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Specific Forces that Led to the Establishment of the Professional Recreation Curriculum at the Eniversity of Illinois
Prepared by Professor Allen V. Sapora
The development of the academic curriculum designed for professional preparation
for recreation leadership and research at the Champaign-Urbana campus,
now function as the Department of Leisure Sciences, has evolved from changes
in the way people regarded the concept of leisure and the use of time
for recreational purposes over the past forty years.
It is not the purpose of this paper to trace the entire history of the
Leisure Studies curriculum since it was established. This was done in
a general way in the (25th Anniversary, College of Applied Life Studies
1957-1982). However, this publication does not relate the earliest detailed
efforts to create the professional curriculum in recreation that began
in the economic depression of the 1930's and during the immediate years
following the rapid growth after World War II. The present curriculum
in recreation, established in the School of Physical Education, became
the Department of Recreation in 1957 in the newly created College of Physical
Education, and the Department of Leisure Studies in the College of Applied
Life Studies in 1975.
State universities and other similar institutions were created to help
develop new approaches and knowledges to meet new needs in a changing
world. The economic depression of the 1930's, World War II and the great
changes in the technical and scientific worlds drastically changed the
everyday life for everyone in Illinois. These conditions are only some
of the major forces that moved people in Illinois toward a more leisure
world and a tremendous emphasis on a new style of life. By 1953 the number
and diversity of public and voluntary agencies increased markedly. Historian
Jensen in Illinois--A History outlined the rapid growth of commercial
recreation which develops in a parochial society.
Daniels' survey of recreation activities in U.S. universities shows the
pattern of recreation activities that were basic in most levels of educational
institutions in Illinois and throughout the U.S. in 1940. But perhaps
more vivid was the tremendous increase in population in Illinois from
1950 to 1960. For example, the population of Skokie increased from 14,832
to 58,193; obviously creating many new park and recreation services of
all types. Growth patterns in Illinois reinforce this change in various
areas of the State.
The Manual for Illinois Park Commissioners/Trustees indicates the rapid growth
of local government units in Illinois providing recreation services. Paralleling
the Illinois Association of Park Districts was the formation of the Illinois
Recreation Association in 1929 which was perhaps most influential of all
organizations in encouraging the university to initiate a professional
recreation leadership program. It had over 400 members in 1938, most of
whom were recreation professionals operating park and recreation programs
in Illinois municipalities. By attending campus meetings, contacting their
local legislature representatives and local governmental authorities,
they exercised direct influence in getting the recreation curriculum approved.
Modern transportation revolutionalized the expansion of recreation areas that
developed immediately after World War II and extended generally through
the 1970's. The use of referenda and tax bond issues increased tremendously
between 1940 and 1960 and became a major force to obtain new funds to
operate public leisure services. The significance of leisure and recreation
both industrial wealth and economic growth in Illinois became quite obvious
by 1946. New millions of dollars were recommended to acquire new space
for diversified recreation facilities in land-locked Illinois.
While these forces were at work, George D. Stoddard, President of the University
of Illinois, appointed Dr. Seward Staley head of a recreation committee
in 1946 to examine the university's needs for recreation facilities and
services. In 1950, President Stoddard was shocked at the committee's report.
There was a significant lack of recreation facilities and leadership for
students and faculty, which had increased to 24,800, a 50% increase since
1950. Notable too was the committee's report that local community park
and recreation facilities were also very inadequate to relieve any shortcomings
of the university.
Very important in the establishment of parks and recreation in Illinois
between 1938 and 1948 was the contribution of the University of Illinois
Bureau of Community Planning in the College of Fine and Applied Arts.
The Bureau was established as an independent unit of the College with
Professor Dan Morgan as chief consultant. An entire booklet contains a
summary report of the Bureau's services to Parks and Recreation needs
in Illinois during these early years. The report includes data about specific
visits to various communities and agencies, public and private, to assist
in initiating park and recreation systems and practices under existing
enabling legislation in Illinois. It was during this period that Professor
Morgan enlisted my help to develop consultant services in parks and recreation
which had gotten too demanding for him to handle alone. This close association
continued but as the Bureau became more broadly responsible for general
planning consultation I became more active in answering state consultant
needs in parks and recreation (with no extra time allotted to perform
this function).
THE CURRICULUM ESTABLISHED AND IN OPERATION
This section is directed toward some of the personal relationships that I experienced
as supervisor of the recreation curriculum as it developed from its very
beginning. I think the relationships I encountered were consistent with
the initiation of a new professional program here at the University of
Illinois. With the needs now apparent in the modern changing world it
appears that there will be (or should be) many curriculum changes in our
programs preparing students to assume leadership positions in our society.
The experiences I relate are unique and personal. They encompass only
my activities and my associates from 1936 to 1951, a period of rapid change,
including the years of World War II. As I write this, and the additional
experiences I have recorded and prepared for the Archives that cover my
38 years as a faculty member, I hope they may add a speck of wisdom for
use by future leaders in the Department of Leisure Studies.
In 1934 I had been, since 1930, working for a fountain pen company in
Long Island helping my three brothers who were here at the University
of Illinois. They graduated in 1934 and my younger brother and I arrived
here on the campus in Fall 1934. During my four years with Chilten Pen
Company I worked for the New York City Recreation Department on special
occasions and on weekends and liked the work a lot. I also wrestled on
the team at the New York Athletic Club during my four years in New York
under excellent coaching. In 1934 my younger brother and I arrived on
this campus. I spent two years in Pre-med. Although I had good grades
(4.5) I was convinced I was not cut out to be a doctor (my Dad's desire
for me). Also, I was on the wrestling team and my interests were more
along sport, dance and public relations.
In 1935 Dr. Arthur Daniels arrived on campus and Dean Dr. Staley introduced
me to him. He said he was initiating a course in Recreation Leadership.
Dr. Staley had in mind eventually adding professional education in Recreation.
The course was open to both men and (of all things) women. We students
promptly formed a recreation club and met once a week to discuss possibilities
of recreation education. As a grad student 1938-40 my interest in recreation
developed further as I assisted Dr. Daniels in developing more courses
in recreation leadership (dance, camping, etc.). In 1940 I entered the
grad school under Dr. Elmer Mitchell at the University of Michigan in
the doctoral program with major emphasis in recreation. Then came World
War II. As a reserve officer I was called to duty in 1941. During four
years in the service (17th Airborne) I was involved in Special Services
recreation and was European Head Theatre Recreation and Sports Officer,
attaining the rank of Lt. Colonel. The Army work was a tremendous experience
in recreation overseas.
Upon
arrival Back here at school in 1945 I was told that Dr. Daniels would
not return to the staff and I was in charge of initiating a professional
program in Recreation Leadership in the School of Physical Education.
Dr. Staley was a great believer in developing a recreation curriculum.
In the State of Illinois, there was a great demand for the initiation of
a professional preparation degree program as indicated earlier. Dr. Ralph
Johnson was School Curriculum Coordinator and Dr. Hayman was also preparing
a new curriculum in Health Education. Dr. Johnson was helpful but was
convinced that as supervisor I include the recreation curriculum only
as a sports recreation specialty; he really was not completely informed
of what was going on in the recreation field. After much discussion and
consideration (blood letting) at all University levels the Board of Trustees
approved a basic Recreation Curriculum June 24, 1948 and the curriculum
began operation in the Spring semester of 1949. The first curriculum was
between 1946 and 1947 a combination of converted PE courses to recreation
(i.e. camping, dance, etc.) but by January 13, 1949 the recreation major
was well established for a three year trial. The first B.S. degree in
recreation was awarded in 1950. By 1950 there were thirty-three recreation
majors and the critical concern was obtaining enough faculty to counsel
and teach students.
In 1951 C. K. Brightbill was appointed head of the recreation curriculum.
This was a great move forward for recreation. Professor Brightbill was
a nationally known leader in the field. I had not completed my Ph.D. at
Michigan. Dr. Stoddard, very enthusiastic about the curriculum, created
a new position as head of recreation at a salary of $10,000 per year.
For this faculty it was a rather unheard of salary. At that time my salary
was $3,500. Professor Brightbill and I worked very closely together in
this Recreation Department (1957 on) until his death in 1966.
Much more could be written about these early years. However, the following
points may be kept in mind:
-
Validate the needs for trained park and recreation personnel in the State and
the Nation. Present evidence of need for services that must be met by
curriculum changes. Present evidence of institutions developing advanced
professional preparation in park and recreation leadership throughout
the country.
- Interest lay and professional leisure services people in the State to actively
support the recreation curriculum by attending meetings on the campus,
meeting high level university officials, and working closely with State
recreation agencies.
-
Establish consultant relations with people--lay, public and private leaders and
groups throughout the state.
-
Establish a national favorable image of the curriculum through leadership and
communications with other similar programs throughout Illinois, the
nation, and other programs throughout the world.
-
Develop an adequate faculty, resources and research capabilities to support
the curriculum operations.
-
Recruit capable students, both graduate and undergraduate; develop a placement
program for curriculum graduates in all phases of leisure services programs
and operations.
-
Hold periodic meetings on campus and at different locations in the state
to carry on a basic liaison with all people in the leisure industry
to learn of their interests and needs, and to enlist their support of
the recreation curriculum on the campus. This I believe is one of the
most important functions of the curriculum faculty. The bottom line
is service to people in the State of Illinois. We must meet these needs
first--we must enlist the help of lay and professional leaders in the
State and have their support; it is not enough to convince the Vice
Chancellor we need certain things--we must convince our State Leaders
to come to the campus, meet with the Vice Chancellor and insist on the
services the Department of Leisure Studies provides. This leadership
is the most powerful resource we have to survive.
Another force that was important in initiating a university park and recreation professional
curriculum of study was the interest of faculty members in various institutions
in the need for recreation programs in their own campuses of higher learning
as well as in the obvious coming need for establishing professional training
courses for park and recreation leadership in public agencies, hospitals,
and many other recreation settings, including commercial recreation.
Finally, Proceedings of the Second Annual Illinois College Recreation Conference,
held in 1940, was a high level state conference at Northwestern University
to assess the status of parks and recreation services in major Illinois
institutions of higher learning. This conference was very influential
in convincing several institutions, including our own U of I, that it
was imperative that we develop both our own campus programs as well as
establish professional leadership degree programs in parks and recreation.
The philosophy and the practical aspects of such a new program were expressed
by the most qualified Illinois college and university leaders who strongly
supported directions toward professional training, which were reinforced
by the national study previously mentioned by Daniels and others.
Summary
It was these and, of course, some other forces that were significant in the final development
and approval of the professional recreation curriculum in the School of
Physical Education. Very significant, too, was the support and influence
of President George Stoddard and particularly the leadership of Seward
C. Staley, Dean of the School of Physical Education.
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