Presented by Don Lawrence, EdD, Azusa Pacific University 
at The Annual Christian Society of Kinesiology and Leisure Studies, Seattle Pacific University, June 13, 2008 

      Throughout centuries man has recorded history diligently.  His penchant in this activity speaks of his desire to leave a portion of himself and his world to those who will follow.  Such is the case in man’s desire to record the lives of those around us who have

had a considerable impact on our world.  They are and have been such powerful models and influences on our individual lives as well as our discipline and profession as a whole.

      Boswell states that “I esteem biography as giving us what comes near to ourselves” (Novarr, 1986). But, in our modern world, the state of biographical production is not as healthy as it was in the past.  Hormberger and Charmley’s observations seem to reflect our present day society’s attitude:

      Biography seeks to do what only the greatest art has ever done:  to convey

      the feel of an individual’s experience, to see the world as a single person saw

      it.  Few biographies last.  Not only do certain subjects seem, over time, to be more

      less interesting, but the frame of interpretation, the cultural luggage, can change

      so comprehensively, that the important biographies of one age are the library

      discards of the next (Hormberger, 1988). 

      This attitude is precisely why biographies of great leaders must be recorded.  Someone once said “that a page of history is worth more than a book of dialogue and man’s meaningless present day logic”.  There is much to learn from those that have pioneered in the profession and disciplines of health, physical education, recreation and dance. But the time is short.  Once they leave us, their hidden thoughts, their unspoken feelings and the story of life from their perspective is gone forever.

      Over the past few years I realized that many of the great leaders who have influenced and given our profession and discipline direction, were members of the American Academy. These folks were growing older and their stories of influence were not being recorded. Recently I have identified fifty-four Academy members who, by their membership numbers and age needed to be interviewed.  As in the 80’s, over the past two years  I have recorded 16 pioneers legacies. Clearly I have been able to see historically, from their perspective, how the movement of our discipline and profession molded us into who and what we are today. 

According to the Bible, man was placed on earth to be stewards of the land that God created. But man has not always handled this responsibility well.  Environmental  pollution, desecration of the land and poor management of resources  have resulted from man’s assumption that the earth’s resources are limitless. Still, crusading pioneers have regularly risen to challenge mankind concerning this tragedy.  Such was Julian Warner Smith.

Born on July 18, 1901 in Leslie, Michigan to Frank and Rebecca Smith, Julian was to become a prominent leader  in the area of outdoor education.  The Smiths lived on a small farm in Grass Lakes, Michigan where the principle crop was strawberries.  Eventually they moved to nearby Woodland, Michigan.  His mother and father were strongly religious folks who influenced their young son’s contact with all of the religious, value-shaping resources:

      I was sort of brought up in the cradle of the church and was very active, both

      when I was young and when I was older.  I was active in religious organizations

      young people’s meetings of Christian endeavors.  I had some county offices

      in various religious associations.  As I go older, I worked a lot with religious

      people , the YMCA and others.  (Williams, 1976, p. 128)

Even though their farm was small, the surrounding area provided numerous opportunities to fish, hunt, trap and explore.  His father enjoyed teaching him, making the experience both pleasurable as well as profitable.  Environmental management was not directly spoken of by his father, but the concept of accountability to the land and its resources was infused in these childhood experiences.

Smith attended a one-room school for the first eight grades and then became a student at the new Woodland High School.  One of his teachers, Stanley Biem, organized a basketball team on which Smith, at six feet two inches, became the center and leading scorer.

After graduation he decided to attend Hastings High School in Hastings, Michigan.  The 13 mile trip became tedious, but necessary.  His interest was vocational agriculture and he anticipated farming for a living. While attending Hastings, he became an accomplished singer, organ player and saxophonist and played in a dance band at various school and social functions. IN 1919 he graduated from Hastings.

The following year he entered Barry County Normal School, to pursue the one-year training program with the goal of becoming a rural school teacher. His educational experience helped Smith to decide that teaching would be his profession.

At the age of nineteen, Smith graduated from Barry County Normal and accepted a teaching position at South Jordon School on the outskirts of Woodland.  His teaching style was anything but normal, but his innovative teaching techniques brought new academic life and interest to the students. Part of his innovation was the reintroduction of spelling bees and ciphering matches.  The entire community became so involved that they would come to school to cheer on the students.  Along with these educational innovations, he also introduced sports into the South Jordon program.

In 1922, Smith left this country school and enrolled at Western Michigan University to complete his Life Certificate.  Upon completing his studies, he became the principal of Woodland Township Consolidated Schools.  His continuing interest in sports compelled him to implement a sports program with in the district (Williams, 1976).

It was in 1927 that Smith recognized the need for more education, so he resigned and enrolled at the University of Michigan.  By the end of 1928 he graduated with a degree in education and in the fall of 1928 he accepted the principal’s position at Lakeview High School in Battle Creek, a position which he would hold for 14 years (Williams, 1976)

At Lakewood, Smith designed that implemented a course called ‘Current  Problems’.  Through this course, Smith established outdoor education units in conservation, forestry and ecology as well as a hunting and fishing club for students.  This effort was the beginning of a lifelong pursuit of promoting the values of outdoor education.

In 1931, Smith married his longtime sweetheart, Sadie Alderton.  They eventually had two children:  Julianne and Gilman (Williams, 1976).

His professional involvement caused Smith to become vice president on the Representative Council of Michigan High School Athletics.  He also became involoved with the Michigan Merit Association which was an organization that reformed civil law.

During the summer months he returned to the University of Michigan to work on his master’s degree, which he completed in 1936. The Kellogg Foundation became so interested in his research that they granted him two scholarships to complete the work.  Hugh Masters, a Fellow of the Kellogg Foundation, was so impressed with Smith’s enthusiasm and propensity to complete the job, that eh hired Smith to direct one of the first year ‘round camps for education which was proposed to open in 1940 (Williams, 1976)

The Clear Lake Camp project was such a success that the Kellogg Foundation decided to invite the public schools to use the camp.  The Lakeview, Otsego and Decatur school districts make use of the Clear Lake program, making it a part of their school curriculum (Williams, 1976).  Through Master’s and Smith’s efforts, an educational camping curriculum was designed to complement the concepts and knowledge the students were receiving in the classroom.  At first a set curriculum was not in effect, but through Smith’s direction the program began to develop.  Eventually, a parent and week-long camp was established.  Both students and parents attended the camp together living and learning in an environment which promoted friendship and cooperation, as well as education.

During the year 1940 and 1941, Smith served on the Michigan High School Athletic Association Council.  The purpose of this council was to regulate high school athletics in Michigan.  The following year the director of the Michigan High School Athletic Programs, C.E. Forsythe, was called into the military service. Smith was chosen as interim Director of Interscholastic Athletics for the entire state of Michigan (Forsythe letter, p. 13) and from 1942 to 1945, he worked for the Athletic Association, serving as the editor of the Michigan High School Athletics Association Bulletin.  History has proven that his contribution to Michigan High School athletics has left a lasting positive impact on the program.

Following the war in 1945, C.E. Forsythe returned to the post of Director of Interscholastic Athletics.  Smith was prepared to return to Lakeview High School when the Deputy Superintendent of Public Instruction offered him the position as head of the Division of Health, Physical Education, Recreation  and Outdoor Education for the State of Michigan.  He accepted this experimental position and became the Assistant Superintendent of Public Instruction (HPER Project: p. 22).

In 1945, the Michigan Legislature passed an act that local school districts could purchase, equip and maintain camps for educational and recreational purposes.  This motivated Smith to write several articles to the Michigan High School Athletic Association Bulletin on the subject of outdoor education and camping in the schools.  It was also in theat year that he joined the Michigan Association for Health, Physical Education and Recreation council and became editor of the official publication for the Michigan Association called The News.

The Michigan Outdoor Education Committee met in May 1946 to develop a statement concerning the implications of outdoor education in the secondary schools. Its proposal stated that:

Outdoor education learning experiences in the currivulum of the school can best be learned out of doors. Outdoor education involves, for the most part, direct learning experiences.  The program is an attempt to fill a basic need in American education for contact with reality.  Much time is devoted to the areas of social living, applied sciences, health, work and recreation . . . . .(Smith files, p. 33).

Between 1946 and 1953, the W. K. Kellogg Foundation granted over $88,000 to the Michigan State Board of Education to fund the outdoor education program.   Through this special interest of the foundation and Smith’s tireless efforts, Michigan became the undisputed leader in the development and implementation  of outdoor education.  During this time, Smith wrote at least 42 articles directly relating to outdoor education.

In 1948, he introduced a program for school dropouts and potential dropouts based upon the framework of the Civilian Conservation Corps (CCC).  This program was so successful that of the 60 male students, 54 returned to the classrooms and six entered the military.  The city of Dearborn was so satisfied that it instituted its own program based on Smith’s model (Williams, 1976.

The following year, 1950, Smith and others outlined a program for a new type of Conservation Corps which emphasized not only work but included and educational concept.  That year, Smith and Lee Thurston appeared before the House Subcommittee on the Civilian Conservation Corps to describe the Michigan program.  The subcommittee was so impressed that they encouraged continuation and promised to fund it federally it succeeded.  Smith and his party were elated, but two weeks later the Korean War began which directed Congress’ efforts elsewhere.

In 1951, Smith was promoted to the position of Assistant Superintendent of Public Instruction for Health, Physical Education, Recreation, School Camping and Outdoor Education. During the next two years he and his staff conducted many in-service conferences and workshops directly related to outdoor education.

But, in 1953 Smith resigned to take an Associate Professor’s position at Michigan State University.  His job description included the development of an expanded program in teacher education, leadership training and research in school camping.  He intended to fulfill that commission, but trying to change institutional thought patterns were not easy:

      You do not change institutions overnight.  I came out here committed to the

interdisciplinary approach with interdepartmental cooperation of all kinds. Outdoor education was broad and had a significant place in the total educational program, a kind of philosophy I have always espoused.  (Williams, 1976)

The first issue of The Outdoor Education Newsletter came onto the scene in 1954 and Smith  was the editor.  The sole objective of this publication was to inform professionals of current issues that were developing in the schools.

During these years, Smith’s professional memberships included the Michigan Education Society, the Michigan Secondary School Association, the National Recreation Association (NRA), the National Association of Secondary Principals (NASS), the American School Health Association, the Society of State Directors of Health, Physical Education and Recreation and the Association of Health, Physical Education, and Recreation (AAHPER).  Smith served as the president of the Society of State Directors between 1950 and 1051.

In 1955, AAHPER was beginning to consider a program of teaching outdoor skills to school age children.  With help from business and industry, certain programs and experiences would be implemented.  A survey was taken and 6000 high schools responded to the Association’s questionnaire.  The results indicated that such a program was not only necessary but wanted.  Smith was immediately selected as director of the project (Joperd, 19860>

Many workshops and conferences were conducted across the nation and in 1956, AAHPER produced its first outdoor education publication entitled “Outdoor Education”. Julian W. Smith was its author.  This publication provided a guideline for classroom teachers to help them improve their student’s indoor and outdoor learning skills.  AAHPER’s next publication was a book entitled Outdoor Education for American Youth, which was prepared by an AAHPER committee chaired by Smith. This publication sold more copies than any other previous outdoor education publication (Williams, 1976).

Smith believed outdoor education was “a means of curriculum expansion and enrichment through outdoor experiences.  We have only two resources, “ he stated. “One is the human being and the other is our natural resources.” (Williams, 1976)

By 1959 the Journal of Health, Physical Education and Recreation published more than thirty articles on outdoor education, many of them written by Smith.  The special “Outdoor Education Page” became a regular feature in the Journal and Smith was its editor.

During the year, 1959, Smith also served on the Family Camping Advisory Committee which helped identify, develop and promote family camping as a viable alternative for recreation.

Following a few years of lecturing and serving on advisory boards, Smith was asked to be one of the editors of the ORRRC Study, Report 22:  Trends in American Living and Outdoor Recreation. His chapter entitled “Developments in the Field of Education Affecting Outdoor Recreation Resources” focused on the existing status, as well as future trends in outdoor education.  Primarily this study influenced  Congress to pass the Wilderness Act, the National Trails System Act, the National Wild and Scenic Rivers Act, the National Preservation  Act,  the Water Projects Recreation Act, the Youth Conservation Corps Act.  This study also contributed to the creation of additional national parks, recreation areas, seashores, lake shores and historic sites.

In 1963, Smith, along with Reynold Carlson, George Donaldson and Hugh Masters, published the first edition of their book, Outdoor Education.  This publication has become the classic textbook in many college and university outdoor education programs across the nation.

Succeeding years saw Smith writing and publishing with a fervor.  He served on numerous committees and advisory boards, two being the National Rifle Association and the Lifetime Sports Education Project.  In 1967, he became an active advisor to the Council on Outdoor Education and Camping.  But, in 1968, illness limited his involvement with outside organizations.  However, the following year he began to study the outdoor education overload and fragmentation of such programs.  Through careful study he, along with others, developed the initial graduate program for the training of teachers to go into outdoor education.  Michigan State University led in this development and Smith was its main catalyst.

In 1969, Smith was asked to become a member of the Advisory Board of Educational Resource Information Center (ERIC) of the Educational Clearinghouse on Rural Education and Small Schools.  He worked tirelessly for ERIC as published material was part of his educational philosophy.

By 1970, Smith had achieved the distinction of being a member of 25 State and National committees, had written, edited or contributed to 22 books relating to outdoor education, had written more than 200 articles on the subject, and had addressed or led more than 700 national, regional and state conferences or workshops on outdoor education and related fields.

Smith finally retired from Michigan State University in 1972 and was bestowed the honor of Professor Emeritus.  His work, however, never ceased.  He continued his involvement in outdoor education, but, began to devote more time to his hobbies of collecting rifles, studying the subculture of the Pennsylvania Dutch and collecting old Packard automobiles.

Smith received many honors for his efforts.  In 1957 the American Academy of Physical Education bestowed upon him the Administrative Award as director for the State of Michigan.  The following year AAHPER honored him with its distinguished Honor Award for working with school-aged children.  That year Smith became Fellow No. 117 in the American Academy of Physical Education.  He received the Youth Education Award from the National Association of Conservation, Education and Publicity, and in 1955, Michigan State Normal College of Ypsilanti conferred upon him an honorary degree of Doctor of Education.

In 1961, the American Fishing Tackle Manufacturer’s Association named Julian W. Smith its first honorary member.  The Michigan Association of Health, Physical Education and Recreation awarded him the “Distinguished Professional Service Award” and the Society of State Directors of Health, Physical Education and Recreation honored him with their distinguished Honor Award.

In the summer of 1966, Smith was the second “Distinguished Visitor” to the Lorado-Taft Campus of Northern Illinois University and in 1970, Smith’s lecture on the History, Present Status and Future of Outdoor Education was cited as the lecture of 1970.  Later that year, Smith received the distinguished Hedley S. Dimrock Award at the National Convention of the American Camping Association. 

On March 24, 1972, at the National AAHPER Convention in Houston, Texas, Smith received the Association’s highest award, the Luther Halsey Gulick Medal.  His tireless work in the development of the State association and outdoor education was certainly deserving of that honor.

Julian Warner Smith, teacher, author, administrator and professional leader died on June 23, 1975 of cardiac arrest following a kidney operation. 

As one looks at and examines another’s life and their work, one outstanding characteristic stands out above all others:  leadership.

Here are some observations that I gleaned from his life as it speaks to his incredible work and leadership.

•  
  
  1. Man of humble beginnings
  2. He came from a Christ-centered family,
  3. Values were taught early and never forgotten
  4. Common sense like a farmer
  5. Lover of the outdoors and all his work was focused on that
  6. He had a father that taught him
  7. High energy and a strong work ethic
  8. Visionary, went where others had gone, but took the concept to its fullest degree
  9. Took advantage of the circumstances because he was prepared
  10. He saw a need and quickly filled that need
  11. He communicated with his constituency
  12. He modeled the way

References

AAHPER.  (1952).  Honor award: Julian W. Smith.

      Journal of Health, Physical Education and Recreation, 23, (7), 38

Bookwalter, K.  (1957).  Noteworthy people in the profession: Julian W. Smith

      The Physical Educator, 14, (3), 120.

Smith, J.  (1954).  Adventure in outdoor education.

      Journal of AAHPER, 25 (5), 8-9,18.

Smith, J.  (1966).  Archery-an old sport with new interest.

      Journal of Health, Physical Education and Recreation, 37 (9), 10.

Smith, J.  (1970).  A review and forward look with the Outdoor Education Project.

      Journal of Health, Physical Education and Recreation, 42 (2), 44-45.

Smith, J., Carlson, R., Donaldson, G., and Masters, H.  (1963).  Outdoor Education. 

      Englewood Cliffs: Prentice Cliffs: Prentice Hall, Inc.

Smith, J.  (1951).  Community school camping.  Journal of AAHPER, 22 (6), 4-6.

Smith, J.  (1958).  First national conference on outdoor education.  Journal of Health,

      Physical Education and Recreation, 29 (6), 8-9.

Smith, J.  (1957).  Fitness through outdoor education.

      Journal of Health, Physical Education and Recreation, 28 (6), 10-11.

Smith, J.  (1958). More time to live-but how?   The Physical Educator, 15 (3), 97.

Smith, J.  (1956).  The outdoor education project’s first year.  Journal of Health,

      Physical Education and Recreation, 27 (7), 14-15.

Smith, J.  (1976).  Outdoor recreation:  A development in curriculum and a frontier

      for health, physical education and recreation.  AAHPER (Ed.)

      HPER OMNIBUS (p. 191-200)  Washington, DC: American Alliance for

      Health, Physical Education, Recreation and Dance.

Williams, L.  (1976).  Julian Warner Smith: His life, professional career, and

      Contributions to outdoor education.  (Doctoral Dissertation, East Texas State

      University, 1976).  Dissertation Abstracts International, 37, 7312-A.