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

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The Georgia 7ictory School Progran

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Bulletin No. 10

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September, 19*+3

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LIBRARY;)

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TIE GEORGIA 7ICTQRY

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SCHOOL PROGRAM

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FOR

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Issued byState Department of Education M. D. Collins, Superintendent
Atlanta, Georgia

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CONTENTS

ITEM

Foreword

Introductory Statement

Basic Principles

Organd zaticn

Member ship

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1. High School 2. Elementary and Junior High Schools

The Special Service Divisions in the High-School Victory Corps

1. Land Service Division

2. Sea Service Division

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3. Air Service Division

h. Production Service Division

5. Community Service Division

Insignia and Uniforms for High-School Victor y Corps

Guidance



Wartime Citizenship

Physical Fitness

Military Drill

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Communication, Pro-Induction Training for Critical Occupations

Production and Conservation

Community Services.

Mathematics and Science

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FOREWORD
The purpose of this publication is to make available to the schools of Georgia suggestions relative to planning the program of instruction for the year
In November last year the schools of this State,especially the high schools, were asked to adjust their curricula to attain the objectives formulated by educational leaders and representatives of the armed forces. These leaders emphasized the necessity for reorganizing the educational program to make the maximum contribution to the war effort.
Immediately after this request was made representatives of the high schools, State Department of Education, and colleges in Georgia proposed a High-School Victory Corps Program for the high schools of the State. In less than four months almost every high school in the State had reorganized its program and was endeavoring to attain the wartime objectives.
The program launched was a wartime program; yet almost without exception school administrators and teachers said, "This is a good program for wartime; it is also good for the post-war period and for peace time."
The program last year placed all the emphasis upon the high school. The suggestions in this publication emphasize the school as a whole. The elementary as well as the high school can make a contribution to the winning of the war and the perpetuation of the ideals of American democracy.
The suggestions here are not intended as a blue print to be followed in planning the eurriculua in the local school. They are merely suggestive and should be used as a basis for co-operative faculty and student planning. This bulletin is the result of the efforts of approximately one hundred teachers, administrators, and other educational loaders who met in Atlanta for a two-day working conference the latter part of August. This group was composed of the following: (l) the
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ii entire staff of the State Department of Education; (2) all of the county supervisors in the State; (3) eleven members of the faculty of the University of Georgia; (k) eight faculty members of Georgia State College for Women; (5) three members of the faculty of Emory University; (6) one member or more from the faculties of Georgia State Teachers College, West Georgia College, ITorth Georgia College, and Georgia Southwestern College; (7) seventeen represent?.tives from the public schools; and (8) representatives from the following organizations: Georgia Education Association, State Accrediting Commission, Superintendents' Association, State HighSchool Association, Georgia Congress of Parents and Teachers Association, State Health Department, War Department, Civil Aeronautics Authority, and the United States Office of Education.
The members of the conference and those who during the past year have served on State-wide committees are to be commended for their wise leadership and spirit of service to the cause of education in Georgia,
0. C. Aderhold, State Director Georgia Victory School Program

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IMTHODUCTOPY STATEMENT There has never been a more heartening or a more significant.fact in Georgia's educational history than the enthusiastic response to. the Georgia High-School Victory Corps Program in the school year 19'H2-U3.' Georgia .schools demonstrated their eager and intelligent desire to'make whatever .effort was necessary to bring about a quicker and a more permanent victory for American democracy. It is"with great pride and anticipation that an expanded and clarified School Victory Program is being launched for the school year 19^3-^. This program offers a tangible way for every school in'the State to make a maximum contribution to the victory effort and puts a premium upon local initiative, enterprise, and inventiveness. It puts winning of the war first, but. it proposes that the schools of the_ State shall also make a significant contribution to making the victory worth winning. The purpose of the Victory School Program is to enlist local schools in the enterprise of bringing about those adaptations in services and curricula which are necessary if America is to- win this war._ Ho narrow interpretation of winning the war will do, but there must ever be kept before us the trenchant fact that war is won by fighting-and-pr.oducing men and women. Those men and women who will become fighters and producers in the near future are now in our high schools in large degree. The war must be worth winning, however,, and the pupils in Georgia schools
can make it worth winning. There has been considerable change in the nature of the Victory 'School Pro-
gram since its inception in 19^2 and school faculties should read this bulletin very carefully in order to gain a new conception of the total undertaking. Certain changes seem to warrant special attention. These are:
1. The Victory School Program now embraces both elementary and high school. Only high schools, however, may have a Victory Corps.
2. Pupil membership in the Victory Corps in high school is to be solely determined by the requirements set up by the local school.

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3. Schools arc to be designated as Victory Schools or Victory Corps HighSchools on the basis of the total echool programs. In ether words- :
schools, not pupils, are members of the Georgia Victory School Program.

4. The Special Service Divisions may be established only in schools which

meet specific requirements, which are in general more stringent than

they were, in, 191+2-43-

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5. Schools will launch their own programs and then ask for membership on the basis of the program they have under way.

6. Much more emphasis is given to pupil participation .in planning, and wholefaculty planning becomes an essential.

7. Requirements for.school membership are made much more definite. 8. Many more specific helps for schools are given.

BASIC PRINCIPLES

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Below are stated the basic principles upon which the local Victory School

Program should be formulated.'

1. The organization should make possible the adaptation of the total school program at all grade levels.

2. The organization should establish the Victory School Program so far as possible by adaptation of the regular program rather than by the addition of separate courses or periods,

3. The organization-should center around co-operative study, planning and execution by the entire school staff.

4. A high degree of pupil participation is to be considered one of the major goals of the organization. . . 1 '

5. Provisions must be made for interpreting the Victory School Program to the community.

6.-- That organization is most successful which reaches the largest proportion of the total school personnel. :

7. The administrator is the constituted leader in setting up the Victory
School organization, and is also responsible for promoting continuous progress and improvement.'.

8. The organisation should establish definite procedures for constant appraisal.

9. The organization must make the maintenance of morale and enthusiasm

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two of the major accomplishments, 10. Adequate individual records must be provided for. 11. Time should be provided in the school day for carrying out the organi-
zational features of "the Victory School Program. 12 The organization should set up responsible agents for tho execution of
the various phases of. the Victory School Program. _ ... -ORGANIZATION .. The State Organization
The Victory School Program is fostered V the Georgia Wartime Education Commission which was set up by the State Department of Education. The program is promoted and directed by an Executive Committee under the leadership of the State
Director. A volunteer Victory School Staff assists, the Director in promoting, ovaluating
and developing the Victory School Program. Each, member of the staff assumes primary responsibility'for consultative and leadership functions in a small group of counties. The staff member will attempt to work directly with each high school 'and will also assume responsibility for working with groups of elementary schools.
Primarily, however, the Victory School Program is an undertaking of local schools. It is intended that each school shall take the leadership in developing those aspects of the total program which are adaptable to its own community and pupils. The State Staff considers its function to be that of assisting local schools in working out their Victory School Program.

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. Organising tho .L.ocal Program.

In setting Up the Victory School organization in the local school, it is

thought that the following steps will be found helpful:
1. The prinexpaL and staffshould become thoroughly.acquainted with the objectives, plans, and possibilities of the Victory School Program:

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a. Through attending regional meetings b. Through reading the bulletins c. Tlirough group discussions d. Through contact with the staff, member for their area,

2. Pupils should be informed concerning the possibilities of, the program - and their interest aroused.

3. A school plan should be made co-operatively by the staff and the pupilei

a. Bulletins should bo consulted for guidance..

b. Victory School staff members may be called on for help,

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c. Care should be taken to see that not too much is attempted at one

time.

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k. The plan should then bo put'into-operation.

5. An application for membership, should be filed with the State director.

6. A consultatiori should be held with the Victory School staff member on " .the .basis of the membership application.

Suggested Plans and Procedures for Local School Organization Plan 1

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-:'. The-first step in. the organization of a Victory Corps Program is the study

of -its purposes and possible plans of organization by each school faculty.' It is

essential that this be done so that objectives may be definitely agreed upon, and-,

ihe best possible,plan be set up in that school, When this first step has been -

made.., it becomes necessary for a full explanation to be made to the pupil personnel,

and--their part in,the organization clearly stated. This is followed "by pupils

joining special divisions of the Victory Corps, with a faculty sponsor for dach.

division, '..-.....

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In order to have pupil participation it becomes necessary for pupils'and

teachers to further organize. This may be done by allowing the student body* to..-,

elect a general leader, each division Jor .class tc. elect a captain and represen-

tative to serve on an Advisory Victory Corps Council, and then these council

members elect faculty council members. This council could servo in an advisory

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capacity; yet at the same time it could take the lead in the development of the program. It is suggested tha-t the student leaders he elected hy semesters.
This plan of organization is pictured on the next page of this bulletin. Plan 2
In the very small high school it is possible for the entire faculty to serve as a committee of the whole in directing the Victory Corps work. In this plan of organization the principal serves as committee chairman and pupils are invited to appear before the faculty for discussion of problems that nay arise. Each faculty member is assigned a division which he will sponsor.

Principal (consultant

Plan 1 VICTORY CORPS COUNCIL

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student leader ex-officio council member ^Student representative Other student members Faculty sp'onsor

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MEMH3RSHIP

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High Schools

High schools are defined as (l) four-year high schools in an eleven-grade.

system; (2) two-year high schools (grades S and $) in an-eleven-grade system? and//

(3) senior high scho"ols in a twelve-grade system.

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Any high school in the State is eligible for membership as a High-School, Victory Corps School, provided it meets the following requirements; ....'

I. Adaptation of the total curriculum to meet current needs at all levels

A, Current needs will be different from place to place and from time to
time. There must be evidence of a genuine effort to meet those nee&s.,.
3. Great weight will be given to the nature and the extent of the follow' ' ing curricular adaptations:

1." In occupational preparation

2. In science and mathematics^

3. In the language program.)

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k. In the social studies program

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C. It is expected that member schools will have established and be using adequate machinery for discovering the needs which the school should meet.

II. Effective programs of
A. Physicalgfitness5 3. Guidance ....

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C. Citizenship g

D. Communication

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E. Scicnco and mathematics

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F. Direct service to the victory- effort by-pupils

G. Organization and management

III. Where possible, appropriate specialized provisions for

A. The development of occupational proficiency for military service or for war-production industries, or for agricultural production
B. Production and Conservation1-'
C. The Special Service Divisions D. Pre-flight Aeronautic8*5 E. Military drill b

Designation as a High-School-Victory Corps School gives a school the right to

set up its own Victory .Corps, Qualifications for pupil membership in the local

Victory Corps will "be set by the local school, but no pupil should be allowed to

remain in membership who does not continuously render a roasoruble amount of direct

service to the victory effort.

A high school may be a Victory Corps High School and not provide for any of

the Special Service Divisions, but it is expected that most high schools in the

State can offer at least one of these divisions for seme pupils. Requirements

concerning the Special Service Divisions may be found on pages 10-17of this bulletin

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Victory"Schools

(Elementary and Junior High Schools)

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It is essential that all schools make intelligent adaptations to meet the war

emergency and the imminence of peace. It is impossible to separate the high-school

program from the elementary and junior .high-school program',,: of course, and wise

planning will emphasize adaptations, from the first grade through the high-school

senior class. Therefore, it becomes essential that, elementary and junior high-

schools take a potent part in the Georgia School Victory Program,

Any elementary school or junior high-school in the State (grades 7i 8, and 9

in a twelve-year system) is eligible for membership as a Victory'School upon meet-

ing the following requirements*

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I. Adaptation of the school curriculum to current needs of pupils, community, and Nation' '

Tangible evidence must be submitted that the curriculum is attempting to meet the current needs, and that adaptation is being mrde constantly, A school-wide emphasis upon thorough and serious work will be one evidence of such adaptation,, . .,..'

II. Effective programs of

A, Physical fitness

B, Guidance

C. Citizenship

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D. Direct.service to the victory effort by pupils

Designation as a Victory School does not give the right to a school to set

up a Victory Corps. The name Victory School applies to the school program and

nothing similar to a Junior Victory Corps is contemplated. Victory Corps insignia

may not be worn by pupils of elementary or junior high-schools.

Applying for Membership

Eaoh school will make application for membership on the basis of its own pro-

gram. The application blank calls for an appraisal of the school program by the

school itself and it should be filled out as a co-operative enterprise. It is not

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expected that any school will consider itself, to have a thoroughly adequate pro-

gram, and the application should he filed if a reasonable amount of work adapted

to wartime needs is being done. Applications will be passed.upon by the Executive Committee of the Wartime Education Commission.

The application blank should be filled,out in triplicate, two copies being

mailed to the State directorr .and the third copy being retained for the files of the school.

These applications should be .mailed..as soon as possible after the program is inaugurated at the beginning of.school. .

Three copies of the application blank are sent with this bulletin. If addi-

tional copies are needed,, wr.ito, to. .the State Director, State Department of Education, Atlanta, Georgia,

Z. .'.'.-;. THE SPECIAL SERVICE DIVISIONS

IF. THE HIGH-SCHOOL IlCTORY C0BPS

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The High-School Victory Corps School assumes as one of its major obligations

the preparation of high-school pupils to perform skilled service to the victory

effort of the United States when they are ready to enter upon employment in either

civilian or military life. To meet this obligation a High-School Victory Cdrps

School probably will wish to establish one or more'Special Service Divisions.

In order to promote a reasonable degree of uniformity, five Special Service' Divisions are recognized. They'are:

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1. The Air Service Division 2. The Land Service Division
3. The Sea Service Division h. The Production Service Division 5. The Community Service Division

Each division has its special insigne, p. nd a pupil may enlist in any one, but only-

one, of them. Snail schools will find it perhaps better to offer only'one or two

special divisions.

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Purposes. The Special Service Divisions^.should serve the following purposes;

1. Definite commitment of -pupils to prepare for service in^ a critical

field

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2. Building esprit de corps among'the group of pupils in the division for

that service

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3. Informing pupils of the occupational needs and opportunities in that . field of service

k. Providing better adjustment to employment or induction into servi ce

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Providing specialized of service

pre'p."a.r'.a tion

for

skilled

pursuits

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Organization. The planning group ,fo^ the school should first determine

what divisions it will seek to offer, making this determination upon the "basis of

the desires of the pupils and the facilities for offering_guidance and training.

The next step will be to set up a scheduled time when ciivisions may meet a1<

regular intervals (weekly or semi-monthly meetings are recommended). Then an en-

listment opportunity will be provided, membership in each_division being made

purely voluntary; and the divisions will organise themselves with.a high degree

of pupil participation. Faculty sponsors will, be chosen or appointed and a record

system will be set up.

Each school will set up.its own qualifications for pupil membership. So far as the. Georgia Victory School Program is. concerned, any high-school pupil, regardless of grade, is eligible for member ship., in any. division; but in most schools, it will perhaps be found desirable to. restrict Special Service Division membership

to pupils in the last two years of high school. It.is the intent of the Georgia -

School Victory Program that pupil membership in a... Special. Service Division shall constitute a high honor, and that, high standards: will.be maintained.

It should be made clear to pupils that membership in a Special Service Divi-

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sion does not in any way signify that the pupil will meet the qualifications for

entrance set up "by the armed forces.

School qualifications. In order to conduct Special Service Divisions each

Victory Corpo High School must receive approval from the State Director of the

Victory School Program. Such approval will "be "based upon evidence of meeting the

following standards:

1. The school must be performing in satisfactory degree a majority of -the requirements for general membership.

2. A scheduled time for conducting Special Service Division affairs must "be provided. A minimum time will be two hours a month.

3. A satisfactory system for supplying divisions with pertinent informa-

tional material must be in; existence. ;.'..

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h. Each division must be well organized and provided with faculty guidance and leadership.

5. A satisfactory procedure for informing pupils concerning the nature of each division must be provided, and enlistment should be voluntary,

6, Seasonable and definite standards for pupil membership .must be set up and enforced,

7. Pupil records must be kept and provided to the pupils upon graduation,

8, Suitable specialized training opportunities should be provided. These opportunities are defined in connection with the deseription of each division which follows.

Specialized training opportunities. Pupils who are members in a Special

Service Division should be receiving definite and useful training which will develop

skills they will need in serving their country. These training opportunities need

not be offered, however, in separate specialized courses. Por example, pre-induc-

tion electricity may te come a unit of the regular physics course or fundamentals

of shop work may be provided through the regular farm-shop classes. Similarly,

separate units need not be offered for each Special Service Division, For example,

some girls may be enrolled in the Land Service Division with the idea of preparing

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to be Army nurses; others may be planning to "be Navy nurses after completing the

Sea Service Division; and still others, civilian nurses after completing the commun-

ity Service Division. All of these girls..will need chemistry,, -and all may -be taken care of in the same class... ....... ........ ;...,>,,..'.'

Very definitely, it is not intended that'the Special Service Divisions shall

become "courses" in themselves. It is thought that very few real purposes of the

Victory Corps pan be served through.so-called Victory Corps periods, while the .

remainder of the school program is left unchanged,

THE DIVISIONS

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(1 . . Land Service.Division.

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This division should enroll those pupils who pledge themselves to become

especially prepared to render skilled service in the Army of the United States.

Both boys and girls are eligible, Each school will select the specialized training

most appropriate in the"light of the needs of the Army,

Entrance requirements. To be eligible for membership in this division the

pupils must:'

1, Have demonstrated, or demonstrate through successful work, their mastery of the fundamentals of.arithmetic.and their ability to solve simple arithmetical problems, ....''

.2. Maintain a high degree of personal physical fitness. This requirement should be kept very rigid,

3, Pursue such course or other opportunity as is offered by the school for developing high proficiency in simple mathematics,

U, Fur sue at least one specialized training opportunity for service of a

skilled nature; e, g,, shop, physics, pre-induction courses, chemistry,

typing, shorthand, mechanical drawing,

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Approval requirements. .In order for the. .High-School Victory Corps School to

be approved to offer this division, the ..following facilities should be provided; .

1, At least one specialized training opportunity for boys and one for girls.

In general, a different specialized training course should be available

for each twenty-five pupils enrolled in the division,

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2. Individual or class guidance-in-..the. development of the special'communicative skills described in this "bulletin

3. Adequate provisions for'acquainting high-school senior hoys with the induction process used in the Army

k. Adequate provision for acquainting pupils with the purposes of the war and the ideals for the peace

5. Full and complete records upon training, personal characteristics, etc.,

for each enrollee

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6. Where it is suite.'hie and does not interfere with the physical development program, military drill

7. Provision for refresher work in fundamental mathematics for all senior enrollees

Sea Service Division

This division should enroll those pupils who pledge themselves to become

especially prepared to render skilled service in the Navy of the United States.

Both boys and girls are eligible.

Entrance requirements. To be eligible for membership in this division the

pupils must meet the following minimum requirements:

1. Have demonstrated, or be demonstrating, a proficiency in mathematics.' At least two years.of successful work in' general:mathematics or algebra
is recommended, but "successful" should be defined in terms of the ability
of the pupil.

2; Maintain a high'degree of personal physical fitness. This should be stressed greatly in this division,

3. Pursue at least one specialized training opportunity for service of a skilled nature.

Approval requirements. The following special opportunities must be offered

to pupils in this division if the school is to be approved:

1, At least one specialized training opportunity. Any one of these is

suitable:

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a. Plane geometry

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b. Advanced algebra

c. Solid geometry

d. Trigonometry *

e. Physics



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f. Mechanical drawing g. Radio h. Shorthand i. Typing i. Any occupational course dealing primarily with mechanical skills

2. Individual or class guidance in the special communicative skills described in this bulletin
3. Adequate provision for acquainting the pupils with the nature of Navy organization, and something of its ideals

Air Service Division

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This division should enroll those pupils who pledge themselves to become

especially prepared to enter upon further instruction for service in either mili-

tary or civilian aviation. Both hoys and girls are eligible, Entrance requirements. To he eligible for membership in this division the

pupils must meet the following minimum requirements:
1. Have demonstrated, or demonstrate, a grasp of the fundamental principles of physical science. (Satisfactory completion of a good course in general science should satisfy this requirement)
2. Have demonstrated, or demonstrate, a reasonable proficiency in simple mathematics. (Two years of general mathematics or two years of algebra will satisfy this requirement, provided the pupil has shown a high degree of application and mastery of the meaning of the fundamental operations with arithmetical and literal numbers.)
3. Maintain a high degree of personal physical fitness.,. Periodic physical , performance tests are highly recommended.

4. Pursue such specialized training opportunity as the school may find it possible to offer.
Approval requirements. The school should offer the following special oppor-

tunities for approval-of this division:
1. Special instruction in the elements of pre-flight aeronautics. It is highly recommended that such instruction follow the U. S. Office of Education Bulletin No. 63, etc., wherever possible. Because of the emergency lack of qualified instructors, however, a laboratory course under the guidance of an interested teacher will be acceptable. A separato course is not necessary, provided the elements of pre-flight aeronautics are being provided for through the regular offerings.

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2. Opportunities for at least one of the following!

a. Plane geometry

b. Trigonometry



c. Advanced algebra

d. Special review in mathematical formulas and equations

3, Individual or class guidance in. the special communicative skills described in this bulletin

U, Adequate provision for acquainting enrollees with the significance of
the air age It is contemplated that regular courses will include this raterial.

Production Service Division

This division should enroll those pupils who pledge themselves to become

prepared for service in war industry or agriculture.
<
Entrance requirements. To be eligible for membership in this division the

pupils must meet the following.minimum requirements:

1. Maintain a high degree of personal physical fitness

2.. Pursue one of the following .training programs;

a. One or more courses designed for training in war industries: radio, shopwork, electricity, welding, etc,'.
:b. One or more courses designed for training in agriculture. The pupils must carry out home projects which include at least one of the agricultural commodities designated as critical by the Secretary of Agriculture. Training in farm-shop jobs is also an important phase of this program.

3. Have demonstrated, or demonstrate., through successful work, their mastery of the- fundamentals of arithmetic and their ability to solve simple
arithmetical problems.

Approval requirements. The following special opportunities must be offered

to pupils in this division if the school is to be approved:

1. Programs of instruction in one or more of the following areas:

' a. Trade and'industrial education

;

b, Vocational rgri.cultuTal education

.2. Adequate guidance program as described in this bulletin

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Community* Service Division

This division should enroll those pupils who pledge themselves to "become

prepared-for service in community or other service occupations; such as, horaemaking,

teaching,"social work, nursing, stenography, typing, "bookkeeping, salesmen, etc.

Entrance requirements. To "be' eligible for membership' in this division the

pupil must:

1. Maintain a high degree of physical fitness.

2. Pursue a definite training program designed to develop proficiency in the service occupation chosen,

3. Have demonstrated, or demonstrate, through successful work, their mastery of the fundamentals of arithmetic and their ability to solve simple
arithmetical problems.

Approval requirements. The following special opportunities must be offered

to pupils in this division if the school is to be approved;

1. Program of instruction in one or more of the following areas:

a. Home economics education ;: ' b. Distributive occupations
c, ITursing d. (Other areas if approved by Executive Committee"of. the Georgia Wartime
Education Commission)

2. Adequate guidance program as described in this bulletin.

INSIG1TIA AMD UNIFORMS FOR

HIGH-SCHOOL VICTORY CORPS

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Uniforms

In schools heaving drill units the minimum uniform for both boys and girls

belonging to the High-School Victory Corps is a Victory Corps cap. Girls: The

cap must be navy blue. It is suggested that it be made of cotton material, such

as muslin, poplin or gaberdine. Boys: The cap should be made of khaki cotton

material. (Write to the State Supervisor of Home Economics, State Office Build-

ing, Atlanta, Georgia, for suggestions.)

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For schools desiring full uniform, it i3 recommended that: (l) Girls' full

uniform should include navy "blue skirt, white "blouse and navy "blue cap. The in-

signia, shall be worn on the left side of the cap and on the left sleeve of the

white blouse, two and one-half inches from the.shoulder seam; (2) Boys' full uni-

form shall be khaki throughout with black tie tucked in between second and third

buttons. The insignia shall be worn on the left .side of the cap and on the left

sleeve of the shirt, two and one-half inches from the shoulder seam.

Victory Corps iniforms may be purchased by the school from commercial firms

or made in the school or ..at, home...-.;' .

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Insignia

The insignia for the High-School Victory-Corps; including Its various Special

Service Divisions, should be worn en a "Victory Corps cap of-uniform design. The

insignia may also be worn on the left sleeve, two and one-half inches from the

shoulder seam on civilian clothes or on High-School Victory Corps uniforms. Boys

wearing R, 0. T. C. uniforms may, upon approval of the local military authorities,

wear the insignia on the pocket of the shirt or coat. Boys wearing military uni-

forms will not be ejected to wear the Victory Corps cap.

It is recommended that insignia be purchased by the schools from commercial

firms or made in the school. The advantage of purchasing is that it will insure

uniformity of insignia.

Banners

'"' ' '

The committee recommends that schools''planning for parades, reviews, etc.,

have a Victory Corps banner. The banner shall'be white with-a-red V. The dimensions of the banner should be approximately 3 ft, by 5 ft* '' :

-19GUIDANCE

Each school that is a member of the Victory School Program must have in

operation an effective guidance program, . ' This does not mean that there must necessarily be a guidance specialist in

each school--all teachers are concerned with guidance. The school must have as

a definite part of its purpose the helping of boys and girls to know their own possibilities. It must guide their efforts in preparing for maximum development

to the end that every person will make his best contribution to the winning of

the war and to democratic living. Every school guides pupils whether it has an active guidance program or not.

The ain of the Victory School Program is to set up a guidance program that will

be effective in winning the war and in building good citizenship. Some of the principles which make a Guidance Program effective are;

A. The entire school facility should be engaged in the intelligent guidance of pupils.
1. The staff should be organized for continuous study of needs.

2. Definite provisions should be made for individualizing the contact , between teachers and pupils.

3. Every teacher should be able to give evidence that she is assisting pupils to adjust to demands and that from time to time she critically
evaluates her own program.

h. Sufficient time should be given staff members for counseling services.

This may be secured through combination of classes, use of free time,



addition of teachers, etc,

B. Pupils should make comprehensive use of authentic current information.

1 There should be one responsible agency for collecting, keeping upto-date, and making available to pupils and teachers, information relating to all areas of service.
2. Definite machinery should be set up for informing pupils and teachers on the operation of the Victory School Program.
C. Teachers should guide the individual pupil in making a careful analysis,of his personal potentialities.

SBBUBB^H

-20-

1. Physical abilities, disabilities, and remediable defects should he discovered; reports on physical examinations of pupils should he made.- available to. the counselor,
2. Vocational interests and apitudes should be explored.
3. Personality characteristics should be examined.
K Scholastic aptitude and achievement should be compared with demands.
D. An adequate counseling service will reach each pupil in so for as he has problems with which he is not able to cope alone."
1. Each school administrator will have to work out with his teachers the problem of time and place for counseling in the school program.
2. Some especially competent teacher should be appointed to counsel each of the Victory Corps Special Divisions.
3. Counseling services should be available to all, with personal counseling for all juniors and seniors as a minimum,
k. Definite responsibilities should be assumed by the school for aiding m placement of high-school graduates and par ttime workers.
It is urged that all schools which are members of the Victory School Pro-
gram and those who desire to become members make a comprehensive study of the
guidance program as outlined in the Victory Corps Series, Bulletin No. 7,
"Guidance,^ issued by the State Department of Education. Steps should be taken
immediately to improve and make effective the guidance program which is in operation.

The State staff members of the Victor y School Prograti are glad at any time

to assist schools in setting up and evaluating .guidance programs. Call on those

nearest yoir school,

".

A thorough. iisjcussion of the guidance program by the school faculty will develop way? and nrn.is for making the guidance program effective. Through these

Joint iierussious \e difficult task of finding time for guidance can be met. It is essential that a conscious effort be made to begin a definite guidance

-21-
program now and,.that it.continue to'develop from month t0 month,
BSFSEEITCSS' . S-tate;Department' of Education. Guidance.(-Victory Corps'Sulletin, ITo. 7.) The.
Department, Atlanta, G&orgia. U. S. Office of.,Education," Guidance Problems in Wartime. Superintendent of
Document's, Washington, D. C. 20 #,.. ...


-22WARTIME CITIZENSHIP
Wartime Citizenship is a term which includes all of the implications of peacetime citizenship, plus emphasis upon problems 'brought about by or directly concerned with the war effort. Education for wartime citizenship contemplates not only the development of individuals for normal living in a democracy, but also the development in young people of an understanding of war problems and war economy which will assist them in facing the war and in contributing to its successful prosecution.
Training in this area cuts across all traditional instructional lines and embraces the life of the whole school and community. It is concerned with the development of those characteristics which meet the demands of functioning democracy and, at the same time, "to teach individuals the issues at stake; to train them for their vital part in the total war effort; to guide them into personal relationship to the struggle," along with the development of those understandings which will prepare them for the post-war world.
Citizenship is a lifetime process. Parents and the community already have laid a foundation by the time the child reaches the school. Prom the first day of school until the completion of high school, there is the constant challenge to provide opportunities for effective growth in citizenship.
In order to help teachers meet this challenge and carry out their responsibilities, Victory Corps Bulletin Number 6, entitled Wartime Citizenship, has been prepared. This bulletin is the report of a state committee which was appointed to study the problem and to develop suggestions.
Arranged for use in schools of various types of administrative plans, the bulletin offers suggestdms in terms of Teaching Democracy in Wartime, Wartime Consumer Education, Wartime Agencies, Progress of the War, Financing the War, and The Post-War World. Under these headings are suggestions as to understandings to

'
-2>
"be developed, key questions for discussion, activities to help develop understandings, and materials for use "by tepchers and pupils.
It is siiggested that the "bulletin en Wartime Citizenship DO used in curriculum planning to meet Victory Corps objectives. It is "believed that the "bulletin contains ample material to help teachers contribute significantly-to the solution of problems of Wartime Citizenship.
3EF2EEHCES State Department of Education. Citizonship (Victory Corps Bulletin, Ho. 6.) The
Department, Atlanta, Georgia.

^HnBi^HM

PHYSICAL FIT1IESS The Heed-- for Physical Fitness. There is an Immediate' need for highr-school pupils to become physically fit.. They are making and must continue to make a major contribution in the armed forces and in wartime services. About 25 percent of the boys of high-school age examined for service in the armed forces have been rejected as physically unfit. Army and Navy officers who have had the responsibility of training inductees constantly state that youngmen without physical defects are often lacking in the necessary strength, endurance, stamina, agility, and skills required for effective military service. Consequently, their military training is retarded. Most of the girls of high-school age who are employed in war work by the end of 19^3 will be in jobs which demand strength, endurance, and skill. War industry is increasingly feeling the impact of lack of. physical fitness among girls and women. The high school is challenged to meet this need for physical fitness. The importance that the War Department attaches to school programs of physical education in the development of a desirable state of physical fitness is stated in the following letter.

War Department Washington

June IS , 19+3

Dear Dr. Studebaker:
I have your letter asking whether the War Department recommends that military drill take the place of physical education in the curricular of schools and colleges. I assume your question to apply only to the period of the present war and not to periods of pence.
The amount of military drill which can be given in schools and colleges can also be given after induction into the Army, in a relatively short period of time, and under the most productive circumstances, A good physical condition, however, cannot be developed in so short space of time, and the physical condition of a soldier is of prime

SEE

-25*

importance to the War Department

The War Department does net want to appear to advise upon the

make-up of a curriculum; nor te go "beyond outlining some of the

elements which the Army "believes would bo advantageous in its

recruits. Of these, a good physical condition is extremely im-

portant, and a. knowledge of basic military drill relatively unim-

portant. ' '. ., "

-

':'~

The Wr,r Department, therefore, does not recommend'that military drill take tho place of physical education in the schools
and colleges during this war period,-

The War Department has no objection to the publication of this statement, provided it is quoted in its entirety.

Sincerely yours,

HENRY L,. STIMSON, Secretary of War

Helping Pupils to Become Physically Pit Through Health Education

- Six major objectives/are suggested as the basis for this wartime emergency

program of physical fitness through health education. "Sach Victory Corps mem-

-ber should take action on these objectives, in.'accordance with his own needs.

Assistance may be given to pupils in making progress in these six phase* of

the program through health courses or health instruction-in connection with

other school subjects, and through-appropriate school and community health activi-

ties. The steps which the.school -should take to aid the pupils* are outlined

below.

1, Correction of remediable defects.

\

To obtain correction of impairments schools should:

a. Carry on. extensive educational programs with students and parents "''' regarding the importance of corrections and means of securing
them.
b. Discover and utilize community resources for securing corrections for youths whose families .cannot provide.necessary care". These
"' :.'."'. would include- medical and 'dental services and financial support.

HimiuBumH

-26-

"C. Give'particular attention to visual arid dental defects, as these are major causes of rejection for military service.

2. Prevention and control of communicable disease.

To prevent and control diseases most sifrn.ficant from the standpoint of high- sC.1IG ol you t'.i in wai' time, the schoola should;

a. Pay particular attention to the common cold, tuberculosis, malaria, 1 attdsmallpox, and to other diseases as needs are indicated locally.
b. Education*pupils regarding the causes of these diseases, how they spread, and how they nay be prevented,
c. Secure the completion of immunisations as recommended "by health authorities,,
d. Encourage and expect pupils with a beginning or severe cold to remain at home and in bed as'a means of preventing .the spread of the common cold and the many communicable diseases which begin with similar symptoms,
e. Utilize the program,of tuberculin testing and X-ray examination available from health authorities, and co-operate with these authorities in the discovery of pupils in contact with tuberculous individuals,
f. In malarious belts, work out plans with health authorities whereby pupils may assist in control measures, including oiling and screening, as a community service,
g. Set up machinery for prompt detection and isolation of pupils coming to school with conditions which may be infectious.
3. Selection of an adequate diet.

To help pupils select more adequate diets, schools should:

a. Educate them regarding basic daily food requirements. b. Encourage them to take specific steps for the improvement

of personal nutritional status according to individual heeds.

Problems peculiar to the high-school groups are skipping break-

fasts, choosing lunches unwisely, eating between meals, and

selecting poorly balanced meals. c. Make sure that the school lunch provides its-.share of the daily

food requirement., and-that each pupil gets an adeauato noon meal.

d. Give, opportunity for pupils.to help in essential wartime measures

of food conservation and production, "and family-and'community

feeding.

.......

4. Prevention of accidents and assistance in giving emergency care.

Schools should give attention not only to accident problems that are with us in peace or in war, but also to those which are associated with specific wartime activities. To do this they should:

a. Provide planned instruction in accident prevention. b. Provide (or arrange for).organized training in.first aid for all

-27-

high-school pupils who have not already had such instruction,

c. 'Provide instruction for all girls in hone nursing or home.care

of the sick and for as many boys as can arrange to take the

instruction,

' '-

k

d."' Provide conditions in classrooms, school shops, and gymnasiums

which are"conducive to safety,

5 Daily, program planning to provide -a "balance of work." exercise.. ' recreation, rest, and sleep.

To aid pupils in this, the school should: ..

a. Help each pupil budget time to provide for such a "balanced pro-

gram, "b. Encourage the wise use of exercise and wholesome recreation,
through seeing that opportunities are provided within-the, school

. period, and out for such'activities.

'

c. Provide tine during the school day for rest and relaxation.

6. Development of sound mental attitudes.
To help develop in pupils the right mental attiUid.es which are important for personal fitness and effective war effort,sonools should:

a. Provide counseling serviee for pupils which will help each to
find his place in useful war service. b. Encourage pupils to participate in community war efforts so that
they may heave a sense of contributing actively. In classes, clubs, and auditorium programs help pupils achieve perspective so that they can take a realistic view of the present and find
a basis for faith in the future. c. Provide instruction in mental hygiene so that pupils will have
better understanding, of;, their o.wn.r'egictions and those of-others
in times of stress, and may behave more intelligently. d.: Provide situations in which-"pupils must make decisions and
assume responsibilities as essential steps in growing up quickly.

Administration of the health education program

1, Fixing responsibility-.
P. In each school one person should be given the responsibility for co-ordinating all sehool health'activities and-for relating them to other activities in the community. This individual should bo provided with adequate time for these, new,and important duties, and, if necessary, with supplementary in-service training.
b. A school health committee should be organized to plan co-operatively the development of the program, and to give support and .advice to the individual selected to head the program.

HB^^^H

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2. Providing tine *-nd opportunity' for health oducntion,

a. Time nust "be provided in the curriculum for all pupils to studyhealth problems vital to' them.
b, Opportunities for health ins tract ion may/be' provided through the development of health units in other courses in the curriculum and through integrated courses and home-room programs. Special hygiene courses do not take' the place of contributions to health instruction from other courses; nor can such contributions by themselves fill the need for a well-rounded.program.

3. Providing health examinations and follow-up..... J.

-

When possible an examination should be provided for every pupil taking part in the Victory Corps program to:

a. Check his fitness for participation in strenuous physical activity. b. Discover defects which heed correcting. c. Find health.problems requiring'modification in the pupil's
daily regimon of diet, rest, raid mental adjustment.

Teacher's study and observation of pupil's health is important as

supplementary to, and in some. instances.,..a s..substitution for the

periodic health examination. Procedures for the teacher should

, include (a) obtaining-a health history, (b) observing pupil's

appearance and reactions as in exercises; and (c) giving special

tests and taking special measurements as for vision,, hearing, height,

and weight.

: ' '.--

''

School administrators, and-health committees should set up machinery for instruction of teachers on method's of observation and for the actual carrying out of observation procedures.

^ Providing school environment conducive to health.

To protect pupils from accidents and disease schools should:

a. Maintain safeguards in school shops, b. Apply principles of health and safety1 in connection with activities

and equipment for physical education.

c. Provide sanitary toilet, handwashing, and drinking-facilities,

d. Provide adequate sanitary maintenance in face of depleted cus-

todial personnel.

.

....

e. Provide adequate lighting and ventilating facilities.

5, Training of-personnel.' :



The best qualified persons on each faculty from:the standpoint of personality and health education training and experience should be selected for..leadership in-health education. Every member of the faculty, however, should make his contribution to health education commensurate with his responsibilities. Provision should be made to give inade-

H

quately trained leaders additional preparation. This preparation may

include:

,

a. Consultation with members of the faculty who have better train* ing in particular fields than their own *
b. Working with supervisors in health and specialized field, such as nutrition and science, and with trained community health
workers c. Apprenticeship work in some community health project, as for
example, in co-operation with the public health department or
local Civilian Defenso Council d. Reading recent publications in the various fields e. Working and studying informally with other'faculty members in
group meetings with the aid of technical consultants ,m f. Taking extension courses and in-service courses g. Taking Red Cross and other courses for volunteer leaders

Helping Students to Become Physically Pit Through Physical Education The purpose of the program is to make secondary school pupils physically fit to undertake the unusually heavy tasks they will probably be called upon to assume in the near future. For some it will be for induction into the armed

forces. For this group the program will have for its objective the development

of:

, -.



1, Strength, endurance, stamina, and bodily co-ordination

2. Physical skills that will be of direct value and use in the armed forces and war work

For others it will be for employment in agriculture, industry, commerce, domes-

tic services, and other essential occupations. The program is, therefore, for

all pupils. The activities should be adapted (l) to their respective abilities

to perform them, and (2) to the prospective services in which they engage on

leaving school. In fitting the physical education program into the total program of a school

it is necessary that there be provided the minimum essentials of (l) adequate time in the daily schedule, (2) a competent teacher, (3) a place for conducting

the classes, and (U) at least a minimum amount of supplies and equipment.

PH^H

-30-

In connection with tho wartime program of physical education the follo'.*-

ing items are emphasized:

1, The continuous observation of all pupils by the teacher and a more

complete inspection "by a physician of all' individuals who appear to

deviate from the normal

.

2, Five periods each week of instruction in physical education activities for'all high-school pupils, the time of these periods to, be of the same duration as any other class period

3, Increased emphasis on inter scholastic and intramuraj. athletics, road work, hard physical labor, and camping for boys

k. The use of vigorous and rugged activities instead of many of the recreational sports that have been used

5. Increased emphasis on intramural athletics, gynmastics, rhythms, and camping for girls

The activities are grouped under four headings.

Boys:

1, Aquatics

2, Gymnastics

3, Combative activities k. Sports and games

'-''

.'.

Girls:

1. Aquatics 2. Gymnastics
I: Rhythms Sports and games

Administration of Physical Sducation Programs The successful operation of the wartime program of physical education in high schools will probably necessitate adjustments in several administrative and managerial procedures oh the part of many school administrators and teachers. bne of these functions must be performed on the State level, others on the city and county level, and several in each local high school.

Some' of the items that should receive attention on the State .level- are

(l) supervisory and consultant service; (2) a program of pre-service and in-

service training of teachers; (3) credit for physical education toward high-school

graduation; (k) planning for the co-operative efforte of school authorities and





'.

''..'

"*''

'-





/

representative's of public health, nutrition, civilian defense, recreation and

voluntary health and recreation groups; and '(5) providing for inclusion of physi-

cal education i n the State course of study through action of the State Curriculum

Commission or "by other means. The functions that should be. performed on a city and county -level in pro-

moting and administering an adequate program of wartime physical education in-

clude: 'iV-.;-The official, approval of 'the program. by the hoard - of education

2. A program of interpretation arid publicity to help the citizens of

each community and-the. members.of the board of education to under* .' .

---- -stand the objectives'and content of the,program.-.-. .

,,

..:.--'

3, The allocation of
"a. At least'one regular school period daily for the instruc-tion of every pupil in physical education. Daily periods of at;.least-.. 60 minutes and a maximum class size of 50 pupils are recommended.
b. Teaching and supervisory personnel to conduct the program ...;-,:.-.::... c, Funds for facilities, equipment, and supplies

k. The approval of standards concerning""

a. Attendance

b. Excuses

.

c. Return of pupils to classes after absence

d. Marking

e. Credit

f. Record keeping

g. Dress for activity classes

h. Physical examinations

'....... [..:.. :.:Zl.:l;.

5. The arrangement of schedules for athletic games. Since participation in competitive extra-curricular activities of a vigorous, bodily contact nature is highly desirable, it may be necessary to change the existing school transportation schedules in some instances in order that the interscholastic and intramural athletic program may
function.

-32-

6. The adoption of a policy which would rake school facilities Hvailable for use by the citizens of the community

-' '....

School Recreation"

-Re.ereationalactivities are desirable during the school day, ,after..school, 0S during vacation periods. This program my be carried on in cooperation 'With other agencies in the community. A recreational program should provide for:

1. The development, through guidance, of wholesome attitudes and-habits-

special interests and hobbies

:'

2. Wholesome associations of boys and girls, and promote desirable community social contacts

REFERENCES
U. 3 Office of Education. Physical Fitness Through Health Educat ion for the ' of^duJptioT' Washint0n D* C'! Federal Security Agency, U. S. Office ' "

^J'Z^ f Sd*ca*ion- Physical Fitness Through Physical Education for the Victory. .Corps, Victory Corps series pamphlet" No. 2. Washington, 'D. C.;
Federal Security Agency, U. S. Office of Education. ; ..

..-..- .. _ Magazines on the State Department of Education Library List

American Cookery

..-...

. , ..

Hygeia

Journal of Health and Physical Education
Junior Red Cross Journal

Mental Hygiene

~3>
MILITARY DRILL
Should a program of military drill be irau$urated In. the school it- should..
"bo charactorizedN "by seriousness and thoroughness. .
'1. It is desirable that "boys and girls' drill units be separate,
2. YJherever possible, local schools should pro.vide their own leadership for this training. In.all instances the high school should designate
- some teacher as faculty sponsor who would have full educational authority for this training program.'
3. It is desirable that some type 'of uniform be used where it is possible. In all instances there should he at least one uniform article of woaring apparel.
H. .The above recommendations do not apply to any high school having its ' own Junior R. 0. T. C. Unit,

-3^- .. .
C0NMTJ1JICATI0N Communication refers to thehuman enterprise of receiving and transmitting
ideas. It draws from all the areas of knowledge, and cannot he taught separately
from any phase of the school program. The skills involved in communication, how-
ever, have been most commonly regarded as language arts in the elementary school
and as English in the high school. They are generally classified as thinking,
writing, speaking, listening, and reading.
In view of the war emergency the committee.accepts the following tenets of
communicative skill instruction:
1. Each school should appraise its present efforts to teach the communicative skills.
2. Each teacher resultant of staff planning should understand his responsibility in the instruction of these skills. The committee believes that the English teacher on the high-school level has a major obligation in this instruction, but that every other teacher has a definite responsibility.
3. Every instrument, such as the standardized and teacher-made test, conference, observation of interests, and the like should be used to study the individual pupil, his capacities, and needs.
k* The school week should be planned to allow ample time for adequate individual mastery of these skills. Results of individual study should determine the U3e of time in each case,
5. All experiences and instructional materials should be adapted to the pupil in his particular situation.
6. Each pupil should sense the need for skills in communication and develop a consciousness for improvement in these skills by keeping individual progress sheets, by conferences, teacher-nupil analysis of error, and the like.
7. Every opportunity should bo utilized to provide experiences in group thinking and acting,
S. Experiences should be planned to develop appreciation for bettor expressions in all types of endoavor, attitudes of loyalty, patriotism, perseverance, clear-cut purposes; in short, a personal emotional tone reflecting strength of character and stamina for any emergency.

mum

-35-

SP3CIPIC COIvMUinCATIVS SKILLS

Specific communicative-'skills which-deserve emphasis during the present emer-

j?ncy follow.

, Thinking skills,.

'-f

';



1. Ability to analyze calmly and dispassionately,the meaning of words.

2. Ability to react with critical judgment to.information, gained: from.persons, press, radio, and movie

3. Ability to make and execute plans in terms of major goals

.--. ..Listening skills.

1. Ability to understand orders and commands :given orally and to act on them without delay
ZV: Ability to learn efficiently from oral instruction

3. Ability to memorize orders, instructions, and. directions when, given orally, and to repeat them accurately
. Reading skills.''

1. Ability to read notices, orders, and other simple reports with accuracy and care

.' 2. ' Ability to- read training manuals and other instructional material

- under standingly

'.

- -

3. Ability to.keep informed through wide reading of current materials ,r

k" Ability to"select the best literature .as a possible stabilizer during

'nomants'of stress'

.""','.' : ;..

;.:;::.":'.:.'.'

Speaking skills.

.-...-v.

1. -Ability to speak clearly and distinctly, with confidence, and to ex-

.-." p"re:ss:ideas so a,s to avoid misunderstanding ,

... _

2. Ability to tell how:to.carry, out simple tasks, -by giving orders or instructions
3. Ability to report accurately what was heard, observed,.and read

Writing skills,

. ;,..... ........

1. Ability-to write (or print) legibly

', ; ;. .,:.,; .

2, ,Abilityto fill out forms and follow ;printed'directions-

^M^^^^V

-36-

3. Ability to spell correctly a simple vocabulary

h. Ability to capitalize and punctuate correctly

5. Ability to use specific patterns of written language, as letter forms personal titles, addresses, and the like

6. Ability to take, brief and accurate notes

7. Ability to write personal letters

SOME SUGGESTED ACTIVITIES

The following activities are suggested for teaching the communicative skills.

1. Discussions of emotional word effects in the classroom enable pupils to be more discriminating in word usage

2. Through the analysis of arguments, speeches, editorials, and broadcasts pupils can be tauglr'.i to listen critically, to discover strengths and weaknesses of arguments, to detect bias and prejudice, and to form their own opinions and judgments on sound and valid grounds

3. The pupil should receive practice through fire drills, air raid alarms

games, club meetings, talks., and various school activities in order

to develop the habit of close attention to directions and assign-

ments,

,

*+. School, activities, such as assemblies, radio programs, forums, debates panel discussions, and talks by pupils and visitors offer many op^or- ' tunities for the development of critical listening.

5. Anyone desiring to do so can improve his ability to retain what he has heard, observed, or read. School exercises in improving retention will be more successful when the material to be memorised interests the pupil and seems to. him worth learning.

6. The standard of usage should .be that of currently acceptable con-

versational English. Emphasis in usage should fall on the correc-

tion of fundamental errors like "we was," "I seen," "he taken, "between

you and I," "them soldiers," rather than on the fine'distinctions

between shall and will, farther and further, can and nay, and the

like,

'

"-'--"'

7. Emphasis should be placed on general Competence of speaking for all stuaents. The Army 1ms noted these principal weaknesses:

a. Weak voices: can't make themselves heard on the drill field

b. iimid, lack confidence: they won't speak up when given an

opportunity to explain, instruct, or report.

c. Nervous, fumbling, jittery: they fail to stand erect and still

or to face the group confidently,

'

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d. Hard to understand; they enunciate poorly, mumble, or speak .in incoherent phrases,
8. Orderliness should be developed in every way possible, in the arrangement of a letter on a page of paper, and in the taking of notes and assignments.
9. The currently posted "bulletin board should be used to stimulate the reading of notices,
10. Pupils should have ample opportunities for informational reading. Exercises planned around specific reading deficiences should be provided for those pupils needing them,
11. Pupils should establish the habit of keeping informed by reading and discussing current magazines and newspapers, listening to news summaries and news commentators on the radio, and seeing news reels.
12. Pupils should increase their command of vocabulary by enlarging their range of interests, noticing new words, heard or read, -using the dictionary regularly, and discriminating in the use of words.
REFERENCES .
Breening, Angela M. Conducting Experiences in English. New York: D. Apple ton-* Century Company, 1939.
Clark, Harold H, and Mary P. Eaton (editors). Modern Techniques for Improving Secondary School English, New York: Noble and Noble. 19^0.
Cross, Neal, Teaching English in Wartime. Pamphlet publication, No. k. National Council of Teachers of English,
Salt, Georgo. Thinking Together.' Pamphlet publication No. 6, National Council of Teachers of English.
Chicago: English Journal, 211 West 6gth Street. Published monthly. The English Journal. ..$3.00.

^^^BHH^^HB^HnB^^^m

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-,'-

.



PRE-INDUCTI01T TRAI17ING FOR CRITICAL-OCCuPATiOITS-

The pre-induction training for critical occupations for in-school'and

out-of-school youth (young men and-young women) may fee divided into three

categories; namely, (l) training for persons who are or will soon be eligible

for military service, (2) training persons for employment in war-production

industries, and (3) training persons for agricultural production necessary for

the war effort. .

'." . . .-:

, .-

. .r

! Pre-induction training for persons who are or soon will be eligible f.?l. military service. It is recommended that as many high schools as possible-
offer one or more of the. following courses'to persons before completing high school or before reaching'the age for induction in the armed services:-^ ''

a. Fundamentals in electricity

b. Fundamentals in machines -c. Fundamentals in shopwork... d. Fundamentals in radio

'".:*-, ,;,

",....-. :.. ' '- '

.

,".

e. Fundamentals in automotive mechanics

f... Pro-induct ion training in. machine shopwork " "

g. Pre-induction training in aircraft maintenance.

h. Pre-induction training in electrical signal communications

i. Pre-induction aeronautics.. ' . '.',,

' .,,. .-,:,

(The amount of time to be devoted to each of these subjects is suggested at the beginning of each course,.outline.)

The various courses named above have already been developed in outline

form by the Industrial Personnel Division, Army Service Forces. They-are based:..

upon an analysis of the Army Technical and Field Manuals. These course out-

lines may be obtained from the State Department of Education or the U. S. Office

of Education. Several of the textbook companies have published books that

follow closely the outlines of several of the courses listed above. Although

these courses are industrial and technical in character, they may be taught by

the regular high-school teachers. Other outlines of courses will be prepared

in the near future and will be made available to the high schools through the

U. S. Office of Education or the State Department of Education.

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*

Pre-Induction Training Bulletin 530 (available through the State

Department of Education or the U. S. Office of Education)'explains how

vocational departments and trade schools may offer pre-induction training.

The following are other publications and teaching devices prepared "by the

Industrial Personnel Division, Army Service Forces, that will be helpful to

teachers and officials who expect to carry on pre-induction' training:

a. Radio Code Practice Kit
b. Driver Education c Army Clerical Procedures.

2. Courses for training persons for war-production industries-. Many of the following courses are. at present bei'ng. carried on in the industrial centers of the State:

P-adi-o Sheet metal Auto mechanics Arc welding Acetylene welding Machine shop Pipe fitting and plumbing Electricity Euse loading work Fuse manufacturing Mechanical drawing . .

Blue print reading Airplane motor mechanic's Airplane mechanics Ship fitting Aircraft instrument repair Aircraft construction Wood boat- construction Auto lubrication Truck driving . Auto brake repair' Auto maint enance" and repair

These courses are being conducted under either the-regular"Trade and

Industrial Education Program.or the Vocational Training Program for War-

Production Workers.

' '

In-school and out-of-school youth and adults are eligible for enrollment in Vocational Training classes for War-Production Workers. The following is a copy of a letter received from I. S. Hawkins,' Director of Vocational Training for War-Production Workers, which deals with the enrollment of high-school seniors in Vocational War-Production Training classes!

In labor market areas"where the United States Employment Service

and our .vocational schools are unable to recruit a sufficient number

of trainees for pro-employment courses from the ranks of the un-

employed, those employed in non-war industry, and housewives,

attention should be given to the enrollment of high-school seniors

and other students who will not return to school the following

semester.

" ' -'

m^aa^^mn^a^^^^am
-Uo~
An increasing number of localities are making provision for ' " boys and girls to train for war industry during their final semester in school. In some communities students attending war .. . production vocational classes are given credit toward graduation. . "_ Frequently the classes are held during school time or partly on' school time and partly -on students' free tine. Several states' have organized classes on Saturday for this group.
So far as the U. S. Office of Education is concerned, encouragement is given to the training of high-school boys and girls who upon completion of training are of employable age, provided that:
(1) Courses are organised to supply trained workers to war ; . industry.
(2) Students are registered by the U. S. Employment Service. (3) Trainees are available for employment in war industry
upon completion of course. (H) Courses operate for at least 15 hours a week and for not
longer than one semester.
In critical labor areas vocational school authorities should urge school' superintendents and other school officials to visit war plants to see the types of jobs performed by boys and girls recently completing their high-school careers and in some instances it may bo desirable to have employment^ service and other War Manpower Commission representatives explain to superih-. tendents.the need for this training.
In all cnsoa training should be arranged to allow, the students to seloct the courses for which they are best adaptedand which train them for those industries which-are most important in the war effort.
It i-s possible in many of the small cities of the State to inaugurate
one or more courses such as the ones mentioned above. If the school does not
own the necessary equipment for offering a course, it is possible that privately
owned shops may be secured locally and used for training purposes. Industrial
arts shops or VE~KD equipment not needed to train war-production workers may be
used. Arrangements may also be worked out with employers for co-operative
parttime programs of work and training.
3 Training workers for agricultural production. For high school
pupils enrolled in vocational agricultural classes, the courses should be
organized so that emphasis will bo given to the study and production of those

farm commodities which the Secretary of Agriculture has designated as critical.

All vocational agricultural pupils should he urged to carry but home projects

that include the production of these critical commodities. For high-school pupils enrolled in regular homemaking classes the con-
tent of, courses should be organized so as to give emphasis to projects and

activities that will aid the Nation's war effort. Such pupils should be encouraged to carry on home projects in gardening, poultry raising, canning, renovation of clothing, conservation and renovation of home equipment and

furnishings, and other similar projects. Listed below are the Agricultural Production courses, one or more of
which should he offered in every school where vocational agriculture is being taught. These courses include the agricultural commodities that may be pro' duced in Georgia, whieh have been designated by the Secretary of Agriculture as critical. So far as possible every boy enrolled in Vocational agriculture and every girl in a homemaking .class should carry to completion a home project that includes the production of at least one of the following farm commodities:

1. Poultry production for eggs

2. Poultry production for meat

3. Pork production

U. Milk production

5. Beef production

6. Peanut production

7. Soybean production

_''

g. Production and conservation of food products for home use.

In every school where a teacher of vocational agriculture is employed,

courses in the above subjects should be conducted for out-of-school youth and adults. Federal funds are available to pay for the cost of such courses. Detailed policies governing this program may be obtained from the Division of

Vocational Education of the State Department of Education.

tmummmaB^m
-1+2'''' /..'. HOME GARDENS-
As far as possible every pupil in high school should be given a short intensive course in home gardening and should be encouraged to produce a home garden. The instruction should be based on the actual jobs to be carried out in producing the home garden.
FARM LABOR TRAINING
In communities where there is "a need, short intensive courses should be given for both boys and girls, designed to train them for farm work. A limited amount' of federal funds is available through the Vocational Division of the State Department' of Education for paying teachers for training non-farm youth for farm labor. Detailed policies regarding this program may- be obtained from the State Director of the Victory Corps Program.
FARM SHOP COURSES
In order to assist further with agricultural production, one or more of the following agricultural shop courses should be offered in every high school where vocational agriculture is taught:
1. Operation, care, and repair of trucks, tractors, and automobiles. , . s g. tare and repair of electrical home and farm appliances.
3. Repair and care of farm tools, implements, and Machinery. 4. Constructing and repairing farm equipment and buildings,
' REFERENCES
For information about pre-induction courses write: Vocational Education Division, State Department of Education, Atlanta, Georgia. U* S'w2hJngton,EDUCCti0n' VCatl0nal fining for War Production Workers, War Department, Pre-induction Training Branch, Pentagon Building, Washington, D. C,

PRODUCTION AND CONSERVATION
Schools in a democratic state must provide a program which conserves and uses all of our resources for the development of human beings. In time of
war, schools along "With other institutions must adjust their programs so as to hasten victory. There is no conflict in these two ends.
A pupil learns as he works with others on problems that are important for all. In promoting the food for victory program, or in conserving war materials, or in saving through the purchase of war bonds and stamps, each pupil will have lessons in reading, writing, and arithmetic as well as in industry, thrift, and cooperation in a great common cause.
The following report suggests broad areas in which production and conservation are essential for the national safety and suggests procedures by which a school and a community may' develop an appropriate program in terms of its own needs, resources, and opportunities.
SUGGESTED AREAS 1. Food production and conservation.
a. Planning the family food and conservation budget. b. Producing food to meet, the family food budget. c. Preserving food for family needs. d. Utilizing foods and food products. 2. Conservation and sharing of essential war materials.
a. Collection of scrap m^tal, rubber, etc. b. Cooperative use of tools and equipment.
(1) Pressure cookers, sewing machines, etc. (2) Tractors. c. Car-sharing, etc. 3. Participation in wartime production through parttime employment in both industry and agriculture.
a. Parttime industrial employment. b. Parttime farm labor. c. Vacation employment in both fields.

mKKK^M
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4. Conservation of money, a. Savings b. Wise spending. c. Investment in war stamps and bonds.
5, Construction and conservation of clothing. a. Wiso buymn.nsh.ip. b. Care (cleaning and storage), re-pair, and renovation of clothing. c. Clothing swap pools. d. Home construction of clothing.
3. Production, repair, and care of farm and home equipment. a. Farm tools and equipment in school shop. b. Homo appliances in school shop.
7. Conservation of basic resources. a. Soil. b. Forests, c Water d. .Wild life. e. Minerals.
8. Any other related areas.'
SUGGESTED PRINCIPLES AND PROCEDURES
Any attempt to give guidance and assistance to teachers in carrying on classroom activities related to the above-listed areas must be made within the limitations of the typical teacher's school situation. Procedures suggested must be in the light of what teachers can and will do with pupils and, at least in part, in, the light of what they are now doing with them. This does net mean that procedures should be suggested in view of a static sohool situation. On the other hand, the suggested procedures should be pointed toward desirable changes in the teacher and the scheol. The poorly trained teacher in the most limited school should find help in making a beginning. The following suggestions, however, should promote growth on the part of the teacher. This, in turn, will effect the growth of boys and

-1+5-
girls. Suggestions should be so limited as to make cooperative planning
necessary on bhe part of teachers to fit the work into a school plan or
program. This, in turn, should cause teachers to plan with pupils.
In selecting the area to be used with boys and girls, the teacher should
keep in mind the peculiar needs and resources of the community and school.
The following suggested procedures are stated in the light of these princi-
ples:
1. No new course is necessary nor should one be added. The work may bo absorbed by the regular subject-matter fields; as:
a. Area 1 and 5 may bo included in home economics, 4-H Club work, ~tTviti.es program, vocational agriculture, and other courses taught by other teachers.
b. Area 2 may enter the general planning for homeroom activity, vocational agriculture, 4-H work, activities, home economics, economics, and others.
c. Area 3 may become tho work program and may receive credit in agriculture, economics, business x'rork, and others.
d. Area 4'is a part of economics, mathematics, civics, or citizen* ship,' geography, and others.
e. Area 6 can become part of work in the shop, home economics, art, vocational agriculture, 4-H Club, and others.
f. Area 7 may be involved in the vocational agriculture program or 4-H Club, civics, general science, activities, and others.
2. The work may be included in the core curriculum, the integrated program, the long-period work, the fields of interest, or the general education planning.
3. Various approaches may be used; for example:
a. Classroom discussion on (1) Y/hat can we do to help win the war? (2) Vfhat are we doing to help win tho wart
b. Current events discussion on (1) War needs of the nation. (2) Civilian contributions to war. (3) ohat tho armed forces arc doing and what wo can do to help.
c. Reading on war needs and civilian contribution. d. Motion picture (if possible) on
(1) Industry goes to war. (2) Soil conservation (The River).

Hm^^H^^^^nonn
-46 -
e. An activity or project (1) Stamp and bond drive, (2) Scrap drive, (3) Victory gardens,
f. Student individual self-analysis check on (1) What are we as a group doing to win the war? (2) What part am I personally playing? (3) What else can we do to help?
4." Certainly the teaching and learning process should not consist of reading and talk only. Some real activity should parallel or follow study. At the same time, care should be taken that the procedure or activity chosen does not result, in waste. It should be recognised that some activities are, not practical for school purposes, and home experiences should be utilized. Some procedures might be:
a. Getting materials, bulletins, booklets, texts, etc., and following through frdm page to page with reading, study, and discussion. This should parallel or be followed by action,
b. A better way. Teachers and pupils selecting the topics they wish to study or activities they wish to do and using materials on those topics. Such topics, ass (1) Feeding ourselves in wartime. (2) Balancing the family diet with 1 victory garden. (3) Preserving food for family use. (4) Saving in wartime and in peace.
c. The best way. Through solving problems selected by teachers and pupils, ,,st (1) How can I best help with the war effort? (2) How can home expenses bo lessened? (3) How can my family live and save en its income? (4) How much food does it take to feed my family and how can wo obtain it at the least cost to our country and to ourselves?
There arc at least thro.0 ways to treat a problem.
a. A class of a given group of children--home economics, social studios, modern problems, civics--under the direction of % teacher, or of a teacher assisted by others, may do all the work.
b. Several classes of the samo or different pupils directed by many teachers--as economics and home economics and craft and mathematics, etc.,--may combine efforts and work on different phases of the same problem. Tiv, whole school curriculum may contribute to the solutions and learning through the cooperation of all teachers and pupils, In whatever case, the boys and girls and teachers involved should participate in the planning as well as in the study and activity.

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APPLICATION OF THESE PRINCIPLES TO ONE AREA

With tho limited time at the disposal of this committee, it is obvious.

that this report must be confined to giving a single example of how one of

these areas-may be attacked under the guiding'principles indicated above.

For this example the committee unanimously selected the area FOOD PRODUCTION

AND CONSERVATION, because of the urgent need in this area, and because it

involves every one in the State and Nation,

The area of food production and conservation has four large units, or

problems :

' r~ ..') ' *

1, Planning the family food and conservation budget,

2, Producing food to meet (or toward.meeting) the family food budget

as planned.

3, Preserving the food produced.in terms of the conservation budget,

4, Utilising the food produced end preserved.

The committee feels that these units, or problems, may be developed so

that they can be taught at the elementary as well as at tho secondary level,

and so that the food-rplanning unit will stimulate individual pupil activity

in producing, preserving, and utilizing food products,

A further analysis of these units, cr problems, suggests tho scope of

their content.

1, Planning the family food budget. In planning the family food budget, such content as the following is revealedj
a,' What kinds of each food product are needed by a given family for a year? (1) Vegetables, (2) Fruits. (3) Meats, (4) Milk. (5) Grains, (o) Fats.
b. What amounts of each of these foods are needed for an individual? A. family of a given size?

^M^^^MBHa^MI^^^^^MHIHH

-Ug-

c. What amounts of land or what number of livestock and poultry are required to produce these needed food products or any one of them for an individual and for a family of a given size?
2.- Producing food for the family.
If boys and girls are lead to understand how much food each family needs, they will be stimulated to want to do something about it. In this way the-urge to* produce Something may become definite. Then they may plun to produce according to the needs of their family so as to relieve the food supply for war needs by that much or as much as each boy or girl can. The committee, feels that when boys and girls understand how much food it takes to feed a family or an individual, theymay be stimulated to want to aid in producing according to bheir abilities and individual opportunities. The opportunities for oroducing food are wide and varied.

a. Producing meats and dairy products.

(l) Chickens,

(2) Hogs. . . ,; ;f..

(3) Beef.

:.

(4) Dairy products. . '

(5) Rabbits, etc,

-

'

b. Producing vegetables.

.

(l) Tomatoes*

.. '

(2) Leafy vegetables.

.

(3) Beans (snap, lima).

to Peas (field, English). ' ' (5) Potatoes (sweet;: Irish)i ': c* Producing field crops. d Producing fruitsj etc.

These Production activities carried on at homo have been found to be

more effective in both the learning of the individual; and in

improved living conditions. Home production is more effective

because it involves the cooperation of the adults in the family,

Experience has shown that production at the school should renorallv

be discouraged.

.

*

3. Preserving food for family neads.
Activities in preserving foods -by .tho .various methods would be natural outgrowths of planning food budgets and producing food prouucts. Urban boys and girls-may procure products from neighboring farms or from the market for proserving. The. following activities aro suggestive':'

a. What methods of food preservation to use. (1) Canning,
(2) Drying and dehydrating. (3) Home storage, (4) Curing and pickling. (5) Freezing and cold storage.

~u9~

' b, 'What amounts of food products bo preserve by each method,

(l) according to size of,.family*

^

'(2) Aooording to the suitability of the method for that

product.

. ,.

4, Utilizing food and food products, .. .,-..<

Last,- but not least, is the problem of utilizing foods that are

producad-and preserved. This problem is always with all of us.

Here re have such questions as;.

' .

a. Planning meald. ' _



.

,

' . ' b, Using canned foods,.',". .'

.

,

'

:0, Using dried 'and "dehydrated products,

d. Conserving fats, etc.

Eaoh and all of bhesb units carry large opportunities for developing

understandings arid'growth on the part of the individual pupil as he .shares

in the solution of one of the most critical, problems of the dayt, producing

and conserving food,

'"'.

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REFERENCES

Planning the Family'Food"Budget. high School Victory Corps Bulletin No, , (This bulletin will be made available during the Fall),

Producing Vegetables* High School Victory Corps Bulletin No, , (This "bulletin will be developed and made' available during the Fall or V/inter).

Producing Meaty Poultry, and Milk. 'High School 'Victory'Corps Bulletin No, , '(This bulletin will be" developed and made available during the year).

Note: An extensive bibliography i.n each of these three field*, will be . included in each of the above" bulletins.'

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C0MMU1JITY SERVICES
Certain needs in community services have "become critical and the schools

should meet them with a training program. This.program applies to all pupils in
the elementary and high school. There are increasing needs int 1. Voluntary services, such as civilian defense, victory farm volunteer,
community food conservation; community campaign workers, such as scrap drives, tin can drives, fat drives, sale of war saving stamps and "bonds, Red Cross work* etc.; character building agencies, such as Boy Scouts* Girl Scouts, Camp Fire Girls, and Girl Reserves, etc.; transportation, communication, such as Carrying messages, telephoning, etc.; neighborhood services, such as care of children* serving in libraries, registration for rationing, etc.; U. S. 0,, "blood donors, serving lunches at "blood centers or school centers, etc,
2. In parttime paid services, such as victory farm volunteer, community food conservation; neighborhood services, such as care of children, care of homes, delivery, parttime clerks or salesmen, etc.; home and farm repairs, clerical work, serving school lunch programs, etc.
3. In homemaking services, such as nutrition and consumer problems, .preparation of. food at home and at school, gardening, poultry raising, conservation of food, care of the sick in the home, first aid, care of the young children in the home, selection, making and conservation of clothing, etc,
k. In business services, such as stenography, typing, bookkeeping, clerical work, salesmanship, plumbing, farm work, home and farm repairs, 'painting, carpentry, electric work, mechanical work, etc, ....
The faculty, with the pupils in each school, should survey their com-
munity and discover the most important of these or other needs. By careful and
ingenious planning, most of these needs may be met through the regular school
offerings, spoken and written English, commercial courses, arithmetic, social
studies, physics, chemistry, shops, agriculture, homemaking, etc. When
necessary, certain new courses may be added in the place of others which do not
serve basic or emergency needs. It is recommended that a minimum of 100 hours, or the equivalent, of
community services be required for each pupil per school year.

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-51KBFEEEiTGES U. S. Office of Education. Community War Services and the High School Victory Corps. Superintendent of Documents, Washington, D. C. 15<* U. S. Office of Education. Training High-School Students for Wartime Service to Children. Superintendent of Documents, Washington, D. C. 10$*

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MATHEMATICS AMD SCIENCES Mathematics
Mathematics is a vital part of a life curriculum designed to develop the intellectual faculties of the pupil which will enable him to meet the problems of life. The highly mechanized world in which we live makes it necessary that the pupils bo taught the arts and skills of accurate computation. To accomplish this it will be necessary to do more than teach a specified list of topics. Mathematics should be a real and vital part of our thinking, and should be presented as such.
Whatever Changes, omissions, or additions in a book or course of study that will aid in developing necessary skills for the war effort should be made. These adjustments can be made, in most cases, in the mathematics curriculum as it exists today.
The ago-old habit of "passing the buck" to a former teacher for any deficiencies a pupil might have, should be discouraged. It is the teacher's problem to do the best she can with what she has. To help boys and girls overcome the deficiencies of former grades should be a privilege. It is urged that teachers take into account the fact that they are preparing pupils for an era of quantitative thinking in which the mathematics concepts are an integral part of dai]y living. These concepts can be established most effectively through use of current problems drawn from the many fronts of experience and should "begin with the child's first inquiries concerning the evaluation of his physical world and extend to the more complex relations as the scope of his experience enlarges.
While it is difficult to frame a statement of objectives in terms of specific areas to be covered in view of the many interests to be served, the following outline is offered as a guide in planning the program in mathematics:

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Arithmetic

1. The four fundamentals: addition, subtraction", multiplication, and division

2. Fractions--simple and complex--decimals

' ->

3. Angles '

''- . .:

k. All measuring units (tables)

' ' '", ....

5. Percentage 6. Ratio and proportion 7. Graphs and the interpret--tion of graphs

'.iT-.-. '''"'''.<.'.' :.->

S. Areas, volume, capacity, length

9. Square root

10, Formulas--substitution in formulas which demand solution from either side of the equation

11, Thought problems on above units- .

12. Metric system

13. Interpretation of written problems

lk. Drawing to scale

Algebra 1. Relationship between arithmetic and algebraic operations _

2. Algebraic signs and fimdamental operptions and their use

3. Fractions--simple and complex (addition, subtraction, multiplication,

division)

.'"'

!+. Simple linear equations--fractional and literal, their use and construction , .2
5. Formulas--substitution, as in S - -ggt

6. Simple factoring

7. Graphs--construction, use, and interpretation; line, bar, circle, rectangular co-ordinates /
S. Simple simultaneous equations, two unknowns

9. Practical problems--distance, rate, and time

10. Exponents and radicals with an understanding of their use 11. Solution of quadratic equations": >"

12. Ratio and proportion

13. Drill in use of logarithmic tables

lk. Progressions 15. Binomial theorem

; ' '-'"

Geometry

1. Definition and properties or geometric figures

2. Skill and accuracy in construction 3. Basic facts about angles, triangles, quadrilaterals ! ''":

4. Similar 'triangles.

5. Scale drawing

- ::

6. Emphasis upon a rational system of interpretation

7. More emphasis on practical problems and field work than on extensive formal proof

Trigonometry

1. Functions of plane triangles with emphasis on the right triangle

2. Use of tables, including logarithms

3. Interpolation

k. Similarity of triangles

5. Mensuration

6. Trigonometric ratios

7. Indirect measurement

g. Illustrative problems from military sources

:

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Refresher course From past experience there appears to "be toward the end of the high school a
need for a refresher course in mathematics. This course should emphasize accuracy
and cpeed in the manipulation of the more common mathematical processes.
v
Pre-Flight Aeronautics*
The purposes of pre-flight aeronautics courses in high schools are as follows:
1# Pre-induction .training f)r the air forces. Elementary ground school instruction in aeronautics is basically the same, whether taught in connection with civil or military flying,
2. Vocational training. . To prepare students for places in expanded postwar programs of commercial aviation,
3. Avocational training. Most of the 500,000 post-war civil airplanes for which plans are being made will he privately owned and operated, like the family automobile, for both business and pleasure,
*+ General education in science. All boys and girls will live their adult lives in an age of flight. The airplane will revolutionize peacetime living as it has revolutionized warfare. Every boy and girl should be
- given an opportunity to study the science of aviation in a systematic manner.
Although schools vary widely in their facilities, it is possible for most
of the schools to conduct courses in pre-flight aeronautics. Where possible,
these should be one-year elective, science courses for junior and senior boys and
girls. A recent study by the American Council on Education indicates that
approximately 96 percent of American colleges and universities accept pre-flight
aeronautics as an elective science for purposes of college entrance. In order
to meet high-school science requirements, two double periods of laboratory work
weekly are recommended. Teachers should avail themselves whenever possible, of courses in the subject
matter of aeronautics offered by universities and other agencies. Experience
has demonstrated, however, that a good teacher who is interested in aviation
and who has a scientific background can often teach pre-flight aeronautics success-

HDBBnHGBn^HBHHBB
--56--
fully without special training. Certain units of work should he included in the aeronautics course. Prob-
ably the most important units are (l) Aerodynamics and Aircraft Structures, (2) Meteorology, (3) Power Plants and Propellers, (k) Air Navigation, and (5) Radio and Civil Air Regulations. If each of these subjects consumes approximately onerfifth of the class time during the year, a well-balancbd course should result.
REFERENCES Civil Aeronautics Administration, Ref. A-6, Washington, D. C.
Pre-Flight Aeronautics in the Secondary Schools (free) Education for the Air Ago (free, for both elementary and secondary schools) World Maps for the.Air Age (free, for both elementary and secondary schools) Navy Recruiting Office, Atlanta, Georgia
How You Can Win Your Wings (free) United Air Lines, Municipal Airport, Chicago, Illinois
Teacher's Kit (25^ elementary schools) Your Wings (free) U. S. Office of Education, Washington, D. C. Air Conditioning Young America (free) Scale Model Aircraft (free) 26 Job Opportunities in the U. S. Army Air Forces., 10^ (order from Superintendent of Documents, Government
Printing Office, Washington, D. C.) U. S. Office of War Information, Washington, D. C.
Design and Operation of. U. S. Combat Aircraft (free) ' American Air Transport. June 7, 19^3 (free)

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Sciences Every boy and girl in Georgia high schools should have an opportunity to study either general science or physios-preferably both-some tine during the
high-school course. Some schools will most likely offer several science course.* general science,
biology, physics, and chemistry, in addition to the course in aeronautics which is dealt with separately in this report. From a standpoint of war, needs, physics is very likely the most necessary course; however, if general science is offered in the upper grades and certain sections stressed, this course could be made to .eet the war needs. Special emphasis should be given to electricity, radio, magnetism, light, engine, and power and mechanical application units. These topics should be enriched Dy materials drawn directly from the military sources and
local community. For those schools offering physics for the first time the "Wartime Course
in Physics" available through the State Department of Education will be found adequate and economical.