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

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Victory Corps Series

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Bulletin No. 6

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June, 1943

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'Wartime Citizenship

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(Unrevised edition)

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Issued byState Department of Education M. D. Collins,'Superintendent

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Atlanta, G-eorgia

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VICTORY CORPS SERIES BULLETIN HO. 6 June, 1943
WARTIME CITIZENSHIP
Table of Contents Item Foreword Introduction . Teaching Democracy in Wartime Buying, Sharing, Conserving, and Producing Wartime Agencies Progress of the War Financing the War The Post-war World Minimum list of References (In preparation)

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LIBRARIES

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Foreword One of the important aspects of the High-School Victory Corps

is wartime citizenship. An understanding of the problems growing

out of the war effort and the procedure for dealing with such problems in e democracy is an important phase of the home front.

The 508 high schools in Georgia establishing the Victory

Corps Program during 1942-43 have included wartime citizenship

as a pert of their instructional program. High-school admin-

istrators pnd teachers discovered a need for guidance in the development of the wartime citizenship program.. They requested

the State Office of the High-School Victory Corps to appoint

a state-wide committee to study the -hole problem of wartime citizenship in the school end to make suggestions for teachers

and administrators for improving the program. A state committee was appointed in February to study the

problem and to develop p progrrm to be submitted to the summer schools giving instruction in this area. Such a report has been

developed. The report is being made available to ell of the colleges

providing training for teachers in wartime citizenship this summer. The committee hopes that each institution "ill, through its classes, make a critical evaluation of this tentative report and return a copy to the State Office immediately upon completion

of summer school with suggestions for change. The High-School Victory Corps is indebted to the following

persons serving on this committee. They have devoted many

hours of herd work in the development of this report. Paul R. Morrow, University of Georgia, Adviser

4

B. 0. Williams, University of Georgia

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E. S. Sell, University of Georgia Ruby Anderson, Athens High School Mary Tingle, University High School, Athens Grace Jones, Winterville High School Miss Rufie Lee Williams, 0. P. A., Atlanta Anne Paine, Child Street Junior High School, Athens Natalie Bocock, Athens High School Kathleen D. Broadhurst, University High School Elizabeth Todd, The University of Georgia Dorothy Raines, Augusta, Georgia Rea McConnell, Monroe High School Marvin T, Shields, LaFayette, Georgia Sue Hawkins, Gainesville, Georgia J. E. Green, 0. P. A., Atlanta, Georgia L. M. Lester, Atlanta, Georgia Mary Jones, Aug us ta, Geo r gi a Sam W, Wood, Chairman, Athens, Georgia Your critical evaluation of this report and suggestions for improving it will be greatly appreciated. We would like to have your evaluation and suggestions not later than August 1, 1943.
Very truly yours,
0. C, Merhold, Director High-School Victory Corps

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INTRODUCTION
In the present war, nurtured and initiated by ideologies of individuals motivated by evil and greed, teachers ere at once challenged end inspired in being given a role commensurate with that of our armed forces on land, sea, \nd in the air-- (l) "to teach individuals the issues at stake; to train them for their vital prrt in the total war effort; to guide them into personal relationship to the struggle"--in order that this war for survival may be won and peace and freedom be assured to the peoples of the world.
The National Policy Committee for the High School Victory Corps bee designated high schools as a potential source of trained man-power, of war production and of essential community services rnd has stated that (2) "the 28,000 high schools of the nation
! to train effort."

The objectives of the high schools' wartime program which
the Victory Corps foster and promote are day by day, more end more, being adopted as ThP His-h School Curriculum for the duration of the war. Second only to the guidance of youth into critical services and occupations is wartime citizenship, the training of youth for citizenship in a democracy, (l) High-School Victory Corps (2) Idem the American way of life, that they may better understand the meaning, progress, and problems of war, anc may appreciate better the privileges rnc. responsibilities of citizenship in a democracy. By February 1943, three hundred and fifty of the four hundred and fifty accredited high schools in the state of Georgia had applied for membership in tne Vxctory Corps. This fine exhibition of co-operation on tne part of our schools in the nation's total war effort puts the teachers of
Georgia out in front on the home front.

Since wartime citizenship training goes beyond the traditional civics courses and embraces all instructional areas, a St-te Commission was appointed in January of 1943 oo develop materials to aid teachers in initiating a program of Instruction to meet the wartime citizenship objectives of the Victory Corps.
bulletin is the outgrowth of th work of the commission. It is designed to give teachers suggestions for citizenship training in a democracy at war, a responsibility weightier now than in peace. It has as its immediate objective the development in the youth of an understanding of war problems and war economv which -ill assist him to face the present war a.no contribute to its successful prosecution. Its ultinate aim is to help prepare him for the post-war world and the winning and ke< P-
ing of the peace.

Tho materials in the bulletin cut across subject matter

lines in such fashion that they may be used alike by teachers

of English, civics, geography, economics, consumer education,

hyeoaultthh,parntutirciiiptaitoens-.-allThussubjfjeacctusltiaensd

all may

activities in WwHhIiCcHh ofcfll use the bulletin co-.

operatlvely to plan curriculum that meets th-- objectives of tne

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Victory Corps. Yet there is abundant subject-matter for a tradition=i civies course. The particular use of the bulletin is a natter for individual schools to decide. It is the hope of the Commlsa ion th-t the scope of planning a curriculum for wartime citizen ship will be broad enough to make the school an integral part of the wider community war effort and thus assist each youth to ma.ke a real contribution to the total war effort and help' each te /Cher to "mold men and women who can fight through to victory 11
Fighting for victory and planning for peace will not save democracy. We must educate for it. In this crisis education is being condemned and challenged. In answer to the condemnation and. to the challenge educators must themselves become Impregnated enew with the true spirit of co-operation, good-rill, unity, tolerance, intelligence, patriotism, freedom and a firm faith in God--ideas and ideals embodied in the great documents of democracy that have been called The American Canon. Right ideas end ideals-are but disseminated by education and "our schools, public pnd private, have always been mold in which we cast the kind of life we wanted." -Mid "while filling the mind with the doctrine of true Americanism, the intelligent patriot will earnestly try to remove the causes of social discontent" and help the youth to become socially efficient.
ii A/. merica is the Messiah of Nations. Her specie! mission is to furnish hospice for freedom. She must guard the idea of Liberty as the never sleeping dragon of mythology guarded the garden of the Hesperides," Our ideals of democracy for which we live and die are tec goal of education.

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-1TSACHING DEMOCRACY IK WARTIME Teachers, constantly concerned with training children in the ways o f living in a democracy, fine that their problems increase in time cf war. Democracy is reemphaslzed, it is talked about, it becomes r propaganda term, and its interpretation is in terms of war problems. If is sometimes difficult to remember that whether a country is at war or pt pares the principles of democracy are the same, an<? that those principles of democracy must be understood, accepted", end practiced before the problems of war can be successfully handled. During wartime e teacher reelly has two problems: the teaching of principles of democracy and the interpretation of wartime problems in terms of those principles. A citizen of a democracy must be willing to give service without regard for personal advantage.or reward. There is no question of willingness of the American people to do what may be necessary to win the war; but it is our job to show them those many things, different and sometimes apparently irrelevant things, that are going to be necessary. There is no question of the general willingness to do the obvious things, the spectacular things; but plenty of people are going to have to do dull and drab and uninteresting work besides, if we are to win the war. The citizen must be tolerant of the ways and opinions of others; he must accept the personal responsibility in cooperative action; and he must recognize the fact that individual rights are characterized oir both freedom and restraint. The school must give the child an opportunity to learn these things for they form the basis of his actions whether he is a citizen of P oeaceful little village or a worker in a highly organized

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-2defense plant. With then, he Is e true citizen of P democrrcy; without then, he is p discordant element and r disintegrating factor.
The Democratic Classroom. Democrrcy, is a way of life end must be lived. Teachers nav reed about democrrcy and telk about democrecy end their students nay repeet after them ell the greet expressions of democrecy that have become e part of our heritage, but thrt does not insure the torching of democracy. The spirit nust be in evidence; the prectice must be positive, end the effort sincere, * The class room must prectice what it preeches no matter whether the subject natter is mathematics, science or English. The classroom in which democrecy functions nay look like any other classroom, The desks may be nailed down; the blackboard may cov-r three sides of the room; end the students may have access to only one text; but there is r difference from other classrooms in the way in which children are learning. Each individual has an opportunity to be himself. The ohildren discuss cless problems, decide how they shell be hendled, rnc, leern to obey the rules agreed upon for the common good. The children learn to care for end use wisely the materials end equipment belonging to the group, to others, end to themselves. They learn to shere Idees with others end to give opportunity for others to express their opinions. They leern to teke turns sharing common property end personal possessions. The children have responsibilities suitable to their abilities, end they learn to use group attack upon problems. The teacher to then is a counselor or guide. The teacher pre-plene all work carefully, not for definiteness of outline but for breedth of background in materials end method so

-3thrt she can help pupils think, work, end evaluate for themselves.
New Points of Emphasis Todr.y the immediacy of war problems gives new points of emphasis to democratic living. Wo are confronted mow by ,the ageold problem no simply .-nd clearly strted by Abraham Lincoln in 1854, in the midst of the Civil tai "It has long been a grave question whether any government foo Btrong for the liberties of the people, can be strong enough to maintrin its existence in great emergencies." During periods of peace the rights mf privileges of a free rnd independent people ere taken for granted. War has a tendency to reverse the usual procedure in the democratic process. We must fight for the continuation of those principles which during peace tine we hrve taken for granted. Teachers can do muoh to help the pupil become more aware that during wartime services become more important while privileges and rights diminish in significance. Free speech may be curtailed in behrlf of national welfare. Freedom of assembly may be regulated in order to eliminate subversive movements. Freedom of movement from one piece to another, or from one job to another, may be sacrificed to meet military needs. Freedom of the press and the radio may be controlled in f.v interest of national security. Thn pupils as citizens of thm United States are baing celled upon to render certein patriotic services which are synonymous with wartime citizenship. The specific needs of the moment for th- average high school boy is an understanding of the principles of democracy which makes him know that democracy is worth defending. Helping the youth of 15-18 to develop for themselves some very definite insights and attitudes with regrrd to the present situation is the .lob of the

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school. Such attitudes cm veil he carried back into the home, where r. stabilizing influence con be exerted; and this influence cm later be translated into action at the polls of our nation. Standards for self-discipline should be set up so thet the youth will have son^ pattern to go by when he is trken from his home and school influences into the armed services. An understanding of the induction process would eliminate many "misfits" in the p.rmed services.
Boys end girls naturally express their ideals through action. They do not readily subscribe to lip service only. They will need T-Trys rnd means, outlets, in which th^y may constantly practice the ideals of democracy. Home, school end community, in its immediate and ever-widening concept, ere their centers for action,
Prrent education is b"ing Instrumental in making the home a center for discussion of problems thrt pffect the individual end the group, for rerching decisions end sharing responsibilities. In no piece is there e greet--- possibility for establishing the roots of physical, mental and emotional growth. Here the child first may learn the shared life that fosters "soundness of body, sanity of mind, keenness of service," experiences that nrk<= life rich rnd worth living. High school teachers should tekc the initiative in assisting the lndividurl to achieve, promote end roserve worthy home membership.
This bulletin conteins much suggestive material thr.t will help high school teacher^ of intiatlve, ingenuity and industry deepen in youth an understanding of our American heritage and quicken in youth e zeal to defend our way of life against the onemy forces that challenge its worth and thrt seek to destroy it.

-5REFERENCES TOWARD DEMOCRATIC LIVING- AT SCHOOL, AB8QC.lr.tlon for Childhood Education, 1201 Sixteenth Street, N. W,, Washington, D. C. 1943, 35r^ LIVING DEMOCRACY IN SECONDARY SCHOOLS, Education rnd National Defense Series, Pamphlet No. 7, Supt, of Docunents, Washington, D. C. 150 WHAT DEMOCRACY MEANS IN THE ELEMENTARY SCHOOL, Education anc Nrtlonal Defense Pamphlets, Supt. of Documents, Washington, D. C. 15jzJ Giles, T2ACHER-PUPIL PLANNING. New York, Harper & Bros., 1941 EDUCATION FOR WAR AND PEACE, Stanford Workshop on Education for War rnd Peace, Stanford University Press 1942. 25^ DEFENSE ON MAIN STREET, Council for Democracy,. 285 Madison Avenue, New York. 250 THE AMERICAN CANON, Drniel L. Harsh, Ablngdon-Cofcesbury Press, New York, Nashville. EXPLORING THE WARTIME MORALE OF HIGH-SCHOOL YOUTH, Lee J. Cronbach, Stanford University Press, Si.25
GUIDANCE MANUAL FOR THE HIGH-SCHOOL VICTORY CORPS, Supt. of Documents, U. S. Government Printing Office, Washington, D. c 20^
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BUYING, SHARING CONSERVING AND PRODUCING
In a total war the Individual lives of all citizens are profoundly affected in many ways. To insure final victory, each wartime citizen must contribute his full share to all phases of... the total war effort. In all-out war the demands for the production and distribution of military supplies and equipment interfere with the production and distribution of normal civilian goods. Factories which normally produce consumers goods are converted wholly or mainly to the production of military goods. Transportation facilities normally employed in the distribution of civilian goods are now required for military purposes or are disrupted by factors related to a war economy (e.g., submarine sinkings; scarcity of raw materials such as steel, rubber, gasoline, etc.). Profound scarcities of many consumers goods develop. If good civilian morale is to be attained and if effective utilization of scarce goods is to be achieved, all citizens need to learn effective means of adjusting to an economy of wartime scarcity.
To the end that high school s tudents may become effective wartime consumers, four types of adju etment to wartime scarcities are outlined below. Through a system of rationing, scarce goods may be distributed fairly on the"basis of need and to the end that maximum health, efficiency and morale may be attained. Habits of buying- wisely in terms of actual n eeds will materially lessen the demand for scarce goods and promot e more effective utilization of them. Taking proper care of the t Kings we have and may be able to secure will increase their service ability and make possible a more effective sharing of scarce goods; the money savings effected may be converted into war stamps and b onds to be used for post-war purchases. By helping to conserve , produce, and salvage essential war materials, tha good wartime ci tizen can further decrease the strain on our wartime economy and contribute his share to the total war effort.
Basic understanding,", to be developed:
1. We cannot continue living as usual ana still win the war.
2. To win the war and to make the peace secure requires the all-out effort of all persons - both youths and adults.
o. In an all-out war there are great scarcities of goods and
services available to civilians. Each person must adjust his ways of living to an economy of wartime scarcity.
4. All must sacrifice - civilians as well as members of the
armed forces. To preserve the nation's strength, living standards, and morale, it is essential that sacrifice be as equitable as possible.
5, What each nigh school student does as a consumer helps or
hinders the war effort.
6. To keep down the cost of living and the cost of the war,
prices and rents should not go higher. Similar efforts and sacrifices will be essential to help win -net to make the peace secure.

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7. Raising a Victory Garden and preserving what is raised helps make food rations go farther and helps make price control work.

8. Conserving and using consumer goods wisely makes more money available to buy war stamps and bonds.

9. Consumers can help win the war and bring peace by, a. Buying wisely only what they need. b. Sharing generously with others. c. Conserving all goods and services. d. Producing as much as they can.

B. Problems

1. RATIONING - What can we as good citizens do about it?

2. BUYING WISELY THE THINGS WE NEED - What can we as good citizens do about it?

3. SHAKING AND CARING FOR THE THINGS *'E HAVE
good citizens do about it?

What can we as

4. HELPING TO PRODUCE SOME ESSENTIAL WAR MATERIALS - What can
we as good citizens ao about it?

C. Major References

1. U. S. Office of Education Bulletins - "Wartime Consumer Education - How Schools Can Contribute Their Part" and "Some Principles of Consumer Education at the Secondary
Level".

2. National Association of Secondary School Principals - Bul-
letin for November 1942 - "Wartime Consumer Education", $1.00 (N. A. S. S. P. of N. S. A., 1201 Sixteenth Street,
N. W., Washington, D. C.)

3. Education for Victory (especially February 1, 1943).
4. Bulletins and pamphlets from the Department of Information, Office of 0. P'. A. , 44 Pryor Street, Atlanta, Ga.

5. U. S. Treasury Department, Packet of materials on Consumer Education (one packet has been sent to each high school
principal).
6. "Consumer Tjme". Arranged by Consumers' Counsel, Department of Agriculture. 12:15 - 12:30 EWT Saturdays, NBC. Programs on all consumer problems. Listeners may request "Consumer Time" cards from the Department of Agriculture.

Coles, Jessie V.

Consumers Can Help Win the War", Uni-

versity of California Press, Berkely and Los Angeles, 194;

f-1.00.

8, Mendenhall, James E. >,nd Henry Harap - Cons umer Edu c a11on'
D. Apoleton-Century Company, New York.

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I. RATIONING- - What can we as good citizens do about it?
A. Basic understandings to be developed.
1. Our enemies have captured the sources of sup-oly ofsome vital materials (rubber, tin, tea, kopak, rooe, fiber, etc.) and our fighting forces need most of the limited supplies of essential materials which we have.
2. Rationing is the allocation of essential goods- to civilians after military reouirements are met.
3. Rationing helps to maintain necessary war production and essential civilian services.
4, Rationing is the democratic way to allocate essential goods; it nelps each person to get his fair share of scarce goods. It is the one way by which every American is guaranteed the right to share in the 3upy.\Ly of a necassary commodity which is running short.
5, Direct rationing is done in four ways a. 3y issuing purchase permits to persons who particularly need scarce goods (a physician may need tires) b. 3y quantity rationing (sugar, gesoline). c. By point rationing (meat, canned vegetables). d. By value rationing (meat in England).
6. Rationing protects us against selfish consumers, helps us to share fairly with others, PT\& helps us to avoid being wasteful of important supplies.
7. Rationing helps to keep ceilings on prices and helps . protect us -gainst inflation.
8. The patriotic citizen a. studies the rationing rules and follows them cheerfully b. dors not try to get more than his share of rationed goods.
, c. learns how to use substitutes for rationed goods and for other scarce commodities
; d. refuses to buy rationed goods illegally - that is from "black markets"
e. explains to persons who hoard or violate rationing rules how their conduct harms neighbors ana friends and hampers the war effort.
B. Suggested Key Questions for Discussion
1. Why is rationing necessary in wartime?
2. Wnat happens when a scarce commodity is not rationed?
3. What goods are now rationed? Why is each rationed? How is each rationed? How and when can we buy each?

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4. What can our families do to Insure the success of the rationing program?
5. How can we help the rationing programs?
6. What rationed foods can we produce at home? How can we produce these foods?
7. What unrationed foods should we produce at home? Why? How?
C. Suggested Activities
1. Prepare a reading table or bulletin board for articles about rationing. This should include news articles, pictures, government bulletins.
2. Have pupils study and discuss the reasons for wartime shortages in civilian goods, and the method the government is using in distributing these goods equitably and in terms of wartime needs.
3. Discuss the differences between allocation and rationing. Why are both necessary?
4. Explain and illustrate the point system of rationing.
5. Write and out on a play showing methods of buying in a grocery before and after rationing and the attitudes of store keepers ana customers.
6. Invite a local rationing official to discuss with pupils the need for and the mechanics of rationing.
7. Make an accurate list of commodities which are rationed - for commodities which can be obtained by (l) certificates, (2) "coupons" and (3) by "point stamps". On outline maps of the world locate sources of supply for each commodity and trace transportation routes.
8. Prepare rules which should be observed by a good citizen" with respect to rationing.
9. Make a large monthly rationing calendar for the school bulletin board.
10. Discuss what "Black Markets" are. Have pupils prepare papers on "Black Markets", showing the evil results to the seller, the buyer, and to the war effort.
11. Show films on point rationing. Discuss the films.
12. Plan adequate menus for a week for a family of four using rationed foods in amounts consistent with per capita allowances. Make out market order, and figure out the number of points needed to purchase each rationed item.

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13. Plan a year's shoe budget for the family.
14. Compnre:availability of scarce articles to everyone today with the availability of these same articles to everyone before Pearl Harbor (December 7, 1941).
15. Encourege pupils to tell how rationing has affected them individually, their families and their community.
16. Encourage Victory Gardens at home. With the assistance of the agriculture or science teacher, instruct pupils in how to olan and grow Victory C-ardens.

Encourage pupils to raise chickens, hogs, and beef cattle, and to produce eggs and dairy products,
18. Talk over ways pupils and parents can reduce the driving of family automobiles.
19. Have pupils talk over with members of their families the rationing rules and the ways families can best adjust to rationing requirements,
20. Volunteer to help the War Price and Rationing Board in registering civilians and in handling applications and filing them.
21. Hold a community-forum in your school when a new commodity is rationed. Have speakers and the audience discuss the reasons for and the methods of rationing and the living adjustments that can be made.
22. Have the pupils find out from their acquaintances, grocers ana officials some of the local problems arising from shortages and rationing and use"them as case problems for class discussion and solution. For examp 1 e:

Joe ran a grocery store at a small summer resort far away from the hustle ana bustle of the city.
One morning he was late in opening the store, and when he arrived he found six customers waiting for him. Each wanted to buy some eggs for use at home.

Mrs. Jones wished 1 dozen to make oUstards for

Mrs. Smith

her sick mother.

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for salads for a bridge

Mrs. Brown

party at her home,

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for her baby boy's

diet prescribed by the

Mrs. Egan

family doctor.

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to make sandwiches for

her husband's lunch

Mrs. White

which he carried to work,

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to paint with water

colors for use in a game

at a birthday party.

Jlrs. Allen

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for a birthday cake.

tfoor

ice nix

cream. with food

for

her pet dog.

Joe looked in the ice box and found that he had only 6 dozen eggs, while the six customers in the store wanted 7 dozen among them. What was he to do? Mrs. White end Mrs. Allen, who were richer than the others, -immediately offered to pay fifty cents a dozen instead of the usual thirty-five. Mrs. Jones and Mrs. Brown, whose husbands were working men ana the .fathers of large 'aroilies, were unable to pay such a price :: or eg, but they did need the eggs more than the other women. Joe, who was more anxious to keep a few friends and customers than he was to secure extra prorits,
acted as follows:

1.

He decided that 35 cents was all that he should be paid for the eggs. That would give

him his usuel profit,, and if the men who

sold him the eggs found out that he was get-

ting 50 cents a dozen, the price on .xuture eggs to Joe would be raised. He also knew that all the women wouldn't be able to pay such o high price for eggs. (This was a

voluntary CEILING- PRICE.

2. He asked each of his customers what they wanted the eggs for, and decided that Mrs, Jones, who needed them for her sick mother, and Mrs. Brown, who had to feed a baby ooy were really entitled to the dozen each wanted.
(PRIORITIES)

3. He next decided that there might be Other customers who later in the day would need ecps -for such necessary uses, so he leu 6 dozen in the ice box for such a purpose.
(CONSERVATION)

4.

He advised Mrs. White that she could not nave any eggs to paint for the party games, and

suggested )t she use ping pong balls instead.

He^lso suggested to Mrs. Allen that she change

the diet of "her pet dog so as- to eliminate

the use of eggs." (SUBSTITUTES)

5.

He now had 24 eggs to sell to the Mr. Een's lunch was more important than the

salad, the ice cream, and the cake, so Jh

to Mrs. Egan, and divided the

JSalning 15 eggs among the other three women.

Each received eggs in proportion to her real

needs. (RATIONING)

-12D. Suggeated Teaching Materials on Rationing
1. GOVERNMENT PUBLICATIONS

Battle Stations for All (The story of the fight

to control living costs) February 1943. Division

of Public Inquiries, Office of War Information,

Washington, D. c. Free.

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Charting the Three R's in 1943. Office of Price

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Administration, Department of Information 44

Pryor St., N. E. , Atlanta, Ga. 1942. Free

Consumers' Guide. U. S. Department of Agriculture, Superintendent of Documents, Government Printing Office, Washington, D. C. Yearly subscription 50^ - every teacher should subscribe.

December 1942 issue, Sweden Nations Foods -

Price 5^.

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January 1943 issue, Point Rationing: War

Price ana Rationing Boards - 5<i.

Sat the Right Food to Help Keep Fit. U. S. De-

partment of Agriculture, bureau of Home Econom-

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ics, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 5jzJ.

Education and the War (good general reference),

Oil ice of Education, Superintendent of Documents

Government Printing Office Price 55^.

Washington, D. C.

aaucaoion :or Victory. Office of Education, Feder-

al Security Building, Washington, D. C. Yearly

subscription $1.00.

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February 1, 1943 issue, Wartime Consumer

Education in the High School Victory "Corns

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Pspccially good.

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Food for Thought. (Education and National De-

fense Series Washington,

v.No.0.

22)

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Federal

Security Agencv, ' ^' '

Getting the Most for Your Food Money, U. a De-

partment of Agriculture, bureau of Home Economics,

superintendent of Documents, Government Printing

lots*

Office Washington, D. C. Price 5$.

KW

The Home Front in National Defense. Federal

Security Agency, Washington, D. C. Free.

The Road to Good Nutrition. U. S. Department of

">

Labor, Children's bureau, Sup,.c>.erintendent of Docu-

ments, Government Printing Office, Washington,

D. C. Price 15^.

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Three Market Lists for Low-Cost Meals - U. S. Department of Agriculture, bureau of Home Economics, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 50,
U. S. Needs Us Strong - Federal Security Agency, Washington, D. C. Free.
Understanding the War - Prepared by the Federal Education War Council, March 1943. Office of Civilian Defense, Washington, D. C. Free.
Victory Office of War Information, Superintendent of Documents, Government Printing Office, Washing-
ton, D. C. Yearly subscription 750 for 52 Issues.
Victory Gardens, U. S. Department of Agriculture, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 50.
Victory Gardens - Free loan packets. Information Exchv-vn'se, U. S. Office of Education, Federal Security Building, Washington, D. C.
a. Victory Garden and Food for Freedom Campaigns Packet'XVIII -0-1,
b. How to'Plan, Grow, and Preserve Garden Products - Packet XVIII - G-2.
c. Garden Programs of Schools and of Youth Organizations - Packet XVJLII - ES-1.
Well Nourished Children - U. S. Department of Labor, Children's bureau, Washington, D. C. Fr e e.
You pna the War - Office of Civilian Defense, Washington, D. C, 1943. Free.
2. NON-GOVERNMENT PUBLICATIONS
Consumrrs Can Help Win the War, Coles, Jessie V. 1943 - University of California Press, Berkeley, Calif. Price $1.00.
. How to Win on the Home Front - Dallas, Helen; 1942. Public Affairs Pamphlet No. 72, Public Affairs Committee, 30 Rockefeller Plaza, New York. 100.
Introduction to Economics, Neal, Alfred C. Richard E. Irwin, Inc., 332 S. Michigan Avenue, Chicago, Illinois.
My Part in This Wnr, Consumer Education Study of the N. A. S. S. P. , 1201 - 16th St.::, N. W. , Washington, D. C. 1943. Illustrated with photographs and charts. 250 single copy; 170 a copy in

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quantities. A dramatic story of the all-out war

effort with emphasis upon what high school stu-

'<

dents can do.

%

Nutrition and the War. Bourne, Geoffrey. The

Macmillan Company, New York, 1940. Price #1.00.

' Principles of Consumer Rationing - Hans Staehle.

i

Pages 158-61. Normal price movements. Relation of rationing to price control, reinforcing.

\$

Group rationing by points. England's value ra-

tioning on meats, which uses the price mechanism.

Problems in fixing individual rations ana the

spending tax, a form of general expenditure ra-

tioning. Long range effects of rationing on

vxv

consumer habit patterns.

Rationed ^ubber. Haynes, Wm. and Hanser, Ernet A. Alfred A. Knopf, New York, 1942.

The Bulletin of the National Association of Secondary School Principals. National Education Association, 1201 Sixteenth St., Washington, D. C. Yearly subscription $3.00. November 1942 issue, Wartime Consumer Education, Price &1.00-very good.

The Consumer Goes to War. Ware, Carolyn F. Funk and Wag-nails Company, New York, 1942. 'price ^2.00.

The Economics of Total War Spiefel, Henry W. 1942. Appieton-Century Co., 35 W. 32nd St., New York.

War Economics. Bachman, Jules; Stein, Emanueal,
Editors. 1942. Farrar and Rinehart, Inc., 232 Madison Ave., New York, N. Y.

<e

3. Magazine Articles

^
3

Most of the references listed are available in

public and school libraries.

'

"Bakers Gain". Business Week - July 11, 1942.

#

"Better Than Rationing", Nation - January, 1943.

"Britain Mends and Darns"- (Clothing), Colliers -

August 1, 1942.

'

"Britain's Answer to Rationing" - Paul Manning. Saturday Evening Post. February 13, 1943. Page 19ff. Some reports on British experience, e.g., secrecy before announcing rationing programs; enforcement point allowances in food and clothing, effects on habits in eating, fashion, etc., pnd utility (Victory) models.

lb

"Equality Calls for Rationing", Survey Graphic -

August 1942.

* ~*

-15Food Rationing: The Time is Now", Fortune December, 194.2.
"Half-Ration Coffee", Business Week - October 31, 1942. "Point Rationing of Foods: How Does it 'York?" Better Homes and Gardens - February 1943.
"Price Control and Rationing", American Economic Review - September 1942.
"Ration Book vs. Pocketbook", Harpers - January, 1943. "Rationed Fuel Oil", Business Week - September 28, 1942. "Rationed Nation", Business Week - October 3, 1942.
"Rationing", Good Housekeeping - February, 1943.
"Rationing of Sugar and Gas", Monthly Labor Review - July, 1942.
"Where Shortages Pinch the Consumer", Business Week - June 20, 1942.
"Your Chances for Tires in 1943" - Jeffers in American Magazine, February 1943.
FILMS (GOVERNMENT)
Point Rationing - 16 mm. 6 min. sound 50^
Explains to shoppers the "Wry .and How" of Point Rationing. Stresses military importance, fairness, and ease of point rationing of processed fruits and vegetables.
Spirit of '45 - 16 mm. sound 500
Produced by the Office of War Information
The Home Front - 16 mm. sound 50^
Produced by the U. S. Department of Agriculture
MISCELLANEOUS REFERENCES
Standard geographies and atlases contain factual information about all regions which are sources of rationed materials. 1. The World Almanac
For up-to-date information about this raoidly changing problem the best source is to be found

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in current newspapers, magazines:, and otsJaer per-

iodicals. Also radio programs. For information

^

written especially for pupils, see recent copies

of publications issued bv;

The American Education Press (Our Times, etc) Columbus, Ohio.

/

Civic Education Press (American Observer), Wash-

\

ington, D. C.

~~

Scholastic Corporation, (Scholastic), New York.

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II. BUYING WISELY THE THINGS WE NEED.
A. Under standings to be developed.
1. We shall have to do without most of our luxuries and some of our necessities if we are to provide sufficient food, clothing, and other necessities for the military and the civilian population.
2. The good citizen manages his income so that he can keep out of debt, pay taxes, and buy war bonds as well as buy necessities.
3. Buying war bonds now is a good way to make sure of money"to spend when the war is over.
4. A person can buy necessities in spite of taxes, rationing and high prices if he budgets and spends his income wisely.
5. Efficient buying involves very careful analysis of needs as well as skillful budgeting of coupons, points, and money.
6. The efficient buyer
a. Knows the Quantities and Qualities of goods suited to his needs.
b. Budgets his money ane. coupons and points according to his needs.
c. Plans when to buy what he needs to buy so that his purchases are evenly distributed throughout the vear, the month and the week.
d. Plans definite times to purchase rationed goods ana carefully Dlans his shopping list in terms of points and coupons as well as needs and dollars,
e, Buys according to grades and standards whenever
Y^ AC 0,1 [)") (^
f. Knows how to interpret informative labels. Knows how to examine end test goods to discover what their qualities are.
h. Knows how much of anything to buy at one uime. i, Shops around to get full value for each of tne
dollars he spends.
?. The patriotic buyer
Buys only what he needs; he doesn't hoard or waste.
ci
b. Buys as little as possible of scarce and rationed
c. Buys nothing made of vital war materials which he can get along without.
d. Buys alternates and successor goods whenever tney will satisfy his needs.
e. Understands and observes the laws pertaining to price regulations, and helps others to do so.

18-

f. Buys nothing above the ceiling price no matter

how much he may want it.

^ ^

g. He reports to the 0. P. A. any increase in asked price over legal price.

h-. He does not patronize black markets.

.1. He reports to the 0. P. A. any dealers who oper-

.

ate black markets and any consumers who patronize

them.

8. Black markets are run by traitors and thieves for greedy, dishonest persons.

B. Suggested Key Questions for Discussion.

1. Why is budgeting more important and helpful today than ever before?

2. What wartime changes affect our buying practices?

r%

3. What is a price ceiling?

\

4. Why do we have price ceilings?

5. What items have price ceilings? Why?

^

6. What items do not have price ceilings? Why?

7. What are the penalities for the violation of price control regulations?

8. How can we help to make price control effective?

9. What buying practices help us to get full value for

the money wo spend for (a) clothing? (b) rent? (c)

food? (d) household furnishings, equipment, and supplies?

(e) recreation? (f) health? (g) education?

x

10, How shall we plan our wartime wardrobes?

11, How can we more wisely plan and spend our own money?

12, What is an. "informative label" and how does it help us to buy intelligently?

13, Why are "Informative" labels important?

14, What would be the effect on prices if people who have extra money to spend would buy War Bonds instead of clothes, furniture, and other consumer goods?

15. What is a black market?

C. Suggested Activities.

*>

1, Make graphs showing (l) the rise in prices of certain

3

basic commodities before control went into effect,

.

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(2) the pmounts of certain commodities (i.e. rubber, tin tea, soices, quinine, sugar) that we imported before the war and"the amounts we are importing today.

2. Chert pre-war and present prices of several commodities and series: i.e. (1) meat, (2) fruits, (3) vegetables,
(4) clothing, (5) laundry, (6) rent.

3. Make a pictorial map of the community showing the location of storps and prices charged on certain com-
modities.

4. From newspapers and magazines make a collection of advertisements of producers who encourage consumers to
save money.

5. Have discussions based on a question that affects pupils personally such as "Why can't my parents buy some of the things we have always wanted, now that Dad. is
making more money?"

6.

Visit local stores where price control regulations are in effect. Studv what products are more expensive than

they were last year; what products may be purchased for

a lower price than was paid for them last year; wnat

products'may be purchased only in limited quantities;

what products are no longer available.

7. Make 8 bulletin board display - list of ceiling Prices, indicating products that are controlled ana those that are not. (Printed lists should be available at local stores.) Cherts, graphs, and posters pertaining to inflation, prices, and related subjects. (These may
be obtained from OPA.)

8.

Invite a Board to

member talk to

of the IOCPI the class on

War the

Price and. Rationing technicalities of

price control.

9. Ask a local merchant to tell the class of his experiences relating to price control.

10.

Preopre s short play or skit to be presented in class or It pn assembly on such subjects as "Why Price Con-

trol?,,; ..Wh*t Price Control Means to the Consumer ;

"What Price Control Means to the Retailer ; Price

Control Enforcement".

11,

Make a trio to a grocery store, a clothing store =nd a druf? store. (1) Compare ceiling prices of several

selectef commodities, and have pupils give reasons why

certain stores have higher prices; (2) compare prices

of several selected items that are not covered by

ceiling prices, and have pupils give reasons why

certain stores have higher prices.

12. List foods that are produced for marketing near your

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home. Study problems Involved in their marketing

such as manpower required, materials nmi machinery

involved, ana transportation.

<c

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13. Study section of Federal Food, Drug, and Cosmetic

Act ol 1938, which enumerates the reauirements for

labels. Determine what types of information must

appear on labels according to the Act.

/
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14. Each student bring to class one or more food labels and criticize them.

15. Have students work out an ideal label for a canned fooc. product, submit to class for criticism end suggestions.

16. List a number of types of wearing ppoarel that you think should be sacrificed in the war effort.

17. Plan the information that should be on a label that

T%

would be helpful in buying a garment.

A.

18. Study provisions of the wool labeling act of 1941 -

the service qualities of different combinations of new,

reprocessed and reused wool.

rf

19. Plan and examine the new fabrics being introduced in

wartime; list their sources ana composition.

20. Bring labels from ready made garments and interpret them.

Bring pictures of labels from advertisements and criticize them.

22. Compile a list of "Guides to Wise Buying1' for the

M,

following: hosiery, skirts, shoes, Jackets, trousers

underwear, pajamas.

'

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23. Make a poster to illustrate each of the above "Guides to Wise Buying."



24. Each pupil keep a personal expense account; use this a.s a basis for planning a personal budget. Keep notes

&

on length of services for certain articles, such as

nose and tooth oaste.

25. Help the family keen their expense account; use this as a Dasis for planning a budget for your family.

26. Check and report on purchases made by self or members of own family - those which you consider "wise buys" unwise buys", and state why each was a wise or an unwise buy.

27. Evaluate advertisements from mail order catalogues

*

newspapers, magazines, radio talks, neon signs',"

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food s;les, hand bills, and samples.

28. Find out what programs are on the radio that relate to consumers; find out time and station on wnich they
appear; report on one program.

29. Prpppre regularly for the school paper brief items of special current interest for consumers.

30. Draw up a "Consumers' Victory Pledge" for high school students.
31. Compile a list of "Do's and Don'ts" for consumers in wartime.
32. Set up an exhibit in school trophy case or in a. downtown store window showing articles which were "wise and "unwise" buys. Label each article specifically,
. telling why each was "wise" or "unwise". To be effective the comparisons should be made of the same article such as two shirts, one a good ana one s poor buy.

33. Make a list of all rationed items. Under each rationed item list unrationed items which can be used in place of the rationed item. Discover and report the advantages and disadvantages of using each of the substitutes in place of the corresponding rationed, item,

34. Look for advertisements of substitutes and alternates for rationed items and evaluate each advertisement with respect to accuracy of statements ana misleading
statements.

35. List the articles you buy most frequently and list suggestions for buying each wisely.

a. List cautions to observe in your attempts to buy

w1 iselFyo.ods

3. Hrrousen. ol_ d, supplie.s,,

2, Clothes

4. Recreation

b. Illustrate the use of each caution listed aoove by telling an incident which happened to someone

you know.

36.

Plan a month's shopping schedule for your family, to indicate when each coupon may be spent ana when eacn

set of points may be spent.

37. Plpn a series of consumer exhibits to be displayed in halls and library by social studies, home economics, and commercial education departments.

D. Suggested Teaching Materials on Wise Buying. 1. GOVERNMENT PUBLICATIONS

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Battle Stations for All (the story of the fight to control living costs) February, 1943. Division of Public Inquiries, Office of War Information, Washington, D. C. Free
Buying Beef by Grade. U. S. Department of Agriculture, Misc. Pub. N. 392, Superintendent of Documents, Government Printing Office, Washington, D. C.
Charting the Three R's in 1945. Office of Price Administration, Department of Information, 44 Pryor St., Atlanta, Ga. Free.
Consumers' Guide. U. S. Department of Agriculture. Superintendent of Documents, Government Printing Office, Washington, D. C. Yearly subscription 50$tf. (Every teacher should subscribe.)
Cotton Shirts for Men and Boys - Farmers' Bulletin No. 1837 - December 1939, 5j. Superintendent of Documents, Government Printing Office, Washington, D. C.
Education and the War (good general reference), Office of Education, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 55^.
Education for Victory. Office of Education, Federal Security Building, Washington, D. C., yearly subscription $1.00.
February 1, 1943 issue - Wartime Consumer Education in the High School Victory Corps, especially good.
Food for Thought. (Education and National Defense Series No. 22) - Federal Securltv Agencv, Washington, D. C. Free.
Food Grades and the Consumer - U. S. Department of Agriculture, Bureau of Home Economics, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 5^.
Getting the Most for Your Food Money. U. S. Department of Agriculture, Bureau of Home Economics OSfufpiecrei,nteWnasdheinntgtoofn,DocD.umeCn. ts,PriGcoever5nftm, ent' Printing
How You Can Help Keep Wartime Prices Down. Ofvice of Price Administration, Department of Information, 44 Pryor St., Atlanta, Ga. Free.
Judging Fabric Quality. Farmers' Bulletin No. 1831 - Revised 1942, 50. Superintendent of

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Documents, Government Printing Office, Washington, D. C.
The A B C of Canned Fruit end Vegetable Labeling. U--S. Department of Agriculture, Misc. Pub. No. 460, Superintendent of Documents, Government Printing Office, Washington, D. G.
The ^ood nnd Drug Administration, Misc. Pub. No. 1, U. S. Government Printing Office. Washington, D. C. lOjzf.
The Home Front In National Defense. Federal Security Agency, Washington, D. C Free-.
U. S. Needs Us Strong - Federal Security Agency, Washington, D. G. Free.
Understanding the War - Prepared by the Federal Education War Council, March 1942 - Office oi Civilian Defense, Washington, D. C. Free.
Victory - Office of War Information, Superintendent of Documents, Government Printing Office, Washington, D. C. Yearly subscription 7o for 52 issues.
Victory, OPA Will Develop Standards for Inclusion Tn~AIl Ceilings - September lb, 1942 - Ufficial Bulletin of War Information, Washington, , U
Women's Dresses and Slips - A Buying Guide Farmers' Bulletin"'No. 1851, September 1942 - 50. Superintendent of Documents, Government Printing Office, Washington, D. C.
You and The War - 1943, Office of Civilian Defense, Washington, !>. C. Free.
How to Shoo With War Ration Book II. A multicolored poster, size 28x40, showing six pictures with brief explanations. Plans arc underway to send quantities out for distribution through state departments of public instruction.
Point Rationing of Processed Foods. Animated cartoon film, 16 mm.
Mrs. America Buys With Care. Consumer Division, OPA 1942. Two series of cartoons, one on food ana one on clothes, reprinted from Consumers' Guide. Suitable for posting.
2. NON GOVERNMENT PUBLICATIONS
"Clothes for Girls, Todd.

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Consumers Can Help Win the War. Coles, Jessie

v\* 194S - tfl.OO.

University of California Press, BerkeleyJ

Consumer Economics. Kennedy and Vaughn. 19C4o0n.sumer Economics Problems. Shlelda and Wilson -

Consumer Education Service, American Home Sconom. ics Association, 620 Mills Building, Washington,
u. 0. Yearly subscription $1.00.
.Consumer Goods - Reich, Edward and Seigler, Carlton - 1937, American Book Company.
Defense and the Consumer, Public Affairs Pamphlets Consumer series No. 3 - No. 54, 1941.
Fabrics and How to Know Them. Denny Grace revised 1942, J. S. Lippincott Company, Philadel-

Fabrlcs, Caplin, Jessie F. (Series of Individual
^ooks). Cotton. Linen. Nylon. Rayon. Riverside Press, Inc., St. Paul, Minnesota?^

.Food Buying ^d Our .Markets. Monroe, Kyrk and btone, 1940. M, Barrow and Company, 286 Fifth Ave., New York.

.Guns, Pianes. and Your Pockctbookr Nugent. Ralf Public Affairs Pamphlet No. 59, 1941.~ Public
Affairs Committee, 30 Rockefeller Plaza, New York - lOjtf.

Home Economics, Friend, Mata R., and Shultz, Hazel, 1941. D. Appleton- and Company.
Home Living. Justin and Rust.

How to Check Inflation. John Li. Clark. Public AIlairs Pamphlet No. 64, 1942. Public Affairs Committee, 30 Rockefeller Plaza, New York - 10^.
How.to Win on the Home Front. Dallas nelen . PublTc Affaire Pamphlet No. 72, Public Affairs Committee, 30 Rockefeller Plaza, New York - 10$*.
Informative Labeling, Wolcott, Roger, 1941. Rational Consunsr-netailers..Council, 8 W. 40th St., New York - 25^.

Management in Fanilv Li-vm^, Nickel, Pauline,

ana Dorsey Jean, 1942. John Wiley and Sons

C^nh*^. AV?xTiTiT Ctoh\XyXIVJcov3eurd^stoimne^.asepsepctesciaofllyhougsooidn.g

'

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end household equipment.

More for Your Money, Moffett, Carol W. Public Aff*lrs Pamphlet No. 63, 1942. Public Affairs



Committee, 30 Rockefeller Plaza, New York - lOp.

Read Your Labels, Dallas, Helen and Enlow, Mexine Public Affairs Pamphlet No. 51, 1941. Public Affairs Committee,' 30 Rockefeller Plaza, New York - 100.
Stretching Your Dollar in Wartime, Brindze, Ruth, 1942. Vanguard Press, Inc., 424 Madison Avenue, New York.

Sweets Without Sugar, White, Marion. M. S. Mill Co., Inc., New York, 1942.

Textiles, Woolman, Mary S. , McG-ow-n, E. 3., Revised 1943. Macnillan Company, New York.

Textile Fabrics and Their Selection, Wingate, Isabel 3., 1942. 'Prentice Hall.

*The Boy and His Dally Living, Burn.ham, Jones, Redford'.
The Bulletin of the National Association of Secondary School Principals, November 1942 - Issue: Wartime Consumer Education, Price fcl.OO. National Education Association, 1201 Sixteenth St., Washington, D. C.
*The Girl and Her Problems, Trilling and Nicholas.

This Problem of Food, Roundtree, Jennie. rublic Affaire 'Pamphlet No. 33, Revised 1941. Public Affairs Committee, 30 Rockefeller Plaza, New York - 10^.
*When You Buy, Trilling, Mabel B., Eberhart, E. K. , Nicholas, F. W. J. 3. Lippincott Company.

Wise Spending, Hamblen and Zimmerman, High School text on uyranship, 1941.

3. MAGAZINE ARTICLES: "Black Rent Threat", Time - September 28, 1942.

"Broader Rent Lid", Business Week - October 1?, 1942.
"Canada Did It - Price Control Program", Saturday Evening Post, June 6, 1942.

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IS s *>

-26"Emergency Price Control Act" - Duke UniversityLaw School Journal, Winter 1942 - symposium.
"General Maximum Price Regulation", Journal of Home Economics, September 1942.
"Guide to Rents: Questions and Answers on 0?A" Business Week, July 4, 1942.
"Hidden Inflation", Business Week, June 27, 1942.
"Inflation is Here", Nation, August 29, 1942.
"Losing the Inflation Battle", New Republic, July 20, 1942.
"Meat Shortage Ills", Newsweek, August 31, 1942.
"OPA Signposts: General Maximum Price Regulation First Six Months", Business Week, September 31, 1942.
"Price Ceilings Quality Cellars", Nation, June 20, 1942.
"Pric^ Control Results", Newsweek, September 31, 1942.
"Price Fixing Opens Fight on Inflation", Scholastic, May 11, 1942.
"Price in Two Wars", Business Week, December 26, 1942.
"Price Control and Rationing", American Economic Review, September, 1942.
"Price of What? Importance of Standards in War Economy", Journal of Home Economics, April 1942.
"Patches in His Price Ceilings" - Newsweek, May 11, 1942.
"Rent Ceiling How", Business Week, September 19, 1942.
"Subsidies or Else", Time, June 29, 1942.
"The Canadian Family in Wartime", Journal of Home Economics, June, 1942.
"Your Part in Price Control", Woman's Home Companion, November, 1942.

-27-

III. SHARING AND CARING FOR THE THINGS WE HAVE.

A. Understandings to be developed! 1. Uncle Sam needs enormous amounts of equipment and supplies for the lighting forces and our allies.

2. Because of the war, many kinds of equipment and supplies for consumers are no longer available, or are available in limited amounts. For example:

a, The washing machine industry--now makes gun mount oarts, land mines, shells, bomber turrets
and airplane engine starters.

b. The automobile industry--now makes Army "jeeps", small and medium tanks, airplanes and big guns.

3. We must get along with less equipment and fewer supplies so that Uncle SPJTI can have more and more.

4. We must make the best use and take the best care possible of all our goods and supplies to make them last as long as possible.

5. Proper care of goods adds to their appearance as well as to their life.

6. We can make what we have go further and last longer by

a. Giving the best care possible to the equipment we

hav e. b. Using it carefully so it will not get out oi or-

der.

_.

c. Using sup-olies economically (thriftily).

d. Conserving excess supplies, especially processing

surplus foods.



e. Storing out of season equipment, especially wool

garments and bedding, so that it will not oe

damaged.

f. Making repairs promptly and efficiently.

g. Remodeling what cannot be repaired.

h. Discarding nothing unless it is no longer usable

for pny purpose.

7. We can help ourselves and others by

a. Stopping the unnecessary use of scarce goods

such as gasoline, rubber and sug^r.

b. Sharing cars through a car pool. c. Lending and borrowing gardening equipment to avoid

d.



buying new Exchanging

pieces. services

instead

of

hiring

them.

8. Sharing helps protect the essential living standards.

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9. Sharing consprvrs necessary goods and services.

10. The patlotlc citizen conserves and shares when

a. He travels as little as possible (he ta&e no pleasure trios).
b. He telephones as little as possible and makes his

conversations short.

c. d.

He learns to give first aid and do home nursing. He raises all the essential foods he can to

feed nis own family, to give away and sell.

B, Suggested Key Questions for Discussion.
1. Why ere durable goods (autos, refrigerators, etc.) so scarce now? What may happen if we do not take c^rp of those we ha*e? How c--n we make them last "for* the duration"?

2. Why should we take special care of non-durable goods (clothing, home furnishings, equipment) today?

3. r?T n?nJ/Ve m2k? ?PCh of the following last longer: u; Clothing? (2) Home furnishings? (3) Household

equipment? (4) Farm tools and machinery? (5) Garden

tools? (6) Toys? (7) Bicycles?

.-,

How can we plies last

help to longer?

make

school

equipment

and

suPp-

5. How can we help to conserve the use of man power in puolic services and utilities such ss telephone
service, electricity, the water supply, public transportation, etc.?

6. How can we help our families and friends to share and care ior their equipment, supplies, and services?
?. What is waste in wartime? Why must waste be eliminated? How can waste be eliminated?
C. Suggested Activities.

1. In cooperation with your shop tocher establish an equipment clinic where home equipment cn be brought for repair. Your clinic might be used for ParerttTeacher meetings or neighborhood demonstrations.
2. Prepare articles for school p^.per or leaflets to take home on the carr of electric equipment in the home.
3. Have students teach class how to lubricate common home equipment.
4. Have students teach the class how to tape i"rayed cords, splice two wires, or make an extension cord, stress safety principles.

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Organize workshop projects for girls as well as for boys, covering repair of plumbing, electrical and gardening equipment, and the, making of utensils for canteen services, equipment for physical education classes, equipment for Red Cross, and similar activities.
Write and put on skits showing (1) life with existing durpble goods, (2) life without them, (3) proper and improper use of some vital durable goods such as electric cords, hot water bottles, essential farm machinery, articles of clothing such as coats ana suits, shoes, hats, dresses, sweater's, gloves.
7. Make posters for school and community display, illustrating such topics as "Durationize Your Car," etc.
8. Plan the rehabilitation of worn or discarded furniture or equipment in your home or school.
9. Demonstrate the proper care of heating devices to conserve heat and avoid waste of fuel.
10. Survev the durable equipment available in homes of one neighborhood and work out ways in which this equipment may be shared, the way Americans shared tools pnd equipment in pioneer days.
11. Take' a .field trip to various retail stores in the community to find out what kinds of consumer goods will be available in smaller and smaller quantities and what reasons account for these shortages.
12. In cooperation with your home economics teacher plan and develop a clothing repair kit for use in each home room.
13. Set UD "First-aid to Clothing" Bureau where pupils and teachers may get quick emergency help for the tears, ink stains, etc., that occur at school.
14. Demonstrate mending clothing: (1) sewing on fasteners - buttons, hooks, snaps; (2) darning; (3) patching.
15. Demonstrate pressing clothing (l) coat, jacket, trousers; (2) garments made of rayon, wool.
16. Send for government bulletins on making over garments, make them available to mothers and inform mothers about them.
17. Demonstrate proper methods of storing wool clotifling during the surraer.
18. Exhibit attractive garments which have been repaired and remodeled.

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19. Develop e check list for "Proper Care of Clothing"

and interest pupils in checking, their practices by this list.

^^

20. Make a. scrap book of suggestions from popular women's

magazines, newspapers, government publications showing}
(1) practical ideas for rehabilitation of clothing remodeling and adaptation; (2) new ideas on cpre "

J

conservation and preservation of articles made of "scarce" materials.

21. Demonstrate approved methods of preparing foods to retain their nutritive values.

22. Make a list and schedule of school supplies that may be conserved. Indicate conservation methods for each.

23. Organize a, watching committee to detect waste in

your school. Plan and publicize ways to correct

r%

unfavorable situations.

24. Give examples which show how discarded garments can be made over for other persons.

4

25. Select three articles commonly used by consumers and estimate the materials, labor, transportation fa-

cilities and power saved if the consumer makes the

old ones serve the purpose and refraims from buvinp-

new ones.



26. Help organize "pools" of durable goods in your neighborhood - garden hose and tools, lawn mowers, washing machines, etc.

27. Hold a class discussion in whjlch students prepare

snort, simple statements of what the government

'A

considers in distributing such scarce supplies as

ruoDer tires, and work out slogans dealing with

what consumers should do - for example, "Buy only

what you need now;" "Make it do - or do without."

4

28.

Make a list of gasoline, etc.

the ways you can

conserve rubber '

tin,

29. Before scnool assembly stage an informal play which

shows how consumers' ways of living are affected by

snortages and. how they can make adjustments to pro-

tect their essential living standards.

|0W

v>\*

30. Prepare a series of posters which point out w?

which students and their parents can conserve >nd share the things they have.

*>

31. Make posters which illustrate the following conser-

vation slogans, and place them in appropriate plpces

in school and at home:

~

-31-
o Spve Me b! Use Me With Care c. Don't Waste Me

d. Make Me Last e. Keep Me in Good Repair f. Protect Me Against
Fire.

32. Have pupils list articles in their homes which should be conserved and plan how this may be done.

D. Suggested Teaching Materials on Conservation

1. GOVERNMENT PRINTED MATERIALS.

Consumers' Guide, U. S. Department of Agriculture. Washington, (Entire issue, January 15, 1942). Yearly subscription 500. Superintendent of Documents, Government Printing Office,
Washington, D. C.

Clothes Moths, Leaflet 145, U. S. Department of Agriculture, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 50.
How to Keep Warm .and Save Fuel in Wartime. OPA, 1942. 12 pages, illustrated. For householders.
How to Make Your Refrigerator Last Longer. This is number 5 of the scries issued jointly by BHE and OPA on conservation of durable consumer goods.

How to Spve Fuel at Home, Barkley, G. F., Bureau of Mines, Department of Interior, Washington,
D. C. Free.

M^ke-overs for Men's suits, Leaflet No. 230, U." S. Department of Agriculture, Superintendent of Documents, Government Printing Office, Wash-
ington, 0. C Price 100.

Mending Men's Suits, Misc. Pub. 482 - U. S. Department of Agriculture, Superintendent of Documents, Government Printing Office, Wash-
ington, D. C. Price 100.

Stain Removals from Fabrics, Farmers' Bulletin No. 1474, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 50.
The ABC s of Mending, Farmers' Bulletin 1925, Superintendent of Documents, Government Printing Office, Washington, D. C. Price 100.

2. NON-GOVERNMENT PRINTED MATERIALS

Citizens at Work - Young, Bartow, Johnston.

"Clothes for Girls. Todd.

Consumers All - Gaer, Joseph.
%

%

Consumers Can Help Win the War. Coles, Jessie

V., University of California Press, Berkeley, #1. 00.

(

Home Owners' Handbook. Smith, Charles Betts.

Modern Age Books, Inc., 432 Fourth Ave., New

York.

Home Mechanics for Girls - Woodin.

Simplified Mechanics for Girls. Allen.

Stretching Your Dollar in Wartime. Brindze, nuth, 1942, Vanguard Press, Inc., 424 Madison Ave., New York.

^

The Boy and His DP.Uy Living. Burnhan, Jones,

Heaford.

!

'

The Consumer Goes to War. Ware, Caroline F. Funk and Wagnalls Company, New'York. $2.00.
Your Car is Made to Last - Bishop and Evans.
3. FILMS - GOVERNMENT

Democracy in Action - 11 minutes sound film 50p

Shows the importance of food in winning the w=r

and the democratic way in which American far- '

mers are meeting their war production problems.

Produced by the U. S. Department of Agriculture

\>-

ana the Office of War Information.

%

Food for Freedom

Gardening Cartoons, a Dozen "Don'ts" for Gardeners
4 Produced by the U. S. Department of Agriculture.

Home on the Range - 11 minutes sound 50^

Shows the contribution of the western range

10 U

country to the war effort in the supplying of

wool and mutton, beef and leather, etc! Produced

by toe Office of War Information.

Henry Browne, Farmer - 11 minutes sound 50^
*>
A simple, yet moving, story of a negro family in wartime. Produced by the Office of War

-33-

Information.

Salvage - 7 minutes sound 50^

Donrld Nelson, head of the War Production Board, discusses seriously end impressively the need for every American man, woman and child to save and salvage rubber, metals and fats.

4. FILMS (N ON-GOVERN LIEN T)

Food and Growth - silent - 1 reel 24.00 Directory of Textbooks, State Department of
Education, Atlanta, Ga.

Food Series - Vitamin B - silent - 1 reel .^24.00 Director of Textbooks, State Department of Education, Atlanta, G-a.

Good Foods - a Drink of Water - silent 1/2 reel &12.00 Director of Textbooks, State Department of Education, Atlanta, G-a.

Good Foods - Breed and Cereals - Silent 1/2

reel $12.00 Director of Textbooks, State



Department of Education, Atlanta, Ga.

Good Foods - Fruits end Vegetables - Silent 1/2 reel 112.00 Director of Textbooks, State Department of Education, Atlanta, Ga.

Good Foods - Milk - Silent 1/4 reel $6.00 Director of Textbooks.

Proof of the Pudding (nutrition) Produced by the U. S. Public Health Service.

Scrap for Victory 12 minutes sound #1.00. Presents the vital problem of salvage in a human story. A typical family - Dad, Mother, Billy and Mary - learn that selvage can help win the war. Produced by Brandon Films, Inc. Order from Div. of General Ext., Univ. System
of Ga. , 23 Walton St., NW, Atlanta, Ga.

"A*

-34-

IV. Helping to produce some essential war materials.

'<

A. Understandings to be developed:

'A

1. Essential war materials are of several kinds, those

essential for eauipping and maintaining our armed

forces, those neoessary for the protection and

health of our civilians and those especially needed by our allies.

2. High school pupils can help to produce these materials by

Helping their own families and other families
to produce os much essential food as possible. b. Helping to produce cotton end other essential
crops. c. Actively participating in the salvaging of
critical war materials. d. Helping to sell war bonds and stamps.
%
3. The more food we can produce for ourselves the more will be avaiillable to feed our fighting forces ana our neighbors.

4

4. Poorly fed people pre sick people, end sick people cannot right well or work well.

5. Everyone in Georgia can be well fed if he will eat essential foods.

6. All essential foods can be produced in Georgia.

7. Cotton is needed for clothing for our armed forces our civilians, and our allies.

\%

8. We must produce more cotton than ever before if there

^

is to b? enough for all essential needs.

9. Enough cotton cannot be cultivated and Picked unless high school boys and girl's help with the crop when there are peak demands for labor.

4

10. Discarded and unused civilian goods, if salvaged,

can be used in manufacturing military supplies.

11. Unless these goods are found and collected and shipped to appropriate places they will not be used.

12. High School boys and girls can help to speed the
war effort by promptly and thoroughly collecting the materials requested by Uncle Sam.

13. Our government needs a great deal of money every-

*>

day to pay the salaries of fighting men and to

pay manufacturers for the military'supplies they produce.

-35-
14. Money from taxes pays some of the bills but not nearlv all of them, The rest of the money must come from the continuous sale of war bonds end stamps.
15. High school boys end girls can help Uncle Sam get needed money by explaining to others why so much money is needed and by helping to sell more and more bonds and stamps.
B. Suggested questions for discussion.
1. What are essential war materials?
2. How can high school boys and girls help to produce them?
3. What critical materials are you helping to salvage? Explain.
4. Why is food an essential war material? Are you helping to raise all you can? How?
5. What foods are essential to prevent "hidden hunger"? Which can you grow at home?
6. Why is cotton an essential war material-? How are you or can you help to produce it?
7. What other essential war materials can you help to produce?
8. Why should everyone buy all the war bonds and stamps which he possibly can?
9. How can you help to increase the sales of war bonds and stamps?
C. Suggested activities.
1. Make a list of materials which are considered essentiPl to the war effort. Underline those which are critical. Check all those which you can help to produce.
2. Have someone explain the meaning of "Food -all win the war and write the peace".
3. Plan the foods needed to supply you with an adequate diet
a. for a day (use th'e nutrition yardstick) b. for a week (try not to duplicate meats or ve-
getables or fruits but use foods which can oe grown in your community) c. for a year (ask a teacher of Home Economics or Agriculture to show you now to do this).

'as

-36-

4. Ask a teacher of Agriculture or Home 2conomics to

, show you how to plan thr food production which will

'<

provide the "essential foods" needed for ? farm

%

family which con raise practically ell its own food.

a. The foods needed for the year.

b. The production units needed to provide those

foods.

L*v

c. A.olan for producing the units. d. A plan for processing Tid. storing food surplus-

es for out-of-season use.

5. Become acquainted! with the persons ?na agencies in the community which ere available to assist
farmers and others in planning programs of food production.

6. Participate in a program of special reports on

interviews held with the above persons or acquain-

r%

tance with the services of such agencies.

7. Plan with your parents (a) how much of your family's supply of essential foods can be grown at your home, (b) what foods you can raise to sell or give away.

4

8. Plan with your parents the kinds and amounts of :'ood

needed for your family per day, per week, per month,

per year.

9. Find out the garden space and stock available at home for use in "producing food for my family". Plan with mother and. dad which foods (and how much of each) cen be produced at home.

10. Take a trip to the canning plant and watch the can-

<fi

ni ng of v ege t abl e s an d mea t~.

%
11. If there is a freezer locker plant near your school

go to see it end have it explained to you.

12. If there is a dchydretor in your county, try to get

4

someone to ehqw you how it is made and how it is used.

13. Cooperate with your classmates in planning and preparing some meals for the school lunch room.

14. Cooperate with others in planning, planting, end

LI

cultivating \ school garden.

15. Invite someone in the school community to demonstrate the construction of food production equipment for home use, such as a brooder, a dchydretor.
>
16. Organize a Victory Garden club; have persons in the school or community to assist pupils with planning

-37-
gardens; raise plants at school for Victory Garden club members.'
17. Estimate the coupons and points a family can save by
a. producing its needed supply of essential vegetables, such as potatoes, cabbage and tomatoes
b. producing enough fruit (apples, terries, grapes, etc.) to have ope serving of fruit per day for each person
c. providing its own milk and butter d. producing a beef animal and storing it in a
freezer locker e. producing its own pork
18. Make plans for you and your classmates to help farmers'in your community during the weeks when they haven't enough labor to tend their crops.

19. Make careful preparations for each of the jobs to be clone so that you can do efficient work when the time comes. With the help of your teacher or a farmer, make out directions and cautions for the work vou are to do. Find opportunities to prac-
tice following the directions and cautions.

20. Help to plan and carry out a salvaging campaign in your school.

21.

Give examples which show how salvaged civilian goods can be made into military supplies; for example

a. One pound of waste kitchen fats contains enough glvc^rine to fire four anti-aircraft saells.
b, One five-pound flat iron contains enough steel to make ten hand grenades.

22. Helo to plan *nd carry out some method of continuously increasing the sales of war bonds ana stamps in your community.

D. Suggested Teaching Materials on Production

1. GOVERNMENT
A Nutrition Primer - Division of Home Economics, State Department of Education, Atlanta, Ga. Free.

Arc We Well Fed? - Bureau of Home Economics, U. S."Deoartmont of Agriculture, Superintendent of Documents, Government Printing Office, Washington, D. C. 150.
A Food Plan for Georgia Families - Georgia Agricultural Extension Service, Athens, Ga. Free.

-38-

Beef on the Farm, Slaughtering-, Cutting. Curing -
Farmers Bulletin No. 1415, Superintendent of Docu-
ments, Government Printing Office, Washington, D. C. Free.

Canning Fruits ana Vegetables - Georgia Agricultural Extension Service, Athens, Ga. ' Free.

Consumers' Guide - Department of Agriculture, Super-

intendent of Documents, Government Printing Office,

L*V

Washington, D. C. Yearly subscription 50<i.

Containers for Fruits and Vegetables - Farmers Bulletin No. 821 - Superintendent of Documents, Government Printing Office, Washington, D. C. 10^.

Drying Foods at Home - Georgia Agricultural Extension Service, Athens, Georgia. Free.

Drying Fruits and Vegetables in the Home - Alabama

%

Polytechnic Institute, Extension Service, Auburn,

Ala. Free.

Farm and Home Cropping Plan - Georgia Agricultural Extension Service, Athens, Ga. Free.

4

Farm Pork Supply - Georgia Agricultural Extension

Service, Athens, Ga. Free.

Farming for Victory in Georgia - Georgia Agricultural Extension Service, Athens, Ga. Free.

Fruits for Home Orchards in Georgia - Georgia Agricultural Extension Service, Athens, Ga. Free.

Food for Growth, U. S. Department of Agriculture, Washington, D. C. Free.
%
Georgia's Poultry Improvement Program - Georgia Agricultural extension Service, Athens, Ga. "Free.

Growing and Marketing Georgia Sweet Potatoes -

4

Georgia Agricultural Extension Service, Athens, Ga. Free.

Growing Cotton for Profit - Georgia Agricultural Extension Service, Athens, Georgia. Free.

Guide in Canning for Home and National Defense -
Georgia Agricultural Extension Service, Athens, Georgia. Free.

Growing Fruit for Home Use - Farmers Bulletin No.

1001, Superintendent of Documents, Government Print-

">

ing Office, Washington, D. C. 10^.

Hints to the Wise Menu L.'-ker - Miss Lurline Collier

-39-
Extension Building, Athens, Ga. Free.
Hints for Georgia. Gardens - Agricultural Extension Service, Athens, Ga. Free.
Home Canning of Fruits, Vegetables-and Meats Bulletin 1762, U. S. Department of Agriculture, Superintendent of Documents, Government Printing Office, Washington, D. C. 5^.
Home Vegetable Gardens - Georgia Experiment Station, Experiment, Ga. Free.
Home Preparation of Fruits and Vegetables. _for Freezer Storage, University of Illinois, Extension 'Service, Urbana, 111. Free.
How to Prepare Fruits ana Vegetables for Freezer Storage and How to Use Them - University of Illinois, Extension Service, Urbana, 111. Free.
Home Storage of Vegetables - Farmers Bulletin No. 879, Superintendent of Documents, Government Printing Office, Washington, D. C. 5^.
Making and Using Soft Cheeses in the Home - Iowa State College, Extension Service, Ames, Iowa. Free.
Nutrition and National Defense - Free Loan Packets Information Exchange, U. S. Office of Education, Federal Security Building, Washington, D. C.
Our Soil (Its Preservation) - Superintendent of Documents, Government Printing Office, Washington, D. C. 100,
Negro Farm Families Can Feed Themselves. A Handbook for Teachers. U. S. Office of Education, 15$.
Peanut Culture in Georgia. - Georgia Agricultural Extension Service, Athens, Ga. Free.
Planning and Care of Farm Gardens - Publication 192, University of Tennessee, Knoxville, Tenn. Free.
Poultry Houses for Georgia Farms - Georgia Agricultural Extension Service, Athens, Georgia. Free.
Pork on the Farm, Killing, Curing and Canning Farmers Bulletin No. 1186, Superintendent of Documents, Government Printing Office, Washington, D. C. 50.
Practical Information on Nutrition - Georgia Department of Public Health, Atlanta, Georgia. Free.

-40-

Recommended Dietary Allowances - Nutrition Division. Federal Security Agency, Washington, D. C. Free.

'<

%

School Gardens for School Lunches - Federal Security Agency, U. 3. Office of Education, Washington'

D. C. Free.

'

Sour Cream. How to Prepare ana Use It at Home -

Leaflet No. 213, Superintendent of Documents, Govern-

J

ment Printing Office, Washington, D. C. 5^.

Storage of Sweet Potatoes - Farmers Bulletin No.

1442, Superintendent of Documents, Government

Printing Office, Washington, D. C. 5$.

Subsistence Farm Gardens - Farmers Bulletin No.
1746, Superintendent of Documents, Government Printing Office, Washington, D. C. IOJS.

Terrace Maintenance - Georgia Agricultural Extension

v%

oervice, Athens, Ga. Free.

Terracing Farm Land in Georgia - Georgia Agricultural Extension Service, Athens, Georgia. Free.

4

Three Market Lists for Low Cost Meals - Bureau of Home Economics, U. 3. Department of Agriculture,

Washington, D. C. Free.

Victory Gardens - U. S. Department of Agriculture,
Superintendent of Documents, Government Printing Office, Washington, D. C. 5<^.

Victory Gardens - Free Loan rackets, Federal Security Agency, U. S. Office of Education, Washington, D, C,

'e

%

Victory Garden ^nd Food for Freedom Campaigns -

Packet XVlII - G-l

--'.

!

--

How to Plan, Grow and Preserve Home Garden Products - Packet XVIII - &-'?

Garden Programs of. School and Youth 'Organizations

4

- Packet XVIII - ES-1

"

Winter Cover Crop - bureau of Home Economics, U.

S. Department of Agriculture, Washington D. C. Free.

1D $-

Winter Legumes - Bureau of Home Economics, U. S.

|o

Department of Agriculture, Washington, D. C. Free.

2. NON-GOVERNMENT ...

... :....

JEat Right to Work and Win - Swift & Co., Department A, Chicago, 111. (Free pamphlet, amusing and illustrated).

-41Fegt - American Meat Institute, Department of PubTi~c~Relations, 59 E. Van Buren St., Chicago, 1941.
The National Sugnr Problem - U. 3. Cane Sugar Refiners' Association, 1940. Adams, n. L. , F?.rm Problems in Meeting Food Needs, University of California Press, Berkeley, 1942.
Maddox - Eat Well for Less Money.
Tinley, J. U. - Control of Food Prices, University of California Press, Berkeley, 1942.
Voorhies, E. C. - Planning for Total Food ^e^s, University of California Press, Berkeley, 194d.
Ware - Southern Vegetable Crops.

-42-

WARTIME AGENCIES

Recently the American people have asked that in their name

3

the government enter a war and fo How it thro ugh to a victorious

conclusion. Their demand has bee n, "Develop the strongest fight-

ing force in the world," and in meking their demand they have

asked the government to plan for the selectio n of soldiers, to

secure food and clothing for them , to develop and. produce the

"best equipment an army has ever h ad, and to t ransport men and

materials safely to all parts of the world. The job calls for

l&

organization and careful planning The gover nment has responded

by creating war agencies "for the specific pha ses of the problem

and by uniting those agencies thr ough emphasi s on the common

goal--victory for America.

A wartime citizen has the responsibility of cbope rating with

whatever Federal, State, an d local agencies have been set up for

the furtherance of the war effort. To cooperate inte lligently,

he must know what the age.no ies are, what their plans a nd Durposes

are, and what he is expecte d to do to further their ac tivities.

^

Something more than a casua 1 understanding is necessar y, however,

if he is to become a real f orce in the progress of the war plans.

He must realize that each a gency is a part of a closel y united

plan of action' and not a re ndom shot in the dark, that constant

changes end adjustments are necessary and do not indie ace ineffi-

ciency and confusion; that the effectiveness of the eg encies de-

pends upon the cooperation of the individual citizen."

To the end that high school students may understand the ^orking of the war agencies rnc', become effective wartime citizens, the following outline has been prepared.

The material includes the names of wartime agencies, short summaries of their functions, and references to current articles and bulletins which interpret their activities.

3

<?

*>

-43A SUGGESTED OUTLINE FOR STUDYING WARTIM3 AGENCIES

I. REASONS FOR STUDYING WARTIME AGENCIES
A. To understand the plan of organization through which the war effort is being developed
1. The organization of governmental war agencies and. their relationships to each other

2. The aree of control

3. The purposes of each

4. The citizen's obligation to the various agencies

B. To develop the ability to keep informed about the activities of'the agencies as the basis for intelligent cooperation

1.

Reading the current publications for changes in plans and explanations necessary for intelligent cooperation

2.

Consulting proper agencies about problems which have not herm fully discussed over radio or in current

publications

3. Leernlne- to select authoritative sources of information and to reject the hearsay sources

C To develop en attitude of friendliness and cooperation toward ell war agencies

1.

Respect for governmental agencies as the machinery though r,fhloh the wishes of the people find tneir

most effective expression

Trust in the general soundness of policies of the agencies which may not be completely understood

3.

Reservation of opinions until facts are known about the operation end purpose of en agency

4 Recognition of fact that personal inconvenience does not determine the ineffectiveness of an agency

II. WHY HAVE AGENCIES
A lerev group of people working toward e common goal accomplish most through organized effort. That fact la accented in prectice whither the goal is a school Picnic safe exit from e burning building, or the prosecution of .victorious war. Every fellow doing a job-not just any job but definite job-doing it at the proper time and in the tror>er relationship to all other joos is bhe thing that matter? in the success of any venture. The American people

-4<

today are united in purpose; there is a common job to be done and. every mm needs to know his prrt in thf total plan.

^

Already there pre in existence agencies to handle the

major problems that have arisen as the war has progressed.

There Is a constant reorganization and readjustment of these

agencies as the growing impetus of war creates new problems.

Directing these agencies are men who are in a position to

know more than the man in the street. Their information

|AV

is as authoritative as can be obtained. They know what needs to be done and why, and without their guidance America's

war effort would be futile md chaotic. The war agencies that noT'f exist are the response of the government to the

Averlcan people's urgent plea that America give all she has

to the defense of democracy.

III. SUGGESTED SUBJECT MATTER FOE STUDY OF WARTIME AGENCIES*

ADMINISTRATION OF FOOD PRODUCTION AND DISTRIBUTION

%

Administrator: Chester C. Davis

Has charge of all food production and distribution ac-

tivities, including Agricultural Adjustment administra-

tion ana food distribution powers and farm labor re-

cruitment activities, transferred from the War Production

* &

Board end War Manpower Commissions. Created March, 1943.

BOARD OF ECONOMIC WARFARE (3EW)

Chairman (Vice President of U. S.): Henry A. Wallace

Provide exchanges of goods with foreign countries, blocks enemies' sources of supplier;, prepares plans for national and international life after the war.

'<

Hill: "Mobilizing Economics for War and Peace,"

%

SCHOLASTIC, 41:12,' December 14, 1942.

BOARD OF WAR COMMUNICATIONS

Chairman: James Laurence Fly

A planning agency to coordinate all branches of communications eo thy may nerve the war effort.

BUREAU OF EMPLOYMENT SECURITY

IISSP5

Chairman: Arthur J. Altmeyer

*The information given here is correct to March, 1943.

Current publications should be used to bring information

*>

up-to-date.

j The Pres_ident_ _jEygmvMvtt jjj&-a-ie&siAsxAi Office of Emergency .Management Office of Economic Stabilization

i War

i

! Manpower

! Commission J
f- -,

Selective I

Service

Office of

Food Admini strat ion .

Petroleum Admin- j I Office of Defense \ ProduWcatrion

istrat-ion for

Transportation __.J

iS&SS--

war .

1

Office of War i Information

,"~tanoe~or j

j Censorship

\

j War Relocation j Authority

j

"ADDI?IOML"^AR AGENCIES__ !

J-

--- I 1

|; Lend-Lease Admin-

|

Office of Civilxan i

istration

Defense

__ J

(National "Tar Labor Board

I War Shipping Administra- |

i

tiqn

J

\ Alien Property Cue-

I

todian

| Co-ordinator of inter| American Affairs

Board of War Communications
I national Housing Agency
Board of Economic Agency

fE^iffiirnVOmJlE^TASSOCMTED vriTH WAR EFFORT

Federal Security_Agency_

Hational Youth Administration

Office of ""Education" | I Bureau of Employment j Security

^
s It?
%
^
Vo\*.

-45-
Recruits and places workers required by war production programs, determines anticipated labor supply and makes orderly recruitment of needed workers possible, works with all agencies concerned with labor recruitment, advises Selective Service on problems of occupational deferment in order to obtain a proper allocation of manpower for industry and the armed forces. Under Social Security Board.
CIVILIAN DEFENSE VOLUNTEER OFFICE (Under the Office of Civilian Defense)
Provides entertainment for service men in communities. Activities include athletics, music, painting and sculpture, and crafts, stage and radio shows, hobbies, dancing, nature study, lecture programs, social affairs, reading clubs, and libraries.
Volunteer workers come from every occupation.
VOLUNTEERS IN RECREATION U. S. Office of Civilian Defense Washington, D. C.
CIVILIAN PILOT TRAINING- PROGRAM (In Department of Commerce)
Administrator: Charles I. Stanton
CAA Wp.r Training Service Program (of Civil Aeronautics Authority)
Makes a cooperative arrangement between college or university and a commercial flying school,
FEDERAL SECURITY AGENCY
Administrator: Paul V. McNutt
Includes those agencies of the Government which are to promote social end economic security, educational opportunity, and health of. the citizens of the nation.
NATIONAL HOUSING- AGENCY
Administrator: John B. Blandford, Jr.
Facilitates housing of persons in war activities in areas where there is ?n acute shortage of housing, through financing private enterprises and building government houses.
BAUER: A CITIZEN'S GUIDE TO PUBLIC HOUSING, Vassar C ollege Cooperative Bookshop, 1940
DEFENSE HOUSING Federal Works Agency, Washington, D. C.
HOMES FOR DEFENSE: , A STATEMENT OF FUNCTION

-46-

Division of Information Office of Emergency Management Executive Office of the President Washington, D. C.

HOUSING FOR CITIZENS, A DEFENSE DIGEST American Association for Adult Education 60 East 42nd Street, N. Y. City, 1941. 100
NATIONAL RED CROSS

Chairman: Norman H. Davis

Organizes evacuation schemes: directs first-aid detach-

ments and ambulance and hospital service; trains nurse's

aides; provides canteen, and motor coros; cares .for re-

fugee population; provides shelter, food, clothing end

medical care in case of disaster.

The Junior Red Cross mobilizes American youth to

aid in the wpr effort; making stretchers gnc other first-

"%

aid equipment; salvaging wr materiel, etc.

AMERICAN JUNIOR RED CROSS The American National Red Cross lei ilngton, D. C,

SERVICES TO THE ARMED FORCES The American National Red Cross Washington, D. C. 1941
NATIONAL WAR L.iPOR BOARD

Chairman! rilliara H. Davis

Adjusts and settles 1; oor .sputes .which might intf-rrupt work hlch contributes to ir effort- Ac t-a after

other procedures for adjustments have failed oom-

%

posed of men --ho represent the public, the employee and

the employer

Lindlev; TL.B Wage Policy Slowly Takes Sh aoe

rSVEEK, 19:29, Ju

1942

"Record of WLR, NEW REPUBLIC, 107:170, Aug., 10, 1942,

"That
rot-nr

$1 EK,

a

Day: 20:50,

WLB Hearings July 6, 1942

on

Little

Steele"

NATIONAL YOUTH ADMINISTRATION (NYA)

\o\:

Administrator: Aubrev Uilli; ms

H* two phases to work:

*>

(1) T production Training Progrgm

For youth

16-24, inclusive. Provides em-

oloyment

rk training for unemployed vouth

-47-
on projects approved by the Chairman of the War Manpower Commission to aid in war effort end to furnish training preparatory to employment in occupations in which there is or is likely to he a shortage of labor*
(2) Student Work Program Provides part-time employment for needy students so "they may continue their education.
OFFICE OF AGRICULTURAL WAR RELATIONS
Secretary of Agriculture: Claude R. Wickard
A planning and coordination office in the Department of Agriculture to represent the nation's farmers in the war program, to assist in planning adjustments in the agrioulturel program to meet ^er needs, to assist in securing adequate equipment and labor for agriculture.
VOCATIONAL REHABILITATION AND NATIONAL DEFENSE, Pamphlet 19, 1941. 15pf
HOW RURAL YOUTH MAY SERVE, Pamphlet 20, 1942 Supt. of Documents, U. S. Cov. Print. Of. 15^
THE OFFICE OF ALIEN PROPERTY CUSTODIAN
Alien Property Custodian. Leo T. Cro-ley
Has authority to control or take what action is necessary to the national interest in regard to property of enemy aliens.
OFFICE OF CENSORSHIP
Director of censorship: Byron Price
Censors communications by mail, cable, radio or any other means of transmission and withholds from radio and press information which should not be released in the interest of effective prosecution of the war.
CODS OF WARTIME PRACTICE" FOR AMERICAN BROADCASTERS. United States Information Service Office of Government Reports Executive Office of the President Washington, D. C.
OFFICE OF CIVILIAN DEFENSE (OCD)
Director: James M, Landis
Assures effective coordination of Federal relations with State ~nd local government in furtherance of war effort. Three principal divisions:

-43-

1. Protection Branch - Trains and organizes volun-

teers to safeguard civilian population. Activi-

ties carried out through United States Defense

VVi

Corps,

2. Mobilization Branch - Maintains community services at high level of efficiency durlngwar emergency. Aid? other Federal agencies in carrying out war progress in field of salvage, transportation, War Stamp end Bond sales, and agricultural production.

5. Facility Security Program - Correlates antisabotage activities which are not under the control of Army or Navy.

Landis: "OD Army Swinge into Ful] Action," N. Y. TIMES iki&iZIKE, P. 14, Nov. 22, 1942.

"Morale and the OCD, " NE'"S'SEK, 21:37, Feb.

r>

22, 1943.

"OCD Reports," TIMS, 40:70, Aug. 10, 1942

UNITED STATES CITIZENS DEFENSE CORPS, Regulations No. 3 United States Office of Civilian Defense Washington, D, C.

,7

THE.UNITED STATES CITIZENS DEFENSE CORPS,

United. States Office of Civilian Defense Washing-

ton, D. C.

OFFICE OF COORDINATOR OF INTER-NATIONAL AFFAIRS

Coordinator: Nelson Rockefeller

Builds up mutual respect end understanding among all

<3'i

nations of North and South America, plane to further

commercial '-'ellb-ing, promotes closer relationships be-

tween the two Americas,

Hill: "Coordinating Latin America," SCHOLASTIC. 42:10, Feb. 15, 1943.

<5

Sloane: "If I Were Nelson Rockefeller," HARPER,

185-312, Feb. 1943

OFFICE OF DEFENSE HEALTH ,.HD WELFi. SERVICES

Director: Paul V. McNutt

\0\''

Coordinates health, medicel, welfare, nutrition, recrea-

tion, end other related fields of activity effecting the

national defense. Works with end through the State and

">

local d a f - n s' a e: enc i e s,

THE HOME FRONT IN NATIONAL DEFENSE

-49-
Offioe of Defense Hepith and Welfare Fed. Security Agency Washington, D. C,
OFFICE OF DEFENSE TRANSPORTATION (ODT)
Director: Joseph B. Eastman
Assures greatest use of transportation facilities of the nation for the prosecution of the war, Plans for all rubber borne vehicles.
*
"Folicies for School Busses," EDUCATION FOR VICTORY, 1:25, Dec. 15, 1942.
OFFICE OF ECONOMIC STABILIZATION
Director: James F. Byrnes
Coordinates ell economic activities of war. Controls civilian purchasing power, prices, rents, and profits and rationing.
Davenport: "Non-Bureaucratic Mr. Byrnes," COLLIERS, 111:11, Jan, 30, 1943.
Kill: "Burnes the Stabilizer," SCHOLASTIC, 41:13, Oct. 26, 1942.
"Men Around Byrnes," TIME, 40:17-18, Oct. 19,. 1942.
OFFICE OF EDUCATION
Commissioner: John W. Studebaker
Cooperates with State Boards of Vocational Education and colleges and universities in furtherance of education and training of defense workers:
(1) Cooperates with State Boards of Vocational Education in organizing and conducting vocational courses of less than college grade for training defense workers,
(2) Cooperates with degree granting schools pr.d. universities in organizing and conducting short engineering courses to meet need of shortage of engineers, chemists, physicists, etc., essential to national defense. (ESMDT)
(3) Assists States in the organization and conduct of vocational courses and other necessary instruction of out-of-school rural and nonrurel persons.
(4) Provides visual aids for training in occupations essential to war effort.

50-

(5) Sponsors the High School Victory Corps Program through which school high school youth 1)00008 r pert of the war effort.
l\k ANSWERS ?0 QUESTIONS (pertaining to ESMDT) Federal Security Agency U. S. Office of Education Washington, D. C.

EDUCATION . 1TD. IIATIOK/Ji DEFENSE U. S. Ojffioe Of Education Washington, D. C.

HIGH SCHOOL VICTORY CORPS
Federal Security Agency U, S. Office of Education Washington, D. C. 15^

"Importance of Health and Physical Conditions for All," EDUCATION FOR VICTORY, 1:3, July 15, 1942

%

G-ivens: "Use the Office of Education, ir

:ONAL

EDUCATION ASSOCIATION JOURNAL, 31:225, Oct.

1942

"Wartime Consumer Education, Office of Education Establishes New Service," EDUCATION TOR VICTORY, Nov. 16, 1942, 1:14. Dec. 1, 1942.

PRE-AVIATION CADET TRAINING- IN HI&H SCHOOLS,
Leaflet 62 Superintendent of Documents Government Printing Office Washington, D. C. 1942. 5^

PRE-FLIGHT AERONAUTICS IF SECO DARY SCHOOLS, Leafi -+- oo Superintendent of Documents Government Printing Office Washington, D. C. 1942.

AER-CONDITIONING YOt IN J- 1-i.i i_jj.i.xUA Civil Aeronautics AC! minis t] .on U. S. Department o: 'Omnerce Wpshington, D. C. 1945

"Opoortunity for Men 18 to 57 on No*? Civilian Pilot Training Program," EDUCATION FOR VICTOFY 1:15, Aug. 15, 1942 1:15, Sept. 1, 1942

OFFICE OF EICRGLNC: 1 -iii;^. i'.-Hi.

(OFF)

Vov

Liaison Of fleer rF yn*e Cox

n n t.-1 t or over ill orgrnization, ioordin^

th-

villen vrr effort by assisting the President in th* clear-

*>

ance of information with respect to me a. surf considered r.S! intial to the su ccessful prosecution of the war main-

Hjp&ining relatioi ;e C'-'e >n ;he President mr the

icies

-

51included in the scope of the coordination. OFFICE OF FOREIGN REHABILITATION AND RELIEF

Director: Herbert H. Lehman
Sees that nations despoiled by Axis get food, medicine end are rebuilt. Activities follow victorious pray.
"World Relief Preview/ NEWSWEEK, 21:38, Feb*. 8, 1943.

OFFICE OF LEND-LEASE ADMINI TRATION
Lend-Lepee Administrator: Edward R. Stettinius, Jr.
Secures and makes available various defense materials to countries vital to our defense. Under direction of the President.
OFFICE OF FRICE ADMINISTRATION (OPA)

Administrator: Prentis Brown
Stabilizes prices, prevents increases in prices rnd rents, eliminates hoarding, plans rationing.
Battle Stations for All: The Story of the Fight to Control Living Costs OWL Washington, D. C 1945 Free
Creel: "Whet Happened to Leon Henderson?" COLLIER'S 111: 19", Mar. 6, 1943
ECONOMICS OF THE HOME FRONT OPA 44 Pryor Street Atlanta, Georgia
RATIONING WHY AND HO" OPA 44 Pryor Street Atlanta, Georgia
Robey "Job for Henderson's Successor," NEWSWEEK, 21:58, Dec. 28, 1942
OFFICE OF SCIENTIFIC RESEARCH AND DEVELOPMENT

Director: Dr. Vannevar Bush
Do> ssearch on scientific and m< to national defense.
OFFICE OF WAR INFORMATION (o-n)

cal orob

is relating

Director: Elmer Davis

Pirns? programs designed, to promote uhder'stpnding of the

progress of the war effort, assures accurate end consls-

tent flow of wp.r information, approves radio progrrms and

%

novies sponsored by the Federal Government,

. "ABDof OWI," NEWSWEEK, 20:70-1, July 20, 1942

Davis: What OWI Is Doing" SATURDAY REVIEW OF LITERATURE, 25:7-9, DPC. 5, 1942.

v$

"Here's Elmer," NEWSWEEK, 19:30, June 22, 1942.

Hill: "How Democracy Uses Words es Weaoons " SCHOLASTIC, 42:13, Mch. 1, 1943.

"Information Please," LIFE, 13:37-9, July 27, 1942.

Krock: "In Wartime Whrt News Shall the Nation Hrve?" H. Y. TIl'SS MAGAZINE, p. 3-4, Aug. 16, 1942.

^

Shalett: "War on Lies: OWI," N. Y. TIMES MAGAZINE

p. 18, Jan. 24, 1943.

Undley: _"Too Much Quarreling in ProDagands Services," NEWSWEEK, 21:25, Jan. 25, 1943."

PRESIDENT'S WAR RELIEF CONTROL JIOARD

Che i rmr n: Jo s ?ph E. Da.v i s

Controls rll activities vrhioh have as purpose the collection end distribution of funds for aid to war sufferers in foreign countries or in Amerlcn or to dependents of men in firmed forces of the United States.
SELECTIVE SERVICE SYSTEM \

^

Director: Major General Lewis B. Hershey

Makes -M'n^o^QT available for military service. Is not under the Jurisdiction of T'rrr, Navy, or other departments of governments, Reports directly to the President. Organized into national, etate^ rn:: local boards,

"Army Oo-ns Biggest Induction Center in U. S." LIFE, 15:51-52, Nov. 15, 1942.

Carlisle: "Your Job in the Army," SCHOLASTIC, 14, 27, Dec. 7, 1942
v>V "Do We reed 10,000,000 Fighters Now?" 110:70-, Oct. 31, 1942.

Oreenleaf and Zeran: MILITARY SERVICE Supt. of Documents Washington, D. C. 1942. 10^
U. S. Office of Education Public-tion

-.53-
"How Big an Army?" TIME, 41:16, Feb. 1, 1943 March 3, 1943.
Marshall, "Size of Our Army," TIME, 10:83, December 21, 1942.
Mailer: "How the Army Picks Its Officers", READERS DIGEST, 41:17-21,Dec., 1942.
Sllebee: "Organization of the U. S. Army Air Forces," SCHOLASTIC, 41:28-9, Sept. 28, 1942
UNITED SERVICE ORGANIZATION (USO)
President: Chester I. Bernard
Functions to duplicate for those in service the enviroment of their home town; to encourage sending packages; to orovlde newspapers m" books; to provide information centers, social" activities, labrary services, and games and athletics.
"Between Meals with USO," HYGENIA, 20:686, Sept. 19, 1942
"USO in Peace and War Has Proven Its Worth," LIFE, 12:70-9, June 29, 1942
WAR MANPOWER COMMISSION (WHO)
Chairman: Paul V. McNutt
Estimates requirements of manpower for industry, directs various deportments of government as to proper allocation 0f available manpower, formulates plans and programs and establishes basic national policies to assure the most effective use of the nation's manpower in the prosecution of the war. All Federal departments that have to do with manpower conform to the policies of the Chairman of the
Ti,.- . rH-. uri.
IS THERE ENOUGH MANPOWERS The Bookings Institute Washington, D. C. 1942. 25^
"MANPOWER! SWEEPING CHANGES HALT ENLISTMENTS," LIFE, 13:27-31, Dec. 21, 1942.
THE MANPOWER PROGRAM (A chart) U. S. Information Service Washington, D. C. April, 1942
WAR PRODUCTION BOARD (WP3)
Chairman:' Donald M. Nelson

54-

Has direction over war procurement and production program,

determine? oolicies rnd plans of Federal departments,

establishments, and agencies that h.-ve to do with produc-

'%

tion.

Rubber Director: Directs-the.program to conserve rubber supplies rnd speed building of synthetic rubber plants. Coordinator! William Jeffers,

\

Rabey: "Campaign Against Donald Nelson," NEWSWEEK 20: 54, Aug. 24, 1942. ' '

"Streamlined WPB* 'TIMS, 40:13, July 20, 1942.
WAR PRODUCTION IN 1942 War Production Board Washington, D. C.

"War Production Workers Training Progrrm." EDUCATION FOR VICTORY, 1:14 15-18, Sept. 15, 1942
%
"WPB Shifts Sears," NEWSWEEK, 20:5, July 20, 1942
"WPB h-Dry," TIME, 41:10, Men. 1, 1943
IV. SUGGESTED THINGS TO DO

A. To arouse interest

1. Ask questions

a. What evidences do you find in our community
that a t*P.r is on? List the points the children mention. After discussing local work of erch, show its relationship to a larger nrtional or.international agency.
9'ft
b. What recent changes In every day living have you seen? Were these changes self-imposed or Bug: ested b;- some governmental rgenoy? Why are these changes necessary?

c. Are any of your relatives or friends in the

rrne^ services? Did they volunteer or were

they drrfted? What are the various classi-

fications into which men are placed before

they ere drafted? Discuss the work of the

local draft board and its relation to the

Is!

state board and the Selective Service System.

d. Whet ere the meanings of OPA, WPB, OWI, that

appear in the headlines end in news articles?

Bring ne^s articles to class end discuss

*>

meaning of abbreviations and the work of the

agencies for -hich they stand.

-55-
e. Can you think of anything you do now that is not touched by the War plans. Us" discussion as lead to explanation of agencies that direct activities which once depended upon individuals.
2. Use bulletin board
a. Cover bulletin board T?lth printed slips OPA, BS'J, ODT, etc. Use large question mrrk in center. Ash students to interpret.
b. Put on the bulletin board articles, cartoons, pamphlets, etc., emphasizing the wartime agencies.
3. Make statements that will provoke discussion
a. There is no phase of our life today that is not touched by the war effort.
b. There would be no need for governmental agencies if every citizen aid what he thought was right.
B. To attain objectives
1. Study basic information given in chart or in subject matter section of this bulletin.
2. Mrke scrapbook of clippings that interpret activities of the various agencies.
3. Discuss in class current events relative to the activities of the various agencies.
4. Studv official publicetions from the agencies.
5. Invite representative of the local offices of the various agencies to explain their respective programs.
6. Develop for school bulletin boards interpretative charts explrlning agencies.
7. Work out the details for r forum or round table discussion for an assembly program.
8. Study history of governmental agencies.
9. Discuss the function of governmental agencies as expressions of the desires of the people.
10. Discuss the characteristics of men who head important agencies, as to training, experience, end proven abilities.

-So-

\y

il. Discuss the dangers to efficiency of organizations which may result from expressions of poorly found-

ed opinions or hasty judgements. ,

12. Discus^ relative importance o-f national welfare and personal inconveniences "-'hicli may result from agency rulings.

i

C. To evaluate learning

1. List wartime rctivities of members of class ?nd the rgencies sponsoring each.

2. List new activities begun as result of the study of agencies,

3. ''/rite essays expressing opinions about value of agencies.

Prepare quiz progrems.

Suggest ways civilians can cooperate with war agencies.

Make r list of rctivities every citizen should do in cnooeration with wartime agencies.

7. Develop r column in the school nevspap^r to keep the' student body informed of war agency rctivities,

-57-
PROC-RESS OF THE ":AR
I. Scope.
The scope of this topic is boundless and might be construed to mean anything connected with the war. It is treated here as having to do with four areas or concepts whicn are basic
II. Basic understandings to be developed.
A. A knowledge of the actual conduct of the war in 'the main areas - Pacific, Atlantic, African, and European - is essential to any thorough understanding of the progress oi the war.
B. A knowledge of place geography is necessary to the student.
C. Some knowledge of peoples - cultural, political, economic, and historical - must precede an understanding of the war situation.
D. Everyone must cultivate a sound attitude toward propaganda before bring able to evaluate the information that is given him.
III. Analysis of Concepts.
A. Conduct' of the war.
1. Overview.
A knowledge of our part in the war presupposes an understanding of the Issues involved in the conflict. One should also have as a background, some information concerning the events leading up to our present status.
Having established these facts, the student is interested in the various theatres of the war - the African, Russian, Atlantic, European, Aleutian, and South Pacific. Geography is of paramount importance in establishing his concept of the extent of the fight. The horizon must be extended to induce the entire globe.
The strength of our own forces and that of our enemies should be compared as far as possible. Tne living conditions and base of supply as well as problems of transportation all have their bearing upon one progress of the war.
In = dally report these factors are discussed by news reporters and commentators. :.-The- school should make available some means, either newspaper or rauio by which this could be- obtained.. A weekly newspaper is invaluable in giving: a resume and'helps gain an overall vie^v whicn is very desirable. There are many oiher

-58-
aids such as films, books, magazines, posters, and naps which increase the scope of knowledge. % 2. Key Questions.

a. 'That have our armed forces accomplished in the progress of the war?

b. What is the comparative strength of cur arms with those of our enemies?
l
3. Suggested Activities.

a. Study.the progress of the war up to the present. b. Locate on maps our war areas.

c. Follow the armies in p daily report.

rfc

d. Have a weekly resume of the news in the form of a

panel discussion.

Study the- basic issues Involved and arrange debates on the various phases.
f. Make mathematical charts and graphs showing the
armed strength of the various nations.

g. Read and write biographical sketches of leaders.

h. Make book reports on current literature bearing on the war.

i. Arrange bulletin board with late news items.

j. Encourage the making of model boats and planes

\'yb?

where materials are available.

k. Encourage the work of the Junior Red Cross.

4. Materials.

a. Daily Papers.
s
Atlanta Constitution, Atlanta, Georgia. Atlanta Journal, Atlanta, Georgia.

b. Weekly Periodicals.

Iss
Current Events, American Press, Columbus, Ohio.

Weekly News Review. 744 Jackson Place, Washington. D. C.

Scholastic. 430 Kinnard Avenue, Dayton, Ohio.

*>

World Week. 430 Kinnard Avenue, Dayton, Ohio. United St-trs Mews. U. S. News Publication Corpor-

ation.

World News of the Week Mi.iaap,. Uu. S. News Publication
Corporation, Washington ; D. c.

-59-

News Week Magazine, Weekly Publications Incorpor-

ated, Dayton, Ohio.

nn

_. .

Life, Circulation Office, 330 East 22nd St., Chi-

Tile', Time and Life Building, Rockefeller Center, New York, N. Y.

c. Monthly Periodicals.

Repder1s Digest, Reader's Digest Association,

Pleasantville, N. Y. 13.00.

'

National Geographic Magazine, National Geographic

Society, Washington, D. 0. ^4. 00.



Hprpers Merazine. Harper and Brothers, 10 Ferry

Street. Concord, N. H. $4.00. Atlantic Monthly, 8 Arlington Street, Boston,

Mass. 4.00.

d. Pamphlets.

VVgr Review of. 1342. Edited by William Ladd U. ST~B." Radio Station, Biltmore Hotel, Atlanta, Ua.

Facts in Review, German Library of Information,

1? Bpttery Place, New York. Graphic History of the War, War Department, flashing-

ton, D^ 5"! PhntnatPtic

53<z!. Cooler

of

News

Items

from

,,. . United

oQ4t. at+/e^0s

press, United Nations Information Office, bio

Fifth Avenue, New York. Office of War Information, free pamphlets sent on

request. Washington, D..C.

e. Posters.

Offine of Wpr Information. Washington, D. C. ^Free. United States Department of Agriculture. Fooa

Posters. Free.



Rural Electrification Administration, St. Louis,

Mo. Free.

,, ..

The Four Freedoms. Saturday Evening Post. ^ur-cis

Publishing Uo. Philadelphia, Pa.

f. Films.
List of United States War films, Available to schools. Bureau of Motion Pictures, Office ol War Information, Washington, D. C. *ree.

g. Radio.
Rndio scripts for victory. (Lists of scripts in P"circulating library service offered to schools; Educational Radio Script and Transcription Exchange, United States Office of Education, Washington, u. C. Free.

-60-

h. Encyclopedias.

Comptons War Encyclopedia,, F. E. Compton Comoany,

<

Chicago, Illinois.

B. Global Geography Concept.

1. Overview.

Geography is the study of the earth, its regions,

i

ma the relationship of one region to another. A map is B means by which we study these regions.

Since the earth is a round solid, it is impossible to make a flat map that is correct in all respects.

A globe rapresents distance, areas, and shapes, because it is a three dimensional model. The best that can be done with a flat map is to represent two of these dimensions and to distort the other. Hence the average person does not have e clear conception of geography.
re,

Global geography has risen in importance since air transportation has become common. As long as navigation was entirely by sea, a flat map giving exact measures of latitude and longitude was sufficient.

That type of map was perfected by Geradus Mercator shortly after Magellan had encircled the globe.
4

With the irapr ovement of nir tr ansportation, it

became possible to travel ove r regi ons tha,t had hither-

to been neglected and the fla t map with its distor-

tions of the polar regions be came o ut of date. The

distances between centers of pooula tion were in many

cases shortened. For instanc e, the distance bet we en

New York and Mosco w over the polar regions is 5,300

miles, by the Pers ian Gulf it is 14 ,400 miles. We

think of our seco ast cities as bei ng in great danger

*>

of Axis bombing, y et Toledo, Detroi t# Duluth and Winnlpeg are s close to Norway as is Norfolk, Virginia.

Geopolitics

^;jfnr)ponp have s^ent p ?T,f"5f deal ^^ reserc^ nd

s

gtudv ori the sci^ner a-1' rrpoD^litics.

of

England advanced the theory that since the largest

land mass mvi the greatest numbers of people were

centered in Eurasia and Agrlca, hence the nation that

ruled central Eurasia could dominate the world. He

called it the World-Island and attached small impor-

IS U

tance to the Americas because of their separation from

this body.

This theory -"as adopted by a German scientist,

Haushofer, who with the sanction of the Nazi party

">

worked it out in great detail. He taught that Germany

and Russia together could conquer the world, but

first Germ-any must rither rule or make " pact with

-61-
Rusaia. Hitler disregarded his-teaching in breaking off with Russia.
Neither of these scientists seemed to t*ke into account the fact that air transportation would link North America so closely to Eurasia tht the Artie Ocean would be in the same position as the Mediterranean Se, an inl-nd sea, J*p^n recognized the fact in seizing the Aleutian Islands. Iceland became a strategic ooint between North America and N^zi Norway. Distances over the North Pole *re becoming re-al nd tne student of Geography will use - globe as the truest representation of all fe=tures.
2. Basic Concepts.
n.. Since the improvement of air power, our horizons have become narrow.
b. The global map will give P clearer picture of the regions of the earth in their true relationship to each other th^n has been given by the flat map.
c. G-eogret^y is * lrge factor in the success ^r failure of military ventures.
d. An urn* *rstanding *+ e,^gr*T>hy is necessary to t*e understanding of the progress of the war.
3. Key Questions.
a. Where .*re the main areas of the war?
b. How far ere these areas from our main sources of supply?
c. Where are the supply lines of the United Nations located at present?
d. Why are these supply lines located in these particular lines'?
e. Where were the prewar air routes'?
f. What air routes are the shortest distances between our country and the war areas?
g. What are the climatic features of the war areas? h. What is the nature of the terrain in those areas?
1. Are geographical conditions or racial characteristics most predominant in the development of nationalism?

4. Activities.

a. Locate on globes or global m.^ps, the war areas.
<&
b. Determine the distance between each ares and various points in the United Nations.

c. Locate the supply lines of the United Nations:

North Atlantic Convoy, Mediterranean, Suez Cpnal,

Cape of Good Hope, rail lines of the Middle East,

)

Australia, and China.

d. Compare the distances followed in the sea lanes

With those in the air.

e. Show how China has been made dependent upon air
transportation for communication with the outer world.

f. Read magazine articles describing -ir travel in

r&

the Arctic regions.

g. Follow on maps the movements of the ermles. h. Study climatic conditions in the war areas.

i. Make maps showing distribution of resources as a cause of military aggression.

5. Materials,

Magazines.

Life: Circulation office, 330-S.^st 22nd Street Chicago, 111. D ec. 21, 1942 - "Geopolitics", Joseph L. Thorndike Jr. Aug. 3, 1942 - "Global War Teaches Global Geography"

National Geographic. National Geographic Society, Washington, D. C.
April 1943 - Excellent raat>,

s

Saturday Evening Post - Curtis Publishing Co.

Philadelphia, Pa.

April 17, 1943 - "Arctic Outpost", Arthur W. Baum,

The Infantry Journal. Infantry Association for

19 i

Fighting Men - 1115 Seventeenth Street, N. W,

Washington. D. C.

Maps, Strategy, and -Vorld Politics. Harrison and Strausz-Hupe1 Nov. 1942

^

The Journal of Geography, A. J. Nystrom Co. 3333

El8ton Avenue, Chicago, Illinois.

-63-

March 1943.
Illustrative Llatrrial for Conservation Education, V Maps >V. H, Hartley - Lists of maps, publishers and. prices.

b. Books.
M^j^lr^^, P^rt One. Introductirj^J^l Flight Preparation Training Series - Published under the Supervision of the Training Division, Bureau of Aeronautics, U. S. Navy - McGraw-Hill Book Company Inc - New Tfcr^k, 1943.
The Earth and its Resources, Finch Trew-rtha, Shearer McGraw-Hill Book Co. New Yrok, 19*1.

New Horizons, Sitner - Burdett Co. Atlanta.

C. Knowledge of Peoples, Cultural, Political.

1. Bp.sic Understandings.

The progression of events in this war has brought
the world ringing down about our ears, and has, at the
same tine, hurled us out into the world with an impact that has shattered forever the limits of our old horizons en? conceptions. We have become so inured with world ideas that to urge upon teachers the necessity for teaching facts about the peoples of the -oriel would be laboring the point. Terms such es peoples war, world orders, global war, total war, end post-war -orld have become so familiar as to oe hackneyed, and the necessity for teaching world ideas and
facts is obvious.

The need for knowledge of our allies and enemies
erisea naturally in any study of the progress of the war. Intelligent understanding of happenings in uhe i-'rr theaters demands information about the political ana cultural life of the peoples involved.

The tions of

very fact of the war brings UP all the quesvhv we pre F- ,,reTt ,; y was international coop-

not''achieved after the last war, who are oar

allies and enemies now, and what do they want that

they failed to get before. We must know something of the background and political doctrines of these peoples

if we are to deal with them now and live in peace with

them hereafter.

Ir a total ^ar responsibility for victory lies with the pROPl*, ana theirs will be the responsibility for maintaining peace. Education has been challenged and we hear cries of "Let the People Know."

-64-

Problem

<

To obtain knowledge of the political and cultural

life of our allies - Russia, China, England and of

our enemies - Japan and Germany*

2. Basic Concepts.

a. The United States, a democracy, is fighting

l

a war primarily for democracy. Not all of her allies are democratic nations, and not all of the

countries attacked "by her enemies have been demo-

cracies. Hence, the nations engaged in this war

cannot be divided into democracies on one side,

non-democracies on the other.

b. In a democracy members of e community give up some

freedom to insure freedom for all. This principle

must be applied to nations, regardless of their

V-

various political organizations. International

cooperation can be accomplished if nations are

willing to give up some of their state sovereignty

to an international sovereignty.

3. Key Questions.
4
a. How can peoples with different political beliefs ana cultural background achieve international cooperation1?

b. Do the democracies expect to democratize the "hole

worl<* in a new order?

(1) Is it "democratic" to impose upon other peo-

ples the principles of democracy?

(2) Does the United States stand for self deter-

mination for all peoples?

0

(3) In the post-war world will the United States

be willing to relinquish some of the rights of

national sovereignty to an international sover-

eignty?

4. Activities,

a. After reading current literature bearing on customs of various peoples, have open forums or panel discussions upon the subject.

b. Assign topics relating to customs of various peoples to members of class for oral reports.

c. Have students give oral reports of books.

*>

-65-
a. Have music appreciation hoar, using music of other nations.
e. Learn the.songs of oth^r nations.
f. Learn the folk dances of other nations.
g. Obtain films showing customs of other nations for movies.
5. Materials.
"ThP il^kinff of Tomorrow" - Raoul do Rcuissy de Sales. The Re^t^n ofDemocrecy, The Coming Atlantic
Empire" - Herman Raunching, Lt. L-uild. "Democratic Ideals and Realities" - Sir Harold he
Kinder.
"Russia's Child Army" - Atlanta Constitution Magazine", This Week - March 3, 1945.
VICTORY CORPS SERIES-BULLETIN NO, 2 - Inexpensive Materials.
tfhpt Are We Fighting For in the Orient," - 10g, Columbia University Press, Morningside Heights,
PrcmNaegwrnYdoerk,inN.InYt.ernational, *^l-i,*t*.icsM - pP-anm-nphhil-=e>tt M IR "\5d Ferrer & Rmehart, M. x.
"DemNooc.rac1y6, vb.t>sD, i,c"t^rlG0oL.&,hniinp" , 50we;>, Na"wtionYal Education Anpociption. 1210 Sixteenth So., N, X.
"Youto Under Dictators", 30^, Row, Peterson & Co., Atlanta, &a.
Webster Publishing Company, Dallas, Texas Series - 30^: "Changing China
"Land of the Soviets" "Modern Japan" "Peoples of China"
"Folk Festivals for Schools and Playgrounds" - Shambaugh - Pub., A. S. Barnes.
"New Horizons" - Silver Burdette Co.
RUSSIA
"Mission to Moscow" - Joseph Davis "USSR" - Walter Duranty "Stalin" - Enil Lu.d^rig "Thei Stars ere Neutral" - Quentin Reynolds
&5RMANY
"House of Exile" - Nora Wain "Berlin Diery" - William Snirer "Listen, Hans" - Dorothy Thompson "Lest Train from Berlin" - Howard K. Smith

CO-

"German Octopus" - Henry C. Wolfe "Young Woman of Europe" - Feiner "What About Germany" - Louis Lochner "Blood and Banquets" - Delia Frorne
<&
CHINA

"Red Star Over China" - Edgar Snow

"The Three Sisters" - Spencer

"Flying Tigers" - Russell Whelan

"My Country and My People" - Lin Yutang

L

"The Wisdom of China and India" - Lin Yuteng

"Inside Apia" - John Gunther

ENGLAND

"Mrs. Miniver" - Jan Struther "While England Slept" - Winston Churchill "Blood, Sweat, and Terrs" - Winston Churchill "The Unrelenting Struggle" - Winston Churchill

V-

JAPAN

"The Three Bamboos" - Robert Standlsh "Report from Tokyo" - Joseph Grew "He Opened the Door of Japan" - Carl Crow "Japan's Policies and Purposes" - Hirosi Saito
4
D. Evaluation of Propaganda Concept
1. Scope.

One definition of propaganda is "a deliberate

attempt to influence the opinion of others concerning

matters in which one has a selfish Interest." Another

is "persuading people to act by giving them only the

facts that ere favorable, hiding or suppressing unfa-

vorable frets." Either of these definitions illus-

y>

trrtes the '"act that propaganda nay either be good

or bed, but always carries a selfish-motive.

In B democracy, such as ours, the -oublic has been educated to the ideals of th? rights stated in our Constitution, end to the fact that a person can form his own opinions. Too often his opinion is unduly
influenced by, distorted facts w ich have been told him either through ignorenc? or malice.

When our nation is at war it is of primary impor-

tance to know ''hat to believe. The morale of the

people can be .shattered by idle rumors. It is a

ripe time for the unscrupulous to tear down the good

work thet our leaders are striving-to accomplish.

It is also a good time to use this same means to

build up our morale. The right kind of facts, presen-

*>

ted to the people in the right way and through the

proper channels, can bring out many desirable' effects,

-67-
and prove of groat value in supplementing the war effort.
2. Basic Concepts.
Propound? is the dellberete attempt of a selfish person to influence the minds of others to their own selfish onas,
b. The ignorant person is easily influenced by propaganda.
c. Propaganda can undermine our entire war effort.
d. An unprejudiced mind is essential to the evaluation of propaganda.
3, Key Questions.
a. Why is propagrnde so freely used in time of war?
b. Is propaganda ever justifiable?
c. What are the dangers of propaganda?
d. What type of person is most apt to accept propnganda?
e. What is' the difference between propaganda end education?
f. What tests cm you apply to a story to discover whether it is propaganda?
g. What questions mught bo asked about en author before pecepting his story?
h. Hov have the Nazi and Frcist governments used oroprgande as e means for gaining cultural, economic; and spiritual control over the people of the countries under their domination,
1 How hrv^ the Frzi rn.! Facist governments sought to grin control over the democracies cy means oi proppgrnda?
4. Activities.
Mpkf F study of the propagendo used in some former c" Vrar such re" that uoed by Samuel Adams in the
Revolution, or by the Abolitionists in the War Between the States.
' t MpJ-ie r collection of cartoons illustrating some defi ' nite ooint such as the collection of scrap, or .no sal'" of defense stamps.

-68-

c. ?ake some recent event and let the class write

individual versions, thus showing the trend of

<

public opinion.

a. Conduct a poll on some war issue, after having
allowed one or two leading students to lobby.

e. Have the teacher express his opinion on some current topic, then have the class write theirs.

)

f. Have the students check several radio commenta-

tors end compere notes.

ff, Have students check ell reports by answering the following questions: Is the person who told this in a position to know the facts? Is this firsthand or second-rate information? Is this person capable of careful and occurate observation? Has he a record of honesty and veracity? Is he working for someone who benefits by this story? Is he free to tell the truth? Is it likely to benefit him if I believe it?

5, Matoriels.

Books.

,5"

Civics In American Life. Edmondson, Dondineau.

Chapter XX. MacMi11an Co. New York, 1941.

Experiences In Citizenship. Whittaker, Jamison,

Chapter XIX. "Public Opinion and Propaganda

YJebster Publishing Co. St. Louis, 1939.

v-*

-69-
FINANCING THE WAR
The magnitude of the problem of financing the w and the oeecei becoming increasingly evident. All of our manpower, time energy en? resources must be mobilized for the successful prSsecu?iofof our war effort. The role of education today has an important part in preparing youth to play their part in "lnning the war and in unders-crndin- the stupendous problem of paying i the war It is essential for students to realize their reeponsibilitv en? obligation in our nation's war finance program end to understand fuXy the eacrlfioee they will be called upon to make.
A. Basic Understandings to be Developed:
1. It is essential to morale to understand -hat our government is spending.
2. The complexities of the problem of wartime finance and the necessity of a planned war economy.
3s* Ionursaeulev^etsi0o?ni'ncleowphleethewrilldemboecarracwyilwliilnlglwyortkhewegmausrtdaeskn
of taxation and will willingly sacrifice to lend money to the government.

?hf government fnl the sacrifice they oust m?ke to provide funds,
5. Every citizen should practice habits of thrift and wisespending.
A Timtipp in our democracy requires that the cost of the 5* wa? be distribute? rafrly among different income groups
within our population.
7 Every individual has a responsibility in helping to prevent inflation, the threat to our economic security,
B. Problems through which the above Understandings may be Developed.
1. The tremendous cost of the war

2. Where the money comes from

A. Taxation

B. Borrowing

3. Ho- to prevent inflation

4.

Kow can students in high schools contribute most effectively to our country's war finance program?

-70-

tolatin"

Cxist- Courses

icac. si's w.- aisayjree as I

t of time us-ed for

'<&

emphasis on this subj ct, ' at "urina tl Is smor^cne1 exist lnr cours s,

especial! in

ial science fiol", shG !- bi

pro-

inserted into c, ur 3.2?iovis anorooric tc

war. The topic Payi.n.' for the -a t j ens of i':_ mav

I.

OGT OP HII]

L#

A.

lie Concents :

1. In 1943 the U. 3. government shall probably divert 'half

t'e entire output of the nation into the war, -.t cost of

"roximatoly $85 billion, over ,.-2000 for each familr in

't'.-cnthcotuontfryin.aneThe treasur must

,yo bi.'-lion a

Thc burden of t:

1-out effort ust be r>ivi-?c<? eouitably

v-

so very pcrso:

i bos as ncarl;- as possible in pro-

portion to ] Ls abilit to oa^.

'-- nusu """M.S.. revenue i ays that "ill inc ... ot ; o'uction.

.^ .

..... j-

an iin'-or-st.an-'xr

of t is

rrob! -

-

.,...

v; 11 hel -i 5ev- lc ? in *"! . c c

toward our frovr,v*nrr'ont

- chool stu inots oroner Citu

An und< n c e -n s :

n""staonucrlirl.^easo e-ltehned coosbtli

of our r.ilitary ations.

needs,

civilian

c, X., e,uo

1. How con our 'Over"
what zrc raise 03

unonce the war

C

's D

,... o

lC. .

Fairly?

' VC ' "

C "O

o. TT :''; rauc: won will '-: . treasur-- dc:art~" hour in 1943? How mac: ) /citizen?

C ouryested Activities:

n -... or:' L revenue c illccte . "w

5 o::' " \:

sources o:

C q'l. . Hot of materials an 1 s rvices which the govorn-

must purchase each day to carry on bhc war and csti-

note the tot, 1 "-.-. cost of the war to the U. 5. Finallv

E-io t;

ax provide

J>
approximate figure and show

hov/ it was derived.

^ . Uw . . ss c. O o-o1. discuss: m on the aucstion "what kind of a Id ".o you v;ont to live in"? Ha- st Lr>e - s "'escribe ways P rv larch 1943 fiyures.

-71-

in which wartime living differs from this ideal. The t acher should point out the importance of willingness accept restrictions on our time, energy, money, personal liberty, and standard of living now so that we may win the war and establish our desired way of life.
4. Study terms o^ our Lease-lend agreements, Find out how much'has already been spent to meet these needs. About how much is this a month?

5. Graphs provide a clear presentation of statistical data which may be used in oral reports and discussions. A few of the topics which might be shown by graphs are:

(a) The growth of our national debt. (b) The trend in Congressional appropriations for
the war. (c) Per Caoita cost of each major war in our history. (d) The sources of government income in -pepce and in
ws r (e) The increase in national income during 1941 and
1942.
6. In American history classes many activities on paying for the war nay be included in other units.

First w^en studying the Revolutionary war each pupil may start'a chart sho-ing the cost of that war, kinds of money issued by the Second Continental Congress, means used to raise funds to pay for the war, rate of interest paid on government bonds. The teacher should show how inflation followed the issuance of so much paper money as the government then issued; the effect on domestic and foreign trade 'enr. the need for r stronger national government on a sounder
financial basis.

Second, add cost of war of 1812 to chart.
Also, kinds of money issued the means used to raise funds the interest rate on bonds
Stress effect of this war on th? tariff and on internal

0 C1 -- C O *

Third, add same for Mexican

(may be omitted.)

Fourth, add same for Civil War, 1861-5. The teecner should point out how excise taxes increased and that an income tax wrs imposed for the first time in our history, though declared unconstitutional in 1895; how borrowing increased tremendously; how the printing of "greenbacks" caused inflation though the stronger credit position of the government made it less disastrous than at the time of the revolutionary War; why inflation was worse in|tne Confederacy than in the Union government; and now enp Jl^i0"1" ties in financing the war helped lead to the establishment
of a ni tional banking system.

-72-

st uc I'

'omt rot-

ir c c s o inc

lac. ;. 1 nc one

<

t or

Si::-'

! A ,d .-/ I.;.;:-.;

t ?. rr : ' ;:cess v. : fit taxes

four Libertv

Loan crivos and t) e /ietor Loan, hi-'h-n 'essure

soiling

. to whic: tl c public :: .rondel sadil . Po;

priced war sr::iv

| >nps were sold

G>

widespi jad participate

th< v. ir >ance oro rain,

i

ai;; \1-1 , orl-l './ar dumber Two. Contrast previous war expenditures it! t] U. 3, . .O-i -,n>

the 1943

res K

CO: . "r s by President

.oos

revised ad rt

Seventh, find out undo] h he rirbt to raise revenue.

. - 4. , - j- .

on TOSS

D. v

Pamohlets

SoPoels Arabe. A program gotten up bp Van Bur en Count""

i..ichipan, obtainable free fro- State Deoartmrrt of Educa-

tion, Atlanta, Poor ia.

Pa--in- dor

Chester D. Babcock. Bun tin Po. 13,

i-i.;. t 1 ."-'^ounoPl for Sociol Studies. Department of tie

&.,

-J o

V/i shin; tor, D. - .

50^.

What tb shools SI-ouid Teach InJ'/artli-jc. Educal

Policie

Co -r-.issi 'a, W. E. A. TSoI "3id"-' inSton, P. 0. i0^.

Street. . ''. b'ash-

Ho v.- 3ho 11 Po Pap for the Par?

or'.' re c"

T . o : tin: o .' i ]

A -.crican Educat

-da ' s

Columbus, Ohio. Pre

America's Economic i>ti onptf in lime of ..'ar.

of Con-

merce o:

U.

tt:e on national Defens '. V.'ash-

ton. *-. c _ r o e

\i-

National Defense and America's Futurc. National Assoc3etion

of Manufacturers. 1"4" T77" 49tn Street, New 'forb C:-:" , Proo

How to Wjn on the I^ome Frotrt. 'Public Affa rS Co

bee

1"., 30b-iocb~feller Plaza, ::.v --- Cit-%

^

-73II. T-TCERS THE MONEY COMES FROM: the two chief sources from
which our treasury derives money rre taxation and borrowing.

A. Basic Concepts:
1. About 40$ of the Treasury's receipts is derived from taxes.
2. Pay. taxes cheerfully to help win the war.
3. Experts work out the tax oroblems so all classes of people rre taxed recording to their ability to pry.

A*. We will have to do without some luxuries in order to pay the higher war taxes.
5. Taxes ere certain to increase rs the war goes on.
6. A knowledge of different kinds of taxes will be. of great benefit in helping high school students accept willingly their responsibility in the war effort rnfi in developing :the proper respect toward govnrnregulations.
7. 27 million persons pe.ic 1942 income tax. 46 million pry Victory Tax.

B, Key Questions: 1. What rre the different kinds of taxes we pry?

2. How cm our family budgets be revised in order to help us meet our tax obligations?
3. -.'/hat ere the principles upon which en equitable tax must be based?
4. Whet rre the prguments for end against a sales tax?

5. HOT-' might taxation be used bo control consumption of materials vital to the war effort?
6. What steps might be taken to increase the yield from the income tax?
7. How could taxes be placed so rs to discourse the sale of luxuries?

C. Suggested Activities:

3 Have students make cherts showing receipts from 'peacetime taxes oai<? in the .U. S. before 1939; our trxes for defense through 1941; the tax receipts in
1942 and estimated trxes for 1943.

2. Each pupil make a.'list of the trxes n'e'h.imself pays--

most students of hhii!ch rfp pay onlv excise taxes, such

rs admissions to games

on cosmetics, etc,

-74-

3. Teacher may explain the 1942 income tax blanks, par-

ticulrrly the simplified form. Have students work

out income tax problems based on the probable income

<

made by a high school student who "orks after school

and in the summer. Find out what percentage of our

population paid any income tax before 1941. How

many paid a tax on 1942 income?

4. Round table discussions on the proposals:

(a) to raise existing taxes

l

(b) a tax collected at the source such as the Victory Tax

(c) a general sales tax

(d) a spendings tax

o. Class discussions based on the questions, "Why can't I buy some of the things I have alleys wanted, now that my Dad is making more monev?"

6. Students make a chart or greoh showing a comparison of English and United States Federal income taxes for a single person and for a couple with two children.

7. Pupils should read in newspapers and current magazines
about tax legislation in Congress. Class discussions may be held on the Rural plan and other plans as they are proposed and finally passed.
i
3 8. A thorough study should be made of differnet kinds of taxes, the pupils giving examples of each from their own experience.

9. Some students who work, have the Victory tax taken
from their pay checks--problems may be worked out computing this tax.

V*.

10. Home economics students in preparing family budgets could stress saving for taxes showing from what sour-

ces savings are to come--for instance, more recrea-

tion at home, savings from gas and car up-keep, etc.

D. Suggested References:

Taxes and What Thev Buv. National Association of Manufacturers. 14 N. 49th St., New York City., also Taxes end You. 14 N. 49th St., New York City.

Do We Want a Federal Sales Tax? Chas. 0. Hardy. Published by the Brookings Institute, Washington', D. C. 25^

War Tax Legislation: Proposed Revenue Act of 1942.
War Tax Legislation: Revenue Bill as Passed by the House. U. S. Chamber of Commerce, Committee on National Defense Washington, D. C.

Who Pavs Taxes? Monograph No. 3. Temporary National Economic Committee, Washington, D. C.' lojrf'

-75-
Onr TPVRR rnd ^r Thev Buy. Public Affairs Pamphlet No. 28, Public Affairs Committee, New York City. 100
AnPr^.n Government. 194? Frank A. Magruder, Allyn rnd Bacon, Atlanta, Geor-ia. Chapters VII and XII. Any good financial history or text on government.

Daily Newspapers, Magazine Articles:
Svervweek. November 2, 194?, "Americans Begin Prying Their Biggest Tax. Bill."
^-hnrH.v Eyeing Post. June 20, 1942 "Should Congress Vote P Spies Tax to Finance the War?'
Time, May 25, 1942, "Voluntary Henry."
Vitrl Speeches. Vol. VIII, April 15, 1942, "Taxation Today." Tha. American. April, 1942, "Waste Must Go" by Frank Kent.

III. Borrowing:

A. Basic Understandings.

1 By far the largest part of our revenue comes from * borrowing. Since 1941 our government has had to borrow about 60^ of its funds; in 1945 over $60 billion will be borrowed by our Treasury.

2.

By far the greatest proportion of borrowed funds_ comes from the Vie of treasury bonds, the most; im-

oort-nt of the new types of loans being U. b. Mar

Savings Bonds, issued in small denominations as low

as 118.75 with a maturity value in ten years of

25.00.

, 3*

The rorrie rna unitv of the American people is prono?eS ?y lending money to help finance the war effort

and bv oprticipatlng in the sale of War Bonas.

4.

Such habits as thrift and savin- can be taught through on intelligent, informed student body and each student

should feel a sense of personal responsibility toward

saving.

5.

Not only are good habits formed but lending money to the government is a wise investment as good interest

is paid on all bonds.

-76-

B. Key Questions:

'<

1. What is the ordinary method employed by the ~ovprn-

ment for borrowing money?

2. Why is idle money called unpatriotic money?

3. Does it meke any differ-nee to the war effort whether

money saved is invested in war savings bonds or

\

merely put in a savings bank?

4. Why do we not tax to raise the full cost of the war

instead of borrowing?

5. What pre the advantages of voluntary saving over taxes or compulsory saving?

6. What is a fair proportion of family income to invest in war bonds?

7. How can our school best be organized to promote the sale of stamps and bonds?

8. Why is it more desirable for the government to borrow money out of individual spending money rather than
from banks?

9. What.is the most popular bond for young people to buy?

c. Activities:

1. Have each pupil make out a budget for his spending money, saving at least 10$ for the purchase of stamps.

2. Put on a bond drive in your school. Have a student committee set a goal, such as raising enough money to buy a Jeep, Have posters made, an assembly with a speaker to explain the different kinds of bonds,

3. Handle the sale of stamps through homerooms, having a class treasurer In charge. Each pupil should be encouraged to have a book in which to keep his stamps, buy no child should be embarrassed by the fact that he does not have money for stamps,. The treasurer should keep an account of the amount sold day by day. Several times a year the amount bought by the class and by the whole school should be checked, thus promoting
a spirit of competition.

4. Ask several pupils to write editorials and news articles for the school paper on buying war bonds.

5. Have each student make a list of commodities end services that have rlisappeered from the consumer market, that he would normally buy. Add up how much he saves from his allowance weekly on gas, etc., and see how many stamps could be ourchesed with that sum.

-77-
6. Assembly programs or plays nay be produced--the social science, English, drama and music departments cooperating.
7. Every student in school should do some extra work at home or in the afternoons to make money for ^e purchase of stamps. Walk-to-school groups should. be organized; such outside activities as caring for neighbor's children, acting as messengers, raising chickens, etc., should he encouraged.
8. Pupils should grin a knowledge of what bonds, are the different kinds of government bonds, now buying bonds benefits the purchaser both in saving raoney and in getting interest on that money, me teacher
' should bring a registered, a coupon and a savings bond to class if possible,
9. Formal class meeting--guest speaker invited: Frvp a student chairman make a short introductory talk on what the war is costing us in terms of money. Speaker (who has been asked before hand what to talk about) tells about how ra- materials end ^chines formerly used to make consumer goods ranging from autos to books and eyes are no- being used to make
Memberseo?'clrss are asked to Jot down items they heve a hrrd time finding in the stores. lurn tnis list over to the speaker who tells "hat war goods
rn being manufactured in piece of the missing goods. Chairman closes talk, urg^s members to buy ^B instead of spending money on roods that are aireaaj growlng scaree
10. Encourage the use of war savings stamps as prizes; as donations to scholarship funds; as admissions to athletic events, plays, etc.
11. Essay end poster contests.
12. Debates--publlo speaking,
D. Suggested References:
Tr^ns.irv Wnr ^nwing rn^ the Banks. American Banker's Ass., Economic Policy Commission, h. X. City.
TbP President's Seven-PMnt. Program. OPA, Consumer Division, Wellington, D. C.
In the fl-T-vpv Chronic. Jen. 1943, "Postwar Prosperity on the Installment Plan".
In Newsweek. July 6, 1942, "United States Spurs Drive to Draw in a Billion a Month."
rw Anp-Mnnn (Wrnn*nt. U. B. Printing Office, Washington, D. C.

78-

IV. Inflation:

<

A. Bn*lc Understandings*

1. Preventing inflation is one of the most important of all the government's objectives in shaping its war finance policy.

2. If inflation is to be prevented, the undivided

1$

support of every citizen is needed for the drastic measures which are required and we must willingly

accept the deprivations required of us.

o. A really bad inflation could lose us the war by its disorganizing effect on production.

4. Wages and prices must be stabilized.

5. Supplies must be sent to our armed forces.

5. Our obligations under lend-lease require the sharing of food and supplies with our allies. Our lendleasn shipments anount now to about $1 billion a nonth.

7. We must maintain a parity on farm products; mu^t

i

3

have a minimum 48 hour ^ork week; must break up

black markets, and share equitably our goods through

rationing,

B. Key Questions:

1. What is inflation? How can we best educate the oeopla in our community as to the dangers of war inflation?

'<.

2. How can we most effectively control non-ess ntial

spending and inflation?

o. With the prevailing system of price controls, is it still necessary to save out of current income in order to prevent inflation?

4. Why, in the past, have we usually experienced periods of depression soon after each war?

o. What sort of individual cooperation is needed in order to make President Roosevelt's sev.->n-point inflation program effective?

Why must wages and farm prices be stabilized if inflation is to be controlled?

Ev<

7, Ho"-r mught a rapid rise in some wages result in a

lower standard of living for other workers?

-79-
8. What are "black markets8? What r.re the dangers arising from them?

C. Activities*
1. Class discussion of Roosevelt's 7-point economic program. Have pupils appointed to make a. brief explanation of each of these-; points:

Price and Rent Control
Rationing Heavier Taxes Baying More War Bonds Stabilizing Wages Stabilizing Farm Prices Prying off Debts and Keeping ou'

of Debt

2. Older pupils will remember that during the depression of the 1930' s they were urged to buy and not save. The teacher should, start e discussion by asking then why the reverse,is true today*

3. Puoils should construct graphs showing price trends 1914-20 and from 1933 to date. Local price changes since 1938 on such standard commodities as soap and milk and butter could be found by consulting a local grocer. This activity should leac to discussion of the reasons for the rising costs and of the means whereby continued rises can be checked.

4. If possible, samples of paper money printed in Germany during the period of inflation should oe displayed in the classroom and its value in terms of our monev be determined. From this information, figure what' the family budget for food would, be if we"suffer a period of wild inflation like that in Germany,
Ora] reports may be made by different students on "How may inflation be checked by Rationing. Stabilizing wages and prices, Limiting incomes, Placing a parity on farm products, Placing a ceiling on rents, Collecting a larger withholding tax, Having compulsory bond buying, Prohibiting installment
buying."
A cartoon on page 18 in John M. Clark's "How to J Check Inflation" (Public Affairs Pamphlet No. 54), suggests six ways to hold down prices. Ask the class to studv these six devices and come'to some conclusions as to what the following people cm do to control inflation: You, your father, your mother, a factory worker, a"farmer, the owner of a factory, a capitalist,
7. Students should be encouraged to write articles for the school paper, pointing out different ways in

-80-

which high school pupils can help prevent Inflation.

8. Have pupils list ways in which they can help control inflation, such as nvoid waste, cut expenditures for unnecessary things, conserve all connoditi-es, stick to ceiling price?, save for stamps and bonds, etc.

9. Inv ite an economist to speak to class asking him

to stress certain points.

The chairman in introducing the speaker explains

U$

the popular misconception that no1'- there are price

cei lings, inflation will automatically be halted

whi ch is not true The speaker "111 explain the

Pre sident's 7-point program. Members of the class ere

asked to discuss how buying stamps and bonds will

p'bi torb extra money that Would otherwise be spent

bid<iding up prices.

D. Suggested References:

In Vital So a c c.he s March 1, 1943, "Next Steos Against Inflation" by Janes F. Byrnes. How to Stop Inflation. OFA, Hurt Bldg, Atlanta, 0a.

Inflation. Morris Flan Bank Ass., Washington, D. C. Hov Inflation "'ill Come If Vie Let It. 33, S. Clerke St., Chicago, 111.
r3
Ho--- to Check Inflati-n. John M. Clark 100. Pub. Affairs Fam. No. 64. Fublic Affairs Committee, Inc., New York City.

The President's,Sevan-Point Program. OPA Consumer

Division, Washington, D. C. The Why. What, and How of

the G-enera.l Maximum Price Regulation. OFA Consumer

r<vA

Div., Washington, a, C. Preview of Life in '43 01A Consumer Div., Washington, D. C. Control of Prices

and Inflation. Leon Henderson. OFA Consumer Div.,

Washington, D. C. Give 3 Get 4 1 US Treasury Dpt.,

Washington, D. C. Economics of the Home Front". OFA

Consumer Div., Washington, D. C. In Fortune for

March 1943, "Inflation Can Still be Checked." The WPr on the Home Front. OFA Region VIII San Francisco

Regional Office. San Francisco, Cal. Chanting the Thre- R'^s of 1943. OFA Dept. Information, Washington, u' C. Hpw.You can Help Keen Wartime Prices Down."

OFA Dept. Information, Washington, D. C. "America's

Black Market", Leo Cherne in Saturday Evening: Post,

July 25, 1942. "Price Control and the War" in Vital

Speeches, Vol. VIII, Oct. 15, 1942. "Invisible Green-

backs" "How Inflation "ill come if we're Fools enough

to let it." In Saturday Evening Post, July 4, 1942.

V. How Can High School Students Contribute Most Effectively to our Country's War Finance Program?

-80- (a)
A. Basic Understandings:
1. We must develop a bett r attitude toward supporting the government in all phases of the war effort,
2. Students should be Informed as to ho" they con contribute effectively to the war effort.
3. Students should be organized to help in ell phases of the war effort.
4. Emphasis oust be put on personal sacrifices 'that will have to be made,
5. We want to win the war, hence we must pay for it.
B. Key Questions:
1. What am I doing to help my country finrnce the War?
2. How can I do more to rid in the Wrr effort?
3. What can our school do? Are we doing all we ce.n?
C. Activities:
1. Encourage students to be well Informed--vide reeding of newspapers, magazines end listening to radio programs,
2. hake history end geography more vital enc up-to-date. Develop air-mindedness, study air distrnces, etc.
3. Compere democratic end totalitarian practices. Study cultures end economics of our rllies end our enemies as e basis for understanding the real issues and problems of the war end the peace, Teach issues end progress end elms of the war end the pert the individual plays in a total war. Investigate causes of wars.
D. Suggested References:
Whet the Wor Meens to Us. U, S. Office of Education, Washington, D. C.; The Social Studies Mobilise for Victory. National Council for Social Studies, Washington, D. C. A Wrr lolicv for Americen Schools. 10^, N, E. A, Washington, D. C; What the Schools Should Torch in Wrrtime. 10^. Educational Policies Commission, N. E. A., 1201 Sixteenth St. N. W., Washington, D. C.j Whet the Schools Cm Do to Help Win th.? Wrr. State Department of Educe t ion, Atlanta, &a.; The Kirch School's Oblige t ion to Democracy, by Dunham end others. Classical Ass. of Middle West end South, Ann Arbor, Michigan,; A Program of Action for American Youth, Am Council on Ed. 744 Jackson Pi. Washington, D. C. Whet the Schools Cm Do. Pamphlet 4, US Office of Ed. Washington, D. C. 15^'

-81-

THE POSTWAR WCRLD

Bas: ider stand in s to be developed

i L i i " i victory alone will n< :;iv :ie:oe 0]

ordered,

free world~~"'iVwill five the opportunity for world neigh-

bors to build together the kind! of world they want to live

in.' and to work to preserve the peace of that better world.

Since ha ;e will be ur

the en'"' of the war, there will

not ve tj^e enourh then to think out the forces for peace

arno^re,to

^raw un clans o-eoaration for

for an peace

intelligent world policy. Further in a rore difficult task "ran

preparation for war. Therefore, the thinking e.nr planning

cy the postwar world! have begun already.

<ar i: bhe oroduc

^een-rooted forces that must be' under.

stood and controlled) or -estroye^.. Among them are "ide-

olries, economic pressures, nationalism, militarism,

imperialism, fear, hat-, and the desire for revenue.'

Hunan welfare has become the chief consideration Irs olannin" to*-1 the postwar world--a recognition of the sacredness of human"personality and of the right of every person, regardless of race, color, or creed, to opportunities for
f ullest d e ve1opmen t.

3asic ideas for the postwar world are incorporated' in 1.5. . Wilson's Fourteen Points, in the Atlantic Charter, and in
e Pour Freedoms, Tie machinery for translating these als into reality is being planned now by the United
Nat.ions Conferences. Specific terms for the peace, however, cannot be made until after the cessation of hos-
tilities.

G.

Vvar will leave devastation, chaoes, want, disease, unerroloyment, an-'1 suffering. The responsibility of relief

andTreconstruction will rest primarily upon the United Nations, who will need the same cooperation and willingness

to sacrifice after the war that they are showing now to win

the war.

7. The modern world is becoming so closely integrated1 that it cannot Remain at peace with'marked differences in living standards, educational opportunity, and! governmental ideals
and practices.

All nations s^oul^ have ''access, on equal terms, to the tra*e au^ to the raw ~iaterials of tie world which are needed for their economic prosperity.;i By access to raw mate ials is meant the effective power to buy in the world's market. nTUn -loans a" oav^ent may be roods and services.

An abandonment bv all nations of the use of force for settling international disputes will make excessive armaments unnecessary an" thereby reduce expenditures.

10. An international authority should control colonial rri^orie;1 in bhe i > tore st of the colonial peoples, an-" should advance then toward self-government.

1. oo. mac

I 0 ] International government together with

an international police force to prevent aggression is

essential for the preservatio of peace and freedom. The

government that derives its just powers from the consent of the "ovornec1 is the truest expression of the rights and

the dignity of rean.

1^

12. Vvhatever plans for world cooperation are finally adopted

will be dependent upon an informed, active public opinion

and tec will

?eace.

13. Free-lorn-loving nations have fully learned the lesson of collaboration, are' arc prosecuting the people's war. In the continuance of that cooperation lies our ;-:ovv for an honest, a just, a workable, ?rd a permanent peace--the people's peace.

l 4 maiviouais an- nations cannot enjoy r--i1 g-1n-4t-s uvnr, i1 e<'s: thC:-

are ready to accept responsibilities. If America has more

influence than anv ether nation, then she has more re-

sponsibility than en; other nations for the postwar world.

But each person shares the opportunity and the responsi-

bility for building the world of opportunity, decency,

i
3

trust, order, and justice.

B, Problems of the postwar v/orl-^.

1. dAPIhdO"d:y--Vd:at is behind today's war?

2. PEACE AIMS--What are the peace aims of the Unite? Nations?

3. K.LL.V.-.'J ,, nkrA-iATiO.:os A; -. li, Ji;ri;lvl.Ljb--Can peace be lasting

with these?

r<6

4.

^--wnat na. t o C3 ' nIJL1 e.isa: md to what extent?

5. 3ELIEF AITD ^HHABILITATIOIT--IS it the responsibility of the United Nations to feed the hungry peoples of the world and to hole rebuild their countries?

6. I" "IP-3ATI0N, ABFUGEdS, Add ~E?ATdIATION--Is complete free of individual choice the solutiou to these problems9
Or will greater restrictions have to he made after the war?

7. DE' 0BILI2ATION--Shall the armed forces of the United Nations be demobolized as soon as possible or slowly enough for industry to afaor% them?

3. UITEI'TLOE"IfENT--IIow can reasonably full employment be provided for all and kept going?

9. COLONIES Add NATIONAL EOUNBAdlES--What will 1 of if e peonies concerned?

ishes

-83-

10.

'...-liov- can discriminatio>nriss

>e~?oved and bar-

lowered?

11.

0R"-AI r -i T ' " "J.

s
.<U i

r>Tp < ^"

:o "-- ...

v. ,_..



' GENERAL WOTLD OR^iTiZATICiT--Yihat wachiner: d ' ovemment

is needed To:" preserving oeace, or e*, an _iewu

Reference! (In addition to the reference 3 for each unit,
ins are 'jiven.)
Book

Taan. T.^. tha ^eople Know. Hew York i The Viiring Press. 1943. 245 pp.

I *.a ~azines

!,A People's V/ar an^ a reo ae's Peace,1' T^e .American Teacher^

April, 1 t, Acheson, Dean,

- O>2o

:

pp.

War for Peace," Vital speeches,

Auo 1, 1-42. e Senate's Share i

Formulati

if Fore:.'n

Speeches^

^oc

.

me

-_
j

-J

,,T-ij-

September

j
j

-

>

,lTh

R15o-a, TM

194*.. to Peace,

VjJ^t. '- -G^0--a?., March

r-ar1 ^. The Heart of Democracy, vi_

rvd o--'j

k'O'-'1'' 1 15, 1043 .

C". D., ''After Peace;



'

...

,.,,-!,-

Co: petition
into

cr

Cooperation?"

aoeoches, ^ovc: Dulles, uJ. - , oi; Pillars of icace,

Vital speeches,

Vital Aori.

Ede:.

15, 1043.

i
Ant

on:

Vital Speeches.

:ral Infracttiioon Apr: 15, 1943.

ducatTon" "for "Vi

v. Washington, D,

of 0.

Treaties I'us Superintendent

of

lD%occ~uuwreenntcss..

it

ro,,rj j. W., "Avoiding Postwar uisjuitu,

^2_-i_--.0i Q-1n- flppVips3-

April 15, 1043. Qideonese, Harry, "The ..oral Ch

.ense of Postwar Planning,

HoldenfSLf^ufllin, for Victor^ - md ti>e Fuuttmure." Vital

Speeches

1. 1942.

,,[.oo.veJra,nnnHur^aeerrylbl,e1rt.,"Tho"AnSeHreiwouAspnpersosacohif

to Peace,' mthee-Proostaw^ar

Vital Plans

Speechos,_ to Safeguard

Peace,,; Vital Speechoa^.. August 1, 1942.

-84-

Eai-Shek, Chiang, .' "Unit-;, v

cacc Enforced,'1 Vital Speeches,

January 1, 1943.

Kai-Shek, I-.'adanc- Chian?, "Victory Without Eate," Vital^JopeeGhe^

!aro; 15, 1943,

King, VV. I. HacKe'rizie, "Worl'" Order Based on Hunan Rights,"

Vital Speeches, December 15, 1942. Litvinoff, Maxin M., "United Efforts,11 Vital Speeches, Hay 1,

. 1942.

Luce, Henry R, "The American Century," Reader's Digest,

April, 1941.

1$

Mac Ivor, R. II., "After the Price of War, the Price of Peace,"

Vital Speeches, December 15, 1942.

Hoses, fTobert, '""The Average American an- the Postv/ar World,"

Header's Digest, February, 1943. McCoroick, Anne O'hara, "America's New Hood,1' Reader's Digest,

March, 1943.

"

"Oar World Is Chancing Shape - Human Geography in the Air Age''

Re a der's Dige s t, February, 1043.

"Pacific"'jRei:~hbors: The East Indies,'1 Buildln America, January,

r$

1943.

:.'. iul , .i.ij.!diU;;j.j

i_U.Su l_iC

he "."ore Pacific Wars?1' Reader's

Digest, March 1943.

"Planning for the Postwar World," Building America, December,

1Q42

Pope Pius XII, "International Relations and International Order,'1

Vital opeeches, January 15, 1943.

J. x v.iu LOO 11

^ -L

3b

Thin tO o OmeO , " Vital

Speeches, August 15. 1941.

Roosevelt",' Franklin D., "We Stan^ Accountable," Vital Speeches,

December 1, 1942.

Roosevelt, Franklin D., "Postwar Goals," Vita1 Sec ech c s,

January 15, 1943.

Roosevelt, Franklin D., "Call to Youth," Vital Speeches,

September 15, 1942.

Steenbcrghe, K. P. L., -"The Future of Western Europe, Vital

Speeches, April 1, 1943.

!'<

Stine, Charles M., "Moulders of a Better Destiny," Vital

Speeches, October 15, 1942. Stuart, G. I-I. et aT.,' "Plenain - for

'ostwar World,'1 Current

Sullivan, Mark. "We Cannojt Look to Preparedness Alone for Postv/ar

Security," Reader's Digest, February, 1943.

\ ^

Wallace, Henry A.~ "Postwar Policy," Vital Speeches, January 1, 1943,

Wallace, Henry A., "Worl" Philosophies an' Results," Vital

Speeches, April 1, 1943.

Wallace, Henry A., "Our Friendship to Russia," Vital Speeches,

Nov< tber 15, 1942.

Watt, Rohert, "Workers' Postwar Responsibility," Vital Speeches,

December 15, 1942. .ell Sunner, "Ti Victor-- of ? eacc

vit al Soeecl

hare1

. O , J- o %to

!tS

Browne Lewis c-

Th

'0tV: :ood oi

- Fact

Rev; York: Columbia Haivcr-si" x ress ebrus

Fiction 10 ,J
J- ._/ ;:. ^

-85-

Cole T- o h F. et til,. Lessons fro- Europe's War; Chicago: The
TJhtvWtv of Chica-o four- Table. April 27, 1941. 10^ Hi-h, Stanley et al,, Can "We Win the ^ W^hout Kate? Nev;iork;
'Columbia TOve^ityPre-ss.- January 19, 1948. 10(8 / Hull Cornell The War s;:^ Human Freedom. Owl. July <so, J-JMi

ImmeaiatePPostwar Problems. Chicago? Rotary International.
Kinter ^chert^t al., America an-, the Peacemakers-., phi^agp; T^e unive "~~o"f Cn'ica.-:o' Round Table, hay 19, 1940. 10
Koo Ha^ame /. et al., Can he United Nations Win the Peace. ' yjhile FiyhTT^bfie War? Columbus" 5hT61 American Education p^ois, inc. January 21, 1943. 100

H T#^-^g^ff ^t^cacc. Qhloaco: T,c'Christian

Century Press. 194~2. 30 pp. 10j?. The V-n-^V^_gtru_r-lo: Srieryiny Ideals_ Chicayo: Rotary Inter-

"~' national. ** 3 pp. Free
Toward Hew Horizons. OWI. 15 pp.{^ stan^rl-nTTlTEr., Washington, D. 0.: The federal Education

War Council. March, 1943.

/>".*.<,,,,

Voices of Jomocrac^ Bulletin 1941, ho. 3. Unite- States Office

of Education. 15;..

'

War- Geography Atlas." Columbus, Ohio: American Education Press,

"" Inc. ^Januar^ sS, 1943. 15^. Zellcrs, J. A. et al., Wh t hin- of reacc^fusv he..Havr_l

New vS,,T,,orvk.:

Columbia tJhiversity. Hovembor IV, 1941.

Newspapers

The Atlanta J2 onjrjri tj^J^jaJL

Atlanta Journal. VJeekb- Hews keviewTlIarcl

1,

1943;

fare-

2,

1n^9,,4^3;

JT anuary

1 4,

-> o/i 194,

86-

.CZC-HOUITD--What is behind today's war?

A. Lasic understandings to be developed
<JO

1. Fundamental causes of World , a? T nn^ wo a v< sane.

are

2. "Have" and. "have-not" nations clash.

3. The peace aims after World War I failed bocauso fv*

1$

machinery and the understanding of the aiSS S2?-

inadeouate.

Non-democratic ideologies upheaval of World War I.

emerSged

fVrv>- t+h-ve^ e,,con^c

The foundations of denocrac

Stood the test of time.

6. The thinking and the achievements of all peonies arn

worth an appreciative study,

peoples are

Suggested hoy questions for discussion

1.

eSnhtolurledl*'t1 heon

United Nations

German^ s -

.1,1,.

place the blame iOr -V other Axis nations?

ii

s

war

o Why have the principles of democracy survived al]

conflicting principles?

~

3' o?vnLatipnf' "7 f lifS -^-^: <*onocratic

C. Suggested activities

1.

After a study of the worl* ,

of ;c cause: Istinguishing

world War I a^-ressor an"1

make a map non-a """"cssor

'<&

nations. Shade the areas of the world that havc^sufl

"5i!?J ^sources and the geographical advantages that

contribute directly ^o the development of a p-iWv

nation, note the direction in which aggressor nations

2. List the non-democratic ideologies 4^ emerge" from

World War I. Explain each and toll how cac>

e-

[^ted a^ :'- cacb has injured the countries'adopting

After a stud.- of the Versailles Tipai .* +-v, ,,,,,*, *

BO



thG
;>-'-

Le?^? ^ showing

Nations and. the complete

the -orld set-up.

Court

make"

a

7

Hold a nock World Court. Try eac^ nation that has

violated the Versailles Treat-, and discover in the

r<-

results the failure of the League machinery. ~

5. ??MI?I ,No 'government can'bc permanently a safe nolitical instrument without a bill of rights to chick it.

-37-
II. PEACE AlhS-What ar:; the peace aims o'f the United Nations?
A. Basic understandings to be developed
] The United Nations are deter: ined to maintain an ^ pro~ tect human rights. The fundamental principles px the
League of Nations established in A.9^0, an- the a.ns stated in the Atlantic Charter an- the Pour Freedoms are workable bases toward securer;; human freedom.

o

Unity in war declarations

Mil ic..-n '---- of the law-makin;;

-*-oo- i .--

-

,., a 11

n-,.;-.*-

ona
~ns

concerned, international alms shculc be xormulatco on caonceo.m-part.omi, se-.- basis oi nnaait.i!aorn,n&1i horehnaavvxiuoir t.-hue world over,

A ooace should he educative process

vprepha

cd t: e

or. the foundations followin; results:

of

an

a.

A new basic attitude toward all ^odes; a Imowlc^o of their economic, reli-;icus, racial, an-, political

ideals and achievements

b. Emotional stability c . Race tolerance--"All men are created equal..11

d. 3 C t C - T-t _, 1. .Uf. citizens!-ip~A broad-minded, cooperative, nation-1 citizen makes an international citizen of

vision.

Abllitself-denial.

'CSOonsibilit",T an- to exercise

f. Education against revenge--capable, unbiased ---inkers

Prcoaratior :or adjustment to a different lif h. Thoroudv knowledge of the world geography--space,
distance, and global interdependence

i. Perpetuation of the fundamental values of democracy

j. A desire to work for and to pay for the peace as v/ell as the '"ar
k. Willingness to be judged b a single standard of international morality -id to accent one sat of Siberia as tl - basisof international justice in
all parts of the world

1. Re-education of tt - worl- on a basis that will p-r-it ';-re spiritual development oi man as ,,ell as tve economic.an- political growth

A

A satisfactory understandin . betwee pnn o i o and tT United Natic s should he arrived, at ho,ore the v

ends .

-83-

xr

?] e ..estern ir share

Democracies oul-

o; -' Vi

oonsibilit"

ccept 1 t] e present world

crisis.

C. Abolition of secret diplomacy and a resort to mutual confidence \f ich is impelled ' nutual aims will be conducive to world cooperation'.

L*?

7.

>owcr peace will be objectionable. Small countries

do not have an unreserved faith

;ommittees from the powerful nations. It is l-Vi -> -3lutv

of bi.3 nations to lead in planning, but the small

nations must be heard 3n their destiny.

8. Provision should be ma-^e for the largest common measure of world integration without destroying the individual characteristics of historic races.

buries key cues tie;

discussion

!

^nit Nations win the poaco while fighting the

war? Why is it necessary to discus; peace "lane- before

victor-- is won?

Wh

d ill definite peace aims have on occu

osc of ;" D Allies' announcement that the responsible in the enemy countries for bringing or the
war would be punished after the war?

v'/here the nations pre rare-' for makin" peace eJ- th ond of World War I? Wbat"happened?

5. V/as the peace of Worl-" bar a -"ictatc negotiate 1 peace?

ice or a

6. What are the -ear aims and the peace airs of the United Nations according to Hitler's broadcasts to Eurooe? What is the purpose of these broadcasts?

7.

did I

ny say- s1^: would si - e Treaty of Ver-

sailles bui she could no": keep it?

8, Have minorities anp-rights?- If so, what ETC they--political, linguistic, racial, an7 reli;;ious?

9. What kind of a world plan would be feasible for J

establishment of political units that will guarantee

xo al] peoples th: fundamental personal ri

man?

10. Who shall make

icece? What muse 1 ! .t1 tube and

the responsibility of the United Stated in guaranteeing J-b.e peace aims9 Shall this be a dictated peace? A

negotiated ^c;ee? A plebiscite oeace?

-39-
11 What can be oulvarc3 iron the peace after World War I in principles, machinery, and equipment?

12 Why should nations take a definite stand on peace aims now before the war ends? Should there he any secret commitments by nations before the war ends?

13 How s^all unsolved issues between so-called friendly nations, as U. 3. hostility to Russian Communism, be cleared up in order to pave the way for a lasting peace?

14, Will the bir powers, the colonial empires, recognize that all peoples everywhere are entitled row to equal participation in the Four Freedoms and in the rights set forth by the Atlantic Charter?

15. (OLU.

system of international education bo set up

that would produce the global outlook and supply the

fundamentals of education? How should such a system

be administered?

C. SSuucpiested activities
1. Hold Versailles Peace Conference. Let various pupils represent the nations oresent at this conference. Each pupil presents the peace aims of the country represented.

3tu,.i^ t1 orou^hly the Atlantic Charts- and the Four Freedoms an ^compare wit] t" o results of activity 1.

o. Aftcr stud^in- the Atlantic Charter an-1 the Four Freei.ecide why they were prepared and issued during
the*war^~Ad\l other items the United Nations might
agree on.

4.

Con said: ?.ko

i
study

c

t ion p r>
of its

-r v n M:c meaning
kinds, purposes,

of "propaganda.
methods used by

;andists, zrii

results.

o

Li S t G! :o s-vcral broadcast

determine the difference

between fact :.m5

.da in the reports or programs.

6.

consult a dictionary for'the mcanin; of "''istrategy,!I

il mTactics," and "logistics."

sc three words bo

applied to peace planning?

7. Have a lesson in interdependence to break down the
concept of isolationism. Example; From a point on a man markin- -L1" ' home of the class run lines of core oo each count-- which contributes" anything to the life of t^e average American every dan. Label each country, or section of country with the contribution it makes to our daily existence. Write a paper on: One Day De-
pendent on America Alone.

3. Have a chi

unit o1 !ll\T,, \W}1orld Neighbors" which should

at least acpuaint the pupils with the names of their

neighbor nations,,a few vital points in the history of

-90-

each, an:

race character!:

CU.11 U

eacn

Instill into the pupils an attitude of ncighborlincss

and hclpfulncee. If Dighbor gets ill arid needs our

help, we go; if one shoal" n cod'a cup of sugar, or a

basket of beans fron our far den. we share. The same principle mi, ht well appl' to ations.

9. Hun a series of bulletin boards that might be called

"Checking Up on Our Neighbors," or "A Visit to Cur

Neighbors." Germany v:anted to fight when we visited

L^

there, and we got a black eye--but perhaps Germany,

lib th boy across the alley, has not beer trained to

respect others, an" reeds our guidance more than cur

criticism..

10. As far as can be secured fro1-: newspapers and magazines,

bare tnan

pupils make a list of ft;Vnnosp in the Atlantic

the postwar Charter an-"

ains2 o t n e r the t cm Freedoms

that have alroa 3y :on stai

indicated by warring

nations. V/ritc a papc on: Sacrifices Each Nation

Can Hake That Will" Help Some Other Nation.

T>

looks

Hoover, Herbert, an" Gibson, Hugh. The Problems of Lasting Peace. Garden City. N. Y.: Double day, Doran -an1 Go.

1943. pp. 199-293.

Newton, L. W. etal. What Aeeo-lca Has ^one. bailee, Texas

*

i i ii



The Goutk are F ab 113b. in... U0. 1933. pp. 633-640.

azxnes 1 r-. Tnr

Asea, 42;575-575, October,'1942.

Current History, 3:273-236', December' 1942 . -

r<c

3:435-473, February, 1945.

Pro' 'csaivf Educate on, 19:300-304, October, 13 4-P

13:367, November, 1942.

19:433-4-3, December, 1 942.

Our

8:33-39. December 7-11, 1942.
_2-

3:130-131, January 18-22, 1943.

8:173-174, liarch 3-12, 1913."

8:133-184, barer 15-19, 1943."

8:205-206, 210-211, April 5-9, 1943.

Rea- ;r ' s Pi-yet, 42:53-45, January,' 1943. * 42 29-34: Fob rut j > 1943. 42': 37-30, fare. i-L Q-^ As. Oa .

Scholastic, :1J0

January 15-23, 1343.

:6-3; April 5-10, 1943.

42: 15. March 1-6, 19ao

Senior boa; -) _, A.

cher

ition, 42:3-4

'ch 29-

Aor"' 1 3 1333.

The Education Digest 3:5-7, October, 1942.

The Country Gentleman, 112:9, December'1942

?he

ian, 6-:14-15, Februa: 194:

The English Journal, 30:406-403, Hap, 194-1.

Building' America! 3:65-72. December, 1943.

-91-

Liife, 14:49-55; March 20, 1945. V Tlat Speeches, Issues fro- Marc! 1, 1942-April 1, 1043. V/oi": ^P^fe^'TTl-e, January 13-25, 1943.
Pamphlets

After Defense What? Washington, D; C: MIPB.
V^r Vflylnn. ho Peace'That Failed. New York; The Foreign Policy Association, & West 40th Street, pp. 87-94. 250

Post v.' ar PI ann inn. NRFB.

Postwar Agenda. NRPB. The United Nations Fight for the Four Freedoms. OWI

The War and Human Freedom. Owl

Toward Now Horizons." OWl'

.

War Aims and PeacoTims. . Chicago: University of Chicago

Round Table. April 13, 1941. World to Live in. Chicago: Rotary International, 35 East

Wacker Drive. pp. 51-62. 25^.

Newspapers

New York Times Magazine, January 31, 1943, pp. 5 plus. New Yo^k Times MagazTno, Aoril 4, 1943, pp. 5 plus.
ThpAt 1 an t a ' J cjarnal^ Mar'ch 22, 1943.

-92-

III. REVEITGS, I2EPARATI0WS, A1TD INDEMNITIES--Can peace "be lasting with these?

xC

A. Easic understandings to be developed

1. Defeated peoples cannot pay reparations. To put a nation in*economic bondage will not foster inter-
national cooperation.

2. Punishment should be administered only for those

L^

elements or leaders responsible for the war. As

lonr as any nation as a whole is discriminated against

or punished, there will still be hate and'revenge.

3. Give the decent elements in every nation a chance to cooperate in the work of reconstruction without regard to distinction of belief or race.

4. Reparations and indemnities of the last peace were

not in conformity with the ability to'pay of the

nations, upon wl

rhov were imnoscd.

3. Sag: rested key questions for discussion 1. Shall-punishment be inflicted on aggressor nations? If so 'what shall be the nature of the punishment?

o If a victor nation should demand revenge in the form of territorial gain, economic discrimination, or financial compensation, how should this question be
handled by other victor nations?

Should conquered nations have a voice in the determination of reparations an'1 indemnities agreed upon?

To what extent should non-aggressor nations sacrifice

Kfi

in order to establish international confidence and

brotherhood in the matter of punishing the aggressor?

5. Is it wise or just for victorious nations to aoose harsh terms upon a defeated country?

C. Suggested activities
1. Hake a thorough study of the reparations and Indemnities imoosca by the Versailles Treaty, Conc^ds v^itla a chert showing the names of the countries ueon^whom nunishments wore ir.oosod, Indiceting to what extent each nation fulfilled the terms of the treaty.

ii a V a oanel discussion on the postwar ccon conditions in the conquered countries after World

War I.

EV-

3. Debate: The Central Powers were justified in seeking

evade the reparations and the indemnities demanded

of them.

-93-

D. References

>ooks

Barker,'SuGene C. ota^^^Jatien, Evans t on Illinoia n, anTCftmpany. 1941.' PP-,^-723
Coleman. Charles H. an-1 ..csley, Ed.Gai -., f^J^.^.^L R03 t0 NoT/^ Atlanta:^ '0. C. Heath and^^any.
Heovef^erbert^an^GiDson', HuGh', ThA Problems of Lasting ?eace! GardeH City, Hew York: - fioubioday,.Doran and Oonpany., Inc. 1943. pp. 250-25o.
Historv Textbooks on Europe.
tlapra '3 ines

Vital aoeochos, 8: 574-573: 765-763. Octooer 1,

Vital Speedboat 3: 191-192. January 1., 1943.

'

9 s 523-326. March 15, 1943.

Pamphlets
That Failed. Thfgo?eiGn lolicyeAssocir: pp. 13-26; 30-46. OK/

Hew York Gity; *

Hows papers
How York Times Masazine .,' Octobe TO "I O / 9 'The Atlanta Constitution., March 27, -LJ-^O.

-94-

IV. Armaments--Vlhat nations shall disarm an" to what extent?

3a: ic unclerstandin s to be developed

The ag~rossor nations an" their weaker followers will need to be disarmed in order do prevent revolutions in the defeated countries, and" do make cure that there will be no rcnev/al of military aggression during the period of preparation dor world peace.

l& Q There should be a willingness on the part of all

nations do subordinate national militar'

enrth to

that of an international central force.

3. SecuritT for helpless nations against would-be mill* tary aggression should bo assured,

4. Preparation dor the acceptance by all nations of an international police force stron" enough to support successfully the machinery of a political world organization will be necessary.

Suggested key questions for discussion

1. Is id v/isa to disarr: the world? Should disarmament be a "rich process or a gradual orocess?

Is there danger that the 'ore powerful nations in a world organization will eventually us< world "^olice force for their own benefit?

Upon what basis will the amount of armaments assigned to each nation do decided?

How rued armament 6 ocs a nation really need for

r<a

defense in time of

3ho

strong, corpora tively isolate-" country

''0 3 3

is large armaments, in proportion to ids

adze, as other countries that era locator11 near

arasain~ neighbors?

isted activities

1. Have the class -.c':: a comparative chart of the land, air. and naval strength of the nations of the \:orld

2. Make a poster redistributing these forces so that all peonies will be safe from military aggression.
3. Make a plan for bhc establishment o;r, and the operation of, an international police force, that would be fair to all peonies.

-95-

I). 3.01 -one cs

Books

Colc-an, Charles H. -and V/eslcy, Edgar 3., America's/ JZoad to Now; Atlanta: D. C. Heath ana Co. 1939.
TTT. 570-"577. Frcelancl, George Sari an-' Ada.:s, Janes Truslow, Ame r i c a
are-1 the New Frontier. Atlanta: Charles Scr-ibner's Sons*. 1936: en. 504-503; 512-515. Hoover, Herbert and C-ihson, Hugh, The Problems c Las tin,Peace. Garden City: New York; Doubleday,. Doran and Co'.," Tnc. 1943. op. 120-121' 162-165; 243-250; 234-235 Walker. Edward Everett et al., American Dcmocrac md "social Che nee. At lanta: Charles Scr loner' s "Son s .,
TO^Ieh nn. 624-827; 636-640. :i"th Fremont P., The Development o3 Anerice Atlanti
American Book Company.' 1340. pp. 637-640.

Ms - - zincs

Current History, 3: 273-2S6. 3; 465-478.

Reader's Direst, 42; 39-45.

w

42j 34_37>

December, 19 A.O February, 1943. January, 1943. March, 1943.

Pamphlets

A Uorld to Live iru Chicago: Rotary International,
'35 East'Wackcr Drive, pp. 51-52. Pry, Varian, The Peace That bailed. New York City:
The '^o-rei'-n Polci,T Association, C West 40th Street. pp. 26-27; 43-46; 54-59. 25c7.

-96-

RSLIBF '..".? :iSHABILITATIOH--Is it the United Nations' responsibility to feed the hungry peoples of the world and to help rebuild their countries?

A. Basic understandings to be developed 1. Wo have a responsibility toward the ''have-not'5 nations.

A kn owl edge and an under standing of the conditions

)

existing in bhe devastated countries of the world will bo needed in order J:o help these countries.

In tic var-J;orn countries order-will have to be maintained and governments reestablished.

Ipidemics will have to be controlled; and : ilothing, shelter, and medicine, provided.

5. 'cowl;

'c ' suf fcrin.' from malnutrition arc not

always rational.

6.

TJ.TJ.J. TiT.Tl1ll1 4T-jnci1i^fC/i 4C- X-; - . ,- -I. ^.. VreIASaL'-U ,~\'r^c- '- d-^ l- -_i -X* -O~ -* L-, nXb+-UnX~r> 'r_ r^.UriH1 <"-..'s. iJ T-;rOtJ1.

husbandry to product! n on a normal scale again.

Provision will hove to be made for seeds, agricultural

implements, war stock, herds, flocks, fertiliser, and

orotcm 'ood for animals.

7.

OwncrsMp owners, as

of property will far as possible,

be in goo^s

dispute. To an" vcalth

croirgfhitnful

seated by occupyin; forces should be restored.

8. Transportation will have to be restored: docks, highways, railways., ..a" air fields, rebuilt.
0. Banks will have to be reestablished are1 stable currencies provided.
'<
10. Immediate re employment of manpower in ie1" :. production of the rest urgently needed roods erh services will be nee:sear"-.

11. To restore hcalt! _si hould be orovi'

>rale, clinics and hospitals

12. To restor " r\pnap he reestablishin

the remnants of families now
brought together rnd assisted in er : e .

13. Those re. sec. from war orisons samps v/ill need rehabilitation.

concentration

14. Schools, colleges, churches, children's hones, hospi-

tals, or" other 'copone- .

JNIanzsistitutionasscwiislrla

have

t"ooinbre

rebuilt to ee

a :, onejuerea II

ducat ion.

15. Appropriate recreational faciliti need, to be provided dor all.

v .C : ; ill

-97-

16 Trainin- should be provide], for all, -- and old, 16' to c uin them to take their- part in and to contribute
to the worl" of work, of cultural enjoyment anr achievement, of family life, on -" o, citizenship in

a d e no c r a t i c v / o r 1 d.

17

_To to

provi.d-ie t,vh,eA ?aile their

a-sJtlaeJnd*o,!la-i,.o-r>dsfalcnvovafosul^fi^.vii;>Ti. ^ngro'outthumnetr-iU-ef ns"ite*ideod_NT aa, tni. odns

will have to furnish the leadership, the energy, -ho

finances, and the organization.

13. To instill in the peoples of the world a more human view of life and a nov; regard for the personality of man some provision through education will need bo oo
made.

D. 3ug ;c 81C d ke" q uo s t ions

'iscussion

1.

YJhv is it wise to begin before the war ends to study the conditions of the countries in whicr the war is

being fought?

Ho- was order maintained in the war-torn countries a?ter World War I? How Ion- did -roops occupy these
areas?

o

-,,,, hell0 ^ Vc Allied Nations give to the countries after V/o^] ' ' far I in the roestablishment of their

governments? Should each country be left alone to

fstablish its own government after tforW War II or

should the larger United Nations assist?

A Do vou believe with our Army the whenever there is

military occupation the civilian ^.ministration snould

]oc handled

"military government"? Whay bin of

our- Ar -ivine a number of senior officers

at Charlottesville, Virginia? For what objective? What qualifications mus coo: >o train" d an' jnt to"assist in reestablishing governments possess?

5. Who will furnish the engineers, the doctors, and the nurses that will be needed to combat an- control disease an-1 epidemics in the devastated countries?

o.

fclohvun'-tsrviees?stanHOdYa;rdmsanyof

livin oounds

vari 11-1 aiff of food are uecde-

ay an

individual daily to'keep well? What is the average

daily cost? What can be done to raise the living

stan dards?

7.

Do we hove enou.oh food to feed ourselves and the rest of the v:orld? If not, can we produce enough?

8.

Who will Furnish the clothing on- other vital products, as medicine, to sustain life until the countries are

able to produce their own supply?

-90-

9. W) j -. r;

necess; rv t] . t we relieve the hun -er in

Europe immediaii , n -. T r.ri 'i our troops enter an area,

who is responsible for satisfying the hunger of its

inhabitants? Why is it necessary that production be

started immediately? Can modern machinery bo harnessed

to desiro" Poverty?

10, What plans for the postwar world did the United Nations' Poo:"1 Conference on llay 18 make?

L&

11, Should food be withheld after the war from enemy

countries as a method of punishment?

bill it be necessary to pool 1b. transportation and communication facilities of the worlf fo: tting foo and other necessary consumer -oods dollverc-'3 promptly?

of transportation systems ? V/ill prewar tariffs be

in : :ct alter fcr.t war to interfere

: im-

jortation o:

;oods?

13. How Ion- v;ill it

to restore the farms ara1 animal

husbandry of devastated countries to normal production

again?' Who will furnisr. :d, implements, work stock,

flocks, herds, fertilizer tc?

14 Is it'our duty to la ?rcbui Id the b omb'd cities ? If so, boa- is it to be done? Should we lend engineers as well as aeaey and. materials, sue' as steel and
cement, or should our aolioies of lend-leasc end with the war?

15. Who will rebuild .i-T air fields?

ana:, raj lw e , and

<ft

16. How will dis 3Ut 0'' trie ownership of

ms, l?anc*tones,

an-" other nropert'r b settled? Who will lcac in th

settle y. - -^ -- Q

17. Will labor

a ssi

needed aft --.- -M-v

work?

i to the production ;:obs most or will it bo )crnitted to choose

i a boaid you advocate a system of Federal toservo banks en' National Banks being organized in the war-torn countries? borne an international bank witb -old as the standard stabalize all currencies?

19. Can members ef families be reunited in the devastated

countries afte: th war? What ffect will efforts

.o jnn.

at have on morale?

20. In v;hat countries would you el a

lucat io eal

lystems? How? Who should write the textbooks of

ny? Italy? Japan"

21.

iuld we consider it our busmcsi

tuc b ' th

-99-

vouth of Nazi Germany? If to, how could it be lone?

Shoal" Germans tcacl .

" i?.n schools or out-

sixers? vWnhwy?1

>.; -- Should democracy be taught a nd practicod in all SChOOlS?

t,0 Should freedom of thought and of conscience prevail in all educational systems?

Will postwar education bo radically changed fror, prewar education? If so, in aha': ways? Should higher education be provided for all v/hc arc able to take advantage of it? Why? How can equality of educational oooortunitv for all be progressively realized?

or Wl it is oar world?

<ons 1"': litv t O'va yyfl +( noo

G. Sua rested activities

1. In a wri ;tcn theme describe conditions as you knoi

them to ceris^ or as-yof think

in . war-

torn countries upon cessation of hostilities.

2. Invite some military official or other service men on leave free: service abroad to discuss with the pupils the needs of the devastated countries and : ow high school pupils car best contribute to the posti world.

fT-i

the devastated countries, the few

_r

;overn v. :r:,

OOlltlCS-. T lead; rs, what became of

:ov rnment burin the occupation, an

whet the attitude of hhc occupied areas now is toward

their aovc -rerrw-in-; ,,.: i

4.

3 out z y

1 ud;et of the nccesaiti1

of .vc

: war-torn country.

Debate: Socialised medicine should be established in the world.

6. Outline th orope sals of En alar * r: -- 0y the United

States for tie 'c

if an int is t ii nal

bank. Evaluate.

7. Dramatize a scene in v.\1 .c t.n c United bar ion:

citizens sacrifice in oraer 4-Vi.? :- ^r

c&~7 ebroad

mav be heloed.

0. t o rn C o un t r i c s .

on The LI cods of bar-

9. Flea" " 1 c- Is All

Pood Goina?" in Reader

i-eet, bay, 1943, to discover h! ooww .ee bclocd our allies

occupied countries durin 1912.

-100-

10. Ikea"1 the'highlights of the Boveridsc Plan for social

security, those of ' national Resources Planning

Board, an^ those offcre*

any c our", it tees of Congress

Point out tl'c likenesses and differences, Which

plan soc^ vost workable?

11. Outline plans for relief being advanced by Sir Frederick Leith-Ross of England; and b}y ^erbart Lehman of

the United States. Is t? ere any similarity in their

plans an" the elans of --r. Herbert Hoover after World

Ifr

War I?

12. kcan the plan-of Federal Aid to Education for the United States, not: before Congress. Would sac" a plan be desirable in all other countries?

13. Designate ways' te " e employed b individual ?upils dor continuing the stu-1" of the postwar world an-' ways for arous ny the interest of others. Outline the ways by which your community as a whole and in groups of citizens is studying the postwar world.

14. Report alterations in individual thought en" action resulting from the stu"-- of the needs of the neonles of the world, among your school associates and among adult citizens in the community.

15. Conduct a panel'discussion on; The Kind of World I Want to Live In.

16. hist tee qualities of ;ood citizenship you would like for the school to teach to all ou^ils everywhere.

17. For young people of the United Nations whe would

like to "o, after the war, to holy rehab it itate the

iovastatcd countries, outline the course ef study you

'<

consider requisite for them to complete,

18. hah: a file of newspaper articles, pamphlets, and magazine articles on the postwar world.

D. he f cronees

Books

McGruder, P. A., A n^ican C-ovc-r.ment. Atlanta; Allyn and Bacon. 1042.
Woathcrhead, L. C., Thinhin- Aloud .in Wartime.

Sug

for the Peace,u Ladies Home Journal

February,'1943 . Case, Everett, "The Double Challenge*of the College !:

Vital Speeches, November 15,/ 1942.

"CharS dor Britain s Future," (Bcvcridge Report),

Scholastic, January 4-9, 1943.

-101-

Churchill, Winston, "Postwar Councils on Worl-- Problems," Vital Snoochea, Aonl 15, 1243.
Crlpps, Sir Stafford, "Basis'for Rebuilt World," Vital Speeches, January 1, 1943.
Pens'," C ^'J "Current and Postwar Reconstruction of China," Vital Mooches, January 15, 1943.
Hoover, IIorbcrt ct al., '"Feed Thc Starvin ~ Now," Reador'
Direst, April, 1343. "Our Plan for Postwar Germany," Reader's Jlycrt, 'ay,

"Planning for the Postwar World," Buildin" America,
December, 1942. "Postwar Hones for Education,11 Education for Victor",
Anril 15, 1943. Stettinius, E. R., Jr., "Whore Is All Oar Fo'od Going?"
Reader's Digest, Kay. 1943. "The Future of Your Son, Lamias' Eo-c Journal, February,
1943. Wallace, Henry A.,' "Postwar Policy'', Vital Speeches,
January 1,'1943. Wallace, Henry A., "Students of Today--Leaders and
Builders'of Tomorrow," Vltel Speeches, February
1 e. i a A "
Wells, Sumner, :"irTprh,ce tprc.3 World an Requirements for the 3/' Vit:l Speeches^ De'combor 1, 1942.

Pamphlets

Better Cities. NRPB. jaaaarn.at . i'os'taar Problems. Chicago: Rotary Inter-

HaJ

national. 3 pp. 1 aa-1 9aaourccj

Free. Development

Ro^or^

foy

1945

and

" tZ O ^V ^ U.i. X and Worh'ahd Rcl'ief Policies. Washington,

i). C, ; Um

States Government Printina Office,

1943. 30a'.

Postws A cn . a . IMAYI ,, . a :lations with iurooo --

States 5 '. a New '.."orid.

New York: .Time," Injc ., 0 Hocha.riellor Flaaa.20 pp.

Free. ?aic 1 a City (life in Warsaw under the Axis). OWI

V YT~I r\

The Household Industry. IT lea. EjEcTliFe Hi" Ouns'Ooasc Firin > United 3tstes Department

of Agriculture.""

102-

VI. III?: I- A.10:, "JSPUGESS UII REPATRIATION--Is complct* freedom of individual choice t] n solution to these problems? Or wil 1 greater restrictions have

Lc unders-tandin ;s to be developed

1. Misinformation an' sensitiveness exist on trace sub j ec ts.

The immigration laws of t] c United States havo been changed a number of tii

o AIL cr

ar people in tl

richen countries may

desire to ligratc to countries not devastated b7r war,

4. Rftfncftfis from the war theai crs have ente

of

the Unite ! ITat ions .

5. Germany has inported through force millions of

^

"foreign" workers and has spread thousands of Germans

ai emissaries over the continent of Europe.

6. ncfugoes, war prisoners, those in concentrati on camps, :.nd those forced to work in Nazi countries may wish to return to their oar countries after tho war.

7. Laws for the oroteeti on o;

calth, safety, and

economic sccunt' o t o ur ;o ie should be basic to

ur irt lin-ration

o\

'ucstions lo:

:cussion

1. Arc

morlci Immicr its or desci ix t s o:

inn: . r-rants ?

wc immlrrc

admitted z nd wel-

' r. p "Di igr enerous. to t. unit ; States up to the

H

nineteenth centur^

av

tJOa I,T-x-.X J-. i lor immi r-

p;een 1320

194* conl

o or." country?

o. onoui immigration to na ir an" after tb

.j c a

>e encourar-cd

have 0; oeo tie i

;ion laws

Inj- .ec on an1

!Ct 0 f ho floods of immigranta tc

the Unite - St at'

iQOO and 1920,won Ian TC

schools, housin' crira [ l s :

ec, labor

n )iO" in;

etc

on o i3 1 tie '

n 11 i-i1beralizc' nov; an' 'tor t:

r>-

Should

'"ras

ut to one-third? Should

immi r tio i < nd entirelr for five o:

or

until our "o-

:ploymont problem ie settled?

She puotae bo based on race r

bh r or a a

ionalitv?

-103-

7.

Arc-our present immi^ration lava strict enough? not, what changes ehoul- be made?

If

0,

V/oiil* it be wise to transfer the immigration service to the Department of State in or^er to have tbo

assistance of the diplomatic an- consular agents

abroad?

9. Can we live uo to our ideals of democracy and exclude
a_; 0pprossed* people who want to cone into our country?

10. What about the 6hinosc--as our allies, can wo afford
to exclude them?

11. What should be -one with the displaced millions of
people after- the war?

L2. Should refugees be riven complete freedom of cboicc after war as to repatriation?

13. Would a wholesale exchange of displaced minorities
throughput Eurooc be advisable after the war? Or would it be vise to keep tbc imported workers in Germanyt Why?
14. 'That are the requirements for an immigrant to become
a naturalized Americn citizen?

3, Sur is ted activities

1.

the cl ^e of the immigration Ian known as the Jaoancse Exclusion Act.;! What effcot bas it baa on

Japanese?

2. Chart the immigrants to the bhi tea o tates between'

1b9y51pear"nmdiss1,,i9jb4v2li,ei

by nationality, by qrtuMo4t-a^si. Tu_;c--*^a t^;-h^r>-r>.-

nuirib or who came aajn-iov d-ui-s^vcrimination

a^cins-1- any religious groups?

3. Stud- the immigrant 'cent or s z:-r\ find out the problems
which confront them.

4, Pini out the number of immigrants to the United States between 1900 an- 1914. What change took place in our attitude toward immigration then?

5. ,, , a otudv o^ the restrictions of the Firet ^Uota
Iti oassed by Congress ir 1021, of the Jobnson Act of 1924 a'r the immigration laws as passe- m 1929.

Compare our immigration'laws with those of the British Commonwealth of Nations.

7. _D.iscuss tJ h> e fio.lilro,w-in/g. q~!uiiom+t-a>4t--ii onnnms Ticgrtp.Ti,daiinn-ur' immigration
after the war:

!IA11 men should b<

to 10vc over the surface

-10-

of the earth undor international agreement, in search of the fullest opportunity for personal development."--Adoptei b- Federal Council of Churches of Christ in America, !!arch, 1042.

D. "Our position is that the whole theory of exclusion

is indefensible and that men and women should have

the right to e anywhere in the worl^ where they

can fine work7"--"Tho Commonweal," a Catholic

Journal.

1$

o. ;iI doubt vcr" auc1

after this \v

over wc

can differentiate among the peoples of Europe,

the Near East, and the For East*."-- lira. Eleanor '

Roosevelt, on the question of Asiatic immigration,

as Quoted fro:: t! : "New Rcpbulic", lay 11, 1042.

Consult encyclopedias for the contributions the following immigrants have made to th erogress of Arr.c r ica :

a. Alexander Hamilton b Casimir Pulaski c Baron von Stcubcn n Albert G-allatin 0 John hitch::! f Carl Schurz g Joseoh Pulitzer

hi Jacob Riis i. hi eh a c 1 P up i n j. \7a 11 o r Damr o s c h k; Charles 3toinmetz i; Josef Hofmann
m. Dimitri Mitronouloa

Debate: Immigration to the United 3tat; be ,,VlfMl1 -1 more restricted after the war.

10. Invite an in igrant, either one naturalize'' or one
being naturalised, to talk ^o the assembly on; V/hat Citizenshio in Anferics Means to he.

11. Plan and conduct rn assembly where- onh' music of

<e

foreign corupos-ers is oven.

12. Conduct .m "information, please," on foreign writers, artists, musicians, an-1 scientists wit! t! :ir contributions.

13. Road Woodrow Wilson's address "To Naturalized Citi.zens." ("Great Speeches," edited by Baker-, Allyn and Dae en.) V/rite a prieie of it.

D. Re rences

* id d<j Lilt o

hcEvoyj J.'P.j "Our 110,000 Hew Boarders,"' Deader'3

DVoet, po. 65-E8, Match 1943.

Hoses, Robert, "V/hat to Do About Postwar Immigration,"

fv*.

Do a Dor's Digest, ^j. 42-46, March 1043.

Relations v/i'th' Europe--The United States in a New World,

Time, Inc., 1343, 20 pp. Free.

-105-

VII. DEMOBILIZATION--Shall tl .rned forces of tier United Nations be demobilized as soon as possible or slowly onou; 1 for incus try to absorb then?
A. Basic understandings to bo developed

1. Millions of soldic-rs i ill be demobilized after the war and. seek to return to their homes.
2. A majority of the men from the armed services will need, to be re absorbed into peacetime activities with a minimum of dislocation and suffering,
3. The manpower in wartime production should be transferred to"peacetime with a minimum of unemployment and v;astc.
4. The machinery of wartime production should be integrated with pre-war plant facilities to meet peacetime nced.o.
5. During the transition period to peacetime production, any unusual fluctuations or distortions in prices and production ehoulp be prevent"d.

6. All available stocks of goods should be wisely used to raise peacetime standards of living.

xJ Jusriostod key questions fo3 iiscussion

1. Hov; many million American men arc engaged in armed

services? Over what period of time should men be

released from the armed forces?

#

2. How many million Americans are engaged in war plant work? Will all of these be free to choose their own work after the war ends? Will there be work for them
imme d i a t c ly ?

3. I.e. what order of skill, previous occupation, ape, length of service responsibility for dependents, shall release of service men be determined?

4. Shall men be returned to the place of enrollment or encouraged to locate with reference to employment opportunities?

5. What should pay, if any'

size and duration of dismissal

6. What arrangements for further training end placement a r c d e s i r ab 1 c ?

7. How rapidly should, war contracts be canceled or terminated?

8. What provision should be made for retraining and

-103-

renlac< of v .,., X. vnrknrs?

Should the Federal Government take care of the service men and workers until they yet work? Is this one reason why the Government is encoura: Ins people to
buy bonds?

10. Shoul'* the United Nations' troops occupv cnemv tor-

rltory after the war? If so, for what

>ose and

hoi lonr?

\A
11. Could thos occupying troops be the nucleus of an International oollec force?

1o

f% v> i

needs?

,1 -I bo used to rroduce eeacctimo

Should th Federal Government .rive ssistancc to var

nlants conve

J. -' .. . production?

14. Con the war tov/ns built UP be retained to reef- advan ts e after the war? If not, will mi-ration from these soots be free?

15. Should price controls be retained after the war? If ;o, lor

16. Should ran materials be allocated after the war? VE iob materials, if any?

17. Should rationing of too', etc., be continued after

war? If so

: lena?

C. Su/vrcetod activities

1. m . , -- A. j.i. number of men i"1 thi : r:-' r forces: Country,

ras

number of service-men, number killed, number incapacitated, for a orb.

'nl

near Legionnaires to fine5 ou.1 what pay,

if any, the Federal Government gave th :m after World

V/ar I. How did they ret it? Duration?

Consult the Draft Board to find out how many men r. left yovr home eommunit ' fa; the armed forces,

4. Consult the employment agency, if there is one in

your town, to fin'" out how many workers era

used

Immediatel- in t' e comnunit; .

D. References

liar a zinc

v<-

From bar tew "fork; Survey Graphlc '(8th in Callin- America

Series) , be..;," 1940, 32 pp. 50^.

-107-

VIII.

UH3!-TLCTIiRNTHow can reasonably full employment be provided and kept poinp for all?

A. Basic understandings to be developed
1 To prevent a recurrence of con *itions that existed after World 'far I the United Nations will need to lrC care of the de-robolized soldiers and other workSs! Another depression woulS cripple democracy*

To maintain peace end or*er'full employment will need to be provided for all,

War-torn countries ill deman*1 v;o VlV^ -v-i

4

Conversion peacetime

profof duinctd!ustrywiflrlort:akw/e

time

production to and workers.

5 RoturninG soldiers and war workers vill'nced to ^ equipped for peacetime work.

6 The hi-hi- specialized trainin- noWboing received by many people should be put to use.

7 Public v;orks, financed b? the Government, have a larpc place in the postwar world.

8 Private enterprise will need to operate at maximum production.

The Federal Government should lend financial assistance, where needo?., to private enterprise in order for business to be reestablished.

10.

mpxv'o",sGhtWw' aarr

control wo'rh'l.di,

techniques should be applied to the rimr.,^- sdVnij-.Tfn^;- ---rr-.-n- v\-z--v- economy to oeace

economy will take tine.

11.

Industries will need to bo distributed Seegraphically in order to ensure thehnpst effective use ox human

ar.A mote^ial resources.

12. Workin conditions will nee

be improved for all.

Su^cstcd key questions for discussion
i>.
1. HOY: was the.United States trying to solve tl uncmemployment problem before the pres nt v/ar :
2. Will private idustr' be forced to hire our soldiers1

?. What is to b< ne with the war-plant workers?

4. Is full employment mandatory for t: s survival of democracy?

-106-

5. Will some of the hi;dhlytrainei laboring, busi government and professional men en" women from t United Nations bo needed i": ^evastat " c ountrj ..-s
6. Is th -~c aii3' value in the lon~-ran-e olannin- of public works, sue!- as buildin..-: of hi hways, brides public buildings, etc., during oeecetimo in order to take care of tone of the unemployed?

[&

7.

Of for

what value civilian

would jobs,

as

otvheern-maernet

jobs?

schools bo in xininr i

otrraiwnairngb

8.

Will there be snoivd " large portent ae of the

men

and

to take care of a women now receiving

vcry t echnic a1 t ra inin r ?

9. What will bo

goals of industrial oroduction after

production?

10. What adjustments w: ..i :~:: necessary in tvoes of production to meet consumers' demand?

11.

t w .11 be ' e capital requirement for private

enterprise? Should the Federal Government lend

financial resistance, wherp reeded to private

enterprise?



12.

ovementa --I -l-n nlr m working condition e a] aecded?

v/i11 the schools an- colleges absorb a lor^o rcrcentage of the youn : men -nd wo^cn for viY^v,r traininr? At whose Cf'^nn no v

our:.; np nicM tivieies

xC

1. 2fc--c a study of inflation followed World War I.

OJ depression that

,?ut-lnc t*-e ;lr.rs esc" to prevent unemployment after ./orle War I. How successful were the olans?

3. Try to find

what "new" jobs will be open after

the war. List re

rear community, in other

parts of the United St the world.

an" in other parts of

4.

Conduct tween

an open forum employment . n

"

discussion on prosperity.

the

re'

onship

5. Debate; Rationing will be necessary after

war.

6* L2-1'

r control techniques that should be rpplicd

to peacetime immediat' e^ !--"j '---"fL-r----- t-' hn wwaa-rn

Ev*-

7.

Outline
r>r

the
'-''

?lans that : eve une? rolo-miciri . q

been

advanced for takim

d.low

,v.

-109-

8. jist oubli ivories t

?e needed to :

Develop urban improvements

D. Improve rural conditions

C . Develop river basins

d. Conserve energy resources

c. Conserve natural resources

Improve transportation.

nap of the Unit.- Stated Si* locate the laraost Dirn-dustriYia:7l cuxent^e/rs",. ^bfnne^n rmkar'*in other olaccs where Industry is nee dee.

.0.

Tv^H-t-n on idult citizen of ;our conmunit,/ to SDceh

afascno^l ployment in

aTMTs.hsiie.smrCb^-lo.y.-m,-,a,o-,u-n^n-.i-t1---

Opportunities lor EmTJovr "i Altei ere .war.

References

Ha" a 2 mes

Fro-'. War

to

worlc, Survey Series), l.av,

Graahic 1943, ^

(8tr pp.

in Callin w^Ope7..

,,

Sqllno.alnr,

1
A.

ir.,

J-r. ?

v IT. a i >-<p ^ *-- ^ - -

^JI-annduuasrtyry" 1's,

Postwar TlsOj-'O^.

Responsibilities,

Pamohlets

(iffp-r.
fl.1 u - _

t^c
'- - ^

Wl--aJ- r--Pull

Employmenitt.. i-

National Resources

Planning Board.19 pp.

-110-

COLONI" :. /".:

__ ' -

3 of

-co )lo3 concerned?

A. Basic understandings to be developed

1. The co ntrles of the United Nations ti randizement, territorial on othor*

a- no

2, The primary objective of the nnemy

na is to r:ain

territory for their nations.

l&

After the war 4-1

Js of the small nations will

need to be.protected.

Tho wishes of the peoples concerned should bo considered in settling disputes about national boundaries and colonies. A strong f.cmand for soIf-government
the part of sine colonies will probably exist.

5. An international agency for if

stration of

sections of the world noi yet rca^y to govern theia-

selvcs should be created to administer tc these

->co~)lcs until tho~ arc ready for self-government.

-03tod he- questions for 'riscuseion

1. What is a "have" nation? A "have-not" nation?

What factor;; enter into on: otermination o_f - STinl 1 country? Area? Population? Natural resources?
In '.ustrial devclonmcnt'? Colonial possessions?

i:^,: shai:

ri-hts of small nations '

itected'

4. d t hove small nations r'on-

s far to whittle

-loi

offensive strength' of the Axis

lr

'CQ

rcsistEcicc, 3ucr ilia warfare, and sabotage? Arc

r less than the an-

>ov;c

e-- -

Id.

5. Ou

: o" '!

.ons te

anal;- to dependent areas ana colonies?

b.
colonies in ] bo given immed should tl.c an
Cl ^-.i.' J J_V_- a.- >-
mrovc r> "?

nositiot: of "coenden' v ao c^a. d

iod? Should all colonies

ience aft

rar? Or

system cstablis

Ho:; wall the postwar situation oo-n:r- with

in

1919 a

o adjust]

boundar

and restoj

1 soveroij

' o occupied

counl ri: 3? How will it

r?

3, Is the "a- oi colonial empil 5vcr?

-111-

What treaties arc symbolic of the end of world imperialism in the Orient?

10.

Vn..f *,,,,,, TnlT.n hone to ra:

r ideology of

iiv.a,, n?rrS? Have the Japanese ever bee- dofCc^a.

VJhat effect will defeat have on then?

11. v/ill Japan evacuatj_e- .a1l1l *o.> onvn.im-anoic- t\-- om'iiW tori'v includin3 I.Ianchuria?

12.

Should Formosa (Korea) be piven her independence Satus after forty years of Japanese governments

13.

How effective would a redistribution of territories DC toward solvinr; tf : raw materials Problem^

14.

Consider how economic warfare (tariffs, quotas, etc.) SStSSoS nations affects their political relations.

15.

VJhat ompt" spaces on the earth miSht be opened and developed'for people from overcrowded areas?

G . bU p f G -1 activities

1.

m-^x. arrordinr to their positions prior to 1933, Se majSr powe?s of the v;orld into "nave" and "have-

not" nations, with possessions.

2.

Disola^ a v/or^d map and point out the snail nations. mCoampm' en?t on s6m,rc o_i. tci; . u;.., rcnonrnt-::M_h.u^t-ion--s to- civiliza-

t ion and pro~rc ss.

By use of cardboard cut-outs, compare the size of tne small nations an? the larger nations. In the sane way compare colonies with parental nations.

4.

Prove that the democracies of the world^arc not aSlf-secklnL col6ny-srabbin3 bandits, fiphtmp to

get new territory.

5.

A-opl-:- the implications cf the Atlantic Charter to Asia"and the' Far East.

6. Prove that China has been recognized as a great power

7.

npn~> i-'-c Treatv of Versaillei How

settle

uestion of boundaries after World V/ar I? Of

occunicd territory? Of enemy-owned colonies'- rtnat

ovent"uma il? became of these colonies?

'..>. ^ cJ-nP- nf the tcrets [ "nation", "colony1', "empire", anfl "mandated territory.

Roa- the Atlantic Charter to determine what is pueran

teed to so-all nations. Does this apply only to

i m

of the United Nati , -> o t r-l

* +: n ?

-112-

10. Conduct a"panel discussion on; The Future of Imperialism.

11. List tl c regions of the world that yov think should be administered bT" an international agency until such timo as they arc able to establish a stable government of their cv:n. Cite examples of such administration in the oast.

12. Consult newspapers*and news magazines published

1$

around March, 1943, to find out what Prime Minister

V/inston Churchill told the House of Commons about

the preservation of the British Commonwealth of

Nations. Comment.

13. Make a stu-'y of th ifference between the following a colonial empire, a commonwealth of rations, an--* a "combination of independence and collaboration."

14. Consult newspapers and news magazines published on December 6 1042, or soon thereafter, tc find what fuccr Wilhclmina of the 3fother,lan-s sai^ > on corning the postwar partnership of the various parts of the Netherlands Kingdom.

15. Conduct a short musical program of compdsition from small nations.

16. Exhibit products of

small nations, sue

-less, pottery, art, r 4- rt

17. Invite a naturalize*1 citizen of the community vho is from one of the small rations or colonies, to speak to the assembly or bis native country and what trie noorlc there really wish for tl cnsclves.

r<s

18. Hake a stu~hy of the different colonies fiom the

standpoint of dependency of the '.other country.

19. Debate : India shea"

independence.

lol fv*-

-113-
X. WORLtf TR;,JS--How cm discriminations be removed -nd barriers lowerc-d?
A. Basic understandings to be developed
1. The unequal distribution of raw materials over the land surface of the globe accounts largely for the constant flow of poods between nations and, also, for the struggle of aggressor nations to secure control of territories rich in the natural resources neeaed. by an industrial civilization.
2. An Pdequate flow of essential raw materials, .on equitable terms to all nations is necessary for the maintenance of peace and order.
3. Lease-lend agreements for the relief of postwar needs should be established.
4. Trade restrictions with a view toward securing friendly cooperation and building a feeling of equality among nations will need to be adjusted.
5. A desire on the part of nations to abandon the opportunities for expansion ana commercial gain at the expense of weaker peoples should be created through education in the human sciences.
6. A system of global transportation =nd communication equally accessible to all nations would be an aid to world cooperation.
7. An effective international monetary system will promote better cooperation.
8. There will need to be full collaboration between all nations in the economic field with the object of. securing for all, improved lrbor standards, economic adjustment, end social security.
B. Suggested key questions for discussion
1. With disorder and starvation a certain aftermath of war, what plans should be made now for dealing with these postwar emergencies?
2. What was the status of world tr?de before the present war?
3. To what extent was it dominated by certain nations?
4. To what extent has such domination been a fundamental cause of past and present wars?
5. Did the Treaty of Versailles attempt a solution of the problem of trade between nations?

-114-

6. To what extent have tariffs, quotas, pnd export subsides served pa causes of friction between nations?

7. When, if at all, are tariffs necessary as a protection for home industry?

8. To what extent have tariffs of the past been based on economic considerations? Political considerations?

9. What would be the possible economic result of a dras-

\A>

tic lowering of tariff walls? How can this situation

be adjusted to a postwar rehabilitation?

10. What steps need to be taken to provide the complete necessary access to raw materials and free commercial exchange between nations? What effect will the advance of science have upon these problems?

11. How will the new aerial routes, the aircraft, and the air bases affect world trade?

12. Should Germany and Japan be given sufficient economic concessions to put them in the category of the "nave" nations?

13. Is it desirable that such tra.de routes as Panama, Suez, Malay Straits, etc., be under international control? Why or why not?

14. Would a uniform international price rate for all raw materials be advisable? How would the rates be determined?

15. To what extent will reciprocal trade treaties, sucia as the Hull treaties, help countries to dispose of their surpluses?
<
16. Is an international economic commission the way to solve the critical problems of world trade? Why or why not?

17. Could an international economic commission operate successfully without being a part of an international oolitical organization?

18. Do we need a completely new approach to the problem of the supervision and regulation of -\rorld trade and other international economic affairs?

3. Suggested activities

1. Make a study of the resources of each country of the world that have been developed, or produced in excess of that country's need. Make a map graph showing where these excess materials should be sold in order for each country to have the materials it needs for its economic and social development.

-115-
2. Dlsplay samples of articles exported from our country and articles imported under normal conditions. Label those articles in which trade is now curtailed by war.
3. Display charts rnu diagrams of exports and imports.
4. Take your family' s menus for one aeek nnd tell from what countries the foods came.
5. Study the clothing, household articles, means of transportation, the houses, and the yard supplies of your family to determine what nations have ra~de their contributions to your family's economic and social needs.
6. Display a map showing channels of trade.
7. Display a map showing new aerial trade routes. Study these routes.
8. Make a study of the existing trade laws of the United States ana of other countries and evaluate as to their help or hindrance in the international exchange of goods.
9. Have the cla.33 work out a food rationing system for the United States, based on the average food production per year, that will leave a large enough surplus of foodstuffs to give devastated areas postwar relief.
10. Study the various monetary systems of the world. Collect a number of articles of merchandise and place then in a store called, "The 'Vorld Exchange.1' One day tor prices will be in French money; the next, in Chine se money, etc. Conduct the store until the class is famiiar with the exchange values of all monies. Follow up by reading the suggestions for an international monetary system.
11. Debate: Free trade would be equally as undesirable as excessively nigh tariff among nations.
12. Discuss and evaluate the following points Secretary Hull has laid down for world economic reconstruction:
a. "Extreme nationalism must not again be permitted to express itself in excessive trade restrictions.
b. "Non-discrimination in international commercial relations must be the rule, so that international tr^dc may "grow.
c. "Raw material supplies.must be available to all nations without discrimination."
13. Have a unit in modern literature with the aim of arousing a deeper interest in the welfare of other peonies." The materials used will be determined by the local library, to a great extent. Seme suggested

-115-

liter ature is:

a. "The Moon Is Down"--by John Steinbeck
b. "The Murder of Lidice"--by Edna St. Vincent Millay
c. "China Incident" (a play)--by Pearl S. Buck. Found in Scnolastlc. 41:17-19, October 26-31,

L d. "Journeys for Margaret11--by w. L. White

e. "Hostages"--by Stefan Heym (In Reader's Digest

January 1943.

""

'

f.

"Pied Piper"--by Nevil April, 1942.)

Shute

(In Reader's

Djfetwst'

g. "Education for Death" --by Gregor Ziemer (In Reader's

Digest, February, 1942. )

~

h.

"Air Raid"--by Archibald November 6, 1939.

MacLelsh

(In

Schola: sti--c'

D. References

Bocks
-Hoover, Herbert and Gibson, Hugh. The Problems of Lasting Peace. Garden City, New York: Doubledav, DO^PP mo Co., Inc. 1943. pp. 215-229.

Magazines

Asia. 42:559-561, October, 1942.

!'<$

Building Anericn, December, 1942, 8:2-31; 76-81; 89-93 0ur Times. 8:165-166, March 1-5, 1943

8:208-209, April 5-9, 1943.

1943k ^ thG ?0StWar Worls>" Reader's Digest. April,

Reader's Diffeflt, 42:97-100, April, 1943

,,m

42:39-45, January, 1943.

Renner, G. T "Maps for a New World, Redesigned for Lasting

Peace," Collier's. June 6, 1942.

Senior Scholastic, Teacher's Edition, 42:3-4 March 29-

April 3, 1943.

~

"'

Scholastic. 42:3-9, April 5-10, 1943.

survey Graphic, 34:5-7, January, 1943.

The notarian. 60:14-15, February, 1942.

v.+ - a

. 62;8-9, April, 1943.

vital Speecnes--Issues from January 1, 1942-Aoril 1, 1943.

wens, o. , "World's Future Economic Prosperity " Vital

Fv-

.speeches.

--

Pamphlets

A World to Live in. Chicago: Rotary International, 35

-117-
East Wacker Drive. pp. 19-20; 27-30; 42-50; 62-65. Fry Varian, The Pence That Failed. New York: The For-
' cign Policy Association, 8 West 40th Street, pp. 5965.' 250.
The Airplane ^nti the Future. Chicago: University of Chicago Round Trblc. February 23, 1943. 100.
The Failure of Transportation. NRPB. 43 pp.
The War ma. Human Freedom. OH?I.
Toward New Horizons. OWI. pp. 11-15.
What About World Trade? Chicago: Rotary International. 8 pp. Free.
What About Raw Materials? (Same as above)

-113-

ORGA:;I ING or

.

_

..

.

O

T1 -5

**\ -, ' -! 1 U.lX/.Ui I,

r, - y - TAJ.J JJ i<

T~vm TV> Hit LijiUUiu""

A CSITTRAI '.VORLD 0RGANIZA?I0I7--What machincr'-r of international

or world, government Is nccessar- to preserve neacc o-Mor

and free ion?

" ~'

'

A. Basic understandings to be developed

1. Government is essential to peace,.OJ .'.er, an 1 fTn :dom.

l>

2 The .progress of government shows that peaco bctweon

political units increases with the extension of

government. ''Freedom can be preserved onl~ e

voluntarily givina It up."

3.' No nation can any Ion er isolate itself fro- other nations economically, 'spiritually, or politically.

4. Sown machinery for international, or world -ov-m-
ment together with an international eolice fo*co to prevent aggression is tesirablc n* nicOcUeveOcto '.

No niece 0:

m<

vil] work unless the noodles

of the world want to naLc

work.

6. The will to make the

collaboration work will donend on the accpotanco b-' the peonies el the Ifoitee1 Nations of the idea" that"
neither individuals nor nations can enjoy rirrhts

unless they arc ready to accept responsibilities*

and on the a''option of

of life dedicated to

t]- fighting of the peacetime battles of mainutri-

bion, slums, illiteracy, disease, lack of knowledge

an- lack of opportunity s for recreation an ' iovful'

living.

J

r^

B.

yestcd key questions dor discussion

1.

t is government? Freedom? License?

2.

Why with

i out

jovemment lav/?

necessary?

Can freedom be nrcservod

3. IfTeharft is democratic :overnment? What a-e the basic tenets of de: .ocrccy?

4. How can pc.ee be preserved betweer nations9 Is government the alternative to war? Is worl* cover. ->nt the alternative to world war?

5.

lat &n'.'

"vac r- c 1

_)

so m0 evc

'ovf1 i^tchne+

*?

barriers

between

the

nations

6. ; ich of tl c follownnr forces at vvorl in tl or"1^ toda; .re most likely to shape the postwar world*

119-

a. nationalism b. international cooperation c. totalitarianisn d. expansion of

o. trend toward col" lectivism
f. desire Tor :'cs';oration of free enterprise
g, incentive of social norvice?

7. Hov; might sew of the preceding forces be combined bv the^Unitc-'' Nations as the" oreoarc for postv;ar
reconstruction?

8. is worl'1 organization desirable? Necessary? Why

9. Kow well, if at all, cm any nation isolate itself from other nations economically, spiritually, and
politically?

10. Is world democracy feasible? Can world peace be orcserved c-ccyt by world democracy?

11.

How much of natior be willing to ivr

sovcrei rhtv would no in order1 to V - T r -.

the n:tions r, ys orcic:

free world?

12. YJhat kind of machinery i or Lntc national collabora-

tion is libel- to prevail in

>ostwar period?

regional (or continental) blocs ruled by "master paces1' regional (or continental) federations organized

on a voluntary basis c. li;^ni;:n Now" of the ''democracies'1
d. international organization domin tod by the and the Brit is!: Commonwealth of

Nations

f.

a reorganize new mach:

--.

League o: in the making.

is '"ions

13. YJhat is a lea.-Hie? A union? A f'-.deration?

14. vi n,n a..4b- .,.

j or succ

-League of Nations?

n -4 fa i 1 ur o s o: ' >!.

15. VJhat remains of permanent benefit fron th L caruc
operation?

1G. Hov: docs a oolicc force differ from an or
17. Should t: c unit d Nations a "minister and police the_
brics for a period of time? How could they s t up ;elf-:;overnin~ institutions in the Axis countries?
13. ixow far would the American poo ic be willing to move
toward co ope ret tea, international action regarding:

-lCU--

a. tariff policy b". immigration regulations c. shipping, policy
industrial system o. agricultural production
f. armor" forces?

19. what should be the policy of the United Nations

toward trie as of force in international affairs?

Is force in somo f.ojrm necessary in international

affairs? If so, hpw coal:" an inte --national police

l&

force be organized and administered? Vvhat roui " be

the advantages or on3:1"vantages of ? aria one or

two of the stronger countries enforce international

la.: and order, as compared with the establ

ait of

an international police force?

20 VJhat kind of oostv.ar orpa] isation should the snail co -ntrios press for? V/ill they achieve greater political security and economic stability by:

a. restoration of their rrc-war position and bounda-
ries b. voluntary, or compulsory, participation in re-
gional federations c. voluntary or compulsory, participation in an
lntcrnational organization?

21. Can wartime Anglo-American collaboration be carried over into the )ostwar poriod?
op what role ?aa---- the Soviet Union be expected to pi in oostwar reconstruction?

0"2

,c orincinal characteristics of Russian

foreign oolic;

e :fon i" historical perspect Jrro?

Can ;:' - Soviet onion, Britain, and the malted otatc

['<

c concrete effectively in the oostwar world?

OA VThat'roie should hbc ^nited nations plan for G-ermanv. Italy, an" Jaoan in Ida: oostwa]

or VJhat she ild be the roe tion of dependent areas and colonies in the postwar period? Should all eolonies be given independence immediately after the war? Or should ' mandates system, ci some international
authority be used for them?

C SU ;cd activitiei

1.

the storci

re-

gressed. How hes war been prevented between end

among the various grottos of peoples?

Y>-

2. Consult a dictionary for the meaning of (a) rights,"

(b) privileges, and (c) responsibilities, or duties.

-121-

3.

Make a chart showing the riglts, privileges, an " duties under our democratic government.

4. Kake a diagram showing the organizational set-up of o ur g o vc rnrao n t.

5.

List the strong joints and the weak points of democratic government. Can the weaknesses he over-

come? If so, hov;? Is complete democracy possible?

Desirable?

6.

study of the countries that lave 6 h: oeratic form of government. Point out differences in bheir

oattcrn of democrac: an? in ours.

7. I Take o list of the leaders wro have boon rost influential in the progress of American democra fiV, Reari biographical sketches of them, and point out "he contribution to dc ocracy that eacrj m: o.(Among those listed will he Benjamin Franklin, George V/ashingtcn, Richard henry Lee. Patrice honry, John Hancock, Thomas Jeffcrson, John Adams, John Jav James Ilaciaon, Alexander Hamilton, James ..enroc, Andrew Jackson, Henry Clay, John C. Calhoun,'Daniel Webster Abraham Lincoln, Stcohcn A. Douglas, R. X'. Hayne, Henry Grady, EllhxRoot, Thomas R.'Marshall, Y/oodrow Wilson, Franklin Delano Roosevelt.)
8. Read i!Th<- Declaration of Indcoendoncc" an- "The Constitution of the ^nitcd States" as litcraturo and point out the locals of democracy expressed therein.

9. Have a unit on tbr literature of patriotism an:' democracy To discover their ideals-of democracy read fror selections by: Franklin, Hamilton, Bryant; Emerson, Frencau, kc, Lincoln, Ytolttior, Longfellow, Lowcl] Clemens, Y/hitman, Harkheim, Y/ilson, Root, ' John'DewcTr, San-^bur-, Steinbeck, Roosevelt, follcs, Hull, and'other American writers, (The number of anthologies in the English classroom will provide
many of the selections.)

10. Dr,,,,, ^ia-rams ef tvo governmental set-ups in Germany, Japan,' arid. Italy. Discuss the strong points ana the

we; points oi 4-Vi

-overnmonts.

11. Point out instances of the "nitod States failure to assume responsibility in world affairs where she might have been helpful.

12 Give an oral rcnort on the history of the Ilonroe Doctrine. List instances of its application. How
m^ whm did Dritaen underwrite the llonroo Doctrine?

IS. Give an oral report on the history ofth. P. in American Union. Tell v;hat it has accomplished.

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14. In an'oral report trace the development of the Good Neighbor Policy. How does this noiicr- differ from
Lie nroc Doctrine 9

15. List examples of the federation of political entitle; into larger units of government in the western hemisphere; in the eastern hemisphere.

16. Read the Atlantic Charter as a document of democracy* Point out its weaknesses an"1 its stron;; points.
[&
17. Rca"1 the Declaration of th: Unite" Najjons. Point
out the si nificanco of the declaration.

13. Chart the United Nations, ivin name , area, popu-
1 n tion, raw products , and Iz riguagc .

19. Rear1 the Lend-Loase Agreement as passed by Congress^ Show hov/ it is one our n international cooperation.

r$

10. Hake a atu-ly of the League of Nations. Tell its

members, its organization, and what it accomplished.

V/hy did it fail?

21. Would a reorganized League of Nations be the best

type of organizai:

for the worl^ after v1:-: war'

Give tic points in favor of it ana these aeainst

it. Draw a diagram showin the sat-up of a reor-

ganized League.

4-^ U> Consult : book for

.ctionary or

is t. or\mr

?vc mont

:he foilow in- t crr:s :

nationalism

collaboration

isolationalism

coalit ion

capitalism

appeasement

F$

aVer ricanism

negotiation

imperialism

arbitration

internationalism

conciliation

agression

int e we nt i on i sm

rep/.rations

compromise

indemnities

collectivism

re, patriation

consultation

sanctions

agreement

socialsim

declaration

co ar.uaism

neutrality

Nazism

Pacism

23. Read Ely Culbertson1s plan for tve postwar world. Outline it. Point out its advantages an-1 its disa Vvanta ~;cs .

24. V.'ould a regional for::' o" government be arc. best

Jv/-

for the postwar world? _n___i^_



*1 <* **i

*-



...

ens

of it. bra:: raps of practical

"baao :, diagram of the set-up o: i overnment

necessary.

-123-

Point c '- the parallelisri between tl 1870's in

An rica and the 1940'a in the world. Point out

the differences '

;n the-two situations.

G ''TJOUI^ v/orl^ ov inent be the b st type of sovernmnet for the postwar world? Write out t e ;ros and cons of it. Outline the ?lan 2or suet a overn'ment.

Would you include an international court and , r

international police force? Tell hov. ceo:- would

oneratc. Wo^ld yo include an- international agen-

cies for the administration and the bcttc:

of

the backward, sections of the world? Woul: you have a constitution? Three departments of Government:

legislative, judicial, and executive? Would there

be any advantage in having a world president? Any

disadvantage? What would, you include in the Bill of Rights for the world? Make diagrams or pictorial charts showing the organizational set-up for -:orx^

ovornment.

27, Outline anv other form of collaboration-or association of notions that vou have road about or that you think -ore desirable than the forms alrea y discussed. List the advantages n- *isadv \ of each.

28. Write editorials for the newspaper on; Organizing for the Postwar World.

29.

Conduct debates on: Would worlJ rover: Would en internet:one 1 police force

?

work? Is an

international currency practical?

30.

a scrapbook of clippings from newspapers on

the nostwar world.

31.

- - .. i .. .-
Lu..->

file cf namphlct and r

the ooi

world.

rticlos on

Prove the ore- cy the falsit-; of tl : foliostatement: "Freedom ear b prcserv d only b .
voluntarily giving it up."

33. Consult an atlas for the population of;the wPrldj of

tv.0

ccolulnotvr:iersa:ce;ex

tl and

:

white race; tec tl; roe race. Vf

-?_ac.r. I -;.;

race; LI bo

the

position of the minorities in th; posi . orld?

34. Conduct >anel 'iscussion on

rm.

T.-S.'.,

-/

.:

I'Want to Live In;

35. Write an cose on Live In.

The Kind of r-I1 I .'.'ant to

Ob. Write a one-aet ploy on; "The Futur< Spc ks."

37. Free;

a iist of characteristics that -re synonymous cratic world citizenship. These "marks of a

-124-

goodworl' citizen mig^t be oreparod in a pa for an asscrblr".

D. References

Books

Hoover, Herbert and Gibson, EIu<?h. The Probler.:s of

Lastin.~ Peace. Garden Citv, New York: DcTuhloday, Doran and ^o. 1943. 283 pp.

Ls>

Jacobs, Ida T. and Deboer, John J. Sh.cr.ti::- T vr Peace

New York: D. Appleton Century Company, 1940. 95 pp.

Kalp, Earl S, an1 Horgan, Robert H., Democracy and Its

)rSj_ Atian-

Ginr an 1 Comnarrr. 1940.

Go pp. Hillspaugh, Arthur C., Fcico^ Plans .an" Are aca 0voiccs.

Washington, D. C: The Brookinre institution. 1942."

107 pp.

F; ,, Elizabeth, T e Tree of Ljhortr. Nev: York: Parrar

r^

and Rinchart, Inc. 193", 926 -ov>

Ha "'..zincs

Culberts a,

-, "A System to V/In Thi:

r 'iri J;hc Peace

to uone

Reader's Digest. Febru: , 1 JQO .

ttaiiiax, Lord, "The i-uture International Structure,"

Vital Speeches, February 15, 1943.

Bhox" Prank, "Worl^ Peace Must Be Enforced," Vitei Soec-

chea, October 15, 1941.

*

'ro-;l:-, Felix, "Lessons fro" the Lea~ui of hat:--:,''

Vital ^cec'-cs, Aoril 1, 1943.

Bash, Vernon, "Our 1070s Point the Way," Hotlve,

3:0-10, November, 1942. (Nashville, Tennessee;

Boer- of Education of the Methodist Church, sio

Broadway.)

Paye, Birby, ''History Hove a Towa ^ fcorl ' Government "

!'<

Hotive, 5:15 an^ 14, November, 1942,

Peasloe, Amos J. " F:.--ancnt United Nations," Vital

Speeches, September 15, 1942. "Postwar Planning11, Build-- A:;;:rice. December, 1942.

Schuman, * , L., "Organization of Power ir the Postwar

World," Vital Specekes, August 15, 1942. English-Sneakin : Domoc: :acie;
Di.-cst, J tly, 1941.

Piatt, Donald A. "Toward Domocrac in t: . ^'uturc

:qti ye T,,7_ J_ tm

3:5-7

November,

1942.

A Central w"orl-n Organization. Chicago: Rotary Interna-

tional, 3 pp. Free

Dear., V. H., uhiteBBIati r.-s Discussion Guide, Washington,

D. C: United 3tr t: < 1942. 11 pp. "

0friG"b' olHT-HcTv" o.

October '

rt in This Bar. Bah rton, B. C.: National As-

3oeiatioh of Secondary School 'Principals' 1201

Sixth Street, N. \!. 1943. pp. 20, 21, 81J 39. 25<zf.

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