What the schools can do to help win the war : report of the Wartime education commission for Georgia

What the Schools Can Do to Help'~ Win the War
Report of the
Education Commission for Georgia

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FOREWORD
The State Superintendent of Schools, in cooperation with other Chief State '3chool Officers and with the United States Office of Education, has appointed .9. Wartime Education Commission for ~gia. This Commission has been asked to study the ways in which schools may contribute to the successful conduct ':)f the war and to suggest appropriate policies to the State Department of e:ducation and others who administer and supervise public schools.
The membership of the Commission includes representatives of all phases )f education in the State:
A former president of the National Education Association, who is Chairman of the Commission
The State Superintendent of Schools The President and the Executive Secretary of the Georgia Education
Associ'ation The Director of the State Board of Health The Director of the State Planning Board The President and a past-President of the Parent-Teacher Association The President of the Georgia Association of School Administrators The President of the Elementary Principals' Association A member of the State Board of Education A member of a City School Board City and Co~nty Superintendents of Schools High School Principals Classroom Teachers Representatives of the State Department of Education including the
Director of the Division of Negro Education Representatives of the Accrediting Agencies Representatives of the University System of Georgia Representatives of the private colleges A representative of the Selective Service Administration A representative of th~ Office of Civilian Defense The Educational Director of the Southern Bell Telephone Company
The reports in this bulletin are the work of committees selected ~rom specialists in the curriculum and leaders in the Georgia Program for the [mprovement of Instruction. Three of these committees will state the national leeds and will suggest ways in which the schools may adjust their programs at "he three school levels.
A fourth committee has been asked to study the problems of health in }eorgia, so vitally related to the nation's need for man-power, and to pro-
~ose measures J2X which 1here can be developed in each school and community
in the ~tate ~ comprehensive program of health education and health services.
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In ad-ditiorf to the committees responsible for these reports, the Commission is indebted to several others._ Especial ac.knowl~dgment i~,.. made to the following who rendered material aid in organizing and editing the materials:
Miss Mary Brooks, Georgia State College for Women Miss Sara Jones, State Department of Education Miss Austell Adams, Georgia State College for Women Miss Helen Green, Georgia State College for Women Miss Mary Lou Anderson, Georgia State College for Women Reports of these committees will be supplemented from time to time with new information on the needs of the war and with additional suggestions to principals, superintendents and teachers. These materials should be preserved along with the bulletin in a standard size loose-leaf notebook.
L. M. Lester, Executive Secretary Wartime Education Commission
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.... COMMITTEES RESPONSIBLE FOR THE BULLETIN

Executive Committee of the Wartime Education Commission for Georgia
Willis A. Sutton, Chairman O. C. Aderhold, Co-Chairman L. M. Lester, Secretary L. D. Haskew W. E. Pafford

Education of Children
Mildred English, Chairman Rachel Sutton Mamie Heinz Jane Franseth Ruth Hopkins

Education of Youth
W. E. Pafford, Chairman W. J. Scott J. D. Salter Ethel Adams Sam Gardner Elizabeth Mayes

Education of Adults
E. V. Whelchel, Chairman M. D. Mobley Claude Purcell O. C. Aderhold J. C. Dixon Frances Long Maude King

Health Education
Knox Walker, Chairman J. M. Gooden G. G. Lunsford George P. Donalson Mary Ella Lunday Soule Mary Emma Barne s JUlia Teasley Jessie M. McVey Elizabeth Donovan

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THE WHITE HOUSE Washington

FROM THE COMMANDER-IN-CHIEF

August 28, 1942

TO THE EDUCATORS OF THE UNITED STATES:
Our schools, pUblic and private, have always been molds in which we cast the kind of life we wanted. Today, what we all want is victory, and beyond victory a world in which free men may fulfill their aspirations. So we turn again to our educators and ask them to help us mold men and women who can figh~ through to victory. We ask that every schoolhouse become a service center for the home front. And we pray that our young people will learn in the schools and in the colleges the wisdom and forebearance and patience needed by men and women of good will who seek to bring to this earth a lasting peace.
(signed): FRANKLIN D. ROOSEVELT

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STATEME NT OF THE COMMISSION
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Never before has so nearly all the world be.~n at war; never has the :urn of conflict carried so much of wea~ or woe for all mankind. Germany has llready enslaved friend and foe alike in Europe and destroyed all who dared )ppose her. Britain and Russia alone still stand. If they should fall we lave to face, with only a few months of preparation, antagonists on both sides )f us whose total wealth and population are greater than ours and who have for nany years been building armament and gearing industry to war for the avowed )urpose of imposing their will upon us. To us who have always been free, who lave always directed our own lives and created our own values, a fascist state muld be intolerable; but not alone, our democratic way of life, our very lives Ire at stake. !he United Nations must wig this war and only America's full 3trength can turn the balance.
It becomes increasingly obvious that victory calls for the greatest ~ffort in our nation's history. We must use all our resources, intelligence, nan-power, materials and morale. One cannot be truly a part of America and ,lave no part in this war. Every man, woman and child must contribute his ~hare of service and sacrifice. Every truly American institution must re-think :lts program in terms of the national need. Our schools are democracy's most listinctive institution; they must enlist "for the duration and for the long ~uture. "
Total mobilization of our strength resolves itself into five factors:
1. We must have available the largest possible supply of manpower if we are to match the all-out efforts of our enemies.
2. We must make the most effective use of each uni t of manpower in the armed forces, in the productive effort, and in the essential services of the home'front.
3. We must multiply our production of food-stuffs, munitions, and shipping.
4. We must sacrifice our normal way of life and our material standard of living in order to conserve vital war materials and to provide the funds for financing the war.
5. We must insure maximum effort through a better understanding of the things we are fighting for and more intelligent cooperation with the national plans for conduct of the war.
Each of these factors of victory has meaning for the schools. Each )f them indicts us for failure of the past or drafts '\Is for special service _n the emergency.
If we, as teachers and community leaders, had learned the lessons of' 19l7 and planned for the full development of all youth, we could have greatly ,Lncreased the number of physically fit units of American man-power. Little ~ragedies of malnutrition, disease and neglect in the lives of those we have ~aught since the last war now become a national tragedy, when two whole Army livisions in Georgia alone are lost in the first draft; twenty-six thousand
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, STATEMENT OF THE COMMISSION
men between the ages of twenty and thirty-five are rej ected because of physical defects. Schools must accept responsibility for safeguarding the health and physical stamina of each young person, if for no other reason than to enable him to bear his full part in peace or war.
Of the Georgians called to the Army in the first six months of 1942, 'nine percent were rej ected because of i11i teracy. The Navy, the Army and the Air Corps present figures on our high school graduates to show notable deficiencies in fundamental mathematics. Much of this the schools can correct . in those who are still of school age by strengthening and vigorously enforcing the school attendance laws and by restoring thoroughness and mastery to their place as criteria of learning.
Again the high schools have a responsibility in war as well as in peace to help each student to discover and to prepare for the vocation or the service for which he is best adapted and in which he is most needed. In these momentous decisions youth needs competent and friendly counsel.
In a democratic school each pupil learns as he works with others on problems that are important for all. In promoting the Food for Victory program and in conserving war materials and saving for the purchase of war bonds and stamps, each pupil will have lessons not only in reading, writing and arithmetic I but in industry and thrift and co~peration in.a great common cause.
We can contribute to a unified effort by studY1ng together the causes, issues and progress of the war. By promoting common understanding of our national goals, loyalty to our leaders and fai th in the outcome, we can toughen the fibre and endurance of the home front and thus make more certain the final victory.
In the words of The National Wartime Education Commission, "Good teaching is defense wor,k. ". The teachers of Georgia will make their greatest contribution to the defense of the state and the nation as they give their best efforts to their work with children and youth.
USING THIS REPORT
The reports which follow are not intended to include the entire scho.ol program. They are suggestions which can be used by a school staff as a guide in determining its own ways of helping with the war effort.
Each school should have its own program, based upon the needs of its own pupils and the resources of its own communi ty. It should be developed with th active participation of all those who will have a part in executing it - pupils, patro~s and community leaders, as well as the superintendent, principal and teachers. An administrator overlooks unlimi ted opportuni ties for achievement when he fails to enlist the talents and intelligence of his teachers through cooperative planning.
Although no school should undertake more than its resources warrant, it should be remembered that victory calls for the best we all can do; t h a t ' each of the five "factors in victory" is a prime factor without which we can not win.. Each problem suggested by the committee is important. A school should not limit its program to undertakings in which it can distinguish i tself, but rather shoUld set goals in all of the problem areas and go as far
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-STATEMENT OF THE COMMISSION
as it can toward each of them. Some of,these goals will be more easily reached than others; some will require a long term plan; a~hers will be ideals which will serve as gUiding principles through the years.
Teachers and principals are faced with the problem of weaving these war activiti~s into the instructional program of the school if children are not to be exploited. The "activities" of a school in time of war or peace must contribute to the growth and development of pupils. It becomes the problem of the individual teacher, as she plans her work~ and as she guides the individual pupil, to see that children learn as they participate in war activities.
Although the commission does not propose specific goals for any school, it does take the position that an are.: in which the school can make .: greg! contribution to !he national, strength is that of the physical, mental.:!!2; emotional health of American 21: tizens. All our peacetime statistics, as well as those of the Selective Service, point to an enormous waste of our human resources. The schools, whose responsibili ty it is to safeguard the health of the individual, have so far failed to deal with this problem effectively, although in their direct contacts with the inindividual they have a strategic opportunity. It is realized that such a program cannot be developed in a short while or with limited resources, but there is no community in the state, no mat ter how small nor how poor, that cannot by proper planning develop a common sense health program which will materially increase the national back-log of man-power.
The Commission proposes that, beginning wi th the school year of 1942-43 the schools, in cooperation with health authorities and civic leaders of Georgia, shall initiate a long term cam~ign for !he purpose ~! developing in each communi,1y sch0.Q! .: broad program of he.:lth education and health services.*
In most communities the staff of the local school should ta,ke the ini tiative, beginning wi th a study of -the needs of its own pupils and extending to a study of health conditions in the entire community in which parents, children, board members, city officials, health officials, civic, religious and professional groups should have a part.
Although the plan for such a program should be comprehensive, the goals set up should begin with things wi thin reach. An obj ective toward which we have already made considerable progress is the provision of hot lunches in the schools. With the help of the Surplus Commodities Administration and the School Milk Program, it should be possible to establish this service in each school in "the state, although it may be necessary to depend upon local help due to the diminishing supply of W.P.A. labor.
* See Report of the Health Committee which appears in this bulletin.
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STATEMENT OF THE COMMISSION Again it is suggested that any school in the state cando much .'" to promote healthful living by improving the physi.cal environment of the school. Floors can be cleaned, water and toilet faeili ties can be made sanitary, heating and lighting can be made adequate and the general appearance of the school can be improved without a great deal of expense. A report of how a local community attacked the problem of improving its health and other facilities has been placed in every school and public l.ibrary in the state, and additional single copies are available upon request'of the principal of any school.* If, under the drive of the emergency, our schools can come to deal realistically with the problems involved in winning the war, perhaps when peace comes we shall just as squarely face the problems of readjustment and of building a true democracy in America.
* S'CHOOLS AWAKE. A Cooperative Community Program in Van Buren County,
Michigan. Write the State Department of Education, Atlanta, Georgia.
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CHILDREN in WARTIME An Overview for Georgia Teachers of Young Children
We are fighting again for human freedom and especially for the future of our children in a free world.
Children must be safeguarded - and they can be safeguarded - in the midst of this tota], war so that they can live and share in that future. They.must be nourished, sheltered and protected, even in the stress of war production so that they will be strong to carry forward a just and lasting peace.
from A Children's Charter in Wartime
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SCHOOLS AND THE WAR EFFORT

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Implications -fo-r -W-or-k -w-i t-h Children

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Some implications growing out of the war emergency for work wi th young I children are suggested herein. It is hoped that this will serve as the basis for individual and group thinking and planning on the part of all workers with youn~ children, and that every school and community will develop its own Victory Progral interms of the needs and the resources of its own locali ty. It is not thought that any school or teacher will follow every suggestion made here, or that these, are the only activi ties and emphases in the school program that may prove profitl able.

Teachers should be careful that the war is not introduced into every phase of school work, that children are not made to study war implications in every school sUbj ect and at all hours of the day. It is important, however, that teachers be watchful for opportunities to make use of information and material that is of value for the children of the age group taught, that children be given an opportunity to discuss the war and to find answers to their questions. Care should be observed to avoid exploitation of children, to be sure that proper motivation is given and that children understand whatever is undertaken, to see that whatever is done fits the age level of the children taught.

Som~ Fundamental Needs
Children in wartime as at all other times have fundamental needs which the school can do something about:
a. They need an environment where they feel there' is love and friendliness; where the teacher, parent, or adult in charge is an understanding, interested person who will treat their questions with due respect and who will try to answer them in a calm, frank manner. Only in such an atmosphere will children feel free to ask questions that are bothering them to discuss the war and how they feel about it.
b. They need an active social life among children of their own age, with space, materials and opportunity for play and for creative activities art, crafts, music, dramatizations, boo,ks and stories, trips and excursions - all of which will help them feel they are learning and creating.
c. They need to strengthen their feelings of belonging to someone - the home, the school group, their own town, state, and nation. Satisfying feelings of being important to some one individual or group will tend to build loyalties that will help preserve our American traditions.
The suggestions in the section of this Bulletin on Work wi th Young Children (pre-school and in-school) have been made with these needs in mind. Activities included are appropriate for children of all ages - kindergarten, grades one through seven. Choose those items appropriate to the age-level of the group yOl teach.
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WHAT-TBE SCHOOLS SHOULD DO FOR CHILDREN

(Nursery School, Kindergarten, Grades 1-7)

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:n Promoting Health and Physical Fitness

'roblem

Ways of Attacking the Problem

. Providing a rholesome physi:al environment. :or the growing }hild

a. Cooperate with the home in all mat ters concerning health and sanitation.

b. Stress sanitation in school buildings and grounds, proper

ventilation, lighting, toiletss, adequate facilities for

washing hands, pure drinking water and provisions for dispen-

sing it. State Board of Health can furnish plans for sanitary

toilets. Local Health Department can arrange to get drinking

water tested.

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c. Adjust tables, chairs and desks to physical needs of children on age-level. Legs of tables and chairs may be sawed off where too high, or block of wood or brick put under feet of child will serve to overcome strain. (Young children)

d. Strive for good posture of children at their des,ks and as they stand and walk about school and grounds.

e. Provide cots (may be made by parents or older boys in school) or rugs on which young children can rest at school. (Pre-school child, especially)

2. Providing for proper nutrition

a. Provide hot, well-balanced lunches for every pupil through lunchroom program in cooperation with Federal agencies and Parent-Teacher Association. Volunteer labor should be provided in small schools with no W. P. A. help.
b. Plan menus using surplus commodities and sUbstitutes for rationed foods for school lunchroom, school lunch box, and the home. Write State Home Economics Supervisor, State Capitol, for help.
c. Provide milk for children in cooperation with Agricultural Marketing Administration
d. Teach children to eat a variety of foods; in the emergency it may be necessary to eat foods we have not alw.ays liked.
e. Teach food values through kinds of food prepared for children.
f. Arrange to have demonstrations on how to prepare and care for food of children. High School Home Economics Teacher or Home Demonstration Agent or a mother can render this aid.
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Problem

Ways of Attacking the Problem

3. Providing

a.' Plan and conduc.t clothing "pool" where children may

adequate cloth- contribute articles of clothing they have outgrown and get

ing for children from "pool" other ~rticles they can wear.

4. Protecting children from undue strain, neglect and exploitation (particularly in Defense Areas)

a. Study children; try to find the reason for child's behavior, irritation, moodiness, emotional upsets, and strive to give him at school a measure of peace and calm to balance the strain the home may be undergoing because of the war emergency.
b. Study the classroom situation and total school program, and try to make ita place where children can be comfortable and at ease.

c. Study to understand the play needs of children and the kinds of play and physical exercises to provide for child at his stage of growth and development. O.C.D. will help to organize and conduct courses in Child Care and Protection, to train volunteer workers Consult local Chairman.

d. Plan child's day at school to give proper periods for work, play, exercise, and rest, with freedom from overstimulation. Army's Physical Fitness Program may be cited as illustration of planning to insure this.

e Try to secure pUblic playgrounds; equip with simple, safe, play equipment. (Young children .below school age) Consult local Welfare Department and County School Superintendent about aid under Lanham Act.

f Get volunteer workers to take charge of these playgrounds. (Might also supervise play on school grounds as well as on pUblic playground after school hours)

g. Work for improved conditions for play - at school and in the communit y.

h. Plan group singing, games and recreation activities with the children; hobby clUbs, hikes, etc. (Plansmaybe made with children at school which they can use at home during holidays)

i. Organize CHILDREN'S COUNCIL of all workers and agencies in the community concerned with young children to consider and to work for the best interests of children.

5. Providing heal th s~rvices, preventive and corrective measures

a. Establish periodic health and dental examinations and proper follow-up with the help of local health offic ials, doctors and nurses.
b. Arrange for immunizations for smallpox, diptheria, etc.
c. Prevent exposure to colds, getting over-tired at work and at play.

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Problem

Ways of Attac,king the Problem
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d. Teach need for observing ru~es of health and keeping well; shortage of doctors and health workers makes this very necessary.

6. Working for safety in all phases of school and home life

a. Teach children to observe care in using play equipment - to keep out of way of the swing, the see-saw, the ball bat, etc.
b. Teach children to depend on themselves for safety on playground, crossing streets, etc. (Especially necessary with young children)

c Give children opportunitfes to practice carrying out instructions, and giving directions, especially in emergencies.

d. Help children learn how to take care of simple hurts and bruises; plan for older children to take Junior First Aid course offered by Red Cross. (Ages 12-15)

e. Help children prepare for and understand safety measures developed in local community for war emergencies, air raids, evacuations, black-outs, fire drills~

f. Help children learn to minimize risks for self and others.

In Developing Efficiency in Tools of Learning

1. Helping the child to master the tools needed, on his own level, in Arithmetic

a. Observe that play and everyday activities provide experiences that give number impressions and concepts - saving to buy war stamps and bonds; using sugar and gas ration cards; money for lunch; weighing the children; number of children present, etc. (Applies particUlarly to kndergarten and early grade children)
b. Provide opportunities for using fundamental operations with increasing efficiency - adding, subtracting, fractions, simple measurements, estimating distance and amounts, computing cost, etc.

c. Visit grocery and department stores to observe ceiling prices and to study other inflation controls; note questions of children concerning all changes in our economy. (Upper grades)

d. Compute speed of bombers, range of guns, etc. (Upper grades)

e. Help children understand purpose of taxes - to give all a share in paying cost of the government and of the war effort. (Upper grades)
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Problem

Ways of Attac~ing the Problem

,

",

f. Note percent of income .suggested as investment in

savings stamps and war bonds. (Upper grades, when working

percentage)

2. Helping the child to master the tools needed on his own level, in Reading

a. Work to develop needed skills and habits for efficiency in reading.
b. Help children get proper meanings for new words they are meeting in reading, over radio, in movies, on signs and billboards, and in conversations with older people. (Young children)

c. With young children use picture books, bulletin boards, simple reading books, and books for information to give word meanings as readiness for reading.

d. Use pictures of interest from newspapers and magazines. (Young children, as well as upper grade pupils)

e. Use newspapers and magazines with older children to follow the course of war events and to gain information.

f. Work to increase the ability of children to understand information gained and to detect propaganda. (Upper grades)

g. Stress accurate reading of maps, plans and specifications. (Upper grades)

h. Teach children how to read directions accurately, for construction work - making model airplanes, in Red Cross proj ects, etc. (Upper grades)

i. Recognize reading as a source of relaxation and as a steadying influence to children in periods of stress; make every effort to do much reading for fun; work to increase the school library collection, making sure to provide books for children of all ages.

3. Helping the ohild to master the tools needed on his own level in Sooial Studies

a. Use national holidays as times to study and talk about the true American traditions. (Upper grades)
b. Teach children about our own country and other oountries through stories of other children. (Young children)
c. Help kindergarten and early grade children to realize other places, cities, states, countries, where relatives and friends are.

d. Help young children get some feeling of where things come from, beoause of rationing.
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Problem

Ways of Attacking the Problem
.$
e. Develop concepts of distanc~, time"; and space, such as
Location of places where family and friends are serving; places coming into the news.
Location of training centers, pre-flight centers and schools, camps, etc. (America'sprogramfor marshalling forces of war in a short time)
Means of transportation and difficulties of sending supplies and people to places where needed.
Our resources - things we import; shortages.
Recent developments of army, navy and air transportation.
Differences in customs of different countries; ways in which people are alike.
Use of globe; reading and interpreting maps.
Differences in time, through accounts of war happenings in newspapers and radio reports.
f. Help children learn to redognize service insignia.
g. Strive to help every boy and girl have a share in some type of defense work.
h. Wor,k to develop a growing understanding of governments; how a democratic nation meets its problems in wartime rationing, etc.
i. Provide time for discussion of the war; help children to know the facts of war on their own level. {Might come through the contribution period or the current events period.
j. Help children understand how democracy has been developing through the ages by a study of Mileposts of Freedom
Magna Charta, 1215 Mayflower Compact, 1620 Declaration of Independence, 1776 U. S. Constitution, 1788 Bill of Rights, 1790 Lincoln's Gettysburg Address, 1863 Atlantic Charter, 1941 (Democracy Series Readers, MacMillan CompaFlY)

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Problem
4. Helping the child to master the tools needed on his own level, in Science

Ways of Attacking the- Problem
a. Try to extend the experiences of children through activities calling for ac-tual manipulation of equipment and materials, and learning to use common tools.
b. Help young children become aware of some of the principles of science by observation of increased use of machines, bUilding and construction work, lifting heavy loads of lumber, sand, etc.
c. Study methods of reclaiming waste products - old rubber, tin; of preserving fopds - as freezing, canning, drying. (Upper grades)
d. Try to develop some understanding of the simple and fundamental principles of science through experiences in daily life activities, such as airplanes, weather, substitutes for rationed goods.
e. Watch for new ways of doing things, inventions, substitutes. (Upper grades)
f. Help young' children explore and learn more of the world about them.
g. Strive to develop an appreciation of what nature and science contribute to our daily life.
h. Study food values and uses; how to preserve foods; substitutes for sugar and other rationed foods.
i. Encourage growing of foods; winter gardens; Victory gardens; home gardens. (Be sure that the effort does not result in wasting seeds)
j. Help children observe weather signs; importance of weather in life activities, such as effect on gardens, health, transportation, and on conservation of materials and resources.
k. Study electricity and part it plays in heating, transportation, the telephone and telegraph instruments. (Upper grades)
1. Study communication and difficulties in wartime signaling, Morse and International codes, radio, censorship and why important. (Upper grades)
m. Work to develop an understanding of the science principles involved in use of gasoline engine; in uses of gas for heating and cooking, etc. (Upper grades)
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:n Conservation of Materials
.,.

'roblem

.Ways of Attacking th.e Problem

. Encouraging ~hildren to conlerve human and laterial relources as a leans of contri)uting to the far Effort

a. Build and strengthen habits of saving by helping children take good care of clothes and personal belongings.
b. Teach the wise use of materials; write on both sides of the paper; use scraps.
c. Observe care in use of school supplies and equipment books, maps, des,ks, tables, chairs, etc.
d. Save lights, water and fuel, by careful use.
e. Make good use of school opportunities; wise use of time in schools regular attendance, as one means of conserving time.
f. Cooperate with local, state and Federal agencies, in saving rubber, iron, paper, etc.
g. Save food - why rationing is needed to make available foods necessary for men in service; avoid waste in lunchroom and at home; buy foods wisely. (Upper grades)
h. Save gas and rubber - walk instead of ride to school, with an understanding of why necessary.
1. Maintain a clothing "pool"; children who outgrow articles of clothing may contribute to this "pool" and in turn draw from it articles they can use.
j. Stimulate purchase of war stamps and bonds, using care to see that each child is helped to do what he can, without competition with others. (In any use of money the immaturity of the child should be considered)
k. Conserve gasoline to use in the tractor, and for gasoline engines for heating, lighting, and pumping water.
1. Save electricity by turning off lights when not in use.
m. Refrain from using telephone more than is necessary, thus cooperating with a Government request.
n. Use only as much gas as is necessary for heating and cooking.

[n Promoting Democratic Living

l. Developing in understandLng of DEMOC~ACY and a de,ire to )reserve and
lxtend the lemocratic way )f life.

a. Help children learn to live happily with others; to share playthings; to take turns in using play equipment, etc.
b. Work to help children grow in ability to lead, to plan activities and to carry out plans made; in ability to cooperate, to do one's share of the work, cleaning up, etc.; to express his own individuality.
c. Help children grow in ability to jUdge right from wrong; fairness from oppression.

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Problem

Ways of Attac,king the Problem
d. Develop respect for the rights of others.
e. Encourage children to take more responsibility in school and in community life.
f. Teach children to work for the common good - in classroom in life of the school, in the community.
g. Make possible democratic living in the classroom - in making decisions dealing with school policies which directl concern the pupils, they should have a share in determining what should be done. (Such habits and understanding as emphasized here are learned in an environment that makes possible democratic living with wise adult gUidance, not by dictated methods)
h. Provide for group activities within the school - games, hobby clubs, Scout organizations, Junior Red Cross, etc.; , give opportunities for children to have an active part in developing plans and in carrying them out.
i. Help children grow in an understanding of democracy and what it means to us.
j Strive to develop an understanding of the freedoms we enjoy and the responsibilities that go with freedom.
k. Work for a better appreciation of our privileges as Americans; the responsibility for preserving and extending to other people.
I
1. Try to develop a growing understanding of how a democracy meets problems of government in times of emergncy.
m. Help the children have a share in honoring the boys and girls who leave for Service - posting their names, making school service flag, writing letters and sending school paper, etc.
n. Ma,ke scrapbooks for Army Camps and hospitals.
o. Cooperate with Junior Red Cross program - knitting afghans, making laundry bags for soldiers, making games for Soldier Recreation Centers and Camps. (Upper grades). Red Cross will furnish directions and pattern.
p. Cooperate with community undertakings and proj ects, such as car pooling, saving gas in going to school or to town, etc., and with campaigns to collect scrap, magazines and books for the soldiers, etc.
q. Help in planning and in giving community programs, radio programs, and in observing national holidays, to deepen the understanding of American ideals and traditions. (Children should have a share in planning as well as in carrying out such programs if they are to get the feeling of personal contribution to the War Effort)
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REFERENCES ON EDUCATION OF CHILDREN IN WARTIME

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For an Overview of the Situation

1. A WAR .POLICY FOR AMERICAN SCHOOLS. Educational Policies Commission and National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. February, 1942. 10.

2. THE WAR AND THE TEACHER. Commission on Teacher Education of the American Council on Education, 744 Jackson Place, Washington, D. C. A copy may be obtained free upon request.

3. EDUCATION'S ROLE IN WAR AND IN RECONSTRUCTION. Progressive Education Association, 221 W. 57th Street, New York City. 1942.
4. YOUNG CHILDREN AND THE WAR. An Educational Policy Adopted by the Wartime Commission, U. S. Office of Education, Washington, D. C. March 25, 1942.

5. A CHILDREN'S CHARTER IN WARTIME. Children's Bureau Publication #283, Children in Wartime #2. For sale by the Superintendent of Documents, Washington, D. C. 5.
6. AND SO WE TEACH IN A WORLD AT WAR. Elementary Education Department, Teachers College, Columbia University, New York City. Spring, 1942.

7. OUR MISS BOO. By Margaret Runbeck. D. Appleton-Century Co., New York, 1942.

8. EDUCATION FOR VICTORY. U. S. Office of Education, Washington, D. C. Official bi-weekly of the U. S. Office of Education, replacing SCHOOL LIFE for the duration of the war. Devoted to material on education and the war. Gives in each issue latest pUblications from government departments that are available for schools and others interested. SUbscription, $1.00 a year.

As Parents and Te~chers Study the Problem
9. CHILDREN AND THE WAR. A Universi ty of Chicago Roundtable Broadcast, May, 1942, by Martha Eliot, Daniel Prescott, T. V. Smith. Includes article on "How to Adjust Your Children to Wartime" by Daniel Prescott. University of Chicago Roundtable, Chicago, Ill. 10.
LO. CHILDREN IN A DEMOCRACY. Children's Bureau, U. S. Dept. of Labor, Washington, D. C. 20. A summary report of recommendations that form the basis for an adequate program for children.
Ll. CULTIVATING THE ROOTS OF DEMOCRACY. NationalAssociation for Nursery Education, W. 514 East Hall, University of Iowa, Iowa City, Ia. 15. Awellpresented case for the nursery school.
l2. THE DEFENSE OF CHILDREN SERIES #1. Eleven pamphlets that ask pertinent questions regarding child care, and that Blake excellent suggestions for community programs. 5 each. Children's Bureau, U. S. Dept. of Labor, Washington, D. C. "Children Bear the Promise of a Better World". a. What are We Doing to Defend Them? b. Are We Safeguarding Those Whose Mothers Work? c. Are They Getting t,he Right Start in Life? d. Have They the Protection of Proper Food? e. Are We Defending Their Right to Health? f. Their Defense is the Security They Find at Home.

- 21-

REFERENCES ON EDUCATION OF CHILDREN IN WARTIME

g. Their Education is Dem{)cracy' s Strength.

.,..

h. Through Play They Learn What Free.dom Meahs.

i. Our Nation Does Not Need Their Tciil.

j. Are We Helping Those Wi th Spec ial Needs?

k. Protect Them from Harmful Community Influences.

(May be purchased from Superintendent of Documents, Washington, D. C.)

13. WHAT SHOULD WE KNOW ABOUT A CHILD? Fritz Redl. Michigan Cooperative Teacher. Education Study, 11,3 State Office Building, Lansing, Mich. 10.

14. HELPING TEACHERS STUDY THEIR CHILDREN. Fritz Redl. Michigan Cooperative Teacher Education Study, 113 State Office Bldg., Lansing, Mich. 10.

15. TO PARENTS IN WARTIME. Children's ,Bureau Publication #282, Children in

Wartime #1, 1942, 5. (Order from the Superintendent of Documents, Washing.;

ton, D. C.)

.

16. CHILDREN IN WARTIME. Parents' Questions. By the Staff of the Child Study Association of America, 221 W. 57th Street, New York City. 1942. 5.

17. MORALE IMPLICATIONS OF CHILD DEVELOPMENT. Bulletin of the Committee for National Morale, 51 E. 42nd Street, New York Ci ty. HelpfUl for teacher and parent groups studying children in wartime.

18. YOUTH VICTORY ACTIVITIES. A Program Resource BUlletin for Organizations Serving Youth. Youth Activities, Advisory Committee of the Defense Recreation Commission, Metropolitan Civilian Defense Council of Greater Cleveland, Cleveland, Ohio.

As the Teacher Works With Children

19. HOW SCHOOLS CAN HELP WIN THE WAR. Mimeographed bUlletin, State Department of Education, Atlanta, Ga.

20. READINESS FOR LEARNING. Association for Childhood Education, 1201 Sixteenth Street, N. W., Washington, D. C. 35c.

21. SCIENCE AND THE YOUNG CHILD. Association for Childhood Education, 1201 Sixteenth Street, N. W., Washington, D. C. 35.

22. SHARING EPXPERIENCES THROUGH SCHOOL ASSEMBLIES. Association for Childhood
Educat10n, 1201 Sixteenth st., N. W., Washington, D. C. 35.

23. FOR CHILDHOOD'S INNER FORTRESS. By Helen L. Butler. Reprint from Bulletin of the American Library Association, March, 1942. American Library Association, 520 N. Michigan Avenue, Chicago', Ill. "On the Children's Battlefront, Books are Weapons".

24. CHILDREN OF THE AMERICAS. Office of the Coordinator of Inter-American Affairs, Washington, D. C. A guide to all kinds of materials in English on the otherAmericas, suitable for the elementary and junior high school grades.

25. FUN IN ANAIR RAID SHELTER. Suggested activi ties for children during air raids. By Elementary Staff Members and Elementary Club Members ,Teachers College, Columbia University, January, 1942. 10. (Good suggestions for quiet games and periods, rainy day recess, etc.)

26. MY BOOK TO HELP AMERICA. By Monro Leaf. Whitman Publishing Co., Racine, Wis.

10. May be purchased at ten-cent st ores; pre.pared at the suggestion of the

U. S. Treasury Department; contains an officially approved album for U. S.

';' -'

~~

War Savings Stamps.

- 22-

REFERENCES ON EDUCATION OF CHILDREN IN WARTIME

:7. POPULAR GUIDE: BOOKS. Published by Whitman PUblishing Co., Racine, Wis., ,g-nd

sold for 10 at ten-cent stores:

..

A guide to U. S. Army Insignia, by Gordon A. J. Petersen

A Handbook of Civilian Defense, by Lieut. Robt. H. Rankin

A Handy Guide to First Aid, by Jas. Carlton Zwetsch (o.f the Boy Scouts)

Modern War Planes of the World, by JohnB. Walker

A Guide Book to the U. S. Navy, by Jas. F. Wallace

(Ten-cent stores are usually glad to know of books to add to their supply, if

teachers call them to the attention of the Manager. Children will want to

own many of these 10 books).

:8. VERY FIRST AID. By Dorothea Gould. Oxford University Press, New York City. For use by children in the upper elementary and junior high school grades. 50

:9. UNDERSTANDING THE OTHER AMERICAN REPUBLICS. U. S. Office of Education, Federal Security Agency, Washington, D. C. 20

As We Consider Food Problems

O. FOOD FOR THOUGHT. U. S. Office of Education, Washington, D. C. A pamphlet ma,kinghelpful suggestions for nutrition education through the schools.

1. WELL-NOURISHED CHILDREN. Children's Bureau, U. S. Dept. of Labor, Washington, D. C. A brief pamphlet suggesting standards for well-nourished children.

As We ..tudy Consumer Problems

2. RATIONING - WHY AND HOW. Educational Relations Branch, Consumer Division, Office of Price Administration, Washington, D. C.
3. CONSUME~ PRICES - WHAT WARTIME PRICE CONTROL MEANS TO YOU. Educational Relations Branch, Consumer Division, Office of Price Administration, Washington, D. C. May, 1942.

As We Use th~ Air Service

4. EDUCATION FOR THE AIR AGE. A Preliminary Statement for Teachers and School Administrators. Aviation Education Research Proj ect, 525 W. l20th Street, New York City.

5. AIR-CONDITIONING YOUNG AMERICA. Civil Aeronautics Administration, U. S. Dept. of Commerce, and the U. S. Office of Education, Washington p D. C. April, 1942.
6. WORLD MAPS FOR THE AIR AGE. By Dr. Geo. T. Renner. Civil Aeronautics Administration, Aviation Research Project, 525 W. l20th Street, New York City. N. L. Engelhardt, Director.

NOTE: Publications from various Government Departments, where a charge is made, must be purchased from the Superintendent of Documents, Washington, D. C. Stamps will not be acceptable. Many teachers find it helpful to purchase from the Superintendent of Documents" coupons n valued at 5 each, and to use these in ordering the pamphlet s and bulletins that often cost only five or ten cents.
Posters
7. Graphics Division, Office of Facts and Figures, Washington, D. C.
8. Health Education Materials, National Dairy, Council, III N. Canal Street, Chicago, Ill.
9. National Commission for Young Children, 3314 Cathedral, N. W. , Washington, D. C. Children's Centers Vi tal to Victory; Play Materials; How Shall We Select Them?
:0. HIDDEN HUNGERS IN A LAND OF PLENTY. National Maternal and Child Health Council, Washington, D. C. 25
- 23-

r

EDUCATION OF YOUTH IN TIME OF WAR

In a democracy social and economic conditions are constantly changing. In order to prepare citizens to adjust themselves to new conditions, educational programs must be flexible and educational leaders must be sensitive to changes as they occur and must modify their programs as seems expedient for the occasion. The Program for the Improvement of Instruction, started in Georgia several years ago, provides for adjustments to be made as changes occur. The war has brought about considerable change in the life of the people, and the recommendations of the sub-committee on the Education of Youth are intended as suggestions of things the schools can do to assist all the youth of the State to participate more effectively in the war program. The needs of the out-of-school group must be considered the responsibility of the schools to the same extent as are the needs of those in school.

The program of youth education in America today should attempt to meet

two outstanding needs:

'

The preparation of youth to play an effective part in the winning of the war.

Instruction in the ideals of Democracy and the benefits it provides for citizens in order that youth will work to perpetuate them in our country and make them possible for citizens of other nations where they are desired.

Everyone recognizes that the services of youth are essential to the war program. The youth of the nation are anxious to render real service. Instruction of proper type will make services of youth more valuable to industry and to armed forces and more satisfying to the young people themselves. The schools cannot claim to have met their responsibilities to youth of the nation until they have provided opportunities for experiences that will enable the individual youth, in school or out of school, to play his part in the war program and to meet more efficiently the problems involved in the readjust-
ment aft eT the war.

- 24-

WHA~ THE SCHOOLS SHOULD DO FOR IN-SCHOOL AND OUT-OF-SCHOOL YOUTH .;.0
In Promoting Health and Physical Fitness

Problem

Ways of Attacking the Problem

References

1. Providing a wholesome school environment

a. Correct deficiencies in seating facili ties, heat, light and ventilation of classrooms. Provide for sanitary drinking water, hand washing and toilet facilities.
b. Make uni tsof building attractive. Arrange stimulating materials in classrooms, study halls, libraries, bulletin boards, etc. , with a view to encouraging study of thes'e problems. ,
c. Arrange schedule so as to provide proper balance between work, rest and play, recess and lunch periods; ma,ke proper arrangement for and supervise periods before and after school.
d. Work toward a school environment that fO.sters the development of emotional stability.

1, 27, 96, 97, 102

2. Providing for proper nutrition

a. Provide hot, well-balanced lunches for every pupil through cafeteria or lunchroom program in cooperation with Federal agencies and Parent-Teacher Association. Volunteer labor should be provided in small schools withnoW. P. A. help.

b. Develop nutrition education through all classes, especially home economics, science , agriculture, and social studies, and in connection with lunchroom and club programs.

c. Promote food production and preservation program.

d. Promote and supervise community canning and home canning proj ects.

41, 42, 67, 68, 69, 70, 71, 72, 73, 74,76,77, 101, 106, 107, 108, 109, 110, 111, 113, 125, 126

3. Providing health services including preventive and corrective measures

a. Immunize against contagious diseases be- \ fore entering school and periodically in . the school program.
b. Give First Aid courses.
c. Acquaint pupils with and practice air raid regulations. Study safety in the school, home, community, industry, etc.

d. Establish periodic physical examinations

- 25-

23, 104

Problem
4. Studying health problems

Ways of Attacking the Problem
through cooperation with.local healthde-' partment or through local' physicians and dentists. Teachers may assume responsibili ty for examinations when professional assistance is not available. Examinations may be regularly given in first, fifth, eighth and senior years, and annually for those who seem to require them.
e. Provide these examinations for out-ofschool unemployed youth.
f. Provide for corrective measures. When defects are detected, parents should be notified and urged to take the necessary steps. Assistance should be solicited from such agencies as Red Cross, Civic Clubs, Welfare Board, etc., if parents are not financially able to have corrections made.
g. Emphasize the fact that proper diet within itself is one of the best preventives.
a. Relate health problems to basic courses in science, such as physiology, biology, chemistry, physics and general science, by using these problems in teaching certain scientific principles.
b.Relate health problems to practical courses, such as community civics, agriculture, home economics, shop, etc., by using these courses as workshops in which solutions may be found for health problems.
c. Make cooperative at tack on selected community health problems, such as malaria, hook worm, venereal diseases, etc., by working with public health officials and local physicians. Build an understanding of and willingness to utilize the services of the Public Health Department in prevention and solution of individual and group health problems.
d. ,Promote desirable health attitudes and practices through individual and group conferences. The scarcity of physicians demands that schools and homes know and use every precaution in prevention of diseases.
e. Provide instruction in the facts and ideals of sex that are basic to family life.

References
1, 2, 32, 76, 77

- 26-

Problem
b. Providing
bhysical educat.ion and recreation

Ways of Attacking the Problem
a. Develop an intra-mural athletic program to include every physically fit crhild.
b. Use corrective gymnastics.
c. Give special attention to sports and exercises which tend to develop muscular coordination.
d. Plan careful study by the entire staff of conditions under which interscholastic athletics has educational value:
e. Require broader education of coaches to include field of health and physical fi tness.
f. Designate women members of staff as advisers of girls.
g. Require special physical examinations of candidates for teams. h. Develop, through guidance, wholesome habits, special interests and hobbies.
i. Provide for community recreation and entertainment, and wholesome association ot boys and girls.
j. Include out-of-school youth in plans for recreation.

References
1, 2, 3, 4, 66, 103, 105

In Preparation of the Individual for the Type of Service He Will Likely Have to Render in the War Effort

1. Arranging

a. Use standard intelligence and achieve-

18

lower grade

ment and diagnostic tests.

mathematics classes intQ

b. Study school records.

groups accord- c. Confer with individual pupils to dis-

ing to abili-

cover ambitions and interests.

ties and needs d. Plan experiences in mathematics to

meet needs and interests of all groups.

2. Organizing of upper grade mathematics classes to meet needs of student s who will enter armed forces, war industry, or technological schools

a. Determine necessary content of courses designed for these purposes.
b. In larger schools organize classes in Basic Mathematics comprising principles and s,kills -demanded for these services; in small schools classes in advanced mathematics may be broken down into groups with emphasis on special interests.
c.Place emphasis upon mathematics as a functional part of work in science and other courses.
- 27-

7, 37, 51, 57, 58, 64, 65

Problem

Ways of Attacking the Problem

3. Organizing physics courses
to meet immediate needs of pupils going into the armed forces or war industry

a. Emphasize in the stan~ard courses the principles and skills which will be needed by pupils who will enter the armed forces or war industry.
b. Organize one-year basic science courses comprising the essential principles and skills.

c. Encourage practical work with gas motors, electric motors, radio, etc., as a means of learning functional physics.

4. Developing understandings in the field of aeronautics

a. Cooperate'with Navy, making model planes in shop classes.
b. Teach meteorology through ma~ing weather charts and maps.
c. Organize pre-flight aeronautics in upper classes in large high schools.

5. Planning work-studyarrangements which will make more student hours available for production

a. Schedule all classes of certain pupils for morning hours so that these pupils may work in afternoon. Study Diversified Occupations program.
b. Schedule evening classes if necessary.
c. Operate "one session" day during busy farming seasons in order to release pupils for farm work.
d. Arrange schedules of older pupils so that they may work regular shifts in industry.
e~ Provide for late entrance to school so as to prevent retardation.

6. Organizing for guidance and job training

a. Keep comprehensive individual pupil records.
b. Test for skills, abilitie's and aptitudes.
c. Enroll pupils in exploratory courses such as industrial arts in order to find interests and abilities.
d. Encourage part-time employment to find interests or develop skills and to release mature workers for other jobs.
e. Encourage enrollment in defense training classes, N. Y. A. schools, etc.

- 28-

References 35, 37, 57,
58, 63., 64, 65
7, 8, 9, 10" 37, 51, 57, 58, 63
17, 20, 21, 22, 26, 32, 35, 84, 87

'roblem

Ways of At tacking the Problem
f. Enroll former commercial students in afternoon or evening classes to p"repare them to meet present need for stenographic help.
g. Provide counseling, training and employment services for out-of-school youth.

r. Trai.ning by lome Economics >epartment of lurses to care 'or children of larent s who work .n war indus.ries

a. Cooperate with kindergarten or primary grades teachers in preparing older pupils to care for younger children in case of emergency.
b. Provide for general study and practice in child care and child psychology
c. Have older pupils assist in cafeteria and on play grounds.
d. Have older pupils manage the first-aid station and sick room .
e. Organize and train school patrols.

I. Cooperating a. Discover the requirements for enlistment

rith recruiting in special services and plan special courses

lffices in of- in school work so that requirements can be

'ering necessary met.

lourses in mathelatics, physics, ~tc., to out-of-

,
b. Encourage enrollment of prospective army
and navy recruits in school classes.

~chool youth as c. Organize classes in regular schedule,

rell as in-school afternoon or evening, so as to accommodate

routh who plan to the out-of-school youth.

mter aviation

~raining, offi-

ter training,

~tc

I, 5
57, 58, 95

[n Providing Food-stuff, Conserving Essential Materials, and Providing Funds ~o Finance the War

l. Producing md preserving
~ood-stuffs
Ln the Home

a. Encourage growing a vegetable garden for each home.
b. Promote school gardens in such cases as can assure proper labor and management.
c. Encourage and supervise canning and preserving of fruits, vegetables, etc.
d. Encourage activities of such clubs as pig club, calf club, corn club, etc.

33, 41, 78, 79, 80, 82, 83

- 29-

Problem
2. Conserving of essential raw materials, machinery and equipment
3. Providing funds to finance the war

Ways of Attacking the Problem
e. Cooperate with extension services in promotion of food product-1on and preservation activities.
f. Help with organization of cooperatives for buying and selling.
g. Investigate possibility of organizing unemployed urban youth into groups for farm wor,k during rush seasons.
a. Sponsor programs showing need for these materials in the war effort.
b. Sponsor or cooperate with salvage campaigns.
c. Sponsor programs showing how to care for and preserve present machinery and equipment for longer use.
d. Sponsor programs for showing how to save waste materials from homes and businesses for use in war effort
e. Sponsor programs and activities showing necessity for rationing and way in which the rationing program works.
f. Encourage use of school shops by entire community for building and repairing equipment.
a. Organize a plan for students to sell stamps and bonds at school and out of school. Encourage 100% participation by pupils and teachers.
b. Plan programs showing cost of war in dollars and showing the sacrifices necessary, and developing a willingness to do without luxuries.
c. Study inflation, its causes and results, and how each individual can help prevent it.
d. Encourage pupils to earn their own money for the purchase of stamps.

In Educating for Democratic Citizenship

1. Organizing a democratic situation in schools

a. Provide for teaeher-principal planning. b: Provide for pupil-teacher planning.
- 30-

References
r
39, 81, 123
34, 39, 44, 52, 55, 59, 91, 92, 93, 94
11, 12, 13, 14, 15, 16, 25, 26, 40, 49, 62, 90

Problem

Ways of- Attacking the Problem

c. Organize clubs wit.h planning and activities handled by pupils with minimum of teacher supervision.
d. Organize student councils.
e. Organize home-rooms for democratic pupil participation.
f. Provide for participation in management of school patrol.
g. Provide for student participation in management of intra-mural program.
h. Publish a school newspaper.
i. Present radio programs by students.
j. Train students in planning cafeteria menus, etc., in order to understand feeding large groups at low cost.
k. Organize school for a part in local civilian defense work.
1. Provide for school-wide participation in organized plans for salvage campaigns, stamp selling, conservation, and healthful living.

2. Reorganizing pupil experiences in the social studies field so as to make new emphases in light of the present emergency

a. Teach the meaning of democracy and the significance of the Bill of Rights as a foundation of the democratic way of living.
b. Compare democratic and totalitarian practices.
c. Provide experiences that will result .in an understanding of and a parti-cipation in cooperative planning and pooling of judgments, Le. in democratic practice.
d. Increase study of the culture of other nations with special emphasis on thecultures of the Americas. Study the cultures and economics of our allies and our enemies as a basis for understanding the real issues and problems of the war and the peace.
e. Teach aims, issues and progress of the war and the part the individual plays in a total war.
f. Have students study the hazards of war to the ideals of democracy.
g. Have students investigate the causes of wars.
- 31-

References
...
12, 13, 19, 28, 29, 30, 31, 34, 45, 46, 47, 48, 49, 50, 53, 61, 94, 114, 115, 116, 117, 118,119,120, 121, 122, 124

Problem

Ways of Attacking the Problem
h. Keep materials in historyanq. geography up to date. Place emphasi'~ upon development of the concept of the earth as a globe. Use and teach pupils to' read up-to-date maps of all types. Study air distances between strategic points on continents. Study the development of communication and transportation. Develop air-mindedness on part of pupils, teachers and general pUblic.
g. Encourage wide reading and discussion of newspapers, magazines, and reference material with a view to developing critical judgment and ability to discern what has been written as propaganda.
h. Give attention to the improvement of reading skills and the ability to assemble, organize, and present data. Give emphasis to the reading of statistical tables, diagrams, pictorial statistics, etc.
i. Plan activities leading to discriminat ing use of radio, motion pictures, etc.

References
.>-

- 32-

REFERENCES ON EDUCATION OF YOUTH IN WARTIME

...

1. *MENTAL HEALTH IN THE CLASSROOM. 13th yearb'~ok, Department of Supervisors and Directors of Instruction. National Education Association, 1201 Sixteenth Street, Washington, D. C. $2.00

2. *HEALTH EDUCATION. National Education Association, 1201 Sixteenth Street, Washington, D. C. $1.50

3. *PHYSICAL EDUCATION PLAY ACTIVITIES FOR GIRLS IN JUNIOR AND SENIOR HIGH SCHOOLS, byPowdermaker. A. S. Barnes PUblishing Company, 67 W. 44th Street, New York, N. Y. $2.40

4. *ADMINISTRATION OF PUBLIC RECREATION, by George Hjelte. 1940. Macmillan Company, Atlanta, Georgia. $2.55

5. CHILD CARE AND HOME NURSING. American Red Cross Association, Washington, D. C.
6. BASIC MATHEMATICS, by William Betz. 1942. Ginn and Company, Atlanta, Georgia. $1.48

7. AVIATION MATHEMATICS, by Buchan and others. 1942. Houghton, Mifflin and Company, Atlanta, Georgia. 66

8. *MATHEMATICS FOR THE AVIATION TRADES, by James Naidich. 1942. McGraw-Hill Book Company, 330W. 42nd Street, New York, N. Y.$1.35

9. ELEMENTS OF AERONAUTICS, by Pope and Otis. 1942. World Book Company, Atlanta, Georgia. $2.19

10. AIR-EDUCATION SERIES. 17 v. Macmillan Company, Atlanta, Georgia. $8.88 for set.

11. EDUCATION AND ECONOMIC WELL-BEING IN AMERICAN DEMOCRACY. Educational Policies Commission, National Education Association, 1201 Sixteenth Street, Washington, D. C. 50

12. THE EDUCATION OF FREE MEN IN A DEMOCRACY. Educational Policies Commission, National Education Association, 1201 Sixteenth Street, Washington, D. C. 50

13. *LEARNING THE WAYS OF DEMOCRACY. Educational Policies Commission, National Education Association, 1201 Sixteenth Street, Washington, D. C. $1.00

14. THE UNIQUE FUNCTION OF EDUCATION IN AMERICAN DEMOCRACY. Educational Policies Commission, National Education Association, 1201 Sixteenth Street, Washington, D. C. 50

15. THE STRUCTURE AND ADMINISTRATION OF EDUCATION IN AMERICAN DEMOCRACY. Educational Policies Commission, National Education Association, 1201 Sixteenth Street, Washington, D. C. 50

16. YOUTH AND THE FUTURE. American Council on Education, 744 Jackson Place, Washington, D. C. $2.50

17. MODERN SECONDARY EDUCATION, by Aubrey A. Douglass. 1938. Houghton, Mifflin Company, Atlanta, Georgia. $2.80

18. CHILD AND HIS CURRICULUM, by Lee and Lee. Appleton Century Company, 35 West 32nd Street, New York, N. Y. $2.70

- 33-

- REFERENCES ON EDUCATION OF YOUT!:! IN WARTIME
19~ *READING AND THE EDUCATIVE PROCESS~ byWitty and Kopel. 1939. Ginn,..and Company, Atlanta, Georgia. $2.20

20. *OCCUPATIONAL COUNSELING TECHNIQUE, by Stead and ShortIe. 1940. American Book Company, Atlanta, Georgia. $2.20

21. *PUPIL PERSONNEL AND GUIDANCE, by Ruth Strang. 1940. Macmillan Company, Atlanta, Georgia. $1.91

22. *LIVING YOUR LIFE, by Crawford. 1940. D. C. Heath and Company, Atlanta, Georgia. $1.24

33. *FIRST AID. American Red Cross Association, Washington, D. C. 39

24. *AUDIO-VISUAL AIDS TO INSTRUCTION, by McKown and Roberts. McGraw-Hill Book Company, 330 W. 42nd Street, New York, N. Y. $2.25

25. *TEACHER-PUPIL PLANNING, by Giles. 1941. Harper and Brothers, 49 E. 33rd

Street, New York, N. Y. $1.75

.

26. HOME ROOM GUIDANCE, by McKown. McGraw-Hill Book Company, 330 W. 42nd Street, New York, N. Y.

27. *EMOTION AND THE EDUCATIVE PROCESS, by Prescott. American Council on Education, 744 Jackson Place, Washington, D. C. $2.00

28. AMERICA IN A WORLD AT WAR, by Brown. Silver Burdette Company, Atlanta, Georgia.

PAMPHLETS

29. READING INSTRUCTION IN SECONDARY SCHOOLS. N.E.A. Research BUlletin, Vol. XX, No.1, January, 1942. National Education Association, 1201 Sixteenth Street, Washington, D. C. 50

30. A STUDY OF LATIN AMERICA 'FOR THE SENIOR HIGH SCHOOL, by Richard M. Perdew. Bronxville Schools, Bronxville, N. Y.

31. THE OTHER AMERICAS (Bibliography) by Jesse A. Lane. Federal Security Agency, U. S. Office of Education, Washington, D. C. Free

32. HOME NURSING COURSES IN HIGH SCHOOL, by RaIl S. Grigsby. Education and National Defense Series No. 1. Federal Security Agency, U. S. Office of Education. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 15

33. SOME PRINCIPLES OF CONSUMER EDUCATION AT THE SECONDARY SCHOOL LEVEL. Pamphlet 94. Federal Security Agency, U. S. Office of Education. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 10

34. THE HIGH SCHOOL'S OBLIGATION TO DEMOCRACY, by Dunham and others. The Classical Association of the Middle West and South, Ann Arbor, Michigan.

35. ALL OUT DEFENSE JOB TRAINING. American Vocational Association, 1010 Vermont Avenue, Washington, D. C.

36. ENGINEERS ARE NEEDED. Federal Security Agency, U. S. Office of Education, Washingt on, D. C.

- 34-

REFERENCES ON'EDUCATION OF YOUT!! IN WARTIME 37. EDUCATION FOR THE AIR FORCE, by Engelhardt and others. American Education
Research Proj ect, 525 West 120th Street, New,.York, N. Y.
38. AIR CONDITIONING AMERICA, by Henckley and Wood. 1942. American Council on Education, 744 Jackson Place, Washington, D.C. Free
39. A PROGRAM OF ACTION FOR AMERICAN YOUTH. American Council on Education, 744 Jackson Place, Washington, D. C.
40. STUDENT COOPERATION, by E. C. Kelley. National Self-Government Committee, 80 Broadway, New York, N. Y.
41. SCHOOL GARDENS FOR SCHOOL LUNCHES, Federal Security Agency, U. S. Office of Education, Washington, D. C. Free
42. FOOD FOR THOUGHT. Education and National Defense Series Pamphlet No. 22. Federal Securi ty Agency, U. S. Office of Education. 1941. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 15
43. POPULATIONS ADRIFT. Education and National Defense Series Pamphlet No. 11. Federal Security Agency, U. S. Office of Education. 1941. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 15
44. WHAT THE SCHOOLS CAN DO. Education and National Defense Series Pamphlet No. 4. Federal Security Agency, U. S. Office of Education. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 15
TEACHING MATERIALS ON THE DEFENSE OF DEMOCRACY. Educational Policies Commission, National Education Association, 1201 Sixteenth Street, Washington, D. C. $1.00per set.
45. SUGGESTIONS FOR TEACHING AMERICAN HISTORY IN THE PRESENT EMERGENCY 46. THE SCHOOL: AN ARSENAL FOR DEMOCRACY. February, 1941 47. DOCUMENTS OF DEMOCRACY. February, 1941 48. HOW YOU CAN STRENGTHEN DEMOCRACY. February, 1941 49. OUR DEMOCRACY. February, 1941 50. HOW MAY WE DEFEND DEMOCRACY? February, 1941
51. AIR CONDITIONING YOUNG AMERICA. Federal Security Agency, U. S. Office of Education, Washington, D. C.
52. SECONDARY SCHOOLS AND THE WAR EFFORT. Federal Security Agency, U. S. Office of Education, Washington, D. C.
53. INTER-AMERICAN FRIENDSHIP THROUGH THE SCHOOLS. Federal Security Agency, U. S. Office of Education, Bulletin No. 10, 1941. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 10
54. VOCATIONAL TRAINING IN WAR TIME. Conferences Committee American Association of School Administrators and Committee on Education, Ch~mber of Commerce of the U. S. March, 1942.
55. A WAR POLICY FOR AMERICAN SCHOOLS. Educational Policies Commission, National Education Association, 1012 Sixteenth Street, Washington, D. C. 10
56. WHAT THE HIGH SCHOOLS OUGHT TO TEACH. 1940. American Council on Education, 744 Jackson Place, Washington, D. C.
57. MATHEMATICS FOR PILOT TRAINEES. Technical Manual 1-900. April 22, 1942. War Department, Washington, D. C.
- 35-

REFERENCES ON EDUCATION OF YOUTl! IN WARTIME

58. ELEMENTARY PHYSICS FOR PILOT TRAINEES. Techni.cal Manual 1-233. April 22, 1942. War Department, Washington, D. C....

59. SCHOOL AND CIVILIAN MORALE SERVICE - HOW TO PARTICIPATE. Federal Security Agency, U. S. Office of Education, Washington, D. C. Free

60. YOUTH, DEFENSE AND THE NATIONAL WELFARE. American Youth Commission, American Council on Education, 744 Ja,ckson Place, Washington, D. C.

61. VOICES OF DEMOCRACY. Bulletin No.8, 1941. Federal Security Agency, U. S. Office of Education. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 15

62. EXPRESSIONS ON EDUCATION BY BUILDERS OF DEMOCRACY. Bulletin No. 10, 1940.

Federal Security Agency, U. S. Office of Education. Order from Superinten-

dent of Documents, Government Printing Office, Washington, D. C. 20

,

63. PRE-AVIATION CADET TRAINING IN HIGH SCHOOLS. Leaflet No. 62. Federal Security Agency" U. S. Office of Education. Order from Superintendent of Documents, Government Printing Office, WashiD:gton, D. C. 5

64. SCIENCE AND MATHEMATICS AND THE WAR. A Progress Report by the Philadelphia Regional Committee on Science and Mathematics Teaching, Philadelphia, Penn.

65. A WARTIME PROGRAM - MATHEMATICS AND PHYSICS. National Council of Chief State School Officers, Washington, D. C. 15

66. PHYSICAL TRAINING FOR AIRMEN. Air Training Corps of America, Inc.

67. FEEDING A FAMILY AT LOW COST. Evaporated Milk Association, Chicago, Illinois. Free

68. BETTER NUTRITION AS A NATIONAL GOAL. U. S. Department of AgricultUre, Washington, D. C.

69. ARE WE WELL FED? Bureau of Holne Economics, U. S. Department of Agriculture. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 15

70. THREE MARKET LISTS FOR LOW COST MEALS. Bureau of Home Economics, U. S. Department of Agriculture, Washington, D. C.

71. CONSUMER'S GUIDE. Magazine. U. S. Department of Agriculture, Washington, D. C. Free

72. FOOD FOR GROWTH. U. S. Department of Agriculture, Washington, D. C.

73. QUESTIONS ON ENRICHED BREAD. Office of Defense, Health and Welfare Services, Washington, D. C. Free

74. RECOMMENDED DIETARY ALLOWANCES. Nutrition Division, Federal Security Agency, Washington, D. C.

75. GEORGIA PROGRAM FOR THE IMPROVEMENT OF INSTRUCTION. Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. Free
76. PRACTICAL INFORMATION ON NUTRITION. Georgia Department of Public Health, Atlanta, Georgia.

77. A NUTRITION PRIMER. Division of Home Economics, State Department of Education, Atlanta, Georgia. - 36 -

REFERENCES ON EDUCATION OF YOU~li IN WARTIME
-1"
78. GUIDE IN CANNING. Bulletin 478.Uni versi ty of Georgia, Athens, Georgia.
79. HOME CANNING OF FRUITS, VEGETABLES AND MEATS. Bulletin 1762. U. S. Department, of Agriculture. Order from Superintendent of Documents, Government Printing Office, Washington, D. C. 5
80. PLANNING AND CARE OF FARM GARDENS. Pub. 192. University of-Tennessee, Knoxville, Tennessee.
81. FARM MACHINERY REPAIR AND METAL WORKING. State Department of Education, Little Rock, Arkansas.
82. BULLETINS #28, 29, 31, 184, 159. Georgia Experiment Station, Experiment, Georgia.
83. BULLETINS #481, 370, 462, 280, 488. The University of Georgia Agricultural Extension Service, Athens, Georgia.
84. OPPORTUNITY FOR YOUTH IN BUILDING THE WORLD OF TOMORROW. General Motors Corporation, 1775 Broadway, New York, N. Y.
85. COMMUNITY RESPONSIBILITY FOR YOUTH. American Youth Commission, American Council on Education, 744 Jackson Place, Washington, D. C. Free
86. ALLIED YOUTH. Allied Youth, Inc., NEA Building, Washington,D. C.
87. YOUTH IN DEFENSE AND POST-DEFENSE PERIODS. American Youth Commission, American Council on Education, 744 Jackson Place, Washington, D. C.
88. RURAL YOUTH, by David C. Coyle. N. Y.A. Order from Superintendent of Documents, Government Printing Office, Washington, D. C.
89. OUT-OF-SCHOOL RURAL AND NON-RURAL YOUTH. Federal Security Agency, U. S. Office of Education, Washington, D. C.
90. MAKING DEMOCRACY WORK: HOW YOUTH CAN DO IT Civic Education Service, Washington, D. C. 15
91. HOW INFLATION WILL COME IF WE LET IT. Investment Bankers of America, 33 S. Clark Street, Chicago, Illinois. Free
92. HOW TO STOP INFLATION. Office of Price Administration, Regional Office in Hurt Building, Atlanta, Georgia. Free
93. INFLATION. Morris Plan Bankers' Association, Washington, D. C. Free
94. SUGGESTIONS FOR USE AND DEVELOPMENT OF MATERIALS IN SCHOOLS IN RELATION TO OPA PROGRAM. Educational Relations Branch, Consumer Division, Office of Price Administration, 44 Pryor Street, Atlanta, Georgia. Free
95. THE NAVY MAKES MEN. To be had from any Recruiting Station. Free
96. HELPING TEACHERS STUDY THEIR CHILDREN. Michigan Cooperative Teacher Education Study, 113 State Office Building, Lansing, Michigan. 10
97. WHAT SHOULD WE KNOW ABOUT A CHILD? Michigan Cooperative Teacher Education Study, 113 State Office Building, Lansing, Michigan. 10
98. THE GROWTH AND DEVELOPMENT OF THE SECONDARY SCHOOL STUDENT, by Daniel A. Prescott. Reprint from The Bulletin of the National Association of Secondary School Principals, December, 1940. University of Chicago, Chicago, Ill.
- 37-

REFERENCES -ON EDUCATION -OF-Y.OU-TH-I-N WARTIME

'-

-'.;

99. MONOGRAPH SERIES. Bureau of Education Research, Louisiana State Univer-

sity, University, Louisiana. 10 each--.

100. BIBLIOGRAPHY SERIES. Bureau of Education Research, Louisiana State University, University, Louisiana. Free

101. HYGIENE AND SANITATION STANDARDS FOR SCHOOL LUNCH ROOMS. Georgia Department of Public Health, Atlanta, Georgia. Free

102. SANITARY REQUIREMENTS OF SCHOOLS. Georgia Department of Public Health, Atlanta, Georgia.

103. POSTURE FROM THE GROUND UP. Metropolitan Life Insurance Company, New Yor,k, N. Y. Free

104. 'CARE OF THE EYES. Metropolitan Life Insurance Company, New York, N. Y. Free

105. STANDING UP TO LIFE. Metropolitan Life Insurance Company, New York, N. Y. Free

106. HOT LUNCHES MAKE HEALTHIER CHILDREN. Georgia Department of Public Health, Atlanta, Georgia. Free

107. MINIMUM STANDARDS OF EQUIPMENT FOR SCHOOL LUNCH. Georgia Department of Public Health, Atlanta, Georgia. Free

108. SUGGESTED EQUIPMENT FOR THE SMALL LUNCH ROOM. Georgia Department of Publio Health, Atlanta, Georgia. Free

109. FACTS ABOUT SCHOOL LUNCHES. Surplus Marketing Administration, U. S. Department of Agriculture, Washington, D. C.

110. HUMAN NUTRITION. Reprint of Part 1 of the Yearbook of AgricUlture, 1939. Superintendent of Documents, Government Printing Office, Washington, D. C. 40

Ill. AGREEMENT FOR SCHOOL LUNCHROOMS. GWW - 31. Works Progress Administration, Washington, D. C.

112. SCHOOLS AWAKE: A COOPERATIVE COMMUNITY PROGRAM IN VAN BUREN COUNTY, MICHIGAN. State Department of Education, Atlanta, Georgia. Free

113. HINTS TO THE WISE MENU MAKER. Miss Lurline Collier, Extension Building, Athens, Georgia.

114. AMERICAN NEIGHBORS, by Bolton and others. Reprinted from the Junior Red Cross Journal. 1940. American National Red Cross, Washington, D. C. 10

115. OUR NEIGHBORS - NORTH8e SOUTH. Program on World Interdependence No.6. 1941. Carnegie Endowment for International Peace, 405 West 117th Street, New York, N. Y. 5

116. FUN AND FESTIVAL FROM THE OTHER AMERICAS, by Rose Wright. 1941. Friendship Press, 156 Fifth Avenue, New York, N. Y. 25

OUR FREEDOMS SERIES, by Williams. Row, Peterson and Company, 441 West - Peachtree Street, N. E., Atlanta, Georgia. 6 books. 38 each

117. *FAIR TRIAL

118. *LIBERTY OF THE PRESS

- 38-

REFERENCES ON EDUCATION OF YOUT!!IN WARTIME

...

119. *RELIGIOUS LIBERTY

120. *RIGHT OF FREE SPEECH

121. *RIGHTS WE DEFEND

122. *WAYS OF DICTATORSHIP

VI SUAL MATERIALS
123. CONSERVATION FILMS IN ELEMENTARY SCHOOLS. Bulletin No.4, 1941. Federal Security Agency, U. S. Office of Education, Washington, D. C.

124. THE OTHER AMERICAS THROUGH FILMS AND RECORDS. American Council on Education, 744 Jackson Place, Washington, D. C.
125. THE FUNCTION OF FOOD IN NUTRITION. Poster 27" by 36". National Livestoc,k and Meat Board, 407 N. Dearborn Street, Chicago, Illinois. Free
126. DO YOUR PART TO SAVE FOOD AND HEALTH. Poster 14" by 19". General Electric Company, Advertising Division, Bridgeport, Connecticut. Free

127. PUROL ATLAS ON WAR. From any Purol dealer.

ADDRESSES Write to the following addresses for a I ist of their pUblications.
American Council on Education, American Youth Commission, 744 Jackson Place, Washington, D. C.
I
American Library Association, 520 North Michigan Avenue, Chicago, Illinois
British Library of Information, 30 Rockefeller Plaza, New York, N. Y.
Child Welfare League of America, 130 E. 22nd Street, New York, N. Y.

Civic Education Service, 744 Jackson Place, Washington, D. C.

Commonwealth Fund , Division of Publications, 41 E. 57th Street, New York, N. Y.

Cornell University Extension BUlletins, Cornell University, Ithaca, N. Y. Institute for Consumer Education, Stephens College, Columbia, Missouri

Metropolitan Life Insurance Company, 1 Madison Avenue, New York, N. Y.

National Association of Manufacturers, 14 W. 49th Street, New York, N. Y.

National Recreation Association, 315 Fourth Avenue, New York, N. Y. National Education Association, 1201 Sixteenth Street, Washington, D. C.

National Youth Administration, Washington, D. C.

Russell Sage Foundation, New Yor,k, N. Y. Superintendent of Documents, Government Printing Office, Washington, D. C.

Town Hall, Inc., New York, N. Y. Federal Security Agency, U. S. Office of Education, Washington, D. C.

U. S. Information Service, 1405 G Street, N. W., Washington, D. C.
Office of Civilian Defense, State Capi tol, Atlanta, Georgia
* On State Library or Text Book List
- 39 -

REFERENCES ON EDUCATION OF YOU.!!! IN WARTIME

-

-

.

~

Office of Price Administration, Regional Office,. Hurt BUilding, Atlanta,

Georgia

Office of Emergency Management, Region IV, Candler Building., Atlanta, Georgia

Public Affairs Pamphlets, 30 Rockefeller Plaza, New York, N. Y.

National Child Labor Committee, 419 Fourth Avenue, New York, N. Y.

Library Division, State Department of Education, Atlanta, Georgia

Georgia Department of Public Health, Atlanta, Georgia

Library of Congress, Bibliography Division, Washington, D. C.

Health, Physical Education and Recreation Association, Mrs. John Dyer, Isle of Hope, Savannah, Georgia

Office of War Information, Regional Office, Atlanta, Georgia

Department of Health and Physical Education, Georgia State College for Women, Milledegville, Georgia.

Foreign Policy Association, 28 East 38th Street, New York, N. Y.

Readers' Digest Association, Inc., Pleasantville, New York

Cornell Uni versi ty Agricul ture Station, New York State College of Agricul ture, Ithaca, New York

National Geographic Magazine, National Geographic Society, Washington, D. C.

University of Chicago ROund Table, University of Chicago; Chicago, Ill.

Pan-American Union, Washington, D. C.

- 40-

THKEDUCATION OF ADULTS IN A DEMOCRACY AT WAR
.;
As a people, we never recognized the importance of ample natural resources until we discovered that there'"were too few ships to bring sugar to our continent, until we were unable to get rubber, tin, and other essential commodities in carrying on the activities of our normal life and our war activi ties. On the whole our nation is rich in the resources necessary for the war effort. Many of these resources need to be conserved and intelligently managed if they are to survive this great strain.
The second element of importance in our war effort is that of bringing intelligence to bear in the utilization of our natural resources. Never before has America needed so many intelligent and skilled wor,kers in our factories and our machine shops, in our mines, in our transportation program, in farming, and in every other activity. We are being told every day that we need more ships, more guns, more ammunition, more airplanes, more tanks, more hogs, more eggs, more beef, more peanuts, and more of everything needed to fight a modern war. More of these things can be produced only when more and more of our adult population are intelligent and skilled workers in these several production fields.
We are being told on every hand that we need more soldiers, more marines, more men for the Navy and for the Air Corps. The Army, the Navy, the Marines and the Air Corps need adults that are strong and intelligent. The challenge to American education today is to organize its program of pUblic education in such a manner that the adult population will be given proficiency in the jobs that need to be done.
The war effort brings new responsibili ties to education in Georgia. If the public schools of Geor"gia are to make a significant contribution to the war effort, they must assume as one of their maj or responsibilities the teaching of adults in every school community in the state. If the school is located in a rural community, it would mean that the adult education program should be built around the problems of soil conservation, the production and conservation of food and feed-stuffs, the skills and operation of mechanical equipment and the like. If the school is located in an urban situation the adults of the community should be taught to deal effectively with the important war effort occupation in the community.
Not only must the schools as sume the maj or part of the responsibility for developing occupational efficiency of adults but it must be concerned with the problems of health, with problems of illiteracy and with problems of conservation. The school must organize and gear its program around these problems.
The third element in our war effort is that of developing and maintail,:1ing belief in our national ideals. This involves developing with our adult population clear concepts of the ideals and practices of democracy.
The concern for their democratic way of life can best be developed with adult groups by actually working together in an intelligent manner with the occupational, health, social, and other problems which our community and nation faces in the war crisis. Every organization in the community should therefore formulate as one of its objectives the development of a working concept of American Democracy.
- 41-

- WHAT THE SCHOOLS SHOULD DO FOR AND WITH ADULTS

In Promoting Health and Physical Fitness

Problem

Ways of Attacking -the Problem

1. Organizing community for cooperation in meeting health education needs

a. Form local committee to include representatives of school board, county board of health, physicians, dentists, school administrators, teachers, P.T.A., service clubs, social and government agencies to examine, evaluate and see,k solutions of local health problems.
b. Secure help of women in the community who have had professional training in nutrition, health and physical education, first aid and nursing.

2. Building a communit y health education program

a. Develop a health information center in school or other public places for distribution of literature, showing movies or posters Give simple tests of health knowledge, with answer sheets available.
b. Develop a bureau which can furnish speakers and forum leaders.
c. Have school children prepare material on problems and prese'nt to community through talks, newspaper articles, posters, radio talks, pageants or plays.
d. Encourage all organized groups to use speakers and leader~ to discuss health problems.

3. Promoting organization of County Board of Health under Ellis Heal th Law in counties not yet organized

a. Learn the status of the Health Board in your county. b. Work to make it functiorl more effectively.

4. Improving Sanitation in School and Community

a. Study problems and plan ways to solve these as: providing safe drinking water and sanitary drinking facilities, building sanitary toilets and promoting drainage program.

5. Controlling Spread of Communicable Diseases

a. Determine greatest problems through examining mortality, morbidity rates and school absencces.

- 42";

.,.
References 78, 79, 80, 82
80, 81, 82, 91, 92, 93, 95, 98, 99, 101
102, 103, 104
81, 91, 98
79, 81, 88, 91,92,93, 96,9,7,98, 99

Problem 5.
6. Helping prepare out-of-school youth (boys &: girls) for war service
7. Correcting remediable defects of men and women in war age groups.
8. Planning an Improved Nutritional Status for the Communi ty
9. Providing for better home care of the sic,k
10. Training for first aid
11. Providing a community recreat i on program

Ways of Attacking the Problem

b. Plan ways to control these, as . eliminating hook worm and malaria through improved sanitary measures.
c. Promote community-wide immunization program for smallpox, typhoid fever and diphtheria for children.

a. Examine reasons for youth dropping out oOf school.
b. Promote clinic~ for health examinations and remedial treatments needed.
c. Provide instruction for physical fi tness classes.
d. Provide instruction in swimming, hygiene.

a. Cooperation with clinics in com-

munity as dental, venereal diseases,

nutrition.

b. Cooperate with draft boards in get-

ting rej ected persons to participate

in health clinics.

.

a. Form groups to study nutritional

needs for all ages.

.

b. Plan to meet nutritional needs of

individuals.

c. Plan to meet nutritional needs of

families.

d. Cooperate with school lunch program.

a. Organize classes for women and girls in home care of the sick.
b. Organize American Red Cross courses in home nursing.

a. Organize classes in first aid in school and community under qualified American Red Cross instructors.

a. Plan recreational evenings at schools.
b. Build recreational facilities as soft-ball diamonds, badminton courts, simple play ground apparatus for children.

References
.;
81, 91, 92, 93,96,98, 99, 101
91, 98, 99, 100, 101
6, 7, 8, 11, 14, 15, 22, 83, 84, 85, 86, 87, 91, 93
90
89, 95
94, 101

- 43-'

- WHAT THE SCHOOLS SHOULD DO FOR AND WITH ADULTS

In Training and Adjusting Adults for wei.!: Work

,

Problem

Ways of Attacking-the Problem

1. Devel'oping educational skills with rej ected draftees

a. Organize classes in the tool subj ects for those rej ected by the draft on account of illiteracy.
b. Select one or more teachers of the facul ty who are interested in the rej ected selectees to organize and teach the group.
c. Contact local draft board for a list of those rej ected because of illiteracy.
d. Organize the class to meet at times convenient for the rej ected draftees.

2. Developing proficiency in Mathematics with prospective workers in war industries

a. Making a study of the war industries in the area.
b. Determine the mathematical training needed by war industry workers in the area.
c. Select one or more industry teachers who would 'Organize adult classes in mathematics for these prospective war industry wor,kers.
d. Organize the class to meet at a time convenient to workers in the war industry.

3. Developing skills in mathematics and physics for prospective naval cadets, and other special military service men

a. Contact local draft board to discover the types of service in which young men in the community will volunteer.
b. Organize a program in mathematics and physics for men about to go into special branches of the military service.

.,.
References 100, 101, 105
52, 105
51, 52, 105

- 44-

WHAT THE SCHOOLS SHOULD DO FOR AND WITH ADULTS

In Producing FOo. Stuffs and Oth~!: Essential Mate.rials .

Problem

Ways of Attacking the Problem

1. Growing the Home Garden

a. Organize and teach adult groups. If impossible to get group organized, work with individuals.
b. Write articles about the problems for the local paper.
c. Encourage other agricultural agencies to help with the problem.
d. See suggestions in University of Georgia BUlletin, Vol. 24, No.3.

2. Growing Fruit for the Family

Same as No.1 above.

3. Providing Milk for the Family 4. Providing Meat for the Family 5. Producing Peanuts for the War Effort
6. Growing Feed for Livestock and Poultry
7. Repairing Farm Equipment

Same as No.1 above.
Same as No.1 above.
a. In areas of the State adapted to peanut production proceed as follows:
Call a meeting of the Agricultural agencies serving at the particular school community.
Make plans for getting the peanut farmers into groups.
Organize teaching material in order to get the importance of peanut prodUCtion before the farmer group.
Help them to decide how much to grow in 1943.
Proceed in the same manner as in No.5, above.
a. Organize school shop for farmers to use individually and in groups. b. If no school shop is available get selected farmers to ma,ke their shops available.
- 45-

.>-
References Select from: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19., 20, 21, 22, 23, 24, 25, 26
Select from: 1,2,3,4,5, 6, 7, 8, 9, 10, 11,12,13,14, 15, 16, 17 , 18, 19, 20, 21, 22, 23, 24, 25, 26 Same as No.1 above 1,8,10,13, 22, 27, 30, 31 1, 2, 3, 24, 25, 23
Select from: 1, 2, 9, 10, 16, 17, 20, 21, 23,24, 26 46, 47, 48

Problem 7.
8. Repairing and Caring for Home Equipment
9. Making Home Equipment 10. Welding
11. Machinists 12. Occupational Training for Occupations in War Industries 13. Secretarial Training

Ways of Attacking the Problem
c. Appoint some teacher in the school to dir'ect the farm machinery repair activities. d . If no member of the staff can teach farm machinery repair, encourage farmers to organize and employ a teacher to assist them. e. Call on representatives of other agricultural agencies to assist with the problem.
a. Have students in the school to make a list of home equipment needing repairing. b. Set up a school workshop to repair home equipment. c. Have adults bring in home equipment needing repair. d. Schedule afternoons and evenings for adults in the community to use the shop in repairing the equipment. e. Designate member of the staff to organize the adult shop activities. f. Bring in skilled help from other agencies and from all sources in the community.
Same as in No.8 above.
(Procedures dealing with this problem on adult levels have been worked out by the Div. of Vocational Education, State Dept. of Education, Atlanta, Georgia. )
Same as in No. 10 above.
Same as in No. 10 above.
a. Organize school for adult training in secretarial work. b. Assign the teacher of secretarial work to thet eaching of adult groups.

.. Reefrences
46,47,48, 61, 62,63,64,66, 67, 69
46, 47, 48, 61, 62, 63, 64, 66, 67, 69, 71 52
Same as No. 10 Same as No. 10 52

- 46-

Problem
14. Providing rehabilitation for wound\ed soldiers and physically handicapped rejectees of the Selective Service

Ways of At tacking the Problem
a. Make a study of the needs in the area . b. Organize groups and build. instructional programs around their needs.

References 52

In Conserving Agricultural Products and Essential War Materials

1. Conserving Food Products, including Sugar

a. Through the children enrolled in the school, make an inventory of:
Foods produced at home Amount and kind of foods consumed at home Amount and kind of foods purchased
b. Call a meeting of adults at the s.chool to evaluate the findings from the school stUdy.
c. Lead adults to set up more ad~quate programs for conserving foods, including sugar.
d. Use school facilities for conserving food.
e. Appoint one or more members of the staff to be responsible for problems in this area.

2. Conserving Feed and Other Agricultural Products

a. Call meetings of adults at the school or at several places in the community and
Inventory the food and feed needs for the farms.
Make inventory of food needed for the war effort. Formulate plans for conserving foods for the war effort.

3. Conserving Soil

a. Call meetings of adults in the communityand
Inventory the problems involved in conserv'ing the soil.
Plan programs of study and of action to deal with these problems.

1, 8, 10, 14, 15, 22, 27, 28, 29,30,31,32
1, 10, 16, 17, 20
33, 34, 35, 36, 37,38,39,40, 41, 42, 43, 44, 45

- 47-

Problem 4. Conserving Rubber, Gasoline, Scrap Metal
5. Conserving Clothing
6. Conserving Coal and Wood for Heating
7. Conserving Money for Purchase of War Bonds

Ways of Attacking the Problem
a. Call meetings of adults ihthe community to make plans for conserving these. b. Plan for cooperative transportation. c. Procure from Regional W.P.B. and' O. W. 1. State Office information on the needs for conservation of rubber and other essential materials. d. Organize for collection and storage of essential scrap materials. e. Plan a driving school to cut down wasteful habits.
a. Make an inventory of the need for caring for and repairing of clothing. b. Organize adults to
Formulate plans for conserving clothing. Plans for repairing clothing. c. Organize community clothing workshop. d. Appoint member of the staff (Home Economics) to organize and direct activities of the workshop. e. Enlist the cooperation of' the P.T.A. and other agencies in the operation of the program.
a. Call meeting of adults to formulate plans to
Inventory the sources of materials for he'at. Set up plans for conserving heat. Inventory and evaluate heating facilities. b. Call in local hardware representatives, engineers and other heating experts to help teach the group.
a. Call meeting of adults in the community to inventory the activities in promotion of buying War Bonds. b. Formulate a plan of saving to purchase War Bonds. c. Get .before the group the economics of financing the war and preventing inflation.

References 105
53, 54, 55, 56, 57, 58, 59, 60
105

- 48-

Conserving the ~ aterial Resources )f the Community Ln the Case of 30mbing
j. Developing an understanding of Democracy, fai th in its !Values and Skills :in its Processes

Ways of Attac.king the Problem
a. Have teachers join the COmmunity Civilian Defense Program.
b. Assist Civilian Defense in its organization to provide adequate protection for school property, and persons at the school plant.
c. Plan a program of cooperative effort on the part of the adults in the community and the Civilian Defense Organization to give the children care in the case of air raids.
a. Organize groups of adults for study of the meaning of democracy.
The place of freedom in democracy. The place of duty and responsibility in democracy. The place of the individual in democracy. The place and function of the group in democracy. The history of the ideals of democracy. Comparison of the processes and values of democracy with those of totalitarian governments. Practical examples of democracy in action in the community. Conflicts in principles of democracy with practices essential in any war effort. Democracy as it functions in the war effort.
b. Encourage program chairmen of P. T.A., civic and all other groups of the c ommunity to plan discussions around this problem.
c. Have high school groups prepare material on the problem and submit it to groups of adults in the community.
d. Develop a list of speakers and forum leaders who could work with adult groups on this problem.
e. Organize county or community wartime councils. The leaders of all civic and educational groups shall be brought into the organization. The council should be between a planning and an execut i ve body. It should make general plans tor dissemination of ideals and also furrtish speakers for adult groups.
- 49 -

References
...
49, 50, 51, 52, 105

REFERENCES ON EDUCATION OF ADULTS IN WARTIME

...

1. PLANNING THE FARM PROGRAM FOR 1942. University of Georgia, Athens, Ga.

January, 1942. #2.

.

2. ALABAMA EXPERIMENT STATION BULLETIN. Alabama Experiment Station, Auburn, Ala. BU1. 143 and 245.

3. FOOD AND HOMEMAKING. Allyn and Bacon, Atlanta, Ga.

4. SO.UTHERN VEGETABLE CROPS. American Book Company, Atlanta, Ga.

5. GEORGIA COASTAL PLAINS EXPERIMENTAL STATION BULLETIN. Bul. 28, 29, 31. Georgia Coastal Plains Experimental Station, Tifton, Georgia.

6. PRACTICAL INFORMATION ON NUTRITION. Ga. Dept. of Public Health, Atlanta, Ga.

7. PLANTING TABLE FOR VEGETABLE GARDENS IN GEORGIA AND FOOD HABITS OF GEORGIA RURAL PEOPLE. Bul. 184; Cir. 101, and Bul. 159. Georgia Experimental Station, Experiment, Georgia.

8. A GOOD PLAN FOR GEORGIA FAMILIES. Cir.288. THE FAMILY MILK COW ON GEORGIA FARMS. Bul. 481. CANNING FRUITS AND VEGETABLES. Bul. 370. VEGETABLE GARDENING. Bul. 462. HINTS FOR GEORGIA GARDENERS. Bul. 280. FRUITS FOR HOME ORCHARDS IN GEORGIA. Cir. 278. AGRICULTURAL OUTLOOK FOR GEORGIA. Bul. 488. FARM ECONOMICS BRIEFS 11/1/41 and 1/1/42. The Univ. of Ga., Ag. Extension Service, Athens, Georgia.

9. FARM AND HOME CROPPING PLAN. Bul. 324; ANNUAL REPORT. Bul. lOB; 13th ANNUAL NATIONAL EGG LAYING CONTEST. Bul. 436. The Uni v. of Georgia College of Agriculture, Athens, Ga.

Teaching Agriculture BUlletins 10. SETTING UP WINTER COVER CROPPING PROGRAM. Aug., 1937.
SETTING UP A PROGRAM IN FARM PLANNING. Vol. XXI. No. 1. SETTING UP A FEEDING PROGRAM FOR HOGS. Vol. XXI. No.2. ESTABLISHING PERMANENT PASTURES ON THE FARM. Vol. XXII. No.1. The University of Georgia, Division of Voc. Education, Athens, Georgia. BEEF CATTLE. Vol. XXII. No.3. ESTABLISHING A COMMUNITY REFRIGERATION SERVICE. -. Vol. XXIII. No.3. SETTING UP A FALL CROP PROGRAM FOR 1941. Vol. XXIV. No.2. The University of Georgia, Division of Voc. Education, Athens, Georgia.

11. EVERYDAY FOODS. Houghton Mifflin Company, Atlanta, Georgia.

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REFERENCES ON EDUCATION Of ADULTS IN WARTIME
01"
12. ILLINOIS EXPERIMENT STATION BULLETINS. Cir . 395, 414. Illinois Exp. Station, Urbana, Ill.
13. SWINE PRODUCTION IN THE SOUTH. The Interstate, Danville, Ill.
14. THE FAMILY'S FOOD. J. B. Lippincott Company, Chicago, Illinois.
15. FOODS, THEIR NUTRITIVE, ECONOMIC AND SOCIAL VALUE. Little, Brown and Co., Boston, Mass.
16. S. C. EXPERIMENT STATION BULLETIN. Bul 308, Cir. 37. S. C. Experiment Station, Clemson, S. C.
17. S. C. EXPERIMENT STATION BULLETIN. Pub. 125. S. C. Experiment Station, Clemson, S. C.
18. HORTICULTURE. Turner E. Smith and Company, Atlanta, Ga.
19. PLANNING AND CARE OF FARM GARDEN. Pub. 192.
A FARM AND HOME PROGRAM FOR TENNESSEE. Pub. 207.
A FOOD SUPPLY PROGRAM FOR TENNESSEE HOMES. Bul. 142. University of Tennessee, Ag. Ext. Serv., Knoxville, Tennessee.
20. FARMERS BULLETINS. Bul. 1419, 1767, 1809, 367. U. S. Department of AgricUlture, ~ashington, D. C.
21. AGRICULTURAL SITUATION. Col. 25, No. 10.
COTTON SITUATION. Oct., 1941.
VEGETABLE SITUATION. July and Sept., 1941.
AGRICULTURAL OUTLOOK CHARTS FOR 1941. U. S. Dept. of Agriculture, Washington, D. C.
22. PLANNING DIETS BY THE NEW YARDSTICK OF GOOD NUTRITION. U. S. Dept. of Agriculture, Bureau of Home Economics, Washington, D. C.
23. AAAHANDBOOKFORGEORGIA, 1942. SRM-429, 1940. U. S. Dept. of Agriculture" Agri'l Adjustment Adm., Washington, D. C.
24. FEDERAL CROP INSURANCE CORP. FCI-Regulations-201c, 1942. Cot ton Crop Insurance Program. FCI-201-c, County Yield and Rate of Procedure. U. S. Dept. of Agriculture, Washington, D. C.
25. CLASSES OF LAND ACCORDING TO USE, CAPABILITY AND RECOMMENDED CROP ADAPTATIONS AND CONSERVATION PRACTICES. U. S. Dept. of Agriculture, Soil Conservation Service, Washington, D. C.
26. VIRGINIA EXTENSION SERVICE BULLETIN. Pub. 298 and Bul. 253. Va. Extension Service, Blacksburg, Va.
27. GUIDE IN CANNING. Bul. 478; FARM PORT SUPPLY. Bul 448; CANNING FRUITS AND VEGETABLES. Bul. 370. The University of Ga. Agri'l. Ext. Service, Athens, Ga.
28. SIMPLE METHODS OF CANNING FRUITS AND VEGETABLES. Bul. 137. DRYING FRUITS AND VEGETABLES IN THE HOMES. Cir. 139. Alabama Exp. Station, Auburn, Ala.
29. HOME PRESERVATION OF FOOD. Dec., 1941. Journal of Home Economics.
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REFERENCES ON EDUCATION OF ADULTS IN WARTIME

30. HOME PREPARATION OF FRUITS AND VEGETABLES FOR THE FREEZER-LOCKER~ 13ul. 168.

BEEF ON THE FARM. Bul. 244.

CURING PORK ON THE FARM. Pub. 173.

HOME CANNING, PRESERVING AND PICKLING. Pub. 105.

LOCKER REFRIGERATION. Pub. 215.

HOME PRESERVATION OF STRAWBERRY JUICE. Cir. 48.

FROZEN FRUITS MARKETS. Bul. 16;J..

University of Tennessee, Knoxville, Tennessee.

31. STORAGE OF SWEET POTATOES. BuI. 1442.

PORK ON THE FARM - KILLING, CURING AND CANNING. Bul. 1186.

BEEF ON THE FARM - KILLING, CURING, AND CANNING. Bul. 1415.

HOME CANNING OF FRUITS, VEGETABLES AND MEATS. Bul. 1762.

U. S. Dept. of Agriculture, Washington, D. C.

32. HOW TO PREPARE FRUITS AND VEGETABLES FOR FREEZER - STORAGE AND HOW TO USE THEM. Cir. 510. University of Illinois, Agri '1 Exp. Station, Urbana, Ill.

33. GENERAL ASPECTS OF THE SOIL EROSION PROBLEM. U.S.D.A. Yearbook, 1938 .U. S. Dept. of Agriculture, Washington, D. C.

34. SOIL EROSION CONTROL. Turner E. Smith, Atlanta, Ga.

35. COVER CROPS FOR SOIL CONSERVATION. U.S.D.A. Bu1. 1758. Washington, D. C.

36. GRASS AND OTHER THICK-GROWING VEGETATION IN EROSION CONTROL. U. S.D.A. 1938. U.S.D.A., Washington, D. C.

37. FARM TERRACING. U.S.D.A. Bul. 1669. U.S.D.A., Washington, D. C.

38. LEGUMES IN SOIL CONSERVATION PRACTICES. Leaflet 163. U. S.D.A., Washing-

ton, D. C.

.

39. MECHANICAL MEASURES OF EROSION CONTROL. U.S.D.A. Yearbook, 1938. U.S.D.A., Washington, D. C.

40. PREVENTION AND CONTROL OF GULLIES. Bul. 1767. U.S.D.A., Washington, D. C.

41. SOIL DEFENSE IN T~E PIEDMONT. Bul. 1767. U.:?D.A., Washington, D. C. 42. SOIL DEFENSE IN THE SOUTH. Bul. 1809. U.S.D.A., Washington, D. C.
43. TERRACING FOR SOIL AND WATER CONSERVATION. Bul. 1789. U.S.D.A., Washington, D. C.
44. TO HOLD THIS SOIL. Misc. Pub. 321. U.S.D.A., Washington, D. C.
45. WHAT IS SOIL EROSION? Misc. Pub. 286. U.S.D.A., Washington, D. C.
46. UNIVERSITY OF GEORGIA, VOCATIONAL EDUCATION FOR NATIONAL DEFENSE. Cir #2. University of Georgia, Athens, Georgia.
47. FARM MACHINERY REPAIR AND METAL WORKING. Arkansas State Dept. of Education, Little Roc,k, Ark.
48. BUILDINGS AND EQUIPMENT FOR DEPARTMENTS OF VOCATIONAL AGRICULTURE. Bul. #2. Phoenix, Arizona. - 52-

REFERENCES ON EDUCATION OF ADULTS IN WARTIME

49. AMERICAN COUNCIL ON EDUCATION, Washington, D. C.

-;

50~ NATIONAL EDUCATION ASSOCIATION, Washington;- D. C.

51. U. S. OFFICE OF EDUCATION BULLETIN, Washington, D. C.

52. STATE DEPARTMENT OF EDUCATION, Atlanta, Ga.

53. CARE OF CLOTHES. Extension Serv., Iowa State College, Ames, Iowa.

54. METHODS AND EQUIPMENT FOR HOME LAUNDERING. Farmers' Bul. No. 1497. U. S. Dept. of Ag. , Bureau of Home Ec. , Washington, D. C.

55. STAIN REMOVAL FROM FABRICS HOME METHODS. Farmers' Bul. No. 1474. U. S. Dept. of Ag., Supt. of Documents, Washington, D. C.

56. FABRIC AND DRESS, pp. 332-358 from the book "RATHBONE AND TARPLEY". Houghton-Mifflin Company, Atlanta, Georgia.

57. CLOTHES FOR GIRLS. pp. 101-129. Li t tIe-Brown Company, Boston, Mass.

58. THE BOY AND HIS DAILY LIVING. pp. 211-218. J. B. Lippincott Co., Chicago, Ill.

59. SEW WITH COTTON BAGS. The Text ile Bag Mfgrs. Ass' n., 100 N. LaSalle Street, Chicago, Ill.

60. CHILDREN'S CLOTHING. Iowa State College of Agriculture and Mechanic Arts, Extension Service, Ames, Iowa.

61. CARE AND REPAIR OF THE HOUSE. Bul. H 15. Supt. of Documents, Washington, D. C.

62. SAFETY FOR THE HOUSEHOLD. Bul. H 15. Supt. of Documents, Washington, D. C.

63. ELECTRIC SERVICE WITH SAFETY. International Association of Electrical Inspectors, 85 John Street, New York, N. Y.

64. THE HOUSE: A RAMPART FOR HOME DEFENSE. Bul. 2112-9. U. S. Office Edu., Education and Training of N.Y.A. Project Workers, Washington, D. C.

65. RESEATING CHAIRS. Ext. Bu!. 168. Michigan State College, Extension Division, Houghton, Mich.

66. HOUSE CLEANING MANAGEMENT AND METHODS. Farmers Bul. 1934. U. S. Dept. of Ag., Washington, D. C.

67. RECONDITIONING FURNITURE. By Florence E. Wright. Bulletin 356. N. Y. State College of Agriculture, Ithaca, New York.

68. SLIP COVERS FOR FURNITURE. Farmers' Bul. 1873. N. Y. State College of
Agriculture, Ithaca, N. Y.

69. HOME-MADE AND REMODELED FURNITURE. Bul. 51. N. Y. State College of Agriculture, Ithaca, N. Y.

70. FACT FOLDER ON ELECTRIC HOME APPLIANCES. Bul. No.1 8c 2. Westinghouse Electric and Manufacturing Co., Home Ec. Dept., Mansfield, Ohio.

71. WAR WORK - A DAYBOOK FOR THE HOME. Dept. of Public Service, General Mills, Inc., Minneapolis, Minn.

72. PLANNING AND RECORDING FAMILY EXPENDITURES. Bul. 1553. U. S. Dept. of Ag., Supt. of Documents, Washington, D. C.

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REFERENCES ON EDUCATION OF ADULTS IN WARTIME
73. THE FAMILY AND ITS RELATIONSHIPS. Groges, Sk~nner and Swenson. t. P.
Lippincott Company, Chicago, Ill.
74. ADVANCED COURSE IN HOME MAKING. Turner E. Smith, Atlanta, Ga.
75. MAKING AND USING COTTAGE CHEESE IN THE HOME. Farmers' Bul. No. 1451. U. S. Dept. of Ag., Supt. of Documents, Washington, D. C.
76. MAKING AND USING SOFT CHEESES IN THE HOME. Iowa State College, Extension Service, Ames, Iowa.
77. RECIPES TO MATCH YOUR SUGAR RATION. Consumer Division, Office of Price Administration, Washington, D. C.
78. HEALTH EDUCATION OF THE PUBLIC., W. W. Bauer. W. B. Saunders Co., Philadelphia, Pa. 1937.
79. COMMUNITY ORGANIZATION FOR HEALTH EDUCATION. Am. Public Health Association, 1790 Broadway, New York City.
80. COMMUNITY HEALTH EDUCATION PROGRAM, HARTFORD PLAN. Am. Journal, Public Health, Nov., 1940 - Apr., 1941-
81. HEALTH IN SCHOOLS. 20th Yearbook, 1942. Am. Assoc. of School Administrators, 120116th St., N. W., Washington, D. C.
82. W. K. KELLOGG FOUNDATION (First 11 yellrs). Lakeside Press, R. R. Donnelley and Sons Company, Chicago, Ill.
83. AMERICA~S NUTRITION PRIMER, WHAT TO EAT AND WHY. By Eleanor Sense. M. Barrows and Company, 1942.
84. FOOD AND NUTRITION. A. R. C. 725, 1942. American Red Cross, Washington, D. C.
85. HOW TO GET THE MOST OUT OF THE FOOD YOU BUY. General Electric Co., Bridgeport, Conn.
86. THIS FOOD PROBLEM. Roundtree. No. 33. Public Affairs Commission, New York, N. Y.
87. VITAMINS FOR HEALTH. No. 69. Public Affairs Comm., New Yor,k.
88. THE COMMUNICABLE DISEASES. No. 30. Supt. of Documents, Washington, D. C.
89. FIRST AID TEXTBOOK. American Red Cross, Washingt'on, D. C.
90. HOME NURSING AND CARE OF THE SICK. American Red Cross, Washington, D. C.
91. PRACTICAL BULLETINS. Request list of available health literature for free distribution. State Dept. of Public Health, Atlanta, Ga.
92. PRACTICAL BULLETINS. School Health Bureau. Request Publication List. Metropolitan Life Ins. Co., 1 Madison Ave., New York, N. Y.
93. WAR INFORMATION CENTER. Request list of materials available. The Library, Universi ty of Georgia, Emory Universi ty and Georgia State College for WomJen.
94. REQUEST PUBLICATIONS LIST. National Recreation Association, 215 4th Ave., New York, N. Y.
95. CENTER FOR SAFETY EDUCATION. Request list of materials available. New York Universi ty, Washington Square, New York Ci ty.
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REFERENCES ON EDUCATION OF ADULTS IN WARTIME

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96. REQUEST PUBLICATIONS LIST. Phila.Child Health Soc iety, 3115 Juniper,

~

Philadelphia, Penn.

97. REQUEST PUBLICATIONS LIST. National Tuberculosis Assoc., 1790 Broadway, New York City.
,
98. PRACTICAL INFORMATION (Request pUblications list). Am. Pub. Health Assoc. , 1790 Bro.adway, New York, N. Y.

99. REQUEST PUBLICATIONS LIST. Am. Medical Assoc., 535 N. Dearborn Street, Chicago, Ill

.00. SECURE INFORMATION ON MEN REJECTED. Local Draft Board.

~Ol. REQUEST PUBLICATIONS LIST. Am. Assoc. for Health, Physical Education and Recreation, 1201 16th St., N. W., Washington, D. C

.02. THE ELLIS HEALTH LAW. Bulletin Ga. State Dept. of Health, Atlanta, Ga

.03. WHY ADOPT THE ELLIS HEALTH LAW. Bulletin. Ga. State Dept. of Health, Atlanta, Ga.

,:04. GRAPHIC COMPARISON OF DEATHS PER 100,000 POPULATION IN HEALTH OFFICES, COUNTIES AND REMAINDER OF THE STATE. Ga. State Dept. of Health, Atlanta, Ga

.05. Inquire of appropriate local, stat e or Government Agency.

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..-.:.

HEALTH COMMITTEE'S REPORT This is not meant to be a content bUlletin, but it is offered. as a guide or plan of organization for school superintendents, principals, teachers, Parent-Teacher leaders, and other groups in every county in Georgia. It is hoped that in order to meet the demands of the present crisis upon the health and preparedness of democratic citizens that the abovementioned leaders will take this bulletin for whatever it may be worth and work out a plan or program to fit every local community in the state.
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r
Point -of -Vie-w
The schoo'l and community is concerned with the growth of the total individual, physically, mentally, emotionally, and socially. Health Education contributes to this growth through the developing of the attitudes, skills and ,knowledges of the individual regarding information and experiences promoting personal health and a healthful environment.
A health education program should extend to all age groups the child, the youth, and the adult, and. should be promoted through the r.esponsible efforts of the family, the school and other agencies and services of the community.
Health Education should develop a consciousness of the individual r s responsibili ty for his own heal th, that of his family and communi ty, as well
~
as the world community. The school healtheducation program should be the joint
responsibility of the pupils, teachers, administrators and boards of education, as well as of the doctors, nurses, parents, parent-teacher organizations and service groups. The schools must no longer merely talk about health, but must put their teachings about health into practice. The school health program should be closely correlated with all community and state health efforts. In Georgia we believe that school health education in all schools should include: (1) health protection, (2) health services and guidance, (3) instruction in health and physical education, (4) recreation.
v'
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,
SCHOOL HEALTH EDUCATION PROGRAM
ealth Protection : Health protection means proviq,ing a healthful physical nd emotional environment within the school and community. This includes a safe school bUilding and grounds which are kept in a sanitary manner, a playground with safe play areas, sanitary toilets and pure drinking water and proper drinking facilities, planning the school program with appropriate lunch periods, neither preceded nor followed by a play period, rest and play periods, having attractive school rooms where the children work together happily and profitably. The school must protect children and teacher.s against health hazards, such as protection against accidents and fire, communicable diseases, physical and mental strain and emotional disturbances.
Health Services and Guidance: The school cooperating with the community :lgencies should develop a plan to discover the individual health needs of children and teachers and means to secure the necessary corrections. The children and teachers should prepare for the periodic health and dental examinations. The parents should at tend these examinations and with the nurses arrange to have the defects corrected by private physicians or dentists or <Jounty clinics or social agencies. The teacher, children and parents should learn to observe signs of illness or disease and secure the necessary medical aid. Parents should be taught to keep children with signs of illness away from schools and other pUblic buildings. Health records should be kept for each child for the entire time he is in school and should be studied by the teachers. Through the cooperation of teachers in the school health guidance should be given to such individual problems as rest, posture, nutrition and social and emotional adjustments.
Health Instruction: Each school should provide a planned and graded program of health instruction which will establish good health practices in the individual witha basic understanding of the values of health, the funct:j.oning of the human body, how health is acquired and maintained, the causes and prevention of disease and the importance of public health. This can be accomplished through giving opportunities for satisfying experiences throughout the school life of the child. The knowledge thus gained and the habits formed will help the individual to attain and maintain better personal health, to guard the health of his family and to provide for community and national health. There is need for definitely planned health instruction in each grade. Textbooks should serve merely as references and not as ends in themselves. This requires the help of all teachers in the elementary grades and in the secondary school, the particular participation of the teachers of general and biological sciences, social science, home economics , agriculture and physical education. A school health committee can correlate the work of these teachers so that each child will receive the necessary instructions.
Eh~ical Education: Physical education contributes to health as well as to general education. A daily instruction period of at least thirty minutes should be provided for every child from the elementary school through high school. This :ioes not mean that physical education should be disregarded for the rest of the :iay. A good physical education program gives big muscle activity, trains the body in posture and body mechanics, provides relaxation in the school day, establishes capacity for and habits of regular exercise, develops special skills, contributes to personality, social adjustment and mental health. 3ames, stunts, sports and rhythmic activities planned according to age
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_

.0

."

.,

levels provide these values. In the elementary grade the room teacher

should conduct her own rest and _physicaleducation interweaving theac-

tivities with the other classroom experi ences. In the high school in normal

times special men and women physical education teachers should direct the

boys' and girls' programs. During the present emergency all teachers should

assist with the physical educational program of the school. This is essential

to provide the right types of activities and to avoid overtaxing the limited

endurance of adolescent pupils. Interscholastic programs for girls should be

discontinued, and intra-mural programs for all boys and girls should be

developed.

Recreation: Recreational activities are desirable during the school day, afterschool and vacation periods. This program maybe carried on in cooperation with other agencies in the community. The activities should be varied and may include dramatics, music, art, photography, debating, gardening or athletics. It is desirable to provide interests and creative skills which will help the individual maintain good emotional health now and later as an adult.

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\
HOW EFFECTIVE IS-Y'OUR SCHOOL HEALTH EDUCATION PROGRAM?
...
There are certain skills, practices and knowledges whi(}h enable
9. person to "live most and serve best". Some of the'se are included
in the following questions. How would the girls and boys who graduated
f"rom your school last year sco're on these questions?

1. Does he know anything about his own heal thstatus? Has he had all remedial physical and dental defect s corrected? Would he recognize signs of illness which need medical attention? Does he know and ' practice proper eating habits?

2. Is he as well developed physically as he might be? Is his posture good?

3. Does he have confidence in himself and would others have confidence in him? Is he well groomed and neat? Is he emotionally stable and does he understand the values and importance of good mental health?

4. Has he the knowledge which he should have about the care of his own

body? Does he use good health practices? Would he be an easy prey

to superstitions or quack doctors or patent medicines? Has he the

information and understanding which will permit him to make wise

decisions in behavior which affect his health in the chan'ging con-

ditions today? Does he understand the importance of pUblic health

in local, state and national advancement?

'"

5. Has he recreational skills which will enable and encourage him to spend his leisure time wisely? Is he interested in at least one creative activity? Does he enj oy and partic ipate in at least two of the following sports: tennis, bowling, swimming, hand ball, table tennis, badminton, archery and golf?

Schools efforts are effective to the extent to which desirable habits become a part of daily living of students and teachers.

Aids Which !! School Superintendent and Principals May Give
Teachers to Help Carryon !! Functional Health Program
1. Secure the services of the agencies which can help teachers analyze their own health and then encourage them to work on their own improvement. This should then suggest ways by which teachers can work with students.
2. Give encouragement, enthusiasm, and support to the teachers to do functional health work.
3. Help plan groups to broaden teachers' experiences.
a. Play groups made up at first of teachers who like and know most about teaching games. Let these teachers study games, make them, if necessary, learn how to play and direct them. This group may then illustrate the games to larger groups of teachers. This same group may then help plan the play programs for the schools. By the above plan a great deal can be done to initiate a recreational program for the school and community.
b. Provide for teachers to visit health clinics. This will give an insight to teachers of many health conditions.

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c. Help home economics teachers plan their work so that they can help elementary teachers daily and also help instruct classe. for teachers on activi tres promoting health. Home Economics teachers should have direct supervision of lunch rooms. The Home Demonstration Agent and County Agents can be helpful in tieing up the school health program with the home.
d. Secure the help of the State Health Department either from the county, regional or state office in studying the health needs of the community and in planning a program of action. At the time the above is being done the teachers may be given instruction in health.
e. Encourage teachers to follow up lid ", with a study of the communi ty with their children. This should then lead to avenues for participation in health work wi th many people in the community.
f. Provide adequate materials for health instruction for teachers, pupils, and parents.
g. Encourage faculty groups to participate actively in wor~ and play which will give dignity and creative satisfaction to the performance of daily tasks, such as, making and refinishing furniture, developing hobbies, cuItivating gardens, etc.
h. Get teachers together in informal groups to analyze their problems.
4. Secure the help of the State Health Department and the State Department of Education in getting into teachers' hands health bulletins with current suggestions of what might be done in health on various age levels for helping the child adjust to the changes he makes emotionally, socially and physically and mentally. Special emphasis and help should be given teachers in reference to emotional and social health.
5. Help teachers plan the daily schedule so as to have a program which practices what it teaches both for teachers and pupils.
6. Adult education presents many problems. Group meetings attract a small percent of the population, particularly if they occur too often and at inopportune times, and are not conducted in the proper manner. The health department, the farm agent, the home demonstration agent, and others might plan j oint meetings to reduce the number of meetings.
7. Proper timing and program making must meet local conditions. Motion pictures on most subj ects have been made available by the State Health Department, and by the Medical Association of Georgia and its Woman's Auxiliary. Likewise, pamphlets on many sUbj ects are available. The newspapers will usually print well-prepared articles. Motion picture theatres will run shorts of local interest. Radio stations are willing to make short announcements.
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