AN EVALUATION OF THE CAMPING PROGRAM OF THE CAMP FIRE GIRLS

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Sponsoring Committee: Associate Professor Milton A. Gabrielsen, Associate Professor Ethel Alpenfels , and Assistant Professor Beatrice J. Hurley

AN EVALUATION OP THE CAMPING PROGRAM OF THE CAMP FIRE GIRLS

RUTH M. SCHELLBERG

Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education of New York University

The student hereby guarantees that no part of the dis­ sertation or document which he has submitted for publication has been heretofore published and (or) copyrighted in the United States of America, except in the case of passages quoted from other published sources; that he is the sole au­ thor and proprietor of said dissertation or document; that the dissertation or document contains no matter which, if published, will be libelous or otherwise injurious, or in­ fringe in any way the copyright of any other party; and that he will defend, indemnify and hold harmless New York Univer­ sity against all suits and proceedings which may be brought and against all claims which may be made against New York University by reson of the publication of said dissertation or document.

PREFACE The "Camp Fire Girls" is a national non-sectarian educational and recreational organisation for girls which was incor­ porated in 1912• Its founder and firat president* Luther Halsey Gulick, was a well-known educator and the original program was one which he had worked out with his family as the result of their outing experience in the Maine woods* From the organization's beginning camping has been an im­ portant program element and organized summer camps were estab­ lished by Camp Fire Girl units of several large cities as early as 1918* In the days when camping activities were questionable for "ladies" and costumes suitable for camping were frowned upon* this organization -with bloomers pulled down well over the knees- was pioneering in an outdoor program which would appeal to and fit the needs of American girls* With school administrators becoming aware of camping as a possible extension of the public schools' program a study of this agency's oamping program has significance for education* The writer's interest in this study has resulted from twenty-six years of participation* as a camper* counselor* and director* in the Camp Fire Girls' camping program* Through this program interests and skills developed in camper days determined not only the writer's profession but also her major leisure time pursuits*

ii

There have been many changes in program and program empha­ sis since the writer's initial camping experience*

The morning

dip and setting up exercises of the 1920* s do not appear in camp schedules today*

Advances made in food storage and trans­

portation have changed camp diet*

Selection of "the most out­

standing camper" and similar recognitions and awards are no longer in vogue* Have these program changes been based on needs of girls? In the light of known facts concerning child growth and develop­ ment are further changes desirable? The writer wishes to express appreciation to Dr* Hilton A* Gabrielsen, Miss Ethel Alpenfels, and Mrs• Beatrice J. Hurley under who*this study was made, to Dr* Jay B. Nash, Dr* Leonard A* Larson, and Miss Janet Me Kellar, Special Advisers, to Dr* Hedley S. Dimook, Mr. Wes H. Klusmann, Dr. Mary L* Northway, Dr. Alice V* Keliher, Miss Helen C. Dawe, and Miss Ruth Staples, members of the jury who criticized evaluation criteria, to her parents who spent long hours tabulating questionnaire results for the study, and to the Campers and Camp Directors who provided material on the status of the Camp Fire Girls* Camping program.

iii

TABLE OP CONTENTS

Page

Preface......................................

IT

Table of Contents........................ . • • • • •

lv

CHAPTER I

INTRODUCTION .................................

1

The P r o b l e m .................• • • • • • • •

2

Definition of Terms • • • • • • • • • • *

3

Basic Assumptions • • • • • • • • • • • •

4

Significance of Study II

• • • • • • • • • • • •

HISTORICAL BACKGROUND..........................

6

.......... .. • •

6

Programs of Early Camp Pire Girls1 Camps • • •

9

Present Objectives of Camp Pire Girls’ Camps •

10

Programs of Early Camps.

III

PROCEDURE FOR OBTAINING D A T A .................. Characteristics Needs

...

12

. . • • • • • • • • • • • • • • . • • •

14

CHARACTERISTICS............................. Classification by Ages

• • • • • • • • • • •

Biological Characteristics Psychological Characteristics

V

12

• • • • • • •

Criteria for E v a l u a t i o n ........ ... IV

4

14 21 21 24

• • • • • • « •

34

Sociological Characteristics • • • • • • • • •

43

THE "CULTURE OP THE 20TH CENTURY UNITED STATES OP AMERICA" FOR G I R L S ............... .....

56

Influenoe of Culture.............

56

Past United States Culture• • • • . • • • • e

57

iv

TABLE OF CONTENTS (continued)

CHAPTER

Page Expectations for Girls Today

VI

• • • • • • • •

58

Responsibilities of Both S e x e s .............

61

N E E D S ............................................

66

Biological Needs

..........................

Psychological N e e d s

•

Sociological Needs VII

........................

CRITERIA FOR E V A L U A T I O N ....................... Biological Needs Criteria . . . Psychological Needs Criteria

VIII

66 70 73 80

.............

80

...............

84

Sociological Needs Criteria ..................

87

Formulation of Criteria

91

..................

Jury's Comments on Criteria • • • • • • • • •

94

Re-Statement of C r i t e r i a ...................

101

CAMPER B A C K G R O U N D ................................. 106 Ages

........................

107

Distribution by S t a t e s ............

••

107

Reliability of Questionnaire........... ..

• •

110

Year in C a m p ...........

110

Race,

110

........................

Church Membership or Preference

. • • • • • •

112

Birthplace of Parents and Grandparents

. • •

112

Fathers'

•••

115

O c c u p a t i o n s ...............

Frequency of T e l e p h o n e s ........................ 116 Magazines Coming to the H o m e s .................. 116 Favorite Books

................. v

118

TABLE OF CONTENTS (continued)

CHAPTER

Page Free Time Activities Collections

...............

118

.......................... ISO

Travel . . IX

. .................

PROGRAM OF ACTIVITIES

•

125

Activities R e q u i r e d

•

127

Activities Experienced .....................

128

Activity P o p u l a r i t y ......................

132

Liked-Best A c t i v i t i e s

#

136

Disliked Activities.

•

138

..............

Liked-Most - iould-Like-Most Activities Food, Rest, Safety

METHODS OF CONDUCTING ACTIVITIES IN CAMPS.

142

. . 148

Age D i f f e r e n c e s ...........................

151

Much Used and Much DesiredMethods • • • • •

165

Methods Used Less Than Desired

165

.......... • •

166

PROGRAM EVALUATION................................ 168 Comparison of Camp Sites •• • • Camp Constituencies

.............168

. . • • • • • • . •

Application of Criteria XII

138

• • 138

. . . . . .

Methods Much Used But Desired Less • • • XI

125

Activities Available

Would-Like-Most Activities

X

122

••

170

...................

171

SUMMARY AND C O N C L U S I O N S ........................ 196 Ch a r a cteristics

• vi

196

TABLE OF CONTENTS (concluded)

Needs

• • • • • • • • • •

...........

• • • • •

Camper Background.................

Page 197

197

Activities . . . . . . .

.............

• • • • •

198

Health-Safety Provisions

........................

199

E x p e r i e n c e s ......................................

199

General C o n c l u s i o n s ............................

200

Suggested Topics for Further R e s e a r c h .............205 BIBLIOGRAPHY ............................................

206

APPENDIX.................................................

213

vii

LIST OF TABLES

NUMBER I

Page .

23

Most Popular Play Activities for Girls. • • •

37

Summary of Characteristics

• • • • • • • • •

51

. • • • • • • • • • • • • •

77

.........

108

VI

Distribution of Camps by States • • • • • • •

109

VII

Years in Camp • • • • • • • • • • • • • • • «

111

Numbers of Girls by Race

112

II III IV V

VIII IX X XI XII XIII XIV XV XVI XVII XVIII XIX XX XXI X&II XXIII XXIV XXV

Comparison of Age Groupings . • • • • • • •

Summary of Needs

Numbers of Girls by Ages.

...........

Church Membership or Preference • • • • • • •

113

Birthplace of Parents and Grandparents. • • •

114

Father's Occupation

•

115

» •

117

Magazine Popularity

Free-Time Activities Most Popular. • • • • • Favorite Books

••• •••••

• • • • • • •

Collections...................... Number of States Visited

119

. . . •

• • • • • • • • *

Campers' Reasons for Going to Camp Activities Available

118

• • • •

120

• 121 •

.....................

123 126

Activities Required • • • • • • • • • • • • «

127

Activities Experienced............... • • •

129

Write-Ins - Activities Experienced

131

Like-Would-Like Activities Best-Liked Activities

• • • •

• • • • • • • •

*

• 133

.••••

137

Disliked Activities............... .. . • •

139

Activities Not Experienced Girls Would Like

140

viii

•

LIST OP TABLES (continued) NUMBER XXVI XXVII XXVIII

Like-Most - Would-Like-Most Activities . . . .

Page .141

Between Meal Snacks S e r v e d ...................... 143 Hours of Rest by Age in Camps Studied . .

. • 144

XXIX

Methods

Used and Desired in Camps

. . 149

XXX

Methods

Used and

Desired - Write-Ins

152

XXXI

Methods

Used and

Desired in Camps

- 7-9.

153

XXXII

Methods

Used and

Desired in Camps

- 10-13

155

XXXIII

Methods

Used and

Desired in Camps

- 14-17

157

Comparison of Most-Used Methods for Liked Activities By Age Groups...........

159

Most Used Methods for Disliked Activities by Age Groups ........... ..

160

Methods Desired by Age Groups to Make Liked Activities More Pun • • • ,

161

XXXIV XXXV XXXVI XXXVII XXXVIII XXXIX

-7-17 •

Methods Desired by Age Groups to Make Disliked Activities More Fun • •

•

163

Methods Desired by Age Groups for WouldLike Activities ....................

164

Evaluation Summary

201

ix

CHAPTER I INTRODUCTION The Camp Pire Girls for forty years^ together with other Youth Agenoiee have been supplementing the home and the school in the eduoation of American youth* Although the Camp Fire Girls* program was initiated by an educator and has been advised by educators through-out Its existence it is only in recent years that education has recog­ nized the potentialities of the Youth Agency environment for learning. The self-motivated cohesive

p

group which may exist within

such an organization satisfies the peer-group^ desire of chil­ dren while the learn-by-doing principles followed vitalize learning experiences. Education must become the rich, active, personal, and adventurous thing it la when a father teaches his son how to fish, or a mother teaches her daughter how to bake a cake, or a scout leader explains to youngsters how to find their way in the woods without a camp ass, or a dramatic teacher coaches a play. For in all these situations learning has motivation, clarity, and use to such a degree that permanence can almost be taken for granted.4 The agency* s year-round program is intensified in the sum­ mer camping experience which the organization sponsors. Although this camping experience may be no more than a week each year its

1. 2. 3.

Camp Fire Girls, Handbook for Leaders, p.6. H. S. Dimock, Rediscovering the Adolescent, p. 204. James H. S. Bos sard, The Sociology of Child Development, p. 502. 4. Edgar Dale, Audio-Visual Methods in Teaching. New York: Dryden Press, 1946, p. 16.

- 2 -

effect is strengthened1 by being a part of a year-round program as it in turn strengthens the year-round program of which it is a part. The Problem In this camping program are included many activities and experiences*

Taking part in the program through-out the coun7 try are girls of assorted characteristics and needs* The pur­

pose of this research is to evaluate and make recommendations for the improvement of the camping program of the Camp Fire Girls in terms of the characteristics and needs of the girls which this organization serves* To do this characteristics of girls of Camp Fire age must first be determined, then interests and needs*

From these

criteria for evaluating the camping program will be established* The present camping program of the Camp Fire Girls will next be determined and in light of criteria established the program will be evaluated and recomaendations for its improvement made* Definition of Terms A Camp Fire Girls * Camp is a summer camp sponsored by the Camp Fire Girls* Council of a community and maintained to provide a camping experience for Camp Fire Girls in that com­ munity* ^Characteristics are those biological, psychological, ■ *7 and sociological attributes which apply t o camping descriptive '

1.

Elmer D* Mitchell and Bernard S. Mason, Theory of Play, p. 416.

- 3 -

of a girl at various ages. Needs are necessities for oertain experiences which result in a girl's optimum growth and development. Membership includes all who are enrolled in the year-round program of the Camp Pire Girls whether they be designated by the name "Blue Birds" (7-9), "Camp Pire Girls" (10-13), or "Horizon Club" members (14-17). Activities are learning situations used as tools in the educative process. Experiences are interactions of individuals with their environments which result in behavior changes. De 1 iml ta tions This study will not deal with year-round camping activi­ ties but only with that part of the camping program for which the organized summer camp is responsible. The Camp Fire Girls sponsor about 180 camps in the United States.

Sixty-seven of these (see appendix pp. 213) are open

for six or more weeks each summer.

These camps do not have

the same campers in attendance for six weeks but change camper groups at about seven to fourteen day intervals.

All camps

open for six or more weeks each season were asked to cooperate in the study. The camp budget, facilities, nature of leadership, and administration are not concerns of this study.

These areas

will be referred to only in so far as they may help interpret the activities and experiences of campers.

Basic Assumptions It is assumed In this study that characteristics and needs of Camp Fire Girls are representative of girls of this age and that characteristics and needs of girls can serve as a frame of reference for development of psychological, sociological, and biologioal principles from which will be derived educational criteria which will in turn serve as basis for evaluating the Camp Fire Girls* camping program. Significance of Study For many years adults, according to pre-oonoeived ideas of how a child should behave, have formulated educational programs for children. Lawrence K. Frank deplores this situation as indicated by his statement -Probably the most general statement that we can make about the child* s needs is that he should be protected from distortions, from unnecessary deprivations and exploi­ tations by adults - parents, teachers and nurses, physi­ cians, psychologists, and others engaged in dealing with children*1 Adult-conceived characteristics of children have frequently disregarded the sciences of biology, psychology, and soolology. Adult-conceived "future needs" have overshadowed present needs and often caused them to be completely disregarded. The summer camp provides an environment well suited to the education of children.

With'opportunity for a less formal type

than the school usually provides, its outstanding contribution

1.

Lawrence K. Frank, Fundamental Heeds of the Child, p. 356.

lies In the area of cooperative group living - a twenty-four hour a day laboratory period. Rich in activity and skills content basio to physiological health and mental and emotional well-being the summer camp has "interest" for the child which serves as a great motivating fac­ tor for learning. Long recognized as a field of opportunity for education its potentialities are not always realized.

Lack of objective

study of ohild-needs and administrative convenience are great barriers•

CHAPTER II HISTORICAL BACKGROUND Camp programming is as old as the organized summer camp. The activities chosen for early camp programs differed with the objectives of the pioneer directors.

Some saw camp as an exten­

sion of the school program and academic subjects**" were offered. Others seemed primarily concerned with exposing a child to the out-of-door environment.

Camping as a part of welfare work in 2 New York City had wfresh-airn beginnings. As the educational possibilities of camping were discovered references concerning principles for formulating a camp program became available.

Of these the earliest comprehensive descrip3 tion was presented by Hedley S. Dimock and Charles E. Hendry in 1929 as an account of the program at Camp Ahmek, Algonquin Park, Ontario.

The program plan for Camp Ahmek«is prefaced by

the statement that it is a woodcraft camp and stress is placed on woodcraft skills. A deliberate effort has been made to avoid duplica­ ting in camp the kind of activities and equipment which loom largest back home. The baseball diamond, for instance, is lacking entirely from the camp environment. No provi­ sion, whatsoever, is made for such games as tennis, basket­ ball or golf. Movies and other secondhand amusements are not included in the camp program. Camp Ahmek aims to pro­ vide nothing which will rob campers of opportunities to create for themselves. Projects chosen by the group such as shelter construction, boat re-conditioning, council ring, camp theatre, and canoe cruises 1. 2. S. 4.

Marie M. Ready, The Organized Summer Camp, p. 4. L. B. Sharp, Education and tlie Summer^Camp. p. 7. Camping and Character. IbidT. pTll. - 6 -

represent the core of this type of camp program.

Rated highest

in meeting the objectives of this camp's program is the canoe cruise. No experience in the camp curriculum at Ahmek affords such large potential educative values as the canoe cruise * It retains those elements of adventure and summons to the unknown and uncharted which modern organized education and even camping have largely eliminated from the experience of youth.* The authors offer as proof of the educational possibilities of this activity a detailed "Analysis of Probable Learnings and Situations on Canoe Trips".2 In the "formal" curriculum Dimock and Hendry list three groupings of activities.3

The first group is described as basic

like the 3 H's in the school program. in this group.

Canoeing and swimming are

In the second group of major activities are in-

cludeql sailing, camp craft, canoe trips, diving, riding, and training in leadership.

Under additional activities receiving

secondary emphasis are boxing, work-shop, music, Indian-craft, dramatics, photography, sketching, astronomy, archery, athletics, first aid, modeling, entertaining, knot-tying, public speaking, story telling, wood craft, group games, and handicraft. Life Camps looked to principles of program-planning in edu­ cation for guidance in formulating camp program.

L. B. Sharp,

director, lists these principles^ as he adapted them for camping as: 1. 1. 2.

Activities selected should be related to camp

Dimock and Hendry, Camping and Character, p. 66. Ibid.. p. 67-72,

- 8 -

living and seem worthwhile to campers, 2.

Program should recognize the individual needs of campers.

5.

Camper planned projects based on their needs and wants and carried out by them are desirable.

With these principles as guides there has been developed at Life Camps a camper program which is decentralized and the elements of which are camping skills necessary to out-of-door living. The camp groups should be divided into as small groups as possible - seven to ten have been found to be the best size for a group. Each such group should operate as a small camp and be as self-sustaining as possible, should plan its own program, plan and prepare most of its meals, do construc­ tion work, and be responsible for its own activities.1 As camping gained in popularity thousands of children were sent to private and organization-sponsored camps.

In caring for

children in large numbers some camps took on the nature of mili­ tary encampments with orderly lines of tents, bugle calls, and regimented activities.

Administratively this was the most effi­

cient way of feeding, sheltering, and programming the children who came.

Cries of "regimentation” and "bugle-run camp" went

up across the country in opposition to this trend.

Abbie Graham2

in 1933 stressed use of imagination and camper-planning to coun­ teract the adult-formulated and routinized program.

Camps which

had grown to accomodate hundreds of children considered decen­ tralization. The camps of the Camp Fire Girls started as small group 1.

L. B. Sharp, "Why Outdoor and Camping Education?", Journal of Educational Sociology. January 1948, p. 315.

2.

Abbie Graham, The Girls * Camp.

- 9 -

camps where girls were responsible for the erection of their tents, preparation of food, and all of the other routine camp tasks.

"When numbers were small and the chores of making a home

in the open were the camp program there was like3y to be girl participation in planning.

As camp capacities increased and

properties were acquired activity programs were set up, which though they permitted choice in some instances, accounted com­ pletely for each camperTs time in any given twenty-four hour period.

A typical Camp Fire camp program is given in the

1922 printing of the organizationss manual as follows: 6:45 7:00 7:15 7:45 8:30 9:00 9:30 11:00 12:30 1:00 2:00 3:00 4:30 6:00 7:00 8:30 9:00

Reveille Setting-up exercises Morning dip or shower Breakfast Preparation for tent inspection Tent inspection and morfc&ngssing Handcraft period or First Aid Classes, etc. Folk dancing, group games, etc. Dinner IJafcttHSuri (absolute quiet) Quiet Hour (letter writing, reading, individual study) Swimming Walking, canoeing, preparation for evening program Supper Evening stunts Bed 1 Lights out

The 1924 edition of the manual gives this description of camp program: Some girls get a great deal of fun and recreation out of the work they do in camp such as handcraft, trail making, 1.

Camp Fire Girls, Inc., Book of the Camp Fire Girls (1922), p • 133«

- 10 -

carrying wood and water, and other duties and activities. Then a section of the program is devoted to summer sports, games, and the activities we think of as purely play. Each day has a rest period in it in which the girls who do not wish to sleep, read or write letters, or do something that means quiet and no exercise. In a regular camp much time is devoted to tennis, field hockey, canoeing, swimming, and other summer sports.1 Present policy of the organization with reference to camp programming is as follows: Camps designed to offer a good program in camping should include a breadth of situations in which the camper will have an opportunity s 1. to acquire a feeling of competence and to enjoy herself in the natural camp setting through acquir­ ing efficiency in camp skills, such as swimming, canoeing, woodcraft, and other activities common in camp life. 2. to develop individual initiative and effort by carrying through individual projects in arts and crafts, wood work, music, etc. 3. to have the opportunity for social participation in cabin group projects and construction work, dra­ matic productions, special events and ceremonies, and other social activities. 4. to increase knowledge and appreciation of the world in which she lives, by such means as making contacts in the adjoining neighborhood and through discussion of current events, reading, and discussion of pro­ blems within her range of understanding and interest. 5. to have an opportunity to widen and broaden her interests, increase her knowledge and improve her skills.* Other points

3

of interest in light of camp programming1s history

which are included in the present standards for Camp Fire Camps are: 1.

Decentralization stressed with cabins recommended instead of tents except for pioneer or primitive units.

1. 2.

3.

Camp Fire Girls, Inc., Book of the Camp Fire Girls(1924^p. 179. Camp Fire Girls, Inc., Standards for*""5anro Fire Girls* Camps, p. 12.

Ibid«, p. 3,4.

- 11 -

2.

At least two or more hours of free time during the day in addition to rest hour.

3.

An opportunity for every camper to take an overnight trip during the session in camp, being prepared for this experience through instruction in camp craft.

4.

Camper participation in program-making.

The American Camping Association1 in its standards covers program planning also.

These standards were written at a 1940

workshop at Clear Lake Camp and represent the thinking of camp leaders from national agencies conducting camps, government agencies, and private groups.

Included in a section "Desirable

Practices in Program" are objectives, activities, guidance, moti­ vation, planning, grouping, and relation to the year-long exper­ ience. In addition to studies in camping there is a program study which was completed by Dr. Rosemary Lippitt for the Camp g Fire Girls in 1946 which gives valuable background for this re­ search.

Interest of girls in the year-round Camp Fire program

as secured by a "gameboard" questionnaire indicated the popular­ ity of activities.

The relationship between age, Camp Fire

tenure, and popularity of activities was indicated as were the methods for conducting the activities.

The findings were list­

ed paralleled by a "What Has Been Done" Column.

2•

Marks_of Good Camping. Chapter 2. 6amp Fire Girls, Inc., They Told Us What They Wanted.

CHAPTER III PROCEDURE FOR OBTAINING DATA The evaluation of the camping program of the Camp Fire Girls required data as follows: Characteristics of girls 7-17 years of age. Needs of girls 7-17 years of age. Criteria for evaluating a camping pro­ gram based on characteristics and needs• The status of the camping program In Camp Fire Girls* Camps. Characteristics The characteristics of girls 7-17 years of age were ob­ tained by surveying the literature In anthropology* child de­ velopment* biology* education* psychology* and sociology as these fields pertained to the camping program of the Camp Fire Girls.

Interests of girls as determined by the Camp Fire Girls*

program study1 , They Told Us What They Wanted, also served as a means of Identifying characteristics. Characteristics were then classified according to the following divisions: (3) sociological.

(1) biological (2) psychological and

Included In sociological characteristics

were those related to group life and the Impact of society on the individual. 1.

Mental and emotional characteristics were

Camp Fire Girls* They Told Us What They Wanted. - 12 -

- 13 -

treated as "psychological", and "biological11 characteristics included those descriptive of a girl's physical growth and development* In any classification of characteristics some overlapping will occur*

Food habits* for example* have sociological* psy­

chological* and biological aspects*

Generally speaking a char­

acteristic was listed under the heading of primary concern*

In

some Instances* however* as with sex characteristics* where classification might be controveMfcl* listing was under all three headings with a descriptive sub-heading appropriate to each main heading*

Classified under "biological" were those aspects of

sex which were anatomical and physiological in nature*

Under

"psychological" were those characteristics concerned with a girl's feeling about her sex*

Under "sociological" were listed charac­

teristics descriptive of the girl's attitude toward others of the same and opposite sex0 Characteristics were recorded in table form according to age groups and biological* psychological* and sociological head­ ings using the following types of sub-headings: Biological

Psychological

Sociological

1* Nutrition

1* Comprehension

1*

2* Rest

2. Feeling of adequacy

2* Group membership

3* Feelings of fear and guilt

3* Feelings toward others

4. Feeling about being a girl

4* Association with same and opposite sex

3* Skeletal and organio growth

Impact of group on the individual

4* Coordination 5* Physical aspects of sex

14

Statements on girl-status were oollected from literature preliminary to the formulation of needs*

In collecting girl-

status material both present and future status were considered. Much of the future status material was taken from statements or implications made by educators in their listings of "aims** of education. The girl*s characteristics were then examined in the light of status statements and biological, psychological, and socio­ logical needs were formulated from the difference between char­ acteristics of girls of this age and their present and future status.

Needs were listed in table form aocordlng to the classi­

fication used for characteristics. Criteria for Evaluating a Camping Program From characteristics and needs and a review of camping literature criteria were formulated.

They were classified aocord­

lng to biological, psychological, and sociological headings and sub-divided under headings as used for characteristics and needs. Three authorities in camping and three authorities in child development reviewed the criteria.

Selection of authorities

was made from those holding such positions as head of a child development department in a university or, in camping, the posi­ tion of camp director.

Only those camp directors who were gradu­

ates of Schools of Education were used.

The number of years

authorities had held present or similar positions and the contri­ butions made to the literature of their fields were considerations

- 15

In making the selections. Authorities were asked to comment on each statement with, reference to child development-camping soundness.

These c o m ­

ments were then incorporated in statements of criteria if they applied or were rejected with reason for their rejection where they did not apply. Status of the Camp Fire Girls * Camping Program The can ping program of the Camp Fire Girls was studied to determine program content and program methods.

Sources of this

information were: 1.

Reports on file at the National Office of the Camp Fire Girls.

Lists of camps, camp directors, camp

capacities, and length of camping seasons were ob­ tained from the National Office.

(See appendix

PP.213). 2.

Check list which was filled out by each camp d i ­ rector in the camps studied.

This check list p r o ­

vided information on activities available to camp­ ers and the method of selecting activities,

in­

cluded also were questions other than those dealing with program such as those concerning food and its preparation, hours of rest, availability of medical help, and waterfront supervision.

(See appendix

pp.225 ). 3.

In order to gain the camper's Interpretation of the

16

content and method of her oas^ing experienoe a (JameBoard1 qu*etlonn*lr* waa-utillMd. In the game-board questionnaire each camper considered ninety-eight representative activities and experiences.

These

vara b a s e d o n typical oampingprograma and out-of-door exper­ iences participated in by girls of this age group.

Provision

was made for the camper to write-in additional activities and experlenoSsIf tba wished.

She treated activities and eaper-

ianoes as follows: 1*

Divided them into two groups - those whioh sba had at oamp and those which she had not*

2*

Divided the activities and experiences she had at oamp Into two groups - those which aha liked and those whioh she disliked*

3.

From activities end experiences she liked seleeted the five which she liked most.

4.

She indicated how "most-liked" activities were conducted*

5.

She indicated how "most-liked" aotivitiea might have been conducted to make them more fun.

6*

From the activities and experiences she disliked she selected five she disliked most*

7* -

1*

She indicated how five disliked activities were conducted*

Similar to questionnaire used in Camp Fire air Is < Pregram Study* They Told Ps What They Wanted.

- 17 -

8.

She indicated how five disliked activities might have been conducted to make them more fun.

9*

She divided activities and experiences she had not had at camp into two groups - those she would like to have had and those she would

not. 10.

Prom activities and experiences she would like to have had she indicated the five she would like most.

11.

She indicated how she would like the latter conducted.

"Five" was the number selected for "most-liked" and "mostdisliked" activities because it was assumed that this nu m b e r when secured from hundreds of girls would be sufficient to show major preferences of the group.

A copy of the gameboard q u e s ­

tionnaire as it was used in this study is contained in the appendix pp. 229

•

An information sheet (see appendix p. £28) was filled out with each questionnaire to secure the girl's background and her camping experience.

At least ten per cent of the Camp

Fire Girl camper population in a single session of the 1949 season were selected at random to fill out questionnaires.

The

random selection was supervised by the camp director who was provided with several game situations (see appendix p.220

)

w h i c h could be used in connection with the serving of meals i n

- 18 -

the camp dining hall.

The camp director was requested to seat

the girls at tables according to age groups at the meal when the selection game was played. table.

One girl was selected from each

Seating by age groups was requested to assure representa­

tion proportionate to number from each age group attending camp in that session. The selection of the session during which the question­ naire was used was determined by each camp director.

Direc­

tors were asked to choose a session which was representative of summer enrollment totals in terms of age groupings and pre­ vious camping experience

(see appendix p.220

)•

Girls selec­

ted were provided with a period of time and leadership for filling out of questionnaires.

The leadership consisted of

camp staff members who had received mimeographed instructions for administering the questionnaire

(see appendix pp. 221).

Data were recorded in table f o r m by frequencies and/or percentages and analyzed to show inter-relationships by verbal statements.

Elements recorded were grouped as follows:

Personal Background 1.

Telephone

2.

Mother born in the United States.

3.

Father born in the United States.

4.

Mother works

5.

Grandparents born in the United States

6.

Magazines in the home

7.

Favorite Magazine, Favorite Book

8.

Hobbies

-19 -

9.

Travel

10.

Collections

11.

Reason for coming to camp

IS.

Seasons at camp

Nutrition. Rest. Safety Provisions 1.

Hours of rest by age groups

2.

Medical help available

3.

Personnel planning and preparing food

4.

Source of milk

Activities and Experiences 1.

Availability of activities

2.

Popularity ranking of activities and experiences

3.

Popularity ranking by age groups

4.

Activities and experiences that decrease in popularity with age

5.

Activities and experiences that increase in popularity vith age

6.

Methods used in conducting activities

7.

Methods preferred by girls

8.

Methods liked least by girls

9.

Methods "most1* and ••leasf’-liked according

, to age groups. Personal background items were studied to determine how the girls in this study compared with girls in the population generally.

Nutrition, rest, safety items were analyzed as to

adequacy of meeting needs for child growth and development.

Activities and experiences were studied from the "needs" stand­ point also.

A series of statements was made from these analyses

which describes the status of the present Camp Fire Girls' camping program. The split-half1 technique and the Spearman-Brown1 formula were used to indicate internal consistency in the camper ques­ tionnaire.

Results of odd-numbered camps, as they are listed

in the appendix pp.213 , were compared with even-numbered camps.

1.

Henry E. Garrett, Statistics in Psychology and Education. New York, London, Toronto: Longmans, Green and (jo., 1947, pp. 382-391.

CHAPTER IV ;

CHARACTERISTICS

The physical, mental, and social attributes of children have long interested the parent and the educator,

The parent

studies these in an attempt to understand the child and the growing process.

Foremost in the mind of the parent is the ques­

tion ”1© what extent is my child like other children?"

This com­

parison which the parent consciously or unconsciously makes colors the parent’s guidance of the child and affects the child's development. For the educator these characteristics become the starting point for the learning process.

"What are children like?" and

"Whht are and will be their needs?".

Between these two ques­

tions lie the mechanics of educational procedure. Classification by Ages Several authors have classified characteristics of chil­ dren according to age or age groupings.

Arnold Gesell'*' lists

characteristics for children under five years of age and Gesell p and Ilg continue this listing for children from five to ten years.

In these books each chronological age is treated sepa­

rately in month units under one year and in year units from one through nine years of age. Other classifications of characteristics are according to age groupings. 1. g.

Descriptive titles are generally assigned to

The First Five Years. Arnold Gesell and Frances L. Ilg, The Child from Five to

.Ten . - 21 -

these groupings.

For the purposes of this study age. groupings

and descriptive titles seem preferable to chronological age groups and titles because the use of chronological age seems to Imply that all children having reached a given age will ex­ hibit characteristics attributed to it.

Since each childfs

growth is a pattern‘d unto itself and rate varies from child to child this Is Important. Descriptive titles, on the other hand, would indicate that a child, regardless of chronological age should remain in a group until the majority of her characteristics would be such as to assign her to a higher one. A comparison of some of the age groupings used in child development literature with their descriptive titles is shown g

in Diagram one.

The classification used by the Camp Fire Girls

is also Included in the diagram.

In examining age groupings

the years seven through seventeen are commonly divided in three parts.

A ’’Childhood’1 or ’’Primary” group terminates at 25

the beginning or end of the ninth year except in Pryor’s sification where an additional year has been added.

clas­

"Middle

and Later Childhood” or ”Pre-adolescence” are descriptive titles common for the middle group.

This group which usually starts

at the beginning or end of the ninth year terminates at the begin­ ning or end of the thirteenth year.

"Adolescence” is the age

group on which there is greatest agreement regarding title and beginning and end of the period. 1. 2.

Called Adolescence in all

Gesell and Ilg, op. eft.. p. 29. Camp Fire Girlsr Handbook for Guardians of Camp Fire Girls. p. 15. 3. Helen Brenton Pryor, A s the Child Grows.

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cit.. p. 23. Ibid.. p. 31. Bernard Mason. Camping and Education, p. 158.

She may not be as authoritarian as other adults known.

She

may try to help a group live democratically using ^authority1* on occasions blit not necessarily nullifying^ her. democratic p rin c i# te s ^

i ;y

n-vvUuyyy ,iy

i-f.ir.**:*

The; use of group initiated projects has been mentioned under **Group Membership".

Where these projects are of a camp oi

improvement motive they have a Vsevice** motive.

The satis­

faction of contributing to«.a camp site is one that Blumenthal is trying to make possible for a camper group when he recom$ mends "undeveloped areas calling for improvement**.? Association with Same and Opposite Sex Girls find in a camp large numbers of other girls of the same age and similar interests.

They are thrown together by

the nature of the camp program and living facilities so that the opportunity for making friends3 good one.

*4 * 5

with other girls is a

Exclusive friendship with one other girl or the

"crush1*® may stand in the way of a girl profiting from many friendships but exclusive friendships seem to be the exception rather than the rule. r

y y

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v

u.:

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-

y

■ r u . . .

o - y - . t

"

y

■

-

-

■'

■■

;

M

-

y

-

■

The controversy over whether boys and girls should be edu­ cated separately or together has never been solved •

The pattern

in camping seems to be separation although school camping, when it comes into its own, might change the pattern.

Joshua Lieber-

li Blumenthal, op. cit.. p. 67; 2. P* g. < Mary ftorthway. Charting the Counselor *s Course. p. 11. .4. Abbie Graham. (jlrl8 * Campf p. 137. ■■■ 5• H. S. Dimock and C. E. Hendry. Camping and Character, p. 318 6 . Mason.-o p . cit.: p. 32.

- 90 -

man reports a successful boy-girl camp indicating that all ob­ jections to boys and girls camping together were removed if there was "ample and wise supervision and absorbing activity”.^ There, are two important areas in which nothing is gained and much may be lost if the sexes are in camp together.

In

teaching of physical skills, because of the earlier maturity of girls, we have a pattern of separation in physical education classes even in our co-educational institutions.

Cabin living

is, of necessity, according to our culture, a one-sex experience. The closely-knit cabin group where democratic living becomes functional cannot become more effective by the addition of a "boys’ side” to a girls* camp and may become less effective. The one-sex camp can provide opportunity for acceptance of the gir 1 -role, teaching of skills which a girl may later use in recreational activities with boys, friendship with others of the same sex, and experience in group living.

It cannot provide ex­

perience, except for brief visits**, in cooperative or complemen­ tary association with the other sex. The attitude toward and interest in the letter writing and letter receiving of the adolescent girl in camp by her counselor and the willingness of the counselor to let girls in group dis­ cussion3 air their "other sex problems" provides an opportunity whereby a camp can contribute' to wholesome boy-girl relationships.

1. 2. 5.

Lieberman, o£. cit., p. 157. Graham, op. cit.. p. 90. Ibid.- p. 6 6 .

- 91

Formulation of Criteria From the preceding discussion criteria for the evaluation of the camping program of the Camp Fire Girls have been formu­ lated as follows: Biological Needs Criteria 1*

Nutrition a.

Menus should be planned and food service directed by an institutional dietician.

b.

Those in the kitchen should have been given physi­ cal examinations to make sure they are safe persons to handle foods.

c.' Between meal snacks should be provided according to age-group and individual needs. d.

The dining room atmosphere should be pleasant and leisurely.

2.

Rest a.

The number of hours of rest should be determined by age group needs.

b.

Strenuous activity should be balanced with less strenuous activity.

3.

Skeletal and Organic Growth a.

Each camper should present a health certificate for entrance.

b.

A registered nurse should be in attendance*

c.

A doctor should be within easy access.

d*

The activity program should be strenuous enough to "build power"•

e.

Qualified adults should be assigned to supervise constantly during swimming periods.

Coordination a*

Activities should be suitable for eye-hand coordin­ ation of the age group,

b.

Opportunities should be provided to learn skills and to perfect them —

particularly those which can

be best learned in a camping environment. Physical Aspects of Sex a.

Information concerning physical changes related to sex should be available to campers as it is needed.

b.

Activities should be suitable to "girl physique".. Psychological Needs Criteria

Comprehension a*

Activities and experiences should increase a camper’s fund of knowledge.

b«

Those knowledges which can best be learned in the camping environment should be stressed.

Feeling of Adequacy a*

Activities should be within the ability range of the age group in which they are used,

b.

They should be of such nature that girls experience a sense of achievement from participation in them,

o.

They should be varied enough so that each girl may excel in something,

d.

They should prepare a girl to care for herself out-of-doors.

93

e.

They should provide her with skills which will help her feel confident in her group.

f.

They should equip her with skills In preparation for job and leistire time living.

3.

Feelings of Fear and Guilt. a.

The program should by increasing knowledge about both her environment and herself help a girl under­ stand her "fears'* and adjust to them.

4.

Feeling About Being a Girl a.

The program should encourage a girl in her accep­ tance of "being a girl"• Sociological Needs Criteria

1.

Impact of Group on the individual a.

The program should help the girl adjust her conduct to the dictates of her culture.

b.

A girl should be made consciousthrough theprogram of the effect of her conduct on her group.

2 • Group membership a.

A girl should "belong" and participate In plan-mak­ ing of a democratic group.

b.

She should accept and carry out her share of

respon­

sibilities as a member of the group. 3.

Feelings Toward Others a.

Experiences should provide for a widening circle of friendship.

b.

The camper should be guided in an appreciation of

94

fellow campersof different backgrounds. 0. 4*

The program should encourage service to others

Association with Same and Opposite Sex a*

The program should provide opportunities for friend­ ships with other girls.

b.

It should provide skills which will give girls reoreational Interests they may share with boys.

c.

It should recognize the "boy interest" of the older girl.

Jury* s Comments on Criteria Nutrition The jury of six authorities from the child development and camping fields in reviewing the criteria under the subject of nutrition suggested these additions. 1.

Children should be encouraged to form desirable atti­ tudes toward food.

2.

"Between, meal snacks" should be of appropriate kind.

3.

Campers should help in food planning.

4.

Meals cooked out should have nutritional qualities, cleanliness, and attractiveness.

These suggestions are significant in that they make criteria more specific and tend to clarify them.

Comments of the jury

members on nutrition have been Incorporated in a restatement of the criteria at the end of this chapter* Rest The jury's suggestions on "rest" criteria were these. 1.

Individual differences shouid be taken into account in

06

satisfying "rest needs'!* 2*

More specific terminology for "balancing more strenuous activity with less strenuous activity" should be used* One jury member felt "strenuous and exciting" was more descriptive*

3*

Rest needs criteria should be specific*

They should be

stated in terms of the actual number of hours required for sleep by each age group* Individual differences with reference to rest needs was one of the few comments made by more than one of the six jury members* It was definitely an omission in the statement of criteria and has been incorporated in the restatement of them* gestion is a matter of terminology*

The second sug­

Since "strenuous" implies

"physical" and to many does not take emotional strain Into con­ sideration the addition of the term "exciting" has been accepted in the interest of clarity*

The writer does not feel that the

actual number of hours of sleep should be listed under criteria, as is suggested in the third comment*

These are listed under

needs and reference back to needs will be made in applying the criteria for different age groups* Skeletal and Organic Growth The jury* s suggestions for criteria In this division were as follows. 1*

The term "build power” was contested by three jury mem­ bers*

One member of the jury suggested "increase vitali­

ty and well being" instead*

96

2

.

The physical exam should he up to date and Include a TB test.

3.

Handicapped and undernourished children should not be excluded by the physical examination.

4.

A more inclusive statement is suggested for pro­ gram supervision than the one referring to swimming.

5.

Children should be taught to take responsibility for their own safety.

Reviewing these comments the writer finds the first three to be rewordings of meanings intended.

"Build power" conveys

the same meaning as "increase vitality" and the criterion will be applied in that light.

That the physical examination be up-

to-date has been assumed by the writer.

The inclusion of the

TB test in the actual camp examination is dependent on a commu­ nity* s immunization program to the camp.

and the availability of these records

The form may differ also from community to communi­

ty if certain contagious diseases are known to be present. The requirement of a health certificate would exclude only those children with contagious diseases which would endanger other children and those who could not participate in a reason­ able amount of camp activity.

The certificate is to be con­

sidered a statement of a child*s health status so that the camp personnel can deal intelligently with health problems.

It is

not ordinarily a barrier to entrance. One jury member suggested that the "supervision of swimming criterion" be enlarged to include "protection from hazards of

- 97

accidental nature" • Another jury member suggests that oampera be taught to assume some responsibility for their own. safety* The criterion has been re-worded in accordance with these sug­ gestions. Coordination The comments of the jury members on criteria listed under "Coordination" were these* 1.

"Individual girl" should be substituted for "age group" in statement "A" under coordination*

2.

General musoular coordination should be considered in addition to eye-hand coordination.

3.

"Perfect skills" should be qualified since all may not achieve such heights*

A H of these suggestions serve to clarify the writer *s in­ tended meaning and have been incorporated in the re-statement of criteria* Physical Aspects of flex There were only two comments to items in this section* 1.

Parents be consulted concerning sex information given.

2*

The addition of "and growth" to the expression "physical changes related to sex".

In the writer* s opinion the practice of consulting the par­ ents before giving sex information to the girl may be unwise* The girl who needs help most may be one whose parents have re­ fused to discuss these things usually because they feel inade-

98 «

qua to* tant,

Timely help in understanding bodily changes is impor­ To delay dealing with this matter until a parent con­

ference can be arranged might result in much emotional distress for the girl* The addition of "and growth" as is indicated in the second jury comment seems to improve the meaning of the statement and has been included in the re-statement of criteria. C ompr ehens ion Criteria in this section were commented on by only one jury member.

The lone comment was that perhaps skills would

be a better word than knowledges in the second criterion deal­ ing with comprehension.

Skills have been treated under "coor­

dination" so this comment seems irrelevant. Feeling of Adequacy "Feeling of Adequacy" criteria received comments from jury members as follows. 1.

That each girl should excel in something was questioned.

2.

The meaning of "care for" herself out-of-doors was not clear to one jury member.

3.

"Skills and attitudes" was preferred by one jury member to the term "skills" alone.

4.

Equipping a girl with skills in preparation for a "job" was questioned by one jury member.

The phrase "gain satisfaction and enjoyment" was suggested to replace "excei" by one jury member.

This implies acceptance

of limitations by those girls who are not able to find anything

in which they can excel and to take care of girls in this group J»gain satisfaction and enjoyment" would be a better term. To "care for her self" out-of-doors means that a girl is able to prepare food and shelter for herself out-of-doors and that she can protect herself from the sun, wind, and rain in her outof-door activities.

Since this was unquestioned by five of the

six jury members the term

"care for herself" is assumed to be

adequate. "Sills and attitudes" is a better term than "skills" alone and the addition has been made in the restatement of criteria. Skills for a "job" as referred to in these criteria was meant to include general skills necessary to all jobs such as punctuality, thoroughness of work, and good attitude toward it, and not spe­ cific skills such as typing, accounting, or costume designing. Feelings of Fear and Guilt One jury member preferred "contribute to a g i r l ’s emotional growth" to the reference to "fear" in these criteria.

Though

it is a more positive term it is so inclusive that it would cover all psychological criteria and hence does not fit into this sub­ division of the outline. Feeling about Being a Girl The one suggestion under this heading was that "understanding" her role as a girl be substituted for "acceptance".

The writer

believes that "acceptance" includes "understanding" and goes be­ yond it and is therefore a better term in this case.

Impact of Group on Individual "Adjust her conduct to the dictates of her culture" was a contested term.

One suggestion was that a girl "accept her con­

duct in the framework of the culture", another was that the term should not imply that conduct always be regulated by dictates of culture, a third comment was that a girl understand the "whys" of cultural demands,and a fourth that dictates is a negative word and "values" should be used in its place. "Adjust", to the writer, implies that there are other forces determining conduct besides cultural dictates and therefore the first two comments have.hot been accepted in the re-statement of criteria.

The "understanding of the ’whys" of cultural de-

mands"has been added, however.

Since culture is something a girl

is born into and some of the mores around her are not necessari­ ly "values", "dictates" seems to be the more appropriate word even though it is negative.

The fact that cultural demands are

to be "adjusted to" not "accepted" is important here. Group Membership The development of "social skills and poise" and a greater emphasis on "belonging" were suggestions made under "group member­ ship".

"Social skills and poise" are implied in the statement

"She should accept and carry out her share of responsibilities as a member of the group".

Greater emphasis on the value of

group membership can be obtained only by discussion of the value. This has been done under "Needs".

Discussions of criteria have

not been included lntthe statement of them.

- 101 -

Feeling toward Others One juror feels that the reference to friendship under this heading and the following heading is duplication.

"Friendship"

under "feelings toward others" involves understanding and appre­ ciation of these different from the girl, in the second sense friendship may be with those similar in background and interests. Association with Same and Opposite Sex Jury members questioned "older" girl with reference to boy interest since this interest is present in younger girls although it may take a different form of outward expression.

"Older" has,

therefore, been deleted in the re-statement of criteria.

One $ury

member felt that "recognize" the boy interest was not sufficient and that camps, in addition to recognizing it should be in a posi­ tion to do something about it.

The last criterion has been added

to in accordance with this comment. RE-STATEMENT OF CRITERIA FOR PROGRAM EVALUATION Biological Needs Criteria 1.

Nutrition a.

Menus should be planned and food service directed by an institutional dietician.

Meals cooked out should

have nutritional qualities, cleanliness, and attractive­ ness, and campers should help in food planning. b.

Those in the kitchen should have been given physical examinations to make sure they are safe persons to handle foods.

c.

Between meal snacks of appropriate kind should be pro-

-102-

vlded according to age-group and Individual needs. d.

The dining room atmosphere should be pleasant and leisurely and should encourage the formation of desirable attitudes toward food.

2. Rest a.

The number of hours of rest should be determined by age group and individual needs.

b.

Strenuous and exciting activity should be balanced with less strenuous and exciting activity.

5.

Skeletal and Organic Growth a.

The camp should require a health certificate for en­ trance.

b.

A registered nurse should be in attendance,

c.

A doctor should be within easy access.

d.

The activity program should be strenuous enough to "build power".

e.

Protection from hazards of an accidental nature should be provided both through adult supervision and by teach­ ing campers to assume increasing amounts of responsibility

for their own safety as they grow older. 4.

Coordination a.

Activities should be suitable for eye-hand cordination and general muscular coordination of the individual girl.

b.

Opportunities should be provided to learn skills and to improve in performance of them particularly those which can be best learned in a camping environment.

- 103 -

5.

Physical Aspects of Sex a.

Information concerning physical changes related to sex and growth should be available to campers as it is needed.

b.

Activities should be suitable to "girl physique".

Psychological Needs Criteria 1.

Comprehension a.

Activities and experiences should increase a camper fs fund of knowledge.

b.

Those knowledges which can best be learned in the camp­ ing environment should be stressed.

S.

Feeling of Adequacy a.

Activities should be within the ability range of the age group in which they are used.

b.

They should be of such

nature thatgirlsexperience a

sense of achievement from participation in them. c.

They should be varied enough so that each girl may gain satisfaction and enjoyment from participation in some­ thing.

d.

They should prepare a girl to care for herself out-ofdoors .

e.

They should provide her with skills and attitudes which will help her feel confident in her group.

f.

They should equip her with skills in preparation for job and leisure time living.

3.

Feelings of Fear a.

and Guilt

The program should by increasingknowledge aboutboth her environment and herself help a girl understand her

104

"fears" and adjust to them* 4.

Feeling About Being a Girl a.

The program should encourage a girl in her acceptance of "being a girl".

Sooiologioal Heeds Criteria 1*

impact of Group on the Individual a«

The program should help the girl understand the "whys" of the dictates of her culture and to adjust her conduct to them.

b.

Through the program a girl should be made conscious of the effect of her conduct on her group.

2.

Group membership a.

The camp program should encourage a girl to "belong" and participate in plan-making of a democratic group.

b.

It should help the girl accept and carry out her share of responsibilities as a member of the group.

3.

Feelings toward Others a.

Experiences should provide for a widening circle of friendship.

b.

The program should guide the camper in an appreciation of fellow campers of different backgrounds.

o. 4.

The program should encourage service to others.

Association with Same and Opposite Sex a.

The program should provide opportunities for friend­ ships with other girls.

b.

It should provide skills which will give girls recre­ ational Interests they may share with boys.

- 105

c*

It should recognize the, "boy interest" of the girl and contribute to the girl's attitude toward the opposite sex.

\

CHAPTER VIII CAMPER BACKGROUND There are in the United States vast numbers of girls of different backgrounds. salesmen, farmers.

They are daughters of lawyers, merchants

They are Protestants, Catholics, and Jews.

They are daughters of immigrants, have grandparents who were im­ migrants, or their ancestors arrived on the Mayflower. live in urban or rural areas.

They

They are educated in rural schools,

consolidated schools, city schools, boarding schools, private schools. low race.

They are members of the white, the black, or the yel­ Their mothers supervise their activities, see that

they are supervised, or allow them to roam the streets.

They

are members of the Camp Fire Girls, the Girl Scouts, the 4 H Club, some other organization, or nothing at all.

They may at­

tend Sunday School, take music lessons, dancing lessons, swim­ ming lessons, or participate in community recreation tourna­ ments • They may have allowances of varying amounts, or earn spend­ ing money by baby-sitting. apartments, or tenements.

Their homes may be mansions, cottages, In their homes may be radios, tele­

phones, and even television.

Into their homes come books and ma­

gazines or only the evening newspaper.

They eat three nutritious

meals a day or whatever they can fix for themselves. Concerning those in the Camp Fire Girls' organization we

1

.

Camp Fire Girls, Inc., They Told Us What They Wanted, p. 10. - 106

- 107 1 know

that ninety-nine per cent are of the white race,

seventy-

nine per cent are Protestants, eighty-five per cent have tele­ phones in their homes, and both parents of ninety-one p e r cent were born in the United States.

Only seventy per cent of these

Camp Fire Girls have attended camp, however. Contributing to the description of camping in Camp Fire Girls' Camps were five-hundred campers from forty-six d i f f e r ­ ent camps.

The camps represent sixty-nine per cent of those

open for six or more weeks each summer.

While the five-hu n d r e d

campers represent eleven per cent of the camper population dur­ ing the period in which the questionnaire was given. Ages

m

M m m w

Distribution by ages of girls filling out the questionnaire corresponds to numbers in the whole" camper population exce p t for slightly lower percentages in the group seven years old and higher percentages in girls over thirteen as is shown in Table V, p. 108).

This difference may be explained by a modification of

the sampling procedure where separate camping periods were conducted for younger girls (see appendix p. 220). Distribution by States According to concentration of population by states the camper group does not represent a cross section of girls in the United States.

Of the twenty-two states represented almost h a l f of

the camps studied are in California, Washington, and Texas. This is shown in Table VI (p. 109).

The heavily populated e a s t ­

ern states have little representation and the southeastern states are represented by only one camp.

1.

Appendix, p. 213.

108 -

TABLE V Numbers of Girls by Ages

Ages:

airIs in Camp

Girls in Study

lumber

Per Cent

7

146

3.14

9

1.80

8

312

6.71

30

6.00

9

419

9.01

47

9.40

10

807

17.36

69

13.80

11

907

19.51

88

17.60

12

846

18.20

84

16.80

13

502

10.80

60

12.00

14

334

7.18

51

10.20

15

188

4.04

26

5.20

16

121

2.60

19

3.80

17

65

1.39

17

3.40

4647

99.94

500

100.00

Totals

Number

Per Cent

- 109 TABLE VI Distribution of Camps by States

1.49

0

14

20.86

10

21.74

Colorado

2

2.98

1

2.17

>. C.

1

1.49

1

01

leorgia

1

1.49

1

2.17

Illinois

2

2.98

1

2.17

Indiana

2

2.98

1

2.17

towa

2

2.98

2

4.35

ftaine

1

1.49

1

llassachusetts

2

2.98

0

aiohigan

4

5.96

2

4.35

Minnesota

2

2.98

2

4.35

Missouri

1

1.49

1

2.17

Nebraska

2

2.98

2

4.35

few York

5

7.45

3

6.52

forth Dakota

1

1.49

1

Ohio

5

7.45

1

2.17

Oklahoma

1

1.49

1

2.17

Oregon

2

2.98

1

2.17

Pennsylvania

1

1.49

1

2.17

ihode Island

1

1.49

0

Texas

5

7.45

5

10.87

Washington

7

10.43

6

13.04

West Virginia

1

1.49

1

Wisconsin

1

1.49

1

2.47

Totals

67

99.83

46

100.25

•

-

. 3

California

.

Irizona

fc* H •

1

to H

Camp Fire Camps in Study Number Per Cent

to

Camp Fire Camps lumber Per Cent

to H

States

- 110 -

The study Is representative of Camp Fire Camps open six weeks or more, however.

A comparison in Table VI of percentages

of these camps with those participating in the study shows simi­ larity except for the poor representation of Ohio camps and a representation of camps in Texas and Washington which is stronger than the number of camps in these states would justify. Reliability of Questlonnaire To determine Internal consistency of the results camps re­ turning questionnaires were numbered (appendix p. 213) and acti­ vity popularity of ’’odd” camps was compared with 11even” camps. On the basis of the split-half technique and the Spearman-Brown prophecy formula in test reliability^ the r score (appendix p. 215) for the questionnaire was point eight seven (.87). Years in Camp The girls' reactions to the questionnaire were based in al­ most three-forth of the cases on more than a single camping ex­ perience with nineteen per cent of the camper group having been in camp for five or more years (see Table VII p. 111).

The

time spent in camp by a camper each season could vary from one week to eight, however.

Since these camps are set up for short

period camping, stays of one week, ten days, or two weeks per season are the most common. Race The questionnaire results are from members of the white raoe with only five of the five-hundred girls definitely recorded as

1,

Henry E. Garrett, Statistics in Psychology and Education. r,^'ondon, Toi,°nt°: Longmans, Green and Co., 1947, pp. ?S?k4 ooc-oyi.

Ill

TABLE VII Years in Gamp

Years

dumber of Campers

Per Gent

1

136

27.20

2

125

25.00

5.

82

16.40

4

62

12.40

5

31

6.20

6

29

5.80

7

12

2.40

8 (or more)

23

4.60

500

100.00

Totals

112

being of another race as shown In Table VIII. TABLE VIII Numbers of Girls by Raoe Number

Race

Per Cent

454

90*80

Black

4

•80

fellow

1

0 •

41

8.20

500

100*00

Unclassified Totals

01

White

Church Membership or Preference The group studied is predominately protestant*

The thirteen

per cent Catholic representation is far below the percentage of Catholics in the population-at-large but the four per cent Jewish representation corresponds quite closely with the population-atlarge figure*

Table IX (p. 113) shows a comparison of church

preference of girls in the study with that for the total population. Birthplace of Parents and Grandparents The girls were largely of American born parents with only twelve per cent indicating foreign birthplaces for either or both parents*

The number of girls whose grandparents were born

in the United States was 202 which is almost identical with the number who indicate some or all foreign-born grandparents*

Nine­

teen per cent did not know the birthplaces of their grandparents.

- 113

TABLE IX Church Membership or Preference

Church

Glrla In Study

Population-at-large"*"

Number

Per Cent

388

79.74

41,943,104

57.85

Catholle

64

13.36

23,419,701

32.30

Jewish

21

4.38

4,641,184

6.40

Others

2

.41

1,802fl393

2.48

Totals

479#

Protestant

#Unc laas ifled

1*

Number

Per Cent

72,492,669

21

Statistical Abstract of the United States, 1947, U. S. Dept, of Commerce, Bureau of the Census, p. 61.

- 114

This lack of knowledge might be explained by the number of young­ er children in the group, the presence of children from orphans' homes, and adopted children.

Birthplace of parents and grandpar­

ents is given in Table X, TABLE X Birthplace of Parents and Grandparents B o m in U. S.

One foredL g n born

No.

%

No.

Parents

406

81. SC

Grandparents

202

40. 4C

44

% 8.79

....

Both or some for­ eign b o m No. % 21

4.20

203

40.60

Not Known No.

Jb

29

5.80

95 19.00

.___

Fathers' Occupations i

Classification of occupations of fathers was incomplete be­ cause many of the younger girls Indicated the companies for which their fathers worked rather than their positions.

Eighty-nine

fathers were, therefore, unclassified as to occupation.

From the

group classified twenty-six per cent were proprietors, managers, and officials.

Twenty-two per cent were craftsmen or foremen,

twenty per cent clerks or salesmen, and eighteen per cent were professional men.

Eighty-seven per cent of the entire group fell

in the above four categories.

These, together with categories

making up the lower thirteen per cent, are listed in Table XI (p. 115).

In 108 cases the mothers we re also employed. In many

Instances girls indicated that their mothers helped with their

-115

TABLE XI Father's Occupation

Occupation Proprietors, Managers, and Officials

Number

Per Cent

26.03

107 .

*

Craftsmen. Foremen

94

22.87

Clerical. Sales

85

20.68

Professional

73

17.70

OneratIves

39

9.73

Service

5

1.21

Farmer

2

.48 . ...

Student

1

.24

4OT

# Unclassified - 89

-116 -

fathers' businesses.

This means that at least one-fifth of

the group lacked full-time mother-supervision while at home. Frequency of Telephones Of the 500 girls, 475 or ninety-five per cent have tele­ phones in their homes.

This is considerably higher than the

telephone percentage in the country at large.

According to

the Bell Telephone Magazine'*' fifty-two per cent of cities over 50,000 population have residential telephone development of seventy per cent or more, many cities having as high as ninety per cent.

Since the majority of girls in the study come from

urban centers of more than 50,000 (see appendix p. 213)

the

higher percentage of telephones in homes might be explained by a higher than average income in the group attending Camp Fire Girls' camps.

At least it would seem unlikely that the girls

are coming from lower income brackets. Magazines Coming to the Homes Another indication of the type of home the girls in this study come from is found in the type of magazines to which the homes subscribe.

Life magazine comes to over forty per cent of

these homes and twenty per cent of the girls list it as a "Most Enjoyed" magazine (Table XII, p. 117).

Other magazines which

are received by more than ten per cent of the homes are the "Saturday Evening Post", "Readers Digest", "Time", "Ladies Home Journal", "Better Homes and Gardens", "Colliers",

1.

and "Calling

Harry Disston, "Where Do We Go F r o m Here?", Bell Telephone Magazine, Summer, 1949 (V. 28 #2) p. 94.

- 117

TABLE XII Magazine Popularity

Magazines

Magazines Enjoyed Most by Girls Number Per Cent

Magazines in Homes Humber

Per Cent

Life Saturday Evening Post

201

40*2

100

20.0

139

27.8

73

14.6

3.

Readers Digest

118

23.6

45

9.0

4.

Time

75

15.0

12

2.4

5.

Ladles Home Journal Better Homes and Gardens

73

14.6

12

2.4

68

13.6

Colliers

67

13.4

31

6.2

.

Calling All Girls

56

11. 2

74

14.8

9.

Good Housekeeping

50

10.0

10.

Me Calls

44

8.8

11.

National Geographic

39

7.8

11

2.2

12.

Seventeen

38

7.6

58

11.6

13.

38

7.6

18

3.6

14.

Look Woman* s Home Companion

34

6.8

15.

American Girl

30

6. 0

20

4.0

16.

Polly Pigtails

28

5.6

42

8.4

17.

Jaek and Jill

23

4.6

23

4.6

Coronet

21

4.2

10

2.0

1

.

2

.

6

.

7. 8

•

00

_ E±

|

All Girls."

In popularity With the girls ranking after "Life",

and listed by more than ten per cent of them, are "Calling All Girls", "Saturday Evening Post", "Seventeen", and the "Readers Digest",

Favori te Books The 500 girls listed 139 different books as favorites, "Little Women", chosen by twelve per cent, was the most popular, particularly with the twelve year olds,

twenty-one per cent of

this age group listing it as "favorite".

Some girls listed no

favorite book stating that they didn't like to read.

Others

listed none because they read so much that choosing one or a few was difficult.

Table XIV (p, 119) shows the five most

popular titles and their popularity by ages. Free Time Activities Top-ranking choices of activity during free time are shown in Table XXII.

Sixty-five different activities were listed with TABLE XIII

Free-Time Activities Most Popular

Activity 1, Swimming

Number of girls Listing activity

Per

Cent

113

22.6

2, Reading

91

18.2

3. Tennis, Softball, Sports

60

12.0

4. Horseback Riding

35

7.0

5, Drawing

15

3.0

6, Bicycle Riding

11

2.2

17

I

119 -

00 00 •

m

0) tO H »n H

at fr

0)

00

01• in

to

00 • 10

01

to

O'• to H to to • to H

Oi •

H

O O• to

o o • to

00 10 • 01

0) H• H

01 • 01

e-

O • to

to •

00

0» t« to

• H

to to• o H to to • to

H to •

H U3•

01• 01

o

o • tH

C I d «! € o

c J? d ©

•* • H

to to • to to t-•

01

O CD • m H Oi

o

®

■P

to

00 •

01

& Q -P a © o h © P4

to • o H

•

H

00

(O• to

o o• o H to 10 • CO

H 00 • to

CO to • to

00

00

to to • t o i“4

C-

p

a

Sff

•d^J S O oio a*faspQ

H

Be ©

a ,y

o o

PQ

H

©

PQ

M

P P

o a r~l

b

s

»

o d 3 ds

s

o o• to

o • to

, B s

•H

•d *rl A w B

.

fcs n *H *2 -OH O PQ

B

- 120 -

swimming the most popular. best.

Twenty-three per cent liked this

Reading was a close second liked by eighteen per cent.

Totaling percentages of all sports forty-two per cent of the best-liked activities fall in the nsportsn category. Collections Eighty-two per cent of the five hundred girls had at some t time made a collection. collected by these girls. are the most common.

Seventy-seven different items had been Dolls, stamps, postcards, and rocks

In Table XV the top six types are listed. TABLE XV Collections

Articles Collected

Number mak­ ing collection

Per Cent

1. Dolls

99

24.38

2.

Stamps

89

21.92

3.

Postcards

79

19.45

4.

Rocks

70

17.24

5.

Shells

54

13.30

6.

Animal Statues

--

30 __ __

.

7.39

Travel Girls had traveled in from one to forty-eight states.

The

median for the group, as is shown in Table XVI (p. 121) is 4.74 I or approximately five states counting the home state as one. Sixteen per cent had not been out of their home state.

- 121 -

TABLE XVI Number of States Visited

Number o f States

Number of Girls

Per Cent f

48

1

1

.20

47

1

! 1

.20

45

3

.60

44

1

.20

43

1

42

T ........ ! Number o f Number of i States Girls !

1

» 17 ..... _

!. i

16

1

15

.20

i

1

.20

i

40

1

38

Per* Cent

.20

_ 3 .

. 1S.6Q .

1

. .20

.

.

2

.40

14 ....

5

1.01

»

1

.20

.20

12

8

1.62

4

.81

11

10

2.02

35

1

.20

10

20

4.04

33

1

.20

9

20

4.04

30

1

.20

8

35

7.11

27

1

.20

7

29

26

1

.20

6

35

7.11

24

a

.30

5

34

6.91

..

„.

1 1

22

2

.40

4

53

10.77

21

2

.40

3

65

13.21

20

4

.81

2

65

.13.21.

19

1

.20

1

77____

15.65

Median m

4.755

:

g (unclassified) 500

- 122

Campers1 Reasons for Going to Canp Answers to the question "Why did you come to camp?" (see appendix p. 228 ) ranged from the simple statement "to have fun" to lengthy paragraphs listing several of the reasons classified in Table XVI (p. 123 ). In this study, as in previous camping studies, "fun" heads the list of campers' reasons for going to camp.

"Activities",

particularly swimming, and "companionship" also have high per­ centages. Summary

The girls contributing to this study as a group can be described by the following statements • 1.

They are from twenty-two states, many of them from California, Washington, and Texas.

2.

They are from 7 to 17 years of age with the number in each age group approximately proportional to the camper enrollment of the camps studied.

3.

Three-fourths of them have attended their camps pre­ viously,

4.

They are of the white race.

5.

Their parents are United States-born and half of them have grandparents all of which are United Statesborn.

6.

They are predominately protestant.

The Jewish repre­

sentation is representative of the population-at-large but the Catholic representation is below the populationat-large figure•

- -186 -

TABLE XVII Campers 1 Reasons for Going to Camp

I No. Girls

----------------

Reason 1.

Fun

2.

Companionship a. To make friends b . For c omnanionshi d Activities a. To learn things b. To make things c. Something to do d. To do things e • Swimming f. Riding g. Overnite hikes h. Games and Sports i. A Camping Experience .1, Canoeing Home Reasons a. Give Mother a rest b. Parents vacation elsewhere c . Parents work d. Family wanted me to e. To get away from home f . Change from home and school Free week a. Won a week b. Birthday present c . Orphanage sent us Out-of-doors a. To be out-of-doors b. To get away from hot city c. To sleen in a tent Adventure a. To see what it was like b. Be on m y own Reputation a. Camp was recommended b. Have been before and liked it Mi sc ellaneous a. To learn to be a counselor b. For honors and ranks c. For a vacation d. Because I am a Camp Fire Girl e. To be a better citizen

3.

4.

5.

6

-

7. 8

9

. -

. % Girls T £62 52.40

4

. . . . . .

100

40

. . . .

i40 i

28.00

153

50.60

;

3i 19 7 3 61 13 4 4 4

i

*

i

1

28

5.60

3 1

4 6 8

4

■ -

5

.-L7.... 1.40

1 1

153

10.60

42 10 1

13 2

■

»

3.JD0

.27 25.40 7 120

58 13 24 17 2 2

11.60

- 124

7. Their interests are similar to all other girls as evidenced by their collections, favorite books, and choice of free-time activities. 8.

They are, economically, members of the middleclass.

Their families1 ability to pay the e amp

fees, to subscribe to magazines, to have telephone service, and to travel, together with the types of positions which their fathers hold, are indications that they are not in the lower income bracket.

It

is possible that some may be in the upper income group.

Since children of this group, if they are

sent to camp, usually attend private camps this is not likely, however.

In the middle class there

is, of course, a wide range in family income.

With­

out the figures on fathers* salaries or income, place­ ment of the group studied within the middle class is not possible. 9. One out of every five of their mothers work. 10.

They attend these camps for "fun”, for "activities", and for "companionship”.

11.

They are similar to the group studied in the yearround program in race, creed, and percentage of parents born in the United States.

Ten per cent

more of the camper group have telephones.

- 125-

CHAPTER IX PROGRAM, OP ACTIVITIES The activities Included in a camping program should he J..

’.

In keeping with a camp's objectives• In some cases, however, inquiries of children and their parents as to what activities are offered have made camp directors conscious of activities for their promotional value.

Competition in securing campers

has led many a camp director to add activities which are far removed from the skills of out-of-door living. The activities which make up the camping program and camp­ ers' reactions to camp activities are the concern of this chapter.

What activities do these camps have in common?

activities are required?

What

What activities do campers like best?

Which do they dislike? Activities Available Camp directors list eight activities available in all fortysix camps •

These are fire building, outdoor cooking, hiking,

overnight trips, active games, hand craft, nature lore, and singing.

Table XVIII (p. 126) shows the number of camps offer­

ing each of twenty-six different activities.

In addition to

the eight activities offered by all camps, most camps (at least ninety per cent) have folk dancing, quiet games, swimming, dramatics, and archery.

All other activities listed were avail­

able in half or more of the camps except fishing, photography, and tennis.

Only eight camps list tennis as available.

To avoid omissions of activities from the director's check

- 126 TABLE XVIII Activities Available Activities

Number of Camps Offer­ ing activity

Per Cent

1.

Fire Building. Knife & Ax

46

100.00

2.

Outdoor Cooking

46

100.00

5.

Hiking

46

100.00

4.

Overnite Trips

46

100.00

5,

Active Games

46

100.00

6.

Hand Craft

46

100.00

7. Nature Lore

46

100.00

8.

Singing

46

100.00

9,

Folk and Square Dancing

44

95.65

10.

Quiet Gapes

44

95. 6 S

11.

Swimming

44

95.65

1£.

Dramatics

43

93.46

13.

Archery

42

91.30

14.

Life Saving

41

89.13

15.

Softball

37

80.43

Volleyball

36

78.26

^L7. Diving

35

76.09

18.

Trios of More than One Mite

32

69.56

19.

Badminton

31

67.39

20.

Riding

25

54.37

21.

First Aid

24

52.17

22.

Canoeing

22

47.83

23.

Rowing

22

47.83

_P4.

Fishing

SO

43.48

Photography

14

30.43

_16.

25.

26. Tennis---------------------------

8

. -1 7 .B S !.....

- 127 -

list (appendix p. 226 ) space was provided for writing in addi­ tional ones.

Tiie nine write-ins obtained in this way lack

significance, however, since each was mentioned by only one of the forty-six directors. ~^he write-ins were baton-twirling, croquet, horseshoes, Indian dancing, modern dancing, ping pong, puppetry, shuffleboard, and tumbling. In the campers'

Puppetry was included

questionnaires where ''hand craft" and "dramatics"

were broken down into their several parts (see appendix p. 229). Activities Required Certain activities are listed by camp directors as being "required".

The most frequently "required" activity is singing.

This is required in only fifty-six per cent of the camps, how­ ever.

Other activities required are listed in Table XIX. TABLE XIX Activities Required

Activities

Number of Camps Requiring

Per Cent

1

.

Singing

26

56.52

2

.

Swimming

19

41.30

3.

Outdoor Cooking

12

26.09

4.

Hiking

9

19.56

5.

Pi re Building

9

19.56

Gaines (Active and Quiet]

8

19.56

Polk and Square Dancing

8

17.39

Hand Craft

6

13.04

Overnites

5

10.86

Nature

5

10.86

6

.

7. 8

.

9. 10.

Activities Experienced The "activities available" and "activities required" lists give some idea of program content in these camps.

Since

there is no assurance that campers will participate in all acti­ vities which are available, however, a more accurate picture can be gained from the campers' check lists of "activities experienced". The ninety-eight activities selected as being representative of those probable in a camping situation are listed in the order they have been experienced by the five hundred campers (Table XX, p. 129).

"Making my bed", "Singing at Meals", and"Writing let­

ters" head the list of activities experienced.

"Hiking", "Cook­

ing out-of-doors" and "Swimming" are the "most experienced" of the crafts and sports. Housekeeping tasks essential to camp-group living such as "Making my bed", "Keeping the cabin clean", "Helping clean camp", and "Setting and clearing the table" were experienced by over ninety-five per cent of the camper group.

Experienced by less

than ten per cent of the campers were "Acting as hostess to cam­ pers from a boys' camp", "Helping with a weather bureau", and "Sailing". Provision was made for campers to write-in activities ad­ ditional to the ninety-eight listed.

Prom the write-ins as shown

in Table XXI (p. 131) it would appear that "Erecting and/or sleeping in tents, teepees, tree-houses, and lean-tos", "Making something out of wood", and "Aoting as cabin representative" should have been included in the original list.

Since they did

not appear bn the original list an accurate percentage of girls

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65

fi7

46

61

2. We do it to earn honors

64

26

42

52..

ftO

3. We do it to earn rank.

33

6

15

11

37

We do it wrong.

7. We do not finish it. .8 . No one knows how.

1. We do it alone.

_

Proiect. Rank. Honor Methods

# Liked, Disliked, and Would-Like Activities

m3

...

- 151 -

for activities girls would-like except for those methods classified as unsatisfactory.

Methods in the unsatisfactory

group were not "desired" where girls could choose (see Table XXIX, P. 149). To complete the picture of methods used and desired a summary of "write-ins" is necessary.

Methods "written-in"

fall in three groups. 1.

Those which were duplications of methods listed. These were recorded in Table XXIX.

2.

Those which were not methods but rather evasions of activities.

"Don't do it", "Don't have any",

"Someone else do it", etc.

There were twenty-

four of these responses• 3.

Those which were legitimate write-ins.

These are

listed in Table XXX, p. 152. Age Differences Liked Activities . To indicate similarities and differences between age groups Tables XXXI, XXXII, and XXXIII, give the same informa­ tion contained in Table XXVIII by age groups, 7-9 year olds, 10-13 year olds, and 14-17 year olds. Methods most popular for liked activities for 7-17 year olds in rank order are: 1.

We do it in a group.

2.

A specialist counselor helps us.

3.

The counselor does it with us.

4.

The counselor helps us.

- 152

TABLE XXX Methods Used and Desired - Write-Ins

Methods

Method s Used Liked Hfcd

1. We take turns. 2. Everyone doesn’t (would) he Id . 3. We do it because we want to.

2

4. We do it with a friend.

1

Methods Desiree Dis­ Liked liked

3

1 1

2

5. Do it raorea . More time

11 1

1

c. More variety

2

ri. Advanced sections

5

e. Go farther - Take trips .

16

fi- Tt is planned for us. 7, ffnn e-nowdart-s-mfiliar groups

1 .

1

ft- finmpatiti.on 9. Too hard - Too exacting

2

1

1

1

2

10. Too quiet.

1

11. Too long - Do it faster

1

•

- 153 TABLE XXXI

Methods Used and Desired in Camps - 7-9 Year Olds Sethods Used Mettiods Desired Liked Dis­ Likec Dis­ Wouldliked liked Like Group Participation 1. We do it in a group.

59

31

27

14

36

2. We talk and plan it.

13

8

11

13

17

3. We do it as we like.

19

5

21

17

13

4. We do it because somebody has to do it.

1

15

1

3

4

5. We do it a variety of ways

7

6

7

4

5

17

8

16

10

21

7

15

8

16

. We make friends doing it.

15

2

10

10

16

9. We practice in our group.

4

3

13

3

12

15

6

7

12

8

8

10

1

1

2

L2. A girl shows us how.

14

14

16

5

26

L3. We think it up.

12

2

13

11

10

8

4

12

20

7

3

2

7

2

10

1. The counselor tells us how.

23

9

10

7

40 ...

2. The counselor helps us.

30

14

15

15

42

3. A specialist counselor helps us.

15

9

5

25

6

. We plan it in our cabin group-

7. We do it with another group. 8

10. We offer to do it. LI. We do it because everybody else does it.

L4. We sing as we do it. 15. We do it when the coun­ selor is not with us.

_

29

Counselor Leadership

8 %

Liked, Disliked, and Would-like Activities

154

-

-

■*(Liked

Methods

Dis­ Liked Dis­ Would liked Like liked

4. We take lessons in a class,

10

4

8

4

27

5. The counselor does it with us.

30

9

14

12

31

6. The counselor suggests

10

16

5

6

9

7. We make friends w i t h our counselor doing it.

8

1

4

1

9

8. The counselor does it f o r u

7

0

8

6

6

3

21

0

0

0

2. We are hurried too much.

1

5

0

0

0

5. Wfl take too long. We all talk at the same t 1fflA.

0

12

0

0

1

___ 3

6

0

0

o

5. We fight about it.

2

5

0

0

0

6. We do it wrong.

0

3

0

o

0

7. We do not fi n i s h it.

3

3

0

0

0

8. No one knows how.

0

2

0

0

0

34

30

28

11

32

2. We do it because our parents want us to.

9

6

1

0

4

3. We watch someone do it.

5

4

3

2

2

Unsatisfactory Methods We are told we have _1. do it.

it.

to

■Miacellancoag Methods

1 . Wfl rin It fl1r»r»A-

Project, Rank, Honor Methods 1

1. We do it as part of a pro.lect.

6

9

5

5

6

2. We do it to earn honors.

8

1

7

11

12

3. We do it to earn rank.

2

1

1

3

5 1

•s* Liked, Disliked, and Would-Like Activities

i

- 155 TABLE XXXII Methods Used and Desired in Camps - 10-13 Year Olds Methods Tfied Methods Desired ■w Liked Dis- Like! Dis- Would likec 1liked Like Grout) Participation 1* We do it in a group.

218

90

68

43

166

2. We talk and plan it.

94

24

56

37

68

3. We do it as we like.

61

41

49

66

34

4

84

:o

18

2

84

40

38

31

23

6. We plan it in our cabin arouo.

51

30

41

36

99

7. We do it with another aroun.

47

19

44

22

62

8. We make friends doing it.

54

7

49

25

80

9. We practice in our group.

51

12

34

10

61

10. We offer to do it.

31

15

16

43

28

11. We do it because everybody else does it.

18

28

6

16

5

12. A girl shows us how.

33

16

14

17

56

13. We think it up.

30

13

25

13

20

14. We sing as we do it.

22

11

37

84

24

15. We do it when the Coun­ selor is not with us.

10

7

10

7

17

1. The counselor tells us how.

104

28

25

19

111

2. The counselor helps us.

118

39

53

54

167

3. A specialist counselor helps us.

110

7

35

12

181

4. We do it because somebody has to do it. 5. We do it a variety of ways

Counselor Leadership

■M* Liked, Disliked, and Would-like Activities

Me thods

■»

1/Tethod£ Used Meth ods Desired Liked Dis­ Likec Dis­ Woulet liked liked T.ika

4. We take lessons in a class . 104

13

41

10

149

5. The counselor does it with us.

119

26

71

51 _

116

6. The counselor suggests it.

23

23

16

7

7

7. We make friends with our counselor doing it.

19

6

16

11

19

7

2

8

27

6

11

106

0

O

O

2, We are hurried too much.

4

40

0

0

0

3, We take too long. We all talk at the same _4. time.

4

68

1

1

0

6

17

0

0

0

_5^.Wa f-fgh-h flhmi-t 1t.r

4

IQ

i

1

n

8. The counselor does it for cos Unsatisfactory Methods 1, We are told we have to d n -it,

_

6, We do it wrong.

1

17

0

0

0

7. We do not finish it.

1

18

1

1

0

8. No one knows how.

1

4

0

0

0

111

84

54

37

60

2. We do it because our parents want us to.

13

22

3

4

5

3. We watch someone do it.

11

4

13

22

23

so

33

Miscellaneous Methods 1. We do it alone.

Project, Rank, Honor Methods 1. We do it as part of a 41

44

2. We do it to earn rank.

27

3

12

6

25

3. We do it to earn honors.

51

18

30

38

57

# Liked, Disliked, and Would-Like Activities

- 157 TABLE XXXIII Methods TJsed and Desired in Camps - 14-17 Tear Olds Methods

jlethod. Used Me tt ods Desired # Liked [.iked i & f a R2Eed ?iiSd

Group Participation 1. We do it in & group*

98

55

31

22

59

2* We talk and plan it*

41

7

19

15

38

3* We do it as we like.

27

28

21

17

26

1

60

0

18

1

5. We do it a variety of ways •

24

18

24

4

11

6. We plan it in our cabin group.

24

8

13

11

29

7. We do it with another group.

17

8

16

2

17

8. We make friends doing it.

29

2

15

10

39

9* We practice in our group.

23

0

14

5

27

10. We offer to do it.

14

5

5

8

4

11* We do it because every­ body else does it.

4

18

0

8

0

12* A girl shows us how.

4

1

0

4

6

13* We think it up.

5

10

5

9

11

10

8

14

29

8

4

3

4

2

8

1* The counselor tells us how,

24

11

7

3

55

3. The counselor helps us.

47

8

13

21

53

5. A specialist counselor helps u s .

82

7

33

13

4* We do it because somebody has to do it*

14* We sing as we do it* 15. We do it when the coun­ selor is not with us* Counselor Leadership

122 -

&

Liked, Disliked, and Would-like Activities

- 158 -

Methods

Methods Usee Methods F esir*fid Liked Dis­ Li k e d liked B f i d l & d

4. We taka lessons in a class

57

9

18

4

100

5. The counselor does it with us.

57

14

15

9

52

2

11

0

2

5

20

1

5

2

14

8. The counselor does it for u. i

0

2

2

15

1

Unsatisfactory Methods 1. We are told we have to do it.

O

52

0

0

o

2. We are hurried too much.

0

13

0

0

0

3. We take too lone. 4. We all talk at the same time.

1

22

0

0

0

0

@

0

0

0

5. We fight about it.

0

0

0

0

0

6. We do it wrong.

0

8

0

0

0

7. We do not finish it.

1

4

0

0

0

8. No one knows how.

0

9

0

0

0

42

35

18

9

20

2. We do it because our parents want us to.

3

14

1

3

1

3. We watch someone do it.

5

8

3

14

10

18

14

10

13

29

2. We do it to earn honors.

5

7

5

3

11

3. We do it to earn rank.

4

2

2

2

7

6. The counselor suggests it. 7. We make friends with our counselor doing it.

..

Miscellaneous Methods 1. We do it alone.

Project, Rank, Honor Methods 1. We do it as part of a project.

* Liked, Disliked, and Would-Like Activities

5*

We

do it alone.

6.

We

take lessons In olass.

The rank

order of the six most popular