extension

Teens smash stereotypes at governor's camp • by (irace 'l'r·uman

"Why do people have to be labeled? Why can't people just be Americans? Why can't we be equal?"

The boy's pleas drew hearty applause from an audience that knew all too well how it feels to be labeled. And in sharing those feelings, 52 West Virginia teen­agers were able to smash through the barriers of stereotyping and talk about who they really are.

Their forum was the West Virginia Govemor's Camp on Cultural Understanding, held at Camp Virgil Tate in Charleston.

New friends take a dip in the New River.

The brainchild of First Lady Rachael Worby, the camp was presented by the Governor's Of­fice and West Virginia Univer­sity's International Extension Program.

"A couple of years ago, I had this dream to start a camp to bring African-American and Jewish-American kids together in a variety of activities that would foster. .. an understanding and acceptance of cultural differ­ences," Worby said. "When all across the streets of the nation rioting and bigotry were running rampant, I wanted our state to take the lead in finding a solu­tion."

Worby appealed to private donors to fund the camp so that the youths could attend for free. The total cost came to about $12.000, paid for entirely through donations. She asked the Exten­sion Service, with its long tradi­tion of youth education and camping, to plan, coordinate, and implement the program.

The aim envisioned by a statewide planning committee

was to set up a safe environment for genuine communication. The program included a multitude of adult speakers, evenly balanced between both ethnic groups. Small-group "processing" ses­sions allowed the campers to interpret and discuss the infor­mation among themselves.

Those discussions were criti­cal, according to Richard Fleisher, international extension program leader at WVU. Fleisher co-coordinated the camp with Constance Burkes, a multicul­tural education specialist in Morgantown.

"Often, people from different cultures have an oversensitivity, almost a fear of offending the other group," Fleisher said. "They can be so sensitive to stereotypes that they don't engage in authen­tic communication. This program in this setting allowed these kids to get past the barriers."

Over five muggy June days, the youths talked and listened. They learned about each other's heritage by delving into culture,

continued on page 3

In your hands is Vision-one of the ways in which we can share some of what's current in extension. Besides the feature articles that appear in these pages, this particular column provides an opportunity to reflect on some recent changes. Let me cite them and their effect on our work.

As was announced last win­ter, Rachel Tompkins has con­cluded 10 years as associate pro­vost and director of the West Virginia University Extension Service. On September 1, 1994, she assumed responsibility as adviser to Governor Caperton for communities. While the search is conducted for a permanent ap­pointee, I am serving in these roles in an interim capacity.

Two other changes have re­cently been made in important WVU roles that impact extension. We want to publicly say "hello" to Dr. Rosemary Grady, the new dean of the College of Agriculture and Forestry, and Dr. Sydney Stern, recently named dean of the College of Business and Econom­ics. Extension has a long partner­ship with both of these colleges, and I hope you will welcome these two new deans to West Virginia.

This issue of Vision reminds me of both the many critical part­nerships we enjoy and the broad range of programs we conduct. These articles are but a represen­tation of our many partners and of the work we do as extension agents, specialists, and adminis­trators. They serve as a reminder

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to me that all of us who have the opportunity to serve the state through extension have a respon­sibility to bring the best expertise to bear on the most important issues we face.

Recognizing our partners is tricky, lest we omit some, but they include local school boards and county commissions, agricul­tural commodity groups, leaders of both labor and management, 4-H, Extension Homemakers, the academic community of WVU and West Virginia's other fine colleges and universities, corporations and businesses, local volunteer fire companies, many state and federal agencies , members of the West Virginia Legislature, and our congressional delegation. Certainly not least are the thou­sands who volunteer their time and talents to extension pro­grams. Some of these partners are also clients; others make it possible for us to serve the state more effectively.

The breadth of our partner­ship base and our programs rep­resents to me a great strength. As we are in a time of transition in leadership, it might be helpful to revisit an important quality of excellent extension work. I believe we begin with a vision that edu­cation makes our lives better and that extension is for most West Virginians a usable and acces­sible link for applying the knowl­edge found in higher education to their lives and communities. I believe West Virginia University is one of this state's greatest assets, and our job in extension is to

help apply the many talents and intellectual resources found here to the current and emerging is­sues facing West Virginians.

With this concept as our foundation, we respond in many ways. On a typical day, we find hundreds of extension faculty and volunteers having 4-H meet­ings , planning international ex­change programs, holding well­ness clinics, teaching nutrition, solving a farmer's problem, con­ducting workshops for union leaders , researching better ways to improve our environment, helping small businesses suc­ceed, and-as you see in this copy of Vision-promoting better human relations, helping stu­dents learn to manage money, encouraging youth toward a bet­ter tomorrow, and helping all who will to achieve a better quality of life.

Every success we have is linked to some successful part­nership. These few pages are offered as a reminder of our ex­tension vision , and this column provides an opportunity to ac­knowledge our many fine partners.

Many thanks.

Charles G. Morris Interim Associate Provost for Extension and Economic Development Interim Direclor, Cooperative Extension Service

Extension Vision: Summer 1994

continued from page 1 history, religion, and politics. They heard presentations by West Virginia religious leaders, artists, and educators from each ethnic group. They discovered that while their cultural heritages were quite different, they shared traditions of experiencing oppression and discrimination.

In the cultural content ses­sions, Phillip Carter, associate professor of social .vork at Marshall University, described his experiences growing up as an African-American in West Vir­ginia. He attended segregated grade schools in Clay and Barbour counties, but graduated from integrated Washington Irv­ing High School in Clarksburg.

Carter wanted to go to col­lege. Unable to secure a basket­ball scholarship, he went to Marshall University and made the team as a "walk-on" (nonscholar­ship) player. In college. he ma­jored in political science and mi­nored in economics. He also was the Thundering Herd's cocaptain and led the team in rebounding, scoring. and blocking shots.

"In the summers, I worked on a garbage truck. That was the best job a black boy could get," he recalled. "And at Marshall, I could not eat in the local restau­rants. I had to go in, ask for the food, and take it outside."

Carter joined in the civil rights movement as a college student of the '60s. That was how he first came to interact with Jewish students.

"The Jewish folks were iso­lated on the Marshall campus, and so were we," he said. "We learned about each other by be­ing together on the firing line. I have struggled with the Jewish community, not against the Jew­ish community, because there was common oppression, and that common oppression exists today."

Counselors Melissa Strader, left, and Rachel Small share a laugh over lunch.

Extension Vision: Summer 1994

Teamwork is both the task and the objective of activities at the Governor's

Camp on Cultural Understanding.

Describing racism as "a cul­tural reality" and "a disease that will kill you," Carter said he has devoted his life to working for change.

'This country's value system suggests that there is something wrong with people of color and something wrong with people who are not of the Christian faith. I have learned that coalition-build­ing is absolutely essential be­tween blacks and Jews and other groups in order to get things changed," he said.

In small-group discussions, campers explored their own atti­tudes towards friendship and working together. "We've gone through so many of the same things . How can we hate someone who is in the same position that we are?" asked one Jewish­American boy.

Physical challenges helped the campers learn to depend on one another. In daily team-build­ing activities, the youths showed they could indeed work together to achieve a common goal. That

4

skill came in handy for their toughest physical challenge-a daylong whitewater rafting trip down the New River.

At camp's end, they left for home exhausted yet energized. Many said they had been changed profoundly by their five days to­gether.

"This experience has opened my mind to the various discrimi­nations imposed on Jewish-Amer­icans," said one African-American girl. "I hope to return to my com­munity and share the knowledge that I have gained with others."

"I hope to better relate to the African-Americans at my school now that I've learned more about their history and our history to­gether," a Jewish-American girl

observed. "I also have gotten the inspiration to speak up when anyone makes a racist or ethnic comment because we are all brothers and sisters in the end."

The First Lady said she was gratified by the camp's success.

"The deeply moving letters I have received from the kids who were there reflect heightened sensitivity to diversity and cour­age to analyze the problems they face at home in their communi­ties," Worby added. "I am con­vinced that only by embracing a healing alternative such as this summer's experience will we real­ize genuine and profound change in combating pervasive prejudice."

•

Top: Camp co-coordinators Constance Burkes and Richard Fleisher confer to keep the five-day program on track.

Above: First Lady Rachael Worby says the success of the Governor's Camp "has exceeded my wildest dreams."

Left: Phillip Angel, left, leads a group discussion on approaching and reaching out to people from diHerent ethnic groups.

h<ter 10n Y:stv:J: StJmrrer l994

Students learn to manage money • by Joyce Bower·

Can you use the "Rule of 72" to determine quickly how many years it will take your money to double at a certain interest rate? Can you interpret the stock mar­ket information in the financial pages of a newspaper?

Students participating in the High School Financial Planning Program (HSFPP) understand these and many other financial matters. In West Virginia, an estimated 4,250 youths in 43 schools have learned the impor­tance of money management through HSFPP.

In cooperation with school systems, extension has spon­sored this program in about 25 West Virginia counties over the past four years.

Nationwide, more than 389,000 young people in 4,900 schools in all 50 states have par­ticipated in HSFPP since its de­velopment in 1984 by the College for Financial Planning, recently renamed the National Endow­ment for Financial Education (NEFE).

The NEFE is an independent, nonprofit, Denver-based organi­zation that educates financial services professionals and con­sumers.

The philosophy behind HSFPP is that it's never too early

How can we make balancing a checkbook an interesting activity? That's the question on the minds of, from left, Kate Clark, retired extension specialist; Charlotte Clounch, home economics teacher at University High School; and Patricia Silcott, Monongalia County extension agent.

Extension Vis1on: Summer 1994

to learn how to make sound fi­nancial decisions, but there may come a time in life when it is too late. Saving and spending habits established in the teen years can make the difference.

The average teenager in the United States spends about $3,000 each year. As a group, teens spend more than $89 bil­lion annually, according to NEFE.

Today's high school graduate will earn more than $1 million in adulthood-even more if inflation is taken into account. That's a lot of money for a person to handle over a lifetime.

To help teens learn more about managing their dollars, extension associate professor and consumer management specialist Kate Clark piloted HSFPP in 1990 in six counties (Hampshire, Jack­son, Kanawha, Lewis, Mercer, and Pendleton).

"I selected the pilot counties to represent metropolitan, subur­ban, and rural areas; the rural ones were either near an urban center or isolated," commented Dr. Clark, now retired. The agent and an interested teacher in each

pilot county put together an HSFPP team, which Clark trained.

The pilot effort involved 4 78 students in 11 classrooms; 68 percent were seniors, 30 percent juniors, and 2 percent sopho­mores. Results from the students' pre- and posttests helped her revise the program for future sessions.

"This is important basic infor­mation kids need; the earlier they learn, the better they can manage money," commented Clark.

"We hope to steer young people away from the financial problems many adults have."

Although HSFPP generally is taught in home economics classes, it has been incorporated into accounting, bookkeeping, economics, and vocational-tech­nical classes in some schools.

HSFPP has been endorsed by the state director of vocational home economics (VHE). who en­couraged VHE teachers to use it for the money management sec­tion of their Adult Roles and Functions curriculum.

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Profile of West Virginia's · 1993 HSFPP participants

• 63 percent had decided on a career

• 50 percent planned to aHend college (6 percent above the state average)

• 59 percent did not work; those who did were in the fast-food industry or small businesses, or did baby-siHing or farm work

• 46 percent did not receive an allowance; those who did re­ceived $6 to $1 0 per week

• 45 percent had savings accounts

• 24 percent owned cars

• 18 percent contributed to their family's household expenses

• 14 percent had checking accounts

• 14 percent had other investments

Many spent their money on entertainment (mentioned by 45 percent). Other items mentioned were, in descending order, clothes, personal care items, food and snacks, and cars.

(Source: Student Profile Forms completed by 267 participants}

Charlotte Clounch, home economics teacher at University High School in Morgantown, has incorporated HSFPP into her Adult Roles classes for two years. She does not teach the information as a separate unit but includes it throughout the semester, reaching about 70 students each year.

"It's a nice way to use com­munity resources and get them into the classroom," said Clounch. She worked with Criss Cross, a community agency, to line up a banker and an insur­ance agent to meet with her

6

classes. Videos and other materi­als were provided through the Monongalia County Extension Office. She likes the fact that the students get to keep their manu­als for future reference.

"I tell my students that it's important to be able to manage money so they can become inde­pendent," commented Clounch. "You read so much about the 'boomerang generation'-gradu­ates who return home to live with their parents after getting into financial difficulty-and we want to help them avoid that situa­tion."

HSFPP information has made its way into some 4-H camps, too. Clark taught it in a Dollars and Sense workshop for 22 partici­pants at Older 4-H Members' Conference at Jackson's Mill last summer. She helped with a simi­lar class at Lewis County's 4-H camp. Extension agent Linda Bull also involved a banker, a Certified Financial Planner®, a car dealer, and an insurance agent as class instructors.

One l 7 -year-old junior at Lewis County High is putting into practice what she learned at camp. Anessa Boyd, who works in a doctor's office after school each day, saves about half of her earnings in anticipation of study­ing nursing at WVU.

"The program helps us learn what to do with our money," said Boyd.

Seeing the need to reach more young people, Clark pre­pared two new money manage­ment 4-H projects for teens­"Making Your Dollars Make

program will continue under the coordination of two extension agents-Linda Bull of Lewis County and Kathy Kuykendall of Hampshire County.

Those two counties have been in HSFPP since its pilot year. Clark leaves the program know­ing it's "in good hands."

The nationwide Cooperative Extension System has been heavily involved in HSFPP for about five years, a;:cording to Elizabeth Schiever, the program's director at NEFE.

After experimenting with ways of delivering HSFPP, the NEFE decided that the strongest programs were those led by ex­tension specialists and agents, she said.

"We see HSFPP as a 'preven­tive' program helping young people to learn about financial and other resources and to look at what they want to happen in their lives," Schiever stated.

"We want to start them on a road where they don't have to make as many mistakes as their parents," she added. "HSFPP is helping the fu­ture families of America, really. "

•

The HSFPP's study units

• Understanding the Financial Planning Process

• How Income Affects Your Goals

• Managing Income and Credit

• Owning and Protecting Your Assets

• Saving to Achieve Your Financial Goals

• Taking Control With Your Own Financial Plan

Developing a personal spending plan is a learning experience for participants in the High School Financial Planning class at last year's Lewis County 4-H camp. Teaching the session are Linda Nealis-Locke, seated in center, owner of A.A. Warren and Son Insurance Co.; and Charles Stalnaker, standing, Weston office president of United National Bank. 4-H members are, from left, Sara Nealis, Anessa Boyd, Christy Boyd, and Heather Ellis.

7

CAC takes the arts to state communities • by Flurita S. Montgomlli'.V

It began more than 30 years ago. And it continues to grow and benefit the state's youngest and oldest residents. It continues to bring varied, international oppor­tunities to small isolated commu­nities and to large urban areas. But most people don't realize how

8

extensive, how old, how diversi­fied, how mission-oriented it is. In fact, most people only see or hear the "piece" that's before them.

Those many varied "pieces" come from West Virginia Univer­sity's College of Creative Arts (also called CAC, short for the college's building, the Creative Arts Center).

Try asking a few people to name the "piece" of the CAC that they like most. Their answer probably will reflect their favorite performing art. It's doubtful you'll hear about the frequent presence of CAC's three divisions-music, theatre, and art-in school and community art programs throughout West Virginia.

High school students from throughout West Virginia are among the outstanding string musicians who come to Morgantown in October to spend two days attending rehearsals and clinics conducted by the music faculty of WVU's College of Creative Arts. On the third day, Saturday, they meet the public as the WVU Honor Orchestra and perform in the Creative Arts Center (CAC).

CAC does have many "pieces"­internationally known composers, innovative and diverse performing arts teachers, valuable art collec­tions, unsurpassed international drum collections, outstanding experiential national and interna­tional student tours, and a fa­mous marching band. All of which benefit West Virginians who come to campus to learn. All of which also benefit West Virgin­ians who learn from those who studied on campus.

But CAC is much more than "pieces" of an on-campus pro­gram. The outreach "pieces" be­gan 30 years ago when Phil Faini first took his student musicians into schools in Wyoming County. Then, as a teacher, Faini knew

ExtE' 1SIOn v· ,n 1: .)~ "lmer 1 0.;>4

Above: No need to ask for these high school students' attention! This art instructor cap­tivates his visiting "class" as he demonstrates print-making techniques. These young art students, who traveled from all parts of the state, enjoyed a view of college class work that may help them make career decisions.

Below: If they had a calling card, it would read "Ambassadors of good will." The WVU Puppet Mobile, a very mobile classroom that embarks regularly from the College of Creative Arts, reaches West Virginia's students in classrooms and hospital rooms-bringing them education, entertainment, and just plain fun!

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•

WVU Art Helping Communities (For information about local opportunities, call 293-4841)

• Art workshops in public schools for teachers and students

• Exhibitions at galleries and special showings

• Guest lectures for civic and educational groups

• Art show judging

• High School Art Portfolio Day

• Jackson's Mill Art Camp {for school teachers and students)

• Promotional materials/designs for organizations

• Summer computer graphics workshop for public school teachers

•

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9 •

Music opens the door to learning about other cultures. When the African Ensemble brings its drums into schools and community centers throughout West Virginia, the musicians also bring information about the culture of other lands. Djimo Kouyate of Senegal builds such a cultural bridge with these elementary school youngsters.

that young people could not begin to appreciate or to strive for a career in something they had not seen, heard, or touched. They needed to experience the arts firsthand. That became his mis­sion.

Now, 30 years later, Faini is dean of the College of Creative Arts. The years have not weak­ened his zeal for taking the arts from the campus into communi­ties of the Mountain State. His efforts have amassed more than a personal knowledge of the state's terrain. He has West Virginia success stories. When Faini be­gan his outreach, 90 percent of his music students were from out of state. Today, 90 percent of his students are West Virginians.

Comparing his faculty to football coaches, Faini said CAC created a "farm system" in West Virginia. "If you need good re­cruits," he said, "you develop them in your own state." For ex­ample, the existence of the colle-

10

giate string program at WVU has depended upon the string teach­ers' helping to develop and main­tain youth string programs in the communities where children live.

Collegiate violinists, collegiate actors, collegiate painters arrive on campus with skills that they began to hone many years earlier. The CAC outreach program is helping local communities kindle and nurture those skills in young West Virginians.

Faini is just as proud of the student numbers that never reach WVU's official enrollment records. His professors travel the state helping local teachers and enthusiasts improve their arts programs. So, CAC's many "stu­dents" are the folks who run com­munity theaters and town bands. And they are the art, theater, and music teachers who work daily with potential young artists.

CAC's largest classes, how­ever, never assign seats or take names. Those students are the

folks who nod in appreciation when CAC art shows arrive, who tap their feet when CAC musi­cians play and the vocalists sing, who fill the auditorium with chil­dren when the Puppet Mobile pulls into their town. To Faini, the whole state is CAC's campus. And all its people are his college's students.

•

WVU music helping communities (For information about local opportunities, call 293-4841)

• Guest lectures for public schools

• Recitals for public schools

• Concerts for communities (WVU Marching Band, WVU Choir, Jazz Ensemble, Percussion Ensemble, and others}

• Workshops and music clinics

• Musical compositions for special events

• Band and other musical competition judging

• West Virginia Public Radio performances

• Guest conducting for orchestras, bands, etc.

• Honor orchestra (star high school musicians from throughout the state}

• High School Jazz Festival (outstanding high school musicians from throughout the state}

Below: A high school student from Mercer County listens intently to the critique being provided by his "professor of the day." The young artist was among the students from throughout West Virginia who attended the annual High School Art Portfolio Day at the College of Creative Arts. Designed for the "serious art student," the day helps talented seniors and juniors select an art major by intro-

ducing them to classes, programs, and professors.

Below: "I wonder if I •..• "A budding musician? Or just a music lover? Whatever her musical aspirations, this Kanawha Valley resident is enthralled by the WVU Marching Band during the annuai"WVU Days in the Kanawha Valley." The college's Puppet Mobile was also part of the celebration, which features college information nights, banquets, and alumni events to provide local residents with information on WVU's admissions policies and academic programs.

WVU theatre helping communities (For information about local opportunities, call 293-4841)

• Summer Institute for Theatre Educators (high school teachers}

• Puppet Mobile presentations

• Workshops (costume design, makeup, etc.) for teachers, students, conferences

• Voice-over productions for broadcasts

• Lighting, set, and costume design for community productions

• Direction and choreography for community theaters

• West Virginia Public Radio presentations

ll

After-school P.rogram changing young lives •

Harry Gore, program director, and T.J. Rush, 8, have established a mutual admiration society. T.J. is a third grader at Piedmont Elementary School in Charleston's East End.

b_y Jerr_y Kessel

Changing attitudes can change lives. Especially when you're young. For 250 children residing in Charleston's public housing communities, after­school care centers are making a difference.

12

Charleston's public housing Mter-School Care Program is a collaborative effort of the West Virginia University Extension Service. Charleston Parks and Recreation (CPR). and the Charleston Housing Authority (CHA).

The school-term, weekday program began four years ago with an "at-risk" grant from the federal Cooperative Extension Service to WVU Extension and a Drug-Free Communities Grant to the CHA. Additionally, each of the three agencies provides general

Extenston Vision: Summer 1994

revenues. These monies fund materials and staff at the sepa­rate locations. The federal at-risk grant will continue through 1996.

Extension is the lead agency at Washington Manor, Orchard Manor, South Park, and Oakhurst. The city operates Spring Hill. A new center opened at St. Paul Lutheran Church, and CHA operates two more centers­one at Littlepage and one at Hillcrest.

Extension plays a major role in development and expertise as well as personnel. Extension Agent Harry Gore , program direc­tor, serves as staff trainer and evaluator.

"We meet once a week to discuss training needs and set up the weekly schedule," he said. "Subjects are geared to training needs of staff. For instance, staff support may include storytelling or how to help with homework, manage kids and programs, con­flict resolution, or computers. We have a curriculum bank to draw on for ideas."

The program's goal is learn­ing oriented and geared toward enhancing academic achieve­ment. Each center's 2:30 to 5:30 p.m. schedule designates time for homework, recreation, and a learning activity in such subjects as science, math , nutrition, or

Extens1on Vision· Summer 1994

Left: Donna Gravely, South Park A.B.E. director; Richard Jackson, 1 0; and Clarence Burdette, 1 0; give their undivided attention to "Just Say No!" one of various board games available.

Below: DeVaunh Jones, seated, finds many answers at his fingertips during computer time at Washington Manor. Ashia Holder and Alberta Chapman, Charleston Parks and Recreation, admire his expertise.

Jessica Daniels, Jane Daniels, and Washington Manor aide Catherine Carter try their hand at crafts.

computers. Special programs may include musical presentations or conversations with an athlete. Educational and recreational field trips are taken within Kanawha County. The day"s finale? Sand­wiches, fruit, and milk.

Attendance increased signifi­cantly over last year. In 1993 we enrolled a little over 100 young­sters. This year we had 250, Gore said.

Each location has three to five paraprofessional staff. Exten­sion paraprofessionals serve as the program leaders in centers at Washington Manor, Orchard Manor, South Park, and Oakhurst.

Ongoing program evaluation points to attitude changes in five areas, Gore said. "We've infor-

14

mally documented improvement in academic achievement progress; and formally in stu­dents' attitude toward school; in their attitude toward math, science, and reading; in their self-esteem; and in teacher perception of students."

He attributes much of the programs' success to the staff members. "The major con­tribution I made was to simply point the way and be support­ive," Gore said.

Staff members' enthusiasm is spontaneous. Neal Mosley, pro­gram leader at Washington Manor, enjoys the youngsters because of "their different person­alities. "

Catherine Carter, aide at Washington Manor, finds lots to smile about when she watches them play school. "They're pretty funny."

At South Park, Sandi McDaniel, CHA staffer, declares, "I love them all . They're friendly. They want attention and affec­tion." Mary Foster of the CPR adds, ''They enjoy the center. When they come through the door they put a smile on your face."

Donna Gravely, program leader at South Park, agrees, "They're wonderful kids. We love them."

It's no secret that limited income breeds a sense of depriva­tion and a lack of opportunities to make things better. Furthermore, most concepts people have about themselves are formed before they are old enough to raise doubts about them. Children who are told that they are not good at math or can't do this or that often

Extension Vision: Summer 1994

accept these judgments as reality and never question their validity.

Psychologist Alfred Adler noted that "children are good observers, but they make poor conclusions." He implied that youngsters have various concep­tions of themselves and how they get along in the world. No one tells them; they decide on their own.

In Charleston's public hous­ing After-School Care Program, small successes build toward larger ones. As when one young­ster eagerly asked,"Who wants to see my test scores?" and received the equally eager response, "I do."

•

Right: Neal Mosley, Washington Manor A.B.E. director, ponders the question while T.J. Ruch compares the crayons he's selected.

Below: Creative art work catches the fancy of South Park youngsters Rachel Slater, Daniel Pennington, and Sean Miller.

Extension Vision: Summer 1994

At South Park, Sandi McDaniel, Charleston Housing Authority; Jessica Pennington, 12; and Harry Gore, program director; review some math calculations while Mary Foster of Charleston Parks and Recreation brings

other educational materials from a supply cabinet.

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•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

Charles G. Morris Interim Associate Provost for Extension and Public Service Interim Director, Cooperative Extension Service P.O. Box 6031, Knapp Hall Morgantown, WV 26505-6031

Nonprofit Organization U.S. Postage PAID Morgantown, WV

Permit No. 34