The development of a school education camping program

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THE DEVELOPMENT OF A SCHOOL EDUCATION CAMPING PROGRAM

A Thesis Presented to the Faculty of the School of Education University of Southern California

In .Partial Fulfillment of the Requirements for the Degree Master of Science

by Robert Ward Reid June 1950

UMI Number: EP56153

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Dissertation FWfelisMrtf

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T h is thesis, w r itte n under the d ire ctio n o f the C h a irm a n o f the candidate’s Guidance Com m ittee and a pp ro ved by a l l members o f the C om m ittee, has been presented to and accepted by the F a c u lty o f the School o f E d u c a tio n o f the U n iv e rs ity o f Southern C a lifo r n ia in p a r t ia l f u lf il lm e n t o f the requirements f o r the degree o f M a s te r o f Science in E d ucation . ______

Dean Guidance Committee

Chairman

T A B L E OF C O N T E N T S

CHAPTER

PAGE

I.. INTRODUCTION ..................................

1

The p r o b l e m ...............................

1

Statement of the problem . . ............

1

Importance of problem

2

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

Delimitation of the problem

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

2

Historical and philosophical background related to the camping program .......... Organization of remainder of thesis II.

3

....

12

' CAMP S I T E .................................

14

Description of camp sites in u s e ..........

14

HOW TO SECURE AND DEVELOP ' AN ADEQUATE

^Problems of sanitation in securing a camp s i t e .................... III.

ADMINISTRATION STAFF .........................

19 26

How was the education staff organized to develop- the p r o g r a m .....................

26

An activity day in a school educational c a m p ...................................... IV.

WAYS OF FINANCING A CAMP *P R O G R A M ......... . . How are programs f i n a n c e d ? .................

35

38 38

How to raise money for less fortunate c a m p e r s .................................

45

CHAPTER V.

PAGE

PUBLIC RELATION PROBLEMS .

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

What are the problems in public relations. How the public relation problems aremet VI.

48

.

48

. .

50

.

53

CONSTRUCTION AND CONDUCTION OF A SCHOOL CAMP ■)£■ Problems Incidental to constructing a school c a m p .......................

53

Problems Incidental to conducting a school c a m p ......................... VII.

57

SUMMARY, CONCLUSION, RECOMMENDATIONS ........

64

Summary chapter of findings, conclusions and r e c o m m e n d a t i o n s .................

64

S u m m a r y .............................

64

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

66

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

68

BIBLIOGRAPHY ........................................

77

A P P E N D I X ............................................

79

Recommendations

iv

LIST OP TABLES TABLE 1.

PAGE Analysis of School Camps Securing and Developing a Camp Site . . . . . . ....

II,

Analysis of School Camps Problems of Sanitation, Health, and Accessibility

III.

15

. .

20

Analysis of State Camping Regulations in Twenty-one States .....................

IV.

22

Analysis of School Camps Organization of the Administration Staff .................

V.

Analysis of School Camps Problems in Cost of Operation and Maintenance.....

VI.

44

Analysis of -School Camps Problems in Public Relations .........................

VIII.

40

Analysis of School Camps Financing the School Education Camping Program ........

VII.

29

49

Analysis of School Camp Problems Inci­ dental to Conducting a School Camp . . . .

58

CHAPTER I INTRODUCTION That children c^n learn some things best in the outdoors is an accepted fact. Educators are beginning to accept the idea that every child should have camping experience. The growth of school camping and outdoor education during the past two years has been phenomenal. Schools are encouraged to establish school camps in accordance with the community needs for a camping education program.

I.

THE PROBLEM

Statement of the problem.

The purpose of this study

was to determine the procedure used in organizing a school camping education program. School camping is becoming an important factor in the education of our young people.

There is a need for

school people to have special information concerning the problems of organizing a school camping program. The well organized and well conducted camp is becoming recognized, more and more as an important factor in the education of children, but only to the degree that the camps are operated on a basis of sound educational principles will this aim be realized.1

Lloyd Burgess Sharp, Ph.l/., Education and the Sum­ mer Camp An Experiment (New York: Bureau of Publications Teachers College, Columbia University, 1930)*

2 In agreement with the above quotation, this study assumes that camping should be essentially an educational enterprise and not merely a relief measure as a means of providing fresh air or recreation. Importance of problem.

The necessity of compiling

data on organizing a camping program to aid persons who are interested in developing such a program for their school district is growing rapidly.

Schools setting up programs

find it very beneficial to have available information on well organized plans that are already in action and have proven satisfactory in past years.

One of the greatest

weaknesses in camps established in the past was the lack of provisions for well thought out and well planned educational programs.

Suitable programs were found in only thirty-three

per cent of the camps.

In the camps with the best-planned

programs and the best conducted activities, the children were usually found to be more contented and happy.

It is

hoped that a plan or blueprint for a successful camp pro­ gram can be completely worked out.

This would be a means of

assisting other school districts to accomplish the work of promoting and establishing their own school camps. t

Delimitation of the problem.

The Education Camp

Program in itself will not be discussed.

The advantages

that a child receives while attending a school camp will not be examined in this study.

The advisability of con­

structing a school camp will not be delved into in this thesis.

It is the belief and hope of the author that ad­

ministrators , themselves,, will discover the value and need of the camping experience for the child.

The primary pur-'4?.

pose of this thesis is to set up a pattern on how to organ­ ize, and build a school camp.

II.

HISTORICAL AND PHILOSOPHICAL BACKGROUND RELATED TO THE CAMPING PROGRAM

The first real campers on the land that is today our United States of America were undoubtedly the Red Men.

To

them,, camping was the serious business of daily living.

To

fertilize and irrigate the soil so that corn might grow,, to learn the ways of wild life so that swiftly winging arrows might bring them and their families meat,, to learn the heal­ ing life-giving qualities of herbs and the essential gifts of the surrounding trees for the canoes that were to make fishing and travel possible, were essential to their very lives. After the Indian, came another type of camper; the early American trader and explorer.

In opening up the

wilderness to trade, and finding new routes from Atlantic to

4 Pacific, these men could, scarcely have thought of hewing an important place for themselves in the story of our American heritage.

They were concerned with wresting from

the wilderness the essentials for maintaining life for themselves and their families in early rugged America. In the l840’s and 1850*s, men and women of all nationalities and religions camped out in prairie schooners as they made the dangerous journeys over the Santa Pe Trail, and across the Laramie River and passed Fort Van Couver to reach the almost mythical land known as Oregon.

It is diffi­

cult for the modern city child to comprehend the story of the American wilderness, and how out of it sprang all the p

essentials for maintaining early American life. For the city child, meat is purchased in butcher shops,* medicines are passed over the counter of the neighbor­ hood druggist in tubes, jars, and boxes, and milk is delivered in bottles. tain life.

Out of cans comes everything imaginable to sus­ Often these seem to him to spring not from the

good earth, but from the belts, the machines, and the end­ less whirr and noise of the modern factory of industrialized America.

Is it desirable that modern education should leave

alien to the city child the origin of common foods and common

p Camping.

Johanna M. Lindlof Camp Committee, Adventures in

5 objects which he accepts unthinkingly as a familiar part of his home background?

City classrooms today produce the

phenomenon of children who have a limited concept of the origin of common things but who eagerly seek "the meaning of things" when queries stir the questioning spirit. Is there then, a possibility that in connection with the classroom there can. be found a method by which children can learn more readily about the living that goes on in rural and forested America?

Is it not true that some phases

of living can be taught more realistically in the very sur­ roundings that hundreds of printed works still leave as un­ solved mysteries in the city child's mind?

Nor, is the

reference only to teaching recognition of black spruce* red maple* and swamp honeysuckle* or to learning the wonders of glacial kettle holes and insectivorous plants* but to learn­ ing without preachment those attributes of character which can better be acquired through sensing the interdependence of human beings in twenty-four-hour-a-day-living-together in the great out of doors. The nearest workable modern method by which a twentieth-century child can experience adequately simple conditions of life in the midst of this twentieth-century civilization of ours is by getting into a tent and making it do for a place in which to live for at least some part of

6 the summer months.

He needs to meet the original problems

of living that stimulated thought in his ancestors. The question in the minds of educators .is whether or not it would be desirable to give every child, in school today

outdoor experience of an educational character as

part of the school program.

Such a program would fall

naturally into the scope of school planning for the school year.

The new outdoor education movement encourages the

linking of activities,3 such as the history of early settlers, map and barometer reading, organization of weather stations, exploration -by compass, outdoor cooking, trips to bird sanc­ tuaries, reforestation projects, study of land formation, knowledge of farming, and so on.

Increasingly now, throughi

out the United States, recognition of the need for educa­ tional camping has begun to manifest itself among boards of education and educational institutions. Day camps, conducted during the school year, are oper­ ated by boards of education such, as those of Baltimore, Maryland, Ellensburg, Washington, and Pittsburgh, Pennsyl4 vania. In the summer of 1934., the public schools of New 3 Helen K. Mackintosh, Camping and Outdoor Experiences in the School Program, p. 26. ^ Johanna M. Lindlof Camp Committee, Adventures in Camping, p. 31.

7 York City, together with several social agencies, ran "day outing camps” for 4,000 children per day, two days per week to August l6th, and every day from August l6th to the end of the

month.^

of day program, is nominal. tration is at a minimum.

The cost of running this type The organization and adminis­ One director would be required

to set up a program to be used.

The teacher would then

present the program to the students. Educators are turning more enthusiastically now to the two or three week camp as a more desirable education plan.

The Battle Creek Board of Education has a year-

round school camp at Clear Lake near Dowling, Michigan, which it operates for the schools of Calhoun County.

This

is a five year program being conducted on 40 acres of wood­ land leased to it by the W. K. Kellogg Foundation.

This

Board of Education camp is operated as an integral part of the public school curriculum.

During the school year groups

of 80 children rotate every two weeks.

Here, a complete

staff is needed to direct a program of this size.

Children

pay a nominal fee for food, approximately $5*00 per week. The children of families unable to meet this budget are ad­ mitted without question, funds being raised by student 5 Mackintosh, o p . cit., p. 7 .

8 activities. The Fitch Foundation Camp at Dowagiac, Michigan,, sponsored jointly by the Board of Education and the Founda­ tion,, operates all-year-round on its 75 acre site on Cable Lake.

The Dawson School, a public school, since 1938

has conducted a May and October program.

Many other com­

munities are engaged in similar undertakings.

The trend

in teachers’ colleges in New York State and New Jersey is moving in the direction of setting up camps for teacher training, organizing special institutes, and making adapta­ tions in their curricula to admit outdoor camping education. New York University, since 19^0, has cooperated with National Camp at Sussex, New Jersey, in giving a six point course in preparing for advanced leadership in camping and outdoor education.^ Some time ago San Diego celebrated the first anni­ versary of Camp Cuyamaca.

This event signalized the coming

of age of the nation’s first successful publicly supported year-round community-school camp program.

To the foresighted

school people, public officials and citizens who had labored so diligently and well to create this unique departure in youth service, Camp Cuyamaca’s birthday was proof positive

^ Johanna M. Lindlof Camp Committee, Adventures in Camping, p. 33.

9 that the school-carap in S&n Diego County was here to stay. The school-camp program was at the start an effort to develop some form of wholesome extra-school activities for San Diego’s war-time children.

During those years schools

and other agencies were strained to the limit. Detailed negotiations to obtain camping facilities for San Diego children were carried out with the support of local citizens, and at the state level by Governor Warren and his staff, the California Youth Committee, the California Congress of Parents and Teachers, and the State Department of Education.

This led to the acquisition and rehabilitation

of the former CCC site in Cuyamaca State Park.

By the summer

of 1945 a full season of camping, under the expert leadership of Edwin Pumala, Robert Goodall and carefully selected camp counselors, was afforded 900 children, and a number of parents, teachers, and others interested in the development. Created by joint ordinances in 194 3, "the City-County Camp Commission was the official body administering this activity. By the time that the first successful summer program was com­ pleted, a new and broader concept had been developed by the Commission. Palomar Mountain Camp that began January 2 J , 1946, was the center for a work-experience education project for six San Diego City high schools.

Under the supervision of

10 the San Diego County Property Department, which had been allocated funds for this work, approximately 200 high school seniors spent ten days per group in rehabilitating buildings and grounds.

Educational standards of the camping ,experi­

ence are established by the City and County Schools, prin­ cipals, teachers and curriculum specialists working to­ gether with the camp directors and counselors.

The activi­

ties at both camps have been under constant survey and a continuous improvement in the educational quality of the offerings was obtained. To fully realize the important educational values of camping, it was necessary to integrate the camp with the school program, to design an educationally sound set of activities, to train a staff to professional standards and employ them in that status, and to operate the year round. The school camps provide experiences in group living, new teacher-pupil and new adult-child relationships, stimulating situations for children in a new, wholesome environment, and many other character-building experiences.

Many other com­

munities and school systems throughout the State have studied the organization of the San Diego program, due to the fact that it is one of the first to develop an educational camp program in Southern California. Camp Hi-Hill, the Long Beach Municipal School Camp,

11 Is co-sponsored by the City of Long Beach and the Long Beach Board of Education.

Between the opening of the

camp In April, 1948, and the end of August, 1949* a total of 25 different elementary schools participated in the camping program.

Camp Hi Hill is considered by the Long

Beach Board of Education, Holley Ashcraft, camp supervisor, and Ken Pike, camp director, an integral part of the elementary school program where an opportunity is provided for a complete sixth grade and its teacher to live and study together for the period from Monday morning through Saturday morning.

The camp is staffed by a camp director,

two teacher-counselors, four student-counselors, two cooks and a caretaker.

All are twelve month employees except

the student-counselors, who serve in the capacity of cabin and student assistant-leaders.

Student-counselors are drawn

for periods of a week or more from Long Beach City College. The Los Angeles City School system for a number of years has operated a school camp in the Angeles Crest Moun­ tains below Mt. Wilson about fifty miles from Los Angeles. This camp started some twenty-five years ago as a reforest­ ation project, and developed into a school camping project from a week end camp-out to a week camp enjoyed by boys and girls 6f vhrious grades in the Los Angeles City Schools. It is hoped by the present director Howard Bell that it will

12 expand, and Include all boys and girls in the City School System.

Work progresses on this camp and. new portions are

added each year with the help of the City Board of Education, and the Forestry Service of the United States. The major philosophy of the program is based on learn­ ing through a direct experience.

It is known that this type

of learning is faster, is retained longer, and is accom­ panied by a deeper appreciation and understanding.

Much

subject matter studied inithe classroom can be actually seen and experienced in a properly conducted camp.

III.

ORGANIZATION OF REMAINDER OF THESIS

The second chapter of the thesis deals with the prob­ lem of securing an adequate site for the school camp. shows the necessary procedures in securing a site.

It

The

legalities that enter into the procedures are discussed.

The

different aspects are delved into, such as sanitation prob­ lems, accessibility, the educational value of surroundings, and the cost of operation'and maintenance. The third chapter presents the organization of the educational staff.

The leadership of educational camp pro­

grams must be of the highest caliber.

Their background be­

ing such that they are capable of contributing valuable material in a way that it is interesting and enjoyable to

13 the student.

This chapter shows the intricate method fol­

lowed by counselors, teachers, directors, office assistants, nurses, and others who participate in making the camp program run smoothly. Chapter IV shows how the programs are financed.

It

shows what part the board of education plays in the organiza­ tion of the camp program and what help they can give with the budget.

It tells the place of the camp committee in the

program, and its functions. Chapter V discusses the question, nWhat are the Public Relation Problems, and How Are They Met?"

To secure

this information, questionnaires were sent to other camps. Local problems were brought to light. What are the problems incidental to construction and conduction of a camp is the question answered in Chapter VI. Housing, expansion, food, maintenance, expense, legalities; these problems are all examined. Chapter VIII is the final chapter of the thesis.

It

Is a summary chapter of findings, conclusions, and recom­ mendations.

Tabulation of experiences of camps and expecta­

tions that can be achieved are given in this chapter.

CHAPTER II HOW TO SECURE AND DEVELOP AN ADEQUATE CAMP SITE

I.

DESCRIPTION OP CAMP SITES IN USE

The mountain ranges seem to present a more desirable site for a camp.

When selecting possible acreage for improve­

ment, camping committee’s have evaluated the natural re­ sources of a particular site and also of surrounding areas which at a future time may also be secured to join the origi­ nal site.

See Table I, page 15.

The camp site selected by the Long Beach Camp Directors is on the north slope of Mt. Wilson in the Angeles National Forest, about fifty miles from Long Beach.

The camp, in its

canyon setting, has as a major physical asset, in addition to the surrounding mountains it includes, a wealth of forest trees such as the bay, live oak, maple, sycamore, alder and big cone spruce.

On the opposite southern slope are found

contrasting desert plants including manzanita, yucca, buck­ thorn, wild lilac and numerous flowering plants. The only means of access, except by Forest Service helicopter, is a mile of gravel road dropping about 600 feet from the Red Box Ranger Station.

Here the campers, 35 to 40

in number, a complete class and teacher, are deposited by

TABLE I ANALYSIS OF SCHOOL CAMPS SECURING AND DEVELOPING A CAMP SITE

Leased site from govern­ ment

Tyler, Texas Los Angeles,Calif.' Cleveland Hts.,Ohio Baltimore, Md. Gladstone, Mich. Crystal Falls,Mich. Sussex, N.J. Dowling, Mi ch. New York, N.Y. Culver City,Calif. Colinga,Calif. Lansing,Mich. Long Beach,Calif. Garvey,Calif. San Diego,Calif. Mt.View,Calif. Oakland,Calif. Saginaw,Mich. Totals

X X

Built build­ ings on site

X X

Committee for pur­ pose of securing site

Site purchased outright for School Camp

Site rented from other groups (YMCA, etc.)

Site owned or leased by co­ opera­ tive group

X

X X

X X

Site shared with other groups

Use site only during school months

X

X

X

X X

X X

X X

X X X

X X

x .

X X

X

X

X

X X X

6

3

^

X

X

X

X

X X

X X

X

X

k

X X X

X

X

X X

Site leased for more than five years X

X

X

X

Camp used during summer by school

5

5

5

9

8

16 school bus for their introduction to mountain living.

It

is a mile hike into camp and they enjoy every minute of this exciting introduction to camp life. The Iron County project, familiarly known as the Indian Lake Youth Camp, near Crystal Palls, Michigan, is environmentally perfect.

It is situated in a virgin stand

of timber that is representative of the timber growing in the county.

There are the hemlocks, the gray and white

birches, the hard and soft maples, the ash, basswood, pine, spruce and balsam, and a lot of lesser varieties.

The plant

life, including the three or four fern, species and jewel plants, are great in range as is the animal and bird life. Indeed, in such an. environment nature study and conservation do not have to be taught; they are "caught'1 and retained because of the practical, realistic, and understanding con­ tacts with that environment and the various forces operating within it. The idea of a school year-round camp in San Diego county was conceived seven years ago by a group of natureloving citizens who saw the possibilities for the healthful development of their youth for civic betterment inherent in a community camp program open, to all school children.

Parent-

teacher groups, the county and city superintendents of schools, a member of the County Board of Supervisors, and

17 various individuals championed the idea.

A committee was

formed, the outgrowth of which is the present San Diego City-County Camp Commission, a five-member board represent­ ing city and county governments, city and county schools, and parent-teacher organizations.

The committee negotiated

for land and buildings with various Federal departments and with the State Park Commission.

This group obtained a

former CCC camp site in. a state park area fifty miles east of San Diego. As soon as military regulations would permit, they began a program of rehabilitation, and development of the property.

The camp is located along a small stream at an

. elevation of four thousand feet.

Wooded slopes ascend to

east and west, and farther up the valley are higher peaks. Chaparral growth, pine, and deciduous trees present a fascinating variety of plant forms.

Wild flowers and flower­

ing shrubs succeed each other in delicate bloom throughout the spring and summer.

In the autumn, leaf coloration pre­

sents an interesting experience for California coastdwellers. The Cuyamaca region has produced a series of Indian legends dealing with geological upheavals, mountains, trees, and streams ;-1these are worked into both nature hikes and storytelling activities.

Tree-naming games, star-study,

18 animal stalking,, a nature trail (the children, participating in its layout), murals of animals on walls of the dining hall,'*' plaster casts made of animal tracks, a science museum, a miniature zoo, a fish, pool, and an aquarium are some of the means used to bring to the campers realization, of the riches of the natural environment in which, they are living. Arts and crafts work stresses the use of native materials, shrubs, and pine cones.

A native clay bed, yielding brown

clay nearly as pure as strained clay, was discovered by the craft counselor on a hiking trip with the children.

This

is used for modeling figurines of the animal life observed in the park. The recently constructed school camp of the Mountain View School of El Monte is located in the Big Pines Recrea­ tion. Area in the San Bernardino Mountains and is situated in a vast area of pine timber with an expanse of mountainous area to prey on the curiosity of its youthful campers. The procedure in obtaining a camp site is namely three fold, however, it may vary in different localities.

Mountain

View obtained theirs through a long term lease with the Federal Government, whereas San Diego secured theirs through

i

These murals were painted by the assistant cook, who also fiddles for square dances and tells yarns at camp fires.

19 the State Park Commission.

Long Beach purchased theirs

direct from former owners. These descriptions of the various camps are but a few of the camps that are in the process of organizing or that have already experienced a camp program.

II.

PROBLEMS OP SANITATION .IN SECURING A CAMP SITE

There are problems of sanitation to consider when deciding on a camp site.

See Table II, page 20.

the foremost problems to think of is drainage.

One of This is

important for. the method of waste disposal must be approved by the State Board of Health.

This includes toilets, septic

tanks, cesspools, and other places for waste deposits. In Michigan the County Departments of Health are responsible for health, sanitation and safety.2

In Wisconsin

the State Department sets up rigid laws governing licensing of children's camps. Waste disposal units must be located so that under­ ground water supplies and lakes or streams are not contamin­ ated.

There must be one toilet for each fifteen campers

and staff.

Separate toilets must be provided for each sex.

2 Report of the Workshop on Legislation (Chicago, Illinois: American Camping Association, October, 1948), p. 73 Loc. cit.

TABLE II ANALYSIS OF SCHOOL CAMPS PROBLEMS OF SANITATION, HEALTH, AND ACCESSIBILITY

Health laws are man­ datory by ‘a state group

Tyler, Texas Los Angeles,Calif. Cleveland Hts.,Ohio Baltimore,Md. Gladstone,Mich. Crystal Falls,Mich. Sussex, N.J. Dowling,Mich. New York,N.Y. Culver City,Calif. Colinga,Calif. Lansing,Mich. Long Beach,Calif. Garvey,Calif. San Diego,Calif. Mt.View,Calif. Oakland,Calif. Saginaw,Mich. Totals

X X X X X

Sanita­ tion laws are governed by a county group

Health laws adrainistered by local camping associa­ tions

Health and sanita­ tion laws set by indivi­ dual camps

X X X X X

Campers hike into camp

X

X

X X

X X X X

X X

X

X X X X

X

X X X

X

10

11

3

2

2

Roads avail­ able year round to camp

Con­ Site stant perm­ test­ anent ing by forest­ of water er service

Water furn­ ished

X X X X X X

X X X X X

X X X X X X

X

X

X

X X

X X

X X

X X X X

X X X

X X X

X

X

X

X

X

13

3

13

13

X

Camp more than 75

miles from school

X

X

2

21 They must be well ventilated and well lighted.

Provision

for privacy must be made; also, hand washing facilities must be maintained. There should be an inspection made to determine how many hazards there are on the land and also on ajoining lands.

Lakes and streams should be thoroughly inspected

for swimming hazards.

The sanitary requirements of bathing

facilities must conform to requirements .‘of the State Board of Health.

All camp buildings must meet the requirements

of the State Department of Education, Architecture Division. All electric wiring must be approved according to the Under­ writers Code.

In some counties electric wiring, as well as

buildings must also be approved according to building codes. In Los Angeles Departments of Health

County, as in numerous counties, and Safety set certain standards that

all camps must comply with in order to conduct camps for boys and girls. These regulations may be- obtained by applii cation to the Los Angeles County Department of Building and Safety, Los Angeles, California. Recently a survey was conducted on sanitary and safety laws

governing school camps.

Refer to Table III, page 22.

In considering the water supply, here again, the drainage is important.

The water supply used for drinking,

culinary and personal cleanliness must be certified by the

22

TABLE

III

ANALYSIS OF STATE CAMPING REGULATIONS IN THENTY-ONE STATES1

Loca­ tion and drain­ age

Ark. Conn. Fla. La. Me. Md. Mass. Mich. Miss. Mo. Mont. N.H. N.J. N.C. Ohio Penna R.I. Vt, Va. Wash. Wis. N.Y. Okla. fyiri o

Sleep­ ing and living quarters

Food ‘ Food' Milk" ’■Water '"Dish Camp protec'- storage supply supply wash-■ clean­ and retion li­ ing frigeraand ness good ation handl­ ing

X X X X X X X X

X X X X X X X

X

X X X X X X X X X X

X

X

X

X

X

X

X

X

X

X X

X X X X X X

X X

X X

X X

X X

X X

X

X

X

X

X X X X X X

X X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X

X X X X

X

X X X

X X X X X X X X

X X

X X

X X

X X

X X

X

X

X

X

X XX X X X X X X

x

X X

Totals 27

Garbage’ waste handl­ ing and disposal

X X X

X

T11-?nm‘ e

Proper sewage disposal

X X X X X X X X X X

X X X X X X X X X X

X

Sani­ tary toilet facilities

X X X X X X X

X X

X ftonr*on u

17

x-

a in A

21

T \T p > u >.TprR^v hflVP

2!

1 Report of the Workshop on Legislation page 10 Oct. 19^8 Chicago, Illinois

20

X

X X

X

lb

11

American Camping Association

20

Super- Program Animal Fire regu­ vision pro­ la­ tection of tions camp­ ers

Beaches and Swim­ ming pools

X

X X X X X X X X X X

X

X

X

X

X

X

X

X

X

X

X

X

9

21

X

X X

X

X

X X

X X

V A

V

X X

X

X

X

X

X

X

-V /V

X

X X

X

X

Permit license or regis­ tra­ tion

X X X X X X X X

Management responsible for super­ vision

X X X X X X X X XX X

X

x

x

X X X

X X X

X X

X X X

X X

12

6

X Tint.

X

X'

X X

Camp per­ son­ nel

X

X

X

X

X X

Pests, weeds and rodent con­ trol

X X X X

X X X

X X X X X X X X

c+.smrlnWI.q +/hn-h

« -!-> < = > r.i fi-1

18

X

Medical and nursing care

X

X X X X X

X X X X

X X X

X

17

16

X

regulations. 12

7

10

2

6

12

23 State Board of Health or an approved laboratory of the county in which the camp is located.

The sanitary condi­

tions of the sources of water supply must conform to the requirements of the State Board of Health. The water supply should be tested early enough so that any necessary changes can. be made before the opening of camp.

Common drinking cups are prohibited.

Drinking

fountains of a type approved by the Board of Health must be supplied and kept in a sanitary condition, or individual drinking cups must be provided.

Drinking water from sources

other than those at the base camp, used on hikes and trips away from camp must be known to be safe, or made safe be­ fore using. purification: inated lime,

Any of the following may be used for water 1. Halazone tablets or equivalent. 3* Any hypo-chlorite preparation.

the water for twenty minutes.

2. Chor4. Boiling

Mater purified by any of these

methods must stand for thirty minutes before being used. A place for garbage disposal on the camp site must be investigated.

Garbage must be kept in fly-tight, leak

proof containers, and be disposed of daily by removal from camp, or by incineration, or by burying deep enough to pre­ vent animals from digging. not recommended.

However, the latter method is

The place of the garbage disposal, if on

campsite, must be kept sanitary.

It is recommended that

24 tin cans be washed, flattened, and disposed of at regular and frequent intervals, and not be allowed to accumulate, however, in different counties different.regulations exist, and it is wise to secure such information- before contemplat­ ing construction of a camp.

These instructions in most

cases may be obtained from your local or county departments of building and safety. Again, at this point it is recommended that local and county agencies be consulted prior to any construction of garbage disposal, sewage units, and drainage installations. Most counties, particularly in the State of California, have very set ideas on sanitation, and health laws, particularly your county and city departments of health and sanitation. Men are available in these departments to assist you in your camp planning. The accessibility of the site is of most importance. Most of the camps consulted in this study are fifty to seventy-five miles from the school district.

School buses

are put into use in transporting the campers to the camp site, and home again.^

If mountain roads are not accessible at all

times, particularly in the winter months, this necessitates packing-in on the part of the campers.

4

Roads should be kept

State of California Educational Code, Section 16271., Article 2, page. 4131949-

25 open as much as possible.

The necessity of campers packing-

in comes when roads are not available high up in the mountains. The question arises: that gives privacy?

Is the camp site in a location

Is the site permanent?

CHAPTER III ADMINISTRATIVE STAFF It is often stated that a camp can be no better than the quality of its leaders. In the camps surveyed it was found that the caliber of directors and counselors is greatly improving over that of the past years. I.

HOW WAS THE EDUCATION STAFF ORGANIZED TO DEVELOP THE PROGRAM?

The school education camp is becoming recognized more and more as an important factor in the education, of children.

The camp should be organized and conducted on

a basis of sound educational principles, and should be organized according to the same pattern, as any other phase of the school program.

The camp staff should consist of a

director, registered nurse, dietitian-cook, counselors, and maintenance men with the same professional relationship and standing as the faculty and employees of the school.

Boards

of education that operate camps during the summer usually keep the camp staff on the payroll during the summer months, employing extra individuals as needed.

Two or more local

school districts, for economical reasons, may through legal contract combine their resources, camp sites, buildings, and finances for a unified camping program.

27 The following outline describes the usual organiza­ tion of the school camp "set-up.” Organization A.

If a school district operates a camp during the school year and as a regular part of the program, the reporting of costs incurred are listed in the regular categories in- the reporting form.

B.

If the camp program is operated by boards of education during the summer, disbursements are reported under Auxiliary Services.

C.

If a board of education employs teachers on a contract, requiring twelve months of employment, such .teachers may be assigned to a school camp and the salaries will be listed in the regular instructional budget.

D.

In any plan of administration of a school camp, the board of education must be a part of the operating arrangement.

E.

School camps must be operated on a non-profit basis.

F.

School districts may use school buses for trans1 porting students to and from camp.

1 State of California Educational Code, Section 16271, Article 2, page 4131949-

28 Preparation for camps may be carried on under a variety of administrative arrangements. page 29* instances.

See Table IV,

Camp Committees have been found desirable in most They increase the number of contact points be­

tween the camp organization on the one.hand, and the school and community on the other. Director.

This committee appoints a Camp

The Camp Director or Resident Director as he may

be called, must have state approved, teaching credentials of good standing and have the ability for directing the entire camp program,.

To operate a successful camp program is the

responsibility of the camp director.

This problem can be made

less difficult for him if he is careful in the selection of his counselors.

Counselors should be selected on the basis

of their training and ability in carrying through activities smoothly, profitably, and in maintaining acceptable behavior standards of the campers.

Each cabin counselor has charge

of a group of eight to ten campers and is responsible for them during their stay in camp.

Each counselor has his spe­

cial activity, and may work in three or four different parts of the program.

The counselor staff including senior counsel­

ors are directly responsible to the director.

The cabin

counselor must have qualified for the position by application and recommendations presented to the Camp Committee, or the board of education.

The senior counselors must have state

TABLE IV ANALYSIS OF SCHOOL CAMPS ORGANIZATION OF THE ADMINISTRATIVE STAFF

Director appointed by application by bd." of ed.

Tyler, Texas Los Angeles,Calif. Cleveland Hts.,Ohio Baltimore, Md. Gladstone,Mich. Crystal Falls,Mich. Sussex, N.J. Dowling, Mi ch. New York,N.Y. Culver City,Calif. Colinga,Calif. Lansing, Mich. Long Beach,Calif. Garvey,Calif. San Diego, Calif. M t .View,Calif. Oakland,Calif. Saginaw,Mich.

Totals

Good man known and selected

Director hires and dis­ misses own personnel

Counselors hired from local colleges

Camp committee appoints director and his staff

Counselors receive board and room only for pay

Counselors receive regular pay

Training program provided director and staff

Teachers act as counselors

Full time doctor is hired

Full time nurse is hired

x x x x x

x

x

x

x x

x

x x x

x

x

8

8

10

10

0

30 approved teaching credentials. Long Beach hires their camp directors and regular full time certified personnel on a regular salary scale comparable to their teaching salary scale.

The director

of the camp equals a principal of an elementary, school. Certified teachers are selected as senior counselors.

Most

school systems that conduct camping education base their camp employees on a regular school salary scale. The medical department of the camp program includes a doctor and a registered nurse providing the camp program is extensive enough to afford both.

A nurse, who must be a

registered nurse, will be satisfactory in a smaller program. The nurse, who is responsible for the general health of the camp, may train one or two campers to assist in clinic and first-aid work. The dietitian, is responsible for the work involved in feeding the camp.

This job may be taken over by the head

cook where a minimum staff is required.

One or two mainte­

nance men or caretakers are needed for the upkeep of the camp, depending on the size of the camp.

It is recommended

that one caretaker or maintenance man be employed for every five acres or fifteen buildings in the camp.

This, however,

may vary under different circumstances such as finances, and living quarters available.

This caretaker or maintenance man

31 may be required to drive a school bus, be a general handy­ man or laborer. staff, is

He, as well as the other members of the

directly responsible to the camp director.

A few campers who have special ability in leadership and who have worked up through the various honor groups may become activity assistants, helping the counselors in the various major interests of the program.

It is planned to

develop at least one assistant for each activity.

In each

group of campers there is one who has proved his depend­ ability and leadership, and who serves as a helper to the counselor in caring for the group. The counselors’ duties may be divided into two divisions:

The senior counselors, and the cabin counselors.

The senior counselors, usually certified personnel experienced in camping, are to plan and direct activities in the field of arts and crafts, nature lore, science, music, dramatics, campcraft, and recreation.

The cabin counselors are to

supervise the children in dormitories and mess halls, teach grooming, cleanliness, health habits, and manners by example in their leadership.

This brings forth our camper-assistant

who is a student-assistant appointed by the cabin counselor from his or her group of ten children. The cabin counselors serve in the capacity of student leaders.

Cabin counselors are drawn for periods of a week

32 or more from college and university students, particularly recreation, physical education majors or graduate students if arrangements can be made.

It is one of these workers

that is in charge of the dining room and assists with office and trading post routine; others rotate dormitory supervision and assist with such camp activities as trail hikes, cookouts, arts and crafts programs, and council fire ceremonies. The office clerk is usually a cabin counseTor employed especially for the clerical routine work, but also to assist in some of the activities.

Campers may help in many of the

routine office duties. Each teacher has a unique place in the life at camp. The camp program is a cooperative enterprise.

The objective

is to create happiness for all through the participation of each--from the director to the youngest child--according to his abilities and his needs.

The contribution each teacher

can best make depends upon his own personality and his equip­ ment for living.

The camp week affords an extraordinary

opportunity to experience the growth of children as whole personalities.

The teacher may share in all phases of their

life during this time when development is powerfully stimu­ lated.

The more fully the teacher shares in the experience,

the better he will understand the changes which inevitably take place in the individuals in his class, and the more

33 aware he will become of the range and depth of new knowl­ edge the children acquire.

In brief, the teahher’s job

at camp is to equip himself for better teaching, and to prepare himself to consolidate and extend the gains made by the children. It is the counselors, and not the teachers, who are responsible for carrying through activities smoothly and profitably and maintaining acceptable behavior standards. The teacher is thus free to establish an entirely new re­ lationship with the children and to see them from a new standpoint.

The success of the teacher in establishing

himself in his new role depends largely on his expectations. It is not to be expected that children at camp should behave like children at school--or- that counselors should act like teachers in a classroom.

The camp situation establishes its

own behavior standards and demands its own appropriate methods. The teacher who accepts his position as one who has come to share the experiences of his pupils will be most content; for then the children will accept him. The Camp Director consults with each teacher and works out with him a flexible program which will enable him to par­ ticipate fully in the camp life.

There are responsibilities

which teachers are asked to assume.

They are responsible

for explaining the camping trip to the children.

They are

34

to see to it that Health and Registration forms are re­ ceived by parents and returned in time.

Notices of ex­

planations of the camping trip are given out to be taken home to parents.

The teacher will instruct the children

what to take, the time and place of departure, and other practical details.

They will also act as counselor on

the busses taking children to and from the camp. It is very important to give the children a sense of security about the trip, both for their own sakes and their parents*.

They should know that they will have plenty of

good food, comfortable dormitories and that they will have kind, experienced adults to fall back on in case of need. They should understand that the simple camp rules are made-usually by the children themselves--to keep everyone safe and to promote happiness, and that they will be well taken care of if anything goes wrong with them.

The teacher knows

it is better to stimulate anticipation of adventure--an V,

expectation of being surprised--than to form a precise mental picture of the camp and its activities.

Such pictures are

always inaccurate because, at best, only a few phases of camp life can be given secondhand. The camp program is flexible, and this variability combined with changes of season and weather tends to make

35 the experience of each group unique and different from all others.

To tell the children exactly what they are to see

and do is to disappoint them. It is helpful if the teacher who goes to

camp con­

fers on his return with teachers who have not gone.

A

good deal of valuable experience can be passed on in this way.

The teacher who stays behind can probably get the most

from the children themselves.

They are generally bubbling

over with their experiences.

These experiences the teacher

can share by arranging class situations that start the dis­ cussion and channel it usefully. The role of the teacher in the camp program is creative. In this pioneer educational enterprise,, the objectives and contributions of all who participate are important.

The

teacher is a key participant.Following, is a complete schedule of a day In camp and the administrative responsibilities delegated to each staff member:

II.

AN ACTIVITY DAY IN A SCHOOL EDUCATIONAL CAMP

6:30 AM--- Arise from bed, and under supervision of the cabin counselor dress, wash., and tidy up in preparation for breakfast. 7:00 AM

Under supervision of cabin counselor the group moves as a unit to their table in the dining hall for breakfast.

36 7:45 AM

Host and Hostess of the table, under guidance of cabin counselor prepare to wash dishes.

8:00 AM

The cabin group reports to counselor at cabin to tidy up and clean cabin.

8:30 AM

Entire cabin group with counselor proceeds to assembly area to plan program for the day with aid of camp director, senior counselors, and cabin counselors.

9:00 AM to 10:45 AM

Activities of program such as crafts, nature study, soil erosion, and history take place under guidance of senior counselors, with assist­ ance of cabin counselors supervised by camp director.

11:00 AM to 11:30 AM

Under supervision of counselors, children return to assembly area to discuss the events partici­ pated in and discuss things learned in activity period. This is conducted by camp director and senior counselors.

11:30 AM

Under cabin counselors guidance the campers re­ turn to cabins in preparation for lunch.

12:00 N to 12:45 PM-- Lunch time. 12:45 PM-- Host and Hostess, under supervision wash dishes and tidy tables.

of counselor

1:00 PM to 2:00 PM

All campers have rest period under jurisdiction of cabin counselors. Campers may write letters during this period.

2:30 PM to 3:00 PM

All children meet at assembly area under cabin counselor for program plan for afternoon activi­ ties .

37 3:00 PM to 4:30 PM

Activities such as cook outs, hikes with bird lore, trail exploring, dramatics, music, reforest­ ation, and conservation.

4:30 PM to 5:00 PM

Return to assembly area for discussion of things learned during afternoon activity period.

5:00 PM to 5:30 PM

Return to cabins under cabin counselor supervision to prepare for dinner.

5:30 PM to 6:30 PM

Dinner hour unde*r supervision of counselors and director.

6:30 PM to 7:00 PM

Host and Hostess wash dishes and clean up tables.

7:00 PM to 8:00 PM-

Under supervision of counselors, assemble at camp fire circle area for story telling, community sing­ ing, and dramatics presented by the children, members of the staff, and counselors.

8:00 PM

Return to cabins under supervision of cabin coun­ selors and get children, ready for bed.

8:30 PM

Lights out.

CHAPTER IV WAYS OP FINANCING A CAMP PROGRAM Raising money for "camperships” is one of the most important phases of any school's par­ ticipation. The camping trip .is most valuable as an experience in democracy; and it cannot be democratic unless every child has an equal chance to attend.

I.. HOW ARE PROGRAMS FINANCED? Publicity and fund raising, as a rule, should be the functions of the Camp Committee.

Care must be taken to keep

within proper legal and ethical bounds in matters of pub­ licity and fund'raising.

It is particularly important to

picture the camp as it really functions when setting out to raise funds for the camp. A special camp committee with proper officers to manage its affairs should be established.

The members of this com­

mittee may be appointed from a parent organization or school officials.

Other members may represent the community.

Every member of the committee should have special abilities such as publicity, personnel, legal, or advertising ability.

Each member should be given definite responsibili-

ties, and should keep informed as to the particular phase of camp work in which he is associated with in his own camp, as

-

well as the progress of the entire camp movement. movement.

The camp

The camp director should always be a member of

the committee and wherever possible representatives of the counselor staff should be included. The committee managing the camp should be of a perma­ nent nature.

In early fall, if possible/ and not later

than January 1st, meetings should be held and the committee should be responsible for the selection of a camp director, developing a budget for the camp, applications for admission to the education program, and operating policies.

Every

effort should be made to improve the quality of the camp and its program. Funds for building a camp with completed buildings may be too exorbitant for a school district to cope with. However, funds may be raised to the amount of carrying on a camp program.

Refer to Table V, page 40.

When there is a

limitation on funds, a camp site may be secured by other means.

Namely, by leasing camps from the Federal Government,

or renting camps from already established organizations such as Camp Fire Girls, Y.M.C.A., Boy Scouts, or similar groups. There are several ways in which a camping program may be financed.

In a general bulletin published by the Los

TABLE V ANALYSIS OF SCHOOL CAMPS PROBLEMS OF COST OF OPERATION AND MAINTENANCE

Operation and maintenance paid for by campers

Tyler,Texas Los Angeles,Calif. Cleveland Hts.,Ohio Baltimore, Md. Gladstone,Mich. Crystal Falls,Mich. Sussex, N.J. Dowling,Mich. New York, N.Y. Culver City,Calif. Colinga,Calif. Lansing,Mich. Long Beach,Calif. Garvey,Calif. San Diego,Calif. M t .View,Calif. Oakland,Calif. Saginaw,Mich. Totals

Campers Maintepay nance only men for mainfood tain and its camp preparation

Cost of operation and maintenance paid by bd.of ed.

X X X X X X

X X X X X

X

X

X

X

X X

X X

X X

X X X X

X X X

X X

X

X

X

6

Ik

12

X X X

X

X

Cost of operation and maintenance paid by city-county Commission joint oper­ ation

Camp furnished with budget

Budget com. makes budget

X X

X X

X X

X X X

Annual budget duty of camp director

At least one maintenance man hired for camp

X X

X X

X

X X X

X

X

X

X X

X

X

X

X

X

X

X

X X X

X

8

3

6

6

X

6

11

41 Angeles County Superintendent of Schools,^ a survey was made of the camping programs in Los Angeles County.

Three

districts that are operating a camping program submitted the. following information about their camps: 1. None of the three own their camp sites. 2. All three lease their camps from the Federal Govern­ ment . 3. Of the three camps, one is maintained by the school district, one by the City Governments and one by a s , non-profit organization. x 1AH1 In order that the directors the communitys and the camp committee may be aware of the monies available for the maintenance of the camp, and know how the money is allocated, a budget should be prepared by the committee.

The reasons 2 for a budget are many, but a few may be mentioned: 1.

It gives the contributing public an idea of the money needed to finance plans for the year.

2.

It gives the directors a definite money needed to finance plans for

knowledge of the the year.

3- It makes necessary year-round planning of work based on costs and available income. 4. It provides control over expenditures at the time they are made.

^ Bulletin-General #34:49/50 E- Research and Guidance.

0

Aims and Guides for Improving the Practice in Camp­ ing , published by Committee on Camping. ("New York: The Children’s Welfare Federation, 1942).

This budget may be met by contacting organizations interested in providing camping education opportunities for children.

It may be possible to obtain the money for

camp operation from community groups such as Parent-Teacher Associations, Women’s Clubs, Service Clubs, or Merchants Associations. Principals have often raised money themselves, but it is one of the responsibilities that may be delegated to an able committee member. Camp Cuyamaca, situated in the mountains back of San Diego, is entering its third year of maintaining and operating a successful camp program.

The financial problems

are under careful direction of the City-County Camp Commis­ sion.

The policy of the City-County Camp Commission is that

pupils should pay only the normal cost of their keep--which would be borne by their parents if they stayed at home.

A

fee of $11.00 covers this cost for a 6 day Week, plus medical reimbursement insurance premium.3

a h

other costs are paid

from funds of the City-County Camp Commission, with, the ex­ ception of transportation.1*

3 The Medical Reimbursement Insurance premium per camper is $. 40 for five days. This provides coverage for accidental injury up to $500.00; for sickness up to $100.00; for accidental death or dismemberment $1000.00. ' . ^ Money may be obtained for transportation from com­ munity groups or the children may be charged a small fee to cover transportation‘cost.

43 The success of the school camping program results only from full community participation and cooperation. Refer to Table VI, page 44.

City and County governments

have matched appropriations for its support in San Diego and in Long Beach the City government with the board of education have collaborated and contributed the utmost in planning and staffing.

Civic organizations, parent-teacher

groups, labor unions and other groups have been generous of time and effort.

Special bodies, such as the Elementary

School Principals Camp Committee and the local school-camp committees directly aid in administering the program.

Con­

tributions and donations coming into the committee in. San Diego include donations from the following: Rosenberg Foundation, Tri Delt Sorority, Del Mar Charities, Kiwanis, Federated. Trades Council, and The Welfare Department,--the main contributions being the campers1 fees. The Mountain. View School Camp at Big Pines was con­ structed by labor paid by the Board of Education and funds for materials were raised through benefits, contributions, and donations. San Diego and Long Beach being large districts and having considerable funds with which to work cannot be paralleled to smaller districts. Camp Hi-Hill, the Long Beach Municipal School camp

TABLE VI ANALYSIS OF SCHOOL CAMPS FINANCING THE SCHOOL EDUCATION CAMPING PROGRAM

Program financed by joint operation of civic groups Tyler, Texas Los Angeles,Calif. Cleveland Hts.,Ohio Baltimore, Md. Gladstone, Mich. Crystal Falls, Mich Sussex, N.J. Dowling, Mich. New York, N.Y. Culver City,Calif. Colinga,Calif. Lansing,Mich. Long Beach,Calif. Garvey,Calif. San Diego,Calif. Mt. View,Calif. Oakland,Calif. Saginaw, Mich.

Totals

Program financed by board of education

Program financed by dona­ tions and charity benefits

Program financed by interested groups

Program financed by state agencies

X X X

X X X

x._ X

Every child has an op­ portunity to attend camp

X

X X

X X X X

X

X

X

X X

X X

X X

X X X

X

X X X

X X X

Camperships are donated by various froups

X

X

X

x

X X

3

11

2

1

1

10

12

4-5 is co-sponsored by the City of Long Beach and the Long Beach Board of Education.

The City owns, maintains and

improves the camp facilities and the Board of Education conducts the program.

The Board of Education also finances

the leadership and the transportation of the campers and their luggage.

The student campers pay $9*50 per encamp­

ment which covers the cost of food, the cooks’ salaries, and an insurance fee for the period from Monday morning through Saturday morning.

II.

HOW TO RAISE MONEY FOR LESS FORTUNATE CAMPERS

At the beginning of the chapter the following fact was given.

Raising money for f,campershipsri is one of the

most important phases of any school’s participation.

It is

therefore essential to obtain funds for those who cannot pay the entire fee.

At the same time*it is necessary to protect

the children who receive help from developing feelings of inferiority or shame. Some "camperships" have been provided by charity funds; others, by donations from such groups as service clubs and women’s clubs.

In one community the Parent-Teacher

Association established a 'revolving fund of $800.00.

Money

is withdrawn as required for "camperships” and parents pay back to the fund at their convenience as large a part of the

46 fee as they are able. The Camp Saving Plan used by several schools has been extremely successful.

It has been found that even

the children of poor neighborhoods are able to save the designated amount needed.over a period of time without hardship or undue stress.

Money handling and saving for a

definite and desired objective have educational value,, and the children tend to gain much more from an experience which they themselves have earned through their own effort and self-denial. The need for a budget has been mentioned.

It might

be well* at this time* to discuss the necessity and prepara­ tion of a budget.

The budget should be prepared annually

and in advance of a financial campaign* or in advance of the beginning of operations.

Data should be compiled showing

all sources of income over a period of years* and estimates for the future should be made.

Information should be com­

piled showing expenditures over a period of years for each activity of work in the program.

Allowances should be made

for extension work* changed economic conditions* salary changes* and other contingencies.

All estimates should be

made conservatively and a margin left for unforeseen emergen­ cies . Wherever a situation exists that makes it impossible

47 for the camp committee to meet during the summer, one of its members should be designated to act for the committee in relationship to the budget and needs expressed by the director. If some unexpected situation should develop creating need for new expenditures,, the director should be able to get an approval without going to more than this one person. Should new equipment need to be budgeted and the budget supervisor sees a possibility for savings in view, his word should have weight with the director.

Bi-weekly, or at the

end of each month, the director and budget supervisor should check on the finances of the camp. When fees are charged they should be associated and adjusted with the camp’s need for such income, the community’s ability to pay, and the actual cost of maintaining a child at camp.

Care should be taken to avoid inter-camp rivalries.

Fee reduction as a means of filling empty places at camp and the abuse of scholarship privileges should be avoided. fees are highly desirable.

Fixed

A fee should be set for those

directly associated, as well as those attending the camp, rather than a variable or sliding scale.

CHAPTER Y PUBLIC RELATION PROBLEMS Notwithstanding m o d e m psychology parents still have a place in the world and are held legally, and morally, responsible for their children.

I.

WHAT ARE THE PROBLEMS IN PUBLIC RELATIONS?

The home is the unit of society, and whatever affects the home affects society.

Children are to their parents a

priceless treasure, and when their treasure is delivered into the keeping of a camp director for a week or ten days, a cooperative relationship between parent, child, and director must be established if best results are to be ob­ tained . Parents can be of assistance to a camp director only in proportion to his willingness to aid them.

Cooperative

parents will never become a nuisance when visiting camp, nor will a director make it unpleasant for parents when they do visit camp.

Cooperation is best secured through understanding.

Public relations is a long time problem in the organi­ zation of an institution, and as in every other form of struc­ ture problems in public relations come to the front in a school camp program.

Refer to Table VII, page 49-

Some of

TABLE V II ANALYSIS OF SCHOOL CAMPS PROBLEMS IN PUBLIC RELATIONS

Parents object to the camp

Tyler, Texas Los Angeles,Calif. Cleveland Hts.,Ohio Baltimore,Md. Gladstone,Mich. Crystal Falls,Mich. Sussex, N.J. Dowling,Mich. New York,N.Y. Culver City,Calif. Colinga,Calif. Lansing, Mi ch. Long Beach,Calif. Garvey,Calif. San Diego,Calif. Mt.View,Calif. Oakland,Calif. Saginaw,Mich. Totals

Civic groups are for the camp program

City reacts favor­ ably to the camp program (news­ papers)

X X X X X X

X X X X X X

X

Local organi­ zations react favorably to program

City offi­ cials react favorably to camp program

X X X X X X

X X X X X X

X X X X X X

X

X

X

X

X X

X X

X X

X X

X X

X

X

X

X

X

X X

X X

X X

X X

X X

X

X

X

X

X

13

13

13

13

13

State organi­ zations react favor­ ably to program

Parents object to coed­ ucational camping program

Parents complain of the ed­ ucational philosophy of the camp program '

Parents doubt children learn anything in camp

50 those problems that most be met If a school camp is to run successfully are as follows: 1. Orientation, of children and parents to the camping program. 2.

Orientation of the community to the camp program.

3.

Orientation of the civic units of government, and gaining their cooperation in the camping endeavor.

4. Gaining confidence for your camp program from the service organizations in the community. 5. Orientation of the local officials of govern­ ment in the camping program.

II.

HOW THE PUBLIC RELATION PROBLEMS ARE MET.

Orientation of parents, as well as children should take place before the child embarks for his session at camp. In San Diego, the camping committee has met this problem through the medium of a film.-*-

This film was made at the

camp and shows completely the program that .is carried out during a camp session.

It is a well made film done in

color showing actual scenes of the children participating in the camp program. In Long Beach the problem has been met by a recording of a class session beside a stream studying the subject of

1 Carcp Cuyamaca, San Diego1s Educational Camp. Dis­ tributed by Paragon Productions, 4770 Bancroft Street, San Diego, California.

51 erosion.

All conversations recorded prove to the listener

that the child learns subject matter while actually doing, seeing or hearing.

This pertains especially to science and

nature study. The success of the school-camping program results in success only from full community participation.

Civic

organizations, parent-teacher groups, labor unions and others may be stimulated to the educational program, and in turn, find means of contributing time and effort to the ever­ growing plan.

These groups are in. a position to set up

financial aid both to the camp and also the camper. Some mention has already been made pertaining to "camperships” in Chapter IV.

The Hcampershipn should be ex­

plained to all organizations that would be interested in contributing to a child’s future education. Considerable tact and patience are sometimes required to overcome misunderstandings which, cause parents to deprive their children of the camp experience, such as parents not being able to provide sufficient warm clothing, or suitable garments which might be obtained from the Parent-Teacher Association or other such organizations with no embarrassment on the child’s or parent’s part. Some principals have found personal visits to parents helpful and rewarding in averting misunderstandings.

Other

52 members of the Camp Committee, teachers, and Parent-Teacher Association representatives may be very effective in dealing with parents.

Pace-to-face conversations between fellow

members of a community are more effective than speeches, printed materials or films.

It has been found very helpful

to invite groups of parents to visit the camp.

On their

return they talk with other parents and promote understand­ ing of the camps purposes and problems thus, trusting in it as a place for their children to stay for a week.

Usually

such trips are most easily arranged in cooperation with the Parent-Teacher Association.

It works best to invite a few

of the most intelligent and articulate parents.

They should

not visit the camp while their own children are there; a few weeks previous is the best time.

It Is quite disturbing

to a child to have his parents pursue him to camp.

Gains

in independence and self-confidence are set back, and the child may become home-sick merely because his parents seem to expect it.

When parents wish to visit the camp, arrange­

ments should be made through the camp director.

Question­

naires to parents and to the children after the camp experi­ ence, are also valuable in promoting the camp program.

CHAPTER VI CONSTRUCTION AND CONDUCTION OP A SCHOOL CAMP It has been said by all that to receive the best out of camping one should attend to it summer, spring, winter, and fall. Problems in­ cidental to its deduction are the two main ones of conduction and construction.

I.

PROBLEMS INCIDENTAL TO CONSTRUCTING A SCHOOL CAMP

Cabins are becoming the standard sleeping quarters in organized camps.

In order to avoid crowded conditions

which prevail in tents and to prevent the danger of spread­ ing disease through contact, especially colds, cabins seem to be better for school campers.

Spacing in the cabins is

important particularly for young people and groups which are brought together for the first time.

A cabin with

adequate spacing and ventilation should meet all health re­ quirements.

The United States Public Health Service require­

ments call for a capacity of 352 cubic feet and forty-four square feet floor space per camper, with sufficient ventila­ tion in each cabin.**'

Zenon Raabe, "Organizing Camp Buildings and Their Accessories," The Camping World, February, 1935.

54 A cabin fourteen by sixteen feet accommodates from five to six campers and a counselor.

Redwood siding or

pine log matched siding may be used in the construction of the cabin.

Shelves should be built above the windows on

the inside of the cabin for placing shoes and toilet articles. In the corners of the cabin, plan for clothes closets. The wood in the construction of the buildings should be treated on the outside with a creosote stain, such as brown, green or weathered oak.

Asphalt shingles are recom­

mended as a precaution against fire hazards, however, in some areas wood shingles are preferred by the forestry service. Where there is sufficient area, buildings should be scattered and not centralized, to prevent complete destruction of all buildings should there be a fire or damage from wind storm or hurricanes.

Various plans for camp lay-outs such 1 as a midget recreation unit, a small organized camp on a lakefront site, a medium sized camp and a large camp, dep

scribed by Albert H. Good

offer many suggestions to those

who are modernizing their camp or those contemplating build­ ing a new camp.

^ Zenon Raabe, Camping World, January, 1936.

2 Albert H. Good, Camping World, April, 1938.

55 Each camp should express its own personality in the type of buildings used.

The layout of camp structures for

a camp of fifty or more campers should include: 1. 2. 34. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Sleeping cabins as described. Wash room and toilets. Administration building. Dining hall and kitchen. Director’s cabin. Infirmary with isolation ward. Social hall. Craft cabins or building. Helper’s cabins. Boat house (if on lake). Storage and tool house. Outdoor theatre. Chapel, preferably outdoors. Incinerator for reguse disposal. Garbage container enclosures. New wooden buildings should have a priming coat of

paint or linseed oil as soon as the weather permits,* followed by a finishing coat within a short time.

Outside painting

can be done whenever the surface is dry and the weather is not damp.

Best results are obtained when the temperature

is between sixty and eighty degrees Fahrenheit.

Outside

painting should be done every three to five years if good paint is used. Having secured pure water, a practical system for storage and distribution should be installed and measures taken for its protection from pollution by mice, small animals, dead leaves, and refuse.

The elevated tank has many advan­

tages for storing water, as water can then be sent to all

sections of the camp property, as well as supply the needs of the kitchen and toilets.

For drinking purposes, the

water may be run through a series of pipes to a bubbler elevated to the proper height.

At the base of the bubbler

bury a box for ice, in which pipes leading to the bubbler may be coiled.

This will keep the water cool at all times.

Avoid ice water in camp.

Carefully watch the use of drink­

ing water, as campers have a tendency to drink half the contents of a cup of water and throw what remains on the ground, resulting in a mud hole.

Paper cups are inexpensive

and should be on. hand at all times. have a drain leading to a pit.

The wash houses should

Water used on a trip away

from camp should be taken in large five gallon thermos con­ tainers from the camp water supply. The installation of a good gasoline or electrically operated pump and an adequate pressure tank is the best way of caring for the water supply of a camp. Electricity for the camp, at this point, should be discussed.

Camps that are located near Edison Company power

lines have no trouble at all.

The Edison Company will, for

a nominal charge (depending on the distance of the camp from the power lines) install wiring from their power lines to your camp, however, you must wire your own camp facilities, and buildings.

If you are located at a distance of twenty-

57 five hundred yards or more from the power lines it makes it economically impossible to have lines brought into your camp from the poles, and a small gas generator should be purchased.

These gas generators vary in price from $500.00

to $2,000.00 depending on quality and'place of purchase. The Mountain View School purchased a generator from the Educational War Surplus Department for $35-00 and had it repaired for camp purposes.

It serves as a unit in

lighting the camp, as well as furnishing power for the kitchen stove.

Its cost of operation amounts to a few cents

a day, probably cheaper than Edison light power. A wash room should be provided, making sure that there is a sufficient number of faucets and basins,^ to avoid crowding.

Hot water in camp is a sanitary necessity.

Swimming does not always remove dirt, and about twice a week hot water shower baths should be available.

II.

PROBLEMS INCIDENTAL TO CONDUCTING A SCHOOL CAMP Conducting a school camp presents many points to be

considered prior to its establishment. page: 58.

Refer to Table VIII,

Some of those more pertinent problems are:

1 One faucet for every ten campers is recommended by the Los Angeles County Department of Health and Sanitation.

TABLE V I I I ANALYSIS OF SCHOOL CAMP PROBLEMS INCIDENTAL TO CONDUCTING A, SCHOOL CAMP

Boys and girls are in camp together

Tyler, Texas Los Angeles,Calif. Cleveland Hts.,Ohio Baltimore,Md. Gladstone,Mich. Crystal Falls,Mich. Sussex, N.J. New York,N.Y. Culver City,Calif. Colinga,Calif.. Lansing,Mich. Long Beach,Calif. Garvey,Calif. San Diego,Calif. , Mt.View,Calif. Oakland,Calif. Saginaw, Mich. Dowling,Mich. Totals

Facilities A full time for coedu­ cook is em­ ployed cational camping are avail­ able

X X X X X X

X X X X X X

X X X

X X

X X

X X X

Camper’s insurance is avail­ able

Legal ad­ visor for canq? is available

X X

Camp has room for expan­ sion

Swimming facilities are avail­ able

X X X X X X

X X

X X

X

X X

X X

X X

X X

X X

X X X

X X X

X X X

X

X

X X X

X

X

X

12

12

11

X X

X

X

.7

7

X X X

X

10

11

Camp or camp com­ mittee have been involved in law suit

59 1. Gare and cleanliness in dishwashing and clothes washing. 2. The purchase of the milk supply. 3: Garbage disposal. 4. Refrigerator care. 5. Drainage. 6. Feeding problems. The foregoing problems incidental to conducting a camp, the author realizes, are only a few of the actual problems that arise in a camp program, however, it is felt that they are the most important in the establishment of a camp program, and it is those that will be discussed in the next section. Dishwashing in camp is 'too often a very unhygienic process.

The water is often below the temperature necessary

for destroying bacteria, and the soap plays little part in the disinfection of utensils, and unclean dish towels are filled with infective material.

Dishwashing may appear to

be a trifling detail but the science of hygiene is built up of trifles.

The ideal way is to install a reliable dishwash­

ing machine; one that can be operated..by hand or by electric­ ity, where the dishes are subjected to a soapy bath, then rinsed in scalding hot water and dried by exposure instead of by towels.

Milk cans and covers should be first rinsed

in cold water, then washed with a pure soap and hot water, then scalded.

Cans, then should be turned to drain, aired

out-of-doors, and preferably in the sunlight.

60

The Long Beach Camp has a very unique way of caring for the dishwashing problem.

At each table during meal time

there is appointed a boy host and a girl hostess. responsibility is rotated periodically.

This

At the conclusion

of the meal it is necessary for the hostess to clear the table,, while the host obtains the two dish pans from the kitchen; one with soapy hot water for washing dishes,, the other containing hot clear water and disinfectant for rinsing the dishes.

At the conclusion all articles are returned to

the kitchen by the host and hostess.

This plan has proven

very effective in the Long Beach Camp. Progressive camps have installed electric washing machines with wringers and drying attachments, for laundry purposes, to care for dish cloths and towels.

If there is

a nearby laundry it is preferable to send the camp laundry and the campers' laundry once or twice a week. Be sure to visit the local milkman or dairy before contracting for the camp supply of milk, to make sure that sanitary laws are observed in its production and care.

It

spoils very readily and is frequently responsible for trans­ mission of typhoid fever, septic sore throat, diphtheria and other communicable diseases.

Secure from the Board of

Health of the State in which the camp is located the laws regulating the sale of milk, and insist upon the milkman

61 adhering to the law. safety.

The use of pasteurized milk insures

An Inexpensive lactometer, such as Is used by milk

Inspectors, will reveal whether the milk is watered or not. Garbage is best disposed of by having a nearby farmer cart it away, or by burning or burying it at a safe distance from the camp.

Have tight-fitting covered cans for various

kinds of garbage; usable garbage for feeding animals and that which is unusable. line it with stone.

To burn garbage, build a pit and

In. this build a wood fire about an hour

before beginning to incinerate the garbage; place solids directly on the fire and pour the liquids over the hot stone wall of the pit.

Tin cans may be carted off.

Burn out the

garbage cans by spraying with kerosene and then applying the match. camp.

This should never be attempted by the children in This is the maintenance men's responsibility.

Spray

the ground around garbage cans with a mixture of small quantity of chloride of lime dissolved in a half bucket of water, using a garden, spray.

Flies dislike this mixture.

Some camps keep pigs during the camping season, and the gar-, bage is used for fattening purposes.

At the close of the

camp the pigs are sold at a profit.

Feeding the pigs is a

new experience -for city-bred boys and girls and furnishes them with a real thrill. Place wire waste-paper containers or barrels in

62 different parts of the camp for refuse.

These containers

should be emptied every, day and the contents burned.

Sal­

vage heavy wrapping paper, twine and rope, for these arti­ cles will be

eagerly sought at the going-home time.

Desig­

nate a placein camp where such useful articles may be stored so as to be available when needed. Flies breed in filth.

A fly is an enemy to health.

Cover garbage cans, screen kitchens and dining rooms, burn waste material, and there will be no flies.

A clean camp

is a great discouragement to flies. Extreme vigilance must be maintained in keeping refrigerators clean and sweet, and in disposing of any food that may be decayed.

Make sure that the corners and every

part of the refrigerators are thoroughly cleansed at least twice a week.

A mild solution of ammonia water, followed

by a thorough scalding, is effective.

A large number of camps

have installed electric refrigerating systems. Build health

codes.

a septic tank and leeching line, according A drain pipe of tile should be laid from

kitchen to the septic tank.

to the

Dissolving a little lye or

Drano in the drain pipe of the sink frequently will keep the drain free from grease.

Clogged drain pipes cause invoriveni-

ence and may breed disease. Every camp director should know about feeding boys and

63 girls.

There are five things that the food we eat must do

for us:

(l) Maintain the internal involuntary body pro­

cesses, such as heat contraction, respiration, digestion, etcetera. warm.

(2) Generate heat to keep the body sufficiently

(3 ) Rebuild and repair its own rundown or wornout

body tissues.

(4) Store up reserve energy, a fuel for ill­

ness or emergency use.

(5 ) Produce energy to enable us

voluntarily to walk and do all kinds of physical and mental work. When we know that food must do these five things for the body, we can at once see that the selection of food and the amount to be used is a very important factor in camp management.

The menu should be planned to provide daily:

1. One quart of milk in food or as a drink. If milk is served at breakfast, mid-morning and supper, it should be omitted at the noon lunch. 2. kt least one vegetable besides potato, with greens (spinach, swiss chard, cabbage, beet greens or dandelion greens) three or four times a week. Let­ tuce should be served with a salad once a day.

3 . Fruit, fresh or dried, and fruit juices. 4. One serving of cereal, cooked or dry grain cereals. Have a variety of cereals.

5 . Wholegrain bread or milk bread, or corn bread or bran muffins.

*

6. Meat, fish, or egg.

7 . The hearty meal of the day at noon.

CHAPTER VII SUMMARY, CONCLUSION, RECOMMENDATIONS I.

SUMMARY CHAPTER OP FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Modern living has created a set of problems which require for their solution more and more study, planning, and organized effort. Summary.

Youth is our most valuable resource, and

the measure of an advanced community may be found in. the state of its services for youth,.

Forward looking citizens,

lay and professional, have for some time recognized that education, in expanding outwards into the community, is meet­ ing the defined needs of youth.

The school curriculum is

becoming a succession of real experiences, aimed at develop­ ing awareness of society, occupational fitness, civic com­ petence, and a balanced personality in the individual youth. .The community, in adjusting those instances of per­ sonal or group maladjustments of youth, is finding that the schools are increasingly interested in. what happens to children out of school and to young men and women who have left school.

Cooperation between the school and other com­

munity agencies is reaching a high level.

Thus, the product

of the school today is being measured in terms of the final

65 outcome, and the experience of the community as a whole is being put back into the school. Educators and camp authorities have begun pooling their thinking on what could be done to solve new problems with an old device.

One of the needs of children, about

which parents and teachers alike are concerned, is the need of developing the attitudes that derive from group living. Another is the need for gaining self-reliance.

The child's

knowledge that he has the ability to do things for himself in daily living and the derived respect for parents and others who create the comforts and necessities which the child makes daily use of, are important.

The wholesome

enjoyments that come from experiences in nature, should be considered in this entire over-all program of community and school in relation to the child's adaptation to group living. These and other areas of need, and providing for needs, have been defined.

Almost all of. them were principally mat­

ters of character enhancement; quiring skill and knowledge.

secondarily, matters of ac­ Consequently camping, as the

unique environment where experiences could be offered that would build adequate youthful personalities, is considered by alert educators to be a sound opportunity for extending the service of the schools. A program of work will do much to prevent campers

66 from continuing the life of indolence,, selfishness and dependence resulting from modern city life.

It is a

calamity to deny boys and girls the joy of doing things. The erection of cabins and tent-houses, building piers, council rings, etc., by the campers, should be a part of the program in. camp.

The introduction of cabins, which

provide dry sleeping quarters and good beds and enable the campers to readily adjust themselves from their home life to the life of the camp, does not rob the camp of the spirit of camping but, when properly designed and constructed, adds to the atmosphere and. environment of camp life. Conclusions.

A survey of the school camping educa­

tion program, through a questionnaire, has been made in an investigation of camps throughout the country.

Out of ap­

proximately twenty-five camps contacted, seventy-seven, per cent of them were able to contribute information which could be compared with that of various other camps, both on the west coast and east coast. of camps in. the middle west.

There are a very limited number The development in. that sec­

tion of the country in this respect has not progressed with the exception of one or two states. The problem, of securing and developing an adequate camp site shows the following tendencies:

67 1. The majority of camps did not lease their camp from the Federal Government. 2. One half of the camps formed a committee for the purpose of securing a site. The other half did not find it necessary.

3 . A very small ratio of camps have built their own • buildings. For the most part,, the buildings were already erected on the sites. The following tabulations have been made on the cost of operation and maintenance of the camp: 1. Fifty per cent of the camps have the campers pay the cost of operation and maintenance, while the other 50 per cent have sufficient funds for cover­ ing this phase of the problem. Some camps cover the cost of camp operation and maintenance through the Board of Education in their annual budget. 2. The approximate cost of operation per ten children per year has not yet been determined by most of the camps operating,, partially due to the fact that this is their first year of operation. Those that have been operating for some time find that it cost on an average of $140.00 to $ 160.00 per year per ten children. Under the organization of the Education Staff, the director was appointed upon application by the board of trustees of the school district. every camp.

This is true for almost

Most directors are given the power to hire and

fire their own personnel.

In a few cases this is not true.

The financing of the School Education Camping Program shows the following results:

(l) With the exception of two

camps, the program is not financed by joint cooperation of

68 civic groups.

(2) In nearly every instance, the board of

education finances the program. Public Relation Problems relating to the School Camp show

the following trends:

fl) The parents are one

hundred per cent for the camp and its program.

(2) All the

civic groups and service clubs in the camp areas are in­ terested and anxious to lend any help possible.

(3) The

city newspapers * publications, etc., react favorably to the camping program. tional camping.

4. The parents do not object to coeduca­ 5- None of the parents complain of the

educational philosophy of the program.

6. There is no doubt

in the minds of the parents as to whether or not the young­ sters learn anything in camp. Recommendations.

The following are recommendations

regarding a school camping education program that were, de­ rived from this study, which included reports, interviews, questionnaires to campers, talks with parents, lectures, visitations to camps, and the author’s experience in construct­ ing a school camp: I. Securing an adequate site. A. A camp site should be as close to the school as possible and still have the aspects of camping. It should be no further than fifty to seventyfive miles from the school district.

69 B. The site should contain valuable resources that will lend to the camp program such as clay banks, bird sanctuaries, animal reservation, Indian or other primitive life background, some historical setting, and natural flora. C. The site should have adequate roads accessible the year around. D. The camp site may be purchased, leased or rented. E. The location must consider the problem of super­ vision,

A lack of hazards is important.

II. Problems of sanitation. A. Adequate water must be available. B. Proper drainage must be arranged, and maintained. C. Toilets, septic tanks, and cesspools must pass rigid state and county Board of Health Codes. D. Hand washing facilities and drainage of these facilities must be provided. E. All electric wiring and buildings must pass in­ spection by representatives of building depart­ ments in the area. F. Mater should be inspected daily for cleanliness. G. An adequate garbage and trash disposal unit must be arranged.

70 III. Organization of the administrative staff. A. A full time director is in charge of the camp for fullest efficiency.

His duties are:

1. Directing the camp and its program. 2. Employing and dismissing camp personnel. 3- Working with the camp committee on the camp budget. 4. He receives applications to enter camp. B. A full time registered nurse should be hired. Her duties are: 1. The care of the health in the camp, including staff, teachers, and children. 2. Prepare all health reports on the camp. Receive reports on any unsanitary conditions existing. 3- Supervise, in cooperation with the dietitian, the diet provided for the children. C. Cook and dietitian. 1. A full time cook should be hired, and should assume the responsibility of the dietitian if it is economically impossible to hire a dietitian. 2. The cook-dietitian is responsible for the preparation of all food consumed in. the camp. 3. The cook-dietitian is responsible for the order­ ing of all food consumed in the camp.

71 4. The cook-dietitian is responsible for the diets of the people in camp. 5. The cook-dietitian is responsible for the kitchen,, its cleanliness and sanitation. D.

Senior counselors. 1. At least two senior counselors should be hired as advisors to the director in. regards to camp activities.

2 . The senior counselors are responsible for the plan­ ning and direction of activities in. the field of arts and crafts, nature lore, science, music, dramatics, camp-craft, and recreation.

3 . The senior counselors have to be certified teaching personnel. E. Cabin counselors.^ 1. These counselors are employed on a part time basis. 2. Cabin counselors should be college or graduate students, working for degrees; however, in some instances junior college and even high school grad­ uates have proven satisfactory for elementary school children.

3 . Cabin counselors should be «in charge of no more -■ than ten children, at a time.

4. Cabin counselors are responsible to the director at all times for conduct of the children in cabins, in camp, on hikes and during meals, as well as activity and rest periods.

5 . Cabin counselors should be experienced in camping. 6. Cabin counselors should teach grooming, health habits, cleanliness, and manners by example and leadership. Student assistants. 1. Appointed by the counselors to assist in the operation of the program within the counselor's Jurisdiction. 2. Assistants help the counselors in matters of cabin discipline, cook-outs, on the trail, and wherever deemed necessary by the counselors.

3 . Student assistants may help in office or clerical routine of camp work. Maintenance men. 1. One maintenance man should be hired for every five acres of land or every fifteen buildings. 2. Responsible to director for maintenance and cleanliness of buildings and grounds.

3* Responsible to director and reports to nurse any unsanitary condition that may exist in camp. 4. Maintenance man is the caretaker of camp during off seasons of camping.

5 . Maintenance man is responsible for the opening of camp,, at the beginning of the season, and closing of camp at the end of the season.

6 . The maintenance man may be requested to drive a bus, or be a general handy-man around the camp. H. The teacher. 1. The teacher must share in the camping experience with the children. 2. The teacher,must equip herself for better teach­ ing through the camp experience.

3 . The teacher

must explain the camping trip, with

the help of the director, to the children. 4.

The teacher

is responsible in

seeing that the

health and registration forms are received by parents and returned in time to the camp nurse.

5 . The teacher instructs the children in what to take, the time and place of departure, and other practical details.

74 6. The teacher acts as a counselor on the bus taking children to., and bringing them from, camp.

7 . The teacher has no responsibility in regards to actual camp planning or to the program itself. I. The camp-committee. 1. A camp-committee is a must. 2. The camp committee is responsible for the hiring of a director.

3 . The camp committee is responsible, with the assistance of the director, for preparing the budget. 4. The camp committee, with the camp director, is responsible for the publicity of the camp and its program.

5 . The camp committee acts as a lieison officer between the camp staff, director, and the geneeral public. IV. Financing the school camp program. A. The financing of the program and the camp is the . chief responsibility of the camp committee. B. The camp should be run on a budget formulated by the camp committee in collaboration with the camp director.

75 C. A nominal fee should be charged for normal cost of the campers’ keep.

Nine dollars and fifty

cents to eleven dollars, depending on cost of food, for a six day week.

This includes food,

transportation and insurance. D. Camp should be a non-profit organization. E. Provision should be made so that every child has an opportunity to attend camp. F. Children should be encouraged to save their own money for the camp experience. V. Public Relation Problems. A. Cooperative relationship between parent, child, and director must be established for a successful camp program. B. The camp committee should be responsible for pub­ licity, and public relations, with the assistance, and cooperation of the camp staff and director. C. Acclimate the community to the program via lec­ tures, films, printed materials, recordings, and visitations by the principal and director before setting out on a camp program. VI. Problems 'incidental to construction and conduction of a school camp. A. Avoid overcrowding in barracks.

B. Buildings should be scattered and not centralized. C. Buildings should be painted every five years. D. Electrical supply should be considered. It is hoped that in the future, an educational camp­ ing program can be offered all children throughout the nation. "We are continuing the progress of education in a most profit­ able direction by providing outdoor experience for our boys and g i r l s . G a m p

leadership training should include prepara­

tion of all candidates for this field.

More than ever before,

we need to provide programs of positive benefit to youth. Extending education to the outdoor environment is a challeng­ ing opportunity for our schools today>

Dr. Paul Hanna, Stanford University, Camping Education. A pamphlet distributed by the San Diego CityCounty Camp Commission. 19^8.

B I B L I O G R A P H Y

9

BIBLIOGRAPHY BOOKS Dimock, Hedley S.,, Prof. of Education Y.M.C.A. College, Chicago. Ph. D. University of Chicago. Camping, and Character. New York: Association Press, 1929. Mason, Bernard S., Dept, of Sociology, Ohio State University Camping and Education. New York: The McCall Company, 1930. Northway, Mary L., Ph.D., Chairman of Committee on Education and Research, Charting the Counselor *s Course. Toronto London-New York: Longmans, Green and Company, 1940. Revel, Dorothy, Tented Schools. Little Russell Street, London: Williams and Norgate Ltd., 193^* Saunders, J. Edward, Safety and Health in Organized Camps, New York City: National Safety Council. 1 Park Ave. Pressman, Mildred B., Bibliography of Camp Safety, Hygiene and Sanitation. New York City: National Safety Council. 1 Park Ave. MAGAZINES Berg, Otto M., ’’Selecting a Camp Site,” The Camping World, February, 1936. Deming, Eleanor, "Counselor Week in Camp," The Camping Magazine, March, 1933* Keithy Walter J., The Building of It. day, Page and Company.

New York City: Double

Ledlie, John A., and Francis W. Holbein, "The Camp Counselor Manual," New York City: Association Press.. Lehman, Arnold M., "Camp Business Administration,” The Camp­ ing Magazine, October, 1938. Raabe, Zenon, "Organizing Camp Buildings and Their Accessories," The Camping World, February, 1936.

78 Welch, Fay, "Factors Involved In Locating, Developing and Operating an Organized Camp," The Camping Magazine, November, 1935-

A P P E N D I X

79

WHAT IS BEST TO TAKE TO CAMP IN SUMMER ESSENTIAL ITEMS BEDDING AND LINEN

RECOMMENDED NUMBER

Blankets sheets (muslin or flannel) Bath towels Wash cloths

TOILET Toothbrush ARTICLES Tooth paste Soap Comb Kleenex

4-6

CONVENIENT ITEMS BEDDING

RECOMMENDED NUMBER

Pillow pillowcase

1 1

2 3-5 2 1 1 1 bar 1 1 box

CLOTHING Heavy sweater 1 or coat 1 Slippers 2 Shoes m T m shirts or sport shirts 5 Undershirts 6 o Socks Underpants 5 1 Gloves 2 Pajamas Handkerchiefs 3 Tough trousers 2--4 1 Bathing suit

CLOTHING Belt Dress shirt Dress or skirt and blouse Scarf or bandana Bath robe

TOILET Hand lotion ARTICLES Soap box pair Hair brush pair Mentholatum tube or chapstick Shower shoes Shower cap pair (for girls) pair pair Laundry bag Sewing Kit Flashlight Canteen Camera Compass Jackknife

This table may be subject to change according to summer or winter or place where camp is situated.

1 1 1 1 1 1 1 1 1 1 pair 1 1 1 1 1 1 1 1

80 TYPICAL MENUS FOR TWO WEEKS The following menus indicate the type of meals that campers should be given. Week-by-week repetition should be avoided Breakfast

Dinner

Supper

Orange Oatmeal Bread and butter Cocoa

Hamburger balls Boiled potato Stewed corn Canned pineapple and cookie Milk

Spaghetti and tomato sauce Vegetable salad Bread and butter Chocolate pudding Milk

Banana Corn flakes Roll and jelly Cocoa

Roast lamb Peas Raw carrots Fruit jello Milk

Scrambled eggs Tomato salad Bread and butter Fruit and cookies Milk

Applesauce Wheatena Bread and butter Cocoa

Pot roast Carrots Noodles Fruit and cookie Milk

Baked lima beans Vegetable salad Roll and butter Ice cream Milk

Stewed prunes Oatmeal Raisin and cin­ namon bread Cocoa

Roast veal Mashed potatoes String beans Fruit jello Milk

Frankfurters and rolls Sauerkraut Cookies Watermelon Fruit punch

Stewed figs French toast with syrup Puffed rice Cocoa

Beef stew Cole slaw Deep dish apple pie Milk

Baked beans Lettuce salad Pineapple . Cookies Milk

Breakfast

Dinner

Supper

Applesauce Puffed rice Scrambled eggs Bread and butter Cocoa

Codfish cakes Mashed potatoes Scalloped to­ matoes Peaches Milk

Salmon and pea salad Sliced tomatoes Roll and butter Chocolate pudding Milk

Orange Wheatena Raisin and cin­ namon bread Cocoa

Fricassee of lamb Boiled rice Peas Peaches Milk

Vegetable salad Cottage cheese Dutch apple cake Milk

Stewed prunes French toast with syrup Puffed rice Cocoa

Hamburg balls Mashed potato Beets Pears Milk

Baked macaroni and cheese Tomato and cucum­ ber salad Chocolate milk

Stewed apricots Corn flakes Rolls and butter Cocoa

Spanish steak Baked potato String beans Lemon Meringue pie Milk

Cold cuts Potato salad Sliced tomatoes and cucumbers C’ eler^rhearts Layer cake Iced tea

Honeydew melon Bacon and eggs Hot muffins Coffee

Baked halibut Scalloped tomatoes Mashed potatoes Plums Milk

Split pea soup Soda crackers Tomato and Cucum­ ber salad Bread and jelly Chocolate pudding Milk

Banana Corn flakes Roll and jam Cocoa

Roast beef Mashed potatoes String beans Fruit jello Milk

Scrambled eggs Raw carrots Bread and jam Ice cream and cookies Milk

82 Breakfast

Dinner

Supper

Banana Corn flakes Roll and butter Cocoa

Lamb chops French fried potatoes Cocoanut custard pie Iced tea

Vegetable salad Cottage cheese Bread and butter Fruit and cookie Milk

Stewed figs Farina Bread and jelly Cocoa

Corned beef.. Boiled potato Plums Bread and butter Milk

Spaghetti and tomato sauce Bread and butter Peach cobbler Milk

83 MEDICAL INFORMATION FOR ENTRANCE TO CAMP NOTE; This blank must be filled out and signed by appli­ cant’s parent and examining physician not more than 5 days before entering camp. This blank should be turned in the morning the child goes to camp. NAME (print)_____________________________________ AGE_______ ADDRESS

___________ CITY___________

___

CAMPER’S HEALTH HISTORY. DISEASES APPLICANT HAS HAD (Answer Yes or No) Measles ____ _____ Diphtheria_______ Kidney disease. ., German Measles Scarlet fever Ear or sinus dis* Mumps ____________ Rheumatism_________ ease _________ Whooping cough Typhoid___________ Hernia (RupChicken pox_______ Heart disease... ture..._________ Infantile Tonsillitis_J_______ Paralysis...____ 1. Does he/she wet the bed at night?____________________ 2. Does he/she walk in his sleep?______________________ 3. Is there any particular kind of food, that makes him/ her ill or causes a skin rash? If so, specify:__ 4. Has he/she been immunized against Diphtheria?_______ When? 5. Has he/she been vaccinated against Smallpox?________ W h e n ? ____ 6. Has he/she been vaccinated against Typhoid?_________ W h e n ? _____ 7. Is he/she subject to Asthma? Hay fever?___________ Poison ivy?________ 8. Is he/she subject to Headaches? Constipation?___ 9. Do you know of any physical disorder that should keep him/her from taking part in the regular camp activities? if so, specify:. 10. Is he/she now, or has been, under medical care within the past six months?_________ 11. Has he/she been exposed to any communicable disease within the past 21 days?_____________________________ MEDICAL EXAMINERf,S REPORT Eyes_______________ Heart_____________ Nose' _________ Lungs_____________ Ears____________ • Extremities_______ Mouth and Throat Hernia

Abdomen_ Genitals, Skin _

84 I have examined the above-named applicant for entrance to Camp and find him/her physically qualified to be accepted as a Camper, and to enter into all Camp Activities, except the following: (Note any restrictions)______________________ Da te S igned ____________________ (Examining Physician) RELEASE FOR MEDICAL TREATMENT Date____________ I hereby grant permission for any medical or surgical care to be given to ___________________in any emergency which may occur while he/she is in attendance at School Camp, in­ cluding such care rendered through school facilities. Signature__________________ Address_____________________________ Relationship to Child______________

85 APPLICATION FOR COUNSELOR POSITION AT SCHOOL CAMP NOTE:

Please fill*'in this -form completely and accurately. The information you give here will become a part of your personnel record in the office of the School Camp.

1. Name: Mr., Miss, Mrs._____ _____ _____ ______ ____ _______ (Last) (First) (Middle) Name of husband if married:__________________________ Married woman give maiden. name: 2.

Phone

Present Address: (Street and No.--City)

S.

Phone Permanent Address: (Street and No.— City)

4.

Date of birth:

Place of birth:

Citizen

(Circle the item which applies) Description

Married Status

Dependents

Male Sex: Female Height Weight Color Hair Color Eyes

Single Married Divorced Separated

Children Parents Relatives

5.

Physical defects in sight______ Hearing_____ Speech_____ Feet

6.

Whole Partial Support Support

Hands_______ Other( specify)___________________

How does physical defect, if any, impair efficiency as counselor?_______________________________________

7 . Date of last physical examination:______ Results: 8.

Examining physician:

Dr.__________ Address:_____

9 . What is present condition of your health:_______ (Over)

86 10.

Designate the positionfor which

yon are applying:___

11.

a. When will yon be available?___ Year aronnd:________ SPECIAL INTERESTS AND ABILITIES

12.

Do you play the piano?

Other musical instruments?_

13.

Can you teach arts and

crafts?__ Direct folk dancing?

14.

Can you teach archery?__ Naturestudy?

Astronomy______

15. Do you lead singing?

Instruct in camp craft?_______

16.

Can you direct plays?_________

Do outdoor cookery?

17. Can you direct over-night hikes? 18.

Teach swimming?__

Direct a program of health education?_________________

19. What boys' and girls' work do you do?______ 20.

Can you do dormitory supervision?_____________________

21.

Of what community organizations are you a member?____

22.

Hobbies?_______________________________________________

23 . Additional information:_______________________________

24.

Are you taking university or college work?___________

25. List here the names of three persons who know of your work: Name

Position

Address

1. 2. 3. 26.

Where are your confidential papers on file?__________

27.

Could you come for a personal interview?

28.

List all academic training above high school: Name of institution

Major

Degrees

When?

Dates

87 29*

List all your vocational experience, including camping experience: Camp or employer

Position

Responsibilities

CALIFORNIA CREDENTIALS HELD 30.

Types and.Grades permitted

Date Issued

Date Expires

31.

Please attach an unmounted photograph--preferred size 1 1/2 X 1 3/4 inches.

32.

Remarks:

Date:

(Signature)

(Address)

88 REGISTRATION FORM FOR SCHOOL CAMP to

Date

19.

TO BE FILLED OUT BY PARENT Child's name Name of Parent or Guardian Parent's business address

Address

Phone Address Phone

Health Information Necessary for Child's Protection and Care 1. Do you know of any health factor that makes it advis­ able for your child to follow a limited program of physical activity,, while at camp, at an altitude of 7500 feet?_______________ a) Recent surgery or illness?________________________ b) Bones recently broken?____________________________ c) Weak ankles or arches?____________________________ 2. Name and address of your child's physician:_________

3. Has your child been exposed to a communicalbe disease within the past twenty-one days?_____________________ 4. In order to protect children from possible embarrass­ ment, the following information is needed: a)

Does your child walk in his sleep?_________

b)

Does your child wet the bed at night?______

c)

Are there other factors that may effect the care of your child?_______________

d) Comments:__________________________________________

89 If a serious emergency arose, it might be necessary for a physician to attend your child before the camp staff could get in touch with you. Such care can be provided only if you will sign the following "Authorization for Medical Treatment". Either the authorization statement of the statement below must be signed before your child can be accepted at camp. AUTHORIZATION FOR MEDICAL TREATMENT I hereby authorize the School Camp Commission to provide medical or surgical care, including care rendered through the facilities of the School physician for (child's name)___ __________ in any emergency which, may occur while he/she is in attendance at the School Camp. (Signature) I have religious scruples against medical care being given to my child. (Signature) TO BE FILLED IN BY THE SCHOOL Medical Examiner's Report Name_________________ School________________

Encampment Date____

Eyes__________________ Heart______________ Abdomen_______ Nose__________________ Lungs______________ Genitals Ears_____________ Extremities_____________ Skin._________ Mouth and Throat

________________ Hernia_______

Other data which should be sent to Camp Nurse

90 I have examined the above named applicant for entrance to the School Camp and find him/her physically qualified to be accepted as a Camper,, and to enter into all Camp activities, except the following: (Note any restrictions)

Date

Signed (Examining Physician)

91 CAMP MOUNTAIN VIEW QUESTIONNAIRE NAME

AGE

ADDRESS

PHONE

Would you be interested in going to Camp M t . View this summer if the cost is not more than $20.00 for two weeks?

Yes

Would you like to go one week

No , or two weeks

9

CAMPING EXPERIENCE Have you ever been to a boys' or girls' camp?______________ What organization sponsored it?

______________________

How many nights have you spent sleeping in a tent?_________ In the open?_____________________________________________ Have you ever cooked any meals out?

Approximately how many.

Can you build a fire?_________ Can you use an axe?__________ Do you like to hike?_________________________________________ What other sports do you like?______________________________

Would you be willing to work on a Junior Camp Committee to help make plans and raise funds for Camp Mountain View? What months during the summer could you help?________

92 MOUNTAIN VIEW SCHOOL DISTRICT Charles Kranz, District Superintendent 222 Mountain View Road El Monte, California ' Pnone FOrest 8-9804 February 23> 1950 School Camp Director School Camp Dear Director: I have been selected by the Superintendent, and the Board of Trustees of the Mountain View School District, El Monte, California to conduct a survey of the School Camp­ ing Education Program in preparation for launching a camp­ ing program for our school district. Your camping program has been pointed out to~me as one of the outstanding programs in school camping organization. I know that we may profit much by information that you have experienced in building your school camp program. Your cooperation in answering the enclosed questionnaire and returning it to me at your earliest convenience will be greatly appreciated. Thanking you in advance, and your kind consideration, I am Sincerely yours, Robert W. Reid, Director Physical Education and Rec. M t . View School District

93 THE SCHOOL CAMPING EDUCATION PROGRAM I. The Securing and Development of an adequate Camp Site 1. Did you lease your site from the Federal Government?

Yes No

2. Was a committee formed for the purpose of securing a site?

Yes No

3. Did you build the buildings that are now on the site?

Yes No

4. Was the site purchased outright for a school educational camp?

Yes No

5. Is the site rented or leased from other group such as Boy Scouts, Y.M.C.A., Girl Scouts, Campfire Girls, etc?

Yes No

6. Is the site shared withother groups?

Yes No

7. Is your camp site owned or leased by a cooperative group such as City Council and Board of Education, Boy and Girl Scouts, etc.?

Yes No

8. Do you use the site only during school months?

Yes No

9. Is the camp used during the summer months by the school?

Yes No

10. How long is your site leased for? _______ II. The Problems of Sanitation, Health, and Accessibility 1. The health laws are mandatory by a state group?

Yes No

2. Sanitation laws are governed by a county group?

Yes No

3- Local camp health laws are governed by local camping associations?

Yes No

94 4. Individual camps set own health and sani­ tation laws?

Yes No

5 . Campers must hikeinto camp?

Yes No

6. Roads are available into the camp the year round?

Yes No

7 . Water is furnished by the forestry service?

Yes No

8. There is a constant testing of the water supply by health agencies in the camp for useableness?

Yes No

9.

Yes No

Is your site permanent?

10. Your camp is located ______ miles from your school. III. The Cost of Operation and Maintenance of Your Camp. 1. The cost of operation and maintenance is paid by the campers?

Yes No

2. Campers pay only for food and its prepa­ ration?

Yes No

3 . Maintenance men. maintain the camp the year round? 4. Cost of camp operation and maintenance is paid by the board of education in their annual budget?

Yes No

Yes No

5 . Cost of camp operation and maintenance is paid by a joint operation such as CityCounty Commission, etc.

Yes No

6. Is your camp program furnished with a bud­ get allocating certain monies for certain phases of the program? - Yes No

7 . Do you have a budget committee respons­ ible for making the budget?

Yes No

95 8. The making of the annual budget is one of the duties of the camp director?

Yes No

9. How many maintenance men or women or both are hired to maintain the camp? Men_______________ Women_____________ 10. The approximate cost of operation per ten (10) children per year equals: $ •

IV.

The Organization of ,the Educational Staff. 1. The director was appointed by application by the board of trustees of the school district?

Yes No

2. A good man was known and selected?

Yes No

3 . The director hires and fires his own. personnel?

Yes No

4. Counsellors are hired from local colleges? Yes No .5 . The camp committee appoints the director and staff?

Yes No

6. Counsellors receive board and room only for pay?

Yes No

7 . Counsellors receive regular salary?

Yes No

8. A training program is provided for the director and his counsellors by the camp committee?

Yes No

9 . Teachers act as counsellors?

Yes No

10. A full time doctor and/or nurse (indicate) are hired? Yes No V.

The Financing of the School Education Camping Program 1. The program is financed by joint coopera­ tion of civic groups?

Yes No

96 2. The program is financed by the board of education?

Yes No

3. The program is financed by donations * and charity benefits?

Yes No

4. The program is financed by interested service clubs?

Yes No

5 . The program is financed by state agencies?

Yes No

6 . Are camperships donated by various groups?

Yes No

7 . Does every child have an opportunity to attend camp?

Yes No

VI. Public Relation Problems Relating to the School Camp, 1.

Do parents object to the camp?

Yes No

2.

Are the civic groups and service clubs in your area for your camp and its program? (Bd. of Ed., City Council, Lions, Rotary, etc.)? Yes No

3 . Does your city,(newspapers, publications, etc.) react favorably to your camp program? 4. Does the state (as far as you know) react favorably to your program?

Yes No Yes No

5 . Do organizations such as (P.T.A., Scouts, Y.M.C.A., etc.) object to your camp program? 6. Do city officials (mayor, chief of police, etc.) object to your program?

Yes No Yes No

7 . Do parents object to the coeducational camping program?

Yes No

8 . Do parents complain of the educational philosophy of the camp program? 9- Do the parents doubt that the youngsters learn anything in camp?

Yes No Yes No

97

10.

VII.

Who In your area do you classify as the most ardent supporter of your camping pro­ gram?_____________________________________

Problems Incidental In Conducting a School Camp: Housing, Expansion, Pood, Legal Aspects. 1.

Do you have boys and girls In camp together? Yes No

2.

Do you have facilities for coeducational camping?

Yes No

3.

Do you have a full time cook?

Yes No

4.

Have you had any law suits?

Yes No

5.

Do you have camper insurance?

Yes No

6. Do you have a legal advisor such as a lawyer?

Yes No

7.

Does your camp have room to expand?

Yes No

8.

Do you have swimming facilities?

Yes No

9. How many acres of land do you have in your c amp ?____________

98

SCHOOL EDUCATION CAMP ORGANIZATION CHART

Board of Ed. or Camp Commission

Camp Superintendent Committee

Director

Maintenance Man

Nurse

Teacher

Senior Counselor

Cabin Counselor"!

Student Assistants

U niversity of S o u th e rn California U brat>

Children