University of Southern California Dissertations and Theses

The administration of the social welfare program in several typical foreign schools in Los Angeles city

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The administration of the social welfare program in several typical foreign schools in Los Angeles city

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Content THE ADMINISTRATION OF THE SOCIAL WELFARE PROGRAM IN SEVERAL TYl?ICAL FOREIGN SCHOOLS IN LOS ANG-r LES CITY A Thesia Presented to the Faoulty of the Sohool of Eduoation University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Soienoe in ~duoation by Luella Moore June 1935 This thesis, written under the direction of the Chairman of the candidate's Guidance Com mittee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Master of Science in Education. Guidance C onimittee W . H. Burton Chairman C. C. Crawford ·-·-· ·····-·····-·······-···-···-···-······--------------- T. L. Scholtz ·····--······-···-···············-----·-····-·····-······· ) I I TABLE OF CONTENTS OHAPTER I. INrRODUCTION • • • • • • • • • • • • • • • • The Problem • • • • • • • • • • • • • • • • Definition • • • • • • • • • • • • • • • • Limitation of the Problem • • • • • • • • • roblem. Importanoe and Juetifioation of the Hiatorioal Baokground •••••• • • • • • Review of Related Subjeots. • • • • • • Statement of Prooedure ••••••• Organization of the Thesis • •••• II. THE FINDINGS OF THE STUDY ••••• • • • • • • Discovering the Need •••• Determining the Morthy Cases • • • • • • • • • • • • • • • • • • • • • • • • Olaaaea of Need Diaoovered •••••••• . . . Staff Organisation • •••••••••••• III. POINTS OF CONTACT FOR AID ••••••••• l. Within the System •••• • • • • • • • • 2. outside the system • • • • • • • • • • • IV. RECORDS AND FOLLO\V!UP • • • • • • • • • • • V. SUMMARY AND CONCLUSIQlIS BIBLIOGRAPHY ••••• ••• •• • • • • • • • • • • • • • • • • • • • • APPENDIX • • • • • • • • • • • • • • • • • • • • l?AGE l l l 2 2 4 9 10 12 14 18 21 22 25 30 31 61 54 g9 63 66 LIST OF TABLES TABLE I. The Total Enrollment. the Kumbar of American, Foreign Born, Mexioan, % of Mexioan, and the Amounts Expended by the P.T.A. For the Years 1931-32, 1933-34 • • • • • • • • • • • • II. fhe diaoovery of the Need, the Determining of the W orthy Cases, and Classes of Beed Disoo"fered • • • • • • • • • • • • • • • • • • III. Duties of Sohool Personnel in Carrying on a Sooial : elfare rogram. • • • • • • • • • IV. Souroes of Aid Within the Sohool System. • • • v. Sources of Aid Outside the System. • • • • • • VI. How the Sohool 1eets the Child's Needs • • • • :PAGE 16 17 19 32 50 66 VII. Pr1no1pal's Suggestions fo r Improving the Program 58 CHAPTER I Introduotion. The greatest obligation of very member of the teaohing staff is to t hose nder ~ ia professional oare. The first duty of the principal and teaohera is to eat - guard and bring to the hi ~hest sta e of perfec t ion the physi oal, aeat, etio, moral, social, and ao far as pos ibl th spiritual e dowment of their upils. l The ~robl m. In the s chools of the _ os Angeles City System, with its large enrollment of children ooming !rom non-English speaking horn a, the ~ roblem of t ho fe ding a nd olothing of the child inoluded under a sooial program, holds suoh an important and urgent position in the achool program arjti whole that the author feels the study of this problem and it+dministration uO be opportune and worth-while. In this atudy the probelm was to diaoover the present usual prooedur in administerin · auoh relie f t o the needy ohildren through the sahools, and to learn the plans, ideas, or sug ations for the future development of t his part of the sohool program. Definition. The sooial welfare program of t 1e os Angeles City Sohool ystem is that part of the school pro gram, as a whole, N hich deals with the health, fee di g a nd clothing of the ohild in school, as far as possible out side the aohool, whioh will enable him to o his school ork 1 Reaearoh B~lleti~ of . ~ ,4. ~ umber 9, pp 37,42. to the beet o! his ability and on a hi her standard than he would otherwise be a la to aooomplish it. 2 Limitation of the problem. Thia study deals with the • • • feeding and olothin of the chil , 11m1 tin? ~ itself thus beoause it is only one of the important phases of the pro gram, the very wid scope of which, as a whole would be extensi~e enou h to b the souroe of several such studi a. The starving, dirty, poorly olad child cominb to aohool is unable to perfo r m t he mental tasks set before him until this deficienoy is 11ppli d as far s possible. ,, nl thos eohools havin~ a lar xican nrollm nt ere inoludad in this study, sinoe this t ype of school hol ds such an overwhelmin:~ plaoe · n this phase of t he problem, !_ml?orta.f!.o_e ant!. just i!ioation of the problem. ur goal as principals a nd te chers in forai n schools should not be the development of the fine h·· ·man material alone, but a more intelligent application to the things t hat ma ke life worth while • . hundred horse- ~o~Gr tur Jina is not reo essary to drive an electric fan, yet t e fan is a ve r y uae:ful thi ner. need ·clerka, as well aJ oaptains of in- dustry. ;Ve ne d laborers, a s well a s oollege professors, in this complex thi O oalle h 1 man l ife. r ✓e must strive to prepare our qoys and . irls. forei Jn as ell as native born, who will e our iut re citi ~ ns, to 1it into their 3 places in the oommuni ty \vh ner as a la.borer or a leader. So, esp oially in these schools {here the children oome from non-~ngliah s pe a i n ho es, our uties are m ny. must gi va the p11pil the training in the 'thre 'a", in principles of life, and in healt problems, and in all ways fit him to beoome a oitizen i n whom the community may tak pride. W hile w e do int :, this \.Ve als have in many oases, to fed and olothe to a cert in extent, the chil so that he may be able t o aoaorb the learnin · set before him. his olothing and f edin~ is one of ~he oat important and neces sary parts of the work in thes foreign schools of Loa !ngel e, under our s ooit l elfare department. This is true for several reaso n~ , partioularly becau of the r reat number of indigent families i n 1;l1e districts that make up t bese schools. nhis orying need baa extended its boundaries in the last few years with terrible rapidity an s r eneas as to the numb ers and extent of the want supplied. y t he exte t of want the author means not only i10 de '--ply the families a.re in need, but also the alarmin 6 ly inoraase numbers of fa m· 11ea heretofore independent. Today and for t ~e pas t several e rs , the rapid rowth of this program has come to take more and more oft' e ~ min iatrator'a tim e nd att ention. ne oan little re li z the great demands made on the schools in this oonneot·on w ho does not come into close contuot \vi th it. n our forei :-·n s ohoole the parents oome to the school, where the ohild may aot as interpreter, for aid in regard to health, food, clothing, legal advioe, and many other needs and problems of the family. The principal, teacher, home teaoher. nurse, and doatore help the families in these, their various needs. The very sreat magnitude of the problem is taking an ever increasing amount of time and attention of the principal and teacher, and justifies as thorough a study as is pos sible with the little available literature on the subjeot. 4 ~o often prinoipala and teachers find themselves lost by being transferred from a typioally Amerio n school to one as totally and typioally foreign a s the ·meriaan school could be Amerioan. The principal finds new conditions and pro blems facing him and he must go through and adjustment as important us that when he began his work as administrator. \ 1th a study such as this the principal and teacher oould, the author hopes, with the sug eations as to the aouree of help, eta., included in the study go strai .. Jht to the solution o: ! : the problem without wasted time and energy on the part of himself, t he aohool, the agenoy, and the :family. Hi~torioal b . ck6ro.und. The first heal th supervi. sion was in ~ranoe in 1833. hat year the renoh school author ities were made responsible for the sanitary conditions of sohool premises, and for the supervision of the health of the children Reoords show that the follo ~ng year there 8 school dootor for each boys' school in aria inoe 1874, t he im- portant advances in school health supervision and scientific constructive welfa e have taken plaoe. Disoovery of ph, si oal an mental defeats, control of oo nta J ioua diseases, and the improvement of the child's ·eneral .- hysio 1 condition has reoeived inoreas d attention. 2 Tl1ere oo ri l be no · rea "er exposition of the i rowt r: of vision in child r elf re t n is shown by the i nore· sad ran e of sub jeots oo sid red b y the t hree llhi te Fo·,se Conf erenoes on Child e l are. he fi t conference of 1910 consisted of 200 members considerin he problern of the 11 Depend n t Child." Due to the stimulus of this f irst conference, t he vhildren'a Bureau of t1e Depar tment of Labor wa s or unized in 1912. The radius of the ~ "'econd uonference, t n t of 1920. took in not only th dependent child, but also the child in speoial need of proteotion. The Third Confere oe, that of 1930, called by res ident Hoover, included th subjects of the -=- ·irst two and also e - larged its ra ae t o take in not only the de ende ~ t child a nd the ohild in s eoial need of proteotion, but all children 2 Thompson • V ood and = :r. G. owell- ~·eal t · ~upervi ion and I• 1edioal Inspection of Sc i ools. .f .B. Saur10.era ~ o., Philadelphia ·and ·London. 1922. ·page 17. 6 in their total aspects. inolud in those social ad environ mental faotora which are influenoing modern childhood. In this third oonferenoe of 3 ,000 dele ates from al the states, possessions and territor·es, the definite ai ·as the oon atruotiva atu y of ohil 1elfa e. In his opening speech, President r oover oalled upon the members for a solution of the problem of givin children the mental und physical ad vantages needed t meet the demands of the child's own life 3 in this industrial age. reside t Roosevelt has, d urir1 his term of office, pointed to the prohibition of child labor i n the ootton textile and other codes as ill1etratin the benefits of the N . R. A. With the eatablishme r1t of a minimum wage throughout the industry. in_human chil labor has been made unprofit able. Sixteen ears is the minimum a 0 e limit, with eig teen years the minimum in the oloak and suit code. he Federal ild Labor 1mendment has no een r ti- fied i fifteen st tea, ine of them in 1933. It s n ces sary fort ant - one dditi o al t · s to ratify it before the expiration of t · e t wo - r durinJ 1hicl1 the codes are in foroe. .rhis will enable th . 1 · e er 1 ;overrunent to oon tinue to give ohildren that uni orm protection which neither 1930. 3 White House Conference of Child Health and Address of President Hoove • pp. 5-13. roteotion, . - oompetitive industry nor the state laws have provide d in the 4 past. Today every effort is eing m tide toward forestallin ~ disease and formulating a correct physical, mental an social attitude toward the home, sohool,and sooiet~ ., . le must now, as never before, emphasize to the chil ho\ he may live oonstruotively and nealvhfullJ in the realm of wholesome phJ s ioal, educational and 80oial environments. The foreign ohild must learn our manner of livin~ and or r customs which are s o ~ ifferent from those of his parents, in order to become a citizen oapa1le of taking his p 1 aoe in sooiet~ , and in l1i community. In 1911-12, i 360.69 was spent on emergenoy work, as it wa~ called at that time. In 1912-13, garments were distributed, 25,000 children were 0 iven Christmas books, oandy, eta., and sixty Christmas dinners were distributed. ., In 1914-15, 700 families oomprising twenty nationalities were cared for. Of these, 2~6 were hite 'merioan and 204 were Mexioan. In 1915-16, 350 individuals were aided. At Christmas, 1916, the giving of clothing and Christmas ifts to oertain settlement schools by the ?. T. A . and the schools of the more prosperous saotions of t ne Ci ty was oarried out 4 ~hild W elfa r e Jle£8:Zine, Ootober, 1933, pp. 84-5. 8 and reaorda kept ayatema tioally . 'ilhis all.owed f or more ohil dren to be served t han before. I n the period between 1913-16, penny kitohens were started at ilaoy and Ann Street Sohoola. Two duy nuraerie ere also begun. ~y 1916, this number was increased to five. I n 1916, the school cooperation committee was oreated to oarry on the work of ivin clothes and ifta between t he schools. I n the erio between 1920-22 the oare of the undernourished waa und rta en, with 3200 bein 0 fed at the ooat of J70 per day. 5 B nnin with 1.929, the program has increased i n auoh rapid strides t hat it has been a problem to obtain funds to meet t l1e demands made . I n this study it has been found that the great amount of aid asked and required has been from the .. iexioan people. The other nationalities oare for eaoh other to a 1 • reater extent than the exio ns because they seem to be bette r f itted or otherwise better a l a t o do this. he ot 1er nationalities s ee to re quire less aid. 1 he Mexioans also seem more susoep t i ble to m al utrit i on nd other deseases. hey, as a nationality, do not ha ve the the inherent ability to throw off the 111 affe cts of poor living oonditions. 5 The History of he Loa Angeles 10th District Calif ornia Parents· Teacher Assoaiatio·n. _/ J;.y 1922. l6ff pages. pp. 56-60, 8°z .. g3. ■ 4 I Review of ralatad subjeots. A review of the thesis. -------~·· .. . . .. A study of the Nutrition Work in the ~lementary Sohools of the Loe Angeles School Distriat. by Edna Carew Jennings. 1932. shows thought alon the same line as tha t leading to t his study. In tl1ia thesis a atudy of thehistory and present organization of nutrition, and its separate seotion in the Phyeioal ~duoation Department in the uity Sohools vas made~ A ohapter headed the Und rnourished Child inoluded malnutrition, its oau e I the attitude of the pupil as a re sult of malnutrition~ and ho t 1 is type of hild c·n be distinguished, or its physioal abnor malities. There are ohapteraon the oor American Child. the Average, and the ealthy me~ioan Child, the ~otionally unstable Child, the · exio n , the Foreign ·.hite, t h e Jewish , the Negro, and the Japanese vhild. he aut~or oonsidered eaoh of these types of importance eno ug to be given a chapter whi h included case studies, one hundred thirteen in all, classifying the peculiarities and similarities as to oause and result of each type of child. In those of the forei n children the causes of mal nutrition are t he customs and manners of preparat ion of food by the mothers wl-10 in many oases use t he same lcind of food and ways of cooking as tnat used in the countries of t heir own birth, ·11th no thou ht of a better po s s ible ohoioe of 9 Review of ralatad subjeots. A review of the thesis. -------~·· .. . . .. A study of the Nutrition Work in the ~lementary Sohools of the Loe Angeles School Distriat. by Edna Carew Jennings. 1932. shows thought alon the same line as tha t leading to t his study. In tl1ia thesis a atudy of thehistory and present organization of nutrition, and its separate seotion in the Phyeioal ~duoation Department in the uity Sohools vas made~ A ohapter headed the Und rnourished Child inoluded malnutrition, its oau e I the attitude of the pupil as a re sult of malnutrition~ and ho t 1 is type of hild c·n be distinguished, or its physioal abnor malities. There are ohapteraon the oor American Child. the Average, and the ealthy me~ioan Child, the ~otionally unstable Child, the · exio n , the Foreign ·.hite, t h e Jewish , the Negro, and the Japanese vhild. he aut~or oonsidered eaoh of these types of importance eno ug to be given a chapter whi h included case studies, one hundred thirteen in all, classifying the peculiarities and similarities as to oause and result of each type of child. In those of the forei n children the causes of mal nutrition are t he customs and manners of preparat ion of food by the mothers wl-10 in many oases use t he same lcind of food and ways of cooking as tnat used in the countries of t heir own birth, ·11th no thou ht of a better po s s ible ohoioe of 9 11 sonal contact that reliable and pertinent informati n alon this line could best be obtained. Visits , ere made to thirty schools where the enrollment sho~e a lar e foreign repre sentation. particularly Mexiaan, ainoe the atatiatios ob tained showed that they were the people needing help most often and moat ur~ently. fhe author wishes to express sinoere appreciation for t he indly and cooperative spirit with which the visits were reoeived by the personnel of the eohools, and for the information collected, often at some real trouble, to add tote study. y,hile the interviews were espeoially intended for the administrative per o · el, the teachers, nurses, home teachers, and others were also very kind in iving further details and sharing the vis·o and ent usiasm the always have for their work in this particular type of school. Besides the information requested in the ques ionnaire, there were always numerous additions to the data obtai ed, loaal slants i the way of especialli loca l roblems, needs, & t d in some oases, additional reoords kept in the school ooverin 5 entirely looal con itions. From this data the author ha obtained a waalt of interesting information includin 0 that covered in the questionnaire, the viewpoint of the school personnel as to I the problem~- the urgent need, ho it is beat handle i n eaoh partioular sohool, with t he ideas f or improving the oarrying on of the social welfare pro 6 ram , uoth in a prao tioal and an ideal or theoretiaal way. 12 The findings of the study are recorded in the next ohapter, in both tabular and deaoriptive form, though it has been vary difficult to limit the data to be reaente to suoh a small p e, consideri g the great amount of information colleoted and t he ever~rowing interest and enthusiasm suoh a study has brought. The questionnaire upon which the interviews were based is given in t he appendix. The results of t he inter views form the data represented in the tables and other material of the study. ~rganization o~ the .t~eais. In Chapter I. t he author follows the outline as given in the Table of Contents dealing with (a) introd ction, (b) statement of the proble m, (oj def~ inition, (d) limitation of tne problem, (ej importance and justifioat ion of t he problem, (f) hist rioal bacl rr ound, (g) review of relate subjaots, (h) statement of procedure of the study, and (i) t he organization of the thesis. In Chapter II the findings of the study are prese r te d . The discovery of t he need, determining t r 1e worth oases, the classes of need diaoovere d , and the staff or g nizat i on for oaring for tha~ need in the schools, with the juatifioation of the problem, is taken up in etail. Chapter III gives the points of oontaot ithin and outside the aystem whioh furnish aid ne eded -- how the oontaots are made, by w hom. and the kind of aid giTen. Chapter IV oovers the reaorda kept and the oheok or follow-up made. The files must be kept up to date and as oomplete as poss ible for futur referenae. In Chapter V, the subjeot matter of the study is summarized and the aonoluaione drawn. 13 CHAPTER II THE FINDINGS OF THE STUDY The study of the problem of the aooial welfare pro gram in the schools -- the necessity for suoh a program, its urgent requirements. the present efforts at a solution of the problem, and a little of the sug estions for future development of the progr min the most desira, le and ef ficient way, -- has grown into even more than was expected from it at t :1e beginning , in tne ay of a fuller , nowled e of its great extent and real ur~ency. The author reali zes that it is almost presumptuous to attempt to limit the data oolleoted in a way whion, ~ 1 hile necessary, seems to leave out muoh tha · makes the au jact a very vital one. In presenting it in the clearest possible way,the tables have been ade, oovering (1) the justifi.oa t ion of the problem, (2) the discussion of t l e discovery of the need. the kinds of need found, and how the oases are checked to determine those which are really worthy, (3) a listing of the duties of t he school personnel in carrying on a social welfare program, (4) some of the ways in which tne school meets the child's need, and (5) some of the principals' suggestions for the improvement of t he social welfare program in the schools. Table I, II, and III will be discussed in this ohapter. Tables IV will be amplified in Chapter III and IV, and Table Vin the fifth chapter. These tables present the data olaarl· 1 , but nee some further amplification. 15 Table I takes up the picture of the sohoola studied, with a view of the enrollment aooording to the number of American, foreign born, 1 exioans, per oent of lJexioans, and the amount spent for milk, lunoh, and clothing by the P.T.A. for the years 1931-32 and 1933-34. The sohoole studied are divided into tnree olasaea, tn se with an enrollment above 1,000 in Claes I, those with an enroll ment betv·een 500 and 1,000 in }lass II, and tnose below 500 enrollment in Claes III. This table shows very olearly the large amounts expended for neoesaary and ur 7 ent help, and also proves the large proportion of :exicans in the schools requirin suoh assistanoe. Indeed, it was found that the per oent of Mexioan children on the list requirin t he a id was in every oasa lar:)e in proportion to the number enroll ed. Even in oases where the 1. exioan enrollment was only equal to, or eve n leas than, the other nat i onalities re presented the proportions of the !exioans on the list for aid was always lar~e. entirely out of proportion tot e per cent enrolled. ~his per cent of representation of 1Aexioans on the list ranged from 50 to 95, with the majority of schools 16 TABLE Y THE TOTAL ENROL iENT • THE NillJIBER OF AMERIO N. FOREIGN BORN, 1 IEXICAN, % OF MEXICAN AND THE AMOUNTS ~XPENDED BY THE P.T.A. FOR THE YEARS 1931-32, 1934-33 Sohool Total No. of Ho. of l o. of ~ of Enroll- Amerio· n foreign t eKioan !exioan ment born diass 2 I 1 A 1634 B 1288 C 1267 D 1135 E 1118 F 1083 G 1021 H 1213 Clase A B C D E F G H I J K L M N 0 p Olaes A B C D E F II 887 851 737 687 648 643 923 592 612 542 632 627 525 524 522 682. I I III 305 268 337 330 319 466 I I I 213 1321 44 1244 247 1020 271 884 14 1104 112 9711 120 1104 317 896 63 136 123 80 15 28 109 27 116 87 11 127 69 26 155 133 8 41 25 19 56 347 824 715 614 b07 633 615 814 565 396 456 6 81 400 450 498 367 449 a I 297 227 312 311 263 119 a 1240 81 981 80 878 71 422 37 1093 99 766 70 435 42 862 70 639 511 352 607 599 171 426 554 261 330 491 3o4 373 392 291 151 297 181 279 248 207 103 • • 72 60 48 88 92 2t> 46 93 50 60 92 69 72 75 68 26 96 67 82 76 65 22 Amount spent by the P.T.A. for milk, lunch, cloth ing. 3125.16 2o27~85 5585.80 3773.47 604.45 1879.06 1495.24 770.69 5018.76 2140.44 2711.48.7642.13 883.95 1107.44 2439.75 1998.83 3564.65 3245.37 1503. ~ · 9 713. 6 7 1042.41 798.55 2860.00 860 . 00 2477.52 1681.96 2796. 62 2627.32 8660.55 2445.98 1485.83 2220.37 320 .81 494.01 7200.42 842.59 3533.81 3519.70 1283.78 1416~77 3390.66 1067.90 1329.95 1355.93 24bl.17 2430.00 1829.18 1524.14 • • 732.64 1425.81 1594.20 1639.07 3120.52 2496.83 2 -68.52 1356.87 8b5.55 2445 . 98 079.83 313.92 Thia table represents thirty aohools out of a pos ible t irty eight of this type in oa n eles ity yatem. 17 lABLE II THE DISCOV.ZRY OF THE N EED, ~HE D ET RMINING OF TtlE ORTHY CASES. Arm CLASS s : 1ho Disoovers the needs :Principal Teaoher ?lurse Dootor Neighbor Parent Home Teacher .Attendanoe Offioer .. 4dult Eduoation Class Amerioanization Taaoher Office Teaoher as 28 25 20 18 21 10 10 3 3 OF l~EF.J) DIS OV H _ Uill I[ethod of Determini r1g ·.'!orthy Gases Home visits Nurse's visits Home teacher Other Welfare Agenoies Letter to Parents History from other schools Cheak on P.T.A History Cards 28 26 8 8 4 4 12 Attendanoe Officer 6 vlasaea of ieed Discovered Fhy_ aioal: Food 30 Clothing 30 Medioal 30 Family Destitute 10 Broken Homes 10 Alooholio 8 Changed oonomio Condition 10 reporting from 80 to 95. Table II oovers the findings on the discovery of the need, the olaases of need found, and the methods used in determining worthy cases. This is a frequenoy table, list ing the number of a sea in ,hioh eaoh item wa found to 18 ooour in the record m de in the interviews from the question naire. Table III lists the usual duties of the difi erent members of school staff i n carrying out the social welfare program, as they were named in the interviews. It was en erally oonoeded,however, that it would be very ifficult to desoribe all the duties the members of the staff N ere oalled upon to undertake in this important and demanding part of the sohool program, and that this list is but a eneralized view. The strong feeling of oooperation and one-neas of purpose and interest among the whole staff was one of the moat evident and interesting things that wa s observed in this type of sahool. 7hile the principal is the a ministrat·ve head and the guide and leader in this, swell as in other parts of the aohool program, it demands the wnole- earted oooperation of the staff as a whole. This is true in discovering the need, oheoking the oases, and in attending to the duties re quired to meet the needs. 19 TABLE III DUTIES OF SCHOOL PERSON EL IN CARRYING ON A SOCIAL ~LF .aRE ROGR._Ali: i Duties Diaoovery of need Plar,.ning Cheoking oases Advising Interviewing Investigating Supervising Personal Contaot Contacting Coordinating "Selling the idea" ''Last resort" Administering Leral oontacta aourta,eta.) Visiting Cooperating Raoomminding Feeding Distributing Ameriaanization Diagnosing Preaoribing Keeping records Prinoipal Tea- Home char Tea oher 24 20 18 20 15 3 18 18 12 26 18 20 8 1 10 8 5 5 12 6 15 6 3 5 2 6 Making oonneotione for prinoipal Cheaking attendanoe 5 Cheoking lunch list 5 Nurse Officej}lerk Atten- Tea- danoe oher Offioer 22 6 22 3 12 6 4 2 23 8 3 3 8 30 3 2 8 20 D~so~vering t~e need. The principal ha various ways of disooverin the need of the children and the families, in their relation to the aahool. Often this ooours through a mere aooident seemingly, and sometimes it is fou1d that there has been no food fo the ohild, or the family, for several days in auooesaion. It is not unusual to find that the family and the ohildren are too proud to let even the teacher or the prinoipal know of their pli ht. Having always been inde pendent they cannot bring themselves to consider askin for aid of anyone. In euoh oases the teacher may discover the need or a child will un.knowin ly reveal to the teacher or principal t he pli ht of another child. The tea cher and home teac ~ 1er get the needed information through vi its i n the h rnes, also. The teaoher•s usual source of inform t ion oft iv ort i s t hro er daily oontaot vith and obaer play round. i o of t he children in her ol ssroom or on the J e ~ , hr ugh her oontaots in the olasees it· t e ot r, s ell as her visits in the ho1 es, becomes the confidant and often almost t '1e family advisor. and discovers muoh n one else oould find out on aooount of laok of th oonf i de noe the hoe te cher i s n holds . Th.a nurse and doctor have their ohanoes also throug the medical exar!linations 1n cases re orte :. to them and i nves tigated by them, on the report or aug estion of t he prinoir,al and teachers. The nurse also often gains the confidence of the family through her visits in the homes. and aohool contacts, aa the home teacher does. Needy oases are sometim es reported to the school by a neighbor. or by the loaal P. T.A •. president or welfare ohairman. The information may also oome from the welfare agenoy whioh haa the family in oharge, or in some other way. It ia very important that the principal ·a on the alert at all times in order to disoover the needy oases and give the needed aid. if he is to s erve the school c om munity to his greatest oapaoity. 21 Determinip~ the w~rt~ oase~. A s in the means of diaaovering the oases, so may the prinoipal go about deter mining the worthy oases. The teacher discovers by home vis its the exaot state of affairs of the family . sooially and economioally. She may also if the need be physio 1, discover it through t he ohild'e appearance and his attitude toward his ork and to ward the other children in the school room ana,bn the play ground. The child in need of physical oare is often list less in the aohool room, unable to focus his attention for any length of tirn e on his vork, and with 11 ttle, if any, interest in play. The nurse may make the necessary frequent visits to the 22 homes which are likely to need aid, and so keep the sohool in olose oontaot and aoourately informed aa to the existing oonditions. The sohool dootor is a souroe of very reliable information re g rding needs, throu h his ph ~ siaal examinations of the aohool ohildren and t he dia 0 nosia of existing con ditions evident through that examination. , · 1 he attendanoe offioer has his ohanae to determine the worthy oases, sinoe the children often ha~e to stay out of sohool because of laok of clothing or shoes. he off icer makes personal contacts with the home, and so is well able to oontribute to t l1is part of the rogram. In seouring aocurate ·ntormation as to thew rtay oases the oounty and other outside welfare agencies may e _ lie upon for valuable servioe. they are doin 5 i • pi is helpful. comparieon of what hrou 0 h the adult eduoation olaasest important information is obtained and oheoks made. A check vit the school previously a t tended by child e ne to the partioular school furnishes another good means of securing reliable data. orthy cases of need may be olaased under three eadings: (a) physioal, (b) social, and (o) eoonomio. A. Under · hysio 1 eed com e malnutrition, oorreotive needs, dental work, conta, ious iseases, d·se 0 e of the speoial organs, and the sanitary conditions of t he home and housing conditions in general. 23 M alnutrition, which will be discussed f ully in Chapter III. is extremely important, as it is the be . inning of even greater problems. The oorraative program has b een very greatly diminished in the las t two y ears since. and beoause of the need of, draatio cuts in sohool expenditures. In this the child is taught oorreot posture. Special apparatus i used whioh aids i n this form of aorreotion. The dental work, contagious diseases, and diseases or weaknesses of t he special s enses are hHndled t o a gr eat extent 1y the olinio, nurse .and doctor. O nly in oases of emergency doest e principal or teacher t · ke any active part . The teacher and prinoipa l may teach sanitar~ aondition ing of the home. This becomes a serious r oblem when ten or t velve of one family , or two or t hree families, are f ound housed under one roof, t he house often consistin 0 of only two, t are e , or f ur rooms, The poor e ila t i on , laok of proper lighting, and over-orowding is appalling , and oft oan only b e dealt with t hr ou h the oity health and housing departments. J. Under socia l needs one of the · reatest pro blems is that of the broken h ome. ne of the parents may be dead, or may have gotten tire d of he burden and strain and left the family. Eapaoially if this happens to be the father and breadwinner. it makes the problem an extr emely serious one. Sudden or extended illness. aocident or oalamity in the family may be the souroe of real social upse t with the ohild. These t , ings tend to bear on the mind of the ohild and make him feel that he is not as his playm ates, so that he is aooially "111". The ohild of foreign parents feels this difference which often amounts to a drawback in his social life. He desires to be and to live like his school mates, but in his home only a foreign language is spoken, and his home life is entirely foreign to that of his Amerioan schoolmates. c. The eoonomio need as disoovered is that of the great ahange in the economio status of the family. The parents have formerly been abl e to ge t and hol work, so have aooial standing , eoonomioally sound, in the nei .- 1 h borhook and community. I n many oases this has been rad ically ohanged in the last two or three years. Often the father is unable to obtain or to hold a job. • · he family savings have diminisl1ed until nothing remains, and unless the ohildren themselves can find odd jobs or ell papers, bringing in their few pennies, the family is left dependent on the county -- if t hey are eligible for such releif, 25 because of length of residenoe and failure to own property. ' hie state of affairs radioally affects the orale and physical well-being of t he child. Often a deat' in the family causes this eoonomio problem. The loss of the breadwinner, of the mother, or some other member of the family 1nay lead to eoon mio dis tress in the family. The family as a w~ole, and partioularly the children, may f eel t his reatly, s om etimes to an excessive degree, so that the change in the eoonomia status of the family has a pronounced effort upon t he ~elfare of the chil dren in different ways. vomestimee it even ·leads to ner- . ous disorders and malnutr ition. ~he ataff or~a~izatio~. The principal is the admin istrator, the leader, the guide of the socia l welfare pro gram. He must f irst of all ''sell" his program to hie teao hers and nurses. This is a very important step on his part, but if ha oan oonvinoe and seoure the full oooperation of his home teaoher a nd the rest of his staff. his work is well started and he may sit ack and be the administrator alone, letting his staff do moat of t he aotual work, he, of course, keeping strict oheok through heir re ports and the observa tion of the ohildren. i hie also gives him the tim e and opportunity to oontaot outside a enoies and "sell" hie plan to them. Aoaording to the interviews, numerous diffioultiea may arise hich he must meet and overc ome readily and promp tly. For 1netanoe, he must if neoea sary even over-ride objeotiona of the cafeteria m ana er a s to the food, both as to the amount and variety served. H e must guide eoonomioally, and also for the best nutr i tive value . The principal must be the ooordinator in the program. He must deaide as to the best expenditure of t he money on hand, watohing the eoonomio aide oft~ e feeding , and at the same time never letting the nutritive uality of the diet suffer. Health and eoon mioa oam ot be divoroe , ut the latter oannot superoede the health . he prinoipa polioy-setter in this phase as well as i n hie other and wider parts of t he school program. e has t he final s olution to every problem. The teaoher watches the oases, investigating poaai~ le new oases with ore. ome visits and the making and keeping of personal contacts between the home a nd school are an im portant responsibility. It is also the duty of the teacher to help the ohildren under her aare get the ri. ht kind of food in the oaf eteria. She must also oheok the oases to see that as muoh progress a development of the ohild. ·bl i made in the health and The nurse's wo r k is that of the edic 8 problem. She oan ~ive more thorou h teats of the child, watohing the progress or failure of progr ess by oheoking . 27 the oases. He home visits also do muoh in hol ling the interest, sympathy and cooperation of the family in securing the suooess of the - rogram. The clootor hel by making thor· ough intermittent examinations and diagnoses of all the oases under study. His ia a duty serving in determining t e worthy oases, and oheoking the progress of t he oases under oare. His reoom mendationa are t he final court often. from the o Be-study viewpoint. The sohool clerk keeps any and all records of v,ork done by the sohool and outside a genoies, and also the aooounts and bills to be filed. ,he also is a ble to give direotiona for obtaining aid to the parents, atte nds to t he telephone calls between t he sohool and outs ide a enoies. and in Jeneral helps to maintain the smooth running of the program in its necessary oontaots. s,nnmarl• T is cl1apter ' as shown the real existenoe of the need for a definite aoaial welf are program in the schools with a lar e enrollment of foreign born children, or those ooming from homes oft a t sort, and partioularly among the ].texioan peopl • i es the need for suoh a program and its urgent demands, the author has presented the different ways discovered through the interviews in whioh the sohools are attempting to meet the demands made, artioul r l y in the duties whioh devolve upon the aohool 28 staff. As has been said, it ia very much a problem of hole- hearted ooopera t ion from the whole sohool staff and also from outside contacts the s choo l ust m a e. the whole problem it is found that the work of the prinoipal ia most important in discovering the need, determining worthy oases, efficiently olasaifying the nee l , and maintaining a oooperative, efficient staff. on him primarily falls all these duties, nor does he give of his best to his I sohool and oommun: ty if he fails in any point of this pro- gram. He mua at all times be the administrator first, the guide and leader in this as well as all other phases of his eohool program. He is held reaponaibl by the system and .the oommunity for t he welfare, phyaioally and aooially, a s nearly as possible, aa well as for the mental welfare of the ohildren in his school. Hie pro ram today must neoessarily be muoh broader than in the times of greater prosperity and well-being, for he ia ~eat fitted and plaaed to take the responsibility of this extended work of the sohool in the foreign community. 89 30 CHAPTER III POINTS OF COY TA CT FOR The investigation shows that there are seven usual • souroes for aid on whom the schools may rely. 1thin the system the closest point of oontaot is of oourse the sohool itself -- the school staff and the student body organization. Other aohoola in the oi t y system w ho may "adopt" the needy school furnish another available aouroe of aid. uteide the system, the P.r.A. furniahea the only aid that may be oalled regular and definitely to be counted upon at all times. he other , ouroe s may be olaaeed as intermittent , or available at holiday o other speoial oaoaaions, or "when needed''. Servioe Clubs, the County relief a gency , the" Community Chest, and vari ous rivate organizat i ons are other aouroea whioh furnish help for t he aohools. a t Thanks giving, Christmas, or when ur ~ent oalle are to be met. The help given by t he 1. r.A. has already been shown in the . ·t1rst table, a11<1 is used for milk , free lunohea and oloth .".ng for the very needy. They furnish all the funds for that purpose in all but two oases, and moat of it in t hose also. 31 I. !THIN T HE Y TEM Table IV shows the souroea of aid a s reported by t he aohoole interviewed. The sohool staff • . !ithin the system the prinoipal'e nearest point of oo ntaot for aid is in his ow n sohool a mong hie own staff, and surel y none is more important. It ha s been shown in Chapter II just ho 1 i m1 ortant his staff 1s in oarry·ng on his pro ~ram for sooial welfare, from the home teaoher. where the e~hool ia ~ortunate enought t o have one, on through the rest of t he staff. ' he home teacher often takes almost the entire burde n of t he welfare pro 0 ram, beaause of her trainin and her ohanoe of oontaot with the mothers and the home. not in any way touched by the rest of the sahool staff. Even the doctor's help is most neces- sary, though hi s few isits limit greatly his opportunities for help. The principal has to depend t o a great extent upon his staff for aid. · he demand ma.de by this phase of the aohool's work upon t he tim e of those carrying it on is so great t hat a principal would have t i me for little else, if indeed. any~ thing at all. It is hard to realize - the amount of time con sumed in this way. "he day would not be long en ou' h enough to meet the demands of his work if one person were asked to do it all. There must be oooperation a nd coordi na t i on i n this very large phase of the school program. Eaoh teaoher Souraes of aid The sahool itself Other aohoole Private donations TABLE IV SOURCES 0], AID '.'II 1 l'HIN THK SCHOOL SYSTEM Cases 23 28 28 32 nurse, doctor, olerk, in faot. all of the staff, m st be willing to share the responsibility as it arises. eaoh doing hia or her part if the program works to its fullest oapaoitY. n doin what is a bsolutely neoeaaary for the pro gress of the ohildren in the school and of the aommunity in general. ~ha ~tudent Bodz. By the term Student Body the author refers to the office of Student Body Finanoee, tor so often in the f oreign school the looal student body is so nearly on the same level socially and economically t hat little aid oould be expected if it were asked. The prinoipal o~he poor foreign sohool must depend m stly upon other aouroea than the student body of hie part icular sohool. 33 In our City Sohool System the principal finds a well organized, effioient de partment in the 'tudent ~ ody Finanoes. There one finds a r oup of people ready at all times to help the poor school by makin oontaota with the outside and other schools. I f a loan or financial aid is needed the members of that office make t he neoeeaary oontaots, and through the oheck made as to money expended and a eneral report of the audit of t he aohoola. t hey are able to mow where the aid oan be obtained. ~urohases of materials are made throu h this office. Bide are receive d , considered, and finally let in this offiae. In this way the aohool may be assured of the best possible aervioea at t he best possible prioea. Sohools which have adopte,d a_ partioular so ool;. In using the expression, "schools whioh have adopted a par tioular sohoo~." the author refers to t hose sohoola in the prosperous seotiona of the oity, who, through their en riched student body aotivitiea, are a ble to furnish money. olothing, and other kinda of aid for t he poorer s ahuols. These include junior and senior h i gh sohoola a nd a few elementary sohools situated in the wealtnier sections of the oity. Often in these aohoo l home-rooms, or boys and girls alubs are found w ho aid the children in the lase fortunate sections of the oi ty t hrough the sohool contaots in this needy seotion. If given a ohanoe to visit the sohool adopted, the pupils eually beoom e uite enthueiastio in this sooial work. Som etimes these more fortunately sit uated eohoola will oome to the ai of a poor school whioh has not been nadopted", in addition to the two or three or more schools they are aiding regularly. Thie extra aid is given especially at Thanksgiving and Christmas. At TbaDk~giving baskets of food are provided for the families of the poorer eohools, and at Christmas, treats, toys and baskets of food are f urnished. 36 The physical e~uo~tion a~d nutrition departme~t. U nder these departments the sun-rooms operate, and they aocomplish a most neoessary and important part of the school program. The physiaal 4duoation department supervises the playgrounds and physioal phases of the programs. pon the reoommen dation of the nurse. the ohild who needs oorreotion of the physique is put into a special olaes for this purpose. These olasaes prove very helpful to the child i n effecting the desired changes. The pla grounds are another help under the au· er- vision of the hysioal education department. They are often open and a~ailable for use until 9:00 or 9:30 in the evenings and all day on aturdaya. In this way , play and all sorts of reoreationa l ctivities are provided under supervision, and the playground is a valuable oontributio n to community eduoation and eneral welfare. It is oper from early morn- ing until late evenings, a teaoher or other responsible employee of tle Board of ~duoation being pre bent on the grounds to supervise, maintain order, and direot activities. rha older boys and irla out of work may spe nd their time here rather than on the street corners, and the younger children are also kept off the streets in t his wa. The aohool must oonoern i tself vith the establishment and maintenanae of health, if f or no ot er re son than the auooasa in daily work. Thie is done in many ifferent ways. 36 In one of the sohoola studied the plunge and showers were found to be a splendid means of enoouraging oleanliness, an advantage often laoki n i n the ho :-1es because of the crowded aonditiona. These privileges are i ven to the older people of t l1e oommuni t y on certain state evenings of the week. From tim e to tim e the school nurs e gives demonstration lessons in the bathing , feeding,and general oare of the babies, and the m others are encouraged to com e at all tim es to the sohool f or such advioe. The home teacher aooom l ishes much on this typ e of work in the visits to the hom es, reach ing those who for any r eas on fail to c ome to t he aohool f or suoh advice. _he girls have t he pra ct ioa l experience of oaring for and feeding the s mull childre n properly in the day nursery. Thia school has a comprehensive s ocial program, with the object of widening t he gr oup loyalty , a very neoeasary proaedure in these sohoole. 1his loyalt~ ia i nstinotively given to the family or the gang, and i nte lli ~en t ly broadened, will inolude the bigge r community of the aohool and may be extended along v'lay into neighborhood relationships, vii t ,_ a proportional increase of oivil responsibility following. 6 The sooial life of the community is taken care of 6 Board of iduoation Bulletin, ~o. 76, 1912. 37 through plays given by the sohool a dult evening olaases or the young people of the oommunity, and with danoes a nd other aooial entertainments given from time t o tim e, under the supervision of the aohool organization. The foreign women are often as gr eatly in need of advioe as of material assistance. ~ hey do not know t he various publio departments to whioh they may t urn for legal, medical, or charituble aid. l hose w ho mush f ind work do not know how to et i n t ouoh with the publio employment bureau, and often cannot fi nd t neir w a · to these places or to t 1 1e clinic ivhere t hey may have been recomraended to go. he school meets these problems with advisory and directing service. > Ometim ea there are ha ~ i t s of living dis covered whioh repel t hose who see t hem. In m any of the f orei n omes little aare is ta ken of healt: . ften t he livin condit i ons woul prevent the exercising of proper oare, and to this is added the profound parental i gnorance of t he simples t laws of health and sanita cion. I f t hey are to be ~ ell and strong it is the aohool whic h must make t ie provisions ordinar ily made by the home. . _'he r egular wei i n anr m asuring f growth, the d ily inspeo t i on of s ki n , eyes and hair, m edical and dental examinat i ons of -.those appearin to need it, 'Nith subse quent treatme nt of t hem a t t e olinio, the e tlua t ion of the parents in the roper oare, are all a re gular part of the routine of the forei n sohool. 38 In many of the foreign sections reoreation is as nec essary to the happiness and well-being as food. The Sunday pionio, the picture show, the family exouraion to a park, funerals and weddings alike are aoaial affairs. In most Mexioan and in some other foreign oommunitiee the m oat popu lar amusement for e l and young alike ie danoing. Payday 1a often the signal for an all-night dance, where anyone ffho wishes to come is weloom e, and children of all ages, along with the adults, stay until morning. At one school studied a soup kitohen was established to furnish something hot in the middle of the day at a charge of one oent, but even this charge was disregarded if the ohild ·was unable to pay. It was finanoed y the teaohers of the aohool and the arent-Teaohere A s sociation, at no expense to the ohildren who oo ld not pay for the reatly-needed hot lunah. out of this grew the regular free lunoh finanaed by I the Parent-Teaoher Asaooiation, whioh has rown so surely an1rapidly. Thia would be an appaling problem exoept for this opportune aid in many sohoola, a problem that has gr own by leaps and bounds in the last few years. A s with the food, so with the olothin also. The children would of t en have to remain at hom e beoauee of laok of olothi1g , were it not for 39 the great aid to the school, by the arent-Teaoher aaocia tion. Many children come to sohool in the ooldest, wettest weather without sho es or wraps. In many oases the clothing they do have ia so dirty and ragged as to be extremely offen sive to sight and smell. . 1 he aohool sewing room, priv lte individuals, and the aohools which are adopting t he needy sohoole aid in this work. The mother or ohild, if unable to pay a nominal amount for food and clothes, work in theoafe teria or in the nursery, and so o not feel that they are taking straight charity. ~any ti· ea, in ti~ ·:ea of the greatest watchfulness, oases of destitution and suffering oocur which are discovered only by aocident. Often these oases are not eligible for County charitable assistance, and the school steps in and meets the immediate need. In only seven of the thirty oases studied has there been a decrease in the number of oases needin aid, and reports plaoe the range in inorease of the number of cases requiring hel_ at from 50S to 20o%. The decreases reported were in the school where these has been a very definite deoreaee in attendanoe and enrollment, whioh accounts largely for the decrease in the appeals for aid. The nursery is made up of the babies of the mothers who work. They aome to the school in very poor physioal oondition, often unbathed, clothed in ra · s and sickly. Few of them have even rudimentary ideas of o ring for themselves. rhey do not kno how to eat at at le, to play with to s or with other children in the proper way, or even to follow anything like a regular re ime in the way of eatin~. playing, and sleeping. Few if any speak 40 or understand ~nglish, and their vocabulary is often limited to a very few words, even for the older children. The nursery not only oarea for them physically regular havit of cleanliness an~oonduot. ut teaches them l ~hey learn to speak English, to use American manners and customs, and to play games together. and even to salute the flag. There are many, many phases of this problem of the foreign people with their 0 reatly different customs and viewpoints. Some are notoriously bad oooks. They manage badly in aeleation and preparation of their foo. ~3eans, coffee, and tortillas form the staple articles of diet among the Mexioana. Their habitual apathy under hardship makes it diffioult to discover their physical needs. Sometimes onl by aooident are ohildren found who have gone without food for several auooesaive daye. 8 The Mexioans are kind and indulgent to ohildren with few ideas of proper eduoation and trainin however. Mexioans families seldom send a homeless ohild to a publio institution. No matter how poor or how orow ed the home an extra ohild can 8 Stary, ora, -eorganization of - ao ~treet Sohool Sooiology 1924~. oopy 2. 41 always find a place. The sun-room. Another way in w ich the sohool conoerne itself in the maintenanae of health is in the handling of the problem of the tubercular ohildren, and t ose who are suffer ing from bad oases of malnutrit i on, imperfeo bone formation, heart weakness, etc. The tuberoular ohildren are segre -ated in a epeoial olaae where an effort a made to atone for the unfortunate ciroumstanoes, and ive them all the helu poasi'ble. In one school studied, they are placed i oonfortable plaoe on the roof of one of t he build'ngs, in air as free from dust and smoke as the district permits. Regular and frequent rest periods, three we~l-choaen meals a day, with a minimum of studies, often uickly restores the majority of them to health, in spite of the return every ni h~ to the h ~ me con dition whioh were the chief contributin 0 cause of the dia vase. Sun-rooms have been among the needed assets for the eohoola whioh have suffered almost entire extermination in the neaessary "slashing" program in th e C~ty System. ~he last report in this investigation showed only five left in the whole system, ~hough there are many, man;;, schools where the need is felt strongly for suoh an addition to the school sat-up. The interviews showed that ohoioe of oases for the sunshine room is made on reoommendation of the principal, nurse, doctor, and teac~~~ in ~11 cases. 42 In the oity school the sun-room is planned for those children w ho are in extra need of special care in the wa T of food, of an extra amount of milk, xtra rest, or any othe~ form need for t l1e formation of different a11d better eal t 11 habits. The ohildren in these rooms are give milk twioe or three times a day. In some schools in the morning=befora nine o'olook, milk is often given with ·hot cereal, beoauae the ohildren may have had nothing to eat sinoe their lunah at school and the milk in the afternoon of the day before, if the sohool is so fortunate as to be able to serve t his extra afternoon serving of milk. The height and wei-gh t is taken bi-monthly, prefera ly, or monthly. kept on a ohart and watohed ver - olosely by ohild, teaoher, prinoipal,and nurse. The sun-room is made as bright and oheerful as funds permit. There are varicolored charts of diverse kinds, fo r the purpose of encouraging health improvem nt in al . its phases. Children in these rooms are ~ ~1ven their c od liver oil every day. Keeping in touoh with the reoor4s kept by the teachers of the sunshine room and seeing the progress lll8de by the ohil dren, one oannot doubt the benefits and dvisability of this treatment. The definite rest period is a great advantage, in addition to the food and other oare received. One sohool 42 studied has a lovely per ola_ on the roof of another building where the ohildren of the sun-shine room have a real rest tim e twioe daily, and the improvement re corded in this school is very oonvinoing. In our ow n sohool the problem of t he sunshine room is not so muoh to fi ht against tub erouloaia, troubles of sight, hearin. ~, and other serious defects. but that of the fight against malnutrition and the very early ata ' ea of tuberouloeia. The children come to us so dirty, poo~ly olad and poorly fed in many oases that we must center our efforts partioularly on the nutrition and clothing phases of sooial welfare. ur eohool is unfortunate as to ita sun-room in two ways. In the f irst plaae, it is sit iate on the no~th side of the building, a nd reoeivea so little sun tha t we oan soaroely rightfully oa l l it a sun-room . Then the floor space is so limited tha we cannot be i n to meet the demand of even the really necessary oases, but have to serve only those more adTanoed, bordering m ore closely on defir i te tuberou1o· a1s existence, and negleoting those who are i n the threatening earlies t stages, and ao failing to prevent its further devel opment. Of oourse everythin possible is done, but the other problem is so important, large, and really ur ant t hat it uses all our effort and oppoutunities to help in this way. fuen the 43 tuberouloaia attains the stage of being definitely active, the ohild is taken away from our eohool to another whioh is better equipped and definitely assigned to handle that kind of aase. Nutrition. "Nutrition defined in the s ense in whioh we are using the tenn means the balanae between income and outgo. The inoome eonsists of all faotors that build up,- air, sunshine, water. sleep, foo d , salter, play. work, a nd happiness. The outgo is t he demands made on the body by growth. eduoat ion, overaotivit , wronb or insuff icient food, a nd destruotive emotions such as fear, worry, and an er. , ood nutrition is a suffioient balanoe on the i ncome side to keep the ohild growing and deoently covered with musole a nd fat. Bad nutrition rDB.Y be of two kinds, -- an exoees of out go that leaves t he c' ild thin. or bad diet and program that le~ves him rolling in fat." 9 ''he signs of ood nutrition are: (1) quality-hardness, elasticity, size, expans i on, and movement of musoles of the upper arm; (2) suffioient fat under the skin to make a com fortable but not oumbersom covering and a nioe f it to the akin; (3) posture -- without angel wings and droop shown by the thin ones; (4) good color-- ears pink when the sun shines 9 Child relfare, 1ay 1934, Pae 484. 44 through them; (6) no dark oiroles under the eyes; (6) expres sion of alert1ess without over-strain; (7) ability to be happy and to play normally. 8 Of oourse oorreation of defeots of eyes, ears, nose, and throat enter into thia questions of nutri.tion, but as this serious problem is being dealt with through our clinioe and other agenoies, more than through the schools, the author has not inoluded definite consideration of this phase in this study. The nutrition section of our sahools, in whioh the prinaipal is held responsible for his building, has oharge of the nutrition work done as a remedial health measure. !bis department deals with abnormal or siak ohildren. The consent of the parents is usually obtained~ ore often, however, the parents come to the aohool, or send word through the ohildren, that they wish their ohild to be given either lunoh or milk, or oth. because. of unemployment or some other unfortunate condition in the home whioh makes the feeding by the aohool neoessary. The nurse and dootor after examination also suggest the particular ohildren i o need help in the way of milk or lunah or both. In this way we of the foreign sahoola strive to fi ht malnutrition. Among the Mexicans the oause ie that of improper food and faulty food habits. and malnutrition form the vioious oirole t , e faml ies do not seem to be able to avoi d , or with which they oannot cope. This fight by the families is impossible at the present time beoause of the eoonomio oonditions and for other rea sons. 45 The food of the 1~xioan family is not varied. It is usually the same for the three meals eaoh day, if t he family is luoky enough to be able to have all, or any, of the three meals regularly, Their menu usually oonsiats of tortillas, beana,and ooffee, for a _l t hree meals of the day. If fruit is eaten at all, it come s at other times than meals. If they get ohili or tamales, f avorite dishes of the people as a nation, they oame a s a rare treat. heir milk, when they have it, is mostly oanned. ome vegetables are eaten when they oan be obtained, but t hese do r~ot make -up the re gular menu. In some oases the mother has been f ound oolleoting the grass cuttings from a more f ortunate neighbor, boiling them, and using them for food forte family. ·ortillas are made of flour or oorn 11 eal, water,and salt mixed, patted into t hin oakes a nd cooked on top of the stove. V ery little food is needed to keep theae children in a good atate of nutrition. They are happy-go-luoky. If they oan get one or two meala of the above-me ntioned kind daily, nd have a little mueio and dancing, t hey are content to let "mananan take oare of itself. ~ he mothers and rown 46 daughters, until the latter marry , are oontent to sit all day in their doorways. goasipin with their nei hbors across the way, taking little interest in ' ouaekeeping , food, clothing, or their babies, according to the beat m odern e.tanda.rda. Onae let the ef feota of this life. in the f orrn of malnutrition, get its hold on the ohild and the school nurse, dootor, prinoipal, teaoher, and sun-room have a tarrifioally big job getting the ohild baok to normal. The ohildren often come with one or two then garments, dirty, and t hreadbare, and with no shoes or atookings. This is still another phase of the problem, espeoially when the oold rainy days come on. O ften the children are kept in the sun-room semester after semester in order to get this additional help in the way of food, milk, ol othi ng, and other oare which the aohools use to oombat this most ·nnforti,nate state of affairs. The ohildren are put to work at the earliest a ge possible. The boys sell papers or · o anything else t hey oan find to do. The girls take care of the younger ohildren, do housework, and make themselves useful in every way possi ble. The only rest and relaxation many of these ohildren get is that obtained at aohool. The few pennies the work of the ohildren bring into t · he hom e helps the eoonomio situation for the family greatly, as the fat her is far too often naable to 47 get or to keep work. so these opportunities to add to the family inoome by work of aily sort before and after school help these often large families often to keep only enough ahead to maintain life itself. Large families are the frequent ooourrenoe among the M exioana. Often t here ten or twelve ohildre and the blessed advent of twins, as well as single additions, add to the burden in the already over-orowded home-- if one may call euoh a dwelling plaoe a home. More often there are two small, mean rooms, than when one finds ah me of three or more rooms. Under auoh oonditiona it is not a matter of wonder that the M e:<:iaan child oomes into the aohool underweight, listless, with tired, oolorleas faoes, uninterested in school or play. The tired, drawn faoea make them look like little old men and women, with the posture also that of an a ged person. W ith these signs, any or a number of the~, the least observant persona do not have to debate long or look far to see the first and most ur gent n important job of this type of sohool. The whole staff- principal, teacher, dootor, nurse, and all others must releive t he poor condition of the physioal welfa r e of our foreign · ohild. These oonditiona are not nearly ao serious amon the Italians, Japanese, Chinese, and the poorer A merioa n f amilies beaause their aooial and eoonomio status is not at suoh low level usually as among the poor ~ exioan f amilies. The foreign 48 white ohild, inoluding the Italian, uatrian, German, ~wedish, Slavonian, and other nationalities represented in our mixed population, represent on the whole a hi 0 her standard of living and a more f ort11na te prosperity than do the Mexican or oolored ohildren of the poorer olaases. These more fortunate ·families usually have good homes, comfortably, if often rather gaudily, furnished, and near yards. The family in these nationalities often live in the kitchen and backyard, where. ho e~er, every thing is immaculately olean. One seldome sees t l1e ourtains of the seldom-used front room even drawn. They want and have aohieved "fine th_ ings••, but they often do n '-Ot know how to use them. Thia is usually changed by the ohildren who are born and grow up in Amerioa, and who adopt the manners and customs of their Amerioan sohool mates readily. ~ith these children it isn't so muoh a case of laok of food, when there is trouble with malnutrition. ·ore often it is a oase of being over- orked. ~oonomio factors enter into the problem in these inatanoea often also, however. The father of this group of ohildren are as a rule da T 1a· orera, and the feeding of the children is sometimes unoertain, depending upon whether the father has work, for the regularity quantity and quality of the food they get. nother oause for malnutri tion troubles with these, as well as with the Mexioan and other poorer foreign families, is often the ignoranoe and stu~born auperatitions. 49 Among the apanese homes i n our school enr ollment the food ia _ very ofte n merioan instea of distinctly Japanese. The ohildren follow the father in the preference for -merioan food and manner of eating . The fat hers become merioanized more quickly than the mothers who cling to the ol d ouatoms. Often, however, many of the women go to Amerioanization olaaeea in the schools and lean to pre pare food in the American way, as a result of the desire of t he men and children to follow Amerioan manners and customs. We find l ittle or no milk in their diet, however, and very poor teeth has been one of the results of this deficiency. There are very few socia l disturbances in the Japanese home to make the oh.ldren nervous and worried. Very f ew Japanese are found in the nutrition classes, sufferin from the troubles which follow poor care i n this way. o broken home s are found among thes people, and if a child i s left an orphan, he is put into a Japanese orphans home. !here is an undesirable f aotor in the peculiarity of long working hours, with all the members of t he family w ho are at all large enough busy in the truck ardens. 1he Japanese ohild is sometimes made unhappy through diff erences felt i n the aooial status, beoauae of t he differenoe in raoes, or through a loss of status resulting from mixed marriages. n the whole, however, we f ind Japanese ohildren making up very small part of our nutrition problems. TABLE V SO URCES OF AID OUTSIDE T HE SYSTEM Sources of Aid rhe Farent-Teaahera Asaooiation Servioe Clubs County Relief A genoy Community Ohest Cases 30 28 2'1 27 60 Table V shows the aouroea of aid from outside the aystem aa reported in the interviews. The Parent-Teaoher Assooiation. The Parent-Teacher Aaeooiation of t10 · enth Diatriot, w ioh inoludea the aity of Loa Angeles, has been one of the greatest souroea of 51 aid in our aohools. Jntil the last three years t he foreign aohools were the most important phase of this problem to them, but sinoe that tim e their demands ave broadened to inolude a rest number of those sohools which were independent before that tim e. his organization baa done and oontinuee to do a work which cannot be replaced aa oan be seen in the following statements: In April, 1931, 167 aohoola reoeived nutritional aid, with 3,998 lunohes being served. By June, 1931, the same number of aohools were served by them but the number of lunches had inoreased to 4,247. In September of the same year 111 sohoola were served, with 5,073 lunches. By Maroh, 1932, the number of aohools had increased to 170. 14,174 ohildren were served 11,563 lunches. In Maroh, 1933, 188 aohools were serving 16,980 children 7,583 half-pints of milk and 14~665 lunches. In April, 1932, 1,425 new garments a nd 327 pairs of shoes were provided. In January, 1933, 1,168 chil- dren were given 3 .617 n ew ~arments and 608 pairs of shoes. In Maroh, 1933, 436 ohildren were i ven 1,158 ne garments and 237 pairs of shoes. Those ohildre1 in need of medioal aid may attend health oenters at which the Parent-Teaoher A s ooiation sup plies those t hings not within the provinoe of the Board of Eduoation. These i tams state onl.{ a few of the many bene fits derived by our school children through the faithful work of the Farent-Teaoher ssooiation. The oounty. The oounty oes muoh for t 1 ,e family aa a whole. This work aannot be done by the Parent-Teao er Assooiation, as their work is only with the aohool ohild. 62 The children ,· ho come from families receiving county aid are inoluded i n a separate list, and their milk and lunches are paid for by the county. The oounty also provides muoh of the alothing and other home nee s -- food, clothi ng, rent, and medioal oare. 1his same agency also furnishes much help to the schools in the cheoking of oases. The school usually makes thia contaot t hr ough the district county visitor whose name is obtained through the County felfare Office, or even more quiokly through thos e w~o are getting county aid re gularly. The Service Clubs. The ervioe vlube are included in the picture as a wonderful help especially at the holiday time. ~hey are also often called into action in speaial oases and in emergenoies. The bas ets given by these olubs, the wonderful program and Christmas '1ree, programs i van at hospitals and for shut-ins, s how the importanoe and great benefit of the work done by these philant ropio organizations • . 1th all the souraes of aid, both outside the 53 system and directly in the school staff, the prinoipal m ust be alert for any means of help in this atupen_ duoue and overw. uelming problem in the administration of hie aohool and 1 ta welfare. CHAPTER IV RECORDS AND FOLLOl-UP The oheok of oases by the sohool. including the teacher, the nurse, and the home teaoher. is one of the first steps leading to the making of records and the follow-up. Sohools where the child has previously attended proves very valuable, aa will also the oounty raoorda, as in oheoking oases and providing for the necessary follow-up. he 4octor and nurse, through the physical examination of the children on the lists for aid, verify the reoorda from time to time. ~he several samples of forms presente ~ give a oot idea of tie means used in keeping records for files of the help given. ~oh of these forms is self-explanatory. (See ppendix) m he -arent- eaoher Assooiation amily History Question naire,(Form 811--50 •--8-34), is the first for i uaed. O ne of these carda is made for each family, and the information asked on the oard i given as olearly and fully a s poa ible. his oard, after oompetion, is sent to the oentral offioe and approved. The sohool fills in the blue sheet,(Form 2517- lOM--12-33), and keeps as a duplicate of the oard for the sohool files. ~he white oards furnished by the ureau of County 'Yelfare serves aa a reoord of those oases who are receiving the County aid. _hese oarde of ,hich duplioatea are made 56 are filled in and sent to the oounty offioe for approTal. ·hen this is done, and the approvals are made, the school lists the children on the sheets, (Form 1270--10 - Sets-- 8-34), for free milk and lunoh for eaoh month. Thia is a comprehensive but easy rep rt to make. Aocuraoy is extremely important in making this report, because from it the bills for milk and lunches, (Forms 1303--1800 ·)eta --8-34, (1303- A--1800 Set --8-34), are made and from these come the very important finanaial aid ~1ven by the arent-Teaoher Assoaia tion.and the oounty. In oases where the ohild needs clothing another oopy of(Form 811--60M--8-34) (the P.T.A. amily uestionaire) is made and sent with the request for clothing. (Form 1381-- 2500 ·ets--1-38), to the oentral offioe, and the order for the needed clothing ia r oeived . he servioe olubs and the p tron schools. ho have "adopted" the partioular school, receive letters inoluding the names of the families or 0 1ildren requirin aid, and the duplicates is kept in the school files for future reference . Besides the sunroom, other added spaae or equipment whioh has been found to be needed to carry on the social welfare program in the lohoole inoluded separate rooms or bungalows used for a nursery, cafeteria, and merioaniz tion olaases. Cafeterias uaed such spaoe in twenty-five cases, 56- TABLE VI HOW THE SCHOOL vfEETS THE CHILD 1 8 EFJ>S -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - . - - - - Added Spaoe used Sunshine Room Nursery Cafeteria Americanization Bungalow Cupboard Pergola Reoorda Kept P. T. A. Cafeteria Manager ]lanager Of:f ioe County Records Person al Clothing t}i ven Cases Oheoked lfeekly Monthly Semeeterly Quarterly Bi-monthly Constant Constant Intermittent Follow-up of Cases Viaita: Teaol1ar Nurae Home Teaaher P. T. A. Card Cheak (oontinue on next pa a) 6 6 25 7 3 1 27 l 17 3 2 l 22 2'1 6 1 5 4 28 6 10 11 l 16 Personal Contaot Prinaipal's Duties: Visits Oontaots Administer Cheoking Supervise Planning Sour· oa of Funds Seoured Other Sohoola Frivate Donations Service Clubs P.T.A. Teaohers Looal Churahea Sohool Programa Looal Tl?A County 6 21 7 16 25 20 18 14 26 16 28 23 1 l l 2 56-B and waa needed for the other purposed in eight e ees. Three oases reported the neoeasity for extra oupboard room, and others used such sp oe already available. 56 The reoords kept were largely those used for the F~A, and twenty-seven report relying upon these records largely. In seventeen oases additional office· records were reported, the use of county records in three oases, and only one had reoords kept by the cafeteria manager. Cases were oheoked weekly in twent -two oases, monthly in twenty-a ven oa.sea, and intermittently in t \.enty-eigl1t o· aes. In many inatanoes these were from the same schools. The free lunch-milk list is oheoked when needed(intermittently), but the other needs were ohecked by the nurse or home ta cher weekly if needed, and monthly by the doctor. Four sohoola reported keeping a oonstant cheek, six onoe in eaoh semester and five bi-monthly. while ne only felt t ha t oheoking was neoessaryonce eaoh quarter. Following up the caeea is usually done by visits, by oheoking family history oards and other reoords, am by per sonal oontaoting of the homes. Visits by the teao ers are reported by six schools, by the nurse from ten sohoola, by the home teacher from eleven sohoola. lifteen oheok from oards and reoords and six mostly from personal contaots. The prinoipal'a responsibility is notioeably reat, listing as plannin in twenty-~hree oases. oheokin in twenty-five 67 oases, visiting in twenty-one oases supervising in twenty oases, administering i n 1fteen oases, and contaoting in seven oases. All responsibility for the oheoking was re ported in ten cases. Eleven sohoola emp~aaized this degree of responsibility aa very great, second only to classroom supervision and often even more urgent that that in its requirements. Calls made on the oounty are listed for olothes in seventeen oases, for fam11 - need in twenty-one cases, for home needs inseven oases, and for records in one oase. These aalls were made at the p ts request in one instanoe, on evidenoe of needy oases in three cases,"as needs ariae", in fifteen oases, and to report nee y families in twenty~ oases. TABLE VII PRINCIPALS' SUGGESTIONS FOR IMPROVING THE PROGRAM More Home Teaoher service 16 Understanding workers 12 Social welfare visitor to oontaot homes 15 Social welfare worker in charge o the work 5 All aooial welfare work to be done by one agenoy 6 Better trained workers 10 Resumption of Sunshine Room ork 14 More home visiting 11 More oontaot service 7 More nurse's time 6 More epaoe and equipment for the work 5 More money espeoially for emergency oalle 11 Full cooperation 5 Further develo t ·n charaoter building 2 A better report system 2 Make the program seoond onl · to olasaroom supervision 15 Free aoaeas to all reports of County and welfare visitors in the school distriot l "Adoption" by a sohool in a more prosperous seotion of the oity 2 A oomplete "picture" of the homes always available 1 Home Eaonomioa program to help train in nutrition 1 Gardening and vocstional traini ng for both boys and girls 3 Abolish free lunches and so avoid apauperizing" 2 To get some partioular agency to take charge of all work required by the sooial welfare program 2 58 C H A TER V SUl41MRY AND CON CLUSior s As the author vi ews the subject after uoh study and experienoe, this problem is exoeeded in urgenoy and importance by no other art of the sohool's work in the community. rhere has been a start made in t his way, but there is muoh to be done in the way of improving and perfeoting it yet. Tabla VII lists the suggestions of the principals interviewed on the things that might be done to improve it. ne of the most notiaeable suggestions oould be marked as oloser h me oontaots, ainae fifteen want more home t eaoher servioe, twelve want an understanding worker, fifteen want a social welfare visitor to oontaat the homes, eleven want definitely m ore home visiting , seven more oontaot service, and one wants a more oomplete " pioture" of t !ie home always available • . Another grouping would be of better workers or acme one trained for it who oould take t he full responsibility for the program. In this group, five would like a sooial welfare worker in full oharge, ten want better trained workers, five want the County or one agency to do all welfare work, and another two want to get some particular agenoy to take oharge of all the eooial welfare work. The spaoe for the work presents another phase of the problem whioh would make still another grouping. In t his group, five ask for more spaoe to devote to the work, fourteen want a re umption of the sunshine room, and one wants a resumption of the home eoonomios work in the aohools to train for better living generally, while three want gardening and vocational training for both boys 60 and girls to help these p ople help themselves in the solu tion of this vi tal problem. till another is working on his own solution of the problem along these last lines, in develop ing a plan to help in oharacter and morale building, and his results are certainly most promising in this way, though he has had only a very short time to prove what aan be done. 1'\vo of the prinoipals wished to abolish the free lunohes and auoh benefits, to avoid pauperizing the people, but this idea was greatly opposed by those whose aohoola are looted in the reall~ needy seotions of the city, where the need is a most vital oonaiderat1on, and the aohool must do its part in the solution of the problem nut from preferenae but in the inter est of humanity. 1he need for more nurse's time is felt y six principals in this particularly needy part of the city also, and also more money, for emergency aalls partioularly, by eleven principals, and "adoption" by another sohool in two -oases. Another grouping would inolude · the problem of the reoords to be kept and those aoaeasible, as well as the other phases of the prinoipal's work in the way of the problem of aeourin full oooperation whioh is a problem with five prin oipale, and the wish to be able to make the aooial welfare 61 program seoond only to that of alaasroom supervision on the part of fifteen principals. Regarding the reoorde, two feel the need of a better reoord system, and all feel that there oould be improvement in that way. One suggested that it woul be very wiae to be able to have free aooesa to all reports of the County and welfare visitors in the school distriot. These suggestions cover but a little of the ground that might be noted in this vital an urgent problem which demands attention oonstantly in this type of sohool. The need is not a temporary one, but is growin a size and insistence oonatant ly. The author sees it as a problem in whole-staff oooperation for the school, but oertainl:- one in v1hich the plaoe of the prinoipal is of pri· mary importanoe. .'?hen t he new principal comes into hj_ s 1 ork in a school of predominatin forei n enrollment, he feels so inadequately prepared for this phase of his work. So little infor1na ti on may be obtained · hioh would be of help in the solution of his difficulties that uoh ti1 e is loatand rnuoh worry spent in discovering the basic faots of the existing conditions, and of the pro ram to be adopted as well as just how he is to go about it. This problem is as awning an ever-inoreasina-ly prominent p·laoe in the general administrative scheme of the foreign sohools. The work must be e · ucational as well a .· remedial. J. 1 he program must extend into the homes, teaching the mothers the bet ter oa · e of the family, and obtaining aid for those unable to oare for thems elves. The author hopes tha t this study will be of help to those new and inexperienaed prinoipala who find themselves overwhelmed by the serious problems of this phase of school administration, and that through this mea er atu y, he may be aided in some small way in finding a solution for his diffioulties. 62 BIBLIOGRAPHY 63 BIBLIOGRAPHY Bundeaon, Herman, ~he Growi~ C~il~. Department of Health, Chicago, 1987. Cates. Joseph, Welfare of the Child. llew York: Funk and ~ lag nalls Company; 1920. 148 pp. · Cameron- . H. o., The Nervous Child. Oxford Univ. Preas, London, 1925. National P. T.A. I.iagazine, Child Welfare. Offioial Fublioation, National Congress of Parents an! 1eaohers, 1201- 16th st. N. w. waah. D.C., Oot. 1983. M ay. 1934. Emerson, Wm. R.P. 1 l~utrition and :}rowth in Children. D. A pple ton Bo Co., New ';York, 1923. Hogarth, A. H., ldedioal Inapeotion of Sohools. Oxford Univ. Preas, London, 191~. Holt, L. Emmett, The Oare and FeedilljI of Children. D. Apple- ton 8o Co., New York, 2§1923. · • • Hunt. J.E. Johnson. B.J. Linooln, E.M., Health;: Eduoation and the Nutrition Class. E.F. Dutton, N ew orf, 1921. Jaokson, C.M., The Effeots of Inanition and Malnutrition, P. Blaokatone Sona, Philadelphia, 1~25. Jaatro, Joseph, Keeping Mentalll Fit. Greenberg, N.P., N ew .. York, 1928. • • · Jennings, Edna Carew, A Study of the I~utri tion w ork in the Elementary Sohoola of Loa lngeies. Unpublia1ied Master's Thesis, University of Southern California, Loe Angeles, California, 1932. Sooialo gy. 81 pp. Le Peohota, Henry, A Stu Administration and an- ization of Wel are una ions o ornia Lokrantz. Sven. Annual Re£6rt of Health and Corrective Phzs1oal Eduoatlon. s Angeles• 1 Juij, 19'29. @ 64 National Conference on Raoe Betterment -- Three oonferenaes. Vol. I ••• 1914, 625 pp. Official Prodeedinga of Vol. II •• 1915, 145 pp. first, seco nd, and third Vol. III •• 1928. 748 pp. oonferenoe on Raae Better- ment. Pasadena Superintendents Reports, 1924. Researah Bulletin, N.E.A., Number 9. pp, 37, 42. Roberts, -~dia J., Nutrition l ork with Sahool Children, niver sity of Chioago Preas, Chioago, 1927. Seleoted Documents conoerning the health programs of the sooial welfare program. Sooial Servioe Direutory of ~os Angeles Co1mty, May 1935. Comprising a list of the prinoipal aooial ser ioe welfare and charitable agencies, sooieties,and organizations,and aesooiationa in the County of Los Angeles, in the first aounty wide survey ever m ade. ·:1th data for the years 1933-34. Starry, Nora, Reor~anization of Ia_oy treet School. , ooialogy 1924, 8, Copp • Terman. Lewie u., !!,tgiene of the ]1 Iifflin Co.. 11iwYork, 1914. ■ White House Conference on Child cho~l Child. Houghton a • ealth and 'roteotion, 1930. Wood, Bertha • The Poods of the :E ore_i~ Born, V hi toomb and Barrows. Boston; 192~. W ood, Thomas D. and H. G . Rowell, Health unervision and •Medioal Inspeo t ion of 00hoola, 1917. 46 pp. I O I U • APPEBDIX LIST OF QUESTIONS PERSONALLY . SUBMI!TBD TO PRINCIPALS l. Row do you diaoovar the need (pqa1oal) of your pupil? B7 T~aoher. Burae, Dootor, Parent, ·Neighbor, Others. 2. How clo you determine worthy oases! Hom, Tiaitat Nurse's visits! Other ways? I. What olaaaea of need do you diaoover? Ph7aioal: ~ood Clothing Others Boonomio: ,. How are the ohildren of the Sunshine Room chosen? 6& Number aoo~mmodated Malnu~r1t1on Tubaroular Other BJ' whom ohoaen! &. What 1a the staff organization 1n your school for welfare work! What does the principal do? What do the teaohera do? What doea the olerk do? What does the nurse do? 6. What ia the present equipment, and what additional equip ment, if any. is neoesaary in oarrying out the sooial welfare program? 7. What has been the inorease in the number ·of oases needing aid in the last two or three years? a. What _ reoorda do you keep of help given? 9. How often do you oheok oases needing apeoial attention? Sunroom Tubercular Malnutrition c~~~~in~ Others Weekly Bi-monthly Montlal7 Quarterly semester Yearly . Intermittently 66 10. What agenoiea inside the system give aid? Sahool itself Other sohools ~udent B dz Others Regular Intermittent 11. ~at agenoies outside the system ive aid? Regular P,T.A~ qountz Servioe 6lubs Others Intermittent 12. How do you secure needed funds? 13. How are oases folled up? What is you responsibility in this? 14. When and how often do you oall on the County for aid? Of what type is this aid? 16. What suggestions do you have for improving is work in you aohool? LOS ANGELES CITY SCHOOL DISTRICT DIVISION OF BUDGET AND RE3EARCH P. T. A. FAMILY HISTORY QUESTIONNAIRE .............................................................. District No . .............................................................. School. T Parent or Guardian: If your children are in need of (and you cannot pa y for ) F REE MILK or LUN H at t he chool, or CLOTHING n c ary for actual chool attendance, plea an w r correctly t he following que tion and return t o the principal. am of CHILDRE (Give fir t n am s of all childr n in fam ily in your school f r wh m Milk, L unch, or Clothing are r equ t d. ) e ·······················································-······················································································································································ (Give age of childr n n a m ed above. ) DDRESS ................................................................................................................................................................................................ . Father's Name ........................................................................................................ Occupation ............................................................. . ther's Name ........................................................................................................ Occupation ............................................................. . verage Monthly Ear11ings of Entire Family .................................................................................................................................. . re you Receiving COUNTY AID OF ANY KIND ...................................................................................................................... . H w long in United States ........................................................ How long 1n California ............................................................... . MILK I am not able to pay for LUNCH for my ........................ children CLOTHING ( igned) ......................................................................................... . (Parent or Guardian) Date ................................... · ............................................................. . T Principal: Please check whether request for help is for ~ILK ......................... L UNCH ..................... CLOTHING ............ . On fir t line give fir t name of all children in family who are t o r ceive f ree milk or lunch at your school. If ·111 names ar e given only one questionnaire for a family i n c ar y for F REE MILK OR LUNCH. New questionnaire must accompany each request for clothing. Form 811- 60M- 8-34 p_.. UlT-lOM-11-11 LOS ANGELES CITY SCHOOL DISTRICT 0Fl'ICB OF THB SUPERINTBNDBNT P. T. A. FAMILY HISTORY QUESTIONNAIRE -··············--·-··----------·--------- ~--------------·---School To Parent or Guardian: If you wish your child to be served free milk or lunch at the school, or obtain school clothing, please answer correctly the following questions and return to the principal. Name of Child ......... ·-----------------------------·------------·--------------------------------------------------- ADDRESS ................................................................. ~ ··············---- -------------------------- Birth date _____________________________________________________________________________________________________________ __ _ Father's Name .................................................................. Birth date ................... . Occupation .......... ~·················································································--····--···-······ Mother's Name ................................................................ Birth date ................... . Occul>",tlon ............................................................................................................. . Average Monthly Earnings of the entire family ............................................... . . Receiving County Aid ............................ County Work Order ..... _ ....... - ··_ .......... . Row lon,g in United States? ................................................................................. . How long In California? ............................................................. ·-·········-·············· How long in Los Angeles County? ..................................................................... . ' Other Clalldr• Area Married or Sinsle · Averare Monthly Eaminga ·-•····--······································· .. ,., .•••••••••••.•••••.•.. ..•.•.....••.••...........•.................. .. ······----·---·--········-------·-···· ···················-·-·····················-· ················ ............................................................................................. . ···-··········--············-········---··-· ···--·····-···· •••••••••.•••.•...••••.•....•.••........................ ···············-----·------·-···-----· . --·-...... ·--·---·--··--·····. ········-······ ···············································-········ ···········-·····--················· ................ ·-····--·····-·-······-· ···-············ ······································-·········-···-··· ·····-··········-····----------···- - Milk I am not able to pa:, for Lunch for my ................ children. Clothing Signed ............................................................... . Punt or Guardian Date .......................... ---------------------------- DEPARTMENT OF CHARITIES--COUNTY OF LOS ANGELES--WELFARE DIVISION MILK FOR SCHOOL CHILDREN F CHILD ______________________ BIRTH DATE __________ ~MT. MILK _____ HALF PINTS SURNAME GIVEN SCHOOL DATE' OF APP'lll,I 19 PARENTS FAMILY DATA AVERAGE MO, li:ARNINGS ARR IVED BIRTH DATE OCCUPATION MONTH YEAR u . s . -------- --'J OTHER CHILDREN GIVEN NAME PRESENT ADDRESS CONTRIB . , __________ _ MARRIED AV . MO . TO OR SINGLE EARN . FAMILY STATE COUNTY COUNTY WELFARE DIVISION ACCOUNTING DATA SCHOOL VISITOR ' S STATEMENT DATE OF VISIT _________ 19 __ _ I hereby certify that I have i ited the home or the above nam d child at the addre hi parent i ren and find that h e r ~uardian i un able to pay for .......................... . pint or milk da ily b rea on ol ........•............................ ............. .. ........................ ................. ..................................... ................... ......... arc residents and I belie e them to b legall li~ible to County Aid. i~ned .................. ............................................. ................ ............... . Title .. .. ......................................................................................... . MONTH SEPT OCT. NOV . DEC . JAN . FFB MAR . APR . MAY JUNE TOTAL NO , DAYS ATTENDED NO . ½ PTS SCHOOL M ILK I COST - --- SCHOOL PHYSICIAN'S ST A TEMENT Date of Examinatio . ............ . ' I hereby certify that I have this day examined him hild ' Full am e and find her in need of _ half pints of milk daily at school for by r ason of Appro, imat I • Give <l ·Cinite ta t m e nt or dia~no is or ph i al ondition ... ···- .. Signed hoot Ph ian or bool N ur e SCHOOL PRINCIPAL'S CERTIFICATION ORDER NO 19 months hereby certify that the home of . ...................... ........................................ .............. ..... ........ ......... ...................................................................... . hild' Full Nam ha b n visited by • • • I School Nurse whose position 1s Home Teacher her parent and t•, t his guardian is financially unable to meet the expense of milk at school and that they are, in my 1 • nion, eligible to aid under the law. Signed .... .............. .................. ..................... .... .. ........ ........ ........... ..... ................... ......... Principal School LOS ANGELES CITY SCHOOL DISTRICT DIVISION OF BUDGET AND RESEARCH Report Submitted to the Los Angeles 10th District California Congress of Parents and Teachers District No. _______________________ _ For Free Mille and Lunch for Month of-----------------------····- ~ o. Children Daily Bills will not be paid unless requisition has ~ o. ¼ Pints Milk Daily , 0 , Lunches Daily Requisitions n1ust be 1n P. T .A. Office by 25th of Preceding Month. been submitted and a questionnaire properly made out and signed . on file, .... .... ------- ------------.. -... --------- . ------------- --- -------- --.. ---- N AJIE OF PRINCIPAL DATE SIGNATURE OF PRINCIPAL It is understood that the cases reported on this blank have been carefully investigated and that the Principal is that those requesting free milk or lunch, or both, are entitled to the same. Encourage all children who can pay gnall amount to do so, and send such collections to the P. T. A. with your bill. BEFORE FILLING OUT THIS BLANK SEE REVERSE SIDE 2 NAME (Alphabetical Order) 3 ADDRESS 4 5 Ag, 6 Milk Req . 7 Lunch Req. 8 Code Reason satis even 9 Co. Case . ... -------------------------------- --------------- ---------------------------- -------- -- -- ---- ---- ------ ------------ ---- -- -- ------------ ------------ ---·-------- ·----------- . ... -------- ---------------- -- --- -- --- -- - ---------------------------------------- -- ------ ------ ------------ -------- ------------ ------------ ---·-------- ------------ · · ····---------------·-----·---------------·-------- ------------------------·----------------------------- ---·---·-··- -------- ------------ ·----------- ---·-------- ·----------- ....... - •---------------------- --- --- -- -- - -- ------------------------------------··-------------·-- --·--------- ----·--- --------··-- ------------ -------·---- -·---------- ........ ---------------------- --- --- - - --- --- · ·····--·--------··-------------·------------ -------- --------·----------------·---------------------------- ------------ -------- ------------ ------------ ---------··- -----------· .......... -- -- ---· ---- ---- ·--- -------- ---· -. -· ---- ---- --------. ---·--- ---- ---------·----------- --- ---------- ---- ---- ---- -------- ---- ---- ---- ---- ---- ---- ------------ ---- --·- ---- ····- --------·---------------·-------------- -------- -----·------·----·------------------------------------ ------------ -------- ------------ ------------ ------------ ------------ ·····--·--------.. ---------- -------- ---------------· -----------· -----------· -- ----·--------· ------------ -- ---· -------- -------- ---- -------- ----. ------- ----. ------- ---- -------- · · ···-----·------·-----·---------------------------- ----·-------·-------·------·---·---------------------- ------------ -------- ------------ ------------ ------------ ------------ · ·····----·--·--. -·-··-· ---- -------- . --- ---- --- ·--- ---- ------------ -------·---- -------· -----·------------ ---- ---- ---- --·- ---- ---- ----. --- ------·-·--- -··- -----·-· --·- ---· ·--- ......... ... ------·- -----·------ ---- -. ------ ---- ---- ---- ---- --·- ----- ---·--·---·-----·---·---------· -·-·- ----- ---------·-· - --- ---- ---- ---- ---- --·- ---- ---- ---· ---- ---- ·-- --·- ---- .... ..... · ---------·--·----··--·-·----------·--------- ----·----------··--·-------------·---·----------·---·- ---·-------- ----·--- -------- --·- ------------ ·------·---- ------··---- . ........ ---------. -- .. ----------. ---- ---- .. --- ----. ·-- ---- ---- ---- ·-------·---·----··- --------·--- ---- --·--- ---·. --- ---- . ------- ---------·-- ---- ·--- ---- - ------- --·- ·--- --· -·--- ......... -·---------- . --· -------. --·--. ·-. --- -------· -----. ---·----·· ----·--------------------------------- ------------ -------· --------. --- ----· ----·-- -·---·-· ---- -----. --·--- ...... .... ----------·--. -------·----·- -----· ----·----- ---------·-· ------·-----. ----------- ··-------------·-· ---- ·--· --·- -·-- ---- ---- -. ------ -------- ---- -------· ---· ----.. ----·· ····-··-· -·----- -. -- . --· -- ---------- -·-- ---· --·-. --- -. ------. --- ---- -----------· ---· ---- ------·----------- ---- ---· ---- -- -- ---- ---- -------- -·---. --. --· -------- ---- ---- --·-·--· ....... __ __ __ -- -----·. ·--. ----------- ----·-·-·-·-. -·- ----. -------·----------------------- -----·---·--·--- -- ---- -------- ---- ---- ---- --·----- ---- -- ------ -------- ---- ----·--· ---- ······----·· ------·---------. ------- ---- -- --·--· -·-- ---·. ----------------... -··--------· ----------·-----·- -·-- -----·-- -------- ---- -------· ---- -------- -------- ---- ------·----- ... ........ - ----·-----. ---. ·---·-· ---· -----------· -·-- ---· -·--------·-·-·--------------·-· -------- -----·---- ·--- ----. --- -·-- ---- -------- -- -- ·-----·----- ---- -- ------ ----. --- ---- -- -------·------·----·------··-----------·------ -·-·--·--------·-··-----------------·--------·-·-----· ----·--·---- -------- ------------ --·-·------- ------------ --------·--· - -----------·---··-----·------·-------·-·---·-- -----·-·-----·-·--·----·------------···-··-·------·--- ·----------- -------- ------------ ------------ -···-------- ---·------·- " ••-·------- ----. --- ---· ··----·- -·--·- · --·---·-- --·------ ---·----·-----· -·------- --- -----·----··-··--- ··-· ----· --- ---- ---- ----··-----· ---· ·------· ---- ---- ---- ---- ---- -·-- .. ··- ---·--------·-·-·------·----··-------------- ------------------·-·--·--·-------------------·-·----- -------·-·-- -·--·--- -·---------- ------·----- ------·----- ----···----- ··-------·--·-------··--·---···-·---·-----·-·-- -----·-------·-·--------·-·--·------·--·---------·---- ------------ -------- ·----------- ·----------- ·----------· ----·------· ·---------------·-·····-------···---·--··------ ·-·-------·- -- ----··-·------ -··----- ---------------·-· -·---------- -···---· ------·----- -----·-·---- -·-·-··-·--- -·---------- --------·-------·-------·---------·---··-----· ---- -- -------·-------------- -- -- -------- ---- ---- ---·-- ------------ ------·- --··----·--- --·-·------- ---------·-· --··----··-- ·----·-·------------·------·············---- ·--· -- -------·--··--··---- ----·- ·---·-----·----···---- ··---------- --·----- -----·------ ----·-·----- --·-·----- -- ----·-·----- ------------·---·----------··---------- -- -- -- -- --·-·· -- ·--- ---- ---------·-- -- -- -·-----··--------· ·---·---·--- ··--·--- -----·------ ------·-·--- ------------ -----··--·-- ··-----·--·-·----·--------·-~·----·---·-· -- -- ---· ---~----·------·-----·-· -·-----·-···-·--·-·- -- --.. -·-- ---·-··- ----·-·- ---·-----·-- ----·--· ---- -·----·---·- -····-·----- 1 800 Seta-8-14 LOS ANGELES CITY SCHOOL DISTRICT DMSION OF BUDGET AND RESEARCH MILK BILL DUPLICATE-P.T.A. COPY To The LOS ANGELES 10TH DISTRICT PARENT-TEACHER 583 Chamber of Commerce Bldg., Telephone PRospect 9348 Name of School Los Angeles, Calif. Name of Dairy Date ................................................ 19 ..... . ·--· --- --- ------------------------------------------- -- -- -- Signature of Principal Children Served }filk Daily Free Milk for CALENDAR Month of ........................................... . Total No. Half Pints Given Free Total Creamery Bill $ ............. . Collections ·Sent to P.T.A. Office by School $ ............. . Total Paid for ys Served -·····-·······-- *Price ................ Milk by P .T .A. $ ............. . i understood that ONLY the cases that have been submitted to and approved for payment by the Los Angeles i trict Parent-Teacher Association are to be included in this bill. Bills must be submitted for each month to the ngele Parent-Teacher Office, 583 Chamber of Commerce Building, before the 10th of the succeeding month. milk bill that is to be paid by the 10th District must come to the above address. 'lk to be billed P.T.A. at cost, not to exceed price set by P.T.A. in bulletins sent out as milk prices change. A-1 0 Sets-8-34 Approved By ................................................... . LOS ANGELES CITY SCHOOL DISTRICT DIVISION OF BUDGET AND RESEARCH LUNCH BILL Chairman DUPLICATE-P.T.A. COPY To The LOS ANGELES 10TH DISTRICT PARENT-TEACHER 583 Chamber of Commerce Bldg., '"••· -------------------------------------------------------- ame of School ····•• .... ......................................................................... . i nature of Principal hil ren Served u nch Daily Telephone PRospect 9348 Los Angeles, Calif. Date ................................................ 19 ..... . Free Lunch for CALENDAR Month of ....................................... . Total No. Free Lunches Served Total Lunch Bill $ ............. . Collections Sent to P .T .A. Office by School $ ............. . Total Paid for Y erv ... ,d ·······-···-··-- Price per T ,unch ·······-·-····-- Lunches by P.T.A. $ ............. . i u n. erstood that ONLY the cases that have been submitted to and approved for payment by the Los Angele i rict Parent-Teacher Association are to be included in this bill. Bills rnust be submitted for each month to the gel 0 , Parent-Teacher Office, 583 Chamber of Commerce Building, before the 10th of the succeeding month. Approved By ................................................... . Chairman 18 1-2500 Seta-1-11 forlll LOS ANGELES CITY SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT PLEASE PRESENT THIS FORK TO EMERGENCY CHILD RELIEF Los ANGELES 10TH DISTRICT PARENT-TEACHER ASSOCIATION 683 CHAMBER OF COMMERCE BLDG., 1161 s. BROADWAY, Los ANGELES REQUEST FOR CLOTHING Necessary for School Attendance ONLY. · PERSONAL HISTORY u rnan1e ....... ···-···-··. ····-:········· ••... ··· :· .•••..•••••.•..•••...•....•.•... Birth place Month-Day DUPLICATE Year name .................................. ·----------------------------------·---------·-···-·------ ...................................... ~---·····-·······--···-· .............. . , ·a {other s ma1 en name ........................................................................................................... . ···-···-----------------------·---···--------- ddress ............•....••.......••............••..........................••..............•••••..•.•••.•••••••..•••.••••••.•••••.••••••••••••••••.••••..••...••.•..•••••••.•••••....•.••...• ,. revious address .................................................................... Reason for need of help ........................................................ . 'ames of Children Birth place Month-Day Year .................. --.. -. -- ------. -----. -- ---. - ----. ------- ..... --. ----------------- -- ---.. -· ---------...... ·······-.. • · ................. ------- .. ·-· .. --...... -.................................... . .................... --·------ -----------·-----.. -----· --·-------. --· ------- --- -- ------- ------· --- ------- --------····· -. --·--· -··-· ·-.. -----· -........ -. ----. --... ------------------ -----·------ --- ········ .... - .. -- ------ .. ---. --. -------------------· -- ........ ------ ... --------- ------- ---- --------- --- ------------······ ···-··--···-----·----,•··· ------. . -.. -------- --------------··-- ------........ . ..... ..... .. .... .. ----.. ---.. - ------... -----------... - ...... ------ .. ---------------. -- .. -------·. --------. --. -----. --... -------. ---- ------- ................ -----.. -------.. ---- .. --· ........................ . REMARKS: Only itemized needed garments given . .......................................................... Approved by 10th District Officer Signature of Principal 001 ............................................................................. .

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Asset Metadata

Creator Moore, Luella (author)

Core Title The administration of the social welfare program in several typical foreign schools in Los Angeles city

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1935-06

Publication Date 06/08/1935

Defense Date 06/08/1935

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Digitized from microfilm by the USC Digital Library in 2023 (provenance)

Advisor Burton, W. H. (committee chair), Crawford, C. C. (committee member), Scholtz, T. L. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113174234

Unique identifier UC113174234

Identifier Ed 35 M822 (call number),etd-MooreLuella-1935.pdf (filename)

Legacy Identifier etd-MooreLuella-1935

Document Type Thesis

Format theses (aat)

Rights Moore, Luella

Internet Media Type application/pdf

Type texts

Source 20230616-usctheses-microfilm-box8 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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