MATERIAL FROM OTATis UNLy bil TTY OF CONNMCTIGUD U.S. DEPT. OF AGRICULTURE, STORRS, SONNEOTIC UT S.U.C vel stunts-R.C. #8 = Prepered. by Bb. , Hillis, Director S sees -Recrestion for the Rupe l Home distributed by Vinifred Cheney. SPROTAL DAYS oe | : oo Ss Oe es “22 "ode to ont KC. # Srenened oe §.U.0.-14 b11 Fool's Ley R.C. #29~ Prepared by Winifred Cheney Folk Genes } Music and Dances « 8.U.C .-d1 ‘Folk Games with WMusieé C.Ré Ss #6- Prepered by R.B, Se ‘American end Kuropeen "Folk Songs"-Prepered by S.U.C.+33 -Americen Folk vances R.C. #29 Compiled by “inifred i - Cheney. ; Playlete, Skits, ated G0 sats Humorous nests & Playets, Conn. oStete ees Service #4 Collected by I... Batchelor: "S,U,s0 742 Short Playets. S.U.C.-43 "Shall we do «& Pley?" Selecting pnd Nehearsine-RS 20. rrepereu Dy Ree. Service, fi. Bilis Dingsttcr. Sole a-44 spell we do F Dley? stere effects end & How, how, hov's you do How. my, driends «re. you? V'micled bo sey, i'm fine to {t trust thet vou ere too. ae WEIRE HERE (Auld Leng Signe) Wetre here for fun, risht from the sbtert Se drop your dignity Just leugh & sing with’ ¢11 your hee rt a And show your loyelty. Let, &11 your troubles be forget Let this night be the best Join in the songs we sing te-night Be hepny with the rest. —_— ee ae ee ee It’ isn't «ny trouble just to s-m-i-l-e It isn't eny trouble just to sem-i-l-e And if you teke the trouble Troubles venish like € hubble If you only teke the trouble Just to semei-l-c. | Ger-i-n- 3- Ha-He-Het 8 BIRLS IN THE WILDBREESS (Tune- Old Grey Mere) Oh, here we sit like birds in the wilderness, Birds in the wilderness, Birds in the wilderness; Here we sit like . birds in the wilderness, i tigel ? / Weiting for the show to STE PC ey Weiting for the shov to stert Weiting for the show to start Repect 4 first line. 1. If you would keep your health side up And m- ke ~our eyes shine brightly, Leenve some sterches #1l é lone And vour health will be dendy Chorus-Orinees, lomon. grapefruit, Kecp the fruit juice heniy, lies ail opnor Praits: so fine Your hetlth:then will be dendy. Youfll 7 | (continued) 2. Nov, you cen grin &t fether time If you will use discretion, You should not eet mere every dey Then try to leern this Lase on, Lime, PLAN OF WORK FOR 1940-1943 COMMITTEE ON RECREATION J. W. Faust, National Chairman 315-4th Avenue New York City, New York There was an old hymn of our youth "We're marching to Zion, beautiful, beautiful Zion," wnich crystallized the longings and the aspirations of those ancient days for a heaven free of earthly cares and toil. The trouble was that sometimes so much fervor was spent in singing the hymn that there wasn't enough left to tackle the unpleasant earthy things necessary to be combatted to make this a heaven on earth, Ever since its organization the national Recreation committee has had a Zion - an ultimate objective toward which all its work has been directed: YEAR-ROUND RECREATION FOR ALL AGES, UNDER TRAINED PERSONNEL, TAX~SUPPORTED AS IS ANY OTHER SOCIAL AND EDUCATIONAL NECESSITY. Whether the emphasis has been on the home, the school as a neighborhood recreation center, or after-school play, it all leads toward this objective. Toward a Plan of Work for the next three years, your national chairman submits the following suggestions} SUGGESTIONS FOR STATE CHAIRMEN For your own basic information read, at least, the pamphlet "Recreation - A Major Community Problem"* and "The Theory of Play."* If you have not already done so, get for your kit on social recreation "A Handbook for Recreation Leaders,"* Ask your library for these, The national chairman will be glad to send you on request a full bibliography on recreation too long to print here. Build up a lending library which you can loan to local parent-teacher groups, Have in it besides books a wide range of information pamphlets and material, game kits with instructions as to how they can make their own kits, One state has formed state recreation teams that put on play nights at association, council, district, and state meetings. Help associations plan play evenings, or furnish materials. Keep local associations informed of! available free and inexpensive material, speakers on recreation, recreational leaders who can help them in training and in other ways. We can send you the names we have listed here of superintendents of recreation for your state if you ask. Find out from the state agencies mentioned below what helps and free material they have available, *See Bibliography Collect from your locals and from individuals forms of recreation popular and suc- cessful at parent-teacher meetings and in the home. Use these and other materials in making your own state recreation bulletin. There is scarcely a committee of the state board that has not a stake in adequate and wholesome recreation. See that the importance of recreation is considered by your state board as a whole. The entire state organization should be behind doing something effective about it. Study the existing state legislation enabling counties and local communities to establish programs and support them. If none exists, consult with the National Recreation Association (315 Fourth Avenue, New York City) on securing adequate state-enabling legislation, Cooperate with all state agencies concerned with the recreational use of leisure time such as the state library commission, extension service of the state univer- sity, the farm bureau, departments of public instruction, parks, conservation development, and others. Use their resources. The state chairman in some states has found it helpful to have a small unofficial advisory committee made up of representatives from public and private agencies concerned with the question of recreation. Cooperate with the Safety committee and other agencies in state-wide "Learn to Swim" and water safety programs, Cooperate with the state committees on Music, Art, Reading and Library Service, and others in furthering the recreational use of leisure time. SUGGESTED RECOMMENDATIONS FROM STATE CHAIRMEN TO LOCAL CHAIRMEN Local chairmen will find many of the above suggestions useful, In addition here are some others: Get your local library to catalogue all recreation material available in the library and set up a recreation shelf. A properties and costume loan closet will prove a big aid for dramatic stunts at the play periods of the associations and other groups. Tie the men of your associations closely into the recreation program. Place upon their shoulders a major responsibility for taking the lead in meeting recreation problems, Join with other parent-teacher committees and outside agencies in suppression of degrading and unwholesome leisure-time activities. These are usually of a com~ mercial, exploitive nature. SUGGESTIONS FOR WORK IN GENERAL I. Work for yvermanency in the ole recreation program. Strengthen and expand existing municipal and county programs by helping obtain adequate financial support. Cooperate with other related committees and or- ganizations and with recreation departments, park departments, and boards of education in this work. Cooperate with officials and directors of recreation in the development of public opinion for the support and use of recreation, A. Work in urban areas for - 1. The establishment of a municipal recreation department, recreation commission or board, or a separate recreation department under the school board. e, Municipal appropriations for an all-year-round recreation program for all ages, under trained personnel, Recreation is as definite a lien on tax funds as is education, 3. Sponsor local conferences for the consideration of the problems of recreation planning, B, Work in rural areas for a rural community program through either - 1. A lay committee including representatives from such agencies as the Farm Bureau, the Grange, 4-H clubs, Future Farmers, church, school, etc., with leadership and funds obtained through these agencies or by their support in a campaign for public funds. <, A county recreation commission to direct a county-wide recreation program, supported from county tax funds, when this is permissible, 3. Enabling-legislation to lay a foundation for (2) where necessary. C. Make permanent the gains realized through the Federal Emergency Recreation Program, Great impetus has been given by the Federal emergency program to education on the vital need of recreation and to the development of facilities for recreation, Federal aid was set up as an emergency measure only, It will ultimately be with- drawn. We must conserve this great gain, as suggested in A~l, B-2, and B-3 above, and make it serve as a spur to increased local initiative and action toward a sound and sane program of recreation for everybody, II. Continue - Use of volunteer recreation leaders Leadership training Classes in family recreation for parents Town, county, and state committees of volunteers to plan and promote recreation Sponsoring supervised playgrounds and other recreation facilities Use of schools as neighborhood centers Providing equipment, supplies, apparatus Fostering participation in play, athletics, arts, music, dramatics, crafts, hobbies by all ages and economic groups Beautification of school properties and playgrounds III. Promote recreation for everybody through - 1. Recreation periods at parent-teacher meetings, conferences, conventions 2. Family play; neighborhood recreation 3. Cooperation with youth in the development of programs which meet their needs 4, Personal participation in recreation for the sheer fun of it if, A recreation committee or group of association or council members who are especi- ally interested in studying recreation might form themselves into a study group. For this purpose the pamphlet, "Recreation - A Major Community Problem," is recommended, supplemented with the book "The Theory of Play," as a reference. See the Parent-Teacher Guidebook sections on Recreation, Art, Music, Library Service. Many interesting studies and experiments could be planned. Such groups, reporting back to their associations, can be of incalculable value in stimulating activities in the field of recreation by making specific recommendations supported by their studies, V. Use of resources Every local parent-teacher association should know where to turn for advice and assistance on any phase of recreation work. Let us keep them informed about the services - offered through our state and national office, the Farm Bureau, the extension divisions of state colleges and universities, recreation departments, the National Recreation Association and its district representatives in different parts of the country, and the state offices of the Federal emergency agencies - W.P.A, and N.Y.A, BIBLIOGRAPHY - National Congress of Parents and Teachers Publications: Parent-Teacher Guidebook. See Recreation, Art, Music, Rural Service, Reading and Library Service, Character and Spiritual Education, Education for Home and Family Life, Juvenile Protection, and Radio. The Rural P,T.A. Leaflet, Proceedings. Annual renort of national chairman on Recreation and report of Recreation Conference at National Convention. Qur Homes, Select chapters on various phases of recreation in the home, National Parent-Teacher Magazine. A list of articles on recreation may be ob- tained from the National Office. Other References: Recreation - A Major Community Problem. National Recreation Association. 15¢. The Theory of Play. Mitchell and Mason, A. S. Barnes & Company, New York, $2.80, introduction to Community Recreation. Hdited by George D. Butler, McGraw-Hill Book Company, Inc., New York. Just published. An authoritative reference on the field, $3.50. Handbook for Recreation Leaders. U.S. Children's Bureau, May be obtained from the Superintendent of Documents, Washington, D.C. Publication No.231. 20¢. Partners in Play. (Youth age.) National Recreation Association. $1.00. Adventures in Recreation. (Youth age.) National Recreation Association, Tee. Recreation publications of Federal and state Government departments and of exten- sion departments of state universities. NATIONAL CONGRESS OF PARENTS AND TEACHERS 600 SOUTH MICHIGAN BOULEVARD CHICAGO ILLINOIS January 14, 1941 To: State Chairmen of Recreation The attached copy of the letter which has been sent by | our national Legislation chairman to state presidents | and state Legislation chairmen regarding the Schwert bill for Health, Safety, Physical Education, and Recreation is sent to you at the request of your national chairman, Mr. J, W. Faust. Since this communication touches upon the field in which you are particularly interested, he be~ lieves that you should have information on the subject, Tedk G. [RoClanl, Ruth A, Bottomly Office Director NATIONAL CONGRESS OF PARENTS AND TEACHERS 600 SOUTH MICHIGAN BOULEVARD CHICAGO ILLINOIS i FOR YOUR INFORMATION | January 9, 1941 To: State Presidents State Chairmen of Legislation Owing to misinformation which has been circulated among our states, Mrs. Kletzer has asked me to write you regarding a bill which was introduced in the last U.S. Congress under the title of the Schwert bill H.R. 10606, and which has just been reintroduced in this Congress. The material sent out on this bill by the American Association of Health, Physical Education, and Recreation states that the Congress of Parents and Teachers, national, state, and local, has endorsed this bill, The National Congress has not endorsed this bill and, in its present form, is not likely to endorse it. Mrs. Kletzer asked me to remind you that this bill affects several of our committees, and under our procedures each of these com- mittees would need to be satisfied with the provisions of the bill as it affects their work, We have not had, to date, such endorsement by these committees. This bill also cuts across activities which we have built up with cooperating agencies in the fields of health, education, recreation, and safety. These agencies were not consulted when the bill was drafted. Notwithstanding the claims of its proponents that there is no Federal control, the bill tends toward Federal control in almost every section, May we further invite attention to the fact that if the maximum amounts were reached under Parts 1 and 2 of the bill, the total for both would be $200,000,000 annually, or two-thirds of the total amount authorized annually in the old Harrison-Fletcher bill for all areas of education. This, it would seem, might lessen the possibility of ever obtaining equitable appropriations for other equally important phases of education. An organization such as ours, having no special interest to promote, is in an excellent position to evaiuate a program in its relationship to the whole educationai and community health picture, For a lasting and effective program in health and recreation, it is necessary to keen a very long view. In this way we Shall be able to follow through on the statement accepted by the National Congress this fall, in which it pledged itself to "hew to the line” in the work being done in behalf of chil- dren during the emergency. « 2 = During the 77th U.S. Congress which was convened on January 3, many measures will be introduced which doubtless we shall be urged to support in the name of "defense," and which on close analysis may not be in accord with our principles and the long- time interest of our children. Therefore, whenever you are ap- proached for such support, do not hesitate to communicate with me, for I shall be happy to send you such information on the bill as is in the hands of the Legislation committee. With kindest regards and the best of good wishes for success in solution of the many difficult problems involved at this time in the care and protection of children and youth, Faithfully yours, atest a, \ ‘ SF Qe A ALAM AIOAO oe Mrs. Mary T. Bannerman National Chairman Committee on Legislation ee ue Oo 4 mt ee Pope SIO “SERVICE AGRICULTURE AND Bre ar Ni ae 1) 7 ef ee 1940 Cooperative Extension Work in Agriculture and Home Economics, Iowa State College of Agriculture and Mechanic Arts and the United States Department of Agriculture Cooperating. Extension Service. R. K. Bliss, Director, Ames, Iowa. (Distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914.) Tomorrow’s Community A GUIDE FOR DEVELOPING RURAL COMMUNITIES! Communities are made up of people and the things that people have and do—their programs, activities and interrela- tionships. Like all things that are alive, communities are con- stantly changing. These changes are beneficial to the extent that advantageous choices are made and worthwhile programs developed. WHAT IS COMMUNITY PLANNING? Community planning provides a way of looking ahead and making the choices which contribute consistently to better community life. It includes: (1) analyzing community problems (2) deciding on activities to be developed (3) outlining steps by which programs can be achieved (4) enlisting participation (5) checking results (6) keeping members of the community informed. Community planning differs from other types of rural planning in that it deals with all that enters into community life in a local area. It aids land-use planning and comparable endeavors by coordinating different interests and by showing how one factor in community development is related to other elements in the situation. In turn, each program which bene- fits the people in a community is a part of community plan- ning. The various elements in community growth may be classified in 10 groups as indicated in the following outline: 1 Prepared by Rural Sociology Section, Extension Service, Iowa State Col- lege, Ames, Iowa. : GUIDE FOR A PRELIMINARY ANALYSIS OF RURAL COMMUNITY SITUATIONS? Score? 1. GOVERNMENT Citizens vote, laws are enforced, social welfare programs are adequate 2. EDUCATION Schools are well equipped, efficiently administer- ed and provide education which contributes to all of life 3. RELIGIOUS LIFE Church equipment, religious leadership and church programs adequately serve all members of the community 4. RECREATION Recreation equipment and programs provide easy opportunity for all members, young and old, to enjoy leisure time activities 5. HEALTH Health organization, education and sanitary pre- cautions protect health and safety of all members 6. HOME ACTIVITIES Home life and housing are advaneed through eroup study and cooperative planning 7. FARM INDUSTRY Production and marketing programs assure maxi- mum farm income from agricultural enterprises 8. TRADE SERVICES Town and country people work together to develop trade and good relations 9. CONSERVATION ~ Soil, water and human resources are being con- served and used to best advantage 10. COMMUNITY ORGANIZATION All agencies in the community are working to- gether on a unified community program Total number of each erade: A B C D E 2 For each of the 10 phases of community development a 4-page check sheet has been prepared which presents a classification of goals suggested by leading authorities for the consideration of community committees. Copies of these may be obtained from the Extension Service, Iowa State College. Ames, Iowa. 2 Code for scoring: A—Excellent, more than 95 percent of all that is desired. B—Good ; 86-95 percent. C—Fair; 76-85 percent. D—Poor; 50-75 percent. Ii—Less than 50 percent. 5 WHY NEED WE PLAN? In earlier days, when new territory was being explored, planning was chiefly a matter of extending activities in ‘‘horizontal’’ directions. Financiers, lawmakers, educators and other leaders cooperated to encourage the appropriation and use of new land, minerals and forests. State, county and township boundaries were established; roads were laid out; towns were plotted and individual farmers were given oppor- tunities to homestead land. Now it is only by building more activities and programs within the areas in which we live that we can have more jobs and expanded satisfactions. Thus we have need for a type of ‘‘vertical’’ planning. ‘*Vertical’’ community development, even more than ‘‘hori- zontal’’ community progress, depends on group effort. During the period of locating and appropriating natural resources, many individuals were rewarded as they extended themselves away from people. Now, comparable achievements are possi- ble only as we understand and work with people. HOW CAN WE PROCEED? People cooperate voluntarily only when they know that certain desired benefits can be achieved by coordinated effort. The average citizen is most interested in those problems that he has helped to discover and analyze, and having had a part in defining one community need, he understands and appreci- ates the conclusions that others reach regarding related pro- blems. Therefore, if conducted by members of the community, local surveys provide a logical start in community planning. In a democratic society no ‘‘outside’’ agency or advisor can establish rules for developing the program of a local commun- ity. As the interactions of human beings differ, procedures will also vary. Nevertheless, in community planning there are certain essential steps. These include: (1) Developing a council of leaders which may be (a) an in- corporated community council, (b) a council of the presidents of different organizations, (¢) a community planning committee elected at a representative commun- ity gathering or (d) a self-constituted group of leaders who appreciate the need for working together in coor- dinating and advancing community life. (2) Making an analysis of community resources and needs, either (a) using the check sheets suggested in this out- (3) (4) (5) 6 line* or (b) drawing out of local discussions statements of interest that can be developed as specific projects. Selecting activities and developing a program in which each activity is carried forward. Coordinating community events through the develop- ment of community calendars. Keeping citizens informed through (a) news reports of all events and (b) community achievement programs. WHO ARE THE LEADERS? To enlist the talents of all members of a community may be too much to hope for, but certainly the degree to which this is done measures the success of community planning endeavors. Again there is no formula for success. It is largely a matter of effective leadership. Skillful community leaders have established certain guides which may be taken as patterns. Usually one who is an effec- tive community leader— (1) (2) (3) (4) (9) (6) (7) is vocationally efficient and dependable has a genuine interest in the welfare of others is thinking about the opportunities which his children ‘will have as well as the pleasures which he can now enjoy works with the established institutions and agencies plans his work so that he will have time for community activities knows where and how to get needed help likes to see others succeed and gives recognition to their achievements. WHERE—FOR WHAT AREA? It may be said that each one of us lives in a thousand com- munities. The areas of group interest are many. In extent they range from the local loyalty that exists between a boy and his dog to the broad concern that people all over the world 4 See footnote 2. 7 have regarding war. Community interests also vary from those that we can see and handle, like the trade with the groceryman, to influences that are mystical and spiritual, as those of religion. But in this complex world of interdependent relations, peo- ple have vocations and homes. In the agricultural community, vocations and homes go hand in hand. Moreover, they are grouped around centers which provide trading opportunities, school facilities, churches and the like. All of this makes a natural interrelated unit in which the welfare of each person is very distinctly related to the welfare of the others. In undertaking community planning, leaders have first to decide the size of the territory to be included. Perhaps it will be the district served by the school. Or, in specifying a more general area, the leaders may outline the boundary from which at least half of the farm people go to the town center for a majority of such services as trade, education, worship, local newspaper and recreation. An average agricultural commun- ity will include a village of 500 to 2,500 people and a surround- ing area in which there are approximately an equal number of citizens. WHEN SHOULD WE START? These are critical times. Crude force is pushing democratic procedure into the background in many situations we the planning is done by autocratic rulers. We can be cooperative or combative. If citizens use science, invention and power combatively civilization. as we know it can be destroyed. The alternative is ‘‘vertical’’ community growth, doing more things cooperatively, through which a greater future can be peacefully achieved. While there are only a few ‘‘planned communities’’ in America today, thousands of communities are progressing through cooperative effort. Rural people are familiar with planned programs for 4-H club activities, home project work, agricultural conservation and scores of other endeavors. Where these are coordinated with a consistent program for town and country development the community is a better place in which to live because (1) favorable choices are being made for ad- vancing human welfare, (2) leadership functions more effec- tively and (3) community pride results from coordinated achievements. 8 DIAGRAM OF COMMUNITY AREA (Indicate Shape and Size) N Ls Ss POPULATION STATISTICS In town In country Total Pre-school, 0-5 yrs. Elementary school, 6-13 yrs. High school, 14-17 yrs. Out-of-school young people 18-26 Adults, over 26 yrs. Occupations represented: ET PRLS TF ene cee ee COPY OF LETTER SENT TO STATE RECREATION CHAIRMEN February 28, 1941 ALL ABOARD!13 Last year we carelessly used the heading “ALL ASHORE" for our Annual Report letter. Some of you forgot you were crew signed up for the voyage and went ashore. In other words, you sent in no Annual Reports. Hence the call this year of ALL ABOARD, and the fervent hope that every one of you will send in a report no matter how meager it may seem to you. In the broadest sense, what the national chairman is interested in is very simple, that is, What are the evidences of parent-teacher participation in recreation growth and advance in your state during the year? No matter from what source you get the evidence. Are there any human interest stories that would inspire other states? What are your problems, and what helps do you need? If you just write an informal report on that simple basis it will enable us to present a picture to the National Board. For those of you who like to check or to have suggested topics I am enclosing a list of these. You will recognize them. THE NATIONAL REPORT IS BEING ASKED FOR E:RLIER THIS YEAR SO MOVE HEAVEN AND EARTH TO GET YOUR REPORT IN BY APRIL 15. DEFENSE It seems to your national chairman that probably the most difficult and the most needed job that we have to do in all this talk and preparation for defense is defense of the spirit and morale of our children and our homes -- an everlasting alertness to leave nothing undone that will contribute to emotional stability and sanity, At the same time there are definite needs that are arising, and definite jobs in which we have a real stakes This has been set forth in the Statement on Defense of the National Congress Executive Committee which I beg of you to read care- fully and to use as your guide. One word of warning: Don't rush off and begin making surveys until you find out what others are doing; don't waste strength in duplication, There is one other point I would like to make, and that is, the importance of teamwork. In parent-teacher work we are accustomed to "gang up” with each other and other agencies in the community for the common welfare of all. It seems to me that one of the rich things we should get out of this preparation for defense is a new, real democracy of spirit, a fresh sense of the intrinsic worthwhileness of each individual, and a sense of interdependence and cooperation and a unified approach to this whole job. You will be interested in a bulletin prepared by Miss Bernice Moss, former Utah Recrestion chairman. This and the Defense Statement are being sent direct from headquarters. Do not hesitate to write your national chairman for helpsyou hope or feel he should be able to give yous HE WILL BE WAITING FOR YOUR ANNUAL REPORT ON APRIL 15. Best wishes, Sincerely yours Je We Faust Enc. National Chairman ,Committee on Recreation UWF: IVA 315 Fourth Avenue, New York City SUGGESTED POINTS TO KEEP IN MIND FOR YOUR ANNUAL REPORT ON RECREATION NOTE: This is not a laundry check list. If you must check it for your own happiness do so but please let me have, in your own words, the story of the work for the year. I. THE MOST OUTSTANDING AND SIGNIFICANT ACCOMPLISHMENT (OR ACCOMPLISHMENTS ) IN RECREATION FOR THE YEAR, II. In furthering recreation work have associations cooperated, and how, Wath @. Boards of Education, Park and Recreation Departments, Scouts, Camp Fire Girls, 4-H Clubs, Future Farmers, Adult Education, Federal Emergency agencies, others? be. Have you and your local Recreation Chairman cooperated with Art, Music and other committees of State Congress and local associations? ilis Have programs been carried out in a. Family and home recreation be School center evening recreation ce. After-school and vacation playgrounds d. Recreation period at Parent-Teacher meetings e. Other adult social recreation f. Dramatics ge Arts and crafts h. Hobbies - creative, collecting, scientific and nature, gardening i. Recreation as a program topic - local, district, state, radio In other ways IV. Have associations done any of the following ae Provided leadership or training for recreation b. Provided supplies or equipment - athletics, recreational, music, dramatics, arts and crafts c. Joined with others in securing better playgrounds, leadership, equipment, programs, or sponsored boys' and girls’ organizations and clubs; in securing legislation for recreation Ve What should the National Chairman be doing to more effectively help your state work? J. We. Faust, National Chairman Committee on Recreation 515 Fourth Avenue, New York City April 151 PLEASE MAIL TO NATIONAL CHAIRMAN BEFORE April 15!