The Georgia victory school program: victory corps series [1943]

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Victory Corps Series

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Bulletin No, 1

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ILIBRARY!

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TH5 GWOHOIA !II(JE-SCHOOL

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VICTORY CORPS

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Issued by

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State Department of Education

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M. D. Collins, Superintendent

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Atlanta, Geo rgia

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' COJ'T^TS

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Introductory Statement . . . . .

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Part I: Plen of Organization for Victory Corps in Georgia. ......

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1. Suggested procedure for organizing Victory Corps

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2. Basis for General Membership in the Corps

3. Divisions of the Victory Corps .

I4. Air Service Division

5. Land Service Division

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6. Sea Service Division .....

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7. Productive Service Division



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8. Community Service Division

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9. Application for School Membership in High-School Victory Corps 15

10. Insignia

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11. Uniforms . . .

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Part II: Objectives and Program for High-School Victory Corps. .... 17

1. Guidance into Critical Services and Occupations,

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2. Wartime Citizenship 3. Physical Fitness Program . . -

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i+. Military Training 5. Basic Training in Mathematics and Science

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6. Preflight Training in Aeronautics ........... ... U2

7. Pre induction Training for Critical Occupations . 8. Training for Community Services .......

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LIBRARIES

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T'TE INTRODUCTION
The nurpose of this publication is to supplement the High-School Victory Corns Bulletin, published by the U. S. Office of Education. The U. S. Office of Education Bulletin contains the basic information necessary for organizing and carrying on a High-School Victory Corps.
Representatives of the Georgia High-School Associations, the Georgia Wartime Education Commission, the Advisory Committee of ttia Georgia High-School Victory Corps and the staff of the State Deoertment of Education met with a representative of the If. S. Office of Education on October ^0 to discuss the proposed High-School Victory Corps for Georgia, It was the opinion of the group that High-School Victory Corps should be organized in secondary schools and ihat the High-School Trictory Corps bulletin should bo supplemented by rewriting a portion of the bulletin, especially the parts dealing with "objectives" and the "plan of organization."
A conference composed of the Supervisory Staff of the State Department of Education, representative8 from many of the public and private colleges in the State and high-school teachers and administrators in the Atlanta area met in Atlanta on November 9 and 10 to study the High-School Victory Corps program and make the necessary adaptations for Georgia. Tho conference group wrote a supplement to the section beginning on page 5 of the High-School Victory Corps Bulletin dealing with the ''objectives and program of study", and restated the "plan of organization", beginning on page 15.
This publication is in two Parts. Part I is the plan of organization of the High-School Victory Corps. It takes the place of pages 15, 16, 17, 18 and a part of 19 in the High-School Victory Corps Bulletin. Part II
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supplements but docs not take the place of oages 5 to 11 of the High-School

Victory Corps Bulletin. This outline and the High-School Victory Corps

Bulletin should be used in formulating the instructional program for a High-

School Victory Corps.

Every high school planning to organize a High-School Victory Corps should

have a copy of this publication, a copy of the High-School Victory Corps

Bulletin now available through the Superintendent of Documents, Washington,

D. C, at 15 cents per copy and a ,::opy of the bulletin "What the School Can Do to Help Win the War'1, published by the State Department of Education.

It is suggested that each teacher working with the High-School Victory Corps

should have copies of those three publications.

Those responsible for the development of this soecial publication are

as follows:

Elizabeth Donovan L. D. Haskew G. I. Martin H. S. Burdotto Vaidec Guerry W. C. Britt J. H. Cook Mary B. Lewis Knox Walker M. T. Shields T. E. Smith Mary Lee Anderson Jessie M. McVey J. M. Goodon Inez Wallace Mary Lunday Soulo Mrs. W. J. Webb T. E. McDonough J. L. Cock Harry Little Paul West Chas. P. Hudgins W. E. Pafford C. W. O'Rear J. P. King Frances Champion Zack Henderson

C. M. Ife. d W. ^. Denny J. D. Solter K. G, Jarrard Roid Hunter P. E, Babcock 0. H. Joiner M. D. Mobley J. F. Cannon
J* H. Mitch- 11 Dora Mollenhoff J. R. Wemack H. F, Thompson Claude Parcell J. H. Groves Lam^r Jotor W. T. Bodenhamor Elizabeth Mayes J. F. Baker Fred Gunn Sarah Jones L. ivi. Lester H. C. Bryant Elizabeth Todd J. E. Greene G. P. Donaldson

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In addition to the public school authorities and the commissions re-

ferred to above, the colleges in the University System of Georgia and pri-

vate colleges concerned with teacher education have contributed to the de-

velopment of this publication and have agreed to assume responsibility in

organizing and developing the High-School Victory Corps throughout the

state.

0. C. Adcrhold Director, Georgia high-School
Victory Corps

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PART I I*LAN CF ORGANIZATION FOR 2HE VICTORY CORPS IN GEORGIA

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PLAIT OF OHGAHIZATIOIT FCR THE VICTORY CORPS IN GEORGIA*
The High-School Victory Corps is a nation-wide wartime student organization for seccndary schools. High-school youtii are invited to participate as equal partners in the war effort. They c-ra a'efcod tc sole at their areas of special service and to help plan the?i programs of utuay,
SUGGESTED PROCEDURE PCR ORG&FISING VICTOPY COPPS 1. The principal or superintendent should call a staff meeting to study the needs for a High-School victory Corps. (See suggestions on pages 1--5 of High-School Victory Corps Bulletin.) 2. nhe staff should make a carofui study of the objectives of the HighSchool's Wartime Program which the (Tictcry Corps promotes. (See pages 5--11 of the High-School Victory Corps Bulletin end Part II of this publication.) 3. The needs and objectives of the High-School Victory Corps should be presented to the high-school students. h. The faculty and students should reach p. decision as to the organization of a Corps. Decisions should also be reached relative to the number and kind cf special divisions to organize. 5. The superintendent or principal should make contact with the general school supervisor of the State Department of Education or his representative serving the area of the state in which the school is located. The supervisor or his representative will advise with the principal pnd faculty relative to the organization. (Members of the staff of the State Department of Education, faculty members from colleges in the state and other selected individuals will represent the Director of the Georgia High-School Victory Corps in all matters pertaining to the organization and operation of the Corps in the local school.)
* Part I 'akes the place of pages 15, l6, 17,12 and part of 19 in the HighSchool Victory Corps Bulletin)

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6. Application for school membership in the High-School Victory Corps should he made to the director. Use forms in this publication.
7. When the school's application has been approved by the Director a certificate of membership will "be issued.
2. The certificate of school membership should he placed at some prominent location in the school "building.
9. Each high-school student should develop a pro-am of study which will enable him (or her) to prspare for the chos.n fill* of service. (Use form on page lh of the High-School Victory Corps Bulletin fcr general memhorship until further notice. This *. for. -y he usod for tin social divisions hy substituting for the words >0.nl r-bership" 0 name of a division such as "Air Service Division.")
10. When the student complete the training program a certificate may he granted him (or hr) hy the local school. This certificate should he presented to the military authorities upon induction into military services or to employers in war industries upon employment in such industries.

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3ASIS POP GENSHA1 MBK3ERSHIP IN TBS VICTORY CORPS
Each high school will seek to secure the maximum general membership in the Victory Corps. All students will usually be able to qualify as members. G nerp.l membership will hrve meaning only if it represents active student participation in the war effort.
Any and all students enrolled in a secondary school who, in the judg. ment of the principal rnd faculty, meet the following simple requirements may be enrolled as general members of the Victory Corps.
a. The student must be partiCiprting in a school Physical Eitness program appropriate to his abilities and needs in the light of his probable contribution to the nation's war effort.
b. The student must be Studying or have studied school courses appropriate to his age, grade, ability, and probable, immediate and future usefulness to the nation's wpr effort, within the limits of the facilities of the school.
c. The student must be currently participating in rt least one important continuing or recurring wartime activity or service of the types indicated in the suggestive list of Victory Corps Service activities: Air warden, firewatcher, or other civilian defense activity U. S. 0. volunteer activities Red Cross services Scale model airplane building Participation in health services, such as malaria control Farm aid, or other part-time employment to meet manpower shortages School-home-community services, such as salvage cempaigns, sere of small children of working mothers, gardening, book collection, etc.
Any student enrolled in a secondary school may make application for general membership in the Victory Corps by submitting to the principal an application in the form suggested by the State Director of the Victory Corps.
Upon acceptance for general membership in the Victory Corps the student shall be privileged to wear the general insignia of the Victory Corps.

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DI^ISIOHS O? THE VICTORY CORPS
Students who have "been accepted for geaoral membership in the Victory Corps nay (during their last year or two of schooling) "be organized into special service divisions of the Victory Corps. In order to provide for uniformity throughout the Nation in the organizational pattern of such special service divisions, fivo divisions are provided for:
Air Service Division Land Service Division Sea Service Division Production Service Division Community Service Division It must ho clearly understood, and clearly explained to the students, that qualifications for membership in the air, land, and sea service divisions are in no sense official requirements for admission to the Army, Navy, or Air services, The qualifications represent simply the general consensus of the National Policy Committee as to what constitutes the most effective preparation for these services within the framework of a high-school curriculum.

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AIR SERVICE DIVISION
In order to qualify for membership in the Air Service Division of the Victor;/ Corps, the students must "be planning and have begun preliminary preparation for service in the armed forces as aviation cadets or as aircraft repair and maintenance workers. Evidence of such pirns and preparation will be at least thl"*e of the following:
" a. Have pursued or be pursuing a program of one year of physics and tares y.-ars of mathematics.
b. Have pursued or be pursuing a shop course in auto or aeroplane mechanics , radio, electricity, machine shop, aircraft w Iding, pro-induction courses or other vocational shop course which would give preliminary preparation for servicing, maintaining or repairing aircraft.
c. Have pursued or be pursuing a. course in pre-flight aeronautics, the basis of which will he the course outlined in leaflet Ho. 63, U. S. Office of Education.
* d. Active participation in a program of Physical Fitness, e. Active participation in a program of military drill. (Military drill may be used to meet the requirements of one phase of the physical fitness program. See program of Physical Fitness.)
Mombers of the Air Service Division of the Victory Corps will wear the special insignia of their division, * Required of all members of Air Service Division

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LAED SERVICE DIVISION
Members of the Land Service Division should be planning and have begun preliminary preparation for service in sons branch of the ground forces of the Army. Evidence of such plans and preparation will be at least three of the following:
a. Must have pursued or be pursuing a program which includes at least one year of high-school mathematics or its equivalent in shop mathematics. (It is strongly recommended that this 'one year cf mathematics include a thorough understanding of the fundamental processes of arithmetic and wide practice in problem solving. This course shall be taken during the last two years in addition to any previous work in mathematics. This requirement may be waived by the high-school principal if the student demonstrates through examination his competence in basic mathematics.)
* b. Must be participating in a program of Physcial Fitness, c. Must be participating in a program of Military Drill, if available. (Where military drill is available, it constitutes one of the requirements in this division.) d. Must have taken, be taking, or be registered to take at least one of the following high-school ociences: general science, chemistry, physics, applied science, the science of Fre-Flight Aeronautics, or other science courses approved by the State Director of the Victory Corps. e.Must have taken, be taking or bo registered to take one or more special prc-induction courses. (See description oi preinduction courses.) f. Must have taken, be taking, or be registered to take one or * Required of all members of the Land Service Division.

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- 11 more sh-Ojji courses. Four years of vocational agriculture will meet this requirement, g. Must have taken, be taking, or be registered to take a course which will qualify student to enter bookkeeping or secretarial employment. (For girls qualifying in this division.) Members of the Land Service Division of the Victory Corps will wear the special insignia of their division.
S3A SEaVIC'i! DIVISION Members of the See Service Division should be planning and have begun preliminary preparation for service in some branch of the Navy or Merchant ferine (other than na.val p.viation). Evidence of such pirns and preparation will be t t least three of the following: *a. Must have pursued or he pursuing a program which includes
three courses in high-school mathematics, preferably including plane trigonometry or the review mathematics course as outlined in this publication, b. Must have pursued or be pursuing a program which includes at least one year of high-school laboratory science, preferable elementary physics or the wartime course in physics. *c. Must be participating in a program of Physical Fitness. Swimming should be stressed where safe facilities are available. d. Must have pursued or be pursuing a course in the elements of navigation or meteorology. e. Must have pursued or he pursuing one or more shop courses. f. Must be participating in v program of Military Drill. Members of the Sea Service Division will wear the special insignia of their division. * Recuired of all members of Sea Service Division,

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PRODUCTION SERVICE DIVISION Members of the Production Service Division should "be planning end have begun preliminary preparation for service in war industry, agriculture, or other essential civilian productive occupations. This division may include both boys and girls. "3vider.ee of such plans and preparation will be at least three courses selected from one of the following groups: Sorvicc in War Industry Production a. Must have pursued or be pursuing a program which includes courses
which are definitely pointed to preparation for work in an esscntirl war production occupation in the field of trades and industry. b. Must have engaged or be savaging in part-time work, either paid or voluntary, in some form of wer industry production. * c. Must be participfting in a Physical Fitness program. d. Must be participating in a program of Military Drill. SerTioc ir.. War tine Agriculture Production a. Must have pursued or bo pursuing a prograa which includes courses which are definitely pointed to preparation for work in the field of wartime agriculture, md must carry out home projects which include at least one of the agricultural commodities designated p.s critical by the Secretary of Agriculture. b. Must be pursuing a course in one of the four farm-shop courses dealing with pre-induction training for critical occupations. c. Must bo participating in a Physic?1 Fitness program. d. Must be participating in a program of Military Drill.

- 13 Service in Essential Civilian Production (This includes production of
goods or products for essential civilian use.) a. Must have pursued or he pursuing a program which includes courses which are definitely pointed to preparation for work in the field of essential civilian production. b, Must have engaged or he engaging in part-time work, either paid or voluntary, in some form of essential civilian production.
*c. Must he participating in a Physical Fitness program. d. Must he participating in a program of Military Drill. Members of the Production Service Division of the Victory Corps
will wear the special insigni of their division. * Hequired of all members of Production Service Division.
COhMUUITY SMVICS DIVISION Members of the Community Service Division should he planning and hare begun preliminary preparation for work in community or other service occuprtions, such as: teaching, social work, medicine, nursing, dentistry, librarianship, or other professional services; stenographer, typist, bookkeeper, salesman, or other distributive or commercial service; homemaking, child care, home nursing, nutrition or similar service. Evidence of such plans and preparation will he at least throe of the following: a. Must have pursued or he pursuing a program which includes courses
definitely pointed to preparation for service occupations at the professional level, h. Must have mrsued or ho pursuing a program which includes courses definitely pointed to preparetion for commercial, distributive, homemaking or similar community service occupations to he entered upon leaving high school. * c. Must he participating in a program of Physical Fitness.

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d. Muct be participating in a program of Military Drill. e. Must be engaging in some form of part-time work, uither
paid or voluntary, in some form of community service. Members of the Community Service Division of the Victory Corps will wear the special insignia of their division. * Reouired for all members of the Community Service Division.

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* 15 APPLICATION FOR SCHOOL MEMBERSHIP IN THE HIGH-SCHOOL VICTORY CORPS

High School Principal or Superintendent

Address

County-

Divisions desired

Faculty sponsor or sponsors of the Corps

On a basis of the following statements we make application for a certificate of membership in the Victory Corps:

1. The faculty on (date)

held a meeting and after a thorough

dir.cussion of the High-School VicTory Corps voted to organize such a coros.

2. The faculty are all familiar with the program for GUIDANCE, PHYSICAL FITNESS, and CITIZENSHIP and we pledge ourselves to attempt to meet all suggestions as soon as possible.
3. We shall do all in our power to make the program of highest educational value to the nupils and of utmost worth to our country in its war effort.

U. Wo bave checked the special requirements for the divisions we propose to organize and feel that we meet them satisfactorily.
5. The High-School Victory Corps has been studied by the students in our school and they have expressed a desire for a Corps.
6. Records of students, including nar.es, ages, grades and programs, will be kept on file in this office and available to the State Director of the High-School Victory Corps. (Use form on page lk of High-School Victory Corps Bulletin. )
7. We have examined the program for Physical Fitness and have formulated plans for initiating such a program in our school.
8. We have examined tte program of Guidance and have formulated plans for initiating such a program in our school.
9. We have examin d the program of Citizenship Training and have formulated plans for initiating such a program in our school.

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Principal or Su'pe rintendent

Note: This application to be sent in triplicate to Dr. 0. C. Aderhold, State Director of Hlgl-Sohool Victory Corps, State Denartrrent of Education, State Office Building, Atlarta, Georgia.

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- 16 INSIGNIA
Schools will be furnished information relative to the insignia within a few weeks. The Director and Advisory Committee of the HighSchool Victory Corps will suggest positions for wearing insignia, methods of securing insignia and the like. Insignia should not he procured until the school's application for membership as a High-School Victory Corps School has been approved by the State Director.
UNIFOHMS Schools will be provided wiih information about uniform within a few weeks. The Director and Advisory Gomolttea will make certain suggestions about uniforms.

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GUIDANCE INTO CRITICAL SERVICES AND OCCUPATIONS
A. The entire high-school faculty should be engaged in the intelligent guidanoe of pupils concerning critical war services and occupa bi.ons, 1. The staff should be organized for continuous study of war service needs. Group study meetings held at regular intervals may include reports from faculty committees upon pressing war service needs in the immediate locality. Special needs may be presented through lectures or personal discussion by appropriate visiting personnel. Government releases, newspaper olipping, marked periodicals should be circulated among the staff find made available through the school bulletin board. Valuable materials for such study vail be found in EDUCATION FOR VICTORY, a semi-monthly publication of tit United States Office of Education, or classroom periodicals such as SCHOLASTIC and YOUR FUTURE. Other sources of information are the nearest branch of the United States Employment Service, the regional of ft ce of War Ksnpower Commission in Atlanta, the Library Division of the State Department of Education, visiting speakers from the Army, Navy, etc. 2. Definite provisions should be made for individualizing the contact between teachers and pupils. a. Schedules which reduce the number of different pupils contacted by one teacher, e.g., the Ease teacher teaching the sane group English and Civics. b. Information about pupils made readily available to all teachers, probably through e flexible cumulative folder system of records. c. Methods of teaching which emphasize different assignments, individual guidance and conferences between pupils and teachers. d. Provision for conference periods, laboratory work periods, special interest periods, etc. '. Pupil participation in evaluating his own work and progress. f. Popularizing of after-school conferences between teacher and pupil.

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In developing its plan of guidance the school faculty may request the
State Department oi Eduoatipn to arrange a clinic on "individualizing
contacts between teachers and pupils." Consultative assistance may be
secured i'rom any one of the colleges engaged in teacher education. The
problem is usually dealt with effectively ir any good textbook on
methods of teaching in the high school. 3. Every teacher should be able to gJ3g_^lgplJ^hi!^l^l^.l_H,.istirg puriils
to adjust to victory demands. a. Subject matter in regular courses should be modified. English pupils
may'make a study of critical occupations; biology pupils may become acquainted with" training require-monts for nurses or laboratory technicians. b. Individuals may make reports exploring personal potentialities for service. c. Assembly programs should bo used for exploration of possibilities and stimulating the desire to serve. d. Service projects should be initiated and supervised as extra-class undertakings. e. Part-time employment for pupils should be sought and encouraged.
f. Particular talents and aptitudes should he encouraged. Perhaps even at the expense of traditionary subject matter eccomplishments.
g. Conferences should be held with individual pupils. h. The teacher herself should he enthusiastic and determined to meet
critical service needs. The report of the Wartime Education Commission for Georgia, WIJAT THE
SCHOOLS CAN DO TO HELP WIN THE WiJR, should be very helpful to the teacher
and Btaff in exploring needs and planning oroortunities,. Current issues of professional magazines such as Social Education, the English Journal
and the like should be helpful.

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B. Pupils should make comprehensive use of authentic current information regarding war service needs. They should have a part in collecting information ard in making it available for the use of the student body. 1. There should be on^ responsible agency for collecting, keeping up to date and making ajai Uble to pupils and teachejrs Jnformation relating to fllJu^as_o:_w...r_jjervr2jLe_:_ The librarian may render this sorvice with the help of studentc. In schools having no librarian, a teacher with the aid of a student committee should assume this responsibility. All teachers and students should he encouraged to contribute materials. If standard filing cabinets cannot be provided, it is recommended that files be improvised from wooden or corrugated boxf s of suitable size. For information concerning tiie organization of materials in the Materials Bureau, write to Miss Br.rah Jones, Librcry Division, State Department of Education, Atlanta, Georgia. 2. Definite machinery sj^ulrjLbe ^t UP fcr jggiZPilg?gllJL ^ d teachers-^ the operation of_thj Sigh-School Victor;/ Corps. A publicity committee from various Victory Corps divisions and counselor should be responsible for getting information concerning corps activities before the student body, faculty and the general public. Posters made by the art classes or by volurtary groups of individuals under the guidance of home room teachers will be effective. For this purpose the committee should make full use of the assembly programs, school and local papers, radio programs, panel discussions and bulletin boards.
C. Teachers should guide the individual pupil in making a careful analysis of his personal potentialities for war servi.ee.

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1. Physical abilities, disabilities and remediable defects should be discovered} reports on physical examinations cf pupils should be mode available to the counselor. The pupil should be encouraged to participate in all phases of the physical fitness program that would contribute to his best development.
2. Vocational interests tmd aptitudes should be_.explored. When possible, aptitude tests on occupational choices should be given. Careful study of these tests should be made before administering them. Results should be carefully studied and used only to supplement personal knowledge of the student. The following tests should be of value: Henderson, Interest Inventory Tests and Personal Inventory Tests Science Research Associates, Chicago, Illinois. Myers Intelligence Test, (requires no reading) Newsome Company, New York, N. Y. Stanford Achievement Test Grades 7-H Forms D. E.F., and G. 2'3 per package $2.25 World Book Company, Atlanta, Georgia,
3. Personality characteristics should be examined. Teachers and counselors should observe students in various activities both working and ploying, at parties, in appearing before student rand adult groups; through group and personal conferences they should guide students to see opportunities for developing their own personalities.
!+. Scholastic aptitude and achievement should be compared with demands for w ftr services. The abilities and interests of the pupil should be checked against the demands made by the war service departments* Pupils should not bo encouraged to work toward a type cf service which has standards he is not able to raeett

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AH adequate counseling service will roach each pupil in so far E.8 he has problems with which he is not able to cope alone. 1. Each Echool administrator will have to work out with his teachers the
problem of time end place for counseling in the school Program. Teachers must have free time for studying pupils end for interviews and visits bo parents. Regular periods may he established in the daily and weekly schedule, while mony valuable opportunities for counseling occur after school, at the noon hour aid in casual conversation. The principal should devote much of his. time to this function of the school. 2. Some especially competent teacher should bs appointed to counsel each of the six Victor1' Corps divisions. In small schools it may be necessary for one counselor to assume resncnsibility for two or more divisions. In many situations the school faculty and student qualifications may not permit the organization of certain Victory Corps divisions. It is important that an interested student be given the opportunity of knowing about the services of all Corps divisions even though he may not be able to Pursue that interest in his particular locality. 3. Counseling services should be available to all,, with personal counseling for all juniors and seniors os a minimum. As the largest part of the student body in most cases will bo members of the Victory Corps, it will be uoGsible for home rooms and other groups to explore the vocations and servi co areas through which they may serve the community and contribute to the war effort. The individual Division Counselors should take as their special charges juniors and seniors who are so soon to "be engaged in critical war services, and should guide them toward their maximum development,

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- 23 !i. Definite responsibilities fh on Id be assumed by the gchool for _i11:1
in pls.cen.ent of high school graduates and Part-,ime workers. A competent person should he designated for this service, as his part of the reguler school staff. He should keep informed of possible employment opportunities and critical needs, and should help the individual pupil to make contact with the employer. Placement should be followed up with continued counseling with the student employe* and with the employer; cumulative records of the progress of the: student graduate in employment should serve as a basis for adjustments in the school program end in gui.dr.nce procedures.
SliGGSfTSD REFERENCES
BOOKS Oh GEORGIA LIBRARY LIST PERSONNEL WORK IK HIGH SCHOOL, by Germene b Germane. Silver Burdette. tJ.UO GUIDANCE IN THE SECONDARY SCHOOL, by Hamrin b Erickson. Appleton-Century. $2.2+7 PUPIL PERSONNEL AND GUIDANCE, by Strang. Maomillan. $1.91 INTORDUCTION TO HIGE SCHOOL COUNSELING, by Williamson k Hahn. McGraw-Hill. $2.25
PAMPHLETS WAR SUPPLEMENT TO THE ROAD AHEAD, by Lowry S. Howard. World Book Co., New York City. 20?f Americana Corporation, 2 West 1+5th St., Hew York City
FINDING YCUR JOB (Building America) 50,^ TRAINING FOR NATIONAL DEFENSE (Building America) JO^ INFORMATION FOR CONSUMERS. Crowe11-Collier Publishing Co., Consumer Division, 250 Park Avenue, New York City. Free VOCATIONAL GUIDANCE FOR VICTORY - THE COUNSELOR'S WARTIME MANUAL. National Vocational Guidance Association, 525 West 120th St., I"ew York City. 50,^ LOOKING AHEAD. Row, Peterson Co., I4I4I West Peachtreo St., Atlanta, Ga, 30/ HOW TO GET FREE TRAINING FOR DEFENSE JOBS. U, S. Federal Security Agency, Social Security Board, Washington, D. C. Free


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U. S. Office of Education, Washington, D. C. (Order from Supt. of Documents, Government Printing Office, hashing ten, D, C.)

GUIDANCE BROBIEMS IN WARTIME 20jzf JOB TRAINING FOR VICTORY 5/ VOCATIONAL REHABILITATION AND NATIONAL DEFENSE 15/
WHAT THE SCHOOLS CM DO 15/

DEFENSE JOB TRAINING, U. 8. Office of Education, Washington, D. C. Free

For information on tho various branches of the armed services write to the following addresses for free material:

Army Recruiting Publicity Bureau, Washington, D, C. Office of U, S. Army end Induction Service, tttUrta, Gr..
U. S. NRTV Recruiting Bureau, Atlanta, G&, Woman's interest Section, War Dept., Bureau of Public Relations, Washington,
D. C.

Request free material on consumer problems from:

Foods Education Dept., Fillrbury Floor Kills Co., Minneapolis, Minn. Office of Price Administration, Consumer Division, Atlanta, Ca. U. S. Dept. of Agriculture, Bureau of Home Economics, Washington, D. C.

For information on specific occupations write to the following addresses for a list of oublipationsi
Goldey College, Vocational Guidance Dept,, Wilmington, Del. VOCATIONAL GUIDANCE MONOGRAPHS. Free

Institute for Research, Chicago, 111. RESEARCH. Each 75/

Morgan, Dillon and Co., 51SU North Clark St., Chicago, 111. SUCCESS VOCATIONAL INFORMATION SERIES. 32/ each.

National Vocational Guidance Assn., L\2>} West 123rd St., New York City. AMERICANS AT WORK. Each 10/

Science Research Associates, 1700 Prairie Ave., Chicago, 111.

OCCUPATIONAL

RAPHS OF THE AMERICAN JOB SERIES, 50/ each.

U. S. Office of Education, Washington, D. C. (Order from Supt. of Documents, Government Printing Office, Washington, B, c.)
GUIDANCE LEAFLETS. 5/ each

MAGAZINES

* Consumers' Research Bulletin

Apc-rox. Price

Consumers' Guide, Dept. of Agriculture ,Wash ington,D.C.

* Education for Victory

* Occupations

* Victory

* Vocational Trends

$8.00 5
1*00 5*15
75 2.50

Starred titles can be purchased through the Georgie Dent, of Education.

- 25 WARTIME CITI2ENSHIP
The Wartime Citizenship program should piece emphasis upon the following:
1. An effective program of citizenship should be promoted in each high school for all Victory Corps Divisions. not
2. Hew courses should/be added but citizenship training should he integrated through the entire life of the school.
3. Present emphasis should be placed upon those aspects of citizenship which are related to the problems of living in a wartime democracy.
i+. Certain subject areas and activities of the school program will provide opportunity for citizenship teaching: a. American history b. Ameri c an g ovcrnmont o. Current events classes d. English e. Literature f. Fine a nd practical arts g. The extra-curricular program
5. Concepts of democracy may bo developed through many devices and procedures. No standard of procedure is proposed. The following suggestions are offered as a check list for guidance in carrying on such a program. a. Teach and interpret the; literature of liberty b. Interpret the language of important documents of democracy c. Analyze current International documents, messages and notes d. Make use of the hone r om as o basis for democratic guidances

26

c. Promote the publication of a newspaper or bulletin on school activities

f. Hold panel discussions on war problems

g. Teach ard emphasise the habit of logical, valid thinking

h. Enlist pupil cooperation and participation in planning the school programs

i. Provide for drill in the use of concise oral expression

i. Conduct studios of current war thoiues through newspapers, .magazines, and radio oonmants

k. Stimulate writing of letters to soldiers irou the community

1. Hold exorcises in reading and interpreting literature on rationing, inflation, prico control &nd civilian defense

m. Teach the vocabulary of techrd:;ol military terms

n. Teach the duties involved in various home: defense jobs

o. Stimulate initiative in auditing and accurately reporting addresses, radio comments, etc.

p. Teach the devices of propaganda and how to distinguish between propeg and a and fret

q. Teach the history and traditions of various branches of fighting service

r. Hake biographical studios of the builders of our democracy

s. Teach the principles of map reading and formation of concepts of distance, area and places of topographical interest

t. Develop skill in following the progress

f he wa r

u.- Become familiar with the social, economic and educational interests of the warring countries, both enemy end ally

v. Learn something of the character of oriental language

w. Classify the materials o f war - planes, ships, tnnks, guns, etc., and draw cemoerisons from relative number and effectiveness

x. Aid in the emotional stabilization ;f each student toward the part he may play as an individual

y. Stimulate interest in post war problems and what may be involved in meeting then

\i*M

"iMKMlllliiililii ill I lil ii

ii

27 -
z. To develop under standing about ihc various patterns of democracy practiced by our allies
6. The foregoing activities, if practiced in considerable degree, would bo taken as evidence of ft program of citizenship. A final criterion would involve some measure of the extent that students have benefited through growth in realising those concepts. a. Evidence of teacher-pupil cooperation in the school program b. Extent of growth in self-direction end independent effort c. Personal responsibility in care and use of public pronerty d. Evidence of student thought and initiative in the activities progran 0. Evidence of benefit from physical training program f. Tho spirit of conduct evidenced in manners and behavior , g. Evidence of tolerance toward people of different opinions h. The management of student elections in c fair and ethical manner i. Evidences of judgment and action directed by intelligent thinking j. Respect for the ideas and opinions of classmates k. Willingness to abide by conditions and terms agreed upon in a course of action 1. Consideration for others in the offer of -voluntary services m. Tendency to dignify office by the character of service rendered n. Evidence of maximum contribution being made by each student o. Respect for essential external controls p. Tendency to assume responsibility for conduct q. Evidence of growth in ability to make decisions

- 28 SUGGESTED REFERENCES

For material on Citizenship examine carefully the elementary and high school textbooks in the field o^ Social Science. Additional material is listed below.

BOCKS AND PAMPHLETS ON GEORGIA LIBRARY LIST

SPEAK UP FOR DEMOCRACY; WHAT YON CATS CO, by Bernay. Viking Press. _ 'y^

STORY OF DEMOCRACY, by Bunn. Row, Peterson. 23^

A TREASURY 0^ DEMOCRACY, by Cousins, Coward-McCann. 32.00

FREEDOM, AMERICAN STYLE, by Griffin. Holt. 6?^ LEARNING TEE WAYS OF DEMOCRACY. IJfc,*. 'Educational Policies Commission, #1.00

MEANING OF DEMOCRACY, by Russell & Erig:s. Eacmillan. $1.28

STAND FAST FOP FREEDOM, by Thomas, Wvnston. $1.09

OUR FREEDOM SERIES, by Williams.
FAIR TRIAL 38/ LIBERTY OF TEE PRESS 38/ RELIGIOUS LIBERTY 38/ RIGHT OF FRT " SPEECH 38/ RIGHTS WE DEFEND $Bj/ WAYS OF DICTATORSHIP 38/

Row, Peterson

PAMPHLETS

I'VE CONSUMERS. (Building America) Americana Corp., 2 West k5 St. New York City.30/

YOUTH AND DEMOCRACY IN THE RURAL COMMUNITY. Central State Teachers College, Mt. Pleasant,Mich. 10/
MAKING DEMOCRACY V.OP.K, I0W YOUTH CAB DO IT. Civic Education Service, %J}\, Jackson Place, Washington, D. C. Free
TRAINING FOR CITIZENSHIP IN A DEMOCRACY (12 leaflets) Extension Service, College of Agriculture, Berkeley, Cal. No price given.

THE FREEDOMS WE D'TEND. National Assn. of Mfrs. of the U. S. of America, li+ Vvest U9th St., Now York City. Free

29 -

National Education Association, 1201 Sixteenth St., N, W, .Washington, D. C.

CALLING YOUTH OF THE NATIOM 10/ DEMOCRACY VS.DICTATORSHIP yjOi FREE JTNi THE DRAMA Ov DEMOCRACY Free PERSONAL GROWTH LEAFLETS I THANK OOP I'M AN AMERICAN; THE CODE OF 'HE' GOOD AMERICANS TRUE AMERICANISM} YOUR CITIZENSHIP IN THE MAKING.
(Write for "Special offer number one" 20 oamphlots, $1.00)
TEACHING THE CIVIL LIBERTIES JO i

WHAT DOES TIF" WAR MEAN TO TCP 7 Bocial Studies Publishing Co., 1 Madison Ave., New York City 15/
^'PROVING EDUCATION IN IHE SOUTHERN STATES- IMPLICATIONS OF THE irHA'I EFFORT FOR SCHOOLS, Southern States 'fork Conference, Edgar L. Murphot, Secretary, Tallahassee, Florida.

INSTITUTE FOR CONSUMER EDUCATION. Stephens College, Columbia, Mo. 25/ per year.

OUR AMERICAN GOVERNMENT! What Is It? HOT DOUS It Function? 283 Questions and Answers. Superintendent of Docusw^t*, Governmawb Printing Office, 'Yashington, D. C. 10/

WAR AGAINST WASTE. U, S, Office of "^er^ney Ha&agement, Washington 0. C. Free

PROTECTION OF SCHOOL CHILDREN APD SCHOOL FRO.PERTY. U. S. Office of Civilian Defense, Washington, D. C. Free

U. S. Office of Education, Washington, D. C. (Ordur the following pamphlets from the Superintendent of Documents, Government Printing Office, Washington,D.C.)
EDUCATION UNDFR DICTATORSHIPS AND TN DEMOCRACIES IE/ HOHT TO ~EAD HIE NEWS 15/ LIVING DEMOCRACY IN THE SECONDARY SCHOOLS 15/ OUR COUNTRY'S C JLL TO SERVICE 15/ SOME PRINCIPLES OF CONSUMER EDUCATION AT THE SECONDARY SCHOOL LEVEL 10/

U. S. Office of Education, Washington, D. C.

STUDENT PARTICIPATI W IN SCHOOL GOVERNMENT Free TH..T FOR H ilCH WE S,FT": AND SPEND Free

U. S. Office of -irar Information, Vashington, D. C.

FOUR FREEDOMS Free TEE UKITED NATIONS FIGHT H0:: THT' FOUR FREEDOMS! TiF HIGH'S OF ALL MEN

EVSRY.7KERE

Fr<

THF fc\AR rND HUMAN FREEDOM Free

U. S. Treasury Department, Washington, D. C.

Defense Sai ings Bonds and Stamps

Free

30 PHYSICAL F I HE S PIKN HI AM
Health Protection: Health protection means providing a healthful physical and emotional environment within the school and community* This includes a safe school building and "rounds which a~e kept in a sanitary manner, a playground with safe play areas, sanitary toilets and pure drinking water and proper drinking facilities, planning the school program with appropriate lunch periods, neither preceded nor followed by a play period, rest and play periods, having attractive school rooms where the children wor?' together happily and profitably. The school must protect children and teachers against health haaards, such as protection against accidents and fire, communlcable diseases, physical and rn^ntu] strati* md emotional disturbances.
Health Services and Quid tapes The school coop-rating wi th the community agencies should develop a pica to discover the individual health needs of children pad teachers and means to secure the necessary corrections. The children ccd teachers should prepare for the p r iodic health and dental examinations. The parents should attend these examinations and with the nurses arrange to have the defects corrected by private physicians or dentists or county clinics or social agencies. The teacher, children and parents s hould : learn to observe signs of illness or disease and secure the necessary medical aid, Parents should be taught to keep children with signs of illness away from schools and other public buildings. Health records should be kept for each child for the entire time ho is in school and should be studied by the teachers. Through the cooperation of teachers in the school health guidance should bo given to such individual-problems as r-st, posture, nutrition and social and emotional adjustments.

- 31 -
Health Instruction* Bad) school should provide a planned and graded program of health instruction which will establish good health practices in tho individual with a basic understanding of t he values of he-lth, the functioning of the human body, how health is acquired and maintained, the causes and prevention of disease "Ad the importance of public health. This can be accomplished through giving opportunities for satisfying experiences throughout ihe school life of t be pupil. The knowledge thus gained and the habits formed will helo tho individual to attain and maintain bettor personal health, to guard the health of his family and to provide for community and national health, There is need for definitely planned health instruction in each grade. Textbooks should servo merely as references and not as ends In themselves. This requires the help of all teachers in the elementary grades and in the secondary school, the particular participation of the teachers of
general and biological sciences, social science, home economics, agriculture and physical education. A school health committee can correlate the work of." these teachers so that each child will receive the necessary instructions.
Physical Education: Physical education contributes to health as well as to general education. A daily instruction period of at least thirty minutes should be provided for every child from the elementary school through high school. This docs not mean that physical educ tion should be disregarded for the rest of th day. A good physical education program gives big muscle activity, trains the body in posture and body mechanics, provides relaxation in the school 'day, establishes capacity for and habits of regular exercise, develops special skills, contributes to personality, social adjustment and mental health. Games, stunts, sports and rhythmic activities planned according to age levels provide these values. In the high school in normal times special men and women physical education teachers should direct the

- 35 -
boys' and girls' programs. During the preset ua<*'goy all teachers should assist with the physical education program of the school. This is essential to provido the right typos of activities and to avoid overtaxing the limited endurance of adolescent pupils. Intorscholastic programs for girls should be discontinued, and intramural programs for all boys an d girls should be doveloped.
Reoreation Recreational activ: tic- s arc desirable during the school day, after-school vnd vacoticn periods. This nro-ra may be carried on in cooperation with oth:,r agencies in thw o&JBOBmity, The activities should be varied and may include dr-mxt" ics, i.'.usic, art, ohctography, debating, gardening or athletics. It is desirable ho prcviho interests and creative skills which will help the individual acittWltt S'-^ emotional health now and later as an adult.
A PHYSICAL FITNE S PROGRAM IN li^ HIGH SCHOOL VICTORY CORPS
School : Environment! A school environment wh ich provides for: 1. Safe urinkinj water rd sanitary drinking facilities 2. Sanitary toilet facilities 3- Sanitory ha i I d wes hing fao i1it ie s
k. Proper use of lighting i'aciliti s
5- Proper use of ventilating facilities 6. Hygienic care jf the building 7. Safe building and play areas 8. Attractiveness of building units and grinds 9. Properly balanced schedule for work, play, rest, recess and
lunch period

- 33 -
10. Proper pla-e in which to eat the school lurch (Clean, comfortable, attractive)
11. Adequate space for group and individual participation in a wellrounded work ard play program (building and ground)
12. Facilities for carrying on a physical fitness program, such as student made soccer goals, hurdles, etc.
Health Service; A school health service program idiioh provides for:
1. A minimum health ex>uuination (as approved by the State Department of Public Health and Georgia Medical Association) for each pupil'with needed follow-up (cooperation of local, county and state agencies should be secured)
2. A dental examination for eacu child with needed follow-up
3. Necessary immunisation program for xjunils of high-school age
i. Cumulative health rjco/ds
5. Proper control of eommurl'jabl.: diseases
6. Rendering first aid and emergency service
7. Screening tests (administered by teacher) for hearing and vision
8. Guidance in individual problems, such as rest, posture and nutrition
Instructional Progr-ai; An instructional program which provides for:
1. Functional information concerning the relationship of nutrition to phys ica 1 fitness
2. Planning arid tr e par iug whole some lunches either at home or at school (Hot larch at school is most desirable but if this is impossible as a school or cornmunity-school project, the school must then assume tit responsibility of seeing that a well balanced lunch is provided)
3. A basic understanding of the values of positive,health (emotional, social, physical end mental)
1+, An understanding of the causes .and prevention of disease for the individual in the home and community
5. The establishment of health practices which will result in better personal health end promote community and national health

- 3U-
Physioal Activity; A physical activity program vhich will devolop musculer coordination, agility, endurance, ooopcratior. and aggressiveness.
Gymnastic exercises may be us*d to improve muscle tone and bodily development. Marching and running, .road work, cross-country and obstacle running, relays, stunts, conditioning exercises, apparatus activities, tumbling and combative activities should bo included in the program. The sports and games recommended are: group gsaos, track and field, skating, camning, cycling, basketball, field hockey, football, six-men football, touch football,
soccer, speedball, snd volleyball.
Recr eational Program: A recreation:! progr .-'' v.h i oh or o\n des for: 1. The development, through guidance, of wholesome attitudes and habits; special interest! *d hobbies 2. Wholesome associations of bays oi d girls and promotes desirable community social contacts
Time Allocation for Physical FitnessJ^ggr^j Since the Physical Fitness Program is a basic requirement for all divisions of the Victory Corps, a minimum of five regular periods per veok (minimum of hO minutes to the period) should be dven, those periods to be used as follows I
1. Three periods per week to be devoted to t'-e physical activity program
2. Two periods nor week to be devoted to physical fitness instruction in the areas of nutrition and those usually designated as health education (The instruction in nutrition should be taught by a person with nutrition training or one who has bed a "rcfreshor course" in nutrition.)

I

- 35 -
SUGGESTED REFERENCES
For obtaining materials of instruction and guidance in problems of
physical fitness, consult the Georgia library list under such topics as:
Diet, Health, Medicine,Nursea and Nursing, Sanitation, and Safety. Examine
all available health text materials on. various grade levels.
BULLETINS ,1RD PAMPHLETS
HIDDEN HUNGERS IN A LAND OF PLENTY. American Associa tion of University Women, I63U I St., N. W., Washington, D. C. 25/
HOME NURSING Little Brown Co., Boston, Lass, kh^
FOOD AND NUTRITIOK. American Natl. Rad Cross, Washington, D. C. Free
'CENTAL HYGIENE IN THE CLASSROOM. Natl. Education Assn., 1201 Sixteenth St., II, K, Washington, D, C. 20/
HANDS UP. Natl, Recreation Assn., J5 M* Ave., New York City. 35/
HEALTH ANE WELFARE SERVICES IN STATIC!*jff. OFFENSE. Natl. Social ,-0rk Council, 1790 Broadway, New York City. 5/
FAMILY NITRITION. Philadelohia Child Kealth Society, Philadelphia, Pa, Free
TRAINING THROUGH RECREATION. Teachers College, Bureau of Publications, Columbia University, New York City. Y4
GUIDE FOR THE TRAINING OF VOLUNTEER NURSES' ..IDS. U. S, Office of Civilian Defense, Washington, D, C. Free
Order the following pamphlets from 1h Superintendent of Documents, Government Printing Office, Washington, 0. C,
U. 3. Dept. of Agriculture. C3T THE GOOD FROM YOU. FOOD. \*4 U. St Dept. of Agriculture, Bureau of Hccae Economics. GET THE GOOD FROM YOUR FOOD. 25/ U. S. Dopt. of Labor, Children's Bureau. THE ROAD TO GOOD NUTRITION. Itf N. S. Office of Civilian Defense. HANDBOCR OF FIRST AID. 10/ TJ. S, Office of Education. FOOD FOR rHCHGHT. 15< U. S. Public Health Service. HIGH SCHOOLS AN SEX EDUCATION. 20/
Write to the following addresses for free material and lists of publications:
American Social Hygiene Association, Inc., 1790 Broadway, New Trork City Georgia Dent, of Public Health, State Office Building, Atlanta, Georgia
tropolitan Life Insurance Co., New York City National Connors' Association, Washington, ,j. C. National Tuberculosis Association, SO West 50th St., New York City Office of Defense Health and Welfare Service, Washington, D. C. Swift and Co., Chicago, 111.

- 36

HIGH-SCHOOL VICTORY CORPS, Federal Security Agency, tl S. Office of ^ Education, secured through Superintendent of Documents, Washington, D. C. V>t (free to high-school administrators)
WkT THE SCHOOLS CAN DO TO HELP W32J T'E TEAR, Report of the Wartime Education Commission for Georgia, State Department of Education, Atlanta, Goorgm. pp. 5-27, 2-U3, 53-59.
MANUAL OH PHYSICAL FITNESS FOR TIE VICTORY CORPS, through Physical Education, U. S. Office of Education, Washington, D c
MANUAL ON PHYSICAL FITSBSS FOR TFE VICTORY CORPS KR0T7GH E iTH EDUCTION, Office of Education, Washington, D. C.

MAGAZINES OR LIBRARY LIST

American Cookery

Aporox, Price

Hygeia Journal of Health and Physical Education

Junior Red Cross Journal

Mental Hygiene

1.00 2.50 2.50 1.00 5.00

'
- 37 -
MILITARY TRAILING
A definite and systematic program of military drill, for boys and girls should bo inaugurated in each high school in the State ---here it can be carried out under the proper supervision and with the propsr efficiency.
1. A minimum of two periods per week should be devoted to drill under the supervision of o. oompotent drill master and supplementary drill should be carried out for n.t least two other periods ^i~ week. Mien possible, drill should to carried out during ihe regular school day.
2. Emphasis should be placed upon the seriousness, importance .and thoroughness of military drill <i a poase of the Victory Corps activities.
3. 1+ is desirable that the boys1 and girls' drill units be sopr.rate, k. Wherever possible, local sctiooU should provide their own leadership
for tnis training. In all instances, the high school should designate some teacher as faculty sponsor who would have full educational authority for this training program. It will be the responsibility of the high school principal to make contact with competent personnel to carry on this program. 5. It is desirable that some tvpe o*' uniform be used where it is possible. In all cases, there should be at least one uniform article of wearing apnarel. 6. The above recommendations do not s.nply to any high school having its own Jr. R. 0. I. C. Unit.
SUGGESTED R"'?'?RE^C"S VICTORY CORPS MiATJAL ON MILITARY DRILL. U. S. Office of Education, Washington, D. C. Free

- 38
BASIC TRAINING I]v &.THEMATI OS- ;iKD SCIENCE
Modern war is a battle of technicians and specialists, both in the combat forces and in the armies of workers on the home front. Much of the basic language of the technicians is derived from mathematics and science. Some of the major objectives of a wartime program In mathematics and science are:
PHYSICS An opportunity to study physics should be made available to all students before graduating from high school - at least for the duration. Since a majority of the high schools do nob now of.fr physic*, and since it is difficult to secure certain items of laboratory eauipmert, it seems advisable to dovelon a course of study in physics which can bo taught by using Materials which are available and which mil contribute definitely toward the nronaration of students for service in the armed forces or for position;'- in the war industries. A bulletin outlining the work for the first half of the year and listing references to the three physics texts now on the State-adopted list will be ready for distribution within the next few days. The outline for the second half of the year's work is now in the process of being prepared. A partial list of references for the use of the teacher is found in the bulletin "V/hat the Schools Can Do to Help 'Vin the ftar." This li?t of materials will be supplemented later. The apparatus required can be obtained at very little cost by any high school.
MATHEMATICS In a highly mechanized struggle of the kind our country faces, skills of a high order arc necessary to oner ate the technical devices which are being used to win the war. In view of this fact it seems necessary and correct to make whatever adjustments are needed to develop these skills. Since many of these skills depend unon an adequate knowledge of certain phases of mathematics, certain adjustments seem advisable in the mathemati cs field.

- 39 -
Whatever changes, Missions, or additions in a book or course of study, will aid in developing necessary skills for the war effort should be made* These adjustments can he made, inmost cases, in the mathematics curriculum as it exists today.
One of the common complaints in teaching mathematios is chat the child does not have a proper background of mathematics in the grades, and therefore cannot be expected to master the more difficult phases of mathematics. The teacher is not only justified, but is ardor obligation to the ooorl.y prepared pupils to take whatever time is necessary to overcome this deficiency due to handicaps ir the grades.
Arithmetic: The war effort demands spicial emphasis on the following topics in Arithmetic: 1. The four fundamentals (Addition, subtraction, multiplication, division) 2. Fractions - simple and complex - decimals 3. Angles I+. All measuring units (tables) 5. Percentage 6. Ratio ;snd proportion 7. Graphs, and the interpretation of' graphs 8. Areas, volume, capacity, length 9. Square root 10. Formulas - substitution in formulas vh ich demand solution from either side of'the equation 11. Thought problems on above units 12. Metric system 13. Interpretation of written problems

- j40 -
Algebra a The war effort demands that spueial emphasis co placed on ihe fol-
io-- ing topics in Algebrai 1. Relationship between arithmetic end algebraic operations
2. Algebraic signs and fundamental operations and their use
3. Literal mur.be rs k. Fractions - simple and comolex (addition, subtraction,
multioli cation, division) 5. Simple linear equations - fr ctional and literal, thuir
use and construction 6. Formulae - substitution, as in S 2 at - v;- gt
7. Simple factoring (a) Removing monomial factor (b) Difforcnce of 'two squaros (c) Trinomial
8. Graphs: Construction, use and interpretation; lino; bar; circle^ rectangular coordinates
9. Simple simultaneous equations, two unknowns 10. Practical problems, distance, rate and time
11. Exponents and understanding of their use
12. Solution of quadriatio equation by: (a) Factoring (b) Formula
13. Brill in use of logarithmic tables
reometryj Topics for special emphasis in Geometry as a wurtim: measure:
1. Definition at:d properties of geometric figures
2. Skill and accuracy in construction 3. Fasic 'acts cbout angles, triangles, Quadrilaterals,
polj a;or.s, c 1 role s I4.. Similar triangles
5. Scale dr .a'

- kl -
6. Mensuration 7. Mora emphasis on practical problems and field work than
on extensive formal proof
Trigonometry: Topics for special emphasis in a wartime orurne in Trigonometry: 1. Functions of plane triangles with emphasis on the right triangle 2. Use of tables, including logarithms J. Interpolation I4.. Similarity of triangles 5. Mensuration 6. Trigonometric ratios 7. Indirect measurement 8. Many illustrative problems from military and naval services
Refresher Course: Review or Refresher Course in Mathematics: According to suggestions mad'; by ofiicials of the different armed
services, the contents of tho rovi w or refresher course in mathematics needed for the war program should be kept about l\0i arithmetic, 30$ algebra, 20% geometry and \0% trigonometry. Emphasis should be upon thoroughness moro than amount of material covered.
SUGG"?STED R^FERW JES Consult St to Library List pages 66 - 88.
PAMPHLETS Florida State Department of Education, Tallahassee, Florida,
A WARTIME PROGRAM IN MATHEMATICS W~ PHYSICS. Each 15^ 50 TYPICAL PROBLEMS IF MAT'iEJ'ATICS AVD PHYSICS. Each 10/

- U2
PRFFLIGxl'T TRAINING IK AERONAUTICS
Training in Preflight Aeronautics will fall into two rather distinct types. In the first case there is the school with adequate faoilitiea and equipment for conducting a program in mechanics, skills, etc., and in the second cese there is the average saall school with little or no such equipment and with limited facilities*
Those schools of the first group should first survey their opportunities and set up such training programs as they find possible. In 1fce majority of these schools where some work has been initiated nircady, it is recommended that a close study be made of the program proposed *y the U. S. Office of Education in its bulletin entitled "Pre flight Aeronautics in Secondary Schools" (Leaflet No. 63) and an effort be made to coordinate all efforts with those of the U. S. Office g* as to '..void duplications in so far as possible. It is recommended that credit for these courses he given in science or mathematics, with a preference for science, since t. greater part of the work is in this field. Whe possible, it is recommended that the science teacher also teach the mathematics so as to make the greatest amount of practical applications of these mathematical concepts.
In the case of the smaller schools it is recommended that a procedure be followed similar to that described '..hove with relation to teaching procedures, that is, the teacher best fitted to do the wrk should be selected to handle the course. Allow groups 0" pupils within a class to follow his lines of particular interest end work under the direction of the teacher toward the desired end. Certain studies should bo common to the entire course. Among these arc: Orientation in Aviation, heteorology, ^crodyaamics, Pleno Structure, Plane Identification, Navigation, and Radio Communication.

- U3 -
In schools #161*0 different teachers arc handling tho science ond ftathe. matics courses these teachers should hold regular uA frequent conferences so as to properly coordinate their touching efforts.
It is suggested that the mathematics course include the fundamental processes, common aid decimal fractions, simple linear oouvtions, ratio and proportion, the simple principles of plane geometry, end trigonometry of the right triangle. These fcould bo taught in direct relation with the science courses.
Material for these courses may be secured from the Army and the Navy Departments, U. S. Office of Education and the St: to Department of Education.

Consult (Joorsia Library List pages 96-98. Write to Mr. G. S. Hubbard,

State Dooartoant of Education, for list of books on War Defense which have re

oerttly boon added to tho state textbook list. PAMPHLETS

EDUCATION FOR THE xsJR AGE. Aviation Education Research Project, 525 West 120-uh Street, Now York City. Free
EQfi YCU CAK WIN YOUR WINGS. Navy Recruiting Office, Atlanta, Georgia . Froe

TEACHER'S KIT. United Air Linus, Municipal Airport, Chicago, 111. 25^

YOUR WINGS.

"

""

"

"

"

"

Froe

U. S. Office of Education, Washington, D. C.

AIR-CONDITIONING YOUNG AMERICA.

Free

PRE-FLIGHT AERONAUTICS IN SECONDARY SCHOOLS. Leaflet No. 63.

SCaLE MODEL AIRCRAFT. Free

Free

U. S. Of-rice of Education, Washington, D. C (Order from Superintendent cf Documents, Government Printing Office, Washington, D. C.) PRE-AVIATION-CADET TRAINING IN EIGH SCHOOLS. Leaflet No. 62. 5t 26 JOB OPPORTUNITIES IN THE U. S. ARMY AIR FORCES. 10^

a

- JUU -
For information and fro a material write to the following addrossesi
Aeronautical Chamber of Commerce, 15th and H Streets, N. W. Washington, D. C.
Civil ieronautios Board, Washington, D. C. Division of Air Mail Service, TJ. S. Post Office D.nt., Washington, D. C,
National Aeronautic Association, Air Youth Division, 718 Jackson Place, Washington, D C.
ILifiAZIHBS
AIR YOUTH HORIZONS (Monthly) A<r Youth of America, Inc., 30 Rockefeller Plaza, Hew York.City. $1.00 FLYING. 13.00 WINGS FOR VICTORY IN THE BATTtfl OF PRODUCTION. (Earthly) McGraw-Hill Publishing Company, 330 West l|2nd Street, Few York City. Free Starred title cm be purchased * r.-.aijrh the Georgia Depr.rtar.ient of Education.

I pp

-U5 FREINDUCTION TRAINING FOR CRITICAL OCCUPATIONS
The Pre induction Training for Critical Occupations may be divided into three categories, namely: (l) training of young men who are or will soon be eligible for military service, (C) training for workers (girls end boys) to be employed in war production industries, and (3) training for persons who are or will be engaged in agricultural production necessary for the war effort.
Pre induction Training for Young Men Who Are or Soon Will ne Eligible for Military Service: It is recommended that as many high schools &s possible offer one or more of the fc 1 low irg courses to boys in the last y;:':-.r or two of schooling:
1. Fundamentals of radio 2. Fundamentals of electricity 5>. Fundamentals of automc%iT Rechrsaiea 14. Fundamentals of machines 5. Fundamentals of shop v.ork The five courses named above have already bom developed in outline form by "thsj Civilian Personnel Division, Army Services of Supply, They arc based upon an analysis of the Army Technical and Field Manuals, These course outlines may be obtained through the U, S. Office of Education. The Civilian Personnel Division, Army Services of Supply, will prepare in the near future other course outlines which wi 11 be made available to the high sohools through the U. S. Office of Education. (See list of references at end of this unit) Courses for Training Workers for War Production Industries: Many of the. courses listed below are at prcstnt being carried on in the larger industrial centers of ike state. They are being conducted under either the regular Trade &, Industrial Education program or the Vocational Training program for War Production Workers. High-school youth (hoys and girls) who can meet the

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ago md other requireaonts outlined below ar-e eligible to enroll in those

training programs. It is possible in ascy of tte sirrll cities of the state to inaugurate
one or more courses such as the ones mentioned below. If the school does not own the necessary equipment for offering a course, it is possible that privately owned shops may be rented and used for training purposes. Arrangements may also be worked out with amplcyors for cooperative part-time programs of work and training.
The following air specific trade courses doeigned to prepare persons

for specific pay-roll jobs in war production industries.

Radio Saeet metal Auto nechanics Arc welding Ace tylene we1d ing Machine shop Pipe fitting and plumbing Electricity Ship carpentry end joinery

Ifeohanical drawing blue print reading Airplane motor- mechanics / ii-p 1 ine me chan i c s Airplane covering Ship fitting aircraft irstrumrntal repair
Ai rcrai't construe ti on 'bod boat construction

The follow ing are regulations that govern the oendvet of specific trade

courses which are carried en to prepare persons for jobs in war production

plan ts. 1. A trainee must attend classes a minimum of 15 hoars per week.
2. A trainoo may not be enrolled in more than one specific trado Coarse at any one time,
3. Courses are opered to male and female trainees.
k. No n>rsons will bo enrolled who will not be at Itcst 17 years old upon completion at a course.
5. Courses mu at be planned to operate for tie entire school year from dab of starting.
6. There are no subjects which arc are-required for these courses.

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7. A trainee may enroll in rny of the. fundamental courses at the some
time he is enrolled in a specific course. 8. Outlines ot course content of spoolfio trade courses will be fur-
nished by Voofttiar.nl Division of the State Department of Education or will bo developed as the med crises.
9- 'The content of e ach course must meet the requirements uf tho specific
occupations in which training is gircn. 10. All trainees in specific trade courses for war production workers
must l.o referred fc the school by the local U. S. Employment Service. A record of the training given to each trainee must be furnished to the TJ. S. ^ploymcnt Service when, training is completed. Training Workers for Agricultural Production: For high-school rupils enrolled in vocational agricultural classes -the courses should be reorganised so that enphasis will be given to the study and production of those farm commodities which the Secretary of Agri oulturc has designated as critical. All voca tionci agricultural pupils should be urged to carry out homo projects that include the production of those critical conned it ie s. For high-school pupils enrolled in. regular home-making classes the content oJC courses should be so organized as to give emphasis to projects on d
activitfe s that will aid the nationswor effort. Such pupils should be encouraged to carry on horn* projects in gardening, poultry raising, canning,
renovation of clothing, conservation rod renovation of home equipment end
furnishings, aid otter similar projects. In communities where there is a need, short intensive courses should
be given for both boys and girls designed to develop special skills in tho
operation end maintenance of farm equipment rod machinery rod other farm skills. The kinds of skills in which high-sohcol pupils should be trained
should be determined as far in advonee as possible. In dairy communities th r . may be a shortage of per s- as skilled in milking cows. In . ther communities there may be a need to train high-school youth for harvesting

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vegetable and fruit crops, operating traotore, earing for poultry and chop-
ping cotton. Listed below are the agricultural production courses - one or more cf
-h ch should be offered in every school where, vocational agriculture is
being taught. These courses include the agricultural commodities that may
be produced in Georgia, which have been designated by the Secretary of
Agriculture as critical. So far as possible every boy enrolled in vocational
agriculture and evory girl in a home-making class should carry to completion
a hone pro ioct that includes the produotion of at least me of the following
farm commoditie si
1. Poultry production for eggs 2. Poultry production for meat 3. Pork production J4. Milk production 5. Beef production 6. Peanut, production 7. Soybean production 8. Production and conservation of food products for hone ufe So far as possible every pupil in high school should bo given a short
intensive course in home gardening and should be encouraged to produce a homo garden. The instruction should be based en the actual jobs to be
carried out in or educing, the homo garden* Every high school should develop ani earn/ out programs that will
utilize high-school pupils to help with farm work at peak labor SOfSonS, This is of primary importance if sufficient labor is to be available on
adequate Georgia forms to produce and harvest/farm products.
In order to furtbs r assist with agricultural production, one or more of
the following agricultural shop courses should be offered in every high
school where vocational agriculture is taught:

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1. Operation, care and.repair of trucks, tractors, and automobiles, 2. Care and repair of electrical home and farm appliances 3- Repair and care of farm tools, implements, and machinery lu Constructing and repairing; farm equipment and buildings
SUGGESTED REFERE NCBS
For information concerning this area consult Georgia Library List,
pages 80-81, 92-9?. Write to Mr. C. S. Eubbard, State Department of Edu-
cation, for list of hooks on War Defense recently added to the Textbook List.
PAMPHLETS
PRODUCING MCRE FOR VICTORY. Gereral Motors, Dotroit, Michigan. Free TT ACHING YOUTH ABOUT THE PROBLEMS OF THE FARMER MR RURAL AMERICA. Nat].. Education Assn., 1201 bixteenth St., N. W,, Washington, D. C. 30/
HINTS FOR GEORGIA GARDENERS. Georgia Agricultuml Extension Service, Athens, Georgia . Free GUIDE FOR PLANNING THE LOCAL VICTORY GARDES PROGRAM. U. S. Office of Civilian Defense, Washington, D, C, Free MILITARY SERVICES - ARMY, ARMY AIR FORCE, NAVY, MARINES, COASTGUARD AND NURSES. U. S. Office of Education, Washington, D. C. (Order from Supt. of Documents, Government Printing Office, Washington, D. C.) 10/
U. S. Office of Production Management, Labor Division, Washington, D. C. MEETING THE 1FED FOR SKILLED '"OPKERS IN P. NEW AIRPLANE ENGINE PL:'NT. Free TRAINING FOR QUICK PRODUCTION IN HEAVY MANUFACTURES. Free
U. S. Dept. of Agriculture, Washington, D. C. (Order from Supt. of Documents, Government Printing Office, Washington, D, C,)
THE CITY H0T"E GARDEN 5/ DRYING FOODS FOR VICTORY 1TEDS 10/ TIE FARM GARDEN 10</ VICTORY Gift DENS 5/
For additional material consult the bibliography on Guidance.

- 50 TRAINING FOE COMVUNICT SSRVICSS
Certain nocds in Community Services have become critical and the high schools should meet them vdth a training program for girls and women, aid for boys not likely to be required for military services. There ar . increasing needs
1. In tho field.-if businessi stenography, tyning, clerical work, retail sales, plumbing, farm work, home and ?or>u repairs, meter reading for public' service companies
2. In homo-making for services such as first aid, cere of the sick in the home, care of young ahildron in the home, nutrition and consumer problems, preparation of food at homo and at school, conservation of feed and clothing, gardening, poultry raising
3. In professional services for rursee, doctors, teachers librarians, social workers, dtntal hygionists and public health workers
I4.. In voluntary or part-time paid services such as oivilian defense, farm aid, community food conservation, community camoai gn workers, Boy Scout work, transportation, communication, neighborhood services, such as cr.ro of children of working mothers, serving in libraries, etc.
Tho faculty, with the students in each school, should survey their community and discover tho i.aost important of these needs. By careful and ingenious planning most of those needs may be met through the regular school offerings, spoken and written English, commercial courses, arithmetic, social studies, physics, chemistry, shops, agriculture, and home-making. When necessary, certain new courses may be added in the place of oth. rs which do not serve basic or emergency needs.

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- 51 Svr^STED REFERENCES

For obtaining information concerning tho problem of Community Service

consult available social science texts for material related to Community

service. Consult Georgia Library List for books listed under such topics asi

Economics, Housing, Cooperatives md Conservation.

PROFESSIONAL BOOKS OR BTATE LIST
t
YOUR COMMUNITY, ITS PROVISION FOR HEALTH, EDUCATION, SAFETY AND WELFARE, by Colr-ord. Russell Sag? Foundation . 66/
TEACHER, SCHOOL AND COMMUNITY, by Fnler. American Council en Education. 25/

RURAL COMMUNITY AND ITS S'UOOLS, by Lewie. American Bool: Co. 32.00

PrJ"PRLETS

HE WILL GO TO TOWN. National RoerostioB Association, J15 Fourth Ave., New York City. Free

SMALL TOWN MANUAL FOR COJIOTITY ACTION. 8ttp*rintondont of Documents, Washington, D. C. 5/

WHAT CAN I DO? U. S. Office of Civilian Defense, Washington, D. C. Free

VOLUNTEERS IN CHILD C.HRE. U. S. Office of Civilian Defense, Washington, D. C, Free

WHAT THE SCaOOLS 'AN DO. U. S. Office of Education (Order from Superintendent) 15/

HOW RURAL YOUTi MAY SERVE. "

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(of Documents, Washington,) 15/

KNOT YOPR COMMUNITY.

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(D. C.

) 15/

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