A Program for Using Colonial Williamsburg as a Laboratory for the Study of Colonial Life

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a vm m M EOS US ISO C0L3NIAL WILUAUSBORO as

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u m w m m

F O R THE STUDS O F GOUOiflAL LIFE

■by

LOUISE SIRNIE SOR3STH

ProQuest Number: 10614691

All rights reserved INFORMATION TO ALL USERS The quality o f this reproduction is d e p e n d e n t upon th e quality o f th e c o p y subm itted. In th e unlikely e v e n t th a t th e author did not send a c o m p le te m anuscript a n d th e re a re missing p a g e s, th e s e will b e n o te d . Also, if m aterial h a d to b e rem o v ed , a n o te will indicate th e deletion.

uest ProQ uest 10614691 Published by ProQ uest LLC (2017). Copyright of th e Dissertation is held by th e Author. All rights reserved. This work is p ro te c te d ag ain st unauthorized copying under Title 17, United States C o d e Microform Edition © ProQ uest LLC. ProQ uest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346

SUBilXTTBD IM PARTIAL FULFILLMEMT OF TOE REQUIRE S & 3 T & OF TOE COLLEGE OF tJILLlAU AH0 MARX FOR THE DEGREE OF fttS T im OF ARTS 1942

the author Is under obligation to a number

mi people for th eir mmpmmttm and m®M%mm* She Is partieul&rly indebted to Dr* Seorge h* Araaeosb* chairman o f tier th esis eom litee* who suggested the study* and to the other isefsbers o f the committee* Dr* &**t* nek# and Mr# ftofjiX B* tmisree* valuable ettggeetlone and Materials were received from iir* Donald P* Bean* tiles Mary Hansen, and nr a* alaa Lee Howe o f Colonial Williamsburg*

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I m p o r ta n c e o f an. u n d e r s t a n d i n g o f c o l o n i a l l i f e / * * * > .* « * *

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o f c o l o n t a l l i f e t a u g h t * 10

C o n c e p ts c o n c e r n in g t h e e x c u r s i o n a s a p p l i c a b l e t o t h e p ro b lem * C b a p to r lit*

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14

4 P ro g ra m f o r D e v e lo p in g .Under* s ta n d in g s o f c o lo n ia l L ife

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M a te r ia ls u s e f u l f o r p re p a rin g s tu d e n ts f o r an u n d e rs ta n d in g o f c o lo n ia l l i f e

* * * * * * * *

22

o f th in g s i n w illia m s *

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t h e Summary

Bibliography

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Chapter I nw rroblem . in tro d u ctio n * fhe re sto re d c ity o f Williamsburg o ffe rs ric h o p p o rtu n ities fo r experiences in the study o f colonial l i f e th a t are not fu lly re a lis e d o r u tilis e d by teachers of American history* - an examination .of numerous secondary school textbooks and courses o f study * has shown th a t u n ite o f colonial l i f e are usually included In American h isto ry courses# so th a t mms mom c lasses could he taking advantage o f the wm$ learning experienoee in Williamsburg than are

m w doing so* in p ast years education has tended to be removed from th e basic experiences o f life *

children memorised textbooks

and were not allowed to think o r experience beyond the lim ita tio n s of the classroom*

fhe a c tiv e school i s replacing

th is tra d itio n a l school and la based on the theory th a t the pupil learn s more by activ e p a rtic ip a tio n than he does by taking in inform ation passively*

i t i s the re sp o n sib ility

o f the educators to s e le c t those worthwhile experiences th a t * l i s t e d in the bibliography#

w ill c o n trib u te

to

t h e d e s i r a b l e g r e w th * m e n t a l *

s o c ia l*

a n d p h y s i c a l * o f t h e c h i l d * 2 Sttbb a c o n c e p ti o n a l l o w s a te a c h e r to b u ild i n t o th e l i v e s o f h e r p u p ils m m and I n v a l u a b l e e x p e r i e n c e s f o r m e r l y . unheard- o f*

Dewey $ sta tes that *s» ounce o f experience i s better than a ton. o f theory*11 fhe experience i s necessary before the t m m of theory can be..grasped#

Word# are symbols o f

ideas* so -When the beilijr situation i s mhovet* as it* too often i s in the classroom*' the idea lo ses i t s function* and the word alone remains with l i t t l e meaning and' result# in h a lf observations* verbal, ideas* and ujms&imllat&d 'knowledge which make perception obscure and thinking impossible. 4 4 f u n d a m e n ta l a im o f e d u c a t i o n i s w i t h h i s e n v iro n m e n t*

to a c q u a i n t t h e c h i l d

i n c h o f t h e ■i n f o r m a t i o n n e e d e d may b e

o b t a i n e d t m m b o o k s* t h e te a c h e r * a n d c l a s s d i s c u s s i o n b u t u n le s s t h i s

information i s s u p p le m e n te d b y c o n t a c t w ith

2 Harriet A* Woods, “Study o f the Origin and Develop­ ment o f the Educational Excursion and Field Trip*” unpublisb ed Master’s th esis, The university o f towa, Iowa C ity, 193?

p * 9*

3 in Herman 8 , Horae, The Democratic Philosoph.v o f Education. Hew fork: The Macmiilan Company, ^939^"p. 183.

th in g s *

"impressions am lltc slf t o fee v a g u e a n d l a c k i n g in

r e a l i s t i c aspects*

to ild re ti need to see m& examine o b je c ts

i n o r d e r t o a e i t e l r e c l e a r , •a c c u r a t e c o n c e p ts * * 1 $

The p rin c ip le s of learning as' enumerated % Hogg ^ emphasi ae to© values o f experience in teaching*

He s ta te s

as b is f i r s t p rin c ip le th a t "toe pupil %mm® o n ly ' fey a ctiv e p a r tielpatloxk*m Ha should fee provided with a continuous stream o f o p p o rtu n ities to think# ’draw g en era lisa tio n s from fa c ts , and to apply them* 4 second p rin c ip le h old s‘toat %fee situ ations o f toe school m at fee re a l sad dramatic** &e much f i r s t hand m aterial and experience* aa possible should fee provided* only through these experiences ^-ex­ cursion* obaarvatlon# vivid discussion - w ill he (the *pupil) achieve a tru e under standing o f toe so c ia l world** The th ird p rin c ip le o f learning as stated fey ftugg i s th a t "learning proceeds through the gradual accumulation o f experience**

The mm education conceives learning in school

as an inductive cumulative process during which each nee experience .modifies toe a ttitu d e s which toe pupil feed a s s u m e d ♦-

5 C l i n e ii* Keen* s c h o o l u s e o f v i s u a l Aids* W a sh in g to n T he O f f i c e o f E d u c a t t o n t ^ i 1 1 i t l i ^ l f S i 7 ^ O T c r i r p# 12*

f Harold Rugg, p aeh ar^ g Guide fa r ^ H l ^ t o r g o f A frica n Government and c u ltu re . * BoBton: G in n and Company, 1 9 3 1 . pp. 35-8.

Hugg fu rth e r e ta te e th a t "every avenue o f learn in g

At

r

should' fee employed*" t:f pupil© are to understand the world In which they a r e 'liv in g then the course in the'© octal stu d ies must provide the 'pupil with a g reat wealth o f illu s tr a tio n # ^ There a re numerous sources from which i l l u s t r a t i v e m aterial fo r unit* on colonial l i f e can'he drawn* Books are the most common and sc a t e a sily procured material© an d 'a wide v a rie ty o f treatm ents o f co lo n ial l i f e are av ailab le in textboom© and in supplementary references# Boohs provide the b asic medium fo r the development o f u n d e rs ta n d in g s *

S t i l l p ic tu re s mn fee used e ffe c tiv e ly in th e study o f colonial l i f e and are used so extensively to i l l u s t r a t e textbooks and. supplementary pub licatio n s th a t they are regarded a© necessary ad d itio n s to p ra c tic a lly a l l types o f in stru ctio n *

p ic tu re s used should fee lim ited to the

su b ject feeing studied, and impressions gained should fee In te g ra tod with the verb al p resen tatio n to f a c i l i t a t e understanding* The motion p ictu re has- g reat p o te n tia l educational value and has a mm britm tton to make towards enrichment ofexperiences* co lo n ial life *

to date# l i t t l e m aterial i s av ailab le on Ho p ic tu re should to used unless i t has-a

d e fin ite contribution to make to the understanding# feeing ^ i b i d * p* s

5 developed*

th e motion p ictu re proiride© an e ffe c tiv e means

o f preparation a i i follow-up o f a unit.# O b jects o r models brought in to th e classroom o r sees in museums make an Im portant a d d itio n to th e development o f c l e a r im pressions*

th e study o f c o lo n ia l l i f e p ro v id es mmmy

nppoptm&tim f o r th e u t i l i s a t i o n o f m a te ria ls o f - t h i s type* C hildren ©ay mate modeI s o r they ©ay b© borrowed through, children*© museums* m®

gjEear&loxis. may ho made to museums to

the objects* g re a t value can be d e ri md from d irected school

Journey#s* excursions# and f ie ld trip s*

p u p ils are enabled

to examine things f i r s t hand and o fte n to see things in th e ir -natural s e ttin g and relationships*

For th is purpose

colonial Williamsburg o ffe rs a unique opportunity fo r the study of eighteenth century l i f e In America In general and V irg in ia in p a r tic u la r fre e

im m

a lie n o r inharmonic

surroundings* *A great educational project has bought bach to l i f e those e le a e n ta th a t contributed to the dignity# the charm# and the sig n ifican ce o f co lo n ial Williamsburg*

&

Home life # so c ia l life * th e fin e arts* c rafts* are -all

represented and contribu te to a g reater ap p reciatio n o f l i f e In the eighteenth century* t h e r e c o r d s o f t h e He a t o r a t i o n show t h a t many s c h o o l g ro u p s * b o th s e c o n d a r y a n d e l e m e n ta r y , a r e v i s i t i n g

6 l e a f l e t o f co lo n ial Williamsburg* incorporated* 194a*

6

W illia m s b u r g * b u t t h e m a j o r i t y o f s e c o n d e r ? s c h o o l g r o u p s

are senior classes on. annual tour# to Washington and to Virginia*- th e trip # ar# planned a# culminating a c t i v i t i e s o f the school yean and ana- apart from regular school and classroom a c tiv ities* & survey o f school groups v ia l tin g Williamsburg In the spring o f 19^2 was sate by the educational division o f Colonial Williamsburg and i t was shown th a t the groups which had studied I l f # In colonial times before the v i s i t asked mmb more in te llig e n t questions and were sitioh mmin te re s te d in what they saw than were the group# which did not have an h is to r ic a l background re la tin g to th e period* Those Children who had studied colonial l i f e asked such questions as* why i s th ere so much Chinese influence? low were the window panes imdet Were the stoek.fi ever used for women? How did people take baths? What was the l i f e o f the gaoler lik e? Xti contrast* the children with no. knowledge o f l i f e in colonial days seemed incapable o f asking In tellig e n t or sen sib le questions because they could not appreciate what they were* weeing*, one group o f Junior high school children asked such quest Ions ass Haw th a t clock been running sine# colonial days? Did Blackboard *a p ir a te s sleep m th a t same straw?

T ' While much lueldetitaX' learn in g oeeurs* lb© ©seursioii to Williamsburg would 1© mush «»w successful and valuable I f there’ war# planning. sod p reparation fo r the t r i p and u tllie s tio n of tli© m aterial m& understandings g al m& in the classroom*

This- study 1© prejeated to make school

Journey© to Williamsburg acre valuable by showing ©hat aspects o f colonial l i f e are represented in the c ity -ana by pointing out ©pacific th ings th a t © ill a id in the develop* ©©tit o f a g re a te r knowledge o f these aspects* gtatometit o f th e problem* fh# aim© o f th is study ares 1 # To e sta b lish d e fin ite ly th e importance o f m under­ standing o f colonial l i f e m mm objective to be re a lis e d in so cia l studies. eoum©e« a* To determine the aspects o f colonial l i f e about ©blob understandings are desirable*

3* To summaries eoacepta about esoursione* aabool journey* and f ie ld tripe as applicable to the problem* 4.

To prepare a program or suggestions fo r a program to

develop an understand log o f these aspect© o f colonial l i f e under th e folleein gt a* M aterials th a t are esp ecially h elp fu l in preparing student© fo r these understandings before actually making a school Journey*

b* L o c a tio n o f t i l i n g s ( b u i l d i n g s # o b j e c t s * e t c * J

which w ill a id %m the dcwlopmcot o f ill# d esired * c* Suggestions o f m aterials th a t can he used fo r the u n d e r s ta n d in g s

follow**!? in the classroom* d. D e ta ils conearsing' arrangement# fo r the v i s i t to W illia m s b u rg *

. Baftei'tiorji o f mm .feermii .used* School 4ownejr» a school journey la usually a long t r i p la s tin g one o r mare days and involving the consideration o f several things of clans interact*. SSSaSSSfiB* excursion r e fe r s to a v i s i t to some nearby point o f I n te re s t which telcos le a s than a day to accomplish* g le llt f r f o *

The s h o r t t r i p

i n v o l v i n g o n l y a fe w

hours away fro® the school to- observe p o in ts o f in ter est to the c la s s i s known as a f ie ld trip * These terms are sometimes used Interchatigeably to designate cla ss t r i p s away from the school taken by students under the d ire c tio n o f teachers fo r the purpose o f studying o b jectiv e m aterial in museums o r in i t s n atu ra l setting* The terms are so used in th is study*

9

QtompUtr i t eg lA im ,

n& Z l h i s t o r y hm& a b a c k g r o u n d * B e h i n d 0 |g e |? i |B g . t h a t >i s s t a n d s s o m e t h i n g t h a t

A study of the h is to ry o f the united s ta te s should enable om b e tte r to uMeraiimd aiid •appreciate the p resent through the study- o f the p o litic a l* Social* and economic development o f our country*

4 p a rt o f the mim o f any

so c ia l studios course should to t# en&bie th e individual b a tte r to undereiend ana frnetim in hie emimmmmt through, the study o f the past* w n

th e primary ae& iw ities of

a e c g o lr e m e a n in g t h r o u g h h i s t o r y *

the eo-elsX cen t!ileu s o f the limited s ta te s today are too eo&tp&ex to- fee d ire ctly grasped* fo he mmpmhmsided they should M studied in th eir process # f feraatloii*

in

studying the colonial period as m e period in the develop"* aenfc of America* out- studies under elmpler eoM itions the country o f today* the colonial period was b asis in the., 1

- Quoted in Long Beach c ity Schools Course of study

|2 E ig M g R m

a

is a a a p . m

a i^ is a s s m s s m a s s s : m .

Covemciant. Long Beach, C alifornia, 1932* P. '9*

fem dailoti o f the American way o f life *

1% saw the found-*

in§ and th* establishment o f A m i m customSf b&blte# and p e t a l s o f v ie w i n

c o n t r a s t w ith t h o s e o f t h e o l d w o rld

homes o f the colonists*

A tmoifiedge and appreciation of

l i f e in the -eoloniea i s neeeesarf fo r an u rte ra ia rttn & o f the changes l a the economic a r t so c ia l stru c tu re o f the n a t i o n t h r o u g h w h ic h a e m a i l c o l o n i a l p o p u l a t i o n b e cam e

strong art. irtuotrinll& e& * m m a s ta te s th a t th ere l a value in the love o f knowledge fo r i t s own sake#

a l l phases o f co lo n ial l i f e

are not connected with the present hut *htdter? as a Ofetematlo record o f the achlewment o f man on e a rth my very w ell Include much th a t deee not aid. in solving the present so cia l prohlems# th e reading a r t enjoyment o f which may only c u ltiv a te in d iv id u al perso n ality * ” 5 A risto tle i s coo-tea. as saying th a t ”i t Is n e ith e r fin e nor noble aiwaye to be ta lk in g about «bat in aw ful** 4 To study only the p ast o f our presen t would leave many la rg e a r t in te re s tin g gaps*

Children are in te re ste d In th e ways

people liv ed in by-gone day# and d e lig h t in s to rie s about .fe

schools* amusomnto* a r t many o th e r aspects

® H erm an H* H orne# t h e B e m c r a t l o P h ilo s o p h y o f 'E d u c a tio n * Hew Y o rk j f h e t f a o a i I l a n g o m p a n f # X § 3 i:* r *2 8 6 * 3 to o *

o it*

11

X% i s mn Indisputable fa c t th a t h isto ry should n ot be taught as a ready-made study# occupying tb s le arn e r fo r no o th er reason- than th a t h e -Is asmt t# school to loam* The immediate a c t i v i t y . and tbs d ir e s t in te re s t# o f I lf # are neglected mhm m m Information I# amassed in school apart fmm life * $

The subject slioiiM be adapted to th#

need# and In te r# st# o f the group and should, contribute to a r e a lis a tio n o f t h e i r purpo###*

th e c la ss should ham

an activ e p a r t in determ ining what s h a ll be studied and how*

MX aspect# o f any period cannot be studied In school

due to the time lim ita tio n and therefore selection# must be made* in a -unit on c o lo n ial l i f e i t i s nee#Mary to determine the aspect# of l i f e about which 'understandings are desirable* In an e f f o r t to determine which aspect# o f colonial l i f e are most often taught in so cia l stu d ie s c lasses in secondary schools an ejsaMla&tion was made.of a number of high school tsgtboofts and courses o f study fo r united S ta te s history*, f

those taught are grouped under social#

p o litic a l# and economic aspects o f lif e *

included under

the so cia l aspects- of l i f e mm t types o f homes# furnishings# 5 John Dewey In Herman if* florae*# The Democratic

'g h iio a o p h y o f E d u c a t i o n *

yo^^EFT*#3 f *"

hew f a r t s i T he S i c m l l S n

'

^ The H at" of booh# examined i s found In the bibliography a t the end o f t h i s study*

12

ta b le wear* besting* Mibbing# food and drtefe* clothing* e n te r tetament (amusements.* lite ra tu re * music* a rt)# and re lig io n *

g o v e r n m e n t*

default##

s c h o o ls #

and

end

g rim e

pwitemeoi are included in tea p o litic a l aspect o f co lo n ial lif e #

The mmom i e phase con sists o f grafts*- other

occupations* communication* and tran sp o rtatio n # A fter repeated v i s i t a to the etelbibiom b u ild in g s o f colonial Williamsburg i t was 'found th a t a i l o f tense asp ects o f co lo n ial l i f e are. represented in th e c ity to some degree* A ll o f teem co n trib u te to bring about a complete picture o f l i f e in te e s ix te e n th century. Through a study o f the everyday l i f e o f the co lo n ists te e appw oiabien o f t h e i r pmfelems w ill i m m m m and the people are seen, as human beings who lived* worsted* played# and cooperated with one another*

th e co lo n ial period mm

tee beginning o f tee blending o f n a tio n a litie s t e a t produced te# Americans o f the tw en tieth century*

Modem

in s titu tio n s such- as schools* etmsrehes# businesses* and governments w ere-started during tee period o f colonisation* As a r e s u lt o f a u n it concerns# with colonial l i f e understandings eoBceriilng te e so c ia l classes* the ways people made a living* how they lived* th e culture* and tee government should be developed# g lasses should r e a lis e why such a mode o f l i f e developed and how i t has affected o w modem life #

13

fhe b est may to develop* m understanding and an appreotabioa fo r a way o f - l i f e i s to re liv e it#

co lo n ial

Williamsburg o ffe rs almost such an opportunity to students# scene# once only words in a textbook mm® a liv e during a' v i s i t to the city* gay laughter* tinkling. glasses* the tuneful - s tr a in s o f a harpsichord#«* th e re i s a dln aer party a t the governorfa p&Xaee* While over a t the Ealetgh tav ern there mm o th er sounds* o th er voices * angry p ro te a ts o f ta b le - thumping planters* and townsmen*' clanking tankards* robust songs* lo g ic a l discour### o f sam e a t young student s# *# a democracy i s being conceived*** a new people a re finding themselves** a nation i s coning o f age# ? in o rd er to be successful th e v i s i t to tee co lo n ial c ity m ist be c a refu lly planned#

The p u p ils must know the

o b je c t of te e excursion and fo r what they are to look*

th e

excursion should be a cooperative tinderteklxsg o f teacher and p u p ils with tee pupil# assigned a share in tee re upon si** b i l l t y of the e n te rp rise and an activ e r o i l a t tee destination# Q I f the .pupild# in te r e s ts in te e undertaking are developed through a c tiv e p a rtic ip a tio n and i f they are well prepared to understand the sig n ifican ce o f tee v i s i t Hite remains o f the p ast w ill s t i r th e ir imagination# and bring concreteness to tee study of tee ab stractio n # o f h isto ry # 1* ^ 7

,

L eaflet* co lo n ial wllMamcbam# co lo n ial Williamsburg*

In c o rp o ra te d *

XSMte*.......

s Henry C* Abyeo# Hfha Excursion a# a teaching T e c h n i q u e * * leaetl.e#fi ffgjjfgg Bfigggft* *0 * 75?« f* May* I f 39* ^ A rthur 0* iin in g f and David h« lining* T e a c h i n g T h e

S o c i a l s t u d i e s I n s e c o n d a r y s c h o o l s #Hew Y orks. i f e S r i w T f f l t "

BooS Company * Incorporated* XpST

p* 505,*

14 fti m

to willtaroshurs should m% be undertaken

-uj&m *'1ttee pupil# fe e l a {genuine mod- for u t ilis in g resources outside the eehe#!*

such- a mod i# f e l t and when the-

planning mud mxiddomnt mm lo f t XsrgeXjr to the pupils* the project w ill provide on «*aeilent aanmntur# in demepatte* cooperative living*

fbe exour-alon gives pupil# an

opportunity to develop a b ility in observation# to do sow s c ie n t if ic ’thinking# mud >to make valid doduotlono from the evidence o f things soon mud heard#

10

classroom prep aratio n should begin e tth th e building up o f the pu p il#1 background concerning aoXoot&X l i f e so that the osperlon-eo w ill be enjoyable end m te r le l e should he varied# inoiodI.ni both Instruction*

verbal andv isu a l

(sti&g#*le& m aterial# are found id a l a t e r t

chapter of. th is study*) when there i s a reeotpiXsed need on the part o f the students to u t ilis e the resources o f Williamsburg# student committees on awangament# should ho appointed to- correspond with the m etoratloa o f flo e in order to make arrangements for the v isit# to secure available materiala# and to explain the purpose# which the olaaa hope# to achieve th ro u g h th e v i s i t *

10 L. ®.-Kindred and o. 0. Stephenson, "technique o f tfee Field M # , * Social Education, S i -81- 5 * January, 1941.

fo rm s a r e mn eM eeXXeoi t m m m o f p i k i n g m p e rm a n e n t r e c o r d o f th e v i s i t and a r e in v a lu a b le f o r p u r p o s e s o f re v ie w *

Warn? a l s o help r e s i s t d i s t r a c t i o n s

d u rin g th e v i s i t and o b v ia te i i e e i p M o a r f a c tio n *

f it#

fo re oho o ld include pu p il questions not answered in the m a te r ia ls u sed in c l a s s and q u e s tio n s d e v is e d by th e

teach er and the committee concerning thing# to he seen in Williamsburg* and space .should he l e f t fo r i l l u s t r a t i v e sketches* descriptions* a n d new w o rd s#

i3*

1* e # nav is ^ has prepared a good check l i s t fo r planning the excursion which i s a d a p t e d h e r o s p e c ific a lly fo r the excursion to tX lliam h u rg f 1# Make a survey of the possib le places to v isit# t * l a k e p r e v i o u s a r r a n g e m e n ts w i t h C o lO B ill

the a u t h o r i t i e s i n

Williamsburg-

3* Choose the excursion to c o rre la te c a re fu lly with the c la s s

study*

4* arrange fo r f le x ib ility i n the school schedule m th a t the group m$ he gone fo r the r« « p irtd amount o f time* 5* Avoid taking too many ch ild ren o n the trip # 11 ^ h id *

I t t r 5 * favis*. mrnrn Experience# in presenting fork In fie ld geography#11 Mmnm$ g f geography* xxxv* fehruarjr* i f 36* pp* SO~X# as-reporteO SrffafriW Trw oode# "study o f the origin and development o f the Educational -Excursion and Field Trip*** Unpublished Master'1s thesis# the university o f iowa# Iowa O lty, 193?*

6. Providesufficient supervising teachers and guides, (the neatorabian suggests mh> teacher for every ten children) 7« lake groups assail onotvjh eo that eech student dan bear -bat the guide i s saying when he i s giving explanations. 0. plan carefully regarding the m atine factors o f transportation, expense, achedulse, and M ating places so that the values *112 not be lo s t through uiesttnagsmsnt. 9* Maintain gooi d iscip lin e

or

the tr ip .

10. prepare a card fo r each pupil containing printed direction® such ass a* fake notebook, question sheet, p en cil, mssera* b* Bon’i touch artything, e. Place of M eting and time* a. Suggested eeuria® apparal. 11. work eat a d e fin ite plan so that the afissiei Stratton o ffic e ean reach tha group i f necessary* is* Have each parent sign a permission card authorising the school to take h ie Child on a trip* 13. activate the excursion by previous study. During the v is it to Williamsburg the pupils should u t ilis e in la tiv e , s e lf-a c tiv ity * and observation* Sketches and plans can be drawn, pictures taken, and descriptions

written*

the teacher Should guide the organisation o f

pupil observations and before any place- i s l e f t the observation* should be gone over system atically and any aisusderetandings cleared up. the evaluation o f the tr ip l i e s in it® o ffs e t on the students iheeaelvee,

tr ip s or excursions way and

often to aid in creatine in te r est and Impressions that are d if f ic u lt to attain ty the alapl® question and mammv method, the teacher does not know what has been learned or gained on a trip unless reports are made by the pupils theaoe'Avea*

the question ferae eet$pll«d o® the trip safe*

o f f active asans of evaluation along with pupil reports*, c la ss discussion* and questions by pupils and 'teacher* 1

JieKown and Roberts ^

have suggested enactions for

evaluating the excursion*

1* Was the tiara su ffic ie n t for the trip? 3 . Was the group of the proper »i«ef

3. fa s the transportation mtlsffestepy? 4. was the individual or group expense right? 5. bid the group sea what i t wanted to see? 6. Did the group saw enough «o that what i t saw was worthwhile? Harry c. hqkowd and Alvin S» Roberts* audio-visa A lts to Instruction. Mew Xorfc? McSraw B ill Bosk m m any* x S m rp o ra fsd * I# 4 K

j>. g ® g .

1* Zn p a # i 1# m m t h e ggnawp

and m b l w f

B* m m i t e r t any pupUft disappointed w ith the tr ip ? 9* l i f t

t h e r e #t$f

d e la y a t

iO * w a s t h e g t i i d # s a t i s f a c t o r y ? w h a t w e r e h i # w e a t e e e a e a f

Xl* l a s the general eon&uot of the group s a tisfa c to ry ? it* Was the t r ip ' e o rre la te a s a tis f a c to r ily ia te r f U * th a t were the w e t s a tis fa c to ry t hinge ahout the trip ? I##-that were the » © t unsatisfactory ihinga ahomi the trip? IS-* th a t ehangea would you make? O ortaiu walueo oteuld h aw m m gained imm th e #w** ouroiou ineXti&irg and a p a rt from the accumulation o f Mum** ledge# w rite rs concern## with th e school ewcuroloii haw# g#»#ps14y agree#'on the w&Xt&Mi to 'he fouo# in i t an# the follow ing l i s t to adapt## imm mmmsmX authors* ^ Harry a* HcKown and Alvin B» Roberta, Audlo-vlsual Al da. to^matruotlon■ Hew York: Heoraw H ill Book BoS©«y* Henry c . Atyeo, “She Excursion ae a. Teaching Technique, Teachers College Record, 40: 737-9* » y * 1939* L» B, Kindred and 0. ®» Stephenson, "Technique o f the Wold Trip,” Social, Education. 5? 21-5, January, 1941* Lynn W* Korthup, ‘'school Trips and Exeuraiona as a Factor in secondary Education.* unpublished m e te r 's theaie, Ohio State university, 1935. P* 6a. Charlee p. Hoban* Charles f . Hoban, j r .; Samuel Zlaman, vlsualiitlng the Curriculum., Hew fork: The Cordon Company, 1937. Pp.3 9 - 4 2 .

19 X* th e exeur&loxi o ffe rs o p p o rtu n ities to p resen t su b jects o f study in t h e i r -natural so ttin g * a* Consist© evidence- neoeas&py to c la r if y lastruntie** i s offered* 3* An l a t e r # # ! A*t b i s t o r t ’ i s s t i m u l a t e d b y v i s i t s t o

hi&torle&l shrines* 4 * The oxouroion

as a meant o f arousing sp e c ific

in te re s t# In h isto ry ant in re la te d fields# 5 * f lit oMurftloo may oorwi m a preview o f the lesson and a t a mtmm o f gathering imsismetioitsA iseterials* -6 * The trip- earn v e rify previous Information* ?♦ Teaching s itu a tio n s a r t created fo r eulM v& ilne keenness* observation* and 'to encourage p u p ils to see and to n o tice th in g s about tSiom# ®* m osdurtion mid# in in terp retin g * enriching* and s u p p l e m e n t i n s e u r r i e t & a r *#®m&*A«*wmmu

9* i t provides fo r longer re te n tio n o f knowledge enquired through i t s means than by any o th er method o f in stru ctio n # 10« i t develops reep o n eih illty * 11* general knowledge i s In-creased through i t s use* If* Axt in te ra c t i s aroused in fu rth e r personal researoh* 13* 4 daelra t o tra v e l I s created, In may student0* th e school eaeureien 'has i t s eemme&sae and they -may ^

#

•detract from the effect!v en o se o f the t r i p -unless the preparation fo r the v i s i t i s thorough*

The o rg anisation

20

fit# thing* m m m a Jownef aw

of suhjeet matter la poor*

Allreran and m$ Xnmlm several te&B sssi^ .o f* H a r r i s b u r g t t h e

Pennsylvania* 1938* Atyeo, Henry C*>

c I natroetfon# Soaaonwealth o f Fp ?~14*

11th e excursion as a Teaching Technique** Record# 40s 737-9* Hay* 1939*

Bluing# Arthur 0** and Bluing* Bavid H*# teach in g the S ocial S tudies in secondary sch o o ls* Mow f o r S 'i WSsSw h Ju a to o S Company* incorporated*'19^1* F* 303* Briggs* Thomas tf** wfh# Excursion a s a ^eans o f Bdueaiten#*1' Teachers co lleg e Record* 22$ 4X6-18* Boves&bw# 1931* F rasers James A* * ^Outcomes o f a study Excursion#** Cgliege Msoopd* 41$ 451-52# February* 1940# Rohan* Charles P .f Rohan* Charles- p* j r . j ant Nissan* samuel* v is u a lis in g The Curriculum, wm Yorks The cordon Coipiif* 153?* a p te r Horn* Ernest* Hew Y&rfc* 0 Harm* Herman H*# £g£ I|M S £ 5lifi ^ M a g g S t M HMSSllaS* Bow Yerkt The MacmSllSS Chapters XI* XVI * lessen* Carl A** fsehool to u rs* ” school Life# 24$ 199-300* April# 1939* Kindred* L- W*# and Stephenson* o* w** ^feohniquea of the F ield trip#;11 spci.al Education* 9$ 21-5# January * 1941* Soon* Cline fi** lo b o el use o f v isu a l Aide, waShtngtoat The O ffice o f B d u iS ilS n * Beparlminf o r ifie in te rio r# B u lle tin 1938.# gusfeer 4* pp. 23-35* ICIOWB* Harry 0** and. Roberts* Alvin b*» & udie-fisual Aide go^ln itru c .tlo n . new Yorks umrm H i i r l S W c o ^ s b y * 1540* Chapter IK*

66

Monroe# f&nl* editor* a cyelopedta o f Education* veluiae tl* m m mtkt fbe Meeisiixli^^ fp* X350-4 * Horbhup# l^mn weldon# ^aottool t r i p s sod lEoiimlon# m a fa c to r in secondary n&mm%%m*n unpublished Master* a th esis* 0li© s ta t e ttftiweralby* Columbus* 1933* sel&e* A rthur c*9 ®s%mAm*4M fo r Educational F ield trip e# * l e u i m l o f HliSber llasSSslSB* x a* 386**? * October# X fti* Wasbahtd# 3 * U * *' eogoMar:sr sahool. teaching,* Bostons ainn and Company* .Wesley* Edgar i r mm* teach in g the s o c ia l studied.* Mew xorlu B* 0# Heath and 0owBnfT*T9S?7 p p T ^ o ^ S S T * Woods* H a rrie t a *# ,l3twdy o f the o r ig in and Development o f the Educational B^eitraloB and F ie ld f r tp * ft Unpublished Master*s thesis* th e tlo lv srsity o f low * Iowa City# 193?*

fo r

nio&oxy

&£ Mj£ t l ^ t M f t e t s s * m m towm Ada&a# Mmm Trmtow# SSSptor if* Charles &orlh»#rfa dodo# "If

.......... and V&tsnoiH*# ctswles ®»»

forlei Charles serlbncr'-a deuto# 7491 736*759J 701-798. Aisetter* liable, and mreton# afehard* ffr& lnia a: i* Hew fc rln Charles o o r i b n e r t s S I J 1

Hew Her

ffof c e lc a la l rerlod of Attsrla Hew Hawni ta le aH iw relly ©reaa# *9lW* Barker# Eugene c«| ©odd., william .$*; and Comanager# Henry S«»

Andrews#

Charles Motean#

Oar n a tio n fs newelo.gnent» Ev&ttston# il i i n o i s ? Eow# reter *

so n SIS'

c h a p te r s i f # i l l # and i f *

Beard# Charles A. # and^Beard# Mary %* Mstoyg_g:f th .e jin| | ed ■ •# Stats a# Hew torkt the Macmillan Company,

Canfield, loon H* i Wilder# Howard- a*l paxson, Frederick L# i Coulter# E llis il*i and lead# nelson f ** TM Halted S ta te s In the mMime Bootom Houghton M ifflin w m * Wit 1 ft f# ft* Faulkner, Harold underwood, and m p m r $ Tyler, America., I t s ^Hlito: Its people# new Torki Harper am ^iii5#iiiW im# w e t-E B a rtg lS r o E a F e rx x v il Forman, samuel E*» A Hletoi.. „ yon ks The c e n t u r y Company,’^ 9 2 5 ." "Pp. T.

people. B«« 99-106.

preeman» Melville, and Tubbs, salon V», fbe Story &f Republic. Philadelphia* p, A. pavle Company* Publishers, I§W* Chapters V to IX. Greene, Svante aoutell* The American nations a History Volume VI, provincial A m e r i S s u Hen yonks Harper and pro ther2 , l 9 ci§. G u lt t e a u , w i l l i a m 3 . , B o sto n s Houghton ] Hamm, W illia m A*, Thw and Company, 1939*

*fjr*in Cots©any# 3.93 * Cha©t©r i f * srlcan people. Bostons B.C. Heath lapters I I , m , iv.

63

H art, A lbert Buehnell, m m American H isto ry , Haw la rk s American look, Company, :I § $ 9 * w9* M-Sto. long Beach C ity schools, Halted s ta te s H istory and meat; Course of study ' fo r senlo'F S laK soK aoilf Beach.cal'iforaleTs xjans B each citysc^ b oi's, '1933 •

mm*

ilusaey, savld S*» A History o f our country,Boston: Gina and company, W j e * c r a p w r n -xitx!* *v* History o f the American People, Bostons Ginn and jpariy* X9S$»

P p » ^ 0 »9^fT T3“®5T

Rugg» Harold, 4 jg| So stem Ginn: "

w « r«a «a t am

» 1M m m m at. mt. Am vim * Botst&m i&m and cotm&m* * Chapters f i l l S eh lssin g er, A rthur 1*» B th e United S ta te s , mm~tm¥ET

.an company,

Tryon, Holla H,; tinsley* c. H.i and aorehouse, p ., fljg .... 1 a*„$B^ 8 S 89 t SSi 2 2 .1 M* Bestoni Ginn and * company, wlrth, Fresaont p.* The Oevelopraent mi America. Boston: The American Book C o ^ a % r ti5 fT -p p : t § 5 p *^

69

Visual Aide Bureau o f Audio-Visual Aids, Audio-Visual Teaching Aids* Bloomington, Indiana! Indiara university Extension D ivision . B ulletin September, 194i»Charles n * Higgins and. Company, visual Alda In Education. Brooklyn! C h a rlesa , Higgins $S3fSfSi.^'CSfUJgJ*