changing needs of the community, and the probable future needs of the community, from the standpoint of the educational interest of the group could be the discussion problem. The K. U. representative presumably would lead the discussion. The second period could be a panel discussion for the entire group, with the visiting team and three or four representatives from the local area participating. The topic of this meeting would be determined by the wishes of the local group and the personnel of the visiting team. The university, in its promotion plans, would especially attempt to get all graduates of K. U. in the area to attend the conference. The first purpose would be to permit them to have individual conferences with the Kk. U. repre- sentatives on any problems which they may have. Especially important is it that first and second year teachers be present. Another purpose would be to talk with superintendents and principals who have K. U. graduates on their © staff to find if there is any way in which the university might be helpful in making those graduates more effective teachers. This service to teachers and to administrators has been found to be very effective in sustaining interest in the university and in building up tnore confidence in its graduates. The purpose of the conference program is to develop a kindlier attitude toward the university on the part of school people, and to give further evidence that the university is interested in the problems of teachers and administrators in the field. We are not contemplating that we shall take a prepared program to the conferences, in the sense that we believe we have something which they should know. Rather we intend to go out to discuss their problems with them, and to offer any leadership we possess. - It is planned that the university will bear the cost of the travel and other expenses of the visiting group. The local area will be charged with the responsibility of the promotion of the conferences, after the plans are set up. It is thought that it might be possible to hold about 10 such centers during the school year. The probable cost of travel for one car, and expenses of a team would average around $50. Such a program for the year would cost the university around $600. Proposal 2. Follow-up New Teacher Visitation. This proposal provides for a systematic plan for the visitation of graduates of K. U. who are in their first or second year of teaching. This should be 2 continuous project, so that every teacher who goes out from the university will be visited by some member of the staff during his first year in the field. The program would have to be administered from a central office, and definite itineraries worked out to save time and travel. Enough time should be allowed so that the visitors do net seem to be too hurried. The visitor should first visit the superintendent and principal in the town, to become familiar with any problems which may be present relating to any K. U. graduates. This personal call, with nothing te sell the administra- tors, will be welcomed. Each graduate should be visited in class, if possible, and an interview set up, bringing primarily the greeting cf the university to the graduate. Incidentally, any helpful suggestions and commendations which are in order should be brought out. The purpose of this follow-up work with graduates is obvious. It will be welcomed by both administrators and graduates, for it demonstrates a conbin- ued interest in the welfare of the graduates and in the problems of the administrators. Proposal 3. Field Laboratory Workshops. Every school man has problems which he confronts, and many of these administra- tors would appreciate the opportunity to have some assistance with their teachers working at these problems. The purpose of this proposal is to offer to schools some assistance in the solution of specific problems. This program does not involve university credit, nor is it to be confused with university extension courses. The plan does not deal with a body of subject matter previously organized, but is a consideration of a problem which it met by the scheols in the community. The problem is studied by the teachers and/or administrators, who are assisted by a member or members of the university staff. 3. The problems are selected by the local group, and the university staff member best equipped is selected for the role of advisor or consultant. ~ 4h. It is assumed that any groups in a community who are interested in any phase of educational problems may be the spensors of such a cooperative study. The proposals here presented will involve much planning and organiza- tional work. It is essential, particularly for Proposals 1 and 3, that steps be taken at once to map out the field and to lay plans for developing the possi- bilities of action. For these programs, contacts should be made this summer, for the reason that most projects will entail some expense on the part of the partici- pating schools. In the case of Proposal 3, it may be necessary for schools to make definite budgetary provision for sone types of projects. This would mean that preliminary work in laying the foundation for these projects should be done im- mediately. It is probable that the early work in offering these proposals to school administrators should be dane through personal visitation. Probably, a solicitation of interest in such projects through the mails will not be as effective as a thoughtful selection of prospects for personal calls to explain the program. Hach member of the faculty probably has in mind a superintendent or two who is interested in some particular problem or who is receptive to such proposals. A sure start, with good prospects in mind, probably will get the entire program off to a better beginning than flooding the mails with announce- ments and waiting for replies to come in. It is recommended that 2 cowmittee on special services be appointed by the dean, whose duty it shall be to work out specific plans for the organiza- tion and development of such plans as are necessary for the initiation of the types of services suggested in the proposals described above. Respectfully submitted, E. Thayer Gaston e. C, Aces Bert A. Nash, Chairman ean duly 20, 1943 School of Education Faculty: Your committee to study the proposal for Regional Staff Institutes submits the following report: i. The general details of the institute program should follow the outline suggested in the original report of the committee in Proposal I of the mimeographed report. Each of the institutes should be centered around a general theme, preferably on some phase of the war or the post-war period and the role of the schools. Some member or members of the Education staff should be ° selected to make the contacts with the local school ‘people in organizing institute centers and areas, and in making the preliminary plans for any institute. A committee of three members of the Education staff should be appointed to serve as the general promotional staff for these institutes. This committee would be charged with the development of the finished program, the enlistment of the cooperation of other groups or agencies in the promotion of the institutes, and the general promotion and publicizing of the institutes. Wherever. feasible, the cooperation and support of the Extension Division and of the Alumni Association should be secured so that the largest value to the University as a whole could be received, and so that the resources of these organizations may be used in the promotion of the various institutes. It is recommended that the services and the facilities of the State Teachers Association and of the State Department of Education be utilized in the development and carrying on of these institutes whenever possible and profitable to all concerned. Also, it is recommended that the administrators of these agencies be enlisted for whatever support they may give to the general institute program. Respectfully submitted, F. C. Allen, E. Thayer Gaston | Bert A. Nash, Chn. To the Education faculty: ; The subcommittee on special extension courses submits the following suggestions: That the faculty consider the possibility of offering two special forms of extension courses as detailed below. If the faculty approves either or both proposals, members of the staff should provide the subcommittee with the information indicated as necessary under cach type. type A +- Extension courses with reduced credit, in which reading is minimized and carefully prepared lectures are predominant. These courses could be telescoped into a brief calendar period as in ‘lype B, below, or spread over a long period as in the case of our regular extension courses. They might be offered with or without credit, or, both with and without credit. ; Fach menber of the staff who is in a position to offer such course . should: 1. List any course or courses that he could offer primarily as a lecture course. 2. Provide a brief (temporary) synopsis of the lectures. 3. Indicate the total amount of credit such course should carry. lL. State whether the course should be open to the public without eredit. 5. Indicate what requirements you would want fulfilled by those seeking credit. 6. List or submit samples of teaching aids you might use with your lectures such as mimcographed outlines of lectures, study questions, ec. 7, State whether you prefer that such lecture course be scheduled over a short or long calendar period. Type B -- Extension course of the same nature as our present extension courses except that these are to be scheduled over a short calendar period (three or four weeks) and the instructor is to be in residence in the community in which the course is offered. Members of the staff in position to offer such course or courses should: List any courses now being offered or any course that could be organ- ized and offered of this type. . Provide a brief outline of the course or courses. Indicate the total amount of reading required in terms of prospec- tive enrollees. Indicate probable amount of credit, i.e. 1, 2, or 3 hours. Indicate whether or not you would be willing to spend the necessary 3 or 4 week period in a Aansas community to offer the course and how often during a semester. 6. Either list or estimate the amount of library material the University must furnish with the instructor. In case any Type B courses are scheduled, the community asking for such will be re- to provide office-space for the-instructors, library service, and to guarantee reasonable living conditions? ‘:- ee : es fH wn 9 PD e R. A. Schwegler - AH. Turney March 18, 1943 Notice to Education professors: Will you make the following announcement to the students in cach of your classes. It might be well for you to repeat this announcement in about two weeks as a reminder. ALL STUDENTS who expect to do practice teaching during the fall semester of next year must make application in the Education office, 103 Fraser, before April 10. Note to professor: Please explain to your students that this application is not to be con- fused with the information blanks they filled out for entrance into the Teacher Training Program and that regardless of any applications that have been filled out in the past, those who expect to practice teach next fall must report to the Education office before April 15. Fine arts and phy- sical education students who may do practice teaching more than one sem- ester must make application for EACH semester. ‘Thank you. a Tw € nt e J! ¥ we oe eri ; ones mies : ble Shs er dtp ng eyes g THE UNIVERSITY OF KANSAS SCHOOL OF EDUCATION LAWRENCE March 26, 1943 March 23, 1943. Professor A. H. Turney, Chairman, Comaittes on Admissions and Guidance, School of Education. 5 Dear Dr. Turney: In reply to your letter of the 15th instant, end desire to notify you of the following withdrawals in my classes; First Aid | Kinesiology Baker, Hoyt Black, Charles Beck, John Willian Brill, William Walter Chanmnell, Richard Dixon, Armand Lynn Musick, Kewis Scshnellbacher, Otto Ole ss The remaining students are being notified that they must complete their applications with the Coumittee on Adaissiong and Guidance before their grades will be ' given. Sincerely yours, Director of Physical Education, Varsity Basketball Coach. March 26, 1943. Dr. Ae H. Turney, Sehool of Bducation, University of Kensas. Dear Dr. Turney: This is to inform you that we have completed the job of notifying the students in my classes that they are to report te your office end complete their applications with the Committee on Admissions and Guidance. ; These students have been notified: First Aid Prin. of Commmity Recreation » Le LaDean Buescher, Jom Fe : Michaelis, Carl Isadore. Burchfield, Mary M. Miller, Jane Devis, Peggy Winn, Barbara Fisher, Annabel Wright, Mary Fruin, Catherina McCandless, Grace Kinesio. MeGill, Virginia Sather ts = Shuss, Althea Sincerely yours, Director of Physical Education, FCA: AH Varsity Basketball Coash. THE UNIVERSITY OF KANSAS SCHOOL OF EDUCATION LAWRENCE OFFICE OF THE EDUCATION ADVISOR March 15, 1943 Dr. F. C. Allen 105 Robinson University of Kansas Dear Dr. Allen: The students in your classes who have not completed their applications with the Committee on Admissions and Guidance are listed below. You are, therefore, requested to withhold grades for those students until notified by this office that their grades are released. Please be sure to notify each of these students of this action in order that they may complete their applications. If any students listed below have withdrawn from your class, please notify this office at once. FIRST AID | Baker, Hoyt W D KINESIOLOGY Black, Charles WD Beck, John William WwW. Brill, William Walter wd Channell, Richard w Dixon, Armand Lynn Wl) McCormick, L. LaDean Michaelis, Carl Isadore Miller, Jane Musick, Lewis W 1) Schnellbacher, Otto Ole WD Winn, Barbara Wright, Mary Sincerely, Caldwell, Ken PRIN. OF COMMUNITY RECREATION Buescher, John F. Burchfield, Mary M. Davis, Peggy Fisher, Annabel Fruin, Catherine McCandless, Grace McGill, Virginia Shuss, Althea Committee on Admissions and Guidance ae ei Chairman go AHT sms THE UNIVERSITY OF KANSAS © SCHOOL OF EDUCATION Report on Teachers Salarics in Schools of Kansas for the Year 1942-1943 Karly in January 2a letter from the University's School of Education to county superintendents in the state requested that a copy of each county 'school directory', listing salaries of individual teachers, be provided for use in making an analysis of teachers' salaries. In response to this request, 43 directories were received. Several county superintendents replied that their school directories were not yet available. Six of the directories received did not report individual salaries for any teachers. Many others listed names but not salaries of teachers in high schools and neither names nor salaries of those teaching in city schools. Such limitations in the sources of information hsve restricted both the number and the size of tabula- tions which could be made with reference to the salaries of teachers. If salaries were stated on an annual basis, they were translated to a monthly basis for the purposes of this report. Separate tabulations were made of salaries for elementary and high school teachers and for high school principals. So generally are elementary school principals merely head teachers with a small additional salary (except in larger city schools) that they have for the most part been classified in this report as teachers. But there are elementary school prin- cipals in the state, and not in city districts, who receive salaries of $250 to $300 per month. It is not known precisely how well the facts presented here represent the situation in all schools of similar type in Kensas, but it is probable that the sampling is sufficient to make the salary facts highly indicative. Indeed, if these facts are regarded as reasonably representative, then they are disturbing. For it is hopeless to the point of simple delusion to expect to secure or hold competent teachers for s2larices which are gravely inadequate when better employment is abundant. Many schools are necessarily either accepting inferior teachers and inferior teaching or else they are exploiting good teachers. There are hundreds or probably thousands of teachers in the state whose monthly salaries are lower than the weekly wage of many semi-skilled artisans in nearby industrial plants. The average monthly salaries of elementary teachers, high school teachers and high school principals are from five to twenty-five dollars below what they were for similar positions in this state twelve years ago (1930-31) -- and they were by no means adequate at that time. At the present time there mey be no educational service which a county superintendent of schools can render that is more important than guarding the quality | of work in our schools by urging salaries which make possible attracting and holding teachers that assure quality of work. In general, low salaries attract cheap teachers and cheap teachers usually turn out to be expensive in terms of the inferior service provided by them. If school boards were enabled to sce that an additional fifty dollars per month would buy much more of teaching competence and pupil achievement in the person of a superior teacher, it is probable that the teachers selected and the salaries paid would reflect their understanding of what is true economy. . : ¢ ohn eminent aire rem ismtes os Table I Monthly Salaries of Teachers in Elementary Schools in Kansas, 1942-43 One~Teacher Two-or—More Monthly Schools Teacher Schools Salaries (8 Mo. basis) (9 Mo. basis) Total Less than $65 - 96 96 $65 - 7h ah 89 432 75 - 8h 602 154 756 So + 9h 730 29 979 95 - 104 4,78 276 754 105 = 114 119 2is 330 115 + 124 47 110 157 125 = 13k ; 21 76 97 135 - 14h 7 3 40 145 - 154 . 24 2h 155 - 164 3 16 19 165 - 17h 3 3 175 or more 8 g Total 24h9 ,1246 3695 Median Salary $87.50 $99.75 Nearly two-thirds of these 3695 elementary school teachers (Table I) were on an eight months salary basis and were teaching in one-teacher schools. Their typical (median) salary per month was $87.50, but nearly fourteen per cent of them were paid less than $75.00 per month and ninety-six teachers did not receive as much as $65.00 per month. In the two-or-more teacher schools the typical monthly salary was approximately a hundred dollars ($99.75), on a nine months basis. Relatively few in either of these -groups were paid as much as $150.00 per month. As a consequence of these facts it is not difficult to believe that the educational opportunity of pupils in these elementary schools must be seriously curtailed. ~ is Table Il Monthly Salaries of Teachers in High Schools in Kansas, 1942 - 43 (9 mon. basis) Teachers in Monthly 3rd Cl. Cities Teachers in Salaries and Consol. Schs. Rural H.S.'s Total Less than (115 95 63 158 115 — 12h 83 85 168 125 - 134 ive 183 305 135 - 144 1? Lei 200 UA5 - 154 55 62 137 155 - 164 23 61 Sk, 165 - 174 i2 65 67 175 - 184 a4 28 39 185 - 194 3 12 15 295 = 204 3 4 9 205 = 214 7 6 43 215 = 22h i a2 13 225 < 234 i 10 pa 235 - 2hh a 7 9 245 or more 2 6 8 Total 501 135 1236 wedian Salary 231.00 138.00 Middle 50/. 118.64 - 144.60 126.95 = 157.85 In tabulating the monthly salaries of high school teachers (Table II) these cities of third class and consolidated districts were grouped together but separately from the rural high schools. The median salary in the latter schools ($138.00) is higher than in the former group of schools (£131.00), as has been true rather consistently in the past. Salary data were available for only « relatively small number of high schools in citics of the second class and of community high schools in cities of the second class and of community high schools. Due to the limited number, no tabulation is presented here. It appeared that the median salary would be somewhat higher thin in the rurel high schools. . i oe Table III ‘Monthly Salaries of H.S. erincipals in Kansas, 1942-1943 (10 mo. basis) Cities of Monthly In 3rd Cl, Cities In kural Sec. Cl. and Salaries and Consol. Schs. High Schs. Com. H.S. Total Less then ‘158 : 2 me 15 £155 = 164 8 7 1 16 165 - 174 8 12 20 175 ~ 184 13 17 1 p 185 - 19h ii 15 26 195 = 204 a 26 2 Al 205 = 214 8 14 4 -) 215 - 22h 5 10 i 16 2a5 » 2oh h 5 9 235 — 2hk 3 4 3 10 245 = 25h 2 . 1 2 255 = 264 4 2 6 765 = 27k 1 1 2i5 OF more L 4 Total 78 is 13 223 dedian 8192.00 (196.00 235.00 Widdle 50% 176 - 209 176 = 211 The salaries of 223 high school principals are indicated in Table III, on a ten months basis. Principals in third class city and consolidated districts receive a median monthly salary of (192.00; in rural high schools, ©196.00; and in cities of the second Class, 6299000. Comparing the median salaries of various types of school positions in 1930-31 with those in the present year, there is an evident tendency for monthly salaries this year to be 3220.00 to «25.00 lower than they were twelve years earlier. This is actuaily an understatement of the salary difference, since the cost index on food and clothing is definitely higher nov than in 1931]. Table IV Comparison of Jionthly Salaries in Kansas Schools in 1942-43 and 1930-31 Median edian Monthly C Sawkes Salaries Salaries Salary Types of School Positions 1930-31 1942-13 bedaned Prin. in cities of second class ‘255 5235 $20 Prin. in Rural High School 220 196 2h Prin. in Cities of Third Class 21h 192 ge Teachers in Rural High Schools 160 138 22 Teachers in Cities of Third Class 156 131 25 Elem. Teachers - Two-or-.iore Teacher. schools 108 99.75 6.25 fLem. Teachers - One-Teacher Schools 93 67.50 5.50 m To the Education Steff: Enclosed are forms on which you may submit a report concerning the enrollment for your classes during the -present term. ; Will you fill out one form for each class, indicating the number of students from each of the different schools of the University which make up the class. In the case of-clesses in which students may be enrolled for varying amounts of credit, please indicate at the bottom of the sheet how many students are enrolled for one hour of credit, two hours of credit, three hours of credrt > enc. Ase return these reports not latcr than February 5, a if there are any changes. later, will you let me know. Also, will you return ail class cards to me. In order for the office to have a complcte list of all students taking education courses, 1 need these cards. i then shall send them to their respective schools. If there has been 2 change in your address and phone number since izst fall, may I have it 2b once. Thank you for your cooperation. Vivian Clark Secretary to the Dean Desamber 10, 1942. Dean Jd. He Twente, School of Education, ‘University of Kansas. Dear Defin Twente: Thank you very much for sending me a copy of the study prepared by Dr. OBrien concerning high school — principals who participated in the wartime adjustment report. I have passed this among the other members of our staff, and we have found it very interesting. Cordially yours, Director of Physical Educaticn, PCA:AH Varsity Basketbell Coach. THE UNIVERSITY OF KANSAS SCHOOL OF EDUCATION LAWRENCE OFFICE OF THE DEAN December 3, 1942 Memorandum to Professor Allen: This tabulation has been made by F. P. OBrien. You may be interested in seeing what the school principals say they are doing to meet wartime needs. J. W. Twente Dean JWTsc¢ THE UNIVERSITY OF KANSAS SCHOOL OF EDUCATION Lawrence November 30, 1942 To High School Principals Who Participated In Wartime Adjustment Study: In response to a request, dated October 15, 1942, from the School of Education of this University, 347 high schools promptly supplied information pertaining to the wartime adjustments made to date in those schools.~ Still other schools re- ported after the tabulations had been completed. In addition to the changes report- ed several schools stated that further changes were planned for the pecs semester. Two-thirds of these schools assert that all students in the school have oppor- tunity to participate in some organized form of war effort. Similar opportunity is provided for at least a portion of the students in 3.4 per cent of the schools. Three out of ten of the reports replied in the negative or made no reply to this question. No attempt was made to appraise the effectiveness of such participation and it would of course be difficult to measure it. It was not necessary to ask the schools concerning their participation in the important tasks of rationing the nation's sugar or gasoline. Neither were they asked specifically about the m.king of model airgplanes, although several referred to this project in their reports. Credit for these meritorious achievements is already a matter of record. There is also a growing recognition of what high schools are contributing to the war effort in the way of providing, emergency. help to farm- ers, industries, business, and some other types of need. ‘This service will doubt- less continue to grow. While recognizing that some high schools have long offered such technical training usable in the war program as shop courses, food raising and food processing, this inquiry is restricted to those extensions or developments which have originated directly from wartime needs. It follows that the tabulations in this study, if all principals observed the directions, must from its very nature be an understatement of the services of schools to our war effort. Indeed, it may be asserted that. in the long view widespread literacy, a working Pac eace of and devotion to democracy, as well as the foundations of physical and mental health constitute their most important cont ribution. The two-page question form which was mailed to all high school principals in Kansas listed 12 types of provision for student activities, 19 types of change in curricular content or emphasis, end 11 administrative adjustments related to wartime needs. Spaces were provided for listing other wartime services of the schools than those indicated on the inquiry sheets. Helatively, few additional services were reported. They included rifle clubs, victory gardens, emergency labor by ee and making personal articles for men in armed forces. Information secured by asking principals to report what their schools are do- ing or attempting is valuable only to the extent that principals are competent and trustworthy in reporting. It is a pleasant privilege to be able to state here that there was commendable evidence of care and discrimination in stating what is and in not claiming credit which is not due. Frequently the response on what was to the principal a doubtful item was accompanied by a notation or explanation. Perhaps he merely said "not yet", or "for several years". Often too no credit was claimed for his school on items for which an affirmative reply would seem desirable or on ee which a blank space seemed to suggest conspicuous implications. The variation in the percentages of affirmative replies on individual items, as is shown below, indicates that the principals were discriminative in their replies. ~ Of course “it. need not be assumed that any two schools which ‘emphasize wartime conservation,' for example, conduct the work with equal effectiveness. Affirmative replies to the various items pertaining to the wartime effort of schools were reduced to percentages based on the number of schools and are stated both for the 347 high schools and for four separate divisions of these schools. The first division includes 13 high schools in cities of the first class; the second, 60 either second class city or ccmmunity high schools (also Shawnee Mission); the third, 245 either third class city or rural high schools; the fourth, 29 junior high schools. In several cases junior and senior high schools were reported jointly but only the senior school was credited in the tabulation e aS oe ae oa oi ae is 7t w w “" Ww FN 7 7S $e sf “ Percentages of affirmative replies from the 347 high schools and from the several divisions on each of the items listed. A. Provision made for participation of students in activities related to wartime neec ALL Divisions* The Activities Hoste“) < Fe - thi 1. Knitting or sewing groups or clubs in the school 1S Ae Ae 2. Use of films, dramatics, or radio on war themes 69°. 8. 83° 59 92 3. Sale of defense stamps and bonds WI, Bi 90 = bbe 97 4. Scrap drives conducted (paper, metal, rubber) 96 76.95 FP 206 5, Practice on air raid drills or civilian defense work pe Be 25 ae ae 6. School forums on war issues cr situations 12 38-43 hs - 7. Special physical conditioning opportunities for boys 65 9b 6T: 65.5% ee = e ie for’ giris he Ge 35 os ha 8, Entertainment provided for soldiers or sailors Ce 9. War benefit programs - dances, parties, etc. SP 2 ay ee 10. More than usual emphasis on Red Cross, health drives, etc. Wh Sy Te CTS ee 11. Use of school publications to serve military and defense needs 31 55 35 29 ey 12. New opportunities for self-discipline or officer-like qualities 26 38 28 26 % B. Modifications in curricular centent or emphasis with reference to wartime needs Changes introduced as a war service 1. Courses in mechanics cr metal work 53 hb 5B 27. 2. Other shop or craft courses 12 he SO 0.4L 3, First aid or home nursing instruction Boe eles 75> hh oe 4. Civilian defense training B52 2 1S ek 5. Cooking for boys, as aid in army kitchen work A Se Ty Ae 6. Food raising cr processing (other than cocking) 29 Yi 29. 6 7. Special emphasis on wartime conservation of materials 25° 68 oe 7 8. Aid in understanding problems of production faced by industry 49 38 48 50 Ai 9. Training youth to understand problems of labor unions 26 3 a hs 10. Diet needs with reference to health and cost of living 63° 6268 262 27% 11. Instruction in preflight aeronautics BS 76 27 7 30 12. Teaching understanding of democracy by first-hand experience in it as a definitely planned part of the schsol program 85 76 9h 83 96 * The classification into divisions is explained above Ali Divisions Hobie: 1 oot dey 13. Extra emphasis in social sciences on world realities, global relationships, present and post-war living we 76° 76. BO Oe lh. Extra emphasis on speed, accuracy, confidence in mathematics and on applications of it to navigation, aviation, etc. =§2 8, 86-82-65 15. Extra emphasis on applied values in English, concise reports, application forms, clearness in oral and written expression G0: G2 278 85 $0 14. Extra emphasis in physics cn aviation, radio, photography, etc. 5G 68 55 - GD 17. Extra emphasis in chemistry- on water purification, diet, etc. 90-668 be. 165. & 18. Definite steps taken to develop in students tolerance, under— standing and respect for other races, cultures, modes, etc. a3 3) 36 Se 19. Organized efforts to relieve effects of stresses, confusions, and losses which threaten morale in wartime S38. 5 ed Se C. Administrative adjustiaents resulting from or related to the war The changes affecting administration 1. Loss of school enrollment due to outside employment 50 bl O39 Ae 31 2. Marked increase in enrollment due to new war industries Be & 3. ke 3. Adaptation of schedule to accommodate employment demands 50-70 35 Soe h. Not ablG tor fill teaching positions on staff : Pho A PO ey 5. Increase of class-size resulting from teacher shortage = Gop ele ee "in teaching load : e y & 28 ei 30.34 6. Courses discontinued due to shortage of teachers 3 se ee 7, War marriages of high school girls, who then left school 22 3 50. 47 m u eee . : . who remained in school. jo ee 2 ee 8. Guidance in wartime empicyment, military or naval service, etc. 53. 68- 56 $7 -3e 9. School buildings used to serve community wer agencics 83 6-90: 83° 90 10. Instruction of wartime nature provided for adult groups 19.96. Ob oe 7k 11. School library attempts to provide materials needed for the understanding of war issues, proovlems, and background aspects 72. 66 ree fe oe RATS Se IS Rtg Se WW “ ee o - vO sl Each of the statements above is to be interpreted as percentages of schocls in the group designated. For example, 50 per eent of the 347 schools reported loss of enrollment but only 31 per cent of the junior high schools (Div. IV). The losses per school varied from less than 5 to more than 20 per cant. Schools which discontinued courses due to shortage of teachers dropped from one to seven courses each. The number of war marriages among high school girls yaried from one to fifteen per school. At least one in five of the larger schools had war brides enrolled as students in school. Tt will be noted that or a few items, notably scrap drives and understanding labor unien problems, the junior high schecls are in the lead with reference to percentages cf schools which claim these services as part of their wartime program. One may want to believe that percentages are so low as they are for the different groups on understanding labor unicns, problems of industry, development ef racial tolerance and wartime morale because many of the schacls had provided for these program needs before the war made them so imperative. Report submitted by cL PS Oemen December 16, 1942. Dean J. i, Twente, School of Education, University of Lansas. Dear Dean Twente: | I had a conference yesterday with Mr. William Ralph Michener concerning his enrollment and attendance in | physical conditioning. Mr. Michener was enrolled in the fall in swimming at 8:50 108. He is a Swmerfield scholar, and when he attended the Summerfield picnic in Octcber he . sprained his ankle. It was necessary for him te go about on crutehes, and for this reason he was wmiable to partici- pate in the swimcing and conditioning classes. : ment remained the sam - 6:50 IM, and that is where he ie @nrolled at the present time. He has presented hospital excuses covering his ebsences from the time his injury up to last week. He has talked to Mr. et ee up these sbeences (3) for last week, and I sure that everything will work out very satisfactorily. If Mr. Michener had come to this office, as he should, instead of going to Dean Lawson's office, there would have been no difficulty at all in his case. I would — Case. AE Very sincerely yours, Director of Physical Fdueation, Dec. 1 Varsity- Dec. 5 Olathe Dec. 11 Rockhur Dec. 15 Creight Dec. 26 St. Bona Dec. 28 Fordha Jan. 4 Olathe Jan. 6 Missouri Jan. 9 Oklaho Jan. 13 Okla. A Mch. 6 Kansas eshman .. Lawrence Mir Base ... K.C., Mo. College . K.C., Mo. ee Ws sa Lawrence enture . Buffalo, N.Y. yU. .. New York, N.Y. r Base ... Lawrence Bees Lawrence 03s gas cette Norman hee Lawrence pwder .... K.G., Mo: Grate .... Manhattan fpwder, Camp Cr., Mo. es N.T.S., K.C., Mo. B ° ec Rees Stillwater ies eee La:vrence edie Risse as Lawrence Gein Columbia vor cia a sees Omaha, MOte. 5,8 Lawrence BIG SIX CH as PIONS, 1942 Myre Yue Ralph Michener, 1409 %hode Island Street, Lawrence, FansaGe ‘ Dear Mre Vichener: About a week ago a was mailed to you this office asking that you in here make some explanation for your absences physical conditioninge R eontinue to to me that you are not attending class, snd I trust 11 finé it convenient te come in to see me very ¢ Tt is our responsibility to report excessive ebsences to the University Committees - on Exemptions, and I would like te confer with you befere this becomes necessary. \ Director of Physical Education, Varsity Basketball Coache THE UNIVERSITY OF KANSAS SCHOOL OF EDUCATION LAWRENCE OFFICE OF THE DEAN December 18, 1942 Dr. Forrest C. Allen Director of Physical Education Campus Dear Dr. Allen: I thank you for your letter of December 16, about Wm. Ralph Michener. The contents of the letter have been conveyed to Dean Lawson. Say, man, your boys put on a good game Tuesday night and Creighton was hitting as well as passing the ball. Just a little luck at the basket and the K. U. boys would have been ahead. Good luck for the season. Cordially, i: W. Twente D ean JWiTshs September 16, 1942. etudent instrustors. These students will have to be supervised by our regular faculty members, as our to-flight graduates have gone elsewhere. But Mr. Shenk, Dr. Morehouse, and I are doing our best to see that the conditioning program is a success. : Mr. MoBlhinny, who has been appointed as supervisor of lockers and equipment, is completely reorganizing and rearranging a eee as possible. Mrs. Hulteen is taking eare of the records, and I aseure you that we will mot let you dom in this respect. Thank you for informing me about the Chancellor's comnittes on policy. This morning John licCarty, « spastic, came in to see me this morning, and I assured him that he would be exempt fron taking the conditioning classes. Assuring you of our desire to cooperate at all tines, I an Sincerely yours, Director of Physical Education, PCAs AR Vareity Basketball Coach.