UNIVERSITY 0 AGRICULTUf\ F ILLINOIS

E LIBRARY AGuide to

ORGANIZING

FAMILY

CAMPS CIRCULATING copy

teUL rv; \L~ LiBRARY

S OLLEGE OF AGRICULTURE

CONTENTS What You Should Know About Family Camps ........... . .. . .. 3

What a family camp is. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3

Why have a family camp? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3

Who attends family camps? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4

Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Personnel. . .. ... .. . .. . ........... . . . .... .. . . .. . . . . ... . 5

Program . . .. . . . .. . . .. ....... . ... . ........... . . . .. ... . 6

Cost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8

How to organize a family camp . . . . . . . . . . . . . . . . . . . . . . . . . .. 9

Making Your Family Camp a Success ... .. ... . .............. . 9

The planning committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9

Mealtime arrangements . .. . . . . .. .. ..... ................. . 14

Flag raising and lowering . .... . .. .. . . .... . .. . . . . .. . . ..... 14

Age-group activities .... . ............ . . . .... . ... . ........ 16

Rest period . .. . ............ . ... .. ..... . . . .... . .. . ..... 19

Family camptivity . . ............. . .. . ............. .. . .. . 20

Evensong ... ...... . ......... . ........ . . . . . .... . . . ... .. 20

Family party . . .. .... ... . ..... . .. .. .. ..... .. . .. . .. ... .. 2 1

Parents' progra m..... . ..... . ... .. ... .. . . . . .. .. ... . .... . 22

Special events . . .. .. .. .. ... . ... . . .. ... . . . ...... ... .. . . . 23

FOR MORE INFORMATION ... .. .. . . . ... .... ... .. .... ... .... 24

Authors: E. H. REGNIER, Associate Professor of Rural Rec reation; and MARG UER ITTE BRIGGS LYNCH, Associate Professor of Child Development and Parent Education .

This circular was prepared to help those who are interested in using camp facilities of 4-H, church, YMCA , Scout, Salvation Army, or other agencies for a week or more of organized family camping. Program committees of church, PTA , and community groups contemplating such a camp should find the circular helpful in planning and promoting the camping period.

The first part of the circular gives a general view of family

camps - what they offer and what you can do to organize one. The second part consists of suggestions to campers, camp managers, and counselors for a successful family camp.

The information and suggestions in this circular come from those who have camped at family camps in II/inois. The authors are especially grateful to the campers who took part in the 1957 and 1958 camp workshops to compile this circular.

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What You Should Know About Family Camps

Wh at a family camp ;s

A family camp is a camp held at an established campsite, such as

a 4-H camp, which five or more families attend. Each family lives

in its own tent or cabin, but shares with the other families in all other

activities - dining, health, and program. The main characteristic is

that the families come to camp as a unit - mother, father, and all

the children. No one is left at home.

The camp period usually lasts five days but it may include a

week end or an even longer period of time.

Activities in a family camp provide for family participation, in

which the family works and plays together as a unit, either by itself

or with other families, and individual participation, in which the

children play with others in their own age group. In addition, par­

ents take part in activities with children of all ages regardless of the

age of their own children.

W hy have a family camp?

Family camping offers many worth-while experiences for all mem­

bers of the family. Here are some of them.

Getting away from the routines of everyday life. At a family

camp, mother can enjoy meals with her family and friends without

having to plan and prepare them. Father has a chance to take care

of and play with his preschool children. The children can take part

in new activities.

Having fun. Family camps afford a chance for members of a

family to have fun together, sharing experiences in recreation, nature,

and crafts. At camp there's an opportunity to practice some of the

leisure-time activities not available at home and to develop new inter­

ests that can be taken home and applied to everyday living.

Learning about your children and sharing in their new experi­

ences. At a family camp you can see how your children adjust to

other children in play, work, and other social experiences. Then, too,

there's the thrill of being there when your child catches his first fish

or gets his first badge in swimming. For the children there's an oppor­

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tunity to learn to feel at ease with children and adults of other fami­lies, as well as a chance for more companionship among brothers and sisters.

Examining family relationships. As you see other families to­gether you can compare and evaluate your own family living pat­terns. Seeing a fellow worker or casual acquaintance as a family member will lead to a better understanding and appreciation of him as an individual. Family camps provide discussion periods where you can discuss family, community, economic, and social problems with other parents with similar problems.

Who attends family camps

For an ideal camping experience, there are certain characteristics which seem desirable in the families attending.

Families with similar interests, such as rural families, families whose breadwinners all do the same type of work, or families with similar kinds of income, tend to get along better in a family camp than families with completely different backgrounds.

Families who are interested in "roughing it" without the comforts of modern living are ideal candidates for a family camp.

Families with children in various age groups will provide for bal­ance and variety in the camp program. A good camp is one with a nearly equal number of preschool children, grade-schoolers, and adolescents.

A group made up of about half new campers and half returning campers will make it easier for adjustments by the new families . When most of the campers are "old-timers" the new campers sometimes feel left out. If the camp is to be composed of only new families, it should be a small group of five to ten families.

Facilities

Although individual camps differ, family camps in general offer facilities along these lines:

Cabins or tents with bunks or beds for each family. A large dining room with tables and comfortable seats. Clean, nourishing food and good drinking water.

5 ORGANIZING FAMILY CAMPS

Individual cabins or tents are provided for each family. During the camping period, each family does its own house cleaning.

Toilet and bath facilities, usually centrally located rather than in the individual cabins.

First aid or health center. Swimming, boating, and fishing areas. Outdoor play equipment, such as horseshoes, archery, fish poles,

badminton, table games, sandpiles, and swings. Indoor games and equipment, books, records and record players,

and materials for dramatic play and nature study. A crafts room where instruction and tools are available for work­

ing with leather, clay, metal, wood, and native materials. A nature hut or trailside museum to stimulate interest in plants,

animals, insects, birds, rocks, stars, and weather. An amphitheater or council ring for ceremonies, evensong, and

creative dramatics. Areas for small campfires, outdoor meals, and for just sitting and

relaxing.

Personnel

The camp staff is usually made up of two groups - operations and program. The operations staff consists of the camp manager, cooks, kitchen helpers, nurse, and grounds keeper. They are usually

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provided by the camp, although you may check on the staff members to be sure that they understand, like, and are interested in children and family situations. There is no maid service. The campers are expected to help out with such chores as sweeping cabins and keep­ing the bathhouse in order.

In many camps the program staff consists of only a waterfront director. In others there may also be a music and social recreation counselor, a naturalist, or a crafts counselor. The program staff may be provided by the camp, or you may furnish your own, possibly from within your own group. It is usually the campers' responsibility to provide a nursery supervisor to take care of preschool children.

Regardless of who furnishes the program staff, it is important that all personnel reside at the camp during the camping period. Bring­ing in an outside person for a special discussion or program feature is to be avoided, as an outsider may disturb the group harmony which has been built up among those who have been a part of the entire camping period.

Program

The camp program is generally decided upon in advance by a committee composed of campers and staff. A typical daily program would be as follows:

Before breakfast: Sunrises, birdwatching, fishing, morning walks, readying for breakfast. These activities are optional, and can be done individually or as a family.

7:30: Breakfast. At breakfast, lunch, and dinner, the families eat together in a big dining hall, two families to a table. Each table has a set of "trotters" - two children who act as waiters and bus­boys.

8:30: Flag raising. Raising the flag is a sign that the day's activi­ties are officially begun. All families attend and each family gets at least one chance to take an active part in the ceremony.

8:50: Cabin call. Ten minutes or so are devoted to freshening up for the day's activities.

9:00: Age-group activities. The morning program is designed to bring together individuals of the same age group. Usually there

ORGANIZING FAMILY CAMPS 7

are four groups: preschoolers, adventurers ( 7- to 1 O-year-olds), S

teen-agers, and parents without assignment. The parents take turns 1

in participating in activities with the different children's groups, so e that each parent spends some time with each group. Those not busy with children participate in an adult discussion group.

t 11 :00: Family swim. Following the age-group activities, the family

11 program begins. A swim before lunch is usual, although the hour

y can instead be devoted to hiking, crafts, story-telling, etc.

11 12:00: Lunch. Same as breakfast. J

1:00: Rest period. Everyone in the camp spends an hour in the cabin, napping, writing letters, or just relaxing. This hour provides

t a "breather" between activities.

s 2:00: Family camptivity. The afternoon program is designed to

h bring together individuals within the family. The type of activity

e The recipe for enjoyable family-camp meals calls for only three ingredients­wholesome food, pleasant companions, and a relaxed atmosphere.

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is optional; the only requirement is that whatever the activity is, it should be done as a family.

5:00: Cabin call. An hour for freshening up for dinner.

6:00: Dinner. Same as breakfast.

7 :00: Flag lowering. The flag-lowering ceremony takes place after dinner or just before sundown. As in the flag-raising ceremony, everyone participates.

7 :30: Evensong. The purpose of evensong is to find joy through the discovery of God as revealed in nature. The program is usually planned in advance, and consists of songs, poems, readings, and an inspiring talk or meditation.

8:00: Family party. The evening program is designed to bring together everyone at camp to have fun together as families and as individuals. It usually consists of a game in which everyone can take part, followed by a story or sing. Special events, such as stunt night, are usually held during this hour.

9:00: Children's bedtime. Milk and crackers in the cabin before bedtime is a pleasant experience.

10:00: Parents' program. After the children are in bed, the parents gather together to discuss the day's activities and plans for the fol­lowing day. The evening is concluded with a square dance or other planned activity.

Cost

At non-profit camps, such as 4-H, camp fees usually range from $13 to $17 for a five-day period, and $22 to $27 for a seven-day period, for everyone ten years old and older. The fees are $1 less for each year under ten (for example, 9-year-olds pay $12; 8-year-olds pay $11; 7-year-olds pay $10, etc. ) . Other camps charge $25 to $50 a week for adults, with minor reductions for children.

Camp fees pay for staff salaries, food, sleeping facilities, mainte­nance, and health and accident insurance. Crafts charges are extra and depend on the materials used; they can range from 25 ¢ for a pair of earrings to $75 for a leather coat. Other extra charges are for items sold in the camp store - postcards, stamps, T-shirts, film, etc.

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it How fo organize a family camp

The first step in organizing a family camp is to interest others within your church, civic, or social group in the idea. Sometimes several groups, such as church, PTA, and neighborhood families, can work together in organizing a family camp.

~r Your next step is to contact a local agency camp, such as 4-H, y, Salvation Army, church, or "Y." A list of accredited camps in Illinois

may be obtained from the American Camping Association, Bradford

~h \Voods, Martinsville, Indiana. ly The camp will supply all necessary information, which can then In be reported to the group's members or program committee. The next

step is to choose a planning committee of about five families who will work with the camp director or representative in making plans for19

1S the family camp.

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1t Making Your Family Camp a Success

The planning committee ~e

For the first encampment a committee of about five couples is chosen from your group's membership to serve as the planning group.

ts At the first encampment, the campers elect a continuation committee. 1­ From then on, a continuation committee elected by the campers)r

serves as the planning group for the following year. The planning committee's work falls into six general categories:

(1) promotion, ( 2 ) programming, ( 3 ) accepting reservations, (4 ) assigning responsibilities, (5 ) follow-through checking, and

n (6 ) serving as a reception committee on the opening day of camp. ly The work can usually be accomplished at four or five meetings during )r the year. Much of the work is done in cooperation with the campIs director or the program chairman of the camping association, if such o an association is formed. (A camping association is made up of

representatives of all the groups using a particular camp's facilities during the year. )

Promotion. One of the first jobs of the planning committee is to decide on ways to promote the idea of family camping, that is, to)r inform others about the camp and to interest them in attending. The committee should meet in the winter or at least six months before the

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camping period to discuss possible promotional activities. Possibilities include speaking and showing pictures at community and club meet­ings, placing an announcement in your local newspaper, and setting up displays at local and county fairs and festivals.

Whatever kinds of promotion are used, it's a good idea to prepare an information leaflet to hand out or to mail to interested persons. The leaflet need not be elaborate; an 8 1//' x 11" single sheet, folded in thirds, will do. The leaflet should contain the following information:

1. Name of family camp, place, date of camping period, and sponsoring agency.

2. Statement of purpose or objective.

3. Approximate daily program.

4. Deadline date for reservations (usually three months before camping period ) .

5. Cost.

6. Preregistration coupon (see below ) .

7. How to get there.

8. Kind of accommodations.

9. Who comes to camp; rules, if any.

10. Names of committee members.

A sample preregistration coupon:

H ere is our registration of $_______________________ _ for family camp,

July 30-August 3.

We can help with (check in order of prefe rence) : swimming____________ gam es____________ stories_________ ___ crafts____ _______ _

nature lore____________ singing____________ otheL ___ ______ _

L ast name Husband's name Wife's name

Street, box, or route City or town State

Children's names and ages :

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s Programming. Early in the spring the committee meets to dis­cuss the program. The typical program described on pages 6 to 8 and the suggestions given on pages 14 to 23 can serve as a guide in planning the program. These points should also be kept in mind:

e 1. The camping period should be for at least 5 days.

2. Every camper should have a chance to take part in activities :l both with his family and with his own age group.

3. The special talents of the resident staff employed at camp should be utilized.

4. The talents and abilities of the campers should be used when­ever possible. It is important to provide an opportunity for those who excel to serve as models for other families.

5. Avoid trips to points of interest outside the camp that will separate parents, divide the camp, or otherwise destroy the original intent of the family camp. Sometimes it is possible to work in a trip ad jacent to the camp for the parents while the children are in their age-group activities.

6. Be sure that all parents take turns with all age groups regard­less of the age of their own children.

7. Avoid planning too many activities. The emphasis should be on a relaxed atmosphere.

8. Always keep the program flexible. Adjustments, substitutions, and extensions of periods will occur each day and the program should be flexible enough to allow for these changes.

Accepting reservations. A day or two after the deadline for reservations, the committee meets again. At this meeting requests for reservations are reviewed in the light of the considerations mentioned on page 4. Immediately after the meeting, each family is sent a letter of acceptance. A few weeks later an instruction sheet should be sent each family, containing the following information:

1. Arrival time at the camp and where to check in.

2. Facilities that are or are not available at the camp, such as electricity, toilets and wash stands, hot or cold water, laundry tubs or washing machines, refrigerator, etc.

3. A list of miscellaneous things to bring. This list should include those items that the campers might not realize they should bring or

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things that they might easily forget, for instance, a few familiar toys, a small throw rug, something to elevate the small child when eating, a first-aid kit, a small blanket or sweater for chilly evenings, a flash­light, fishing tackle, laundry powder, a clothesline, clothes pins, insect spray, a mosquito net, a stroller, etc.

4. A brief resume of the program, including some of the special activities (evensong, stunt night ) in which the family will take part.

5. The camp address and phone number.

Assigning responsibilities. Once it is decided who is coming to camp, the committee draws up a list of assignments. A sample list of assignments follows.

Activity or responsibility

Reception and registration

Morning program Preschoolers

Adventurers Teen-agers Parents

Evensong

Flag ceremonies

Evening programs Family time Parent's program

Mealtime

Outdoor meal

Steering committee

Write letters of acceptance and instructions

Name of person or famil y assigned

Smiths

Jacksons

•Vaxwells

Harrises

M iss Jones

Mastersons

Newtons

Shaws Taylors

JVewtons

Maxwells

Continuation committee and camp director

Committee secretary

Notations

.Vame tags and pencils. Signs.

.Nursery school equipment. Special letter to parents.

Talk this over with staff .

Treat as junior counselors.

Discussion materials.

TVor ship materials.

Get materials from camp .

Records, costumes, and special equipment needed.

Table arrangement, seating, trotter lists, assignments.

,\1enu and equipment assignments.

Arrange time to meet and appoint new camper families.

Instruction on arrival time, things to bring, and special features that need pre-camp planning.

Follow-through checking. A week or two before camp opens a pre-camp conference is held. At this meeting, the planning committee

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oys, ing, ash­sect

:cial lart.

~ to list

At the reception desk, the arriving campers sign in, receive their name tags,and become acquainted with the traditions and rules of camp.

checks all details concerning assignments, duties, equipment needs,program additions and deletions, cabin assignments, and registrationarrangements.

Reception. The planning committee should arrive about 12 to18 hours before the camp opens to assist the camp staff in readyingthe camp, to check on last-minute details, and to act as a receptioncommittee for the arriving campers.

A check-up station is set up at the camp so that the arrivingnts. campers can complete their registration and receive their cabin or?int tent assignments. The members of the planning committee and the staff act as

hospitality hosts or hostesses.ngs It's their job to answer questions, tohat explain the rules and traditions of the camp to the campers, to pro­

vide name tags which are to be worn at all times, to help the campers , a

find their cabin, toilet, and shower locations, and, in general, to pro­vide all necessary information.tee

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Mealtime arrangements

Seating charts. The seating arrangement should be planned in advance and should be changed every third meal so that different families get to eat with each other. It's advisable to post a chart showing where each family is to sit.

Trotters. The table arrangements provide for a pair of "trotters" for each table. The trotters usually work for three meals; then a new set takes over. The trotters' work schedule should be posted on the dining-hall bulletin board. About 20 minutes before the first meal, the trotters report for instructions. Trotter 1 usually does anything that requires going to the kitchen. Trotter 2 works in the dining room only. The trotters should receive detailed instructions about their duties. These usually consist of cleaning and setting the table, serving the food, clearing the table, scraping plates, and sweeping the floor.

Program. Allow time for a sing or a story or a visit among families. Camper achievements might be featured, such as swimming progress, fish caught, or nature observations.

Flag raising and lowering

The flag should be displayed on the camp flagpole from sunrise to sunset but never in rainy or stormy weather.

The flag-raising ceremony can be held before or after breakfast. Each family is expected to lead the group in at least one flag raising or lowering. Two families can do it together.

Suggested procedure for flag raising:

1. The families form in a U -shape about the flagpole. All camp­ers stand silently while the flag is attached to the rope and raised.

2. A leader sees that all ropes on the pole are straight and free. This same person can call the group to attention.

3. O ne member snaps the flag onto the flagpole rope while another holds the rope in readiness to hoist the flag.

4. The flag is raised briskly and the rope is fastened .

5 . All campers repeat the pledge of allegiance to the flag of the United States.

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6. A statement of flag etiquette may be recited and "The Star­Spangled Banner" or "America the Beautiful" sung.in

7. Campers are dismissed.nt lrt The flag-lowering ceremony usually takes place just before sun­

down or immediately following dinner. Suggested procedure for flag lowering: s"

:w 1. Campers arrange themselves as for flag raising.

he 2. One of the parents or older children loosens the flagpole rope 11, and hauls the flag down slowly, while another leads the campers in :lg singing one verse of "America." :lg 3. A second member catches the flag as it comes toward the base ut of the flagpole, and the third person unsnaps it from the flagpole rope. le, 4. The rope operator pulls the clips back to the top of the flag­:lg pole and secures the flagpole rope. Meanwhile, the two holding the

flag are folding it into the regulation triangular fold.

5. One of the two doing the folding carries the flag to its storage place or leads the campers as a color guard to evensong.

Folding the flag into the regulation triangular fold is one of the duties that the leaders of the flag-lowering ceremony perform.

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Modeling with clay, being read a story, playing with wooden trains or pull toys, or dressing a doll - whatever the activity, small children, under the guid­ance of two or more parents, have fun during their free-play period.

Age-group activities

Preschoolers. The usual morning schedule for preschoolers is as follows:

9: 00 Free play

9: 45 Clean-up time

10 : 00 Juice and crackers

10 : 15 R est period

10: 30 Special activities

11 :00 Parents pick-up

In organizing the preschoolers' program, it is advisable to divide the children into age groups, for instance, ages 1 to 3 and 3 to 6. The area set off for play may be arranged so that tables and benches form a fence or corral to keep all the children together.

The youngsters are guided in their activities by a nursery super­visor and two sets of parents. The nursery supervisor remains through-

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out the period, while one set of parents works the first hour andanother set takes over for the second hour. Each couple in the campshould have a turn at helping with the preschoolers during the morn­mg program.

Activities and equipment for younger children include finger paint­ing, clay modeling, puzzles, pounding toys, pull toys, books, records,sit-upon mats, resting rugs, and dress-up clothes. Each day thereshould be a surprise activity, such as bubble-blowing, balloons, frogexhibit, or coloring books.

Many camps are not equipped to handle preschool children, andtherefore some supplies will have to be bought beforehand. Theplanning committee, at one of its early meetings, can draw up ashopping list. Among the items that may have to be purchased orbrought from home are: kindergarten crayons, shelf paper, coloringbooks, wall-paper cleaner for modeling clay, paint brushes, emptyspools, old purses, shoes, hats, and other "dress-up" clothes.

II Although some supplies will have to purchased, a few can be

l- made at camp. Here are some recipes: Modeling clay: 1 cup flour, 112 cup salt, 2 tablespoons alum, food

coloring. Finger paint: 1/2 cup cornstarch, 1 cup of cold water. Mix and

. s bring to boil. Cool. Add coloring. Soap bubbles: 1 cup distilled water, 1/2 cup liquid soap, lA· cup

glycerine.

Adventurers. The usual morning schedule for grade-schoolers isas follows:

9: 00 Camptivity

10 : 00 Swim lessons

10: 30 Camptivity 11: 00 Family time

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The camp staff, with the help of one or more parents and pos­sibly a set of teen-agers, builds the grade-schoolers' program upon a

~s theme, tying the theme in with crafts, swimming, nature, music, anddrama. For example, at one camp the theme for the adventurers'activities was "Getting Acquainted with Freddie the Frog."L- The

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performance of a bullfrog observed by the camp naturalist was the basis for this idea. The activities included the following:

First day: The children hiked to the habitat of the frog. The hike was followed by a period in the crafts shop making frog masks.

Second day: A frog was captured and taken to an aquarium for observation. The children then put on their frog masks and made up a frog dance and dramatic sketch.

Third day: The children studied the frog some more and fed it. Then they rehearsed their play for stunt night. Swimming instruc­tion "with the frogs" completed the morning's program.

Last day: The frog was returned to his home, and the lake shore was studied to find out what kinds of neighbors frogs have and what their sources of food are. The period was completed with a swim achievement test.

In the crafts shop, adults as well as children learn to make useful and decora­tive items, such as belts, sandals, and key chains.

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e "Peter Pan," "Jiminy Cricket," and "Six Little Ducks" are other themes that can be used in the adventurers' camptivities.

e Teen-agers. The usual morning schedule for teen-agers IS as

follows: r 9: 00 Camptivity

? 10: 30 Swim lessons

11: 00 Family time

The teen-age boys and girls are guided in their camptlvltles by one parent or a staff member. Games, dancing, hikes, as well as dis­cussions on etiquette, going steady, or college, are some of the activi­

e ties in which they can take part. In addition, teen-agers can be junior .t counselors. In this capacity, they can help with the younger children n in age-group activities and serve as lifeguards and boat supervisors.

Their role as junior counselor need not be confined to the morning period. They can also help in the camp canteen, at stunt night, and

t- with camp ceremonials.

Parents without assignment to one of the children's groups spend

I the morning period discussing selected family-life topics. Some topics that have been discussed at family camps are: Guiding Children in Assuming Home Tasks; How to Live Successfully with Grandparents and Older People; Understanding Teen-agers; and Brothers and Sisters - Friends or Enemies?

The camp counselor serving as resource person prepares and or­ganizes source materials for these sessions. In the Illinois 4-H camps, , the extension specialist in child development and parent education serves as resource person. Librarians and specialists in farm manage­ment, home furnishings, and recreation have participated in family camps and have helped organize parents' discussions. Staff members - the camp naturalist, craft counselor, and waterfront director­have also assisted.

Rest period

Following lunch, there is a rest period in the cabin. The rest hour will probably be a new experience for many and it may be difficult to adjust to it. For those who cannot nap, the hour can be used as a cabin event for writing cards and letters or for reading.

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With the aid of specialists, parents without assignment to a children's group discuss problems of family living and try to work out solutions.

Family camptivity

After the rest period, the families begin their afternoon camptivity. They can visit or counsel with the staff or other campers! They can work on a family project in the crafts shop. They can hike, fish, read, listen to music, or make music. They can arrange with the counselor for sports and games. They can swim or boat, if the lifeguard is present. But whatever they do, they should do it together, as a family.

Evensong

Usually two families serve as leaders of the evensong ceremony. As with the flag ceremonies, each family has a chance to take an active role in leading the group.

The program for evensong requires careful planning. Songs and poems have to be selected; choral groups, if there are to be any, have to practice; talks have to be outlined. Songs and well-known readings

ORGANIZING FAMILY CAMPS 21

are done in unison. Unfamiliar songs, poems, and readings are bestperformed by a special small group. Talks should be brief and simple,dealing with the beauties of nature, friendship, peace, or other ap­propriate subjects. The entire evensong ceremony should be markedby silence and reverence; there should be no applause.

Suggestions for creating the proper mood: 1. Select a beautiful outdoors setting as a meeting place.2. Have a period of silence as the group approaches the assembly

point.

3. Use familiar songs and poems. 4. Have the leadership group stand behind the campers, all look­

ing in the same direction. 5. Have the leadership group call attention to objects in nature

within view of everyone. Shades of green, the colors in the sky, orthe color of water are examples.

Suggested evensong pattern: Song

Poem

Song

Meditation, talk, or reading of Scriptures Song

Appropriate songs include: Beauty Around Us) 0 Ho w LovelyIs the Evening) Now the Day Is Over) I Want to Be a Christian)jacob)s Ladder) and Taps. Poems such as Trees by J oyce Kilmer orselections from Leaves of Grass by Walt Whitman are suitable forevensong.

Family party

After dinner, flag lowering, and evensong, there may be time forboating, fishing, or games. About 30 or 40 minutes before thechildren's bedtime, a family party is held. This provides an oppor­tunity for everybody in camp to play together and helps establish thefeeling of camp community.

Games in which everyone takes part are played. They can besinging games, such as Looby Lou) Ten Little Indians) and Pop Goes

22 CIRCULAR NO. 804

the Weasel; relay races, such as Whoop) Book Balance) Clothes Pin) or Suitcase; or mass games, such as Squirrels in the Trees) Back-to­Back T ag) or Conversation . The games are usually followed by a story or a sing and the evening comes to a pleasant close with each family given a snack tray to take to its cabin.

Parents' program

The first evening at camp, the parents meet and form a steering committee, consisting of the continuation committee plus two new campers. The steering committee meets each evening after the chil­dren are in bed to discuss new situations or emergencies that have come up, to check the schedule, and to consider and decide on changes to be made.

An outdoor meal is always fun. And it can be made even more enjoyable ( especially for the mothers) if the fathers do all the cooking and serving.

ORGANIZING FAMILY CAMPS 23

Following the discussion, there is a period of folk dancing. In some camps the teen-agers are included in one or more of the parents' programs.

On the last evening, an evaluation is held. Each family writes down its feelings about camp - highlights, limitations, and sugges­tions for improvement. At this final meeting, new members of the following year's continuation committee are elected.

Special events

Outdoor meal. One evening, instead of the usual indoor dinner, an outdoor barbecue can be held. Families eat together picnic-style. The food is prepared at outdoor fireplaces or grills, with all members of the family helping to prepare and serve the meal. At some camps, the fathers have done all the cooking and serving at the outdoor meal.

Dishes that have proven popular include chicken barbecue, beef barbecue, buffalo steak roast, and beef and corn roast. These foods can be cooked in aluminum foil or in coffee cans.

Plans for the outdoor meal begin with the continuation committee. At the outset of camp, assignments should be made for the following: fuel gathering, fire building, food preparation, cooking, service ar­rangement, serving of food, and clean-up.

Special tour. In general, side trips that disrupt the regular camp activities are to be avoided. However, if there is an area of excep­tional interest in the vicinity of the camp, a special tour can be arranged. These cautions should be exercised: the parents should go on the tour during one of their morning discussion periods, while the children are engaged in the age-group activities; and the group should return to the camp early so that nobody will be missed.

Stunt night. Instead of the usual family party, a stunt night can be held one evening. Groups of two families prepare five-minute pantomimes together. The theme for the pantomime can be from everday life, a nursery rhyme, or a popular story. Possible themes include: ( 1 ) Too tired to move after camp is over; (2) Little Bo­Peep; (3 ) Preparing for camp; (4 ) Peter Pan; (5 ) Living in a tent; and (6 ) The talkative postman.

24 CIRCULAR NO. 804

FOR MORE INFORMATION

For more information on family camping a t 4-H camps, consult your farm or home adviser or write to the College of Agriculture, U niversity of Illinois, Urbana, Illinois. Your local "Y," church, or other social agency should be able to provide you with information concerning their camps.

H ere is a list of books which m ay prove helpful to you in planning activities for your family camp. M any of them arc avail able at local libraries and bookstores.

Young Adult and Family Camping, John A. Ledlie, Association Press, New York, 1951.

Sunset Ideas for Family Camping, L ane Publishing Co., M enlo Park, 1957.

Worship Ways for Camp, Clarice M. Bowm an, Associa tion Press, New York, 1955.

Family Camp Standards - adopted in 1958 by the American Camping Association, Bradford Woods, M artinsville, Ind.

Your Own Book of Campcraft, Catherine T . H ammett, Pocket Books, Inc., New York, 1955.

Creative Crafts for Ca~pers, Catherine T. H ammett and Carol M . Horrocks, Association Press, New York, 195 7.

Fun With the Family, H arry D. Edgren and Earl H. R egnier, Stipes Publishing Co., Champaign, 1958.

Everyday Weather and How It Works, H erman Schneider and J eanne Bendick, M cGraw-Hill Book Co., New York, 1951.

Fieldbook of Illinois Mammals, Donald F. Hoffmeister and Carl O. Mohr, Illinois Natural History Survey, Urbana, 1957.

The Complete Book of Outdoor Cookery, H elen Evans Brown and J ames A. Beard, Doubleday and Co., Inc., New York, 1955.

Outdoor Hazards, Real and Fancied, Mary V. Hood, The M acmillan Co., New York, 1955.

Guide to the Stars, H ector Macpherson, Philosophical Library, New York, 1955.

All Outdoors, J. D. Scott, Stackpole Co., Harrisburg, 1956.

U rba na , Illinois April , 1959

Coopera tive Exte nsion W ork in Agricul ture a nd H ome Economics: U n iversity of Illinois, College of Agricultu re, a nd the U nited Sta tes D epa rtment of Agriculture cooperating. L oUIS

B. H OWARD, D irector. Acts a pproved by Congress :May 8 and June 30, 1914.

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