Professional Documents
Culture Documents
(1943) Victory Corps Series (Pamphlet)
(1943) Victory Corps Series (Pamphlet)
VoJlillLLLK^^
A\o.\'U
Given By
United States
Office of Education
IfVashington
U. S. Govt. Print. Off.
1942-3
^'VuO./'^C
mphlet no. 1 High school victory corps
4 Guidance manual
THE CHALLENGE
and every one of us, and each and every one of us has
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-SCHOOL
Y CORPS
lY
The Navy Department needs young men who are
physically and morally sound and who have been
thoroughly instructed in the fundamentals of Eng-
lish, mathematics, and the physical sciences, in
addition, any specialized training of an occupational
character which youth may receive will stand them
in good stead in the Navy.
Because the High- School Victory Corps emphasizes
both basic education and technical-vocational spe-
cialization, the Navy Department feels that it will be
an organization of great value both to the youth con-
cerned and to the Nation in this war emergency.
May I wish for this important undertaking the
greatest of success in this difficult and grim period of
our country's history.
FOREWORD IX
VII
\
Page.
Insignia 18
Uniforms 19
Extracurricular activities 20
Teacher load 20
Obstacles to be faced 22
Authentic information 22
Securing teachers 22
Improvising equipment 22
Accreditation 22
Individual progress 23
Guidance personnel 23
Ylll
a
FOREWORD
483767°—*2 2
|J(
ers, parents, and citizens of local communities. High-school
students of all races, colors, or creeds may become members
of
the High- School Victory Corps. It recommends a national
pattern but does not establish a national organization as such.
It is basically an educational plan to promote instruction and
training for useful pursuits and services critically needed in
wartime.
In promoting the wartime organization of high-school stu-
dents on a Nation-wide basis, the Policy Committee is not
unmindful of the fact that much has already been accomplished
in thousands of high schools to mobilize students for war-related
preparation and service. The Victory Corps is simply a plan
which in this time of national peril and of national effort creates a
Nation-wide framework of organization into which schools may,
if they desire, fit their various existing local student war organi-
zations. State and local leadership is being invited to cooperate
in following a national pattern which gives ample scope to local
and vision.
initiative
The recommendation for "the establishment in each second-
ary school of a school-wide organization consisting of all pupils
who are engaged in war services or preparing for participation in
the war effort" was originally made to and unanimously approved
by the U. S. Office of Education Wartime Commission.* In the
further development of that recommendation the National
Policy Committee, representing the War Department, the Navy
Department, the Civil Aeronautics Administration of the Depart-
ment of Commerce, the U. S. Office of Education Wartime
Commission, and civilian aviation interests, has given liberally
of its counsel and suggestion. Grateful acknowledgment
should also be made of the impetus already given to aviation
education by the Civil Aeronautics Administration and by
the Air Training Corps of America.
The National Policy Committee has given its hearty endorse-
nient of the plan outlined herein and will, of course, continue to
carry its responsibility for the development of the program of
the Victory Corps until the present world-wide struggle for free-
dom is won.
War department
Lt. Col. Harley B. West, War Department General Staff, G-3 Division;
Maj. Francis Parkman, Office, Director of Individual Training, Head-
quarters, Army Air Forces.
Navy Department
Joseph W. Barker, Special Assistant to the Secretary of the Navy.
Lt. Comdr. Malcolm P. Aldrich, representing the Office of the
Assistant Secretary for Air, Navy Department.
*See Appendix G.
Department of Comtnerce
Civil Aeronautics Administration.
William A. M. Burden, Special Aviation Assistant to the Secretary of
Commerce.
Civilian Aviation
There is a War To Be ^Von when the Nazi slave drivers are in position
to crack the whip. Consider that more than
There is a war to be won; a war for survival; 3,000,000 yovmgsters from the Balkan States
a war which demands unstinted work and have been rounded up for compulsory labor
sacrifice and devotion of every one of us.
service (slavery) in Germany; that Gestapo
Our war effort must be a balanced effort. agents in Belgiutn have been kidnaping
Our armed forces require a balance in our
mere boys for military service. We don't
air forces, our ground forces, our Navy.
want that to happen here. That's why we
Against our output of weapons and equip- mean to win this war for survival.
ment we must match merchant ships with
which to transport them. Against growing
we must match growing
armies in training The High Schools Are a Poten-
armament, guns, tanks, planes, jeeps, am- tial Source of Trained 3Man-
munition. We must match production for poiver
military needs against production of the
necessities of civihan life. Housing and Wars are won by men using materiel.
fuel and clothing must be provided for home- The manpower requirements for winning this
front workers. Crops must be grown with war are tremendous. According to the War
which to feed ourselves and our AlUes. Manpower Commission, we shall have some
The grim, stark situation we face today 4,500,000 men under arms by the end of the
permits of no wishful thinking, no mental year; in 1943some 6 or 7 million; and even-
hide-out in the hope of carrying on as we tuallywe may have as many as 10,000,000.
have always carried on the routines of our That will mean that practically every able-
daily lives. The most important test of bodied male, 18 to 45 years of age, must be
every day's decisions must be this: What can ready for service in our armed forces. That
we do to hit the enemy harder; to contribute means that a large majority of the boys of
to his destruction? If what we are doing is 16 and 17 years now in our high schools must
not clearly an immediate or remote contri- be prepared for military occupations.
bution to winning this war, then we should A modern army is made up of specialists.
all that we hold dear. Our hope, our re- need of many more speciahsts than are
solve, our determination is that out of being recruited by the draft. Training facih-
victory in this war we may win the oppor^ ties within the armed forces themselves have
tunity to make a better world: a world in been stepped up but are still inadequate to
which free men may walk erect. train with sufficient rapidity the enormous
Let us not forget what happens to youth numbers of specialists needed. The Army and
Navy must use to the fullest possible extent This means that many girls now in high
the facilities of our trade and vocational schools should be preparing for industrial
schools, of our general high schools, of every occupations and for agriculture. Others
training institution in the Nation for pre- should be preparing to take the place of
liminary preparation of auto mechanics, men in stores and oflfices and in essential
male nurses, radio repairmen, radio oper- commimity services so important in main-
ators, machinists, surveyors, instrument re- taining health and stabilityunder the stress
pairmen, typists, and a host of other and strain of war. The high schools have a
specialists. definite responsibiUty insofar as possible to
prepare these girls for the tasks and re-
All over the country secondary schools are to insure a better understanding of the war,
organizing their classroom offerings, their its meaning, progress, and problems.
extraclass activities, and their guidance and
personnel programs to further the war 3. Physical fitness: To strengthen and re-
effort. Two objectives of the high -schools' direct the health and physical training pro-
wartime program to which the Victory Corps grams so as to make the greatest possible
is related are: (1) The training of youth for number of high-school pupils physically fit.
of their Government in wartime; of the various health agencies of the local com-
organization of the armed forces; of Selec- munity can muster. ^
tive Service regulations.' They should keep
in touch with the progress of our war effort,
with the course of the war, and with the Military DrUl
pronouncements of responsible Government One
of the objectives of the Victory Corps
officials concerning post-war objectives. is voluntary military drill. Properly con-
ducted, military drills and parades offer cer-
tain definite advantages. Among these are
Physical Fitness
the development of correct posture and ease
A basic objective of the high-schools' war- of carriage; mental and physical coordina-
time program must be the effort to make the tion; the habit of immediate and unques-
greatest possible number of pupils physically tioned obedience to proper authority; clean-
fit to carry on as members of the armed liness, neatness and alertness, which com-
forces or as efficient workers. According to bined are described as military smartness;
the military training authorities the high- the development of cooperative and associ-
schools' program for boys should stress ated effort called teamwork. In addition,
aggressiveness, and
strength, endurance as time permits, the rotation of student
muscular coordination. Motor skills and officers and noncommissioned officers affords
neuro-muscular coordinations can be de- practical experience in command and encour-
veloped in a variety of ways: Formal cahs- ages the development of leadership qualities.
thenics and body -building exercises; running,
jumping, climbing, tumbling, wrestling;
competitive team sports and games re- Improperly directed and conducted, drills
quiring bodily contact; marching; hiking, are not only a waste of time but fix undesir-
swimming, rhythmic dancing. Every high- able habits and attitudes in the student.
483767°—42-
The ability to command respect and main- 3. To find present and real applications
tain discipline among the students is essen- of principles in the military or production
tial. areas to use wherever possible.
rifle or a reasonable replica. This lack will which may serve the needs of youth who
entail extra effort and closer supervision. have a short time to prepare themselves for
entry into a specific field of mihtary or
Uniformity of dress is an aid to precision civilian service.
The present urgent need is for flying officer nounced in an early issue of Education for Victory, bi-weekly
publication of the U. S. Office of Education.
candidates. For these the preflight aero- 8 See Leaflet 63, Pre-Flight Aeronautics in Secondary Schools,
as much of the subject matter included in questing that as many high schools as can
the aeronautics courses as would be possible possibly do so offer courses to boys in the
within the limits of a school year. The last year or two of schooling which provide
junior class pupils would begin a planned preliminary preparation for the specialist
2 -year sequence in the study of aeronautics training to be given on a post -induction
and also those sequences of science and basis by the Army itself. Five courses
mathematics which are offered by the school have already been developed in outline form,
and are appropriate for aviation training. based upon an analysis of the Army Tech-
The air services of the Army and Navy do nical and Field Manuals. These courses
not suggest that students take preflight are: Fundamentals of Radio, Fundamentals
aeronautics in place of fundamental training of Electricity, Fundamentals of Automotive
in mathematics and physics, but only after Mechanics, Fundamentals of Machines and
or concurrently with such training. Fundamentals of Shop Work. Other course
outlines will be prepared in the near future
and made available to the high schools
In addition to enrollment in organized through the U. S. Office of Education.
courses giving general preparation for flight
training, each member will also participate
in extracurricular activities which are di-
War production. —In the next few months
the mounting need for workers in war pro-
rectly related to the field of aviation.
duction industries and in agriculture will
become more critical. Thousands of addi-
tional girls and women will be called to
Preinduction Training for Critical service in factories manufacturing aircraft,
Occupations munitions, and special war equipment.
Eventually we may approach the British
Armed forces. — Certain minimum stand-
situation where a majority of workers in war
ards of basic education are requisite for mem- production industries are women and girls.
bers of the armed forces. For example, the
Army requires that inductees have at least
a fourth-grade education. A good general The high schools should encourage girls to
high-school education is an advantage to a prepare for work in war industries by offer-
young man entering the armed forces. ing short courses to develop the particular
Especially valuable is a knowledge of math- skillsrequired for initial employment.
ematics and science, as well as sound train- Such training should be given as near the
ing in English and the social studies; while school-leaving time as possible, in order that
physical fitness is of the utmost importance skills developed may not become rusty before
to the soldier or sailor. If in addition, being used.
youth have had the opportunity to pursue
studies which are more definitely geared to The use of training facilities and equip-
the specialties of modern mechanized war- ment by schools fortunate enough to possess
fare so much the better. them will make war production training
In order to make use of the available programs for both boys and girls com-
training facilities of the Nation's secondary paratively easy to organize. When facihties
10
do not exist in the schools, arrangements Community Services
may often be worked out with employers for
cooperative part-time programs of work and Not all of the Nation's workers will be
11
These iliustrations show exact sizes ot the insignia
General
Membership
HIGH-SCHOOL VICTC
i^and
Service
Division
Production CoMnntunitg
Service Service
Division Division
CORPS INSIGNIA
Air Sea
Service Service
Division Division
13
Application For General Membership In The
VICTORY CORPS
Dat(
I,
Name
hereby make
application for general membership in the
Victory Corps. In making this application I pledge myself, if
accepted for membership, to strive to be worthy of wearing
,th^ general insignia of the Victory Corps. I will efficiently
perform any community war services within the Hmits of my
ability and experience; and I will diligently seek to prepare
myself for future service whether in the armed forces, in war
production, or in essential civilian occupations.
In evidence of my present qualifications for general mem-
bership in the Victory Corps I submit the following statement
of my program of studies and of my extracurricular activities
and community services related to the Nation's war effort.
Remarks
Approved
Parent or Guardian
Approved :
14
Plan of Organization of tlie Victory Corps
Any and all students enrolled in a secon- the School Victory Corps an application
dary school who, in the judgment of the blank,® illustrated on the opposite page.
principal, headmaster, or other designated
authority, meet the following simple re- Upon acceptance for general membership
quirements may be enrolled as general in the Victory Corps the student shall be
members of the Victory Corps. privileged to wear the general insignia of
list of Victory Corps service activities: '" See pp. 12 and 13 for Victory Corps insignia.
15
parades, and other community ceremonies craft repair and maintenance workers. Evi-
are among the means for giving recognition dence of such plans and preparation will be
to members of the Victory Corps. In ar- at least three of the following:
ranging for assembhes and ceremonies the
services of members of the armed forces, a. Must have pursued
or be pursuing a
veterans groups, and community organiza- program which includes 1 year of high-school
tions should be sohcited. physics and 3 years of high-school mathe-
matics.
It must be clearly understood, and clearly the intention of the Air Service Division to con-
explained to the students, that qualifica- centrate upon preliminary preparation of prospec-
tive officers and prospective ground crew
flying
tions for membership in the air, land,, and
maintenance men, other youth whose programs
sea service divisions are in no sense official
seem definitely pointed to preparation for work in
requirements for admission to the Army, aviation as ground officers ought not be excluded.
Navy, or Air services. The qualifications The potential flying or ground officer should
represent simply the general consensus of qualify under a, b, d, and if military drill is provided
in the high school, under e as well. (In the case of
the National Policy Committee as to what
otherwise qualified seniors, suitable refresher or tele-
constitutes the most effective preparation
scoped courses in mathematics and physics may be
for these services within the framework of substituted for a.) The ground crew
potential
a high -school curriculum. maintenance man should qualify under 6, c, d, and
if military drill is provided in the high school, under
e as well.)
16
Members of the Air Service Division of Members of the Land Service Division of
the Victory Corps will wear the special the Victory Corps will wear the special
^^
insignia of their division. insignia of their division.^®
Members of the Land Service Division Members of the Sea Service Division
should be planning and have begun pre- should be planning and have begun pre-
liminary preparation for service in some liminary preparation for service in some
branch of the ground forces of the Army. branch of the Navy or Merchant Marine
Evidence of such plans and preparation (other than naval aviation). Evidence of
will be at least three of the following: such plans and preparation will be at least
three of the following:
" See pp. 12 and 13 for Victory Corps insignia. " See pp. 12 and 13 for Victory Corps insignia.
'^ See p. 10 concerning outlines of preinduction training " See p. 7 for statement regarding military drill in high
courses. schools.
" See p. 7 for statement regarding military drill in high schools. " See pp. 12 and 13 for Victory Corps insignia.
*NoTE. — Required of all members of the Land Service Division. •Note. — Required of all members of the Sea Service Division.
17
Production Service Division Community Service Division
•Note. —Required of all members of the Production Service *NoTE. — Required for all members of the Community Service
Division. Division.
18
also be worn on arm bands, or upon tbe appearance and as the minimum article of
front pocket or sleeves of shirts, blouses, or uniform in military drills or parades. If it
sweaters. Approved positions for wearing is desired to present a uniform appearance
the Victory Corps insignia should be uni- in parades, in addition to the cap, members
form for any particular community. of the Victory Corps might, in the case of
the girls, wear light waists and dark skirts;
and, in the case of the boys, wear light
Insignia may
be purchased by the schools
shirts and dark trousers.
from commercial firms or made in the school
itself or at home. The advantage of piu--
chase is that it will insure uniformity of It is recognized that uniform dress is an
insignia. This insurance may outweigh the aid to precision drills and that some simple
slight saving that might result from making uniform is desirable where it can be pro-
the insignia in the school or at home. vided. Suggested specifications for a simple
uniform may be secured by writing to the
U. S. Office of Education. Communities
The silk screen stencil process lends itself should delay any contemplated purchase of
to the making of arm bands carrying the uniforms until receiving these specifications,
insignia of the Victory Corps. The insignia
covering general design, preferred colors, and
might be produced on white cloth, such as
materials. Uniforms should not be made of
felt, cotton, muslin, oil cloth, etc. In many critical types of cloth. They need not be
communities the art departments of the the same as to color and material in different
school are equipped with silk screen outfits. communities. Any competition between
For schools not so equipped, commercial art communities in the matter of elaborate uni-
firms can be found to do the work. forms should be avoided.
19
Victory Corps there should probably be no some of their social programs which, how-
attempt in a particular school to set up ever meritorious, are not directly pertinent
special service divisions. The justification to the war effort.
20
Initiation of the Victory Corps Organization
Assuming the approval of the board of 6. Inform parents through the local press,
education and superintendent of schools the forums, bulletins, parent organizations, radio
principal will: programs, etc., of the purposes and the
program of the Victory Corps.
Inform the teaching force and com-
1.
munity leaders of the program and secure 7. Increase the guidance fimction of the
an enthusiastic endorsement and willing- school by:
ness to participate. Establish an advisory
group of faculty members and citizens who Stressing the part of first- and second-
will cosponsor the various activities of the year students.
Victory Corps. Decide with this advisory The desirability of voluntary services in
group the governing acceptance of
policies war effort.
applications and the awarding of insignia, Inventorying the abiUties, interests and
record keeping and the mechanics of trans- previous training of upper-class stu-
ferring a student from one group to another. dents and counseling them in their
choice of courses qualifying for
21
8. Explain available curricular offerings Securing Teachers
to the individual student and where desirable
Another obstacle facing the high schools
make an immediate change of program.
in connection with curricular adaptations for
9.Secure the approval of the changed Victory Corps members is that of securing
program from the parents of the student. and holding well-trained teaching personnel
for special war-related courses. The induc-
10. Head up the supervision of the Victory tion of younger male teachers into the Armed
Corps by an over-all director who might be Forces presents and will doubtless continue
either the principal or some teacher desig- to present a problem for school administra-
nated by him. tors; as will also the attrition of faculties
caused by the attraction of higher wages
11. Share the control and the direction of offered in war industries. School officials,
the Victory Corps activities with the student in cooperation with teacher-training insti-
council or Victory Corps council of the tutions, teacher-certification officials, and
school. local employers, will seek ways to alleviate
the developing shortage of teachers of math-
12. Appoint each special service divi-
for ematics, physics, agriculture,home econom-
sion a division counselor to be responsible ics, shop courses, and physical education.
for the curricular and extracurricular pro-
gram and activities of the division.
Improvising Equipment
Obstacles To Be Faced
The problem of securing adequate equip-
These proposals for a High -School Victory ment for new courses, especially those of a
Corps organization are presented with a full specialized vocational character, is a real one.
appreciation of the obstacles which may be Nevertheless much can be done through local
met in initiating the program in the schools initiative in borrowing, renting, or leasing
of the Nation. Exact blueprints for curric- some items of equipment or in building or
ulum conversion cannot be given by the improvising others which may be needed.
U. S. Office of Education or any other single
agency.
Accreditation
Authentic Information
College entrance requirements, as well as
The high schools will receive a growing requirements for graduation from high
body of authentic information concerning school, need adjustment in wartime. The
the content of courses needed in certain substitution of war service,war production,
areas related to the war effort. For exam- and other forms of participating work
ple, the U. S. Office of Education, in collab- experience in critically needed occupations
oration with the Preinduction Training Sec- for class attendance may be encouraged, at
tion of the Army Services of Supply, now least during the period of the war emergency,
has in process of preparation for publication without lasting damage to students' edu-
a series of leaflets outlining the preinduction cation. State and regional accrediting as-
courses which are needed by the groimd forces sociations must adjust their requirements.
of the Army in its various branches and A campaign of commimity education to
which are practicable for high schools, break down the existing prejudices in favor
especially those in the larger communities. of the strictly academic college preparatory
22
types of high-school course is also required. Because of the multitudinous details of
Naturally such a campaign will require the information needed to counsel youth wisely
vigorous leadership of the professional in these days, there is no escape from
educators. specialization of guidance personnel if the
job is to be well done. The establishment
Individual Progress of a Victory Corps as proposed in these
pages may well serve to make pupils and
In thisemergency the crucial test is
teachers and school board members more
whether a young person can do the job that
sensitive to the guidance problems involved
needs doing. If the fundamentals of the
in manpower recruitment in wartime.
job can be learned in less time than 5 hours
a week throughout 16 or 18 weeks, then
recognition should be given to that fact and Victory Corps Community Ad-
arrangements made for crediting accomplish- visory Committee
ment regardless of the amoimt of time
The Victory Corps program in the schools
served. For example, a senior boy needs
must be an integral part of the wider
four units to graduate. He is tempted to community war effort. In order to insure
leave school to take a position in a nearby
the coordination of the program of the
war production industry. His services are
Victory Corps with the programs of other
needed. He is at least partially trained for
community agencies, it is suggested that
the job. Yet he is urged to remain in
there be organized a Victory Corps advisory
school to serve the clock hours required to
committee in each community. Some of
win a diploma. Provision should be made
the more specific purposes of the advisory
during this war emergency for recognition of
committee might be:
individual rates of progress and learning.
As the shortage of manpower is felt in 1. To counsel and assist the superintend-
severer form in the next few months, the ent in planning the program of activities
need for testing ability and achievement, of the High-School Victory Corps.
both for high-school graduation and for
2. Upon request of the superintendent to
college entrance, will become more pressing.
assist in providing the volunteer technical
leadership to the special service divisions of
Guidance Personnel the Victory Corps.
In framing the proposals in this publica-
3. To suggest tlie use of the Victory Corps
tion there has been full recognition of the
members for community war -related service
problems of guidance which the Victory
projects of various kinds, and thus to assist
Corps program implies. Some helpful
inmaking members of the Victory Corps feel
charts are now in preparation concerning
that they are part of a total community
the various specialties of the armed services,
war effort.
including both air forces and ground forces.
These will assist teachers and guidance The membership of the Victory Corps
counselors in orienting young people to the advisory committee might well include
needs of the Armed Forces for trained per-
sonnel.^^ A similar chart is already avail- ^' Look for announcement of helpful guidance materials in
Education for Victory, biweekly publication of the U. S.
able from the Oflfice of Education covering Office of Education.
war production occupations and training 2' The new revised edition Joh Training for Victory, U. S. Office
of Education, February 1942. (Available from the Superintend-
possibihties.^* Additional materials of this
ent of Documents, Government Printing Office, Washington,
nature will be pjubhshed from time to time. D. C.)
23
Suggested Organization for a City
Board of Education
Director
Victory Corps
Director
Victory Corps
Counselors
Victory Corps
Special Service
Divisions
Victory Corps
Members
24
Suggested Organization for a State
How To Make the High- School Victory ferent communities, as determined by the
Corps Cap Victory Corps school councils. The follow-
ing meant
fist is to be suggestive merely of
Material: Use medium gray cotton mate- some of the many service activities which
rial, such as muslin, poplin, or gabardine. the High-School Victory Corps will foster
The firmer the material the more satisfactory and promote:
the cap. 3 caps, medium size, may be made
from 13 inches of 36-Jnch material. Air raid warden service.
To cut: For medium size (22 -inch head Collecting books or preparing dramatic
size) cut a piece of material 11}^ inches by and musical productions for U. S. O.
13 inches. See Diagram I.
Assisting in the care of children of
To make: 1. Fold in the center, placing mothers employed outside the home.
right side of material together, as indicated
Acting as housekeeping aides for mothers
on dotted line "c" in Diagram I; bringing
employed outside the home.
points a to a and b to b.
Assisting in the cultivation or harvest-
2. Stitch a %-inch plain seam at each end
ing of farm crops.
as indicated in Diagram II. Stitch twice to
Fire warden service.
reinforce seam.
Plane spotting service.
3. Make a }^-inch plain hem at the open
Stitch. See Diagram III. Assisting in school safety patrols.
side a-b.
4. Turn the cap right side out and Preparing overseas kits for soldiers.
measure 2)^ inches from each corner "c" Assisting in Red Cross service activities.
toward the center and toward the open Providing messenger service for local
edge of the cap. Fold this point in as civilian defense organizations.
shown in Diagram IV. Fold both corners in. Providing clerical service for local civil-
5. Press well. ian defense organizations.
6. Apply insignia as shown in Diagram V. Acting as nutritional aide in the school
lunchrooms.
APPENDIX B Giving volunteer, library service.
Giving assistance in community recre-
Extracurricular and Service Activities of ation programs.
Victory Corps Members Selling War Savings stamps and bonds.
26
How To Make the High-School Victory Corps Cap
nc
Diagram II
Diagram I
C C A
/ I
A B A B
Diagram III Diagram IV
V
Diagram V
27
These and other service activities are in situation, the redirection of high-school
many instances already being engaged in by club activities is indicated. be one
It will
high-school pupils who are members of of theimportant responsibilities of the
existingyouth organizations. It is not in- School Victory Corps councils and of the
tended that the High-School Victory Corps service division counselors to develop plans
will supersede these organizations. Whether by which to tie in a variety of club and ex-
members of such existing organizations or tracurricular activities with the High-School
not high-school pupils will in their service Victory Corps program.
members of the Victory Corps
activities as
receive encouragement in participating
regularly in important and continuing or APPENDIX C
recurrent service activities related to the
war effort. Wartime Service Organizations in
Secondary Schools
In addition to the service activities sug-
gested above there is a place in the Victory
The following action was taken by a
Corps organization for many extracurricular unanimous vote of the U. S. Office of Educa-
club activities which grow out of the schools' tion Wartime Commission on July 22, 1942:
wartime curriculum or which represent spe-
This total war in which we are engaged is
cialized interests and studies which may be
difficult to provide in the organized curricu- a war of military combat, a war of produc-
tion, and a war of ideas. Education has
lum itself. Suggestive of some of these are
the following:
an indispensable part to play in each of these
phases of total war. Its function is to pre-
First aid club. pare each individual for the thing he can do
Camouflage club. best to help in the total war effort. Indi-
vidual, as well as national, safety depends
Map-making and map-reading club.
upon the skill and the effectiveness which
Model plane building club.
each participant brings to his task. Educa-
Model ship building club.
tion must help individuals to prepare for
Model glider building and flying club. all phases of the war effort
participation in
Marksmanship practice or rifle club. and must not emphasize one aspect of par-
Home nursing club. ticipation to the exclusion of or out of
proportion to other phases. Victory will
Inter -American Friendship club.
come as a result of giving each element in
United Nations club.
the prosecution of total warfare, whether in
Meteorology club. the sphere of military combat, of production,
Military hygiene and sanitation club. or of ideas, its proper place and emphasis.
Photography club.
This brief statement concerns wartime
Aircraft identification club. secondary schools. Its
organizations in
Radio communications club. focus on student organizations, which to
is
28
1. Opportunity should be provided rolled in courses preparatory to service in
through the schools for all in-school young war production and in the Armed Forces.
people to participate in organized war effort. Special emphasis should be given at this
time to those organizations designed to
2. War needs demand that many of the
provide preparation for the air forces and
usual extracurricular organizations of sec-
the related supporting services.
ondary schools give place to carefully
planned war service organizations and that The Commission further recommends
other existing organizations substitute war that, to promote and meet the immediate
service programs for their usual peacetime needs of the Armed Forces, a policy com-
programs. mittee to advise with the Commissioner of
Education be established, with membership
3. Student organizations concerned with
to include representatives of the
Army, the
the war effort should be under the control
Navy, the Civil Aeronautics Administra-
of school authorities who should also have a
tion, and of the Wartime Commission.
part in the initiation and formulation of
plans for activities to be carried on through
Members of the Commission are:
the schools.
Paul E. Flicker, Executive Secretary, Na- Rev. George Johnson, Director, Depart-
tional Association of Secondary School ment of Education, National Catholic
Principals, 1201 Sixteenth Street NW., Welfare Conference, 1312 Massachusetts
Washington, D. C. Avenue NW., Washington, D. C.
30
Raymond A. Kent, President, University William F. Russell, Director, National Citi-
of Louisville, Louisville, Ky. zenship Education Program.
Carl H. Milam, Executive Secretary, Ameri- Guy E. Snavely, Executive Director, Asso-
can Library Association, 520 North Michi- ciation of American, Colleges, 19 West
gan Avenue, Chicago, 111. 44th Street, New York, N. Y.
31
C. Wright, Assistant U. S. Commissioner
David E. Weglein, Superintendent of PubUc J.
for Vocational Education.
Instruction, 3 East 25th Street, Baltimore,
32
^ It is expected that additional copies of this pamphlet may be
needed by many high schools. They may be secured from the
Superintendent of Documents, Washington, D. C.
o
/-'
/
il
p
„^^,H PHYSICAL EDUCATION
PHYSICAL FITNESS
Ti„...„i. PHYSICAL EDUCATION
Foreword v
The program 1
Purpose 1
Administrative adjustments 5
Adaptation to local schools 5
Planning by the teacher 7
Aquatics 26
Gymnastics 27
Combative activities 44
Page
Aquatics 52 'i
Gymnastics 53 ]
Chapter VII. Other Parts of the School Program Which Help in the De-
Nutrition 83
Health guidance 83
Health teaching 84
Bibliography 84
Glossary 89 i
Appendix
C. Home-made apparatus 98
IV
FOREWORD
National Policy Committee for the Victory Corps. The committee con-
sists of the following persons:
Wai' neparttnent
Lt. Col. Harley B. West. War Department General Staff, G-3 Division.
Maj. Francis Parkmax. Office, Director of Industrial Training, Head-
quarters, Army Air Forces.
IVavy Department
Joseph W. Barker, Special Assistant to the Secretary of the Navy.
Lt. Comdr. Malcolm P. Aldrich, representing the Office of the Assistant
Secretary for Air. Navy Department.
Oeparttnent of Conitneree
Civil Aeronautics Administration.
William A. M. Burden, Special Aviation iVssistant to the Secretary of
Commerce.
Cirilian Aviation
Frank A. Tichenor. Chairman of the Aeronautical Advisory Council.
Department of Commerce, Publisher "Aero Digest."
U. S. Coiiimissioiier of Education.
VI
CHAPTER I
jective the development of: ous physical activity such as plowing, cutting
not be stimulated or urged to achieve the school buildings that do not have gymna-
levels of performance in strength and endur- siums. The maximum use and adaptation
should be made of corridors, classrooms, au- ice, mud, and water.
kept free of snow, It is
ditoriums, stages in auditoriums, and paved recommended, therefore, that paved courts be
outdoor courts in poorly equipped schools. provided where they seem to be needed and
Some of the activities that can be used under that a maximum use be made of the outdoors
unfavorable conditions are calisthenics; gym- for physical education activities.
nastic stunts; chinning and the hanging half There are probably many connnunities in
bars attached to brackets on the walls of used to supplement the school facilities and
corridors; the push-up; the sit-up; climbing personnel in carrying out the instructional
ropes suspended in corridors, auditoriums, or and participation phases of the physical edu-
stages; the leg lift; the forward bend; jump cation program. Consideration should be
and reach; standing broad jump on mats or given to the possibility of cooperation be-
other soft surfaces; potato races in corridors, tween schools, and any organizations such as
auditoriums, or basements; grip and chest YMCA's, athletic clubs, recreation depart-
exercises that can be practiced with low-cost ments, Granges and other community agen-
spring or elastic equipment; and bar vault in cies,in planning and executing the sch
corridors, auditoriums, stages, or basements program of physical fitness.
where a safe bar and mats may be provided.
There are many days during the cold win-
Need iot' Physical FUness
ter months on which warmly clothed children Large numbers of pupils now enrolled in
can participate in vigorous activities out-of- high schools will enter into active service in
doors. This is particularly true in situations the armed forces and wartime industry in the
where there are paved surfaces that can be immediate future. In addition to the boys
who will be called to some form of service, ordination. Speed, agility, and flexibility in
it has been estimated that b\ the end of 1943, movement are important factors in skill.
6.000,000 women will be employed in war There are several conditions that affect the
morale, but also physically fit, which means physical fitness. Other significant factors
that they must have the strength, skill, that influence physical fitness, favorably or
stamina, and endurance required for active adversely, are physical defects, communicable
service and hard work. diseases, accidents, nutrition, personal health
Army and Navy officers have stated th;it habits, and environmental conditions.
large numbers young men inducted
of the The development of physical fitness through
into military service whose physical examina- the use of physical education activities de-
tions reveal no serious physical defects, lack mands vigorous particiation over protracted
development, skills, strength, and endurance periods of time. An individual must press
to such a degree that the program of military his effort until it hurts. This means that he
training is retarded for several months while must not stop at the first sign of fatigue, but
the recruits are being built up physically. continue his exertions until he is tired.
It is common knowledge among physical Preparation for service during wartime de-
education instructors in high schools and col- mands that boys must learn to swim long
leges that large numbers of their male stu- distances while fully clothed and carrying
dents are weak, have poor coordination, can- equipment; they must be able to keep them-
not climb a rope, carry a burden equal to selves afloat for many hours. Arm and
their own weight, or vault out of a trench the shoulder strength must be developed so that
height of their chests. The poor physical they can climb down ropes or scale walls
condition of the majority of American young while carrying heavy loads. The ability to
people is a serious handicap in training sol- take hard falls without serious injury must be
diers, sailors, and airmen and interferes with developed. In combative activities it is neces-
the maximum industrial and agricultural pro- sary to stress delivering their energy in a
duction. quick explosive effort. Games and sports
must develop a spirit of aggressive attack and
\^ at are of Physical F Sin ess ability to take physical punishment without
A person who is physically fit for military flinching. For industrial groups, which are
or naval service must be capable of maintain- far greater numerically than the armed forces,
ing sustained effort with a maximum of speed physical strength and stamina are needed to
and skill. This means that one must have speed up work for long hours without ab-
strength, stamina, endurance, and good co- sences which would slow production.
CHAPTER II
In schools with inadequate facilities and school day may be found for physical educa-
faculty, adjustments can frequently be made tion include reorganization of the school pro-
that will permit the conduct of the minimum gram or lengthening the school day. The
essentials of the program. Gymnasiums and problem of securing additional teacher time
athletic fields, for example, are highly desir- is an important one that must be solved in
able, but their absence does not prohibit all a different way in each school. It may be
parts of the program. Playground space, va- that the principal could (1) utilize the help
cant lots, blocked-off streets, building roofs, of volunteers such as recreation workers or
and other makeshifts can be used if necessary. other highly motivated teachers; (2) increase
the number of teaching periods required of all frequently lost in toutine class procedures
teachers; (3) eliminate classes whose contri- such as: (Ij Assembling classes after the
butions to the war effort are of less immedi- bell; (2) taking roll ; and (3) taking a shower
ate value; (4) bring back to teaching former bath and dressing after class.
teachers who are not em}iloyed at the present
time; and (5) organize larger classes with I'tantiinfi hif ihv Tvuvhvv
pupil squad leaders acting under the direction
and supervision of a teacher. Kach teacher should develop and use plans
The increase in the strenuousness of the
and programs that are suitable to the partic-
activities and duration of participation make ular situation in which he is teaching. The
essential that pupils be classified in ability
statements on the following pages make sug-
it
gestions which should be helpful to a teacher
groups. At least three groups seem desirable
and these are: in developing his own plans. Provision should
be made for each of the following items:
1. The normal group wliicli will be able to take
the full program.
2. The pupils who return to sehool after absence .1. Plan ahvad.
dueto illness who will need a modifietl program
Before the beginning of each school year
for a limited time.
(the preceding spring, if possible the chair-
3. The physicallyhandicapped and less health) I
pupils. Such pupils, properly conditioned, are man of the physical fitness program for
frequently able to take their places in war schools not having a full-time teacher, or
industry.
director of the physical education department
The daily instructional periods should be in schools having several teachers, or the cit\
filled with activities of sufficient ruggedness director of physical education in centers ha\
to make the pupils physically fit. This in- ing such directors, in cooperation with other
volves ainong other things, an extension of the men and women instructors, should work out
intramural and interscholastic programs. suggested standards and policies to be fol-
These additional vigorous physical activities lowed. When an agreement has been reached
will augment the benefits derived from re- by the persons having specific responsibilities
quired classes. Pupils w^ho participate in the for physical education, a conference should
interscholastic and intramural programs be held with the proper administrative author-
should participate in the regular instructional ities to review, adjust, and approve the pl^us^^
proper records, maintain standards of accom- program during the year. Emphasis should
plishment, provide for safety, and care for be placed on the fact that the entire program,
pupils in case of accident. including instructional and participation peri-
The administrative procedures of local ods, must be planned. In selecting activities
schools should require teachers of physical a teacher should keep clearly in mind the fol-
might make to the development of physical fit- in the various sports slioidd be conducted in
ness. the intramural period throughout the time the
This bulletin names activities which are suit- sports are being taught in the physical educa-
able. The instructor can add to the ones sug- tion class. The intramural program, however,
gested any activities which he desires. The should not occupy the time of the physical edu-
activities that are added should be rugged and cation period.
proper amount of time im devoted 10. In schools where there are no facilities to take
and playrooms.
1. Boys' and girls" programs should be coordin-
ated so as to make efficient use of the facilities, 11. Every pupil participating in the regular pro-
equipment, and supplies available. gram should have a vigorous workout during
each physical education period.
2. The same activity should be offered long
enough for the pupils to become skilled in it. If. flan for the effeetive organization
3. Special effort should be made to provide activi- and use of the class period.
which the pupils
ties will use daily at home and
on week ends.
Each physical education period should be
organized and operated in a way to provide
4. Based upon a physician's recommendations,
a relatively long period of continuous partici-
suitable activities should be provided for pupils
who may be unfit to participate in the regular pation in vigorous activities for all pupils. All
program. routine activities, therefore, such as changing
5. Insofar as possible, the intramural program clothes, roll call, and moving pupils from one
should be coordinated with the physical educa- activity to another, should be carried out with
as little loss of time as possible. All possible proper assignments and checking regularly to
"short cuts" in class routine should be used. see that lockers are kept clean and orderly.
Some suggestions concerning the arrangement Sections of adjacent lockers may be assigned
and management of class periods are given in to each class, or if this creates crowded dress-
6. —
Showers and dress 8 to 10 minutes should set a definite time limit for students
to be out of the locker room.
Suggestions for Conducting a Class
Period: 2. Checking Attendance.
1. Changing from Street Clothes to Gym- The object is to enable the instructor to
keep accurate records. Provision should be
nasium Suits.
In this part of the period the chief objective
made not only for listing the pupils who are
is orderliness and speed. Careful organiza- absent, but also for finding the ones who are
not suitably dressed. Several plans for gain-
tion will promote the former and a consistent
ing this information are suggested here:
policy of tolerating no delay will promote the
latter. (a) Squad or group --ystem:
If individual lockers are used, the organi- (I) Locker rooms. Place check sheets for the
zation problem resolves itself into making leaders at some designated place in the locker
room in order that absentees and those wear- 3. Organizing a Class.
ing unsuitable apparel may be listed while the
Before the class begins, the teacher should check
pupils are dressing. When this system is
carefully to see that all equipment is in position
used, pupils of one attendance group should
ready for use. Supplies should be easily accessible
be assigned adjacent lockers.
so that the leader or some other designated member
(2) Indoor or outdoor. Plan to have group in
of the group may obtain them before going to group
systematic order such as a line or file and
activity.
check attendance.
(b) Number system: The class may be divided into groups and a
(1) Paint on the gymnasium floor, wall, side- leader should be designated for each group. These
walk, or fence enough consecutive numbers groups and their leaders may be permanent for
for the largest number of pupils in any one a semester, or if it seems desirable, for a shorter
class. Each pupil is assigned a number cor- period of time.
responding to a number given him in the in-
In either event, the instructor should designate
structor's roll book. When attendance is
the area to be used and the activity to be carried
checked pupils stand on their respective
on in that area. For example, wrestling may be
numbers. Vacant numbers indicate absence
specified at one place and volley ball at an-
and can be quickly noted.
other. He can quickly assign the groups to the ac-
(2) Numbers corresponding to those in the in-
tivity in which they are to participate. With
structor's book are assigned to pupils.
roll
permanent groups they can rotate from day to day
Pupils in line call their own numbers as soon
or week to week.
as the preceding number has been called, but
not before. When there is a pause in the If the group activities are outdoors where some
numbering, absence is indicated. distance is to be covered between the place of
(c) Basket system: conditioning exercises and the place where the
When all gymnasium suits are issued through group activities are to be conducted, the group
a central cage, the roll may be taken by the may run there under the direction of the group
cage monitor when he issues the baskets. leader.
IV. VI.
III. VIII.
10
goST^
PUBLIC
y
When the groups are le-fornied daily tlie num- Pupils shoidd go directly to the locker room, take
ber which can participate in each activity can be sliowers, dry thoroughly, and dress quickly. Close
designated and the pupils given their choice of supervision is necessary. The members of each
the activity in which they wish to participate. class should be made responsible for seeing that
Leaders are assigned to positions and pupils told the room is clean when they leave.
to report where they wish. When the previously
Methods in Activities.
designated number for an activity has been
The following suggestions concerning the methods
reached, all late comers are instructed to report
of conducting activities are believed to be per-
to some other group. Care must be exercised to
see that those reporting to groups do so in an tinent.
orderly manner. Pupils must also be required to (a) Marching. The object of instruction in
change groups from day to day or on the same marching is to teach the pupils a few funda-
day if there is a general change of assignments. mental commands and movements which will
The group leaders should be given special in- enable the instructor to move them quickly and
struction by the teacher so that they are able to effectively to the places where they carry on
assume responsibility for their activities. Sub- activity. If the instructor is alert to the teach-
leaders will need training so that someone can ing possibilities, he may promote ease of move-
take charge when the leader is absent or partici-
ment, proper body carriage, group solidarity,
pating in some other activity. When the groups
and attention to commands during this period.
begin their activity, the teacher shoulil move
While the pupils are learning the meanings of
from group to group taking advantage of teach-
the various commands and how to do them, 5 or
ing situations which arise.
10 minutes may be spent in marching. After
, Showers and Dress. that, 2 or 3 minutes of brisk drill should be
Except in rare instances it is not necessary to enough for any one day. Commands should be
reassemble the class at the
, end of the period. clear and forceful. Movements should be brisk.
490327° —42- 11
( b I Conditioning exercises. After the brief pe- E. Develop a suitable testinif pntgrani
riod of marching, the class should be brought
into positionfor conditioning exercises. The Tests serv^e to motivate pupils to make self-
instructor may demonstrate the exercises and improvement, to give the teacher a record of
lead them if he wishes. He may find it best, what each pupil can do, and to classify pupils
however, to give intensive training to a few into groups of approximately the same abili-
pupil leaders and them conduct the exercise
let
ties. Tests suggested in this bulletin are suit-
while he moves among the pupils or behind them
able for an effective testing program.
seeing that exercises are properly executed and
giving special instructions wherever needed. Class averages in a number of test items can
During the course of the year a number of be found easilv bv dividing the total of the
pupils should be given opportunity to lead th.e
scores of all pupils by the number of pupils
exercises.
in the class.
At the beginning of the year more time will
pupils to learn how to do them. After that. the class average and with his own previous
they can be used rapidly so that pupils get a records, a pupil may be motivated to practice
thorough workout in about 10 minutes. It is
harder. Records secured for this purpose
recommended that a small number of exercises
also enable the instructor to determine the
be used so that the pupils can learn them thor-
oughly, and become, proficient in their use. If
progress made by each pupil and make it pos-
this is done it will not be necessary- to con- sible for him to place a pupil in a group with
sume time in explaining an exercise every time others having similar ability.
is used. members
it
The scores of the of a group can
The period for conditioning exercises may be
be placed in order of rank from best to poor-
varied occasionally to include cioss-coimtry
running, obstacle races, and other suitable ac-
est. Pupils may then be divided into as many
tivities. On days when aquatics are scheduled, groups or squads as best suits the facilities
they may be entirely omitted. to be used and activities to be offered. An ar-
If classes are as large as 50. it may tie ile-
rangement of this kind penuits pupils of ap-
sirable to construct a platform about 4 feet higii
proximately the same ability to be placed
for the leader. This makes it possible for the
entire class to see him. The leader should face
together in squads or groups.
the class and do the exercises in the opposite
F. Plan the intramural and
direction, e. g.. he should do exercise with hi-
left foot when class is doing the same exercise intersrholastie programs
with its right foot. The physical education period is a teaching
(c) Group and athletic activities. After tlie period which during the present emergency is
marching and conditioning exercises are com-
being devoted entirely to physical fitness.
pleted, the time left in the period may be used
profitably in combative activities, group and The intramural program should carry out this
team names, and athletic events. idea and should include onlv activities which
i t
i
5 >-6
t i
3 >5
t
2 >3 4—>2t
I i
6 >4
t
Round-Robin Tournament
12
contribute direc^tly to physical fitness. A To stimulate interest it may be desirable to
special period after school or, if there are determine school champions from the league
transportation difficulties, during the regular winners. The single and double elimination
school day, should be set aside for this tournaments are useful for this purpose. The
purpose. d(»id)lp elimination pro\ id(;s more competition
The object is to get as much puj)il j)artici- and gives a loser a second opportunit\ to be-
pation as possible. Where leagues are used, come champion. The single elimination tour-
the round-robin type of tournament rather nament retjuires less time. In some situations
than the elimination type should be used. it may be necessary to use this tvpe of tourna-
This will provide for greater participation. ment to determine league winners.
The diagram on page 12 illustrates the way The personnel of the teams may be deter-
the round-robin tournament operates. mined in a variety of ways. A school should
use the plan which seems best for its particu-
(>(/</ Even
iiumbff number lar situation, home rooms, grades, clubs or
uf teams of tenmf.
I lie teams in opposite coliiinns play each organizations, independent groups, physical
otiier. If there is an odd number of education classes, athletic association groups,
1 2 teams a bye should replace one of the and combination of groups. Each group
numbers and be rotated in the same
should elect for a specified time a captain or
3 4 way that the nimibers are rotated. Any
number of teams may be used, but for
leader who should be responsible for the
5 Bye best success, it will probably be desir- team.
able no more than 10 in one
to use If the athletic coach is made responsible for
league. There can be any number of
intramural athletics, it will be necessary to
leagues. The "round" may be operated
conduct the contests so that the periods do not
as many times as desirable. The win-
ner of the league, if one is chosen, is
conflictwith school team practice. If this
determined on a percentage basis. conflict cannot be adjusted, some other fac-
THE SINGLE ELIMINATION TOURNAMENT pete in bodily contact with persons other than
Teom plays team 2, teom 3 plays team 4, etc
In
I
THE DOUBLE ELIMINATION TOURNAMENT fitness. At the same time he should make
Teams ploy first round OS in single ditmtnotion
himself and the school facilities available for
plan- Winners odvonce on bracket. Losers move to
brocket betov Winners of second round advance the use of the community. Administrative
ood losers move lo brocker Detow One teem, B or
originol loser played through losers bracket lomeei policy, of course, must first make this possible.
me winner of the winrters brockeT ond won the
tourrximert
second defeot-
Teams ore elimirKited only after their
In the final round the winner of 2
The maximum use of facilities necessitates
out of 3 gomes is the cr^mpion
close cooperation on the part of many agen-
cies in a community. The sw^imming facili-
14
CHAPTER III
THE PROGRAM outlined in this manual is Periodic medical examination of the stu-
set up for healthy high-school pupils. It is dents is a task beyond and outside the field of
intended to be strenuous, even for the healthy. physical education. It is necessary for many
Therefoie, it is too strenuous for those who reasons, and its need has been increasingly
are physically impaired. This means that a recognized. This development, however, was
careful selection of students is needed before interrupted by the war. Now physicians are
the training starts. It is necessary to differ- scarce, and in most high schools no physi-
entiate between: (1) The healthy students cians are available for periodic examinations.
who are able to take the program, and (2) This means that the practical responsibility
those who are Jiot quite healthy and therefore for the selection of the students will rest
not able to take the program in its original largely with the teacher of physical education.
form.
Physical training in the armed forces is, Increased War Responsihility
necessarily, more strenuous than any high- of the Teacher
school program. It has, howexer, a safety
This is the situation:
factor which is absent in many schools. In
the armed forces, the men have been found ( 1 1 The program of harder physical train-
"healthy" by thorough medical examination ing will put greater demands on the
and have ready opportunities for medical health of the students.
consultation. In many schools, the pupils (2) The schools will have greater difficul-
have neither the one nor the other. In those ties in finding physicians for school
schools, rigorous training is more risky than examinations.
in the fighting forces.
The combination of these two factors char-
acterize the present situation. The teacher
Importance of Medical Exatni-
must make sure that he works with a healthy
natiitn
group; otherwise he risks more in the
The medical examination eliminates avoid- ing than does any army officer. (
I-' U BL
able hazards. In the Army it leaves the train- The situation was different in the
ing officer with a group which is "healthy" to v/hen physical education in high schools was
the best of contemporary knowledge. If in lenient. In peacetime training, it proved of
this group a man collapses, it is an unavoid- no particular danger that man) students had
able price paid for the progress of the group. not had medical examinations for years (re-
If a high-school student collapses in training, grettable as it was for other reasons Col- ) .
without previous medical examination, that lapses and other health impairments as the
might hav.e been avoided and cannot be ex- results of over-exertion were rare. If. now.
cused by the importance of training. capacity programs are recommended with the
15
aini of going to the limit of the stiideiit's abil- be often right, but neither of them can rely
ity I or even beyond it ) . then the situation is upon such a diagnosis, and neither should.
different. The students must be divided into No competent physician would dare to say:
those who can take the training and those who "This student is healthy," without having
cannot. If this task is left to the teacher, then tested him by a careful examination.
he needs safer methods of discrimination than The educator may object: "But the medical
heretofore. examination, too. may be wrong. We often
To repeat, by far the best solution would find cardio-respiratory disturbances which the
be a thorough "medical" examination, fol- physician has not discovered. '
This is quite
lowed by a "physical" inspection by the correct. Therefore, observation by the sports
teacher. But this is impossible in most teacher is a valuable supplement to the med-
schools, with the limited number of phvsicians ical examination. In fact, it is so valuable
available in the country. Even if the monev that cooperation between medicine and phvsi-
were available, the physicians could not be cal education is leading to a new borderline
found. field. In Europe, where this development is
16
are moderately iiii[)aire(l. no matter what mise" of the teacher to bring at once a written
methods he applies. statement from tlicir parents that they are entirely
healthy.
Such unfailing diagnosis, however, is not
demanded of the teacher, if he treats the situ- The teacher could start without either docu-
ation as what it really is. an emergency situ- ment; in fact, he can start without any for-
ation in which he and his students are doing mality. But the above or a similar method,
their best. With this attitude he does not adapted to the local situation, is a great assist-
overplay his role and will have the backing ance to his task of selection, wherever he works
of parents and physicians. without a school physician. In some com-
The teacher needs that backing, for
munities, the teacher might not need to follow
if lie
cannot support his selection by medical exam- this procedure; in others he does. The deci-
ination of the entire class, then he needs an- sion is up to him and his princijjal.
these students will readily accept the "compro- physical education should be based on three
17
factors: (1) Case history, (2) Physical inspec- To obtain the case histories as precisely and
tion, and (3) Careful observation during the quickly as possible, questions of the above type
first weeks of training. may be dictated to the students, and they mav
be told to answer them at home. If possible
tive communities )
, these brief reports may be
The precise case history of the student is far countersigned by one of the parents. This in-
more important than is generally known. It creases the value of the report; in addition it
should reveal all former illnesses and tempo- encourages parents to write informative letters
rary disturbances. A comprehensive case his- to the teacher or to get in personal touch with
tory furnishes most of the considerations which him. If the pupil has ahome room teacher,
the teacher needs for his selection; therefore, he may add a brief comment to the report.
the teacher cannot be persistent enough in get-
Now the teacher of physical education may
ting it before he inspects the individual student. study these reports carefully. Rather than
He obtains this material: inspecting his students before he is familiar
A. From the student himself it is advisable to with the reports, he should postpone the physi-
request a concise written report on: cal inspection for a day or two.
(1) All former illness
Evaluation of the Reports
(a) Report all kinds of illnesses you have
ever had, and the time when they occurred. The evaluation of the reports is not too diffi-
(For instance: Scarlet fever, January-Feb- cult, if the teacher spends time and thought on
ruary 1929; Rheumatism, October till De-
them. He may select and mark with colored
cember 1941)
pencil items which, in his judgment, are im-
(b) Have you ever been a hospital patient?
portant for the student's present condition.
When? How long? For what illness?
(c) Have you had treatment by a physician
He will disregard, for instance, measles or even
or a clinic? When? How long? For diphtheria, if they have been overcome years
what illness? (Here you may have to re- before without reported after effects. He will,
peat things which you answered to question however, be keenly aware of an old heart dis-
(a).)
ease, tuberculosis, or any nervous disease. In
(2) All present illness or physical impairment short, he will mark all those facts which, from
18
training. If. on the basis of either one. any may need rest and special medical measures.
physical impairment is found, or even the sus- A fat student may or may not lose weight by
picion of an impairment, then the parents training; in addition, he may be harmed by
should he informed, and the student should physical strain. Both the thin and the fat
bring a letter from a physician. For the sake pupils should be sent to physicians: medical
of security, the teacher should not risk any and laboratory examinations may arrive at a
decisions regarding, for instance, heart trouble correct analysis of the individual case.
or the .strength of an abdominal scar. No For judging the general appearance, knowl-
medical officer of the armed forces would risk edge of the case history is important. A thin
such a decision, and the teacher does not need boy may be entirely healthy, but if he has
to risk more. suffered from tuberculosis, or if tuberculosis
is in his family, his leanness may have a dif-
ferent significance.
Some Speeial Pointert* for the ( 2 ) Weight and height of the student may
Initpeetion by the Teavher be taken, and the circumference of the thorax
may be measured at deepest inspiration and
The following suggestions are confined to expiration. Though these figures have no sig-
the practical aim of this inspection, to the deci- nificance for the selection — the variety of types
sion regarding physical training. is too great — they are of interest in the re-
(1) The general appearance of the body is examination of students during the training.
an important factor; but the "type" alone is (3) Systematic tests of vision and hearing
not decisive. A muscular student may tire do not belong to this examination. Their
easily, and a slender, weak-looking student bearing on physical education is limited to
may be surprisingly enduring. Many of these these grave cases which, by their defect, would
qualities are inherited; this is important for risk accident in the training. ( This refers to
physical education, because it is very difficult visual acuities of less than 20 50 after correc-
to influence inherited qualities by training.- tion with glasses or to hearing defects which
The thin students and the fat students re- make it impossible to understand commands.
quire individual decisions. In both cases, the These gravest cases are known to the class
teacher should refrain from wholesale rules teacher and should be reported to the teacher
regarding physical training, for leanness as of physical education. Dubious cases should
well as obesity are caused by a great variety of be decided by the physician.
conditions. A thin student may be strength- (4) Pupils with considerable enlargement
ened by physical training; but just as well he of the tonsils should be sent to a physician;
/<C)STo;jv
they are fit for training either with medical sustained by a weak heart, even by a heart with
permission or after short treatment. an organic defect, may be entirely sufficient if the
body is not in action. It may be compensated so
(5) The condition of the teeth, while im-
well that even the pupil's pulse feels completely
portant for other reasons, has no relation to normal. The disturbance may clearly appear, how-
the selection for physical training. ever, after physical activity even of short duration.
Shoulder girdle and arms require in- Therefore the teacher should keenly observe his
(6)
new students after physical activities. He should
spection for the training rather than for the
pay attention to changes which may be caused by
selection. The great majority of pupils have a circulatory disturbance:
weak and poorly trained
well-trained legs but
• 1) Is the student panting unduly? (An insuf-
upper extremities. The improvement of this ficient circulation does not bring enough oxy-
condition is an important task in the present gen to the tissues. I
training. It should also be considered in girls, (2) Is any rapid movement of the heart visible
on the left side of the thorax?
for their prospective work in war industrie:;.
(3) Does the student look conspicuously pale
(7) The shape of the chest has little signifi-
and exhausted?
cance for the selection. The form of the (4) Is the pulse speeded up abnormally or has
thorax is hereditary, and a pupil with a flat it become distinctly irregular? Feeling the
chest may be completely healthy. If the case pulse does not belong to the duties of the
teacher of physical education; but it can be
history has made certain that there is no tuber-
assumed that most teachers have occasionally
culosis in the history of the pupil or his family,
practiced it. Irregularities of the pulse re-
then only conspicuous deformities of the chest quire medical decisions; they are often more
need medical decision. In all healthy pupils conspicuous after physical activity. The speed
no matter what their thorax form may be. the of the pulse varies greatly in different indi-
viduals. (The pulse rate of the healthy varies
physical training can greatly improve respira-
from below 60 to over 100 per minute.) The
tion and respiratory musculature. often quoted average of 72 per minute is too
(8) Heart function and circulation are the low for healthy adolescents, where the average
most important problems in strenuous physi- can be assumed to be at least 10 beats more.
cal training. Their discovery is rightly en- In girls it is about 7 to 8 beats faster than in
boys. After physical activity the pulse rate
trusted to medical examinations in the armed
goes up ; that amount too is highly variable,
forces as well as in the school health service.
so that only an excessive increase —for in-
But how can the teacher of physical educa- stance, an increase of more than 20 beats per
tion suspect a disturbance of heart function or minute after short, moderate exercise — is sus-
picious. Quite generally the quickened pulse
circulation, if no medical examination has pre-
returns to normal after a few minutes of rest.
ceded his inspection? The following consid minutes after running, the
If, for instance. 3
eration may be of some assistance: pulse is still conspicuously speeded up, then
the condition is questionable enough to deserve
(a) The case history is again of particular im-
medical examination.
portance. If the pupil has ever suffered from a
heart disturbance of any kind, he needs a new- There are elaborate tests for the circulation,
medical examination before being admitted to
set up b) physiologists and physical educators.
capacity training. Attention should also be paid
to rheumatic fever in the history, no matter v/hen
Some of these tests are highly competent and
it had occurred. Rheumatic fever is frequently may be added to the above considerations.
the cause of organic heart disease. Recent sta- But the teacher should never forget that no
tistics have shown that its significance as a fore- single method can cope with a problem which
runner to heart disturbances has not been fully
is highly complex even in the hands of special-
appreciated in the discovery of cardiacs in schools.
ized physicians.
( b ) Since the teacher cannot examine the heart,
he ilepends upon observing the circulation. In do- (9) Abdominal scars from operations (in
ing so, he should keep in mind: the circulation adolescents mainly appendicitis operations I
20
PUB L [
are solid in the great majority of cases and can its earh stages it can be recognized omT by
be disregarded after a year. In some cases, careful examination, which is not possible for
however, they form weak spots of the abdomi the teacher. Hence attention should be paid
nal wall and present the danger of ruptures to a dragging sensation of pain in the groin.
(see below I . It is impossible to differentiate A hernia of a high-school pupil should be oper
a weak from a solid scar without medical
scar
ated on. as soon as it is diagnosed by a physi-
examination, and the teacher should regard all With an untreated hernia the student
cian.
abdominal scars with certain concern. In his
is not fit for rigorous training. The operation,
present selection for strenuous training, he is
however, implies no risk or pain; and a few
safer if he obtains a note from a physician
weeks afterwards the student is ready for any
stating that no further caution is necessary.
kind of training. Boys should be told that
( 10 ) A rupture ( hernia I is a protrusion
the operation is required for service in the
of intestines through a weakened part of the
abdominal wall: it is covered h\ normal skin
armed forces.
and may appear as a small lump to the inspect- Another type of hernia is the umbilical
ing eye. The most frequent type of rupture { navel) hernia, occurring in both boys and
among boys is the inguinal hernia, located in girls. In early childhood, a navel hernia may
the groin. Girls too may have inguinal rup- improve spontaneously : in high-school age.
tures, but far less frequently. The rupture however, it requires operation. The operation
appears as ^ bulging only in its later stage : in is even less serious than that for an inguinal
21
hernia, and the student should be influenced he has studied them with particular care.
to have it performed. Therefore, it is useful to recall that he should
(11 ) Menstrual disturbances in high-school be cautious in judging orthopedic disturb-
girls are seldom a reason for general rejection ances. His "diagnosis "
may be right in many
from a strenuous training program. With few cases, but it is bound to be wrong in others.
exceptions, the girls can be admitted to their This may be illustrated by two examples:
new program, if the regulations for the men-
A slight pain in the hip may seem to be well
strual period are flexible and individual explained by a flat foot or a knock knee. Instead,
enough. This is necessary, for the physical it may be caused by a specific adolescent disturb-
constitution of adolescent girls is too indi- ance in the hip joint, which the teacher cannot
vidual to permit rigid standard rules for the possibly diagnose. Or a pain in a flat arch may
seem characteristic of flat foot. Instead, it might
group.
be caused by a tuberculosis of one of the foot
In weighing these individual variations, one bones.
should not forget that even gynecological ex-
This leads to the general advice The teacher :
broaches in every case questions regarding the familiar with the concept that training should
training of legs and feet. The teacher is fa- be adapted to the individual. Therefore the
miliar with many of these questions; in fact, physical inspection also serves the task of find-
22
ing the type of Iraiiiiriii nhieh is best suited to and stringent, and since it would be a waste of
This program, however, deals with capacity into pre-flight aeronautics courses who clearly
training of healthy youth and consciously re- will not be able to qualify as aviation cadets,
frains from individual modifications. The the following statement, prepared jointly by
selection, therefore, must conform to this ob- the medical departments of the Army and Navy
jective; it will lead to the differentiation of air services, is appended.
two groups: (1 ) The group which is physically
In connectif»n with the physical screening of
able to begin the training, and (2) a group boys for pre-flight work as potential pilots, bom-
which, at this moment, is not physically able bardiers or navigators, the high school will, of
to take it. This group is too heterogeneous course, wish to include all who have a fair chance
of meeting the physical requirements at some
and too important from the medical, social,
later date, and to exclude only those who will
and ps) chological point of view to be discussed clearly not be able to meet them, in spite of nor-
as a side issue of this program. mal development or special remedial action in
It will depend upon local school conditions the meantime. It is, therefore, unnecessary to
state the physical requirements in great detail,
whether part of this second group can be
or to call for a lengthy physical examination,
trained together with the healthy group. In
especially at a time when the medical profession
that case, the rules of the program for the is greatly overworked. The following general
healthy must be considerably modified in its statement of requirements will serve as a guide.
^ ^ ^ ^ ^ chanically.
Good respiratory ventilation and vital capacity.
Hearing 20/20 each ear.
Physical Standards for Serviceable non-carious teeth with good occlusion.
the Armed Forces (Consult nearest Air Force Station or Aviation
Cadet Examining Board for minimum dental
ment would be out of date before long. The Height: Minimum, 60 inches; maximum, 76 inches.
(Height, requirements for fighter pilots 64"-
general requirements for the Army and Navy
69"; for other pilots 64"-76" ; for bombar-
may be obtainedfrom recruiting stations, and diers and navigators 60"-76" I
school health guidance authorities should keep All integrated and stable nei-vous system. /^iO-' ' Oj\j
in touch with developments so as to be able PU B L I r
to give helpful advice. They should, how- F«»r the \ai' ^^'^
ever, exercise particular care to make clear to
the boys that only Army and Navy officials can Normal vision 20/20 each eye, unaided by glasses.
Normal hearing.
speak authoritatively.
Normal color vision.
In general, the requirements for flight train- Unimpaired ocular organs and ocular muscle
ing in the air services are the most demanding balance.
23
Minimum height requirements, 64 inches: maxi-
mum height requirements. 76 inches.
Minimum weiglit requirements, 124 pounds: maxi-
mum weight requirements. 200 pounds. Weight
in excess of 200 pounds may be acceptable pro-
vided such weight does not constitute obesity to
extent of physical handicap.
Normal respiratory ventilation and vital capacity.
A sound cardiovascular system, nervous and
organic.
Minimum blood pressure, 105; maximum. 135.
Freedom from rupture or evidence of abnormal re-
laxed rings, conducive to rupture.
Minimum of 18 sound teeth. 2 of which shall be
opposing molars. (All incisors or satisfactory
replacements).
A well-formed, well-adjusted coordinated physique,
a stable equilibrium, an integrated and stable
central nervous system.
No history indicative of susceptibility to hay fever
or asthma.
Present height-weight requirements for ap-
plicants for air-crew training between the age?
of 18 and 20 are incorporated in the following
chart:
Army
Height in
18 19 20
inches
CHAPTER IV
25
The activities are grouped under four head- the individual to handle himself successfully
ings. These are: (1) Aquatics; (2) gymnas- in the water while fully clothed. The success
tics; (3) combative activities; (4) sports and of the program depends upon the maximum
games. use of all available school and community
facilities.
schools to increase participation and to meet required to stay near each other in the water.
4. Adequate check in and check out of swimmers
the restrictions now placed upon transportation
is essential for safety.
are:
26
Swimming and Diving Manual, p. 85, 95, and 4. For practice in swimming fully clothed,
104. and shoes are needed. They
shirt, trousers,
2. Jump without submerging: Used to keep equip- Marching —The purposes of marching are to
2. Safety precautions should be observed. (b) Feet turned out equally and forming an
angle of 45 degrees.
3. Teaching practices suggested in the manuals
of the American Red Cross and War De- (c) Knees straight without stiffness.
partment Manual FM 21-20 should be fol- (d) Hips and drawn back slightly; body
level
lowed. erect and resting equally on hips, chest lifted
400.^27° 42- 27
and arched; shoulders square and falling leg straight without stiffness. (TWO) Place
equally. the left foot beside the right. (2) Execute
(e) Arms hanging straight down without stiff- LEFT FACE on the left heel in a corre-
ness so that the thumbs are along the seams spondin£ manner.
of the trousers; backs of hands out; fingers (b) To the rear —The commands are: I. About,
held naturally. 2. FACE. At the command FACE, carry
(f) Head erect and squarely to the front; chin the toe of the right foot a half-foot length to
drawn in so that axis of the head and neck is the rear and slightly to the left of the left
vertical; eyes straight to the front. heel without changing the position of the
(g) Weight of the body resting equally on left foot; weight of the body mainly on the
the heels and the balls of the feet. heel of the left foot; right leg straight with-
(h) In assuming the postion of attention, the out stiffness. (TWO) Face to the rear,
heels are brought together smartly and turning to the right on the left heel and
audibly. on the ball of the right foot; place the right
At ease. heel beside the left.
1. Right (Left), 2. FACE. At the com- his hip, and turns his head to the right
mand FACE, slightly raise the left heel and (left) and aligns himself. At the command
the right toe; face to the right, turning on L Ready, 2. FRONT, the arms are dropped
the right heel, assisted by a slight pressure quietly and smartly to the side and heads
on the ball of the left foot. Hold the left are turned to the front.
Stei)s and marchings — At the command of HALT, given as either
foot strikes the ground, execute the halt
General
in two counts by advancing and planting
(a) All steps and marchings executed from lh(! other foot and then bringing up the
the halt, except the riglit step, begin with
foot in rear.
the left foot. To marching double time,
(b) hall v\lien in
(b) The instructor indicates the proper
the commands are: 1. Squad, 2. HALT.
cadence when necessary by calling, "One," At the command HALT, given as either
"Two," "Three," "Four," as the left and
foot strikes the ground, advance and plant
right foot, respectively, strike the ground.
the other foot as in double time, then halt
zontal position along the waistline, take up (d) The halt is executed from mark time
an easy run with the step and cadence of as from quick time or double time by
double time, allowing a natural swinging taking 2-inch vertical in place of 30-inch
motion to the arms. Cadence of double horizontal steps. Forward, halt, and mark
time is 180 steps per minute. The length time may be executed in either quick time
29
at the same time step off in a new direc- before the training period begins. After 1
tion with the left foot with a half step, full
week of training, the test should be given
step, or in double time, as the case may be.
again. Unless the second test shows the
(b) To face to the right in marching and
command pupil's pulse returns to normal more quickly
advance, being in march, at the
of execution, given as the right foot strikes than at the time of the first test, serious con-
ground, advance and plant the left foot, sideration should be given to the failure of
then face to the right in marching and the cardio-vascular system to respond to train-
step off in the new direction with the
ing before permitting the pupil to continue
right foot with a half step, full step, or in
with the training program. Advice of a qual-
double time, as the case may be.
ified physician should be secured if possible.
(c) To face to the rear in marching, being
in march, the commands are: 1. To tlie No boy in the ninth grade should be per-
Rear, 2. MARCH. At the commaiid initted to train for or attempt to run distances
MARCH, given as the right foot strikes greater than 220 yards. The younger boys
the ground, advance and plant the left
in grade 10 as well as those who appear to be
foot; turn to the right about on the balls
less inature physically should either be barred
of both feet and immediately step off witli
and some forms given here develop agility and time, and graduallv increased until boys are
specific skills in getting over or around ob- able to cover 8 to 10 miles in fast time.
30
niiig on city streets or highways. then add the number of fouls to the team's
order of finish.
Suggestions.
and the Amateur Athletic Union publish rule the "twos." He runs forward, crosses the
starting line and touches off the second of the
books that describe these events and give the
"ones." Each runner does the same in turn.
rules for them.
The team finishing wins.
Obstacle. —Obstacle running may be done
2. Jump Stick Relay
first
ditches, walls, and posts. (See appendix for broomstick (about 3 feet long).
31
*-
4, Bouncing . Wheelbarrow
Formation Formation
Same as for Duck Waddle Same as for Duck Waddle.
Description Description
The first player assumes knees-bent position. At signal "Go," the first player places his
At the signal "Go," he travels in short bouncing hands on the floor, extends his legs backward
jumps to the turning point and returns, crossing in straddle position. The second player walks
the starting line. He touches off the next player, between number I's legs, grasping number 1
who does the same. Continue until each one has at the thighs. In this position they travel to
had a turn. The team finishing first wins. the turning point and return. The first player
is walking on his hands. His legs (handles
5. Crab-walk
of the wheelbarrow) are carried by the player.
Formation
They cross the starting line. The second
Same as for Duck Waddle.
player becomes the wheelbarrow, and the third
Description
player becomes the pusher. Continue until
The first player sits down supporting him-
each player has had his turn. The team fin-
self on his hands and feet, facing upward,
ishing first wins.
feet on the starting and toward the turn-
line
ing point. At the "Go," he moves i. e.,
signal, . Horse and Rider
feet first, to the turning point and returns, Formation
crossing the starting line. He touches off the Same as for Duck Waddle.
next player who does the same. Continue un- Description
til each one has had a turn. The team finish- The first player is the horse. The second
ing first, wins. is the rider. The rider mounts the hips of
Variation: The same, but with hands lead- the horse and places his hands on the shoul-
ing instead of feet. ders of the horse. The horse travels to the
32
turning and rdunis.
starting line
poiiil
Condithminff Exerviites
General Condititniing Drill apart, knees slightly bent, arms raised back-
ward.
To be most effective and to reach the objec- Count 1 — Swing arms forward and jump
tives for which the drill is designed it is upward.
Formation
Open order. From closed order in a column
of 3's or 4's. On the command, 1. Extend to the
Starting position: Position of attention.
run to the left until there are at least 12 inches knee bend with hands on floor in front of
feet).
between finger tips. The boys on the right flank
stand fast. "COVER" (i. e., straighten lines Count 2 — Extend legs backward to front lean-
33
Exercise 3.
Exercise 4.
Starting position: Lie on back, arms stretched head and touching toes to ground above
sideways. • head.
Count 2 — Lower legs slowly to starting posi-
Count 1 — Raise legs slowly swinging them over tion. The count is slow. 10 to 20 times.
Unii Tito
Exercise 5.
Starting position: Stand erect, arms in running Speed up for another 10 steps, raising knees hip
position. high. Then run 10 to 25 steps at full speed,
Exercise: Run in place. Begin slowly and raising knees hard. Then riui slowly 10 steps.
run about 10 steps (count only step of left foot).
34
Exercise 6.
Starting position: Feet ahout 30 inches apart, Starting position: Feet about 24 inches apart,
arms extended overhead, hands clasped. hands clasped behind head, elbows well
—
Count 1 Bend sideward left. back, chin in.
—
Counts 2 and 3 Continue bend to the left
straight.
Count 1 — Sit up, and same time, draw
at the
Count 4 — Return to starting position. 10 to 20
times.
knees to chest, leaning forward and swing-
ing arms forward to a "rowing position."
Count 2 — Return to starting position. 10 to
20 times.
Exercise 10.
Exercise 8.
Starting position: Position of attention.
Count —Squat
1 (see exercise number 2).
rest
number 2 )
Count — Return
7 squat to rest.
12 times.
feet.
35
Exercise 11.
Starting position: Lie on back, arms sideward, 2 the dosage indicated is 12 to 25. This means
palms down, legs raised straight up with to begin with 12 times and gradually increase
Count 1 —Swing legs vigorously to left touch- 2. "To master unit one," means that the class is
ing ground on the left side. able to do better than the minimum set for each
exercise before unit two begun. Continue
Count 2 — Same to the right. Begin slowly and
increase the number of
is
Count 1 — Bend elbows and touch chest to lating the class to action.
floor.
(c) Keep the class working together by count-
Count 2 — Straighten elbows. Repeat 8 to 20 ing. Exercises may vary in number of counts.
1. The numbers given after each exercise indicate (e) The boys should be encouraged to improve
the minimum and maximum number of times the their performance by individual practice at
36
iiruHM Urill Deep-knee bending: Place hands on hips, bend
knees deeply, back straight, until sitting on
The grass drill was originally used as part heels. Return to standing position. Continue.
of the training for football squads to develop
Legs overhead: Lie on back, raise legs upward and
agilitv and endurance. The exercises are
touch toes to floor l)ehind the head. Return to
given in varied order, at the will of the in-
position. Keep legs straight. Continue.
structor, and upon his command.
Legs right and Icjt: Lie on back, arms sideward,
Formation: Open order. See description palms down, legs raised straight up. Swing
legs vigorously sideward right until legs prac-
under conditioning drill.
tically tou<li the ground. .Same to left.
On
Suggestions. —The grass drill does not de-
mand the same precise performance which is
the command, "Front." they change to a posi-
required in the conditioning drill. It may be
tion of face down, hands toward the front of
modified for use indoors. The teacher must
the class. If the command, "Back," is given
change the exercise or stop the drill before the
when boys are face down, they squat through
class is unduly fatigued. Care must be used in
(i. e., support the weight on the hands and
adding exercises to the grass drill. Select only
extend the legs through the arms and lie
a few, in order not to make the drill too strenu-
down I . Vary the order of the commands so
ous.
that the boys cannot anticipate the next move
ment. 2 to 5 minutes.
knee. Continue.
Push up: Lie face downward, place hands on floor, At the command. "Go." the boys spring for-
shoulder width apart. Push up, keeping back ward as a football team does in running sig-
straight so that weight is supported on hands nals. At the command, "Stop." they drop to
and feet, arms straight, return to starting posi- the lineman's crouch. At "Go," they again
tion. Continue.
sprint forward. This may be varied by the
Bicycling: Lie on back, raise legs and hips high. command. "Drop." (i. e.. fall to the ground
Imitate movements of riding a bicycle. face down as in grass drill i . At the com-
37
mand, "Right," they turn and spring to the tion. The class does not walk in step. The
instructor, standing in the center of the
right at an angle of about 45 degrees. If the
circle, calls the name of an exercise, demon-
coinmand is "Left," they run to the left at a
strates it, and then commands, "Start."
45 degree angle. "Go," in each case means Immediately, each boy starts to perform the
sprint straight forward. "To the rear," means exercise, continuing to move around the cir-
reverse the direction. Whistle signals may be cle. After performing the exercise for about
the ground. At the next whistle, spring to the 1. All lours. Face down, on hands and feet.
feet and repeat the zigzag run and drop. Con- Walk forward.
tinue until signal is given to halt. 2—5 min-
2. Bear walk. Face down on hands and feet,
utes.
travel forward by moving the right arm
This is similar to the manner in which men
and right leg simultaneously, and then the
advance under fire. left arm and left leg simultaneously.
The instructor directs the boys to walk for- 9. Knee-raise run. Run forward, raising the
ward at a slow relaxed pace, 80 to 90 short knees as high as possible on each step.
steps per minute, keeping the circle forma- Swing arms vigorously.
38
10. Hop. Travel forward by hopping on the Apparatus
left foot. Take long steps. Change to
Exercise on apparatus is especially valuable
riylil fool and repeat.
in developing strength, agility, and enduraiu-e.
Carries
Only a few of the many exercises which con-
liefore starting these exercises, have the tribute to these objectives on some types of
group count off in twos, then place them in apparatus have been selected. Extreme care
pairs (side by side) . In all cases the "Ones" should be exercised in the construction, main-
carry the "Twos" at the signal "Start." At tenance, and use of apparatus to prevent acci-
the signal "Change," the men reverse positions, dents.
"Twos" carry "Ones," and continue the same
F(HTnali4>n
exercise. On the signal "Relax," both resum-e
their original positions and walk forward. The class arrangement is dependent upon
the size of the class, of the gymnasium, and
11. Fireman's carry. "One" places his left
arm between the legs of "Two," so that the
upon the apparatus available. Divide the class
crotch of "Two" is at shoulder of "One." into groups according to facilities. Keep the
"Two" leans forward until he is lying group small to provide maximum participa-
across "One's" shoulders. "One" straight-
Arrange the
tion. class and apparatus so that:
ens up, lifting "Two" off the ground.
"One," using the hand of the arm through
(a) Those waiting their turns may see the
"Two's" crotch, grasps the wrist of "Two's" performer; (b) so that there is safe and easy
arm which is hanging over his shoulder. access to and from the apparatus.
Retaining this position, "One" runs
Apparatus and Activities
forward.
12. Cross carry. "One" standing in front Climbing ropes and poles
of "Two," leans forward. "Two" bends (a) Climbing
forward until he is lying across the middle 1. Ordinary climb (hand over hand).
of "One's" back. "One" then places one 2. Climb without aid of feet (legs dangling)
arm around "Two's" shoulders, and 3. Climb w ithout aid of feet (knee kick in each
straightens up, lifting "Two" from ground. step).
Retaining this position, "One" runs for- 4. .Swing on two ropes, vaulting for height.
39
elephant. A spring board may be used to Suggestions
increase height. 1. Mats should be used as a safety precaution.
3. Hang. Raise legs. upon the height of the boys and the type of
activity.
4. Hang. Swing feet ft>r\\ard and upward over
the bar to a support. 5. Exercise may be made more difficult by rais-
Low bar (shoulder high) tance between the take-off and the appara-
1. Side vault. tus; by adding obstacles (such as placing a
2. Front vault. medicine ball on the end of the horse for
3. Bar vault for height. vaulting)
40
2. Shoulder Roll
Turn slightly to the right, place hands on the pulling the left arm in to the chest, rolling on
mat to left. Roll forward on the left shoulder. the back and up to the feet.
3. Backward Roll over the shoulders, and at the same time draw-
From a stand, lean forward, fall backward to a ing the knees to the chest. Push off with the
seat, roll backward, placing hands on the mat hands, and roll to a stand.
4, Dive Roll
Same as forward roll, preceded by a short dive, ing arms forward, dive and roll. Do the same
from a stand. Take off from both feet, stretch- from a running start.
5. Cartwheel
From a run, make a quarter turn left, placing same time placing the left hand on the mat,
right foot sideward, right arm upward, throw arms and legs spread. Bring the left foot to
the weight on the right foot, placing the right the mat as the right hand is raised. Follow
hand on the mat. Raise the left leg up, at the through to a stand.
41
6. Head Spring to the mat. placing head on mat between hands.
From a run, shift weight onto right foot, raise Follow through, swinging right leg overhead,
left leg forward and arms overhead. Swing the push up with tlie hands, arch the back, snap-
left foot down, bend at the waist, swing hands ping to a stand.
7. Hand Spring
Same as head spring except that the head does not touch the mat.
8. Supplementary Activities
42
(2) Standing on sliouklcrs.
Men face each other with hands joined and right foot on the right shoulder of the bottom
arms crossed. The bottom man places his man and the left foot on the left shoulder.
left leg forward and bends his knees. The The bottom man releases hands and places his
top man places his left foot on the left thigh hands behind the knees of the top man.
of the bottom man, and steps up. placing the
From two-high (sitting or standing on 2. Place mats end to end to increase distance
shoulders) at a signal both men lean forward, and difficulty as class progresses.
disengage, and roll forward to a stand.
Suggestions 3. Use an assistant on the difficult exercises
1. Use several thicknesses of mats for safety. such as the head spring and hand spring.
490327°— 42- 43
Grenade Thrttwintf Combative Activities
The grenade throw is a combination of a shot-
The activities listed under this title consist
put and a catcher's peg. Before the grenade is
of individual and group contests of a rough
thrown the safety pin must be pulled out with a pull-
ing twisting motion. The pulling of the safety pin and strenuous nature. They are valuable in
arms the grenade, but it will not fire until the developing the ability to react instantly vi'ith
thrower releases the lever. a maximum of energy for the purpose of over-
The throw is executed by bringing the right arm
coming an opponent.
up imtil the elbow is on a line with the shoulder.
The palm hand is up near or touching the
of the Objectives
shoulder. At the same time, the left arm is ex- 1. To develop aggressiveness in personal
tended, palm down, and pointing toward the target.
combat.
The weight is on the right foot with the eyes
sighting along the left arm. The right arm is then 2. To develop initiative in personal combat.
thrown upwards, as in shot-putting, but straightens 3. lo develop resourcefulness in personal
out and follows through as in a catcher's throw.' combat.
There should be no muscle strain or pull at any
point. The accompanying illustrations show the Aetivities
successive steps in throwing a grenade. Hand to hand.
Rocks of approximatelv 20 ounces in weight can
In hand to hand combat in war, victory if
be used for practice in grenade throwing. Rocks or
other objects may be wrapped with friction tape ' Huh to TluDW a Grenade. Schulastic Coach, 12:26 (Septem-
if a more realistically shaped article is desired. ber 1942).
44
achieved, usually comes in the jfirst few sec- 5. Mounted Wrestling
onds. Defeats suffered in early practice will Men fight in pairs. The "rider" sits astride
be compensated for by habits of aggressive- the neck of the "horse" with his lower legs
ness and by the quick and adaptive thinking under the "horse's" arms and his feet clasped
which will grow from such practices. The behind the "horse's" back. Two pairs of such
activities describedbelow are developmental horses and riders then wrestle, the object be-
and not the ones of actual warfare. ing to unseat the rider or to cause the rider
to touch the ground anyway. If both pairs
fall at the same time, the rider touching the
Formation
ground first is the loser.
Arrange the class in pairs, according to size.
6. Indian Wrestling
1. Hand Pull
Contestants lie on the ground, side by side,
Contestants grasp hands ( one or both ) and with heads in opposite directions. Link right
each attempts to pull the opponent over to his elbows. Upon signal of instructor or by
own position. In grasping hands, each indi- mutual agreement, raise right leg far enough
vidual should grasp the wrist of the oppo- to engage the heel of the opponent. In order
nent so that there is a double grasp with heels to time the contest, individuals usually raise
of hands in contact and with each hand grasp- the leg three times rhythmically and the third
ing the other's wrist. This can be varied by time engage opponent's heel, attempting to
hopping. roll him over backwards. After each three
bouts, change legs.
2. Neck Pull
45
boys how to secure bodily advantage over an arm over opponent's right shoulder, right arm
adversary quickly. In all forms of wrestling, under opponent's left arm, grasping hands be-
both during the training period and in hind the back. Attempt to lift opponent from
matches, the emphasis should be upon over- the ground and/or throw him to the ground.
coming one's opponent instantly. Competi- Holds may be changed after the bout has
tive wrestling should not be encouraged ex- started.
knees toward him, pushes with the shoulders Use the dual activities in team competition wher-
and throws B backward to the ground. ever possible.
46
1. Brttnclut Tag. (Devehtped front Thrrt' Deep) end of a given period of time, the team with
The players are scattered about in pairs. the most players remaining in the circle is
The boy standing behind wraps his arms the winner. To intensify the game call time
around the waist of the one in front. One when most of the boys have been eliminated.
ner may escape by clasping the waist of the Establish a goal line at each end of the play-
rear boy of any pair. If he succeeds, the ing space. Team A up along one goal
lines
front boy in the pair becomes the runner and line and Team B up across the center
lines
the chaser pursues him. If the chaser tags of the field facing Team A. At a signal, the
the runner before he escapes, the runner be- players of Team A try to cross safely to the
comes the chaser and the chaser becomes the opposite goal. Team B attempt to
Players of
lunner. To prevent a runner froiii escaping tag as many Team A as possible.
players of
the pairs twist and turn. The front boy is When a player is tagged, he becomes a mem-
permitted to ward off the runner by using his ber of the opponent's team. The players who
hands. The game may be intensified by in- reach the opposite goal attempt to return to
creasing the number of chasers and runners. their goal when another signal is
original
given. The games continue until all the play-
ers are caught. Intensify the game by desig-
2. Circle Bombing. (Developed from Circle
nating the method of tagging or by naming
Dodge Ball)
the part of the body to be touched in tagging.
Divide the class into two teams. Team A
forms a circle around team B. The object is
Suggestiong
for Team A to hit, with a volley ball, soccer
ball, or basket ball, as many players of Team 1. The teacher can adapt additional group games
Team B may to make them moie vigorous.
B as is possible in a given time.
run, jump, and dodge to avoid being hit, but 2. Rugged games such as shinny can be used.
47
Md., gives techniques for performing the Team Games
various events. Some excellent team games which have defi-
48
Fnnthall Equipment. A football. Football goal posts may
or may not be used.
Football is played by 2 teams of 11 mem- Rules. Rules vary with different localities.
bers each. The object of the game is to ad- See War Department Terhniml Man-
vance the ball over the opponent's goal by ual, TM 21 220. Sports and Games,
May 1.3, 1942.
running, passing, or kicking, and preventing
the opponents from advanci»ig in like manner
StK-cer
over vour own goal.
In soccer a team of 11 men seeks to ad-
Field. 160 wide by 360 feet long.
feet vance a round inflated ball toward and
Players. 11 players on each team.
through its opponent's goal posts and under
Length of 12-miniite quarters: 2 minutes be-
the crossbar of the goal by dribbling, kicking,
game. tween quarters: 15 minutes between
halves. and striking or pushing it with any part of
Equipment. A goal at each end of field 10 feet thebody except the hands and arms.
high, 18 feet 6 inches between up-
rights which must extend 10 feet Field. 55 to 75 yards wide by 100 to 120
above the crossbar, and a football. yards long.
The players should be protected ade- Players. 11 players on each team.
shoulder and hip pads, and pants. game. tween quarters; 10 minutes between
Rules. See rules of National Federation of Equipment. A goal at each end of field 8 feet
State High School Athletic Associa- high and 24 feet between uprights,
tions and also Rules of National Col- and a soccer ball.
legiate Athletic Association. Rulf See War Department Technical Man-
ual, TM 21-220, Sports and Games,
Six-man football
May 13, 1942, p. 98. See also_oSi-
cial Soccer Guide.
This is a game developed from football for
Field. Regulation football field is prefer- leather ball, usually a soccer ball or small
able, but a smaller one may be used. basketball is used. The playing field con-
Players. 11 players on each team. By mutual tains footbaU goal posts at each end. The
agreement more or less players may game starts with a football kick-off, the re-
be used on a team.
ceiving team then advancing the ball toward
Length of 10-minute quarters; 2 minutes be-
the opposite goal by passing, kicking, or
game. tween quarters; 10 minutes between
halves. bouncing it off the body. Running with
49
the ball is not allowed so that there is no shoes are recommended. No special
clothing is needed. The ball is
tackling or interference. When the ball
usually a soccer or small basketball.
touches the ground, it cannot be picked up
Rules. See War Department Technical Man-
with the hands or caught on the bounce, but ual, TM 21-220, Sports and Games.
must be played as in soccer until it is raised May 13, 1942, p. 123.
without a score, it is given to a player of ball somewhat smaller and lighter than a bas-
the opposing team who may either pass or ketball is struck with the hands over a net
kick it onto the field. When two opposing stretched across a rectangular court, the play-
players are contesting the possession of a held ers consisting of two teams of six men each
ball, the official tosses the ball up between stationed on opposite sides of the net, the
them as in basketball. Points are scored object being to hit the ball over the net so
either by kicking the ball under the crossbar that it falls to the floor before the opposition
of the goal posts, drop kicking the ball over can return it.
50
CHAPTER V
military service, the responsibility for main- team play and dual sports should be used as
taining morale both in the home and in the a desirable, constructive force in character
communitv is, therefore, placed largely upon development.
the shoulders of the girls and women of 7. Appropriate costume should be worn.
America. Education must prepare them to Shorts, rompers, play suits, and the like are
face this task. suitable for the gymnasium and playfield.
Slacks or ski suits are suggested for outdoor
Guiding Standavds for the participation in cold weather.
should be determined
USO, and in other branches of the service
the menstrual period
which may be sent overseas must be com-
by individual differences with conservatism
the guide in the absence of final evidence.^
pletely at home in the sea while fully clothed.
so that a maximum number of girls are in- 2. To swim long distances without exhaustion.
3. To swim under water.
cluded. The round-robin tournament pro-
-
52
3. Tlie buddy system sliould be used. (Each girl (a) Jump feet first.
is paired with anotlier whose whereabouts she (b) .lump without submerging: Useful in keep-
knows at all times) ing equipment dry.
4. An adequate check-in and chfck-ont systt-m fc) Dive head first.
should be established.
7. Lifesaving
See American Red Cross. Op. cit.
Afiii'ities
War Department. Op. cit.. p. 119.
1. Staying Afloat
H. Suggestions to Teachers
All girls should be taught to stay afloat by:
(a.) The teacher of swimming must be familiar
(a) Floating. See American Red Cross. Swim-
with lifesaving practices.
ming and diving. Philadelphia, P. Blakiston's
(b) Safety precautions should he observed at all
Son and Co., 1938. p. 59.
times.
(b) Sculling. Ibid., p. 69.
(c) The teaching practices suggested by the
(c) Treading water. Ibid., p. 149.
American Red Cross and thi- War I)c|)arliii( iit
American Red Cross. Op. cit., p. 117. Mail struggles against gravity continually
(b) Breast stroke: Useful in lifesaving. to maintain an erect posture. Good muscle
War Department. Op. cit., p. 111. tone contributes toward success in this strug-
American Red Cross. Op. cit., pp. 85, 104, gle. Stretching, hanging, balancing, running,
113.
and jumping are some of the activities used
(c) Back stroke: Excellent for a tired swim-
mer, for swimming with equipment and for to achieve the erect position. Efficiency in
3. Endurance Swimming
Objectives
This may be developed by the use of fundamental
i£BRA^S
strokes over long distances. 1. To develop endurance.
American Red Cross. Op. cit., p. 133. 2. To develop strength of
(a) The arms and shoulders.
4. Swimming Under Water. (b) The back and abdominal wall.
This is valuable in escaping hazards. Girls should (c) The legs and feet.
be able to swim at least 20 feet under water. 3. To assist in t'he maintenance of erect carriage.
5. Stvimming Fully Clothed. 4. To develop agility.
All of the above should be practiced fully clothed.
5. To develop specific skills applicable to the war
situation.
6. Entering the Water.
This term is used, rather than the term diving, Conditioning Activities
to meet the needs of the war situation. While
diving does develop
and coordination, em-
skiU
1. Running
phasis now should be placed upon jumping into Running develops endurance (Objective 1).
the water with and without clothing. Some forms given here also develop agility
53
and such specific skills as getting over or (4) Competition may be against time, individual
against individual, or group against group.
around obstacles (Objective 5).
(5) When jumping from a height, soft landing
(al Combination hiking and running surfaces or pits should always be provided.
This develops the ability to cover long distances (6) When jumping from a height the beginner
in the shortest possible time. The starting dis- should be started at approximately 3 feet.
tance should be 1 to 2 miles. The hike is a (7) When skill in running the course is ac-
brisk walk interspersed with running (not jog- quired each girl should practice carrying
ging). At each practice the distance should a pack weighing from 15 to 20 pounds to
be covered in less time and gradually increased represent an infant or young child. This will
to 5 miles in fast time. At first the period of give experience in a skill which' the disasters
hiking will be long and the running short. With of war may place upon girls and women, i. e.,
increased practice the running time will be carrying infants and young children to safety.
increased as the hiking decreases. Each girl should learn to carry the pack in
her arms as an infant is carried and on her
(b) Cross country
back as a small child might be carried.
The course may be over hills, through woods,
across brooks, over open fields or parks and (d) Relay racing (Objectives 1, 2c, 4)
golf courses. It is not running on city streets
or highways. (Objectives 1, 2, 4, 5). Relay races add interest and competition to the
program, as well as vigorous exercise. Teams
Suggestions tor teachers should number not more than eight so that few
Girls should will be standing idle. The distances in the relays
(1) Warm
up before the practice jaunt. should be long enough so that the players get a
(2) Wear slacks and light-weight sweaters real workout. The distances involved in the dif-
on cool days. ferent relays may be progressively increased as
(3) Shorten the stride going uphill. the girls improve their physical condition.
(4) Breathe through mouth and nose.
Rather than disqualify a team when infractions
(5) Use an easy relaxed stride.
occur, such as running out to meet the next
(6) Walk a short distance in the fresh air
runner, as players unintentionally will in the
after the run before using the shower.
excitement of the race, it is better to charge a
(c) Obstacle run (Objectives 1. 2, 4, 5) foul and add the number of fouls to the team's
order of finish.
Obstacle running may be done either indoors
or outdoors. Each school may set up its own
course using any available obstacles. Indoors, Shuttle Relay
the horse, parallel bars, box, benches, ropes,
and ladders are usable. Outdoors, the ob- Formation
stacles may be hurdles, fences, ditches, vails, 1. Divide class into groups of not more than 8
and posts. The obstacle course given in the in each group.
appendix should be modified as follows for 2. Establish starting lines at opposite ends of
.
girls: the running space, not less than 10 yards apart.
(1) Use hurdling wall for vaulting.
3. Half of each group (ones) stands behind
(2) Make scaling wall 6 feet in height. one starting line, and the other half (twos)
(3) Make climbing ladder 10 feet in height. stands behind the opposite starting line.
(4) Build inclined wall at 30" angle to a Players in each group stand one behind the
height of 6 feet. other.
(.5) Make broad jump 6 feet in width.
Description
Suggestions for teachers
(1) Common sense and caution must be the At the signal, "Go," the first runner of the
guides in selection of obstacles. "ones" runs forward, crosses the starting line
(2) Girls must be skilled in overcoming each at the opposite end, touching off the first of
obstacle before attempting the course as a the "twos." This player runs forward, crosses
v^hole. the starting line and touches off the second of
(3) The course may bt- used for both condi- the "ones." Each runner does the same in
54
Jump Stick Relay 2. Eslablisli a turning point 5 to 10 yards in
front of a starting line.
Formation
1. Divide class into groups of not nion- tliari 8 Description
In-and-Out Relay
Formation
2. Conditioning Drill
Starting position: Position of attention.
These can be adapted to indoor or outdoor Count 1 Squat rest a squat rest is a deep-knee
: (
use in limited space and require no equipment. bend with hands on floor in front of feet).
Strength and endurance are developed quickly Count 2: Extend legs backward to front leaning
rest (the body is straight from shoulders to
through regular use, especially if there is a
feet, weight supported on hands and toes)
steady increase in the number of times each
Count 3: Return to squat rest.
exercise is performed. Count 4: Return to attention. 8 to 12 times.
Formation
Ex
Open order. From closed order in a column of
3's or 4's. On the command, "Extend to the left,
MARCH," all raise arms sideward and run to the
Unit A
Starting position: Feet slightly apart, and elbows
Exercise 1 bent with fists at shoulders.
Starting position: Stand with feet about a foot Count 1: Bend knees deeply and thrust arms
arms raised backward.
apart, knees slightly bent, forward, keeping body erect.
Count 1 Swing arms forward and jump in place.
: Count 2: Return to starting position.
Count 2: Swing arms backward and jump in Count 3: Bend trunk forward, and thrust arms
place. downward, touching toes, keeping knees
Count 3: Swing arms forward. upv\ard. and straight.
jump upward at least a foot from the groimd. ("(Hint 4: Return to starting position. 8 to 12
Count 4: Swing arms backward and jump in times.
56
Exercise 4
0^^:^^^=-^
Starting position: Lie on back.
Count 1 : Raise legs slowly swinging them over- Count 2: Lower legs slowly to starting position.
head and touching toes to ground above head. The count is slow. 4 to 8 times.
Unit B
Exercise 5
Exercise 6
Starting position: Feet about 30 inches apart, trying to go deeper on each count.
arms fully extended over head, hands clasped. Count 4: Return tn starting position, Same
Count 1: Bend sideward left. right 8 to 12 times.
Counts 2 and 3: Continue to bend to the left
Exercise 7
0^r:>===*M
Starting position: Lie on hack with arms folded on Count 2: Reach forward and touch toes.
chest. Counts 3 and Return
4: to starting position. 4
Count 1 : Sit up. keeping heels on floor and legs to 8 times.
straight.
57
Exercise 8 Starting position: Left foot about 8 inches for-
Unit C
Exercise 9
58
3. Sustained effort witlioiit rest or pause between Swinging
exercises must be maintained. Each exercise 1. .Swing on one rope.
must be thoroughly learned before going on to 2. Swing on two ropes vaulting for height
the next one. When the drill is memorized, over a rope stretched between jump
then all the exercises should be done without standards.
stopping.
(b) Horizontal bar (chinning bar) —
4. The class must master "unit A" before progress- High bar I beyond reach).
ing to "unit B" and likewise "unit* A" and 1. Chin. Any grip.
"B" before progressing to "imit C." 2. Hang. Raise knees.
5. To master "unit A" means that the class is (c) Horse and buck
able to do better than the minimum set for
1. Straddle vault over buck.
each exercise before "unit B" is begun. Con- 2. Side vault, left and right.
tinue to increase the number of times in "unit 3. Front vault, left and right.
A" as "unit B" is added. The same procedure
is to be followed in adding "luiit C." (d) Stall bars—
1. From a hang, facing bars — chin.
6. Demonstrate each exercise before asking the
2. From a hang, back to bars.
class to do it. Correct demonstration is more
(a) Knee raising.
valuable than a lengthy explanation. (b) Leg raising.
3. Sitting on the floor or on a bench, feet fixed,
7. Give commands clearly and concisely. The
lowering and raising trunk (sit ups).
tone of voice can help materially in stimulating
the class to action. (e) Flying rings
490327° —42 5 59
Locomotor and axial gymnastics are of value In the selection of music
endurance and strength. (b) Commercial recordings are numerous and ac-
ceptable.
Objectives (c) There is a growing practice of making one's
1. To increase skill, endurance, strength, and own recordings from original material.
agility.
At'cuntpanirnvnt
Various forms of accompaniment are suit-
skillful accompanist is the most desirable. 5. Repeat with arm in various raised positions.
SatisfactorA results can be obtained, however, 6. Sitting wide stride, do 3 forward and side-
ward.
through the use of recordings or percussion
instruments. idix fur a glossary of terms.
60
the thighs.Elbows are extended. Return to
lying Timing: 1-2 Lift, 3-4 Lie.
position.
Accompaniment: 4/4 time.
os^ (b)
1.
Locomotor movements, (Objectives 1,2, and 3).
Walk, run, leap, skip, .slide, gallop, hop, jump.
Marching is one style of locomotor movement.
(^Marcliinfi tactics are described in Chapter
Lie on back, one leg raised vertically. Flex
IV}.
both knees slightly and flex both ankles as
much as possible. The sole of the raised foot (c) Non-locfuuotor movements. (Objectives 1, i.
TIMING PLAN
4 Girls
9. Jack-knife Uft.
fine the circumference of an imaginary circle Sit fall and rise. (Objectives 2, 3, 1)
which gradually diminishes in size and within (1) Sit fall. Class faces front, scattered for-
which the other girls must continue to move. mation with at least 6 feet clear floor space behind
The other girls run with quick steps within the each girl. Little space is needed sideways. First
defined space, dodging and turning to escape let head relax and fall forward, shoulders forward,
touching anyone else. This exercise should be whole body flexed until hands touch floor at feet.
practiced to the beat of a drum or piano, using a Second, let right foot slide forward and sit. Third,
whole note for each step of the 4 girls and eighth lieback letting the whole body extend from hips
notes for the steps of the others. The teacher up and from hips down. Arms spread sideward
gives a signal for the completion of the exercise with the extension of upper trunk. Timing: Use
when the space becomes too small for further counts 1-4 for first part; count 5 for second part;
movement. and counts 6-8 for third part. Thus, the fall can
be done to 2 measures of 4/4 time.
(e) Follow the leader. (Objective 2) (2) Rise from back. First, bend left knee keep-
The class is divided into a number of files of ing left foot in contact with the floor and as knee
4 to 12 girls; 6 girls is a good average length is bent, kick right leg in the air as a movement
of Hands may be joined or not dependent
file. preparatory to sitting up. Second, swing the right
upon movement used. The first girl in each file leg and arms down forcefully, reach forward with
the exercise is repeated, varying slows and fasts. and push off floor with hands. If any girls have
As more expert, the leaders
the students become had knee injuries that make extreme flexion of knee
will make movements more difficult in space,
the inadvisable, teach roll to one and rise from that
in rhythm and in coordination of movement. position. (See Exercise 9 b). Repeat above fall
Caution to the teacher: This exercise should be (8 counts), rise (8 counts), and then repeat to 6,
rhythmically disciplined and the game element 4 and 2 counts, alternating feet and legs on slide
involved should not lead to a lack of control. out and kick, as follows:
fe**=»^5K3
62
1-4 loucli floor with hands diagonally upward right. This is a preparatory
5-8 foot forward, sit and lie movement. Second, keeping left foot off floor,
8 counts < 1-2 kick up and down bend right knee and lower body to floor as the
3- step arms sweep down in an arc from diagonally up-
^ 1— 8 rise to position ward right to diagonally downward left going
1-3 touch floor witJi hands through a point in front of right foot and con-
4—6 foot forward, sit and lie tinuing to slide out on floor to left, as the outside
6 counts *
1-2 kick up and down of the left leg is lowered to the floor. The left
3- step foot stays behind the right. The second part of
k4-6 rise to position the movement is continuous with no break and
1-2 touch floor with hands at the completion of the movement, the body is
3-4 foot forward, sit and lie lying on the left side on the floor in an extended
4 counts 1-2 kick up and down position, left arm stretched beyond the head,
3-4 step and rise to position right hand on floor in front of chest. It is im-
1-2 touch floor with hands, foot forward, portant that the body strike tlie floor along the
sit and lie outside of the left thigh and leg to avoid bump-
2 counts 1-2 kick up and down, step and rise to ing the left knee. When the fall is executed to
position left, body weight is used to right as a brake tf>
control fall.
Progression : Do exercise first at 8 count speed only,
then add gradually other speeds until the group can (2) Rise from side. First, push off from the
do a series twice through at each speed with no stop. floor pulling with right trunk muscles and push-
ing with hands only if necessary. Step side-
(g) Side fall and rise. (Objectives 2, 1, 3, 3) ward body crouches ready to rise. Do
to right as
(1) Side fall I. Class faces front in scattered not step on left foot, but pushing down with
formation with at least 6 feet clear floor space right foot extend the body upward, swinging the
on side toward which fall is to be done. Little arms diagonally upward right. The weight is on
space is needed forward or backward. Class the right foot at finish of rise. The first part of
stands stride, weight even, arms at sides. First, the rise is continuous with no break. Second,
swing weight onto right foot raising left leg step on left foot finishing in stride position with
diagonally backward left and swinging both arms arms at sides.
^=IX^
63
Timing: (2) Vary level and direction of walk and timing.
1-2 First part of side fall
(3) Spring roll fall and rise. Stand with feet
3^ Second part of side fall about 12 inches apart, arms at sides. First,
5-6 First part of rise from side step hop diagonally sideward right swinging both
7-8 Second part of rise from side arms diagonally upward right. Second, flex
body, tucking both elbows into abdomen, and
(3) Repeat exercise to right.
execute roll over as described in the second part
of (1) above pushing off floor in the same
(4) Repeat exercise in a series alternating left
fashion. Third, with no stop between second and
and right, starting with 4 falls and adding units-
third parts of themovement, step on left foot
of 2 until 12 falls can be executed in good form.
and extend body to erect position lifting both
(5) Add hop to first part of side fall. arms diagonally upward left.
Timing:
and with
(8) Precede the fall
such
rise
sideward
exercise
pendulum
1 and 2 and —Run right, left, right, left.
other exercises as
3 ah — step, hop right
swing.
4 — roll over
and body weight are used to the left as a brake vigorous swing of the arms and immediately
when falling to the right. Timing: As for side walk 4 very small steps using a little swing of
fall 1. Rise: As for side fall I.
the arms.
Timing:
(h) Roll over fall and rise. (Objectives 2b, 1,
64
(j) Strong and light. (Objectives 1, 3) or music played by an aciujuipanist. Take each
Stand stride position. Strike forcefully for-
beat of the drum or each note of the music as
(1)
a step.
ward with right arm, left arm, and repeat right
and left. Rotate the trunk somewhat with the
(2) Using an exercise which the class has al-
force of the striking movement and keep the legs
ready mastered, execute it at speeds faster than
and trunk taut throughout. Now reach forward
normal; at speeds slower than normal; at grad-
lightly with the right arm, left arm, and repeat
ually increasing speed; at gradually decreasing
right and left. Rotate the trunk, letting the
speed.
shoulder follow through into the reaching move-
ment. The head should also follow through. In
I) Large-small, strong light, fast slow. (Ob-
both strong and light units of this exercise keep
jectives 1, 2, 3, 4)
the weight centered.
These factors are inter-related. For instance,
Timing: in natural movement, as a walk becomes a run
Counts 1, 2, 3, 4, strike right, left, right, left. and then a leap, each movement becomes larger
Counts 5, 6, reach right in space and stronger in dynamics or force.
If using music, ask the accompanist to im- ( 1 ) Do a large, strong, slow movement. Now
provise 4/4 time in 3-measure phrases. If
do a large, strong, fast movement.
using music already written, do 8 instead of
4 striking movements which will lengthen (2) Do a small, light, fast movement. Now do
the exercise to 16 counts or 4 measures of a small, strong, slow movement.
4/4 time thus fitting into the usual 4-meas-
ure phrase of music. (3) Running diagonally across the room
Run gradually faster and lighter. ^
65
fn) See-saw. (Objectives 1 and 3) to the floor, lifting 1. In rising from the floor
From a stand, bend forward, bend knees, and roll forward on back of neck and shoulders,
place hands on mat. Duck head between legs. grasping the knees. Come to a stand.
(b) Backward roll. over the shoulders, and at the same time draw-
From a stand, lean backward to a
forward, fall ing the knees to the chest. Push off with hands,
seat, roll backward placing hands on the mat and roll to a stand.
66
(c) Cartwheel. (f) Rocking chair.
From a run, make a quarter turn left, placing Starting position: Partners sit facing each other,
right foot sideward, riglit arm upward, throw knees bent slightly. I's legs are on the outside
the weight on the right foot, placing the right of 2's. Sit on partner's feet and grasp part-
hand on the mat. Raise the left leg, at the ner's shoulders. 1 rocks back and pulls 2 up,
same time placing the left hand on the mat, at the same time keeping her own feet in con-
arms and legs spread. Bring the left foot to tact with 2's body. 1 then rocks forward, while
the mat as the right hand is raised. Follow 2 rocks backward pulling 1 up. Continue rock-
through to a stand. ing as high as possible.
gin at 3 feet and gradually increase the height jumps on back and locks her legs high under
2's
to 6 feet. Break the fall by landing on the balls 2's arms. 2 bends forward placing her hands
of the feet, and bending the knees. A landing on the mat. 1 reaches over 2's head placing her
pit or mats should be used. hands on the mat in front of 2's hands. Both
walk forward. 1 using hands and feet, 2 using
(e) Elephant walk. hands.
Starting position: Partners face each other;
with number 2 in a stride position. Number 1 (h) Double roll.
places her hands on number 2's shoulders, jumps Starting position: 1 lies on her back, legs raised
and wraps her legs around number 2's legs high upward, feet apart; 2 stands astride I's head, and
under number I's arms. Number 1 lowers her grasps I's ankles. 1 grasps 2's ankles (her arms
body backward, places her hands and head be- between 2's legs) . In this position 2 springs,
tween number and grasps number 2's
2's legs, tucks her head under, and does a forward roll,
ankles. Number 2 bends forward, places her close to I's body. As 2 rolls, she pulls 1 to stand-
hands on the mat and walks forward. Keep ing position. 1 then does a forward roll, pulling
arms straight. Number 1 locks her feet to keep 2 to a stand. Continue. Make the roll quick
from slipping. and powerful to bring partner to a stand.
67
(i) Bicycling. Teafhiny profvAure» for all team
Starting position: Lie on back with hands under games
the hips and legs raised upward. Imitate bi-
cycling, stretching high on each push of the 1. Explain in general the idea of the game and the
imaginary pedal. Continue as long as possible. terms most often used.
2. Group students according to similar ability.
(j) Rope skipping. 3. Use explanation, demonstration, and other teach-
Single rope
ing aids in presenting techniques.
Jump on both feet — alternate left and right hop,
4. Practice skills in groups with trained student
left foot, riglit held for-
leaders in charge.
ward
5. Keep each student busy practicing some skill.
Jump turning to the right in a circle
The skill should be chosen with respect to her
Jump circling the rope backward
level of achievement.
6. Give student sufficient time to practice skill so
that she may improve her performance.
Sp«prts and iiamvs 7. Use skills in real game situations as soon as
possible.
Sports and games are an important part of 8. Devote a part of ever>' period to improving old
obvious values, sports and games afford wide 11. Train students to officiate as they learn the
game.
opportunity for the practice of desirable char-
12. Emphasize the importance of safety. It is the
acter traits. Only those sports and games
teacher's responsibility to keep equipment in
have been selected which contribute to the de- good condition. It is the players' responsibility
velopment of strength and endurance. Many to keep play areas clear of hazards and to dis-
well-loved games have been omitted. Tennis, cipline those members of the class who fre-
A. Passing
1. Chest pass
ObjeetiwH
2. Double underhand pass
3. Single underhand pass
1. To develop speed, strength, and endurance.
de- 4. Shoulder pass
2. To provide opportunity for the practice of
5. Double overhead pass
sirable character traits.
To develop skills useful in leisure time.
6. Sidearm pass
3.
7. Hook pass
8. Bounce pass
Organizatian B. Turning
1. Reverse turn
1. All girls should participate. 2. Pivot
2. Girls" rules should be used.
C. Kicking
3. Women teachers should be in chargt- of the
1. Dribbling
program.
National Section on 2. Punt
4. The standards of the
Women's Athletics should govern the program.' 3. Drop kick
4. With instep
r>. With outside of foot
'
National Section on Women's Athletics,. Slii:idar<ls in Ath-
6. With heel
letics for Girls and K omen. Washington, D. C, ll'Ol 16th
68
D. Strategy and Tactics the performer, (3) the number of students
1. Passing and
practicing, (4) the amount of equip-
2. Evading
ment on hand.
3. Shooting
4. Tackling
In the discussion of each game a list of
5. Guarding lead-up games is included. It is suggested
6. Interchanging that the teacher improvise her own lead-up
7. Intercepting games based upon the needs of her pupils
8. Offensive and defensive playing as a team
and the available facilities. Pupils may be
9. Duties of defensive players
10. Duties of offensive players
encouraged to create methods of practicing
11. Duties of each position on the team. skills and techniques.
E. Trapping
Field-hall
1. With foot
2. With leg This game can be used as an excellent lead-
3. With body up game for either basketball or speedball.
F. Volleying For description of field ball, see bibliog-
1. Knee raphy.
2. Head
3. Shoulder Presentation of skills and techniques
4. Inside of foot
A. Skill activities
G. Catching 1. Passes. See fundamental game skills.
1. Low balls 2. Turning. See fundamental game skills.
2. High balls 3. Strategy and tactics. See fundamental game
3. Fast balls skills.
Lead-up games are used primarily to im- 4. Strategy and tactics. See fundamental game
skills.
prove the player's skill level in a definite
technique. More specifically, these games Lead-up Games
may be used effectively to practice isolated
1. Kick ball. To give practice in kicking for goal
techniques prior to their application in the and blocking.
more highly organized game, and to prac- 2. Line kick. To give practice in kicking and
tice the skill in groups while the regular game blocking.
3. Versatile soccer. To give practice in kicking
is in progress. The choice of the lead-up
and trapping.
game depends upon: (1) space available to 4. Block soccer. To give practice in blocking,
practice wifh safety, (2) the level of skill of trapping, and tackling.
69
5. Throw-in soccer. To give practice in correct Field hockey »
or those whose skill has not been developed. Presentation of Skills and Techniques
For a description of speedball see bibliog-
A. Skill activities
raphy.
1. Strategy and tactics. See fundamental game
skills. Section D.
Presentatinn of Skills and Techniques 2. Stick work. Since much of the game is de-
pendent on skillful stick-work, there must be
A. Skill activities frequent drill for the practice of the following
^
skills.
1. Passing. See fundamental game skills.
(a) Drive
2. Kicking. See fundamental game skills.
(b) Dribble
3. Strategy and tactics. See fundamental game (c) Push pass
skills. (d) Flick
70
3. Turning. See fundamental game skills, Sec- 2. Six passes and shoot. To give practice in
tion B. passing.
4. Strategy and tactics. See fundamental game 3. Six-section basketball. To give practice in
2. The practice of shooting may be done in com- Though the game varies throughout the
bination with other skills like passing and country, official rules compiled by the Na-
running. tional Section on Women's Athletics are avail-
'
able.
Lead-up games
1. Count passes. To give practice in passing. * Hillas and Knighton. Op. cit.
71
Presentation of Skills and Techniques Hiking
Hiking, to be of immediate value in a pro-
A. Skill activities
gram of physical fitness must be brisk and
1. Strategy and tactics. See fundamental game
reasonably long. Rests should be few and
skills.
brief.
2. Striking the ball with the hands
(a) Serve, underhand and overhand
(b) Return high balls, low balls, net balls, Camping
and spiked balls. There are experiences in camping which
3. Rotation — circle type.
are unmatched in any other situation. To
4. Set up, attack, relaying.
live off the land, to take care of oneself
B. Teaching procedures against the onslaught of the elements, to live
1. Class must be drilled on serving skill. Use
peaceably with fellow campers under primi-
wall as well as net.
2. Give training in the use of the body in return- tive conditions are challenges every girl
ing high and low balls. should have the opportunity to meet. Suc-
3. Stress the importance of direction in controll- cessful camping requires careful supervision
ing accuracy. of program, site, and sanitation.
4. Advanced players may be taught the set-up
5. Use lead-up games with beginners to teach Skating is an enjoyable and inexpensive
them skills and to keep them active. sport and if practiced regularly is a fine
developer of endurance and speed.
Lead-up Games
and holidays. The sports suggested here have This sport develops a skill which may prove
been selected because they contribute directly to be of value to girls in possible war serv-
to the objectives of the entire program. The ice — the skill of shooting at moving objects.
inference must not be drawn that this is the
The MacMillan Com-
' Bancroft, Jessie, Games. New York,
complete field of individual sports. pany, 1937.
72
CHAPTER VI
Many teachers of physical education have ^ Bovard, John F. and Cozens, Frederick W. Tests and Meas-
urements in Physical Education. Philadelphia. W. B. Saunders
used and found helpful one or more of the Company, 1938. Pp. 44-103.
Pulse Rate Recovery Tests that have appeared McCloy, Charles Harold, Tests and Measurements in Health
and Physical Education. New York, F. S. Crofts and Company,
in the literature of the field. Studies of these 1939. Pp. 238-255.
73
3. Dips on parallel bars* //. Gymnastics
4. 15-foot rope climb
The ability to:
5. Bar vault
S-12 march 1 mile in 12 minutes.
Catenary II {Abdomen and Back) S-13 walk and run 2 miles in 20 minutes.
with bathing suit. and months (to the nearest month), his
S-2 remain afloat for 5 minutes or more by scull- height (to the nearest half-inch), and his
ing (with clothing). weight ( to the nearest pound ) . In doing
S-3 remain afloat for 5 minutes or more by tread- this, use any method that will save time and
ing water (with clothing).
give fairly accurate measurements. After
S-4. swim the side stroke 50 yards (with cloth-
measurements have been secured,
these refer
ing).
to the table for classification. For example,
S—5 swim the breast stroke 100 yards (with
a boy's age is 14 years and 10 months, his
clothing)
S—7 swim 250 yards with any overarm stroke is 29, and the exponent for 136 pounds is 22.
(with clothing)
The sum of these exponents, 30, 29, 22. total
S-8 swim any style for one-half mile (with cloth- 81. We find from the table that the boy is in
ing) .
S-11 meet the standards of the American Red Cross *These activities slioiiUl nut be attempted below the 10th grade
for Lifesaving. in classes E and F.
74
Classificatitni plan for spnmthtry scJuhA lutys
ExjHment
time until the abilities of pupils begin to be taxed; accomplishment towards a score, the legs must be
then amount should be reduced. The bar should not brought to a position, feet together, toes pointed at
be over 1^/^ inches in diameter and should be long right angles to the body parallel with the floor.
enough so that the upright supports will not inter- Once the subject begins the exercise, he should con-
fere with the legs of the vaulters. The maximum tinue without resting between leg liftings until
height over which a pupil can vault with only the exhaustion prevents further counts.
hands touching the bar constitutes the record.
Test VIII— Leg Lift
Test VI — Sit Ups (Army Method)
Pupil lies on back, arms at sides, palms pressing
Lying with back on the floor, fingers of both hands on the floor, legs extended completely, knees straight,
interlaced behind the neck, feet held by another toes pointed. Legs are raised through a 90-degree
classmember, the trunk is raised forward and moved arc and then replaced on the floor. This is a com-
downward, rotating so that the right elbow touches pleted exercise. Legs must be under muscular con-
the left knee. Return body to starting position. trol at all times, that is, they are to be lowered to
Next raise trunk as before, excepting that the left the floor under control, noiselessly, not suddenly
elbow touches the right knee. Continue raising the dropped.
trunk alternately touching
and right knee with left
left
elbow.
knee with right elbow
Each completed exer-
Test IX —Forward Bend
cise, i. e., touching right knee with left elbow and Starting position —
Standing with feet together, body
vice versa is one count. The observer, holding the erect, hands together, arms extended overhead. The
subject's feet, counts aloud as the exercise progresses. count of one is accomplished by lowering trunk and
The exercise should proceed without appreciable arms forward and downward until fingers touch the
rest periods between each erection of the trunk. floor, and returning trunk and arms to starting posi-
hang position, grip optional, the legs are raised to Pupil lies on back, arms extended sideward, palms
the front horizontal position. To secure a count of of hands on floor, legs perpendicular position, knees
76
straight, toes pointed, as in Leg Lift. From this be- mat nearest the take-off by any portion of the pupil's
ginning position rotate legs, first left, then right, body is measured. The distance in feet and inches
through 90-(iegree arc to the floor. An exercise is to the nearest half inch is recorded.
completed by lowering the legs sideward to the floor Outdoors: The same procedure as indoors, except-
and returning them to the starting p()siti(jn. Shoul- ing that the pupil jumps into a pit of well-spaded
ders should be kept on the floor and ccnnpensation for earth, shavings, or sand at the same level as the
leg rotation made in tlie trunk. take off board.
in seconds and tenths of seconds is the record for take-off board at least 8 inches wide and 4 feet long
the contestant. sunk flush with the ground surface and clearly
marked. The pit into which the pupils jump should
Cautions: Blocks must be carried one at a time.
be 6 feet wide, 18 feet long, and 18 inches deep. Its
Blocks nuist be placed and remain clearly
nearest edge should
be 6 feel from the take-off
in designated circles or the contestant
board. must be filled with well-spaded
This pit
must be stopped and permitted to re-
loam, sand, or shavings and have its surface level
peat the test.
with the take-off board. The contestant is allowed
unlimited run, and jumps from one foot. The hori-
Test XIl —Jump and Reach zontal distance between the front edge of the take-
off board and the nearest imprint made by any por-
Pupil stands facing the wall, toes against same, feet tion of the contestant's body in the pit is measured
flat on the floor. With a short piece of chalk in his to the nearestinch and the record is made. In case
right hand, and with forearm and hand against wall, any portion of the contestant's foot extends beyond
pupil reaches as high up as he can and makes a short the take-off board, the jump is not allowed.
horizontal chalk mark. Turning through a 90-degree
angle with his right side to the wall, the pupil now
^i
jumps as high into the air as possible, at the same Test XV — Runninf! High Jump . PUBL
time reaching up and making a second horizontal
chalk mark on the wall as high as possible above the Any style of jumping may be used providing the
first mark. The vertical distance to the nearest half contestant takes off from one foot only. The stand-
inch between these two marks constitutes the record. ards shoidd be at least 10 feet apart provided with
The best of three trials is recorded. standard pegs and cross bar. A contestant continues
to jump until he displaces the bar twice at the same
sible with a two-footed take-off. The perpendicular The pit must be filled with well-spaded loam, sand,
distance from the take-off to the mark made on the or shavings.
77
Test — 100-Yard Dash
XVI An observer should be designated to watch
Test XVIIi40-\ard Dash
Win—880-yard Dash
each lane. At the time the first contestant
Test
crosses the finish line each observer records
The procedure in all running events is the same. the position in the zone which the contestant
A suitable course carefully measured and properly in his lane has reached. By adding the fol-
marked must be provided. The contestants are then lowing corrections to the time of the con-
lined up a yard behind the starting line. Each con-
testant who finished first the approximate time
testant may assume any position he desires on the
starting line so long as no portion of his body extends
of the contestants finishing in the various zones
beyond it. They are given the following commands can be secured.
at intenals of about 2 seconds:
Go to your marks
Get set
Zone
Either a pistol shot or command "Go" is given
Hating
Soccer Throw In the starting line to the spot where the ball lands
^' measured and recorded,
Contestant stands with both feet behind a 2-foot
starting line with one foot each side of the mid- Stvimming —20 yds. and 40 yds. free style
point of the line. ,I„ bathing suits only)
Holding ball over head with both hands, con- Contestants swim the designated distance at the
testant throws it as far as possible. command, "Go." The time in seconds and tenths
The straight line distance from the mid-point of of seconds is recorded.
12
CHAPTER Yll
IT IS appropriate to include in this manual 1. Instruction in nutrition for all pupils planned
of physical education a brief statement con- by teachers of different school subjects such as
agriculture, health, home economics, physical
cerning some other aspects of the school pro-
education, science and social studies working
gram which are generally agreed upon as es- together so that each instructor makes his ap-
sential for the maintenance of health and propriate contribution to the total program.
therefore for the building of physical fitness. An
2. a<lequate mi<l-day meal for all pupils with
provision for supplementary food for pupils who
need
Control of Communieahte it.
Due to the depletion of available health needed to develop better understandings of the
relation of UhhI to physical fitness.
workers, increased attention should be given
to such acute, infectious diseases as scarlet 4. Adidt education so that parents and other adults
willunderstand the program and close home-
fever, diphtheria, and smallpox as well as to
school cooperation will be possible.
the common cold, tuberculosis, malaria,
5. Provision for coordinating all phases of the
hookworm, and other diseases.
program.
School procedures important in the con-
trol of disease include:
HvaHMMiJ Environment
1. Daily observation of pupils, by all teachers for
signs of communicable disease. A few illustrations of environmental con-
2. Isolation and exclusion of pupils suspected of ditions at school affecting health which need
having a communicable disease. periodic checking are:
3. Cooperation with departments of public health 1. Proper lighting, heating, ventilating, and screen-
in the control of disease through immunization ing.
and other procedures. 2. Provision of sanitary and adequate drinking,
washing, and toilet facilities.
83
4. Correction of defects. and war production. They also are con-
5. Readjustments in the school and home program cerned with school and community problems
to meet health needs of students.
which they may help to solve in war service
6. Cooperation with public health authorities and
the medical profession in securing medical care
activities. These interests may form the b&sis
nurses are necessary for the recognition of nomics, physical education, science, and so-
student health needs and for adequate as- cial studies as well as in regular health classes
sistance in the maintenance and improve- or in homeroom and other school programs.
ment of health. The more closely this teaching is related to
the daily life of the students, the more vital
Health Tedching and effective it will become.
There never was a time when students were
more teachable in matters of health than
at the present. Today they are particularly Details concerning these aspects of the pro-
interested in problems connected with their gram will be dealt with in subsequent publi-
own fitness for service in the armed forces cations of the U. S. Office of Education.
84
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National Section on Women's Athletics, Ameri- Olds, Lloyd W. Track Athletics and Cross Coun-
can Association of Health, Physical Educa- try. New York, A. S. Barnes and Co., 1930.
tion, AND Recreation. Desirable Practices in Pearl, N. H. and Brown, H. E. Health by Stunts.
Athletics for Girls and Women. Washington. New York, The Macmillan Co., 1923.
D. C, National Section on Women's Athletics, RoDGERS, Martin. A Handbook Stunts. New
of
1201 Sixteenth Street, NW. 1941. Free. York, The Macmillan Co., 1928.
Official Soccer, Speedball and Field Ball
Staley, Seward C. Calisthenics. New York, A. S.
Guide. New York, A. S. Barnes & Company.
Barnes and Co., 1926.
1942.
Stecker, William A. The Theory and Practice of
Official Basket Ball Guide. New York, A. S.
Educational Gymnastics. Philadelphia, John Jo-
Barnes & Company. 1942.
seph McVey, 1917.
War Department. Basic Field Manual. Physical
Training. FM 21-20. Washington, U. S. Gov- War Department. Basic Field Manual. FM 22-5.
ernment Printing Office. 30 cents. Infantry Drill Regulations. Washington, U. S.
Technical Manual. Sports and Games. TM Government Printing Office. August 4, 1941.
21-220. Washington, U. S. Government Printing WiTTiCH, W. T. and Reuter, H. C. Exercises on
Office. 25 cents. the Apparatus. New York, A. S. Barnes and Co.,
1925.
Aquatics
American Red Cross. Life Saving and Water
Safety. Philadelphia, P. Blakiston's Son and Co., Conibatives
1937.
Chicago Park District. Boxing. Chicago, Bum-
Swimming and Diving. Philadelphia, P.
ham Park, Chicago Park District, 1942.
Blakiston's Son and Co., 1938.
Wrestling. Chicago, Chicago Park District,
Goss, Gertrude. Swimming Analyzed. New York,
1941.
A. S. Barnes and Co., 1935.
Gallagher, E. C. Wrestling. New York, A. S.
KiPHUTH, Robert J. H. Swimming. New York.
Barnes and Co., 1939.
A. S. Barnes and Co., 1942.
Haislet, Edward L. Boxing. New York, A. S.
Sheffield, Lyba, and Sheffield, Nita. Swimming
Barnes and Co., 1939.
Simplified. New York, A. S. Barnes and Co., 1927.
U. S. Naval Academy. Physical Training Manual.
U. S. Navy. Learning to Swim with the U. S. Navy.
Annapolis, Md., United States Naval Academy.
Washington, D. C, Physical Training Section,
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War Department. Basic Field Manual. Physical
Training. Washington, U. S. Government Print-
War Department. Basic Field Manual. Physical
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Training. FM 21-20. Washington, U. S. Gov-
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85
Blanchakd, Vaughn S. and Collins, Laurentine B. Staley, Seward C. Games, Contests and Relays.
A Modern Physical Education Program for Boys New York, A. S. Barnes and Co., 1936.
and Girls. New York, A. S. Barnes and Co., 1940. Individual and Mass Athletics. New York,
Bliss, James G. and John, Lynn W. Basket-
St. A. S. Barnes and Co., 1937.
ball. Philadelphia, Lea and Febiger, 1929. Stephens, William L., Jr. Rifle Marksmanship.
Burnett, Louis R. Rules for Field Ball. Balti- New York, A. S. Barnes and Co., 1941.
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Games. TM 21-220. Washington, U. S. Govern-
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Barnes and Co., 1933.
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Duncan, Ray O. Six-Man Football.
A. S. Barnes and Co., 1940.
Brewster, Mela Sedillo. Mexican and New Mexi-
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Frymir, Alice W. Basketball for Women. New
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York, A. S. Barnes and Co., 1928.
Burchenal, Elizabeth. American Country Dances.
Hillas, Marjorie and Knighton, Marion. An Ath-
New York, G. Schirmer, 1918.
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HuppRiCH, Florence L. Soccer and Speedball for
Girls. New York, A. S. Barnes and Co., 1942. Chase, Gilbert. Partial List of Latin American
Music Obtainable in the United States. Music
JouRDET, LoN W. and Hashagen, Kenneth A. Mod- Series No. 1. Washington, D. C. Music Division,
ern Basketball. Philadelphia, W. B. Saunders Co., Pan American Union, 1941.
1939.
Cugat, Xavier, ed. The Other Americas. New
Keith, Harold. Sports and Games. New York, York, Edward B. Marks Music Corporation, RCA
Thomas Y. Crowell Co., 1941. Building, 1938.
Laveaga, Robert E. Volley Ball. A Man's Game. DuRAN, Gustavo. Fourteen Traditional Songs from
New York, A. S. Barnes and Co., 1933. Texas. Music Series No. 4. Washington, D. C.
Lees, Josephine T. Field Hockey for Girls. New Music Division, Pan American Union, 1942.
York, A. S. Barnes and Co., 1942. Recordings of Latin American Songs and
Mason, Bernard S. and Mitchell, Elmer D. Active Dances. Music Series No. 3. Washington, D. C,
Games and Contests. New York, A. S. Barnes and Pan American Union, 1942.
Co., 1935. Ford, Henry, Mr. and Mrs. Good Morning. Dear-
born, Mich., Dearborn Publishing Co., 1926.
Meissner, Wilhemine E., and Meyers, Elizabeth
Yeend. Basketball for Girls. New York, A. S. Girl Scouts, Inc. Skip to My Lou. New York,
Barnes and Co., 1940. Girl Scouts, Inc., 14 West 49th Street, 1941.
Meyer, Margaret H., and Schwartz, Marguerite M. GoTT, George C, arranged by. Old Familiar Dances
Technic of Team Sports for Women. Philadelphia, with Figures. New York, Oliver Ditson Company.
Mitchell, Elmer D., ed. Sports for Recreation and Dallas, Tex., Banks Upshaw and Co., 707 Browder,
1935.
How to Play Them. New York, A. S. Barnes and
Co., 1936. Knorr, Frederick and Shaw, Lloyd. Cowboy
Dance Tunes. Caldwell, Idaho, The Caxton Print-
Montgomery, Katherine. Volleyball for Women.
ers, Ltd., 1940.
New York, A. S. Barnes and Co., 1928.
Powdermaker, Therese. Physical Education Play ' Order all Oliver Ditson Company publications from Theodore
Activities. New York, A. S. Barnes and Co., 1938. Presser Company, 1712 Chestnut Street, Philadelpliia.
86
Labastille, Irma. Canriones Tipicas. New York, — New Mexico. The Siianish-American Song
Silver Biirdett and Co. and Game Book. New York, A. S. Barnes and Co.,
1942.
Latin American Songbook. Boston, Ginn and Co.,
1942. Zanzig, Augustus. Singing America. Boston, C. C.
Birchard and Co., 1940.
Lloyd, Norman. Accompaniment for the Dance.
Supplements No. 1 and No. 2. Available from
composer, 100 Lawrence Avenue, Tuckahoe, N. Y. Phonograph Recordings
Luckko-White, Aurora. Folk Dances of the S[>anish
Colonials of New Mexico. Santa Fe, N. Mex., Bluebird B 7721. Varsoviana (slower tempo than
Selected List of Collections of Latin American Songs Herr Schmidt. Played by Freddie '"Schnickelfritz"
and References for Guidance in Planning Fiestas. Fisher and his orchestra.
Music Division, Pan American Union. Washing- Decca 2561. Waltz quadrille. Played by Byron
ton, D. C, 1942.
Wolfe's Orchestra.
O'DoNNELL. Mary Patricia and Dietrich, Sally Victor 19909. Seaside polka and heel and toe
TOBIN. Notes for the Modern Dance. New York,
polka. Played by Henry Ford's Old Time Dance
A. S. Barnes and Co., 1937. Orchestra.
O'Mai.ley, and Atwood, arranged by- Seventy
Victor 19964. Money musk and medley of reels.
Good Old Dances. New York, Oliver Ditson Co.
Played by Henry Ford's Old Time Dance Orches-
Rollins, T. H., arranged by. Favorite Reels. Jigs,, tra. Medley of reels in good tempo for square
and Hornpipes. New York. Oliver Ditson Co. dancing also.
Ryan, Grace. Dances of Our Pioneers. New York, Vocalion 9229 La Raspa and La Varsoviana (fast
Tolman, Beth and Page, Ralph. The Country Cozens, Frederick W. Achievement Scales in
Dance Book. New York, Farrar and Rinehart, Physical Education Activities for College Men.
1937, Philadelphia, Lea and Febiger, 1936.
Writer's Program, Illinois. The Square Dance. Cubberley, Hazel J., and Neilson, N. P.
Chicago, Burnham Park, Chicago Park District, Achievement Scales In Physical Education Activi-
1940. ties. New York, A. S. Barnes and Co., 1937.
87
The Measurement of Athletic Power. New
Neil-
Cozens, Frederick W., Trieb, Martin
H., anrf
Achievement Scales. York, A. S. Barnes and Co., 1932.
son, N. P. Physical Education
New York, A. S. Bames and Co., 1936. Neilson, N. p., and Cozens, Frederick W. Achieve-
and Broer, Marion R. Meas- Physical Education Activities.
Glassow, Ruth B. ment Scales in
Education. Phila-
uring Achievement in Physical New York, A. S. Barnes and Co.. 1939.
delphia, W. B. Saunders Co., 1938.
Palmer, Irene. Tests and Measurements. New
McCloy. Charles Harold. Tests and Measurements
York, A. S. Barnes and Co., 1932.
in Health and Physical Education. New York, F.
Dimension Meter
The amplitude f»r size of a movement, e. g.. a large The division of a musical composition into meas-
circular sweep of the arm; a circular twist of the ures according to a uniform grouping of rhythmical
wrist. Dimension, direction, and level are llie basic beats f)r time units. Also called time, 4/4, 3/4,
space, factors of movement. 6/8. Music may change meter within a single com-
position according to any plan the composer devises,
Direction e. g., 3 measures of 3/4 meter followed by 1
measure of 4/4 time. Movement may follow this
The line or course upon which one moves or to
same principle.
which one is pointing or looking, e. g., (1) walk-
ing forward, sideward, backward show simple direc- Phrase
tion of movement. (2) Looking sideward as one A short clause or portion of a musical composi-
walks forward shows direction of gaze as well as tionembracing two or more measures terminated b>
movement. a cadence and forming a separate group or idea.
is 4 measures in length but may
Technically a phrase
Dynamics vary greatly.Movement phrases also vary in length.
Phrase lengths in movement should be established
The amount of force or stress used in a move-
by the requirements of the movement and not be
ment. A series of movements may be constant in
forced to coincide with the set phrases of the classic
dynamics and located at any point on a scale or it
period of music.
may be changing from very light to very strong.
Tempo /'^0=>^ ^J\
Level Rate of speed. The rate may be constphU ®L I <
tion, and dimension comprise the basic factors of quently ask accompanists "to play in a faster time"
movement. when they really mean tempo.
89
APPENDIX A
LADDER
Inverted "V"
Width - 10 feet
Height at apex — 7feet
Length of base - 14 feet
This obstocle has the shape of a roof with the apex
approximately a right angle
The rungs, mode of 2'x 4" pieces should be eighteen
(18) to twenty-four (24) inches aport.
490327° —42 —7 91
Crouching Cage
(Requires
15 pieces 4"tA" - 6' /onj
6 pieces 2"'4-" lony
- 10'
.L 6' lon^
^pieces Z"'4-"
Upriqhis A" > 4' , Sfrinaers 2"^ 4' cohered wiih chicken mesh wire. Upriahfa 2.' in ground.
Scaling Wall
ye Requires
6 pieces 2"' 12" ~ l€>' long
Spieces 4"' 4" I Z' long
4 pieces 4" f 4" 6' lona
92
Ed^es Be{/el
1
3 pieces 2"* 4" - lO'/ony , 4 pieces 4"'A"-IZ !on^
6piec€s 4" "4"' 8'1-ono
93
/6'- 0"- -A/iyi^hi-
2" X 12-
Vauliinq Fenct
R.e<juires
I piece4" I A" ~ 16' long
2.pieces 4"* 4" - d' long
4pieces 4' » 4" ~ 4' long
I piece Z" ' 4" - 6' lona
•^ IS-
A//ed^es beveled
eycepf 6 /owesf dors^
r>^
Ladder should be built double
to protect fingers when more
_1 ^than one climber uses
same time.
it at the
En J Vie I
/Vo. II
95
APPENDIX B
%-'soBes
BOXING
FOUR-WALL HANDBALL
VOLLEY BALL
FOOTBALL
FIELD HOCKEY
FIELD LACROSSE
SOCCER
ICE HOCKEY
96
k-
SCRATCH BOARD
SHOT PUTT AND HAMMER JAVELIN
THROW CIRCLE DISCUS THROW CIRCLE
W 3'4-"
H
STOP BOARD
TAKE OFF BOX
SHOT PUTT
POLE VAULT
ONE QUARTER MILE TRACK
97
APPENDIX C
Home-made Apparatus
JUMP STANDARD
HO Lis
/"onr
^ C)ia,M£riR.
ceMTitiJ
98
HORIZONTAL BAR
,-l'/2'pipe
rLock wcshar
r^
Ground Line
'
I i
'
I I
,-- Ji -,
LlTjTJ-tl-CD
""Pl^' "F^
S'^ C'
i.a-i Jt 'J J
99
BASKET BALL GOAL
Top Yt£tf
t.6 %i'
4=--:-
-^
T ^T^i Tr-4 -ri (
13J
Pl^epAefO BY PLAVCKOUfJO nxt, ItUlf^TtOH XSiOCIATfOU e<-»Meg.C* CAOtV NAT.-^NAU ^ecae*TlOn AiJ-OCIATIOK)
100
HORIZONTAL LADDER
101
FRAME FOR TRAVELING AND FLYING RINGS, CLIMBING
AND SWINGING ROPE, CLIMBING POLE
/>1ACHitiS Boat
1
£ye BOUT
I'K IX" WITH
/ i"i\3ove eve
3 /f^ GlfoUNO-
HElGHr OF F^ A Nig
l4'-f0 So'fUOM (GROUND
102
PUBLIC
HEALTH EDUCATION
tor the Victory
Corps
L^ylAjL,'
^^
j,j^<,^\a^^ :{<^' '^ '^
KaucaUo.wUU.HeeonaWaUo„of.heU.S.A....heU.S.
Se.vice, ana .he
C..a.e.. B„.ea„
HeaUh
Nav..he U.S.PuMie
Administrator
PAUL V. McNUTT,
Federal Security Agency
..•••••
^ STUDEBAKER, Commissioner
*
^
J"
U. S. OFFICE OF EDUCATION
OCCliWt^i
J. 8. SUPERINTENDENT OF
OCT 22 1943
U. S. OFFICE OF EDUCATION COMMITTEE ON WAR-
TIME HEALTH EDUCATION FOR HIGH SCHOOLS
Katherine Bain^ M. D., Director of the Rosemary M. Kent, Health Education Co-
Division of Research in Child Develop- ordinator in Norris Area and Norris High
ment, Children's Bureau, Department of School, Norris, Tenn.
Labor, Washington, D. C.
Frank W. Lathrop, Agricultural Educa-
Iva B. Bennett, Supervisor of Health tion Service, U. S. Office of Education,
Education, Public Schools, Baldwin, Washington, D. C.
Long Island, N. Y.
Anita D. Laton, Assistant Professor of
Lillian M. Bischoff, Assistant Director,
Health and Hygiene, San Jose State Col-
Bureau of Public Health Nursing in
lege, San Jose, Calif.
Charge of Educational Program and
Public Health Nursing in Schools, Wash-
ington, D. C.
Berenice Mallory, Home Economics Edu-
cation, U. S. Office of Education, Wash-
R. Will Burnett, Consultant in Science ington, D. C.
Education, Civilian Pre-Induction Train-
ing Branch, War Department, Washing- Agnes C. Martocci, Specialist in Curricu-
ton, D. C. lum Preparation, Vocational Training
for War Production Workers, U. S. Of-
E. R. Cojfey. M. D., Assistant Surgeon fice of Education, Washington, D. C.
General, U. S. Public Health Service,
Washington, D. C. (Bethesda Station). Elizabeth McHose, Head, Physical Edu-
cation for Girls, Senior High School,
Katharine B. Crisp, Biology and Health
Reading, Pa.
Teacher, East High School, Denver, Colo.
II
CONTENTS
Page
Foreword v
Fixing Responsibility 83
Providing Time and Opportunity for Health Instruction 84
Finding Health Needs and Problems and Providing Follow-up Procedures . .1 . . . 87
Providing a School Environment Conducive to Health 91
Training of Personnel 93
Community Relations 93
General References 96
IV
FOREWORD
POWER greater than the enemy's is needed to win this war and that
means above all, manpower. Men to fly the planes, men to fire the guns,
men and women to till the land and run the lathes —manpower virile and
strong, freed of the shackles of ill health and injury is our need. To
build that kind of manpower is a purpose to which this manual is
dedicated.
('At..
are also presented which should provide incentive to students to take
steps in identifying their own problems and working out solutions for
them.
Properly balanced, this program will help to produce the sound and
well-functioning bodies, the wholesome attitudes of mind, and good
habits of living necessary to the development of physical strength and
endurance and the specific knowledge and skills demanded of youth
geared to win.
N. R., Selective Service System, and Dr. Ira S. Wile, Associate in Pedia-
Mount Sinai
trics, Hospital, New York. Dr. Ruth Strang, a committee
member, rendered invaluable editorial assistance.
been approved by the National Policy Committee for the Victory Corps.
The Committee consists of the following persons:
IVar Department
Lt. Col. Harley B. West, War Department General Staff, G-3 Division.
VI
JVavy Department
Joseph W. Barker, Special Assistant to the Secretary of the Navy.
Lt.Comdr. Malcolm P. Aldrich, representing the Office of the Assistant
Secretary for Air, Navy Department.
Department of I'oninieree
Civil Aeronautics Administration
William A. M. Burden, Special Aviation Assistant to the Secretary of
Commerce.
U. S. Office of Education l^artime Commission
Selma M. Borchardt, Washington representative of the American Fed-
eration of Teachers.
L. H. Dennis, Executive Secretary, American Vocational Association.
Paul E. Elicker, Executive Secretary, National Association of Secondary
School Principals.
Willard E. Givens, Executive Secretary, National Education Association.
Civilian Aviation
Frank A. Tichenor, Chairman of the Aeronautical Advisory Council.
Department of Commerce, Publisher "Aero Digest."
Director —A. L. Threlkeld.
U. S. Commissioner of Education.
Vli
The Schoors Responsibilities in a
A Summary
(a) Educate students regarding known facts about the cause, spread,
1
prevention, and control of the common cold, tuberculosis, malaria,
(e) In malarious belts, work out plans with health authorities whereby
students may assist in malaria control measures, including oiling
(c) Make sure that the school lunch provides its share of the daily
food requirement, and that each student gets an adequate noon
meal.
The school should give attention not only to accident problems that are
with us in peacetime, but also to those which are associated with
specific wartime activities. To do this it should:
.
(a) Help each student organize his time to provide for such a
balanced program.
(b) Encourage the wise use of exercise and wholesome
recreation
through seeing that opportunities are provided
within the school
day for such activities.
(c) Provide time during the school day for rest and relaxation.
6. Development of sound mental attitudes. (See chapter VI.)
To help develop in students the right mental attitudes which are impor-
tant for personal fitness and effective war effort, the school should:
(a) Provide counseling service for students which
will help each to
find his place in useful war service.
(b) Encourage students to participate in community war efforts so
that they may have a sense of contributing actively. In classes,
clubs, and auditorium programs help
students achieve perspectivj
so that they can take a realistic view
of the present and find a basis
for faith in the future.
(c) Provide guidance in mental hygiene so that students will have
better understanding of their own reactions and those of others in
times of stress, and may behave more intelligently.
(d) Provide situations in which students must
make decisions and
assume responsibilities as essential steps to
growing up quickly.
Helping Students Meet Health Objectives for
Special
Wartiwne Services
Before going on to adult war work, in military, production, or com-
munity service, it is desirable that each student make progress
in all six
objectives outlined above. In addition, he should develop
an under-
standing through experience or otherwise
of some of the health problems
associated with his chosen area of
service as well as of ways to meet
these problems.
The school may help students receive such
preparation through direct
health instruction, vocational training,
or other organized training for
the special services. In these fields the school's responsibility
lies in
these directions:
(a) Help each student who is training for military service, to learn
where he stands in the light of Selective Service health requirements
and assist him in correcting his deficiencies.
(b) Give students preparing for military service instruction and as
much experience as is possible in civilian life in the following
aspects of military hygiene:
(1) Elementary knowledge of anatomy and physiology as an aid
in avoidance of disease and injury.
(2) Knowledge of communicable diseases, and steps needed for
the prevention and control of disease.
(3) Development of attitudes and skills needed to prevent acci-
dents and to give emergency care.
(4) Mental and social adjustment to military life.
(5) Attention to other problems of military hygiene as cleanli-
ness of body, clothing, and barracks; identification of poison-
ous plants, insects, and snakes; recreation; learning to live
should:
(a) Help students become familiar with the health conditions related
to the future services for which they are preparing.
(b) Safeguard the health of students already engaged in community
services through seeing that the work is carried on under hygienic
conditions.
(c) When the need is indicated, provide special health training for
students participating in war-related community services.
5
Teacher's study and observation of student's health is important as
supplementary to, and in some instances, as substitution for the
periodic medical examination. Procedures for the teacher should
include (a) obtaining a health history; (b) observing student's
appearance and reactions as in exercises; (c) giving special tests
and taking special measurements as for vision, hearing, height, and
weight.
School administrators and health committees should set up ma-
chinery for instruction of teachers on methods of observation and
for the actual carrying out of observation procedures.
6
^ <^ -A- ^ ^
In civilian life and in military services, an understanding of the hody
and how it functions is essential for the intelligent practice of good health,
and for the avoidance of disease and injury. Every young person needs
instruction in a few simple, basic facts in anatomy and physiology as a
part of his total health training.
In chapter VII of the manual, suggested content of instruction
in
anatomy and physiology as applied to preparation for military
services
is outlined in some detail. A similar approach to the study of these
fundamentals is desirable in relation to preparation for
services other
than military and for the immediate values to be gained
in better every-
day living. It is generally agreed that the more closely
instruction in
anatomy and physiology is tied to daily living problems the more effective
it is likely to be.
Community members planning together for better school and community heaUh.
Helping Students Meet General Health Objectives
Chapter f
Correction of Physical Impairments
PHYSICAL impairments or defects are ham- This means that the Army is forced to take
pering the most effective use of manpower in men whose dental condition is such that ex-
war services. About 25 percent of the 18- tensive and long-range treatment by Army
and 19-year-olds called up for induction are dentists will be required. These men cannot
rejected, many because of physical defects. be given advanced training until their condi-
According to data collected from Selective tions are remedied. A similar situation exists
Service and armed force induction stations in connection with eye defects, which 6 months
(February 1943), the rate of rejections for after Pearl Harbor accounted for 5 percent of
whites alone in this age group is 23.3 percent, rejections and in the spring of 1943 for only 3
while for Negroes alone it is 45 percent. percent. This defect must be considered in
Educational deficiency and syphilis account placing men in Army jobs and makes the task
to a large extent for the higher rate for of assignment more difficult. The Navy, too,
Negroes. The whites, though with fewer illit- has reduced its physical requirements for in-
erate than the Negroes, have a larger percent duction of men through Selective Service so
of rejections attributable to poor eyes and that now both Army and Navy medical facili-
be of lasting benefit to the individuals beside lected for special emphasis in this chapter
being a direct contribution to the war because of their high incidence.
program.
Before Pearl Harbor, about 1,000,000 or Better Teeth
50 percent of the approximately 2,000,000 From the foregoing paragraphs it is evident
registrants examined were rejected as unquali- that serviceable teeth are essential. They are
fied for general military service. Of the ap- essential for several reasons. If the necessary
proximately 1,000,000 men who were rejected, cutting and grinding teeth are missing, or if
188,000 were disqualified because of teeth or cavities and inflamed gums make chewing a
mouth and 123,000 because of
conditions, painful process, food cannot be properly mas-
defective vision. Six months after Pearl Har- ticated. Improper mastication may result in
bor, the Army was rejecting, because of den- digestive disturbances and poor utilization of
tal defects, about 3 percent of the men called. food, both of which are handicaps. Clinically,
In the spring of 1943, those rejected for this the relation between infected teeth and poor
cause were scarcely 0.1 percent of the total. health is generally recognized.
REJECTIONS AMONG 18 - 19 - YEAR - OLD REGISTRANTS
fiENERAL MIIITARV SERVICE
o
Each II represents
repres one registrant
idNlsssJ»iis*((^
Of course dental caries (decay) is not a ginning with early childhood and extending
problem peculiar to the high-school student. throughout life. Although the dental prob-
Even during the preschool age, dental caries lem is being subjected to inquiry by scientific
is prevalent and a correction program is es- study both in the research laboratory and in
sential. The damage to teeth caused
extent of the field, today there is no proven method for
by caries depends upon the promptness and preventing the initiation of dental caries by
thoroughness with which caries is treated. mass control procedures. Periodic visits to
The early treatment of dental defects is less the dentist for care and supervision are the
costly and causes less discomfort than later most important known factors in preserving
533861°— 43-
regarding corrections is a "mere enunciation 4. Find out the number of dentists in the
of defects." What we need now is action. community and the average number of
To get results, encouragement should be people served by each. Compare these
given to high-school students to take responsi- ratios with the standards of the Ameri-
bility for working out with parents and health can Dental Association of 1 dentist to
advisers plans for individual dental care. approximately 1,900 people.^ Compare
Steps in these plans include: making an (a) prewar and war ratio of population per
appointment with the dentist. Have dentist dentist in the student's own community.
examine teeth, begin correction program, and
5. Find out and compare the number of
arrange for completing necessary dental work.
missing permanent teeth per 100 students
Also arrange for time of subsequent visits
by age, sex, and color. What does this
after work is completed; (6) following the
indicate in regard to obtaining correc-
dentist's advice relative to brushing the teeth
tions?
or other procedures for home care; (c) eating
6. Invite a representative of the State or
a diet which is adequate for normal growth
and development. This will contain material local health agency to speak to the stu-
necessary for the health of the teeth. dents on dental problems of high-school
students, as he has observed them. Ask
Suggestions for Action him to explain to the class old X-rays of
As a group, high-school students, with the teeth. Try to get some X-rays showing
assistance of teachers and school and health children's temporary teeth still in the
authorities, may reinforce the individual's mouth and their permanent teeth not yet
good efforts and increase his understanding of erupted in the jaw.
the problem in various ways:
7. Discuss the need for the sterilizing equip-
1. Arrange a schedule for getting neces- ment, the X-ray machine, and other pro-
sary dental work done. In some areas visions for modern dental work in a well-
it may be desirable to plan with the equipped dentist's office or dental clinic.
dentist for a block of appointments so
8. Investigate any plans which are now in
that a number of students can arrange
operation in different communities on a
for group transportation to and from the
city, county, or State level or demonstra-
dental office.
tion project area for dental care of all
2. Plan publicity on the dental health needs individuals.
of the group which will stimulate their
9. Observe the teeth of younger brothers
interest in having corrections made as
and sisters and as a group consider how
soon as possible and the interest of the
teeth develop. Discuss the need for peri-
public in making facilities for correction
odic supervision, beginning with the pre-
available to all students. Assemble au-
school child.
thentic material on dental health in the
library or classroom for student and 10. As part of a course in biology or gen-
teacher reference. eral science, make a collection of teeth
3. Work with the dental society, through of various kinds and study their struc-
the school superintendent, school health ture. Study the biting and chewing sur-
coordinator, and representatives of offi-
faces, with emphasis on necessity of
cial health agencies on a program for the ^Fitness for Freedom, Survey Graphic, 31: 139-141; 165-168.
correction of defects for all students. March 1942.
10
r MAJOR CAUSES OF REJECTION AMONG
18 - 19 - YEAR OLD REGISTRANTS
GENERAL MILITARY SERVICE
Number tof rejections per lOO white registrants examined compared with rejections per lOO Nejro registrants
MENTAL DISEASE
MUSCULO-SKELETAL
CARDIOVASCULAR
EDUCATIONAL DEFICIENCY
|,
HERNIA
EAR
o c
NEUROLOGICAL if s
SYPHILIS B
o
UNDERWEIGHT i
o
TUBERCULOSIS \ s
LUNG
Each symbol = one registrant
FOOT
Based on a sample of 45,585 examinations
11
proper occlusion. Study the form of hands, towels, in an eyecup or by any unclean
roots and their relation to the jaws. object which comes in contact with the eyes.
Show where the nerves and blood vessels The all too frequent practice among high-
are located. Break or saw teeth in pieces school students of using towels which others
to show enamel, dentine, and root canal. have used is a common way to spread infec-
If teeth have cavities, study their size, tion. With larger numbers of students in
position, and relation to blood and nerve athletic programs and with crowded living
supplies. Try the effect of dilute acids conditions associated with war, such careless
In peace or war good sight is a great asset tion of the basic cause, such as infected ton-
needed by the flier in our armed forces. Good nutrition is as essential to the eyes
Many precision jobs in industry require good as to any part of the body. There are many
vision for their successful performance. kinds of tissue in the eyes, all of which must
The high-school student needs eyes func- be adequately nourished. Deficiencies of
tioning at their best. These eyes may have nutrition may cause disturbances of vision or
to carry a heavy visual load which, in addi- inflammatory conditions of the eyes and lids.
tion to a large amount of reading may include (For suggestions on improving nutrition see
such fine visual work as sewing and drafting. chapter lll.t
Moreover, the student may be looking forward Protection from injury, a new challenge to
to and taking training for a particular occu- many high-school students who for the first
pation, such as those just mentioned, in which time are training for or participating in in-
certain tvpes of visual ability are essential, dustrial production, depends upon safe prac-
A high-school health program, therefore, tices and upon proper safeguards, correctly
should give attention to the care and protec- used. Goggles are essential for certain types
tion of the eyes and appraisal of the visual of work, particularly in shops and laboratories.
ability of the student.- Emphasis here will Teachers should give attention to the follow-
be limited to the first objective. ing protective measures : ( o I selection of the
Care and protection of eyes involves re- goggles in relation to the type of hazard
sponsibility for ( a ) protection against infec- involved ; ( 6 1 fitting of the goggles to the
tion, external or internal: ( b) good nutrition; individual student;^ (c) arrangement for
(c) protection from injury; id) periodic eye servicing goggles (repair, straightening, steri-
examinations; and (e) proper use of the eyes. lization, etc. I ; id) education of students in
Protection against external infection re- the need of conscientious use and proper care
quires good personal practices in eye hygiene. of the goggles; (e) compulsory regulations
External infections are brought to the eye on strictly enforced concerning the use of goggles
during hazardous tasks.
^ For background information on the eye, see the series of
articles by John O. MoReynolds begun in the May 1942 issue ^ Where prescription lenses are necessary, they can be made in
of Uygeia and continuing into 1943. the form of hardened lenses for use in goggles.
12
Goggles are recommended for the following It should not be assumed that students who
types of operations: "... grinding, snag- have impaired vision cannot expect to find
ging, chipping, pouring hot metal or acid, useful work. Those with seriously defective
welding, sandblasting, or doing any other sight (20/70 or less in the better eye with
work where flying material might enter the the best correction) need adjustment of the
eye. Interchange of goggles, masks, boots, or educational program and guidance in select-
other personal protective equipment between ing an occupation in which they can function
persons, without first sterilizing, should not efficiently without further damage to their
be permitted." * To this should be added the sight or endangering their fellow workers
caution that goggles should be fitted to the through accidents. Even blind people are
individual wearer and selected in relation to often employed in industry where in carefully
the particular type of hazard.^ (See also chosen tasks they are as efficient as individuals
13
high school. For other occupations, a (d) Are desks placed at an angle so
complete eye examination by a com- that light can come over shoulder
petent specialist will be needed. opposite to the hand that is used
2. Learn to understand the eyes as part of (right shoulder for left-handed in-
the body and as a refractive mechanism.® dividuals, left shoulder for right-
ment of the eye in lower animals and in (e) Do tops of desks tilt at various
man, and the physics of light and the angles? If not, do students prop
refractive power of the eye. Students
up work to get similar results?
interested in photography will find inter-
4. Check up on individual practices in the
esting comparisons between the eye and
use of the eyes at home, such as
a camera.
arrangement of light and posture for
3. Survey the school lighting in relation to
study, reading, or other close eye
recommended standards for the partic-
work.^" ^^ Also measure the amount of
ular types of work carried on in the
lightwhich is used for home study.
various rooms.^ Light meters for meas-
5. Find out how many eye accidents have
uring light, if not available in the school,
occurred at school; how they were
can often be borrowed from the health
caused; what first aid was given; what
department or the local lighting com-
Such a survey should be followed
additional medical care was needed; how
pany.
much school time was lost; what were
by active and cooperative eifort to im-
the results, such as permanent injuries
prove the lighting. Since new installa-
to the sight. The health service will
tions are practically out of the question
probably have at least part of this infor-
at present, in view of shortages of critical
or draperies or decorations?
References
(b) Are lighting fixtures, walls, and
Teeth
ceilings clean, and are the latter
American Dental Association. Teeth, Health, and
light in color?
Appearance. Chicago, The Association, 1940. 48
(c) Are shades properly installed and p. $1.50.
used to best advantage (two rolling A most comprehensive book suitable for students and teachers.
Approximately 100 illustrations.
from middle of window or one roll-
Drenckhahn, Vivian V., and Taylor, C. R. Your
ing from bottom of the window) ?
Child's Teeth. Chicago, 111., American Dental
Association, 1940. 40 p. 10 cents.
* Imu9, Henry A. Visual Efficiency. Hygeia, 19; pp. 273-275;
382-384, May ig-Vl.
April and Describes the growth of teeth from prenatal life through the
® American Recommended Practices eruption of the permanent teeth. Well illustrated.
of School Lighting and
American Recommended Practices of Industrial Lighting. Illumi-
nating Engineering Society, 51 Madison Avenue, New York City. ^^ Some Light on Lighting. Consumer's Guide, U. S. Department
See also State Department of Education in your State for its of Agriculture, Washington, D. C, November 15, 1940.
lighting code in schools and Industrial Hygiene Division for ^^ Jackson. Edward. Light in the Home. Hygeia, 18: 55-58, 62.
industrial code. January 1938.
14
and Wilson, Nctta W. An Eyes
Irwin, Vern D., Evalua-
tion of Dental Health Literature. St. Paul and Illuminating Engineering Society in association with
Minneapolis, Minn., Bruce Publishing Co., 1942. American Institute of Architects, Sectional Com-
58 p. mittee. Recommended Practices of School Light-
Contains an analysis of dental health literature. Points out
ing. New York, The Society, 51 Madison Avenue,
fallacious, misleading or contradictory statements, and gives sug- 1938. 60 p. 25 cents.
gestions for making future literature more effective.
McCoy, L. L. Whom Shall I Consult —Optician,
Optometrist, Oculist, Ophthalmologist, or Ophthal-
National Dental Hygiene Association. Community
mic Physician? Chicago, American Medical As-
Committees for Dental Health. Washington, D. C,
sociation. 5 cents.
The Association, 1941. 19 p. Free.
National Education Association and American Medi-
cal Association. Joint Committee on Health Prob-
Facts About Teeth and Their Care. Wash-
lems in Education with the cooperation of the
ington, D. C, The Association, 1942. 16 p. 10
National Society for the Prevention of Blindness.
cents.
Conserving the Sight of School Children. New
York, National Society for the Prevention of
U. S. Public Health Service. Good Teeth. Washing-
Blindness, Inc., 1935. (In process of revision.)
Government Printing
ton, U. S. Office, 1941. 6 p.
35 cents.
(Supplement No. 149.) 5 cents.
National Safety Council. Inc. Goggles. Chicago,
This pamphlet which gives information on how teeth grow
and on the proper care of teeth is addressed to parents, but
The Council, 1940. (Safe Practices Pamphlet No.
should be helpful for clas3 use in high schools. 14.) 25 cents.
15
Chapter II
The Prevention and Control of Disease
in war production areas favor its spread. temporarily for war services, colds place in-
Physicians and nurses are taken into the creased demands upon already overburdened
armed forces, and there is likely to be a seri- medical and nursing services.
ous drain on hospital accommodations and People are likely to dismiss colds as being
supplies. of little significance. A cold in itself is never
The desired outcomes of instruction on fatal, but a cold prepares the ground for
communicable diseases are knowledge of the influenza or pneumonia. Repeated colds as-
ways in which diseases are transmitted and sociated with enlarged adenoids may lead to
dispose young men and women to exercise Sometimes what seems to be a cold is really
suitable precautions as they engage in com- some other condition. Early symptoms of
munity or military life. Simple understand- such diseases as measles, scarlet fever, and
ings unclouded with unnecessary terminology diphtheria resemble a cold. Many of the
are needed. Students should not be required allergies to pollens, dust, food, and other sub-
to know specific details about all of the stances also resemble it. If a "cold" lasts
lected for special consideration because, ac- He can follow hygienic habits of diet, rest,
cording to the U. S. Public Health Service, sleep, exercise, and recreation which help
they are most significant in wartime from the keep his body in the best physical condition.
standpoint of the high-school student. Small- (Suggestions for carrying out a healthful regi-
pox has been selected because it is representa- men are contained in chapters III and V.)
tive of communicable diseases which may If a cold develops, the student should re-
recur at any time in epidemic form if protec- main at home, in bed, until the acute symp-
tive measures are not enforced. An under- toms disappear. He is more likely not only to
standing of these diseases will give concrete- cure the cold quickly but also to avoid expos-
ness and reality to the cause, methods of ing others to his infection. By attacking a
spread, prevention, and control of diseases in cold early, he may also save the physician a
16
cian should be called at once so that proper dropped from first to seventh place. Tuber-
treatment or quarantine measures may be ap- culosis, however, is still a danger to health
plied. When colds recur at frequent intervals, as shown by the fact that approximately one
or if there is pain in the ears, a physician's out of every hundred draftees examined has
advice should be sought. been rejected because of tuberculosis. More
young people die during the teen age and
Suggestions for A4*tion
early twenties from tuberculosis than from
Students and teacher should plan together a
any other disease. Hence, it is very important
program for the reduction of the common
that the high-school student knows what to
cold. They may
do about this disease.
1. Determine and then practice the precau- During a war one may expect a rise in
tions one should use to protect others
tuberculosis unless rigid efforts are made to
from one's own cold.
control the disease. Factors favoring such a
2. Carry on a school-wide educational pro- rise are war activities, increased work, over-
gram for the reduction of colds. De- crowding, and lack of readily available medi-
termine to what extent students' staying cal care. Since England entered the war, an
at home for one or two days when a cold increase in tuberculosis in that country is in
starts results in an actual improvement evidence.
in school absence records.
17
tests or X-rays. Discuss the significance person element in the spread of
of a positive tuberculin test. tuberculosis —that the only way to
get tuberculosis is by the transmis-
3. Plan with members of the class, the
sion of the tuberculosis germ.
school health and public
committee,
health authorities a program for dis-
(b) Learn why tuberculosis is a diffi-
(a) Collect the facts necessary for an 5. Carry out publicity in the school to gain
understanding of the cause, spread, cooperation of the other students in a
detection, and treatment of tuber- tuberculosis-control program,
culosis. Be clear on the person-to-
6. Offer services to the local health depart-
' For current information consult your local licaltli department
or write to the State or local tuberculosis association. ment in their program of community
18
education on tuberculosis. Students may mosquito exists but in which malaria has not
form public-speaking teams to promote been previously recognized, they may be the
some needed measure, as, for example, cause of its spread to others. Another hazard
increased hospital or clinic facilities for is the unsuspected transportation of infected
for work, rest, activity, and recreation, capable of transmitting the disease in the
and try to follow this schedule. regions to which they are carried.
8. Report cases of people who have re- The Army and Navy are applying scientific
covered from tuberculosis, have been re- measures to protect their men in different
educated to engage in the kinds of work parts of the world from malaria. The U. S.
they are physically able to do, and have Public Health Service has a vast program of
lived useful, happy lives. malaria control in malarious areas where
large numbers of the general population are
3§alaria engaged in war activity. Control measures
employed include (a) removal of mosquito-
Malaria is spread from man to man by the
breeding places by draining and filling or
Anopheles (malaria) mosquito. It is most
rendering these places unfit for breeding;
prevalent in the southern part of the United
(6) spraying the surface of the water with
States and in tropical and subtropical zones
oil or Paris green dust; (c) screening and
of other countries where the Anopheles mos-
mosquito proofing of homes and public build-
quito thrives.
ings to protect people from the bite of the
Malaria incapacitates large numbers of peo-
mosquito; (d) treatment with drugs; and
war service. It causes
ple for effective ill-
(e) community education on malaria preven-
ness which weakens people, making them in-
tion and control.
capable of doing an effective day's work. It
Many people are being exposed to the disease and control of this disease are:
for the first time. War workers and their 1. Find out about malaria and its control
families from nonmalarious regions are mov- in the local community.
ing to malarious sections of the South. Troops
(a) Secure information from the health
are in training or in combat service in re-
There is danger of a new widespread dis- (b) If no cases of malaria occur in the
tribution of malaria to fresh areas. To illus- community, try to find out whether
trate —workers and men in the armed forces the Anopheles mosquito is present.
returning from malaria- infested areas by air-
(c) Learn what measures are being taken
plane or other rapid transportation may have
contracted the infection, yet fail to show symp- in the community to prevent and con-
trol malaria.
toms until after they reach home. If their
destination is an area where the Anopheles (d) Make a survey of homes, of public
19
buildings, which need to be screened (c) Become familiar with the different
or mosquito-proofed and of mosquito- kinds of places in which the Anopheles
breeding places which need to be mosquito breeds. How do these differ
destroyed. from the breeding places of the com-
2. Find opportunities to participate in com- mon pest (Culex) mosquito?
munity control measures. This may in- Assist in a community-wide educational
volve assistance in oiling, dusting with program on malaria prevention and con-
Paris green, draining, and mosquito- trol which is in accord with local needs.
proofing projects. The following activities are typical of
(a) Collect facts regarding the nature, purposes a spot map of the community
cause, spread, detection, and treatment which shows breeding places which
of the disease. Information can be should be destroyed and houses and
secured through reading and consulta- other buildings in need of mosquito-
tion with health authorities. proofing.
(b) Study the stages in the life history (b) Demonstrate materials used in
of the Anopheles mosquito. screening and mosquito-proofing.
20
(c) Arrange an exhibit to show what in the school who are protected by
can be done for prevention and con- smallpox vaccination.
trol.
2. Work out a plan with the assistance of
5. As a summarizing activity in the study
the local health authorities for the vac-
of malaria the students may write a
cination of those who need it.
manual that will include facts which
every youth who joins the armed forces 3. As preparation for action, find out what
should know about malaria. is known about the spread, prevention,
and control of smallpox, and assemble
Smallpox facts to show that smallpox can be wiped
out. Enumerate the reasons why people
Smallpox occurs chiefly in scattered epi-
do not consider vaccination important
demics. Its distribution varies widely ac-
and why smallpox continues to exist.
cording to the degree of immunization of the
population of an area and the exposure of 4. Prepare publicity on the importance of
the people to infection from without. Shift- vaccination to use in gaining support for
ing populations increase the danger of small- this program in school, home, and com-
pox in regions where few individuals have munity.
21
2. Find out from the local health depart- Tuberculosis
ment those diseases for which immuniza- National Tuberculosis Association, in cooperation
tions are recommended as a means of with the International Foundation for Visual Edu-
prevention and control. cation. Basic Facts in Picture Language. New
York, The Association, 1790 Broadway, 1939.
3. With the assistance of the school health 29 p. Free from local or State tuberculosis asso-
committee and local health authorities, ciations.
work out a plan so that everyone in This colorful pamphlet presents tuberculosis facts clearly and
dramatically in isotype.
school in need of immunizations may be
protected. Keep 'Em Flying. New York, The Associa-
tion, 1790 Broadway, 1941. 15 p. Free from lo-
4. Locate the infants and preschool chil- cal or State tuberculosis associations.
dren in the community who are in need Describes how tuberculosis can and St be prevented on the
of immunizations and work out a plan home front.
with the local health authorities to im- Tuberculosis from Five to Twenty. New
munize these children. York, The Association, 1790 Broadway, 1939. 17
p. Free from local or State tuberculosis associa-
5. Become familiar with and practice daily tions.
those personal habits required for pre-
venting the spread of communicable dis- Malaria
ease organisms from one person to Carter, H. R. Malaria. Washington, U. S. Govern-
another. ment Printing Office, 1936. 18 p. (U. S. Public
Health Service Supplement No. 18.) 10 cents.
6. Find out what is done in the school to
Contains questions and answers on malaria prevention and
help in the prevention and control of dis- control.
ease; work out plans for better student * Tennessee Valley Authority. A Guide to a Com-
cooperation in these measures. munity Educational Program for Malaria Preven-
tion and Control. Chattanooga, Tenn., The Au-
7. Learn what laws govern the control of
thority, 1941. 24 p.
and local community.
disease in the State Contains many suggestions for community and school activi-
What effect do these laws have on the ties including field observations, classroom experiments, ex-
hibits, and plans for organizing to support control measures.
prevalence of specific diseases?
Malaria and Its Control in the Tennessee
References Valley. Chattanooga, Tenn., The Authority, Rev.
1942. 41 p.
Colds Valuable source material for teachers and students on the
prevention and control of malaria in general.
Armstrong, D. B. Colds Aren't Trivial. Washing-
ton, D. C, National Education Association, 1201 * Malaria The Story of an Individual Prob-
Sixteenth Street, NW., 1942. 16 p. (Personal lem and a Community Problem. Chattanooga,
Growth Leaflet Number 106.) 25 for 25 cents. Tenn., The Authority, 1941. 47 p.
A picture story on malaria and its control.
Olesen, Robert. Common Colds. Washington, U. S.
Government Printing Office, 1940. 8 p. (U. S.
Requests for single copies from health or educational agencies,
Public Health Service Supplement No. 135.)
health officers, individual teachers, or other individuals in the
5 cents. public health or educational field, will be met in all cases within
Contains facts everyone should know about the common cold. the limits of available supplies.
22
Smallpox ment Printing Office, 1911. <{]. S. Public Health
Service, Reprint No. 1697.) 10 cents.
Leake, J. P. Questions and Answers on Smallpox
The teacher will find this a convenient reference manual on
and Vaccination. Washington, U. S. Government
communicable disease.
Printing Office, 1939. (U. S. Public Health Serv-
ice Reprint No. 1137.) 5 cents. Stimson, A. M. Communicable Diseases. Washing-
ton, U. S. Government Printing Office, 1939. Ill
General
p. (U. S. Public Health Service, Misc. Publica-
U. S. Public Health Service. The Control of Com- tion No. 30.) 25 cents.
municable Diseases. Report of Committee on Re- A source book of information on the nature, prevention, and
search and Standards. Washington, U. S. Govern- control of forty diseases.
Hammock and mosquito netting in the jungle — a knowledge of malaria and how
crease willingness of soldiers to sleep like this.
it spreads will in-
23
Chapter III
Better Nutrition
FOOD is "a weapon of war" contributing to 2. Cooperate in the national and home-
the maximum efficiency and personal well- food conservation program in order that
being of everyone — in industry, on the home there may be sufficient nourishing food
front, and in the armed forces. Exertions for the armed forces, the civilians, and
accompanying greater physical activity, the United Nations.
harder work, longer hours, and new and dif- Assist with wartime
3. nutrition pro-
ferent activities must be taken in stride.
grams, such as group feeding or school
Without good nutrition this is impossible.
lunches.
The importance of good nutrition is recog-
nized by those responsible for feeding the
Improvement in Nutritional
United States armed forces — the best fed of
Status
^
any in history. According to authorities Today, millions of Americans have diets
they are "better fed than 60 percent of our that are lacking in some of the necessary food
civilian population . . . Many men are bet- factors.According to a survey made by the
ter fed than they ever were before." It has Bureau of Home Economics, U. S. Depart-
also been pointed out that during the first ment of Agriculture,- more than a third of
months of training some men gain from 8 the families had poor diets, while only about
to 16 pounds, while others whose weight is a fourth had diets classed as good. Although
already normal or excessive may maintain or poor diets were found oftener among families
lose weight. Thus through a combination of with lower incomes and in villages rather
proper feeding, exercise, and rest each man than on farms, diets of families in all income
tends to approach the weight which is best for levels and in all parts of the country were in
tries, and the schools. High-school students a variety of reasons such as indifference, lack
can be helped to contribute to their own of knowledge, poor food selection, and low
health and efficiency, to that of their families, family incomes are only a few. Illness and
and to that of the community through being certain physical impairments are among
given opportunity to participate in a broad others. One may also list poor hygiene, in-
nutrition program. Three ways in which they cluding the failure to plan a balanced daily
can participate will be discussed at some program which allows sufficient time for sleep,
length in this chapter. They are: rest, and exercise, three regular meals, school
1. Improve personal nutritional status by work, and war work. Too little sleep, for
following day by day the practices lead- example, may result in chronic fatigue which
ing to good nutrition. is reflected in loss of appetite.
^ Office of Defense Health and Welfare Services. Nutrition ^ U. S. Department of Agriculture, Bureau of Home Economics.
Briefs. Washington, D. C, Office of Defense Health and Welfare Are We Well Fed? Washingtcm, U. S. Government Printing Office,
24
The following problems in respect to the breakfasts after they leave home and are on
improvement of nutritional status require par- their own. The school can help students meet
ticular attention among high-school students. this problem, which many are soon to face,
by giving them experience planning eco-
Food dislikes. — Many young people, al-
nomical and nutritious breakfasts which can
in
variety of foods. Those who later enter the a nearby store or restaurant, eaten at home,
services or whose work takes them away from or packed at home to eat at school, it should
home will then be able to look upon new and supply approximately a third of the individ-
different foods with greater favor. ual's daily food requirement. In actual prac-
Food dislikes can often be avoided or over- tice among high-school students, lunches often
come if foods are properly cooked and are fall short of this.
served attractively. A less well-liked food is The lunch itself should be well prepared,
better accepted if served in small amounts and interesting, and palatable. A suggested plan
combined in a meal with well-liked foods. for a high-school student's lunch is:
Skipping breakfasts. — Many high-school A main dish containing meat, fish, cheese,
students neglect to eat an adequate breakfast. eggs, or sometimes beans, peas, or nuts.
Young people at this age need a large break- One or more vegetables and fruits.
fast, for this is a period of rapid growth when Whole-grain or enriched bread with butter
food requirements are high and when nutri- or fortified margarine.
tious meals should be eaten with regularity. One cup (one-half pint) pasteurized milk
ant increase in physical activity, makes it It may be pointed out that the armed forces
more important than ever that large, nutri- stop for a hot meal at noon except when in
tious breakfasts be eaten. actual combat. when conditions
Even then,
Obviously, students should avoid skipping permit, a hot nutritious meal is served.
breakfasts or hurrying through the meal with The packed lunch will be eagerly antic-
the result that not enough is eaten. They ipated if it is selected and packed with the
may learn what good breakfasts mean from same attention that is given to a meal to be
men in the armed forces who need a big eaten at home. Sandwiches with a variety of
breakfast for their strenuous forenoon of fillings, including eggs, meat, and cheese can
training. Breakfast in the Army is a large be made of whole-grain bread or bread en-
meal. It includes fruit, either raw or cooked; riched with minerals and vitamins. Many
eggs or meat and sometimes both; hot or cold vegetables, such as carrots, celery, green pep-
cereal; bread, either whole-grain or enriched; pers, turnips, and cabbage, and most fruits
butterand milk. are easy to pack, attractive, palatable, and
During high-school years there is need for high in food values. Cold milk can be carried
training students how to select adequate in a thermos bottle.
553861 43 3 25
If students bring a packed lunch they and in all parts of the country. Deficiency
should be encouraged to supplement it as diseases in severe form still occur.
needed with milk, vegetables, and other pro- Nutritional deficiencies can usually be pre-
tective foods instead of spending their money, vented by eating a diet adequate in the pro-
as they often do, on the "penny snatchers." tective foods such as those listed at the end
of this chapter. A knowledge of food values
Eating between meals. —Most boys and
is essential today when individuals are faced
girls can get sufficient food through eating with the problem of selecting alternate foods
three regular meals. In some instances stu-
for those which are restricted in use.
dents who are growing rapidly, or who are
engaged in strenuous physical activity, may Suggi*stions for Action
need additional food after school or during Through a school organization that pro-
school at midsessions. vides for the teaching of nutrition to all, stu-
If food is eaten between meals it should be dents may .gain the understandings which
taken several hours prior to the next meal so should lead to practices resulting in better
as not to interfere with the appetite for that nutrition. The following are merely sugges-
meal. The midmorning or midafternoon tive:
lunch should be considered as part of the total
1. Design a meal record card which may be
diet, with preference given to the foods which
used by an individual in a class group in
help in meeting the daily requirements such
appraising his eating habits. Compare
as milk, fruit, or whole-grain and enriched
dairy diets with the standards set up in
bread and butter. Although concentrated
"A Daily Food Guide" at the end of this
sweet foods and drinks contribute to the
chapter. Plan changes that are needed
energy needs of the individual, they should be
to insure a better dietary. Work out
eaten sparingly so as not to replace or lessen
ways to incorporate these practices in
the appetite for the protective foods which
daily living.
supply the body with needed proteins, vita-
mins, and minerals. 2. Plan and prepare nutrition exhibits for
the school, a store window, or other com-
Securing all necessary food elements. — munity center which interpret the newer
It is important in this national emergency for knowledge of nutrition. An exhibit
every American to secure sufficient amounts of should be simple and should answer
the foods which contain the food elements only one question such as: Why should
essential for good nutrition. When the essen-
we use whole-grain products, restored
tials are not supplied, the body is poorly cereals, and enriched breads? What is
nourished and the condition known as mal- an adequate day's diet at low cost? With
nutrition may result. The ill effects of mal- restrictions on the use of meats, what
nutrition are not immediately apparent; this foods may be used as alternates?
makes the condition difficult for many to
3. Make a study through the grocery stores
understand and appreciate. Numerous mild
and bakeries in your community of the
cases of "deficiency diseases" ^ that reduce
kinds of cereals and breads sold to learn
materially the efficiency of the manpower of
whether there is a need for a wide educa-
the Nation exist today in all economic groups
tional program in the community to
3 Roberts, Lydia The Road to Good Nutrition. (U. S. De-
J.
stimulate the use of more whole-grain
partment of Labor, Children's Bureau, Publication No. 270.)
Pp. 5-6. cereals and breads.
26
4. Make a study of the kind of lunches buttermilk. Compare the value of yellow
eaten between meals in the school, and cheddar cheese with whole milk.
work for changes which are conducive to 7. Find out what provisions the community
better nutrition. is making to insure safe milk and milk
portant foods which can be used to ad- dent, an elementary grade child, and an
vantage, such as the variety meats, in- industrial worker.
eluding liver and kidneys, or homegrown 9. Flan a day's meals for a member of a
vegetables, particularly the green and family working in the "swing shift"
yellow varieties. Suggest other practical which begins at 4 and for a
p. m.,
ways of improving the lunch program. worker in the night shift which begins
27
requiring minimum cooking facilities, Can foods. —Commercially canned products
little work amount
space, and a limited are excellent, but as compared to previous
of time. Compile shopping lists and years they are less available to the civilian
compare with the suggested market lists population. For this reason home canning
prepared by the Bureau of Home Eco- assumes new importance. Because many peo-
nomics, U. S. Department of Agriculture. ple will be canning for the first time, the
11. Cooperate with the class or school school may put special emphasis on safe meth-
include movies or slides, speakers, or ing wartime. No cans, rubbers, or sugar are
pupil programs on nutrition for school required. Drying is simple and economical
and community groups. Suggestions for but takes time and attention. Drying by sun-
these programs may be obtained from shine takes longer than by home-made driers.
local nutrition committees, extension The shorter the time between getting the fruits
services, and health departments. and vegetables from the garden to the drier
and in completing the drying process, the less
Food Conservation
the vitamin values lost and the better the
The Nation is calling upon individuals to
flavor.
assist in the food conservation program by
Foods which can easily be dried are sweet
using home-grown products; by canning, dry-
corn, mature beans and peas, apples, pears,
ing, and freezing foods; by so preparing and
peaches, and apricots, as well as many kinds
storing foods as to conserve their food values;
of berries. Dehydrated foods are being ex-
and by buying wisely and with a willingness
tensively prepared today for shipment to our
to share foods fairly with others. These meas-
armed forces and allies.
ures * for extending the Nation's food supply
are types of services which can be performed Store foods. — In many places foods can be
by high-school students. kept without processing. Foods which can
Use home-grown products. —The use of be stored without serious loss in food value
more food for local use. The victory garden under which they should be stored away will
program aims at gardens on every fertile piece vary. Some keep best when cool and not
too dry; some when cool and well ventilated,
of land with the planting of more vegetables,
including tomatoes, green and leafy vegeta-
and others when cool and dry.
bles, and vegetables yellow in color. In this Facilities which are commonly used for the
program, people living on farms are en- home storage of vegetables and fruits are
couraged to produce the entire year's supply basement space, outdoor root cellars, and out-
of vegetables for the family and as much fruit door pits. Directions for storing foods can
28
lockers are available in which fruits, vege- cooked, so they need only to be heated before
tables,and meats can be stored after being eating.
properly prepared, packed in containers, and
frozen.
Buy wisely. —Point rationing has been in-
troduced so that all may share fairly during
Save food values, —Heat and air destroy wartime. In buying under point rationing,
vitamins in foods; water takes up minerals there should be no relaxing of efforts to
and some vitamins. For these reasons, fresh select foods which will supply the nutritional
vegetables should be washed quickly, and kept needs of the family. (See "A Daily Food
cold and in their natural coverings until ready Guide.") As far as possible, foods should
for cooking. Vegetables and fruits should be be secured from the unrationed goods. Pur-
cut or sliced just before serving to prevent chases may then be completed from the ra-
loss of vitamins. They should be cooked in tioned goods, using points carefully.
a small amount of water which can be eaten Menus should be planned in advance on a
with the vegetables or used in soups or weekly basis. It may be necessary to change
gravies. They should be cooked only until meal plans when at the market, depending on
tender. Overcooking destroys vitamins, the foods available. Selecting foods of equiva-
flavor, and color of vegetables and fruits. lent value can be done only when the shopper
Commercially canned vegetables are already knows the values of different foods.
29
Suggestions for Action parents take them away from one or more of
the regular meals. It is frequently difficult
Under the supervision and with the guid-
or impossible to do the marketing at the hours
ance of teachers and other school personnel,
may engage many when stores are open. Students trained at
students as a group in prac-
tical activities relating to food conservation,
home or at school can assume many respon
sibilities which lessen the strains of war and
such as the following:
promote the well-being of each member of the
1. Find out how many servings of different family. A student's responsibilities over a
meats such as lamb chops, spare ribs, beef
period of time may take any of the following
stew, and veal loaf can be obtained from
forms: (a) Preparing a nutritious breakfast
the weekly meat ration. Discuss the
for himself or for other members of the fam-
value of the variety meats, including
ily; (6) packing palatable, suitable lunches
liver, kidney, and heart, and select recipes
for himself or for other members of the fam-
using these meats. Under the direction
ily; (c) planning and preparing simple and
of a leader trained in nutrition make a
wholesome foods for the dinner or supper
list of the foods which supply values
meal within the budget allowance of the fam-
equivalent to meat. Have these lists ily; id) compiling market lists prior to mar-
mimeographed and distributed to parents. keting and doing the marketing; ie) helping
2. Prepare a demonstration for students with the feeding of younger members of the
and parents showing ways of conserving family.
the food values in vegetables and fruits
by proper methods of canning, storing,
Group- feeding projects, The school may —
make provision for students to learn ways of
and cooking.
assisting with the school-lunch program and
3. Invite a member of the community who
other group-feeding projects. All phases of
has been successful in the home drying
the lunch program offer valuable learning and
of foods toshow samples of these foods,
helping opportunities. Training might include
explain methods of drying, and tell how
planning simple menus to serve large groups,
these foods may be prepared for cooking
properly using and caring for equipment, stor-
and serving.
ing and cooking foods according to desirable
4. Demonstrate the serving of victory meals
methods, organizing for the serving of foods,
in which home-dried products are used.
and washing dishes in a sanitary manner.
Assist in building trays and cabinets used
in the process of drying of food.
Suggestions for Action
Wartime Nutrition JProgrums With the assistance of a nutritionist or a
During wartime new and different feeding person trained in home economics, high-
problems arise. With men and women work- school students may engage in practical, edu-
ing and fighting for the country, high-school cational activities such as the following:
students are being called upon to help in many 1. Observe young children at mealtime and
projects which will contribute to making this
discuss with teachers and fellow students
a well-fed nation. Among them are family-
the types of behavior seen. Apply the
and group-feeding projects.
knowledge gained to the care of young
Family-feeding projects. In an increas- — children in the home or in nursery school
ing number of homes, the working hours of groups.
30
, Discuss the problems involved in feeding nutritionist in charge of a community
a group. This would include a study of nursery school, a home economist, a pub-
such factors as space, equipment, provi- lic health worker, or a physician.
sion for sanitation, personnel for prepar- When studying about feeding young
ing foods, and methods of financing the children or the family group, appoint a
project. If possible, assist in the organi- person or a committee from the class
zation of a school lunch program, or par- group to select materials which are
ticipate in the improvement of a lunch needed from such sources as the State
program already under way. department of education. State depart-
develop desirable attitudes toward food. Children's Bureau, and Bureau of Home
Evaluate the practices of adults and older Economics. Many current periodicals
brothers and sisters in influencing chil- also contain helpful material. Be careful
Plan a day's meals suitable for a 5-year- used. When ordering from a Federal
old child. Talk over these meals with the (Continued on p. 33)
31
A DAILY FOOD GUIDE • EAT SOME FOOD FROM EACH GROUP EVERY DAY
Oranges, tomatoes, grape- Citrus fruits, strawberries, cantaloupe, tomatoes, raw cab-
fruit; or raw cabbage or salad bage, green peppers, and leafy vegetables are excellent
2.
greens. sources of ascorbic acid. Rhubarb, pineapple, cher-
1 serving. ries, and raspberries also provide ascorbic acid.
32
Food Groups Their Food Vatues
Sugar, molasses, sorghum syrup, and cane syrup are concentrated energy foods. Refined
sugar makes no other contribution. Molasses and sorghum syrup are excellent sources of iron
and also a source of calcium. Cane syrup is a good source of iron.
Water is important in the daily diet.
The use of iodized salt is especially important in goitrous regions.
Infants and young children should be supplied daily with a food rich in vitamin D such
as cod liver oil.
The food elements are best conserved when vegetables, such as potatoes, are prepared with-
out peeling. Proper preparation such as cooking vegetables only until tender in small amounts
of water saves food values. The water in which vegetables are cooked should be used. If vege-
tables are sliced or shredded, prepare shortly before eating.
As food supplies change, it may be necessary to make adjustments which cannot possibly be foreseen at this time. Knowledge of the
standards will, however, help individuals and families make the wisest use of existing food resources.
these questions: Which is the most ade- Philadelphia, W. B. Saunders Co., 1939. 3d ed.
quate? Which is the least adequate? 602 p.
The nutrition material is carefully selected and organized into
Which is the least expensive? What
five parts — foods, body needs, body processes, meal planning,
adaptations are necessary to meet the and diet for special conditions.
33
Duncan, A. O. Food Processing. Atlanta, Ga., Tur- Victory Gardens. Washington, U. S. Govern-
ner E. Smith and Co., 1942. 544 p. ment Printing Office, 1942. 11 p. (Bureau of
A guide to selecting, preserving, and storing the family food Home Economics, Miscellaneous Publication No.
supply. For students and teachers. 4S3.) 5 cents.
Office of Defense Health and Welfare Services, Nu- Vitamin Values of Foods in Terms of Com-
trition Division. Handbook jor Food Demonstra- mon Measures. Washington, U. S. Government
tions in Wartime, 1943. 33 p. Printing Office, 1942. 28 p. (Bureau of Home
Single copies free from Nutrition and Food Conservation Economics, Miscellaneous Publication No. 505.)
Branch, U. S. Department of Agriculture, Washington, D. C.
10 cents.
Roberts, The Road to Good Nutrition.
Lydia J.
Food
*U. S. Office of Education. for Thought. The
Washington, U. S. Government Printing Office, 1942. School's Responsibility in Nutrition Education.
54 p. (Children's Bureau Publication No. 270.)
Washington, U. S. Government Printing Office, 1941.
15 cents. (Education and National Defense Series
32 p.
Rose, Mary Swartz. Feeding the Family. New York, Pamphlet No. 22.) 15 cents.
The Macmillan Co., 1940. 4th ed. 421 p. * Negro Farm Families Can Feed Themselves.
The food needs members family group are
of different of the
A Handbook for Teachers. Washington, U. S. Gov-
considered. Planning daily meals to meet food needs is empha-
ernment Printing Office, 1942. 53 p. (Vocational
sized.
Division Leaflet No. 8.) 15 cents.
Sherman, Henry C, and Lanford, Caroline S. Es-
New York, The Macmillan *U. S. Public Health Service. What Every Person
sentials of Nutrition.
Should Know About Milk. Washington, U. S.
Co., 1940. 418 p.
Government Printing Office, 1941. 11 p. (Sup-
The facts and principles of the science of nutrition are ap-
proached through the relations of food to health and efficiency. plement to Public Health Reports No. 150.) 5
cents.
Silver, Fern. Nutrition. New York, D. Appleton-
Century Co., 1942. 168 p. Charts :
Nutrition material is interestingly presented for use of Philadelphia Child Health Society. Food Value
high-school students.
Charts. Set of 8 charts. Philadelphia, Room 609,
Taylor, Demetria. The Nutrition Handbook. New 311 S. Juniper Street, 1942. 50 cents per set.
York, Doubleday, Doran and Co., Inc., 1942. 231 p.
•U. S. Department of Agriculture, Bureau of Home
A complete guide to the nutritional content of the food we eat.
Economics.
*U. Department of Agriculture. Community Food
S.
*Fight Food Waste in the Home. Series of 10
Preservation Centers. Washington, U. S. Govern- charts, 14 x 20. 1942. 25 cents per set.
ment Printing Office. 1941. 64 p. (Bureau of
*Get the Good From Your Food. Series of 10
Home Economics, Miscellaneous Publication 472.)
charts, 14x20. 1942. 25 cents per set.
10 cents.
* *riiis publication can be purchased from the Superintendent of
Drying Foods for Victory Meals. Wash-
Documents, U. S. Government Printing OfTice, Washington, D. C,
ington, U. S. Government Printing Office, 1942.
at the price stated.
(Bureau of Home Economics, Farmers' Bulletin
Folders :
1918.) 10 cents.
U. S. Department of Agriculture. Single copies free
Home Canning of Fruits, Vegetables, and
as long as supply lasts:
Meats. Washington, U. S. Government Printing
Cheese in your meals. 1943.
Office, 1941. 48 p. (Bureau of Home Economics,
Dried beans and peas in low-cost meals. 1942.
Farmers' Bulletin 1762.) 10 cents.
Egg dishes at low cost. 1941.
Home Storage of Vegetables. Washington,
Food for growth. 1942.
U. Government Printing Office, 1942. 23 p.
S.
Green vegetables in low-cost meals. 1941.
(Bureau of Plant Industry, Farmers' Bulletin 879.)
99 ways to share the meat. 1942.
5 cents.
Nuts and ways to use them. 1938.
Victory Garden Leader's Handbook, AWI 30. Potatoes in low-cost meals. 1942.
18 p. Free. (Available only to leaders of groups. Root vegetables in low-cost meals. 1942.
Write to U. S. Department of Agriculture, Office Soy beans for the table. 1938.
of Information, Distribution Section of Publications, Vitamins from farm to you. 1942.
Washington, D. C.) When you eat out. 1942.
34
Denionstratinji a lionie-nursinfi proi-edure.
35
Chapter IV
Prevention of Accidents and Emergency Care
IT HAS never been easy to teach young 1941 these accidents reached a total of approx-
people to be careful. Perhaps it has never imately 1,800. Of this number more than half
been desirable if "being careful" is thought were motor vehicle deaths, 32 percent occur-
of as an end in itself. Now, when youth are ring when the men were off duty. (See also
being asked to undertake the most hazardous chapter VII.)
tasks the world has ever known, they must
In general, accident prevention in wartime
realize that safety is a means to an end, the
job done. If carelessness
may be considered under the three somewhat
end being to get the
overlapping headings:
or ignorance causes the loss of a man in the
waste. Accidents aid the Axis. Doing things 1. Problems which are always with us, in
expertly means concentrating all one's power peace and in war. Automobile accidents
on the desired goal. Doing things expertly and accidents at school, at work, and at
means using time, effort, machines, and hu- home are included here. These should
man life to the fullest, not wasting them need- not be neglected because of concern for
lessly. Youth will respond to this appeal. present emergencies.
40,000 more tanks. If these accidents could young people and adults will be engaging
have been prevented. 200,000 soldiers, sailors, in unaccustomed tasks in industry, farm
or marines could have been better protected production, and community services with
with war equipment.^ corresponding increases in hazards.
in 1941. With untrained workers in shops for defense. Here are included special
and on farms, with longer hours of work, and hazards of air raids, possible evacuation
the desire to work faster, the accident rate of children, and "blackouts."
may increase alarmingly unless precautions
are doubled and redoubled. Only the second of these problems will be
An even more direct war loss is the acci- specifically discussed here because published
dental deaths of men in the armed forces. In material on general accident prevention and
special precautions with respect to activities
^ National Safety Council, Inc. Accident Facts. Chicago, The
Council, 20 North Wacker Drive, 1942. p. 2. for defense are available.
36
BMotor Vvhiflc Awitlvnts as overloading of cars and busses. It has been
Thvif ilvlaic to Wartime Con- said that "no car is safer than its rubber."
dithtns Another factor in auto accidents is the use
of alcoholic beverages. Studies have shown
Motor vehicle accidents, in spite of the that slightly more than 42 percent of the
encouraging decrease in 1942, are a wartime drivers who were involved in automobile acci-
problem because of "blackouts" and "dim- dents had been drinking. It has been defi-
outs" in some parts of the country, the diffi- nitely proved that drinking beverages con-
culty of replacing worn parts or cars, and the taining even a small percentage of alcohol is
Appendicitis fill
Pneumonia iWWf
Diseases of Pregnancy, A AAA
Child-birth, Puerperium WWII
Cancer
an important cause of accidents because of the and safe practice as disregard for high-
effect on judgment and on reaction time. way signs, weaving from side to side on
Psychological experiments have shown that the road, riding after dark without lights
general judgments may be impaired by small or reflectors, making turns without sig-
amounts of alcohol. Reaction time —the naling, etc. Start bicycle inspection at
length of time required to respond to a given school.
stimulus — is also markedly affected by alco- 5. With a teacher's help, develop an auto
hol. There is clear evidence that a person driving course which will train students
who has more than 0.05 percent of alcohol in to drive safely.
of mind, lack of consideration for others, With the increased number of students tak-
alcohol, speed, faulty cars, bad roads. ing work in various shops, the need for safety
2. Collect authentic information and pre- education is more clearly indicated than ever.
pare specific plans of action on these Items to which special attention should be
points: [a] the man behind the wheel; given include flying hair, loose sleeves, aprons,
(6) the man on foot; (c) care of the neckties, or other clothing that might be
car; (d) care of the highway; (e) com- caught in revolving machinery; the wearing
mon courtesy; (/) social responsibility. of goggles as protection from eye injuries;
3. Plan with parents and club sponsors sub- proper machine guarding; shop cleanliness
stitutes for recreation that requires the and order and safe practices in the operation
;
use of cars, for example: Picnics near at of machine and hand tools. By obtaining a
home, games and informal dramatiza- conviction of the importance of safety meas-
tionsat home, listening to the radio, ures in the shop and by getting into the habit
work in the garden, and appropriate re- of practicing them,- the student will be better
creation for apartment-house dwellers. prepared to work without accidents in part-
4. Prepare talks and demonstrations on safe or full-time war production jobs. This is one
bicycle riding that will appeal to younger of the surest ways of reducing the toll of
boys and girls and will practically elimi- 18,500 workers killed while on the job in
nate such glaring violations of good sense 1942. (See also chapter VIII.)
38
Suggcsiinns tor AtTiion and girls who go to work on farms need to
be aware of special hazards involved (a) in
Students will be interested in engaging in
farm machinery; (6) in the improper use of
activities of the following types:
pitchforks, axes, and other farm tools; ic) in
1. Study safety situations as they arise in the use of ladders; (d) in handling animals;
the school, using some of them in group (e) in fires; and in poorly constructed
(/)
discussions. For example: "Skating is a farm buildings. (For greater detail on indus-
favorite after-school sport of many of the trial and farm safety see chaptei Vlli.j
students. What accidents have occurred
thus far this season? How can skating Suffffestions tor Aetion
accidents be prevented?" While in high school, students can con-
tribute to accident reduction in industry and
2. Make a continuous survey of accidents
agriculture in ways such as the following:
that occur to students, class by class, in
the school. Make graphs to show whether 1. Read books and articles on this subject
accidents are increasing or decreasing and extract from them information of
and which accidents occur most fre- practical value. Apply this information
quently. Combine work on the survey to work in shops and to part-time jobs.
with the study of ways to prevent these Discuss safety methods wdth parents and
accidents. other members of the family who are
doing industrial or farm work.
3. Work out ways of appealing to other
2. Invite a safety engineer from a nearby
students in the school to prevent acci-
industrial plant to tell the groupwhat he
dents from tripping, careless throwing of
thinks high-school boys and girls can do
balls, using sleds on busy streets and
to get ready for a high safety record
other causes of accidents common in cer-
when they are employed.
tain groups. These suggestions for safety
3. In science class make a study of ways in
may be made in assembly and homeroom
which science has been used to prevent
programs featuring charts, dramatization,
accidents. Prepare the results of this
and pictures; in the school newspaper;
study in attractive form for presentation
or in a series of mimeographed leaflets
in an assembly or in a homeroom period.
on "Bicycle Safety," "Good Form in Ball
Games," "Tips for Track," etc. Emergency Care
Industrial and Farm Safety It is a matter of great importance in the
present war crisis that large numbers of people
Modern industry expects and demands safe become trained to give first aid and other
work as well as efficient work from employees. forms of emergency care. Such care, skill-
The fatalistic attitude toward industrial acci- fully rendered, will help save many lives and
dents has almost disappeared as improved do much to relieve suffering from injuries or
machinery, safety devices, and safety educa- illnesses. In emergency cases, where medical
tion have been introduced. or nursing attention is needed, immediate care
The loss of life and labor from farm acci- will provide a stopgap until the necessary help
dents is also a serious drain on the manpower can arrive. For minor illnesses or injuries
required to feed the armies and the workers care given by lay people may be sufficient and
of the world. Accidental deaths of farm resi- will help to free physicians and nurses for the
dents totaled about 18,500 in 1941. City boys tasks they alone can do.
39
High-school students will be performing a assistance in determining the kind and
real service to their country if they learn the amount of supplies needed. (Unneces-
rudiments of first aid and home nursing. sary purchase of supplies at this time is
if instruction has been received previ- ing first-aid kits may become a group
ously, brush up on techniques. project.
Find out just what first-aid supplies Become familiar with the most important
there are in school and try to determine procedures in home nursing. With the
whether the supplies are ample to meet assistance of home economics teachers
emergency needs. If it seems wise, con- and nurses, practice these procedures as
sult the local health department, civilian a class activity. (For further discussion
defense council, or Red Cross chapter for of home nursing see chapter IX.)
40
References No. 23. A School Safety Program for the Emer-
gency. (For teachers.) 1942.
Accident Prevention and First Aid No. 25. A Safety Program for a Small School.
1942.
American Association of School Administrators. N.
No. 28. School Safety Bibliography. 1942.
E. A. Safety Education. 18th Yearbook. Wash-
No. 29. Home Safety Bibliography. 1942.
ington, D. C, American Association of School Ad-
No. 30. Fire Safety Bibliography. 1942.
ministrators, 1201 Sixteenth Street NW., 1940.
No. 31. Recreation Safety Bibliography. 1942.
54 p. $2.
Outlines and bibliograiihies on a variety of safety problems.
Deals with procedures and activities which are being carried
Revised periodically.
out in scliools.
Safety in Physical Education and Recreation.
American National Red Cross. American Red Cross
Chicago, 111., The Council, 1941. 95 p. 50 cents.
First Aid Textbook. Corrected reprint. Phila-
Contains practical material which will help all teachers who
delphia, The Blakiston Co., 1940. 256 p. 60 cents.
guide physical development.
Prepared for the instruction of first-aid classes.
War Department. The Military Training Division,
Dolce, James A. Until the Doctor Comes. Wash- Office of the Quartermaster General. Pre-lnduction
ington, U. S. Government Printing Office, 1941.
Driver Education in Schools and Colleges. Instruc-
60 p. (U. S. Public Health Service Publication tor's Manual, 1943. Free. Order from the Mili-
No. 21.) 25 cents. tary Training Division, Office of the Quartermaster
Outlines first aid which the layman can give until the
General, U. S. Army, Washington, D. C.
arrival of the doctor.
No. 10. Guide for Teacher-Educators in Safety U. S. Office of Education. Home Nursing Courses in
Education. 2d ed. 1942. High Schools. Washington,Government
U. S.
No. 13. A Test of Traffic Safety and Driving Prac- Printing Office, 1941. 18 p. (Education and Na-
tices. 1941. tional Defense Series, Pamphlet No. 9.) 15 cents.
No. 21. A School Safety Program for the Emer- Contains suggestions for the organization and content of these
gency. (For administrators.) 1942. courses.
533861°— 43 4 41
Chapter V
Daily Program Planning for Balanced Living
should be given its due proportion of time and lists many forms of exercise which will help
none overlooked. A work day extended to high-school boys and girls increase strength
the point where late hours of study are neces- and endurance for the difficult tasks ahead.
sary is likely to make inroads on sleep and Although most students will participate in this
thus impair efficiency and cause excessive vigorous program, there will be a few for
fatigue and strain. whom the program will need to be modified.
Sui/gestions for Action Only a good medical examination can deter-
Students may gain understanding and ex- ^ U. S. Office of Education. Physical Fitness Through Physical
Education for the Victory Corps. Washington, U. S. Govern-
perience in organizing time efficiently through
ment Printing Office, 1942. (Victory Corps Series Pamphlet
such activities as the following: No. 2.) 25 cents.
42
mine finally which students can take the work for physical activity such as a brisk walk
and which should have special consideration. in addition to the regular physical-educa-
Students will aid the school greatly in its task tion periods at school. If unaccustomed
of making this decision if they will report to physical exertions, it is advisable to
willingly to the teacher or physician and nurse start with short periods, perhaps one-half
information on all former illnesses and on all hour in length, and increase the time
present illnesses or physical impairments. gradually, week by week, until at least an
Naturally, a student will prefer to partic- hour of appropriate out-of-door activity
ipate in his favorite activities along with the is used. The class as a group may com-
other students. In order to bring himself to pare notes on types of activities under-
his highest possible physical level, it is some- taken and on the way they feel.
times necessary to forego this pleasure at least 3. As a means of understanding the impor-
for the time being. In some situations a tance of maintaining a rational balance
modified physical education class is arranged or equilibrium between exercise and rest,
for students who need an adapted program so students may collect information on the
that they may carry on their individual activ- following: (a) the difference between
ities but still have the social benefits of being and mental
real fatigue (muscle fatigue)
in a group. In other cases, arrangements are fatigue; (b) the physical and chemical
made on his individual
for a student to carry changes that take place in muscles during
program during the regular physical educa- exercise; (c) the need for rest following
tion class period. Following an illness or an exercise; {d) the procedures that should
accident or for other reasons rest may be more be followed for the development of en-
suitable for the individual than activity. durance and the control of fatigue.
Under these circumstances, the student's entire
school program may have to be adapted to Recreation
meet his individual needs.
Habits of recreation already have been
greatly influenced by the impact of the war.
Suggestions for Action
For many people, working hours have been
The following experiences will help students increased thereby reducing the amount of
develop better judgment in respect to the wise time available for recreation as well as for
selection of exercises: other activities. For others, the time schedule
of the shifts or the alteration of shifts neces-
1. Find out from the physician, nurse, or
sitates great adjustments in the schedule for
physical-education teacher those condi-
family or personal recreation.
tions which they observe, to determine
The fact that many things are on priority
whether students are capable of partic-
lists necessitates adjustment in recreational
ipation in vigorous programs of physical
activities. Many boys and girls don't know'
activity. Then find out through consulta-
how to play without certain kinds of equip-
tion with these people or through reading,
ment which is no longer available. Some of
why the particular conditions are chosen
them want to drive many miles to a dance or
as important for consideration.
a picnic. Unfortunately some communities do
2. Each student may start a personal pro- not offer facilities for a ball game, and many
gram for physical conditioning by setting do not provide leadership for other outdoor
aside a certain amount of time each day recreational activities.
43
Obviously communities should plan for tective, and disciplinary institution is a tend-
such recreational activities as music, dramat- ency to center more recreation within homes
ics, art, handicrafts. Every high-school stu- because of tire and gas rationing, and because
dent should be encouraged to cultivate hobbies of black-outs and dim-outs. More and more
which develop cultural interest and foster a
we hear of the family picnic in a nearby park
feeling of security.
taking the place of the former all-day motor
Stronger family ties are also to be encour-
trip. This tendency is to be encouraged.
aged. Within homes, two opposite forces
High-school students can do a good deal to
seem to be at work. In many instances, both
the father and mother are working outside the encourage this type of wholesome recreation.
home. Often their schedules are irregular. They may use resourcefulness and originality
seen by a reported rise in juvenile delin- ities which foster the development of re-
In opposition to this tendency toward the which exist in the local school situation
break-up of the home as a social, health pro- and those which misfht be added.
44
2. Help organize new activities in the Army and Navy routines provide a balance
school or for out-of-school hours which of activity and relaxation with ample time for
will appeal to a variety of student inter- rest and sleep. High-school students can learn
ests. Help may be secured from the a great deal by comparing their own living
physical education teachers, community with these routines.
recreation leaders, and interested citizens.
Short rest periods at intervals help to re-
4. Plan and carry out an evening of recrea- incorporated into the school day at the begin-
tion in the home for different types of ning or end of class periods.
family groups. Each student may make To secure maximum value from a rest
plans in accord with his own family's
period it is necessary to relax as completely
interests and schedules, and then compare and quickly as possible. Relaxing is a skill
his plans with those of his fellow students.
which is well worth acquiring, and can be im-
5. Arrange for the superintendent of re- proved with effort and practice. In a class-
creation or other community recreation room it is possible to lay the head on the
leaders to discuss with the class the folded hands on the desk and let the body sag
recreation needs of the community and forward. In the gymnasium one may stretch
the resources for meeting these needs. out on the floor. At home, even the floor is
preferable to a bed which sags. The one thing
6. Find local people with interesting recrea- to bear in mind while consciously relaxing is
tional hobbies and invite them to tell the
to let the body rest its full weight on the
group about the hobbies and how they support. In the process of relaxing, one can
happened to develop them. pay attention to one part of the body at a
time, as to the right arm, then the left arm;
Restf Sleep, and Relaxation to the right leg, then the left leg; and finally
to the trunk. It is especially important to try
To offset the strains of war and to provide
to relax the muscles of the neck and face
for recuperation following vigorous physical
during rest pauses.
activity, high-school students need to follow a
daily routine which provides sufficient time Rest and relaxation as well as physical ac-
for rest, relaxation, and sleep. Effective serv- tivity and recreation should be adapted to
ice cannot be accomplished when one is over- individual needs.- People who are not well,
fatigued. people who are under severe physical strain,
Young people of high-school age need a and people who are worried will need to give
great deal of rest because they are active and particular attention to relaxing. Below-par
growing. The amount of rest and sleep which students should welcome suggestions like those
is needed will vary with different individuals. above. We should all subscribe to them more
People who are very active physically and assiduously than ever when our lives are ardu-
mentally need more rest for recuperation than ous or when we are disturbed emotionally.
45
HEALTH NEEDS OF YOUTH
SHOWN BY NYA EX AMI NATIONS- J941
20 If
NEEDED REFRACTIONS
nil
O O O O
isfWIIII
NEEDED TONSILLECTOMIES
GOO
14 III
NEEDED ADDITIONAL DIAGNOSTIC PROCEDURES
G G (
12 ^^F III
NEEDED SPECIAL DIETS
O
O I YOUTH
O G feACH REPRESENTS 5
11
NEEDED STUDY BY A SPECIALIST
From data contained in The Health Status of NYA Youth prepared jointly by the
Administration and the United States Public Health Service in 1942.
J
National Youth
46
Emotional strains like fear, worry, and pres- 2. Plan a self-checking list of habits which
ence of impending tragedy brought about by tend to cause fatigue. How could daily
war have their effects on the nervous and routines be adjusted to eliminate any
muscular systems! The body feels tense and unnecessary fatigue-producing habits?
uncomfortable. It moves ungracefully and 3. If possible, work condi-
find out local
Even the digestion and circula-
inefficiently. tions in storesand factories as they con-
tion are disturbed. At times like these it cern fatigue and rest.
becomes imperative to pay attention to such
simple suggestions as changes in daily routine References
or rest pauses. Laird, Donald A., and Miiller, Charles G.
Energy
and Sleep: Why We Need It and How to Get It.
The teachers' attitude toward this problem
A Tower Book. New York, The World Publishing
should be constructive and helpful. For ex-
Co., 1941. 224 p.
ample, if a teacher notices that a student is The purpose book is to present
of this interesting, practical,
and valid information about that third our
irritable or fails to maintain good posture, of life which ie
spent in sleep.
he should investigate the reasons. It may be
Lane, Janet. Your Carriage, Madam! A Guide to
that the student is not obtaining sufficient rest,
Good Posture. New York, John Wiley and Sons,
is malnourished, or has some defect or illness 1934. 140 p.
that is causing the trouble. Just telling a An entertaining book with many practical suggestions for
improving one's posture. (The author has also written a
person to be more mannerly or to sit up pamphlet on the same subject. "Sitting Pretty: a guide to good
straight will not be of benefit. When people posture for the office worker." John Wiley and Sons, 1934.)
are tired they tend to lapse into irritability National Tuberculosis Association. The Physically
and they are physically unable to carry them- Below-Par Child, 1940. 20 p. Free from local
or State tuberculosis associations.
selves well.
Shows changing concepts regarding care and education.
47
Chapter VI
Developing Sound Mental Attitudes
BOTH ARMY officers and mental hygienists his way in adjusting to war situations with
recognize the importance of mental attitudes the student.
for personal fitness and for effective war ef- The success of this kind of guidance de-
fort. They emphasize the need for a wide- pends largely upon teacher-student relation-
spread "will to win," the acceptance of war as ships. If the teacher can extricate himself
a hard, long job that has to be done, and the from the authoritarian role so often assigned
abilities to "remain steady and competent him, the stage is set for mutually beneficial
under stress" and to adapt one's attitude to- teacher-student relationships. Democratic
ward conditions which cannot be immediately procedures in the classroom breed consid-
changed. Insofar as the building of attitudes erateness and cooperation among students and
like these is a matter of education, the school's between students and teacher.
responsibility for the mental health of students Even more individual is the person-to-
through group experience and individual person relationship of teacher and student.
guidance is obvious. This relationship is different for each student
In no other aspect of health education does because his emotional needs are different. To
the teacher play so important a part — as a some extent the school has always supple-
pattern or example, as a guide or counselor, mented and, in some cases, compensated for
in his teacher-student relationships, and in his deficiencies in the home. Now, more than
person-to-person relationships with students. ever, the school is responsible for providing
Attitudes are caught even more surely than boys and girls with the security of dependable
they are taught. It is, therefore, important human relationships.
that the teacher consider his own adjustment Thus the teacher's major responsibilities are
to the present situation. Teachers are per- to maintain sound mental attitudes himself,
sons; they have fears, worries, satisfactions, provide a classroom atmosphere of respect for
annoyances, expectations, ideals, and pur- each personality and considerateness for one
poses. These they cannot hide from their another, confer with individual students who
high-school students. It is well for teachers come to him individually for guidance, and
to face with students the present difficult ad- refer to available expert sources individuals
justments which they have in common. whom he has neither sufficient time nor knowl-
Thus counseling becomes a joint quest, a edge to help adequately.
mutual learning situation. Both teacher and Obviously, sound mental attitudes may be
student have something to contribute —the developed all through the school day.
teacher, more years of experience and sources Through the content of every subject and
of information not available to the student; club, as well as through the personnel work
the student, a knowledge of his personal past and personality of every teacher, students' out-
and an awareness of the influences pressing looks and actions may be influenced for the
upon and penetrating his age group. Al- good. From history they may obtain per-
though a guide has been defined as "one who spective on the present and hope for the
has been there before," there is a psychologi- future. Mathematics and science may develop
cal advantage to the teacher in only being on precision, decision, a respect for truth and
48
right solutions — all good mental attitudes. made possible only by the toil of the present.
Art, music, and literature help to relieve ten- There is a place in the school for envisioning
sion through creative activity. The content of the future as well as for teaching about the
English courses may be modified to include achievements of the past. Many intelligent
more books which illumine our lives and our boys have said, "We must have something to
time. Similarly, every part of the school fight for." One young soldier who had
curriculum has its contribution to make to traveled across the continent remarked with
mental hygiene. conviction, "Oh, this is a land worth fighting
There are a number of specific wartime for." A group of enlisted boys who had
mental hygiene problems that teachers and organized a successful youth council in their
students should face together. These prob- rural community said to their fellow members
lems are not essentially different from those who were remaining at home, "Don't give up
which confront young people in times of the Council work we've begun, because we
peace. War, however, brings more factors want to like this to come back
have something
more acutely and more suddenly into the pic- to when the war is over."
ture. The development of sound mental atti- In order to build right attitudes toward the
tudes in wartime involves: war and toward democratic principles, teach-
49
2. Compare life in this country with life in a reading corner where this information
the Axis countries." is easily accessible to students.
3. Arrange for talks by persons who can
speak authoritatively on plans for feeding Finding One^s Place
the world; the need for conserving gas-
oline, rubber, and other commodities; Available manpower is used most efficiently
and other current problems. when each person finds the work that is best
4. Read and discuss books that give histori- suited to him and contributes most to wartime
cal perspective; ^ describe what has hap- needs. The individual derives therapeutic
pened in conquered countries; "*
give a value and a resulting sense of security in
50
they can make the greatest contribution, stu- Department, War Manpower Commis-
dents need guidance. This involves an under- sion, U. S. Office of Education, Office of
standing of their own capabilities and a War Information, Office of Civilian De-
knowledge of the qualifications required for fense,Department of Agriculture, Depart-
diiferent kinds of war work. The range of ment of Labor, U. S. Civil Service Com-
choice, too, is limited by the jobs that must be mission, American Council on Education,
done. Each person is therefore expected to National Education Association, news-
enter the service for which he is best qualified, papers and magazines, and other sources
even though hemay prefer some other type of of accurate up-to-date information about
work. He should make willingly the necessary the jobs to be done and how to prepare
compromise between personal preferences and for them,
the Nation's need. Because many factors
4. Take part in group discussions of the
beyond the individual's control may prevent
various kinds of work to be done, calling
his entering the specific kind of work he has
in representatives of the armed forces,
chosen, more harm than good may be done if
industry, and community services who
the high-school student's choice is too rigid
can supply additional information and
and narrow. For this reason, flexibility in
answer students' questions.
making vocational choices should be empha-
sized.
Meeting Wartime Situations
Suggestions for Action
In situations which the individual is not
The following are some of the activities prepared to meet, in situations characterized
through which students may be helped to gain by unknown features, it is natural for the
information about themselves and the work to individual's blood pressure and pulse rate to
be done, and acquire self- direction in choos- increase and for him to have the primitive
ing and preparing for war work: impulse to run. Under these circumstances,
1. Assist counselors in keeping cumulative fear is not a sign of cowardice; it is some-
personnel records up to date by contribut- thing to be faced and met as constructively
ing facts about their work experiences, as possible, not something to be ashamed of.
social adjustment, goals, purposes, and Part of the fear itself may become a stimulus
other items found useful. Cooperate with to effective action.
the counselor in using this record in Desire for the esteem of the group is a
appraising their fitness for the field of strong motive to counteract fear. In all well-
service for which they are needed and in trained units of the armed forces members
making both immediate and long-term "feel for each other a natural respect and
educational plans. admiration. The knowledge that he enjoys
2. Become familiar with the local branch of
the respect and admiration of his fellow
soldier is a source of the greatest pride to each
the U. S. Employment Office, the County
Agricultural Agent, and the local draft member of the unit. The desire to retain this
51
In the case of children's fears the influence fears, outbursts of anger, and other inex-
of adults is most important. One observer plicable and perverse behavior are not entirely
who had visited many schools in one of the the result of war conditions, but arise pri-
war zones during air raids reported that the marily from needs within the individual which
only instance in which he found children find these outlets and expressions in various
panicky was a class in which the teacher him- external situations. A person whose early ex-
self became hysterical. High-school students perience has built in him no confidence in the
are influenced by the example and attitude of world, no security in his personal relations, is
older adolescents, and they, in turn, influence frequently afraid in situations that offer no
younger children. High-school students fear for other persons. To be sure, a certain
should realize that they are part of the com- amount of insecurity in these times is inevita-
munity, that their attitudes are important, and ble, but if a person does not respond to usual
that they influence others, especially younger methods of reassurance and encouragement,
children who look up to them and imitate he requires individual attention by an experi-
them. enced and expert guidance worker.
Another wartime situation to which the in-
quently have many adjustments to make. meet still more difficult situations in the future
High-school students are suddenly released are:
from parental supervision when their fathers 1. Participate successfully in one of the com-
enter the military services and their mothers
munity services for which the students
leave home to work in war industries. Every- have prepared by skillful preliminary in-
day situations offer students opportunities to
struction and practice.
learn how to adjust to changing conditions.
2. Participate in group enterprises in which
Every student should be encouraged to take
each individual's work contributes to the
advantage of guidance offered in school
task at hand and gives him personal satis-
through which he can become increasingly
faction through the success of the group.
able to meet his special problems.
Discuss as a group, the students' personal
A wartime situation which girls find difi&-
3.
52
are frequently blocked. For many young peo- It is even more difficult for an individual
ple, cherished education and vocational plans to meet grief constructively. The war will
must be put aside, home life is disorganized, involve his losing parents, brothers, other
personal ideals and goals cannot be realized. relatives, sweethearts, and friends whose per-
The individual, however, may learn to meet sonal relationship with him has made his
frustration in several constructive ways: world significant. Under these circumstances
the individual still in school will naturally
1. By fitting his personal desires into the
seek stability in the satisfactions of school life.
larger purpose of winning the war, and
In these times the teacher and other school
seeing his assigned job, whatever it is,
Learning to make decisions and to take responsibility through helping in management of their own
school.
would not lower morale; recreational which students may be helped to meet war-
reading; engaging in games and sports, time frustrations and grief:
music, writing, handwork, and other 1. Use everyday frustrations as opportu-
creative activities. Even in wartimes nities todevelop methods of meeting an-
there should be moments for creative noyances, thwarting, and failure con-
activity for all those who are carrying structively —studying the situation to see
heavy burdens and responsibility. whether anything can be done to improve
53
it, directing one's attention to other more employment, they have become one of the
profitable activities if nothing can be nation's chief assets. Upon them rests the
done about the frustrating situation. heaviest burden of winning the war. The gap
With the lowering of the draft age the need adults can guide them aright.
take responsibility. Certain primitive tribes 1. Take responsibility for organizing time
"never suppose that the way to train an adult and budgeting money and planning
who is capable of making difficult decisions schedules of work.
is to make all the decisions for him." 2. Participate in community services and
The attitude and of those his own
of adults group activities after proper prepara-
age toward the adolescent and their appraisal tion and under conditions which require
of him have a great deal to do with the build- assumption of responsibility.
ing of his idea of himself. If a high-school
3. Try to "act on thinking" rather than
senior is mature enough to enter the armed
react emotionally in a situation.
forces or industry, why should he be treated
as a child in high school? In this respect 4. Seek individual conferences with coun-
war conditions may exert a positive influence. selors when having special problems in-
Young people have suddenly become people volving purposes and goals, relation-
of importance. Instead of being unwanted ships with their parents, and other prob-
and rejected in the competitive sea of un- lems of growing up.
54
References Ruch, Floyd L. ; Mackenzie, Gordon N.; and Mc-
Clean, Margaret. People Are Important. Chicago,
Fcdder. Ruth. A Girl Grows Up. New York, Mc- Scott, Foresman and Co., 1941. 283 p.
Graw-Hill Book Co., Inc., 1939. 235 p. A book for high-school students intended to hel^i them face
Written for tlie adolescent girl as an aid in nlakin^ adjust- their own problems realistically.
ments.
U. S. Office of Education. Guidance Manual for the
McKown, Harry C, ar}d LeBron, Marion. Boy Grows High-School Victory Corps. Washington, U. S.
Up. New York, McGraw-Hill Book Co., Inc., Govrrnment Printirtg Office, 1943. 37 p. (Vic-
1940. 299 p.
tory Corps Series Pamphlet No. 4.) 20 cents.
Contains sane advice on living for the adolescent boy. Guidance Problems in Wartime. Washing-
ton, U. S. Government Printing Office, 1942. 30
McLean, Donald. Knowing Yourself and Others.
New York, Henry Holt and Co., 1938. 275 p. p. ( Education and National Defense Series No.
18.) 20 cents.
An ingenious effort to present mental hygiene at the high-
school level. Its emphasis is on the positive preventive aspects. A booklet to aid school administrators, counselors, and
teachers in the challenging task of helping young people
National Education Department of
Association. make needed adjustments.
Supervisors and Directors of Instruction.Mental Zachry, Caroline B. Emotion and Conduct in Ado-
Health in the Classroom. Washington, D. C, The lescence. New York, D. Appleton-Century Co.,
Association, 1201 Sixteenth Street, NW.. 1940. 1940. 563 p.
304 p. $2.
This book, written for the Commission on Secondary School
A practical guide to modern teaching methods with implica- Curriculum, presents observations made of adolescent's life ad-
tions for mental health. justments and suggests the significance for education.
55
Helping Students Meet
Health Objectives for Special Wartime Services
Chapter VII
Air, Land, and Sea Services
THE PROBLEMS inherent in military life The health responsibilities of an individual,
indicate that preinduction training in health as well as his physical requirements vary with
and sanitation will be of definite assistance. the individual's job, and with his assignment.
This opinion represents the thinking of mili- At a training center or large military camp,
tary officers with field experience as well as the conditions approximate those of a well-run
those charged with training responsibilities. city. Problems of food supplies, water, sani-
Time is restricted in the Army and Navy for tation, and sewage disposal are handled by
the teaching of health. Consequently, any trained men using the best of equipment. The
reenf or cement which can be given to this in- responsibilities of any young man or woman in
struction prior to entrance to military serv- the armed forces are those of the citizen. Per-
ices will aid in providing that all in the sonal hygiene is, of course, his responsibility.
services cooperate in observing and carrying Such problems as the wise choice of food at
out health measures which are essential for canteens when away from camp, alcohol, excess
the protection and saving of life. smoking, and venereal disease become impor-
Our democratic method of building an tant. Army and Navy medical officers em-
Army and Navy and the urgency of our need phasize the need for individual responsibility
necessitate the induction of many men who here.
can meet only minimum physical require- At training centers men and women have
ments and other standards. But it would be many experiences which orient them to mili-
just as absurd to think of the physical fit- tary life. They receive a series of "shots"
ness of our armed forces as being on this that will protect them from smallpox, typhoid,
minimum level as it would be to picture every tetanus, and yellow fever. To know in ad-
man healthy, tough, and in the pink of condi- vance the reasons why these are necessary
tion. Because the armed forces are so large and make individuals
will help to allay fear
and their jobs so varied, they are able to use more cooperative in the military health pro-
men of varied physical capacity. On one gram. The new recruits are put through a
hand, the forces use, for limited service, men vigorous program of physical and military
whose health is below par or who have definite training. They become stiff, tired, and hun-
physical defects. On the other hand, the gry. They eat more, put on weight, increase
paratrooper must be in excellent physical their endurance, and gradually become fit.
condition. He must be strong, tough, and They need to know what to do for sore mus-
agile, and must be able to care for himself in cles, how to care for their feet, what to do
situations that most troops do not have to after exposure and for heat exhaustion.
They
face. Pilots, too, must be in excellent physi- need to know how to prevent accidents and
cal condition, but fitness to be a pilot is dif- how to cooperate in the prevention and con-
ferent than the fitness required of an infantry trol of disease.
soldier, sailor, or a tank driver. The armed Advanced training and conditions at the
forces attempt to prepare each man for his battle front may expose the men to entirely
role in the war effort. new environments and to very difficult sets
56
of responsibilities. The squad or company boy. Nevertheless, there are facts that every
may be on its own, operating independently. potential soldier, sailor, or marine should
Sanitation, food, water, and protection against know, and attitudes and habits he should
insects then become individual problems. possess. These should be a major emphasis in
Each individual will have to take more re- a sound health program in the schools if it is
Understanding importance of "shots" will help those entering service to cooperate as this sailor is
doinijf.
sponsibility for personal hygiene and cleanli- directed to young people who may soon be
ness. Precautions in eating and drinking in the armed forces.
become a personal matter instead of one for Six fields of health training are suggested
the mess sergeant. The weather and terrain below. The first five are a desirable part
may combine to make living conditions miser- of the preinduction training of any individual
able, yet fighting must go on. The battle who anticipates military service. These five
front may seem far away to the high-school fields were determined by an analvsis of
533861°— 43 5 57
health needs of the armed forces. They rep- They will perform their duties more efficiently,
resent a common health denominator as im- with less likelihood of individual casualties,
portant to the infantry machine gunner or and with far greater happiness and feeling
naval gunner as to the radio operator, tank of accomplishment. The armed forces are
mechanic, or pilot. The sixth field suggests interested that attitudes be built in high-
the type of training needed for a flier in the school students which will be conducive to
air corps. In general, special jobs and spe- more rapid and more thorough military train-
cial conditions as in the air corps or tank ing, and that permanent health habits be
corps may require a different emphasis on developed which will be available to the in-
health, but ordinarily, this emphasis will be ductee during his entire military life.
58
The respiratory system. The mucous — starchy foods and leave the fresh vegetables
membranes of the nasal and throat passage- on his plate. Furthermore, soldiers and
ways are susceptible to certain upper respira- sailors have access to post exchange stores
tory infections. The effects of sudden chill- and to community food services. The per-
ing of the body and exposure to cold and to son who has developed the habit of eating at
wet may lower resistance to these infections. odd hours may continue this practice to the
Infection of the sinuses and middle ear are detriment of his health. (For steps which
common and may result from improper medi- high-school students can take now, see chap-
cation used in attempts to combat common ter III.)
colds. The middle ears through the Eusta- Advertisements have appeared in recent
chian tubes and the sinuses communicate di- publications available to men in the armed
rectly with the upper portion of the throat forces purporting to show the terrible things
(pharynx) and the nasal cavities and are that happen to a person if he doesn't take
frequently involved by extensions of infection his laxative. This carryover of an American
from these locations. Medical services are advertising myth into military life may have
provided by the Army and Navy and every its harmful effects unless it is combatted by
young person in service is urged to avail understandings and sound practice gained in
himself of these services. (For steps which civilian life. The nature and effects of saline,
high-school students should take now, see lubricating, and bulk-forming types of laxa-
chapter II.) tives and the irritating effects of most laxa-
Digestive system. —The parts of the di-
tives on the intestines and their contribution
to chronic constipation should be stressed.
gestive system, the digestive process, and the
relation of the nervous system to digestive
Self-medication is always undesirable.
59
can lead to serious complications or even to as possible, bend the legs but keep the back
death of the shocked individual. straight, and lift with the powerful leg mus-
The proper methods of controlling arterial cles instead of the back.
or venous hemorrhage should be explained Young people should understand and prac-
and illustrated by means of charts which out- tice good care of their feet. The proper fit-
line the locations of major vessels. ting of shoes and the care of the foot during
Cardio-vascular (heart and blood vessel) long marches or hikes should be emphasized.
conditions are among the chief causes of Even the modern-mechanized military man
rejections for service. Forty-two men in
must spend a great deal of time on his feet
every thousand reporting at induction centers and he must know how to take care of them
were rejected for these conditions in Decem- for his own fitness and efficiency.
ber of 1942. The rate has been consistently Eyes. —The field conditions under which
between 30 and 45 men per thousand. Most military men must work may expose them to
of these conditions are of long standing. eye injuries and to conjunctivitis and lid in-
They result from congenital defects and from flammations unless they understand the proper
diseases and injuries of childhood. Valvular care of the eyes. (For a more complete dis-
involvement is the chief offender. This, in cussion of the eyes, see chapter I.)
are among the chief causes of rejection at inside the other. Place 1 inch of water
induction centers and among the common in the outer tube and 2 inches of ether
causes of disability in military life. Back in the inner tube. Using a straw, blow
sprains, dislocations, and hernias are common the warm breath into the ether until
results of improper use of the body in lifting. the ether has all evaporated. A thin
When lifting a heavy object, the student sheath of ice will have been formed on
should be taught to get "underneath" it as far the outside of the inner tube, or the out-
60
side water will at least have been con- 5. Learn some physical activities which
siderably cooled. The ether is com- tend to strengthen muscle groups used
parable to the rapidly evaporating per- in lifting. Practice lifting and carrying
spiration, and the water to the surface correctly various types of burdens.
of the body. (See "Physical Fitness Through Physical
3. Find out from friendsin the armed serv- Education for the Victory Corps.'')
ices actualmenus served at training cen- 6. Check shoes being worn to determine
ters. Compare a day's menu with stand- whether they fit. Instructions for doing
ards set up in "A Daily Food Guide" this are contained in the Army manual
found in chapter III. on "Military Sanitation and First Aid,"
i. Become familiar with pressure points page 138.
(see any first-aid manual). Then study 7. Collect newspaper accounts of instances
Soldiers washing mess kits in soapy boiling water — a procedure worth practicing while camping.
a chart which shows the major blood in which mastery of certain physical
vessels of the body and see if you can skills has been useful in aiding achieve-
figure why these pressure points are ment of war work or actual saving of
significant in the control of hemorrhage. life.
61
Control of Communicable developed during high-school years. (See
Disease chapter II.)
could if he is given real understanding of the Automobile accidents rank first in both in-
cause and prevention of common communi- stances. Vehicles used in military operations
cable diseases. Basic understanding can be are not designed for the most comfortable
^ Maj. Gen. James C. gee, Surgeon General of the Army, ^ War Department. Basic Field Manual. Soldier's Handbook.
retired. FM 21-100, 1941. p. 205.
62
transportation possible. They are powerful, ig) removal of foreign objects from orifices,
well built, and must be used on terrain over eyes; (h) movement of wounded (where
which pleasure automobiles could not travel. necessary).
This merely intensifies the problem of safety
Siigqvstufns for Action
in the use of vehicles. Falls, too, are im-
In addition to receiving instruction as just
portant causes of accidental injury in military
as in civilian life, and require the application outlined, the students may:
of the same common-sense rules of safety. 1. Find out from the medical officer of a
The basic training of every man and more crippling to an individual than loss of
limb. Approximately 6 out of every 100 men
woman in the armed services includes instruc-
examined at induction centers have been re-
tion and practice in first aid. This training
jected for mental reasons. More important
is sound and practical but is specifically di-
than this figure is the fact that much of the
rected toward emergency treatment of the
common injuries to which the men or women
difficulty men or women have in adjusting to
63
to young men and women so that they may actions. The well-adjusted young man and
be able to anticipate and accept the facts of woman may find military life hard, but he
the situation. There should be opportunity will adjust to it and find certain positive
to discuss military life with officers or friends values in the experience.
home on furlough.
Military manpower needs are such that an
Suggestions for Action
individual cannot always be assigned to the Students may find it worth while to:
place where he thinks he belongs. Military
1. Analyze and list some of the mental and
training is rigorous, wdth a necessary em-
emotional characteristics of the well-
phasis on a kind of alertness and close coop-
adjusted individual in military service.
eration seldom demanded in civilian life.
They may illustrate each characteristic
Young people should know of the situations
in terms of possible specific behavior in
they must face and of the possible ways of
a particular situation, and indicate why
adjusting and finding one's place in military
the characteristic is important. Students
life. This life is not a blindly regimented
may consider whether there are ways in
affair.There is a place for individual initia-
which young people during high-school
tiveand the person who can take the situation
years can prepare themselves to make
as he finds it may often discover ways to
mental and emotional adjustments re-
improve his own status and to do a better
quired in military life.
military job.
2. Carry out activities as suggested in
For some young high-school graduates, en-
chapter VI.
tering the armed services will mean growing
up quickly. Coming from a sheltered home
Ottter Pr obi ems of Miiitary
the inductee may find himself given adult re-
Hygiene
sponsibilities and expected to meet them. An
individual's whole pattern of living may Cleanliness of body, clothing, and
change. Habits of eating, sleeping, and work- barracks. In — civilian life, the observance
ing must be quickly altered. A new set of of the rules of cleanliness at all times and
personal relationships must be established. under all conditions andis socially desirable
There are new responsibilities to be met. at the same time protects an individual from
Sixteen- and 17-year-olds can be aided in dangers of infections from fleas, body lice,
this growing-up process during their last ticks, and bedbugs. Under military condi-
years of high school. The school program tions absolute cleanliness is essential to avoid
can be modified to place increased respon- diseases that may cripple the effectiveness of
sibility on their shoulders, and to arrange entire armies. Among the most serious of
experiences demanding adjustments similar to these diseases is typhus fever which is spread
those of military Such experiences as
life. by body lice or fleas.
work projects, camping trips, or other group Conditions of field service may make hot
endeavors, where teamwork is involved are baths with running water impossible. Under
all to the good. field conditions the need for cleanliness is,
Lastly, the individual should learn to under- however, even more acute than it is in base
stand himself and his emotions. He should camps. Soldiers are advised, therefore, to
understand that there is a place for fear, grief, scrub the body frequently with wet cloths
and anger. He should be familiar with the when bathing facilities are not available.
drives and motives that determine people's When no water is on hand for laundering.
64
clothing may be crumpled, shaken well and Learning to live away from civiliza-
hung in the sunlight for at least 2 hours. tion. —The soldier, sailor, or marine today,
Through camping activities high-school stu- off on some war mission, may find himself
dents may gain valuable experience in keep- stranded miles from his base in a lifeboat or
ing clean under unfavorable conditions. on almost any kind of terrain. The individ-
Particular care must be exercised to prevent ual who knows how to protect himself under
skin diseases such as fungus infection of the such adverse living conditions, who knows
foot (athlete's foot), as such conditions may what to avoid and how to obtain food and
chronically incapacitate a man for duty. water stands a better chance of keeping fit,
ment for those which are common to the things that can be done by young men or
locality in which they live. This should result
women preparing for air, land, or sea serv-
not only in immediate protection, but also ices which will shape an appreciation of mili-
tary health problems involved and contribute
should help develop a sense of caution and
a degree of respect toward poisonous plants
to the preparation. They include:
and animals which they may confront later 1. Find out health standards that are cur-
in services. (See also chapter VIII.) rently in effect for entrance to the vari-
ous services for both men and women.
—
Recreation. Resources for self-entertain-
Each student with the help of the school
ment are essential at Army and Navy bases.
physician or nurse should then determine
Individuals at a base camp have some time
his or her own physical qualifications
when they are on their own. A furlough for the service of preference, and on the
in a strange city or an hour or two off
basis of these findings set up a personal
duty in camp which can
offer opportunities
regimen for improvement adapted to his
be well spent. The continuation of reading needs. This should include the correc-
or study, participation in the community and
tion of any remediable defects, and, for
camp recreational programs, and the preserva- the healthy individual, a physical con-
tion of the type of conduct learned at home ditioning program.
are safeguards against the hazards which im- 2. Plan a series of week-end field marches
pair physical fitness and lower efficiency in
or camping trips under the leadership
the performance of tasks. The young man or of a person experienced in scouting.
woman who during high-school years has Apply principles of sanitation and per-
learned to develop wholesome resources for sonal conduct required of military men
self-entertainment will find satisfactory ad- in camp or on field service. Attention
justments to military life less difficult. should be given to proper methods of
65
securing safe water supplies, disposal indulged in gas-forming foods or large quan-
of wastes, care of feet, relaxation, proper tities of foods, he is less able to remain at
eating and drinking habits when on the high altitudes. Excessive use of tobacco tends
march, and ways of living off the land. to aggravate any minor bronchial, nasal, or
Help can be secured from the Soldier's laryngeal irritations and thus makes breath-
Handbook and scouting manuals. ing more difficult. In addition, it dries out
3. Join a hiking club. Sea Scout unit. Boy the nose and throat, it increases the pulse rate,
Scout troop, or a study group in nurs- it interferes with the function of the digestive
ing, veomanry, navigation, tactics, and juices, and where the smoke is inhaled, minor
the like to gain practical experience in degrees of carbon monoxide poisoning occur
the care of one's body as well as other which prevent the fullest absorption of oxy-
essential skills for military service. gen.
4. Find out the standards of personal clean- Alcohol breaks down the flier's resistance to
liness which have been set up as require- cold: and. even though he may feel ^varmer,
ments for men and women in the armed he is much more susceptible to frostbite, chills,
forces. Study training camp schedules and numbness in the sub-zero temperatures
and facilities which make maintenance encountered at high altitudes. Furthermore,
of these standards possible. alcohol diminishes the keenness of vision,
5. Learn to identify the common poisonous accelerates heart and breathing rates, and
plants, insects, and snakes of the im- produces a general depreciation of body ad-
mediate locality. Become familiar also justment ^vhich louvers flying ceiling 3,000 to
with methods for avoiding them and for 6,000 feet.
dents which might serve as relaxation or create gas in the intestines and stomach. At
entertainment during periods off duty or high altitudes this gas expands so that, for
brief periods of leave in camp or while instance, at 35,000 feet it will occupy about
away from civilization. five times as much space as at sea level. This
7. Invite a medical officer from a nearby gas expansion gives rise to severe abdominal
military camp to tell the students about cramps and extreme discomfort. Obviously
measures which are being taken to pro- the wise thing to do is to avoid anything in
tect the health of the men or women in the way of food and drink that tends to
the camp. The officer may also tell increase the natural gases already present.
what he thinks is the best health prep-
aration for a young man or woman who
Blackout, — Fliers in aircraft are subject
to the effects of gravity and centrifugal forces
desires to enter military service.
at high speed. These forces cause a pooling
of the blood in the large veins of the abdomen
Health Practices and Their Re-
and lower extremities, thereby causing a di-
lation to Physicat Adjust'
minished volume output of the heart a\ ith a
tnents oi the Flier
resultant falling off of the blood supply to the
Adjustments to high altitudes. — brain. This causes a condition kno^\"n as
Health practices have a definite relationship "blackout." Trained fliers are warned to
to the flier's ability to adjust to sudden keep physically fit, practice exercises to in-
changes in altitude. If a flier is a heavy crease abdominal muscular tone, avoid excess
smoker, if he has been drinking, or if he has in the use of alcohol and tobacco, and refrain
66
from acrobatics until 1 hour after meals. References
Experience has indicated that these factors
Fitzpatrick, Frederick L., and Stiles, Karl A. The
lower resistance to blackout. The high-school Biology of Flight. New York, The Macmillan Co.,
student who has ambitions of being a flier can 1942. 162 p.
Contains information on health in relation to aviation.
begin to put himself into condition now by
Gloyne, L. B. Learn Hygiene from the Army.
getting into the habit of following practices
Hygeia, 20:837-38, November 1942.
which lead to and help maintain physical An illustrated article on pcrsunal hygiene techniques in the
fitness. Army with pointers for civilians. Other articles on health in
relation to military life are appearing in this magazine from
Adjustments to sudden changes in time to time.
of course, by suitable clothing. Ray, Ermin L., and Washburn, Stanley, Jr. Are
You Fit To Be a Pilot! New York, Wilfred Funk,
Inc., 1941. 61
Suggestions for Action Contains a series
p.
of flight physical tests which can be
carried on at home to test one's physical fitness to pilot a
To gain a better appreciation and under-
plane.
standing of the high physical and mental re-
U. S. Office of Education. 20 Job Opportunities in
quirements of fliers, students may do such the U. S. Army Air Forces. Washington, U. S.
things as the following: Government Printing Office, 10 cents.
This chart outlines, among other things, information on basic
1. Perform an experiment to determine physical requirements for different branches of the air services.
average reaction time of members of the U. S. Public Health Service. Ivy and Sumac Poison-
class as follows: Members join hands ing. Washington, U. S.Government Printing
Office, 1940. 8 p. (Supplement No. 161.) 5
and close their eyes. Instructions are
cents.
given that when one hand is squeezed by This illustrated leaflet describes the poison ivy and poison
a person on one side of an individual, sumac and gives information regarding the poison,
plants,
including nature, symptoms, prevention, and treatment.
that individual immediately squeezes the
War Department Basic Field Manual. FM 21-10.
hand of the person on his other side. Military Sanitation and First Aid. Washington,
One student starts the signal and the U. S. Government Printing Office, 1940. 192 p.
teacher notes the time required for the 25 cents.
A general guide on the subject for officers and enlisted men.
signal to return to this first student.
The average reaction time of the stu-
Basic Field Manual. FM 21-100. Soldier's
Handbook. Washington, U. S. Government Print-
dents is determined by dividing the sec-
ing Office, 1941, 251 35 cents.
p.
onds required to make the round by the Gives soldiers a convenient and compact source of basic
military information, including instructions on military hygiene.
number in the circle. Determine the
distance a plane may travel in this time
Medical Field Manual, FM 8-10. Medical
Service of Field Units. Washington, U. S. Govern-
(about three-fifths of a second).
ment Printing Office, 1942. 285 p. 35 cents.
Presents a picture of the organization of medical services
2. Carry out other experiments as described
available in the Army. Suitable for teacher reference.
in such books as "Are you Fit to be a
Wilson, Charles M. Ambassadors in White. The
Pilot!" (See references at end of this Story of American Tropical Medicine. New York,
chapter.) Henry Holt and Co., 1942. 372 p.
67
Chapter VIII
Production Services
MANY thousands of high-school boys and course of their daily work, many of which
girls will be working in industry or on farms hold a threat for young workers because of
part or full time before the war is won. No their inexperience or special susceptibility to
matter what the service may be, the highest various types of industrial disease. The de-
possible degree of physical fitness is needed velopment of desirable health and safety at-
A student who is physically fit is well on his dents during the training period provides
way toward being ready for any type of sound preparation for effective and safe pro-
production service. Physical fitness alone is duction when they become workers in indus-
not enough, however, to assure a worker try. The following information and practices
health protection on the job. should be part of their equipment for indus-
In both industry and agriculture, conditions trial production service.
exist which may cause injury
well-being
to
unless
an individ-
they are
Hand tools. —Regardless of occupation,
ual's health or
the worker is exposing himself to injury if his
prevented or corrected. Every student pre-
hand tools are not kept ingood condition and
paring for production services should learn if they are not handled carefully when in use.
to recognize and understand those conditions Tools in poor condition should be immediately
hazardous to health in the occupation for repaired or discarded and a report made to
which he is training or which he expects to the tool crib. In particular, hammers, chisels,
enter. Although much of the responsibility and sledges which have become mushroomed
for removing or controlling these hazards should be repaired without delay. Good
rests with the educational supervisors in the The
heads and tight handles are essential.
school shop, or the employer in industry and
carrying of sharp-edged tools in pockets is a
on the farm, the worker himself has a re-
practice that should be discouraged from the
sponsibility which cannot be overlooked. For
beginning of training. Only tools suitable
example, the length of the working day, pro-
for the particular job should be used. The
vision for rest and lunch periods, healthful
correct way to grasp tools when carrying or
housing arrangements or medical services are working with them should be taught from
supervisory matters of great importance which
the outset.
also should be of concern to the young worker
himself since he must make adjustments to
Machine tools. —
The extensive use of
machine tools in modern industry emphasizes
them. He is more likely to cooperate in con-
the importance of safeguarding machinery and
trol measures if he knows the hazards that are
of safe work practices. Machine tools as a
involved and the steps he can take to prevent
part of the environment of the worker must
or avoid them.
be properly safeguarded. Proper safeguard-
Health Requirements and Health ing of exposed moving parts is necessary both
and Safety Hazards in In- from the standpoint of machine operators and
dustry the general personnel of the shop or factory.
Devices to reduce the possibility of personal
Workers in war industries are exposed to injury to machine operators are available and
many accidents and health hazards in the workers should be trained in the proper use
68
of such devices. It is also a well-known fact or inspecting. Experimentation on one's own
that workers who are improperly dressed for with electricity should be barred in the school
their work on machines are more likely to be shop.
injured than those who are dressed correctly
for the work that they do. Proper dress for 4. Flying particles. — In foundries, machine
woik is, therefore, an important factor. (See shops, woodworking plants, and on the ways
also in this chapter.)
later Whenever stu- in shipyards, workers are especially exposed
dents work on or around machine tools both to the danger of flying particles. It is re-
environment and activity should meet all the ported by the National Safety Council that
standards of safe work practices. about 2 percent of all accidents seriously
handling electricity. Rubber boots and other treatment of an eye injured by flying particles.
nonconductors should be worn or used when Acid splashed in the eye must be taken care
handling live circuits. Electrically driven ma- of promptly and expertly. On some machines
chinery should be turned off when repairing such as emery wheels, lathes, and milling
69
machines, permanent chip shields or guards these. The Children's Bureau of the U. S.
are provided to protect the eye from flying Departmnt of Labor has prescribed certain
particles. occupations involving lead from which young
Where these safeguards have been provided workers under 18 years should be barred.
for in the school shop, students should use These include processes in the production of
them and shop teachers should see to it that white lead, or other lead salts and oxides;
they are used. processes in \vhich lead dust is created as in
Exposure to heat and glare. —Workers the manufacture of rubber, paint linoleum,
in steel mills and foundries need constant or storage batteries; and processes in which
the course of their employment. Foundry work with lead-bearing metals. In other
and steel workers are exposed to danger of types of work with lead, workers may be pro-
burns from molten metals, furnaces, and tected by proper systems of plant ventilation
ladles used in pouring metal. They must be by means of exhaust pipes and fans, by scien-
hausts provided for drawing off heat and dusts, manganese, mercury, and certain sol-
hazards of burns either from sparks or from greasing, dye making, shell loading, to men-
hot or molten metal. In electric welding there tion only a few occupations in which young
is also the danger of electric shock. Goggles men and women will find a niche for the dura-
70
stant noise as well as bodily vibration ; work- are also a good way to avoid fatigue and still
ers in steel mills and foundries and shipyards, keep up production. Industries are finding
and ojjerators of power-sewing; machines are that a 1.5-minute rest period in the middle of
exposed to long hours of industrial noise. the morning and afternoon improves the qual-
Plants which install noise-reducing equipment, ity of the work done. (See also chapter V.)
promote proper rest periods, eliminate all un-
importance of rest, relaxation, and sleep, properly fitted will allow freedom of move-
nature's three standard remedies. Workers ment without danger of entanglement. Loose
who know how to relax, to take it easy and sleeves, full skirts, ties, jewelry, outside
yet work well, to conserve energy by doing pockets, and rolled-up sleeves may easily
away with waste motion, find they are less catch in machinery and cause serious personal
tired. Regular rest periods during the day injury. In some types of work, hoods, sleeves,
71
and gloves may be needed as protection from problems and making recommendations
harmful materials. (Gloves should not be for improvement. Rotating membership
worn around revolving machines. ) The im- on the committee will provide opportu-
portance of goggles has been discussed previ- nity for every student to share in this
ously. (See chapter I.) When the worker experience.
must stand a great deal, well-fitted shoes will 2. Make a study of the health and safety
add much to his comfort and will aid in pre- hazards connected with the industries for
venting fatigue and nervousness. which they are training or in which they
Valuable experience will be gained for fu- are serving and of the safeguards which
ture work and much immediate benefit will have been provided to prevent accidents
result if teachers will help students in training or protect the workers from hazards. On
develop the habits of wearing clothing suitable the basis of this knowledge, students may
to the task at hand. then lay out a plan of action for coop-
eration in the prevention and control of
Proper lifting, pushing, and pull-
ing. — (See chapter Vll.) .
these hazards on the job, and put their
plan into effect.
Good housekeeping. —Everything in in-
3. Make a special study of safety clothing
dustry has its place and there should be a
which is suitable for the kinds of jobs
place for everything. Coming to work in
the morning, the employee should find things
inwhich students are receiving training
or in which they are working. Find
in order, and it is considered good shop prac-
ways to provide appropriate clothing.
tice, on leaving, to place tools in readiness
For example, girls may make their own
for the next day. Poor housekeeping is not
clothing.
tolerated because tools or materials left lying
on floors or projecting from tables or benches 4. Study the frequency and severity rates
often cause serious accidents. Corridors and of accidentsand their causes in: (a)
aisles must be kept clear. They are passage- The community; (b) the State and
local
ways, not places for storing equipment. Clut- the Nation; and learn what can be done
tering aisles, passageways, work places, and by the workers to prevent them. Indus-
exits also creates fire hazards. trial accident commissions have literature
72
to provide suitable work for these handi- of drinking water, whether wells, sprmgs, or
capped? streams, may be polluted with disease-pro-
7. Study the reasons for the good morale in ducing germs such as typhoid fever, diarrhea,
a shop, plant, or nearby store. How may and dysentary. Wherever housing is pro-
each student help in maintaining a simi- vided for groups of workers, water supplies
lar spirit while in training on the job? should have been tested by public health au-
thorities and declared safe for drinking.
8. Follow the press and current magazines
Because a farm family has used a well or
for recent changes in working conditions
spring without untoward results does not
such as: Hours, wages, listing of occupa-
tions recommended or prohibited for mean the supply is uncontaminated. The
young workers, and other industrial acci- family may have built up an immunity which
the newcomer will not have. Despite the
dent or health conditions and consider
vigilance of health authorities, there are
their effect on the manpower problem.
9. Find out the standards of the State gov-
likely to be many water supplies along
roadsides or near work fields, the sanitary
erning the hours of work, lunch, and rest
quality of which is unknown. Water car-
periods and employment at night, and
ried to the fields should be stored in a cov-
what services the State provides for the
ered container and individual cups should
enforcement of these standards.
be used.
10. Study the hazardous-occupations stand-
ards set up under State child-labor laws Milk sanitation. —Infectious diseases, such
and the Fair Labor Standards Act of as tuberculosis, undulant fever, scarlet fever,
1938. These enumerate which occupa- septic sore throat, and diphtheria may be
tions are particularly hazardous for the spread by contaminated milk. Supervisors
employment of young workers, and, should make arrangements, if possible, to have
therefore, are subject to a higher mini- all milk which is served to young agricultural
mum age than other less-hazardous oc- workers either pasteurized or boiled. The
cupations. In most communities there young people themselves should secure what
will be some occupations to which the information they can regarding the quality of
higher minimum age will apply. State milk served them and cooperate in steps taken
departments of labor and the Children's to make the milk safe for drinking. If it is
Bureau of the U. S. Department of Labor not possible to pasteurize or to boil the milk
can provide information on these stand- in bulk, the young people should be willing to
Health and safety hazards associated with ment. Every young person should cooperate
farm work and farm or farm-camp living, in attempts to provide individual towels by
about which students in training for or en- using only his own. He also should do his
gaged in agricultural production should have share in keeping washing facilities clean.
special understanding as a part of their Farm accidents. —Farm hazards will nat-
preparation include: urally vary "according to geographic area, na-
Water sanitation. —In the country, sources ture of the crop, method of farming, and the
533861 -43- 73
particular process in which the worker is en- dents. Accidents from tractors occur most
gaged." According to data compiled by the frequently when the machine is driven too fast
Children's Bureau from many sources, the chief over rough ground or when it is otherwise
causes of serious injury among farm workers handled improperly so that it overturns or
as a whole are: the driver is unseated.
Tractors and other farm machinery, whether Carelessness in getting in the way of run-
power-driven or animal-drawn; livestock; falls from ning belts and pulleys, as on hay balers, and
ladders or trees while pruning trees or while thin- of other machinery in motion may result in
ning or picking fruit, or from hay mows; vehicles;
injuries to the hands, feet, or other parts of
strains, and back injuries caused
sprains, hernias,
the body.
by improper and awkward methods of lifting heavy
objects, as in loading or unloading operations; im-
As stated previously, the improper handling
proper use of farm tools, such as pitchforks, axes, of farm tools results in many accidents. For
scythes, knives, and scissors; careless use of gasoline example, the thoughtless habit of leaving
and kerosene resulting in explosions and fires; cli-
pitchfork tines or rake teeth exposed on the
matic or weather conditions, such as exposure to
ground may cause falls or foot injuries.
lightning and excessive exposure to sun, causing heat-
strokes and sunstrokes; infections caused by neglect
Every young person unaccustomed to farm
of minor injuries; and many others.^ machinery or unfamiliar with correct methods
of handling farm tools should receive instruc-
Information already available from nu-
tion before attempting to handle these alone.
merous sources indicates that these, too. are
This is as iinportant as taking driving lessons
leading causes of injury among young farm
before attempting to operate an automobile.
workers. Under wartime conditions it is be-
Very special instruction is needed for compli-
lieved that the number and severity of these
cated machinery as tractors and combines
injuries will increase unless active steps are
which require unusually skillful handling.
taken to prevent them.^
farm
Often, however, some simple procedure is all
High-school boys and girls engaged in
that needs to be learned, as, for example, the
work have a unique opportunity to assume
simple habit of driving pitchfork tines and
a responsible role in the prevention of acci-
rake teeth into the ground when left tem-
dents. Unlike industry, where safety rules
porarily, or hanging up the tools in their
and regulations are usually followed under
proper places when put away for the day.
careful plant supervision, safework on the
Kicks froiu horses, mules, and cows; falls
farm is largely an individual matter. Even
in the wartime farm program in which groups
from work horses and encounters with bulls
account for most of the accidents caused by
of young people work together under super-
farm animals. Animals need to be handled
vision, the responsibility for accident preven-
intelligently and with care. The novice on a
tion rests primarily on the individual.
farm needs instruction in the handling of
Since, as already suggested, each type of
animals as in other farming techniques. Cer-
farm has associated with it distinctive health
tain rules govern the handling of each kind of
and safety hazards, no attempt can be made
domestic animal (for example, one should al-
here to give a complete picture of the specific
ways speak to a horse or mule before going
problems students are likely to face. A few
illustrations, however, are presented as typical.
behind) . Animals, like human beings, have
individual peculiarities which must be learned
Tractors lead in the causes of farm acci-
and respected and only the farmer knows
' Noll, Miriam. Accident Hazards to Young W^orkers in War-
these.
C,
time
Department
Agriculture.
of Labor.
Washington, D.
Mimeo.
Children's Bureau, U. S.
Excessive heat. —Prolonged work in in-
74
tense heat or under the direct hot rays of the eruption. In some regions of the country
sun may result in sunstroke and heat exhaus- precautions must also be taken against poison-
tion. To prevent these conditions a worker ous snakes and against insects which spread
should (a) wear at hat in the sun; (6) wear disease. For example, if a region is infected
absorbent cotton clothing next to the skin; with ticks, the worker should examine himself
(c) take extra salt to maintain the body's salt carefully every night, remove any ticks, and
balance (loss of salt balance may produce heat treat the wounds with iodine. In many
exhaustion) and (d) drink plenty of water
; regions of the United States the ticks carry
to make up for body losses of water through Rocky Mountain spotted fever. (For infor-
excessive perspiration. Gradual exposure to mation on malaria which is also spread by
heat will help prevent its ill effects. insects see Chapter II).
Poisonous plants, snakes, and in- Securing medical attention and ap-
sects. —Poison ivy, poison oak, sumac, and plying first aid in an emergency. —
other weeds or shrubs may give rise to skin Medical services are scarce in many rural
eruptions which will cause great inconvenience areas. Students who go to farms to help
and loss of time from work. Workers should during the war should have a thorough medi-
learn to recognize these plants in order to cal check-up before they go; should find out
avoid them, and, if exposed, should know how what will be done on the farm to secure
to wash thoroughly and quickly with strong medical care in case of injury or accident;
soap to remove the oil which produces the and should know the fundamentals of first aid
75
so as to be able to meet an emergency situa- will be one way of developing these skills.
tion for themselves or others until a physician An exchange of experiences during class
can arrive. It is important to give proper periods will help broaden an understand-
care to minor injuries such as cuts, blisters, ing of the problems involved.
scratches, and puncture wounds even though 2. Take inventory of health and safety haz-
they appear to be unimportant. On the farm ards on the farms with which they are as-
it is easy to get dirt into wounds and tetanus sociated. Work out and then carry out
is a possibility in deep puncture wounds. plans for removing the hazards or mini-
mizing their potential harmful effects.
Good nutrition.. (See Chapter III.)
References
to do this work skillfully and safely.
American National Red Cross. Preventing Accidents.
Working alongside young farm people
Washington, D. C, The American National Red
^ U. S. Department of Agriculture. fTork Clothes for If omen.
Cross, 1941. Revised edition. 29 p. Free.
Washington, U. S. Government Printing Office, 1942. 16 p. A booklet on home and farm accidents prepared for teachers
(Farmers' Bulletin No. 1905.) 5 cents. and youth leaders.
76
Kansas State Safety Council. Safety First in Kansas of Home Economics, Farmers' Bulletin No. 1905.)
Farming. Topeka, Kansas State Safety Depart- 5 cents.
ment, 1942. Free. Contains deaigae for suitable work clothes for women. Well
illustrated.
This booklet presents 8iini>ly ami rffi'itively the most lommon
farm accidents and ways of i)rcv('nling them. Well illustrated. U. S. Department of Labor,Women's Bureau. Lift-
Martocci, Agnes. Safety for the Worker. Washing- ing Heavy Weights in Defense Industries. Wash-
Government Printing Office, 1942. 10 p. ington, U. S. Government Printing Office, 1941.
ton, U. S.
(Special Bulletin No. 2.) 5 cents.
(U. S. Office of Education, Defense Training Leaf-
This bulletin gives instruction on proper methods of lifting.
let No. 1.) 5 cents.
Illustrated.
Prepared to acquaint trainees in industrial training classes
with some basic safety principles and practices that every worker Safety Clothing for Women in Indus-
should know. try. Washington, U. S. Government Printing Of-
fice, 1941. 11 p. (Special Bulletin No. 3.) 10
Michigan State Board of Control for Vocational
cents.
Education in Cooperation with the U. S. Office of
Contains descriptions and pictures of safe clothing in industry
Education. Training for Safety. Lansing, Mich-
and lists dangerous jobs which require special kinds of work
igan State Board of Control for Vocational Educa- clothing.
tion, 115 West Allegan Street, 1942. 155 p.
U. S. Office of Education. Safety: Principles and
45 cents.
Practices. Washington, U. S. Office of Education,
Outlines a safety training program for school shops. A com-
1942. (Misc. 3457, Ref. VE-ND.) Free.
prehensive manual which includes safety facts and test in
connection with each type of job training. Well illustrated. A partial list of references — vocational training courses for
war-production workers.
National Safety Council, Inc. Problems in Safety
The Worker, His Job, and His Government.
Education for Workshop Participants. Chicago,
Washington, U. S. Government Printing Office.
The Council, '20 North Wacker Drive, 1942.
63 p. (Vocational Division Bulletin No. 220, De-
(Safety Education Memo 16.) Free.
fense Training Series No. 1.) 15 cents.
Rural Safety Bibliography. Chicago, The An introduction to Federal labor laws, including laws for
Education Memo No. 27.) Free. U. S. Public Health Service. Ivy and Sumac Poison-
ing. Washington, U. Government Printing Of-
S.
Safety Training for Vocational Schools and
fice, 1940. 8 p. (Supplement No. 161.) 5 cents.
School Shops. Chicago, The Council, 1938. 63 p.
This illustrated leaflet describes the poison ivy and poison
50 cents.
sumac plants, and gives information regarding the poison,
National Society for the Prevention of Blindness. No. 1. But Flu is Tougher.
Saving Eyesight in Industry. New York, The No. 2. Leonard's Appendix —And How it Burst.
Society, 1790 Broadway. (Publication No. 256.) No. 3. KO by CO Gas.
25 cents. No. 4. Clara Gives Benzol the Run Around.
No. 5. Trouble in the Midriff.
Noll, Miriam. Young Workers
Accident Hazards to
No. 6. Bill Gets the Works.
in Wartime Agriculture. Washington, D. C, Chil-
No. 7. Night Shift.
dren's Bureau, U. S. Department of Labor, Mimeo.
No. 8. Save Your Skin.
Free.
No. 9. Willie's Victory Torch.
Significant data on the nature and extent of the farm accident
problem are contained in this report. These pocket-sized pamphlets for the worker are written in an
informal style. They treat subjects of interest to students in
U. S. Department of Agriculture. Farm Work and training for production services.
Safety for Young People. Washington, U. S. Gov-
Williams, Jesse F., and Oberteuffer, Delbert. Health
ernment Printing Office. (In press.)
in the World of Work. New York, McGraw-Hill,
This bulletin was originally prepared for field workers of the
1942. 405 p.
Department of Agriculture, but it contains much practical infor-
mation for students and teachers. This book indicates the health problems of modern industry
and points out guides for living that may be helpful to young
Work Clothes for Women. Washington, U. S. men and women on the threshold of the business or industrial
Government Printing Office, 1942. 16 p. (Bureau world.
77
Chapter IX
Community Services
HIGH-SCHOOL students will enter a wide The health preparation needed for each of
range of community services on completion the services is presented below. Some of this
of their school work. In addition to going preparation is primarily vocational and some
into industry and agriculture they will be- of it is social preparation which has the value
come office workers, store clerks, teachers, of developing sound health attitudes and
nurses, homemakers, salesmen, librarians, practices.
78
Among the special health skills needed to serving wholesome meals; (d) observing rules
work effectively with children, the following of cleanliness.^ All these skills should be
are important: (a) ability to assist with carried out under the supervision of parents,
observation of health and of general behavior; physician, or public health nurse.
(b) ability to make a positive approach to
children and to help with the guidance of School Feeding
daily regimen, involving play, rest, sleep, and
bathing; (c) ability to prepare and serve food As stated previously - students may carry
for children of different ages; (d) ability to an important share of the responsibility for
help direct games and other play activities; the school-lunch program through assistance
and (e) ability to guide children safely on in the preparation and serving of food and
excursions. in the sanitary maintenance of the lunchroom.
In addition to a general preparation, each Health requirements and preparation for this
student should become thoroughly familiar service include {a) application of measures
with the health problems associated with his for the protection of self and others from in-
special field of child-care service. For ex- fection, as described in connection with other
ample, the student who works in a home may community services; (b) understanding and
need to know more about preparation of food, applying sanitary methods for storing and
while the student working with groups of chil- handling food; (c) ability to cook food so as
dren in a child-care center will need to gain to conserve taste and food values; and (d)
more experience under supervision with tech- ability to prepare and serve foods which are
niques of observing signs of communicable suitable for the school-age child.
diseases.
School and Contmunity
Home Care of the Sich Sanitation
79
of these services satisfac-
meeting and getting along well with other
To perform each
the im- people.
torilya student should understand
and wel- For each of the clinic services, additional
portance of the service to the health
preparation may be needed. For example,
and develop skills needed to do
fare of others,
assistance in an immunization clinic would
the work well. To illustrate, in rat control,
Clinics
breaks
with a cold; {d) keep hands free from
cover breaks that occur; (e)
in the skin or
and keep nails short
wash hands frequently
and clean.
The following special skills are illustrations
of those which may be needed to
work effec-
measuring of the services which are offered and the val-
tively in clinics: (a) weighing and
and ues to be gained. This preparation should
of children; (6) taking body
temperature
be made under the general supervision of
pulse rate; (c) keeping the clinic clean and
(e) clinic nurses or physicians.
orderly; {d) using asepctic techniques;
80
SuggcsiUtns ior Action Find opportunities for services within
Groups of students, as a part of their prepa- the home which will contribute to the
ration for community services may: family's health and well-being. Numer-
1. Discover the health preparation needed ous suggestions are given throughout the
for satisfactory performance of the most manual.
common types of community service open Observe work techniques of a public
to students in the local community. Each health nurse or some other health worker
student may wish to choose his own field who is known to render effective service,
of service for this study. On the basis and try to determine what it is that makes
of findings, he and others in the group that person successful.
81
Lowenberg, Miiam E. Food for Young Children Clinics
For references on this subject see your local These materials outline many community service activities
or State health department. which are appropriate for high-school students as well as adults.
82
Administration of the Health Education Program
Chapter X.
A Plan for Administrative Action
THE WARTIME health education program in large schools he may delegate this re-
outlined in the preceding nine chapters has sponsibility to someone else. " The person so
been developed with one purpose in view, that named may be the school medical adviser
of helping high-school students to become fit or nurse, though as more physicians and
for war-related services. This chapter deals nurses enter military service it will become
with points which should be considered by ad- necessary to use such personnel only for those
ministrators in putting the program into tasks which require their specific technical
action. training. The responsible person may be a
The administrative provisions necessary to teacher of health or physical education or
allow each student to make progress toward home economics. Whoever is chosen as co-
the six health objectives considered in Chap- ordinator should work directly as an agent
ters I—VI and to receive health preparation of the principal, who by right of his position,
for the services as outlined in Chapters is finally responsible for the school health pro-
3. Providing examinations and follow-up work with fellow teachers and com-
ability to
by which students may learn their own munity groups. The person undertaking such
assets and liabilities and receive guid- work should be given time for the health pro-
ance in correcting defects. gram. This may be done by reducing his
4. Providing school situations which are teaching load, lightening the extracurricular
conducive to development of sound health demands made upon him, or freeing him from
and safety attitudes and practices. usually assigned duties.
5. Training personnel to take leadership While the leadership in the program should
in health education. be delegated to one person, the active support
6. Building sound community relations. of everyone concerned is also essential to its
83
medical adviser, school nurse, cafeteria man- Providing Time and Oppor-
ager, custodian, students, parents, representa- tunity for Health Instruction
tives of localmedical and dental associations,
and of public health departments, and many Previous chapters of this manual have de-
others whose special interest leads them to veloped in some detail the teaching and stu-
take an active part in the health improvement dent activities desirable in carrying out a war-
of youth. Every effort should be made to time program of physical fitness through
enlist the interest of local Selective Service health education. The administrator should
representatives, since they are fundamentally see that opportunity for these activities is pro-
concerned with the health of boys approach- vided in the curriculum. In many schools
ing military age. Persons actually in military this will mean a review of time allotments for
serviceand those who know the conditions the whole school day to make sure that ade-
under which industry, agriculture, and vari- quate time is provided for those activities
ous kinds of community service are carried which are of most value during the war.
on, may give valuable advice as to program Certain aspects of the program, as outlined
emphasis. in the manual, are the responsibility of all
In addition to this larger committee, many teachers; others will require direct health in-
principals may wish to appoint a smaller struction, while still others may be placed in
planning committee made up of members of one of several courses as convenience and
the school staff and health personnel working specialized interests of departments or experi-
in the schools who are most intimately con- ences of teachers dictate.
cerned with student health problems. The In general, opportunities for health instruc-
health coordinator, of course, would be an tion may be provided in: (a) Special health
active member of this group. This committee courses; (6) integrated courses; and (c)
may take major responsibility for reviewing units in other courses in the curriculum. Spe-
the health needs of the students, school, and cial health courses do not take the place of
community. They should give special atten- contributions to health instruction from other
tion now to problems which youth face in courses, nor can such contributions by them-
connection with preparation for or participa- selves fill the need for a well-rounded pro-
for health service and instruction to see what dents are likely to miss essential instruction,
is already being done and how they as indi- and important areas of health are apt to be
viduals or as a group may fill in gaps. They left out of the instruction altogether.
may help plan ways of using the teachers best In planning for health instruction, there-
qualified for the various parts of the program. fore, administrators should make sure that
They may assist the superintendent or princi- adequate instruction in all important areas of
pal in planning necessary extensions of activi- health is available to all students. They
ties, curricular changes, and school policies should also see that appropriate instruction
so far as these relate to health. This smaller in line with needs and interests of the stu-
group will need to work closely with the dents is given at different grade levels. Care-
larger advisory committee at all times in ful planning together by members of the
order to benefit by its experiences and utilize school staff will assure that significant mate-
its channels for disseminating information on rial is included wherever it may best be placed
the program. and that there are not too many gaps or too
84
much repetition and overlapping. Such joint should also offer opportunity for gathering
planning will also help assure that specialized together and synthesizing in terms of students'
departments or services most effectively share maturing needs and interests, experiences
their unique contributions with the whole gained in physical education, science, social
school. studies, home economics, and elsewhere.
The needs and interests of students on Chapters VII-IX could form the basis for in-
which health instruction should be based will struction in the eleventh or twelfth vears, but
naturally vary not only with different individ- many of the materials in Chapters I-VI
uals, but also at different grade levels and in should be equally valuable if they are adapted
different localities. In general, however, stu- to the expanding interests and changing needs
dents during the ninth and tenth grades need of the older students.
orientation in the high school health program. Direct health teaching will be required if
They need assistance in analyzing the findings these important responsibilities are to be ful-
of their own health examinations and in work- filled. Five periods per week of direct health
ing out plans for personal health improvement. teaching, or the equivalent, for at least one
Students during the eleventh and twelfth semester during the ninth or tenth grade will
years not only need to continue in the de- be necessary in order to meet the needs of
velopment of sound health practices and atti- entering students. Equally urgent is the need
tudes for their immediate well-being, but also for working out a plan whereby every student
to plan ways of living which will enable them during the eleventh or twelfth grade receives
to meet the demands of the future. direct instruction on the points outlined
Instruction for the ninth- and tenth-grade above. Five periods per week for at least one
group should therefore help high-school stu- semester during the eleventh or twelfth grade,
dents solve their own health problems; it or the equivalent, will be needed for ample
should logically contain a large part of the preparation of these students who are more
material suggested in Chapters 1-VI which nearly ready to enter adult services.
includes studies related to the correction of re- In departmentalized schools, these periods
mediable defects, prevention and control of may be offered as separate courses, or in lieu
communicable disease, nutrition, accident pre- of one semester of science, biology, or other
vention and emergency care, maintenance of related subjects. Another possibility already
healthful routines, and mental hygiene. suggested is the carefully planned introduction
Instruction for the eleventh- and twelfth- of units into other courses in such a way that
grade groups should continue to provide op- all students are reached with direct instruc-
portunity for checking health progress of the tion on all important phases of the program.
group and for arranging changes in activities The less frequent but more concentrated
and correction of defects. It should in ad- periods for health instruction, as for example,
dition present specific health standards and twice during a 4-year program, is gaining
ways of meeting health and safety problems wide acceptance as being a sounder and more
associated with military services on land and effective procedure than the plan of weekly or
sea and in the air, with industry and agri- biweekly instructional periods given through-
culture, and with community service. It out the 4 years.
should prepare students in general to be intel- In schools with core courses or integrated
ligent citizens ready and capable to work for courses of various kinds, it should be rel-
individual, family, and community health im- atively easy to carry out direct instruction
provement. Instruction in these later years in this wartime program. For example, units
85
on health may be offered which take a month lunch situation as a learning experience; (e)
or 6 weeks during which time almost the full analysis of individual dietary problems and
time of the students is concentrated on various follow-up of these; (/) home-nursing skills;
aspects of personal, home, community, and (g) knowledge of child care and skill in car-
military hygiene; basic understanding of hu- ing for children; [h] knowledge of home sani-
man biology; prevention and control of de- tation; (i) practice in evaluating new fabrics
fects and diseases; first aid; and home care of in terms of warmth and wear; (y) mainte-
the sick. This fulfills the requirements of a nance of home routines that contribute to
special health course and has additional ad- health; [k] encouragement in sharing family
vantages. Schools with these integrated types responsibilities which lessen stresses and
of organization have opportunity to arrange strains of war.
for participation in community activities and Biology. — (a) Basic understanding of the
to reach all students with essential material. causes of communicable diseases and methods
Many basic and significant contributions to of controlling them; (6) study of the medical
health education are best made in the context examination, the meaning of the items re-
oi courses other than health. The administra- corded, and of the recommendations; (c)
tor should expect that now as never before the basic understanding of the structure and
implications for health will be fully explored functions of the human body; this should
by teachers and students of all subject-matter make easier the learning of skills such as:
fields. Below are listed the subjects from Choice of food, care of vision, disease preven-
which most health education values may be tion, accident prevention and first aid, home
expected, with some suggestions as to the con- nursing, healthful routines of rest and activity,
tributions from each. Plans should be made care of children; {d) practice in the skills
so that as many students as possible have ac- just listed when this is not given elsewhere;
cess to the unique health contributions which (e) understanding essential public health
these subjects have to make. Vitally inter- measures — sanitation, safeguarding food and
ested teachers will find many ways to supple- water, quarantine; (/) understanding emo-
ment and expand the contributions from their tional control and mental hygiene; (g) knowl-
towels, and showers; (6) motivation to de- tent to which accidents, defects, and minor
sire to be efficient and vigorous and to seek ailments undercut the war effort; (b) survey
information as to how to achieve this; (c) of local resources for health care, estimation
incidental and forceful instruction in preven- of their adequacy, and planning how individ-
tion of certain communicable diseases, the uals may best use them; (c) participation in
value of medical service, and first aid. community campaigns to remedy local de-
Home economics. — (a) Practice in buying ficiencies; (d) clarified understanding of our
foods, planning menus, preparing adequate long-range objectives and our place as indi-
meals at low cost, and conserving foods; (6) viduals in reaching them.
practice in selecting adequate alternatives for English. — (a) Preparation of materials for
foods which may be less plentiful during war- use in community projects; (6) study of
time; (c) skill in preparing food so as not health problems of the war as background for
to lose its food value; {d) use of the school papers and talks, in class, before the school,
86
for parents, and for club groups; (c) analysis Finding nvtiHh ^vvdn and Prat9~
of advertisements and articles using health lenitt and Pi'oviding Follow-
motivation. Up Proeedures
Other subjects. — (a) Chemistry: Chemistry A variety of health needs exists among
of foods and nutrition, of disinfectants, of high-school students, some of which can be
water purification; (6) Physics: Correction discovered best by medical examinations and
of defects in vision; (c) Mathematics: Presen-
others through teachers' observation or special
tation in vital form of statistics concerning tests. A combination of these methods is most
defects, absenteeism in school and industry, desirable in order that the school may: (a)
and its relation to the war effort. check a student's fitness for participation in
Some schools give special short courses in strenuous physical activitiy; (6) discover de-
first aid and home nursing. These may be fects which need correction; ic) discover
given with or without school credit. Often symptoms of disease; and (d) find health
they are given under the auspices of the Red problems which require modification in the
Cross. Where such special courses are not student's daily regimen of diet, rest, mental
available, study of first aid and home nursing adjustment, or in his school program.
with students. Health teachers should be able these are not available, to a health counselor
faculty with special competence in the fields School administrators and health commit-
of nutrition, physical education, human tees should plan group meetings or individual
biology, and social problems. In many in- conferences where teachers may learn what
conditions to look for and the significance of
stances, administrative adjustments will be
what they see. Health educators, physicians,
required to make this possible. For example,
or nurses working in schools, or local physi-
if the home economics teacher is best qual-
cians may be asked to give such instruction to
ified to teach certain aspects of nutrition,
teachers.
her program should be so arranged as to per-
Special tests of vision and hearing are being
mit her to give this instruction to all students. given by teachers in many schools and teach-
Moreover, the facilities of her department ers can become proficient in these important
should be available to all students when use procedures. Since extra demands are being
of them will enrich the instructional activities. made on vision by many wartime occupations,
87
particular attention should be given to annual modifying school programs and making con-
visual tests so that beginning deviations from tacts with homes and community agencies, and
normal mav be detected. Students with dif- discusses with them his recommendations for
ficulties in vision should be properly seated in each student examined. In most schools these
the classroom and arrangements should be conferences will include one or more coun-
made for further examination and correction selors or teachers who act as counselors, an
of defects. administrator who can approve program
Where school medical advisers are available modifications, the person responsible for the
they should give periodic medical examina- total school health program, the director of
tions to students. An examination early in physical education, and the physician and
the high-school years will provide ample op- nursewho work in the school.
portunity for folloAV-up while the student is The health personnel in some schools have
still in school. It will also give information found it feasible to work with the private
on any special protective measures which physicians in the community in the giving of
should be carried out. An examination dur- medical examinations. In many places local
ing the eleventh or twelfth vear will help the physicians act as part-time medical advisers in
student determine his fitness for adult serv- schools. In others, parents are asked to take
ices. In all instances the examination should their children to their family physician for
be augmented by the other procedures sug- an examination each year before the opening
gested and by education. Administrators and of school. In these cases most successful re-
school committees should consider carefully sults are obtained when the physicians are
the unique contributions which a phvsician can provided ^^"ith forms showing the conditions
make to a program for physical fitness in an on which reports and recommendations are
emergency and budget his time carefully. desired. By this procedure it is impossible
In many communities physicians and nurses for physicians to participate in health case
from health departments provide the health conferences and discuss their reconmienda-
services and examinations for school children. tions with school personnel, and this is a dis-
Regardless of whether the health services are advantage. It may be compensated for by the
provided by the schooFs own health staff or added time a private physician may give to an
by the local health department staff, there is examination, the knowledge he already pos-
need for close coordination among all con- sesses of the child's history and family back-
cerned. Schedules for group examinations ground, and the better understanding which
should be worked out in advance so that the may develop between school personnel, fam-
school may help prepare the students for the ily, and the members of the local medical
examination through appropriate educational profession.
activities such as those suggested in Chapter I Individual cumulative health records and
of this manual. history should be sent with each student as
The examination itself will be a waste of he goes from grade to grade or from school
time imless provision is made for adequate to school. If this has not been done hereto-
follow-up leading to correction of handicaps fore no time should be lost in starting a file.
discovered. Health case conferences have These records form an effective means for
proved themselves useful in saving physicians' getting teachers" findings as to health condi-
time and facilitating follow-up. At such con- tions of students before the medical adviser of
ferences the physician meets with members the school, and in turn serve to acquaint
of the school staff who have responsibility for teachers with the findings of medical exami-
nations. In addition, records give medical Record of communicable diseases and
advisers and teachers a picture of a student's immunizations
background and health history against which Record of operations, accidents, hospital-
his present condition can be evaluated. They ization, and prolonged health difficul-
533861= 89
Attendance and causes of absence ical, surgical, and dental correction of defects
Medical examination findings is the responsibility of the home or, when this
Recommendations made to parents, stu- is inadequate, of the community. Nurses
dents, and school authorities. working in schools or other members of the
Records of correction of defects or modifi- school personnel should discuss with families
cation of routines should be filed ivhere they the results of examinations and help them
are accessible to all teachers, and teachers obtain the care of community clinics or pri-
Special faculty meetings or small group meet- Special attention should be given to discov-
ings could well be devoted to informing ering and hospitalizing cases of tuberculosis
teachers as to the contents of the records and since this disease occurs frequently among
the significance of the various items in their high-school students and invariably incapaci-
dealings with students. All such information tates the individual for vigorous military pro-
should, of course, be considered confidential grams. While the rehabilitation of the in-
and be used only for the benefit of students. fected person will require a long period of
Principals will find that if they develop with time, it is quite possible by tuberculin and
their staff a professional attitude toward stu-
X-ray programs to find cases and prevent their
formation about students which must be kept The school should cooperate with any other
in private files. testing and immunization procedures recom-
From these individual records summariz- mended by local health authorities. Epi-
ing records may be made which show the demics almost invariably accompany war and
number of students in the school who are free the school must be ready to meet emergency
from remediable health defects. needs.
Follow-up of health problems usually in- Making program adjustments possible is the
volves one or more of the following proce- responsibility of the school alone. This means
dures: {a) Medical, surgical, or dental treat- that modified instruction in physical educa-
ment as required for defects such as decayed tion must be provided; it means further that
teeth and poor vision ; (6) provision of health the school must provide instruction in special
necessities, such as food, clothing, or improved skills such as lip-reading; that rest rooms with
home care and supervision; (c) changes in appropriate supervision must be available for
such routines of living as choice of diets, care students who need rest during the school day;
of vision, hours of sleep, and activity; [d) and that teachers know how to conserve hear-
program adjustments, including provision for ing and eyesight. Most of all it means a flex-
lip-reading instruction, speech correction, ible attitude on the part of administrators, a
modified physical education programs, or a realization that school schedules are made for
shortened school day. students and not the reverse, and that rest
For many of these, high-school students are periods or even trips to the dentist are legiti-
capable of carrying full responsibility. In a mate parts of the education and of the school
previous section of this chapter the desirabil- day of certain students.
ity of direct health teaching is discussed ; this Additional follow-up procedures are needed
provides effective means of educating students in this war period. Guidance in the light of
as to their own shortcomings and methods for health status and needs should be given to
bringing themselves up to the highest stand- students who are seeking to qualify for par-
ards possible for them as individuals. Med- ticular wartime services. There would be no
90
point, for example, in encouraging a boy meeting a large part of the responsibility when
with a marked visual or hearing handicap to they make sure that students work only with
study to be a member of an air crew, and responsible individuals or agencies, that they
there would be every reason for giving care- work only in places where conditions are sani-
ful guidance to an underweight and nervous tary and their health is safeguarded and that
girl who is considering an industrial job. their working hours are not too long.
91
garding provision of play equipment, showers, for such work. In addition, storage, refrig-
and lockers. eration, dishwashing methods, and facilities
Schedules should be set up which are flexible go and return with sufficient time allowed for
and do not place unnecessary pressure on eating. If most of the students eat lunch at
students or teachers. Perhaps most important school, the lunch hour may be shorter and
of all, administrators and teachers should special arrangements should be made for those
place emphasis on the kinds of action through going home. Place should be provided for
which young people, individually or as a students who bring their lunches to eat with
92
healthful school environment. Through par- offered in extension or summer school and
ticipation, supplemented by study, they may offering suggestions as to those they would
gain experiences which will form a valuable like to have available for their teachers.
part of their education for health. Credit toward professional advancement and
increased salary schedules should be given
Trainittg of Personnel for in-service preparation for this school serv-
It has been repeatedly stated in the fore- ice on an equal basis with that given for
going pages that health of young people is so courses and work leading to higher degrees.
fields than their own. ices, political and professional groups to pro-
(b) Working with supervisors in health vide needed clinic and recreational facilities.
and specialized fields such as nutrition Many illustrations have been given in the
and science, and with trained community previous pages of this manual regarding ways
in cooperation with the public health de- which communities can make toward preserv-
partment. ing and improving the health of high-school
93
Defense are possible sources. Local ex- health department for medical, nursing,
penditures for salaries of physicians and and sanitary engineering services.
nurses, first-aid equipment, biological (b) State and local laws should be ex-
supplies, and textbooks may thus be made amined to determine the possibilities and
provided laws permit them. Investiga- limitations of such service and the boards
tions should be made in each community of health and boards of education should
(b ) Attorneys for boards of education must ing to the development of the health
be certain of their ground with reference education program. Although services
to State quarantine and vaccination laws which health departments can give wiU
and laws describing the relation of the vary with communities, all should work
local public health officer to school health with schools in the determination of the
programs. The provisions and limita- most significant health problems which
tions of the law should be familiar to education can help to solve.
each school attorney, board members, ( c I The health department, regardless of
94
tion of school epidemics, the use of the damental. The school can do next to noth-
leisure time of youth, the correction of ing without a close and understanding work-
remediable handicaps, the school-nutri- ing relationship with the home.
tion program, the education of children
(a) Parents should inform themselves com-
for parenthood and marriage, homemak- pletely on just what is the school
it is
ing, and the health of teachers and par planning to do about the health of their
ents themselves. The opportunity for
boys and girls. Likewise, parents should
study and action by such a group is un-
be informed of what the Army and the
limited.
Navy are finding out about the health
(e) Local Civilian Defense Councils, or
status of youth in this country.
more specifically, the Civilian Defense
(b) Parents should visit the school fre-
Volunteer Office, can supply volunteer
quently enough to understand what goes
workers for playground, school feeding,
on and under what conditions schools are
or other essential health services in which
run.
volunteers can participate. These offices
will also help arrange for training of (c) The correction of handicaps or defects
high-school students who wish to prepare discovered either at school or by the
themselves for volunteer community family physician will depend for the most
services. part upon parental action. Parents
(f) In many communities those unable to should seek early and thorough correc-
95
In this war period, as in times of peace, Rogers, James F. Health Services in City Schools.
Washington, U. S. Government Printing Office,
the schools themselves have a great oppor-
1942. 50 p. (U. S. Office of Education, Biennial
tunity, as well as an unquestionable responsi-
Survey of Education in the United States, 1938-40,
bility, for establishing programs of action in Vol. I, Chapter V.) 15 cents.
cooperation with homes and with community
Safeguarding Young Workers in Wartime Agricul-
groups. Joint action, carefully planned, will ture. Report of conference on Supervision and
result in improved health of all students. Employment Conditions for Young Workers in
Wartime Agriculture. The Child, 7 15-20, August :
Medical Association, Joint Committee on Health Health and Physical Education and the September and October
Association, 1201 Sixteenth Street NW., 1940. 40 Guides to Successful Employment of NonFarm
National Safety Council, Inc. Maintaining a Safe U. S. Office of School Lunches and Edu-
Education.
School Building. Chicago, 111., The Council, 1941. cation —Helps from Federal Agencies. Washing-
(Safety Education Memo. No. 24.) Free. ton, U. S. Government Printing Office, 1942. 22 p.
(Vocational Division Leaflet No. 7.) 5 cents.
Nyswander, Dorothy B. Solving School Health Prob-
New York, The Commonwealth Fund, 1942. U. S. Office of Education. The Administration of
lems.
School-Lunch Programs. Washington, D. C. f"'ed-
377 p. $2.00.
eral Security Agency, U. S. Office of Education.
Ohio Dietetic Association. Manual for Managers of Mimeo. 48 p. (Circular No. 211.) Free.
Rural and Other Small School Lunchrooms. Cleve-
Zimand, Gertrude Workers in Wartime.
F. Child
land, Ohio, A. H. Smith, 1001 Huron Road. 226 p.
New York, National Child Labor Committee, May,
$1.50.
1942. 23 p. (Committee Publication No. 386.)
The manual gives suggestions for making the school lunchroom
Various problems, from selecting,
10 cents.
an educational experience.
purchasing, and preparing the food to accounting are taken up. Outlines problems associated with safeguarding health, vital-
Excellent recipes are given. ity and education of young workers in wartime.
General References
Brownell, Clifford; Williams, Jesse F.; and Hughes, An attractively written book on ways of attaining good health.
96
Crisp, Katharine B. Be Healthy. New York, J. B. Bigelow, Maurice A. Health Education in Relation
Lippincott and Co., 1938. 532 p. to Venereal Disease Education. New York, Ameri-
can Social Hygiene Association, Inc., 1941. 32 p.
Goldberger, and Hallock, Gracf T. Health
I. H.,
25 cents.
and Physical Fitness. Boston, Ginn & Co., 1943.
Outlines current practices and points of view in respect to
554 p. venereal disease education throughout the country.
Heiser, Victor G. Toughen Up America! New Chenoweth, Lawrence B., and Selkirk, Theodore K.
York, McGraw-Hill Book Co., 1941. 228 p. School Health Problems. New York, F. S. Crofts
A popularly written book to inspire one to attain [greater and Co., 1940. Second edition. 419 p.
fitness.
Ciocco, Antonio; Klein, Henry; and Palmer, Carroll
Keliher, Alice V. Doctors at Work. New York, E. Child Health and the Selective Service Physi-
Harper and Bros., 1941. 55 p. cal Standards, Washington, U. S. Government
A slory of medical services in a variety of fields which gives Printing Office, 1941. 11 p. (U. S. Public Health
also a picture of progress in meeting human health needs.
Service, Reprint No. 2338.) 5 cents.
Nurses at Work. New York, Harper and The iihysical status of selectees as observed 15 years ago in
school and today in examination for military duty.
Bros., 1939. 57 p.
Health needs and services are pictured in this book which Diehl, Harold S. Healthful Living. New York,
describes the work of nurses in private practice, doctors' offices, House, McGraw-Hill
Whittlesey Book Co., Inc.,
public health work, and hospitals.
1941. New edition revised. 499 p.
Stewart, Ernest I. Attention! To Your Health. A guide on the subject of health, suitable for teachers.
New York. Bureau of Publications, Columbia Uni- Dieuaide, Francis R. Civilian Health in Wartime.
versity, 1941. 82 p. 35 cents. Cambridge. Mass., Harvard University Press, 1942.
A very readable booklet for the future selectee which should 328 p. $2.50.
also be of interest to other high-school students.
A book written for the layman which sets forth health iiroblems
Thomen, August A. Doctors Don't Believe It Why — the Nation confronts in wartime.
Should You? New York, Simon and Schuster, Emerson, Haven. Alcohol and Hs Effects on Man.
1941. 384 p. New York, D. Appleton-Century Co., 1934. 114 p.
Facts and fallacies about health with practical guidance for Student edition, 1936. 128 p.
the layman. A standard reference book on the subject.
Turner, C. E., and McHose, Elizabeth. Effective Fitness for Freedom. Survey Graphic, 31: 99-176,
Living. St. Louis, Mo., C. V. Mosby Co., 1941. March 1942.
432 p. A series of articles on health in wartime.
American Council on Education, American Youth National Education Association and American Medi-
Commission. Youth and the Future. Washington, cal Association, Joint Committee on Health Prob-
D. C, The Council, 744 Jackson Place, NW., 1942. lems. Health Education. Washington. D. C, The
296 p. $2.50. Association, 1201 Sixteenth Street, NW., 1941.
Chapter XI entitled "Health and Fitness" analyzes the health Second revised edition. 368 p. $1.50.
status of youth and outlines society's responsibilities for im- A guide for teachers in elementary and secondary schools and
proving youth's health. for institutions for teacher education.
American Public Health Association. Community National Headquarters Selective Service System.
Organization for Health Education. A committee Analysis of Reports of Physical Examination.
report. New York, The Association, 1790 Broad- Washington, D. C, National Headquarters Selec-
way, 1941. 129 p. 9 cents. tive Service System, 1941. (Medical Statistics
This is a record of experiences in many communities of the
Bulletin No. 1). 31 p.
United States where community organization in health educa- Summary of data from 19,923 reports of physical examinations
tion is moving forward. made prior to May 31, 1941.
97
National Youth Administration and U. S. Public Steinhaus, Arthur H., and Grunderman, F. M.
Health Service.The Health Status of NYA Youth. Tobacco and Health, Some Facts About Smoking.
Washington, U. S. Government Printing Office, New York, Association Press, 1941. 48 p.
1942. 77 p. 25 cents.
Strang, Ruth M., and Smiley, Dean F. The Role of
Office of Defense Health and Welfare Services, Nu- the Teacher in Health Education. New York, The
trition Division. Democracy Means All of Us, Macmillan Co., 1941. 359 p.
Washington, D. C, Office of Defense Health and A guide for teachers on methods and procedures in health
Welfare Services. 1942. 30 p. Single copies free education.
grams in wartime.
U. S. Department of Commerce. Small Town
Olesen, Robert. Personal Hygiene. Washington, Manual for Community Action. Washington, U. S.
U. S. Government Printing Office, 1942. 46 p. Government Printing Office, 1942. 46 p. (Indus-
(U. S. Public Health Service Supplement No. 137.) trial Series No. 4.) 5 cents.
10 cents.
U. S. Office of Education, Information Exchange.
A compact and understandable pamphlet which deals with
important facts about personal hygiene.
Education in Wartime, Free Loan Packets. Wash-
ington, D. C, Information Exchange, U. S. Office
Otto, Henry J., and others. Community Workshops
of Education.
for Teachers in the Michigan Community Health
Project. Ann Arbor, Mich., University of Michi- V. Wartime Health Problems and Programs.
gan Press, 1942. 303 p. $2; paper, $1.50. The Problem V-G-1
This publication describes a pioneering experiment with Malaria V-G-2
four community workshops in which use of community resources The School's Contribution V-ES-1
was given major emphasis. Organization for Community Action V-A-1
Rice, Thurman. Living. Chicago, Scott Foresman Other packets deal with nutrition, victory gardens, and other
Co., 1940. 464 war problems. Write for complete list. You may order two
p.
packets at a time. Franked envelope is enclosed for return of
A reference book on personal hygiene suitable for teachers.
materials.
Rogers, James F. Safety and Health of the School Personal Hygiene Applied.
Williams, Jesse F.
Child. Washington, U. Government Printing
S.
Philadelphia, W. B. Saunders Co., 1941. Seventh
Office, 1937. 29 p. (U. S. Department of the In-
edition, revised. 529 p.
terior. Office of Education Pamphlet No. 75.) 10
A standard reference book on the subject, suitable for teachers.
cents.
A self-survey of school conditions and activities.
Journals
What Every Teacher Should Know About
the Physical Condition of Her Pupils. Washing- Education for Victory, U. S. Office of Education.
ton, U. S. Government Printing Office, 1936. 30 p. Washington, U. S. Government Printing Office. $1
(U. S. Department of the Interior, Office of Edu- a year.
cation, Pamphlet No. 68.) 5 cents.
Hygeia, American Medical Association, Chicago.
Gives instructions on how to observe students for deviations
$2.50 a year.
from normal health.
Rugen, Mabel E. Growing Healthfully for Total Fit- The Allied Youth. Allied Youth, Inc., Washington,
ness. New York, National Tuberculosis Associa- D. C, National Education Association Building.
tion, 1943. 16 p. Free from local and State $1 a year.
tuberculosis associations.
Consumer's Guide, U. S. Department of Agriculture,
Presents fundamental concepts of various phases of growth
and things
Washington, U. S. Government Printing Office. 50
and health, and suggests topics for class discussion
98
For sale l>y the Superinlrndent of Documents, Washington. D. C. . . . Price 20 cents
w tiv« wa-^S
KACHERS DEPARTMENT
TEACHERS OEPMrTMENT
" VICTORY CORPS series^
PAMPHLET NUMBER 4
c^
c^
c^
CI)
Guidance Manual
for the HIGH-SCHOOL VICTORY CORPS
C:)
c:)
C:)
NATIONAL POLICY COMMITTEE FOR
THE HIGH-SCHOOL VICTORY CORPS
WAR DEPARTMENT
Lt. Col. Harley B. West, War Department General Staff, G-3 Division*
Maj. Francis Parkman, Office, Director of Industrial Training, Head-
quarters, Army Air Forces.
NAVY DEPARTMENT
Joseph W. Barker, Special Assistant to the Secretary of the Navy.
Lt. Comdr. Malcolm P. Aldrich, representing the Office of the Assist-
ant Secretary for Air, Navy Department.
DEPARTMENT OF COMMERCE
Civil Aeronautics Administration.
William A. M. Burden, Special Aviation Assistant to the Secretary of
Commerce.
CIVILIAN AVIATION
Frank A. Tichenor, Chairman of the Aeronautical Advisory Council,
Department of Commerce, Publisher "Aero Digest."
Director—A. L. THRELKELD
J! V— CONTENTS
Page
Foreword v
Essential services 1
III
Page
An outUne of organization 32
Wartime counselor 32
The faculty committee 33
The local community advisory committee 34
City -wide director 34
Supporting State services 35
State services for the Victory Corps guidance program 35
Suggested steps in the State program 36
Relation of a guidance program to the curriculum and training pro-
gram of schools organized for the Victory Corps 36
Federal relationships 37
IV
T^) FOREWORD
tors, counselors, and teachers in carrying out the guidance functions essen-
secondary schools.
these schools most of this manual may serve best as a check list. The fact,
however, that the program suggested has been devised specifically for
wartime may make certain items of more value than would otherwise be
the case.
V
Guidance, State Education Department, Albany, N. Y. ; S. Marion Justice,
entire project was under the direction of Harry A. Jager, Chief, Occu-
Vocational Education
VI
I. THE PLACE OF THE GUIDANCE PROGRAM
IN THE HIGH-SCHOOL VICTORY CORPS
THE IMPORTANCE of guidance in the Vic- which may be judged unessential. Second,
tory Corps program is indicated by the two where no program exists, or one inadequate to
following quotations from Pamphlet No. 1 of serve war purposes, an emergency program
the Victory Corps series: should be set up at once.
The Victory Corps is an emergency organi- gram, the following principles of guidance
zation, with specific objectives. A guidance are observed by the Victory Corps:
program is required, therefore, which serves The war will be served best if each
its basic objectives in the quickest and most individual so far as possible undertakes
economical manner in terms of time, money, civilian or military participation
and personnel. This statement has two im-
1. In accordance with his abilities, apti-
plications: First, any guidance program now-
and interests.
tudes,
existing in a school should on the one hand 2. Equipped with sufficient strength and
be utilized to its full capacity to serve war maturity for the type of service he
aims, and, on the other, yield in any points chooses.
512120°— 4.^ 2 1
3. At the highest level of attainment of counselor would help an individual whose low
which he is capable, at a task of which morale revealed a problem during a counsel-
the Nation has need. ing interview. On the other hand the
4. Trained to serve in a field which, within morale of the school as a whole construed
limitations imposed by the emergency, as a problem of attitude toward the war
has been the result of his own choice. would require united faculty action rather
5. With the personal knowledge that he than be regarded as the duty of the counsel-
possesses no inherent disability to carry ing staff to solve. Again, the wartime
out his choice of service, and has certain counselor may assist pupils to make choices
positive characteristics which promise of training for or participation in various
success. special aspects of war service. But solving
6. As a unit in a farsighted, well-balanced the many administrative questions which
distribution of manpower which is based thus arise, such as scheduling new classes,
on over-all facts rather than on one-sided or securing desirable balance in Corps divi-
campaigns to serve a single war interest. sions, is not a guidance problem. The war-
time counselor should be asked to solve them
The above criteria apply equally to the
only if he happens to be also a school admin-
prospective aviator, farmer, engineer, nurse,
istrative officer who normally has such re-
marine, welder, typist, or radio operator, and
sponsibilities. It is seldom desirable to add
to all pupils in choosing their courses of
administrative ability to the critical list of
study or their forms of volunteer community
qualifications required of a counselor. More-
service.
over, if he is loaded with miscellaneous
Experience warrants one or two cautions duties, his counseling duties are bound to
of a general nature as the wartime guidance suffer. The counselor's relation to adminis-
program is being worked out. A school, for tration will lie most usefully in his ability to
instance, will not secure the full benefit of furnish relevant facts about pupils and about
its wartime guidance program unless adminis- wartime services and occupations to the rest
trativeand instructional provisions are geared of the school staff.
to the facts made available by the guidance Among schools eager to adopt the Victory
procedures. For example, the permanent en- Corps program will be many which, chiefly
rollment of a pre-flight aviation course should because of size, find themselves unable to
be composed of pupils who have passed organize the complete program suggested in
through guidance procedures to establish their Victory Corps Series Pamphlet No. 1.
minimum physical and mental qualifications. These schools will find their difficulties recog-
Or to give a more general case, teachers can nized in the attack on the guidance problem
scarcely be expected to profit by the services suggested in this pamphlet. Even minimum
the guidance program can render unless they provisions, conscientiously carried out, will
have had careful orientation in its scope and be found of distinct value in promoting the
purpose, even to the point of volunteering war effort.
assistance in those aspects of the program be- One further consideration will enter into
yond the power of the staff officially desig- the balance when a school is deciding whether
nated for wartime counseling. to make the effort necessary to carry out the
A second caution relates to the danger of wartime guidance program. In the event
overextending the responsibilities of the guid- that the war ends tomorrow, every principle
ance program. For instance, the wartime and practice adopted in the guidance program
remains valid in the peace program of the from several States including almost every
school. It will prove perhaps even more use- variety of educational pattern. This com-
ful as the school plans its adaptation to the mittee tried to envision both urban and rural
bewildering pattern of civilian and military
conditions in large and small schools. It
demobilization and the long-term design of
may be assumed, then, that questions of prac-
education in the post-war world.
ticability and school policy have been scruti-
Finally, the material in this pamphlet is
nized realistically. It is hoped that every
presented as proposals for adaptation in
school will find that all fundamental sug-
States and localities as State policies and local
conditions may require. However, gested procedures are well within power.
any re- in its
view undertaken for adaptation, educational When the object is to win a war, more than
authorities may well consider that the commit- usual effort is justified in initiating proposals
tee that prepared the material was drawn ordinarily beyond easy realization.
II. MAKING THE PUPIL INVENTORY
IN HIS MAIN TASK of guiding youth of (a) Those youth fitted to benefit from
the High-School Victory Corps into various the instruction provided in various
types of war training and war service, the types of courses, preparatory to mili-
wartime counselor will find indispensable tary or civilian war service or special-
forts into those channels where they may Additional Items of Value in
make the greatest contribution. Making the Inventory
Although not all high schools may be able
Items of Individual Information
to provide the following items of information
on Which the Pupil Inventory
on pupils, it will be desirable wherever pos-
Should Be Based
sible to incorporate one or some combina-
Every school will have available, or may tion of them into the individual inventory:
easily obtain, a few simple items concerning
1. Individual scores on achievement and
individual characteristics from which a war-
aptitude tests.
time Pupil Inventory may be developed. The
(a) General achievement test batteries
following may be considered as basic for the
covering several major subjects of high-
development of the Inventory:
school grade.
1. Scholastic aptitude as measured by:
(b) Specific achievement tests in sin-
(a) Average of marks during the second- gle subjects of particular significance.
ary school period. Aptitude tests, such as mechan-
(c)
(b) Rank of the individual in his class,
ical, clerical, manual dexterity.
expressed as a numerator over the
2. Some measure of mental ability (pref-
total number in class as a denominator,
erably based on at least two scores)
e. g., 6/375.
(c) Marks in specific major subjects, Constructing the Pupil Inventory
particularly English, social studies,
science, mathematics, and subjects of Since it will be devised mainly for the
vocational application during the convenience of the counselor, the Pupil In-
senior high school course. ventory should, above all, be simple and
2. Major fields of specialization in senior workable. It should be so designed as to fit
high schools, both in academic and readily into the existing scheme of pupil
Name.
^
CO
o
2
.2
(a
fi
C * CD
u 'o
2s-S Oh
V c9 cS
a ^
2S-2 '3
>
CO m M fe M
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cvj a.
to T.
O
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a
<-i S
I—
b^ cs n;
CO
21. Vision: As indicated by examination provided Special science: Courses with content modified
through school health service. (If it is desired for specific war purposes.
to establish certain eligibilities, such as the Other courses suggested by the armed forces:
meeting of physical requirements for the Army Both current and forthcoming courses to be
Air Forces, a special examination may be issued by the Army and Navy.
necessary.)
29. Pupil eligible for Victory Corps Divisions: Has
22. Hearing: Same as above. mental and physical characteristics, interests,
abilities, and possibilities of later war service
23. General physical condition: May be estimated
which coincide with the basic requirements of
"Good," "Fair," or "Poor" by teacher on basis
one or another Victory Corps division as shown
of days absent on account of sickness and gen-
Preferably
in the bulletin: "High-School Victory Corps."
eral observation of pupil's health.
based on periodic health examinations by school 30. Pupil capable of advanced training: Has mental
nurse and physician. and physical characteristics, interests, abilities,
Physical defects: Known physical defects, such and possibilities of later service which suggest
as lameness resulting from infantile paralysis.
advanced training of one or more of the types
examination; key findings listed:
Results of physical
of school physical examinations. If these are Engineering, science and management war train-
incomplete, special examination by physician ing: Those special war-training courses given
may be required to establish eligibility for part-time to selected persons already employed
certain armed services, such as the Air Forces. in war industry. Commonly known as
Reference to more complete records may be ESMWT.
the most desirable entry here. Enlisted reserve (or equivalent) : College train-
Average all grades: Average of all subject grades ing of accelerated type given to young men in
24.
during high-school years up to time of record- the armed forces.
ing. Record this figure in pencil, so erasure Apprenticeship: Trade training in higher skills
can be made and corrections entered as time of 3,000 hours' or more duration, e. g., tool-
512126° — 43-
which permit part-time employment directly or
indirectly aiding war production.
In this category may be filed the names of In this category may be placed the names
all pupils: of all pupils:
1. Preparing for higher education and 1. Undertaking business education and
capable of successful completion of train- clerical courses.
aeronautics, and other specialized courses 4. Possessing abilities for successful pur-
requiring certain intellectual abilities. suit of civilian business occupations.
tion — vocational, shop, or trade courses. Most frequently the pupils with higher
2. Capable of successful study of Army mental and personal qualifications can also
"preinduction" courses in Fundamentals be classified for service or training requiring
of Radio, Fundamentals of Electricity, characteristics which are on a lower level.
Fundamentals of Automotive Mechanics,
However, it is to be remembered that the
Fundamentals of Machines, Fundamen-
Nation at war should use each individual at
tals of Shop Work, and of specialized
his highest potential attainment, since the
courses in science, physics, and aero-
numbers with such abilities are in all cate-
nautics.
gories below the needs.
3. Possessing manual and mechanical ap-
titudes likely to lead to success in the
Where certain prerequisites prevail, such
as exacting physical requirements for the air
mechanical-technical levels of air and
other armed forces (intermediate enlisted forces, selection based on the prerequisite
11
and the wartime counselor must make every 4. Vocational courses and experiences.
effort to obtain as specific a picture of needs 5. Occupational interest and intention.
as can be secured. 6. Personal characteristics.
If the Inventory is prepared along the lines ofiicer candidates —individual characteristics
suggested, a file of pupil cards may appear must be checked against the required qualifica-
In Group I will appear the names of pupils and hearing. These qualifications will be
whose abilities, interests, education, and ex- found specifically listed in the bulletin Military
perience qualify them for war service tasks Service, Vocational Division Bulletin No. 221,
and types of training of an advanced tech- U. S. Office of Education, and on charts and
nical, professional, or managerial nature. in other publications describing job oppor-
y II y III
Y IV \r~^ Y II y m v IV
BOYS GIRLS
In the other groups will similarly appear tunities and categories in the Air Forces,
the names of pupils whose characteristics Navy, and other Services. {See Section II
correspond with the occupational and service on War Information.)
demands of categories II, III, and IV. A A few brief examples of how pupils may be
duplicate card may be placed in a second or placed in one or another classification of
even a third category when a pupil has more potential war service may be helpful:
12
Philip Jackson's father is a prominent Leonard Smith: Age 17.
Extracurricular: Football, basketball, track, Hi-Y Corps director will consider Leonard favor-
Club, 4-H Club, Boy Scouts. ably for membership in the Air Service Divi-
Peter Jones is the only son at home on the sion of the Victory Corps. He may look
240-acre farm. His father is in ill health. forward to nearly a year at college before
ized courses in aeronautics, and Army "pre- Richard Brown: Age 17^.
induction" subjects. He is eligible for the Physical: Meets physical requirements for armed
forces. (See Military Service, Vocational Di-
Air Service, Sea Service, Land Service, and
vision Bulletin No. 221, U, S. Office of Educa-
Production Service Divisions of the High-
tion.)
School Victory Corps. He is also interested
Scholastic:
in air-raid warden duties. Which division Third quartile of class.
ure upon Selective Service policies in his Richard Brown may be considered eligible
community. for any of those divisions of the armed forces
See "Definitions" on page 6. requiring clerical and business training such
13
as: Air Force administrative clerk; Air Force Vocational: Part-time garage work.
Occupational interest: Machine shop.
supply and technical clerk. Richard may
Extracurricular: Any outdoor or mechanical ac-
enter one division or another of the Victory
tivity.
Corps depending on his interest and further
Clarence will undoubtedly be inducted upon
training. He will naturally be supplied with
full information concerning all requirements
reaching 18 years of age. A course in "pre-
induction" auto-mechanics will help him pre-
for the two main clerical branches of the Air
pare for one branch of the service where he
Forces. (See Section II on War Informa-
tion.)
may be useful and stand good chances of pro-
motion. Land-Service Division.
If he is interested in Land Service and in
one of the Army "preinduction" courses may Physical: Average, with few absences. Wears
glasses.
not be amiss. He might also be interested in
Scholastic:
becoming a yeoman in the Navy and hence Second quartile.
in the Sea Service Division of the Victory Averages C plus.
Corps. Typing A.
Mary Jones: Age 16. I. Q. 96.
Curriculum: Commercial.
Physical: Good physical condition. No defects.
Occupational interest: Office work.
Scholastic:
Fourth quartile of class.
Extracurricular: Camp Fire Girl, office assistant
to dean.
Averages A.
Physics, science, mathematics A. Corinne doesn't do so well in English and
I. Q. 130.
shorthand, but types with speed from copy
Curricnlum : College-preparatory.
and has good digital dexterity. She may be
Vocational: Some homemaking in ninth grade.
Occupational interest: Physics. given special training in some form of typing
Extracurricular: Member of science club, ski club. or office-machine work which the U. S. Em-
Mary is among the five top pupils of her ployment Service reports is in demand. Com-
class; her interest in physics is valid and her munity Service Division.
ability demonstrated. Axel Landfer: Age 18.
go into training and for machine operators Very frail, with frequent illness history, but
recent regular attendance.
among girls graduating from high school, in
Heart affected.
view of the need for highly selected girls for Scholastic:
war service in higher technical pursuits, in- First quartile.
14
might be urged to acquire enough mathematics ments of local hospital, when she would be
to go with his mechanical drawing for eligible for the Community Service Division.
ESMWT course. In view of liking for people, Julia Brent: Age 18.
however, popular, and sympathetic with pupils ferent classifications or "codes" that a point is
of all kinds. She works intensely when in- reached where the system takes more time to
terested and is always helpful in a crisis. Her operate than it is worth. In larger schools,
counselor may well try to arouse her desire however, counselors may find it useful within
to serve and perhaps interest her in nursing, the four major groupings especially to mark,
then alter her courses to fit entrance require- code, or tab pupils falling into one or the
15
other of these convenient classifications, which in different positions along the top of the
will be found on the reverse side of the In- card. A space for such code markings has
ventory Card, described on page 8. been left in the upper right-hand corner of
Not Physically Fit for Armed Forces: visors of occupational information and guid-
Pupil not meeting requirements for various ance may offer assistance in encouraging local
armed services. schools to develop pupil inventories adapted
Available for Part-Time Employment: to their own conditions. Schools should be
Business. Farm. discouraged, however, from undertaking over-
Industry. Home.
elaborate schemes which they are not likely
Available for Volunteer Services:
to carry to a successful conclusion or utilize
Air-raid protection.
effectively.
Red Cross.
Salvage. Where local schools enjoy adequate records,
War stamps. well-trained counselors and experienced State
Other special war services. supervision, the Pupil Inventory may be
The cards of pupils in the several categories organized to include additional, valuable
may, if desired, be indicated by means of groupings not shown in this bulletin and
colored metal tabs, mucilage tabs, colored may be developed to the point where its value
crayon markings, colored paper, or by the use as a permanent part of the guidance program
of simple index cards with tabs already affixed will be obvious.
16
SECURING AND USING INFORMATION ABOUT CRITICAL
WARTIME SERVICES AND OCCUPATIONS
THE WARTIME COUNSELOR upon as- Where can I get training as an office machine
operator?
sumption of his duties in the High-School
What can I do to help in local civilian defense
Victory Corps, is likely to ask these four
work?
questions: (1) What information about criti-
Where can I get information about the tank corps
cal services and occupations is needed to in the Marines?
counsel with the individual pupil regarding What war-training courses for girls are open in
our locality?
how he can best fit into specific training for
Would it be wise to enter college now with only
the war effort, or into a special division of
a year or two to go before being drafted?
the Victory Corps? (2) Where can such What opportunities are open in Civil Service for
needed information be obtained? (3) How those without college training?
can this information be made readily avail- Where can I get training in radio work for the
Signal Corps?
able for use? (4) How may this informa-
What are the chances of getting a job in an air-
tion be disseminated to all pupils as general
plane factory after taking a 6-week course in
background? sheet metal work?
The information required must be con- What vocational training courses are offered to
upon the permanent career of the individual. cerned with war needs on a national and local
Information of this kind must of necessity be basis. For purposes of clarification, national
up-to-date and obtained from some respon- and local needs are treated separately.
17
Radio operator: Information about radio agricultural workers needed for only 3
operation will be most essential as relevant, weeks to pick a hand crop, or some assem-
not to a career in the broadcasting field, bly line production workers skilled in only
but to the demands of the armed forces for one process.
radio operators and for the particular type In securing information about numbers of
of radio training required in those forces. jobs to be filled, the characteristics required
The boy deciding to take up radio training, of the workers, and the place in which the
and the school offering to train him, will work is to be foimd, heavy reliance must be
have in mind the fact that he is at the age placed on the official agencies set up to handle
of 18 subject to Selective Service. Skills such problems. In all larger cities and towns
of this sort are much in demand under any and in many rural sections this agency is the
circumstances. local office of the U. S. Employment Service.
In some circumstances, however, this Service
Local and Regional Needs may not offer complete facilities. In cities,
number of workers required currently, and ers, and the farmers themselves are important
the specific nature of the duties demanded of sources of information.
them in the emergency. A few characteristic
occupations falling in this group are: Welder,
Summary
machine operator, sheet metal worker, nursing
Information about professional and mili-
aide, mechanic learner, child-care worker,
tary needs will be available from national
agricultural worker, construction worker,
sources only and may be obtained by a local
stenographer, and homemaker. Two illus-
school through one or more of the following
trations of this kind of information are:
means: (1) Using the State department of
The labor needs arising from the move-
education as a clearing house; (2) acquiring
ment of men and women from local jobs
certain releases direct from Washington war
into military service and war-production
agencies; (3) establishing contacts with local
industries. Such information is essential
representatives of such Washington agencies
in counseling pupils regarding local em-
ployment opportunities. Many of the local
as the Selective Service Board, War Man-
needs may be filled by part-time workers, power regional offices, or recruiting ofiices of
especially in agricultural regions and in the military services; and (4) making con-
some service fields. tacts with colleges and universities, normally
The demand for a number of typists drawing freshmen from that school and now
skilled in filling in blank forms only, or used for Federal military training purposes.
18
Information about subprofessional and all and Franklin R. Zeran. U. S. Office of Educa-
tion, Vocational Division Bulletin No. 221. 1942.
other civilian needs is primarily a local matter
48 p. 10 cents.
that may be obtained most accurately through
contact with: (1) The nearest branch of the 26 Job Opportunities in the U. S. Army Air Forces.
A chart issued by the U. S. Office of Education
U. S. Employment Service; (2) agricultural
and the U. S. Army Air Forces. 1942. 10 cents.
employers; (3) business establishments not
serviced by the U. S. Employment Service; Job Training for Victory. A chart of programs au-
thorized by Congress to train persons for work
and (4) miscellaneous employers of part-time Governmental agencies, and
in defense industries,
or full-time labor, including paid and volun- the armed services. U. S. Office of Education.
teer activities. February 1942. 5 cents.
Sections III, IV, and V suggest ways and Handbook of College-Entrance Requirements. U. S.
means of carrying out these functions. Office of Education, Bulletin 1941, No. 13. 79 p.
15 cents.
and other kinds of printed or duplicated ma- sues). Current articles on occupations, guidance,
terial; (2) to discover and use sources of cur- and the Victory Corps.
rent information in order to keep posted on Your Questions as to Women in War Industries
new material; and (3) to make personal con- Women's Bureau Bulletin No. 194. 1942. 5
tacts with local individuals and agencies for cents. (Write to Women's Bureau for list of
other publications and of exhibit materials)
regional information. Certain information
does not exist in printed form and is available Opportunities in the U. S. Merchant Marine.
1942. 28 p. 15 cents.
Occupational Publications for
War Jobs for Women. Office of War Information.
Every Wartiine Counselor Magazine Section. 1942. 10 cents.
Available by purchase from the Superin- Available FREE from Recruiting Stations,
tendent of Documents, Government Printing near you.
Office, Washington, D. C. (Remittance must be Service with the Colors. New York Recruiting
sent with order). Publicity Bureau. 1939. 53 p.
Military Service —Army, Army Air Forces, Navy, Ma- Keep 'Em Flying: Aviation Cadets Train for Air or
rines, Coast Guard, Nurses. Walter J. Greenleaf Ground Crews. U. S. Army Air Forces. 1942.
19
Ordnance Department, U. S. Army. A fokler. 1942. Jobs in Naval Aviation. A chart issued by the Oc-
cupational Information and Guidance Service and
Get the Message Through. A folder. U. S. Army
the Navy Bureau of Aeronautics. 1942.
Signal Corps. 1942.
Your SkiU with Tools Will Keep 'Em Flying. U. S. Pre-flight Aeronautics in Secondary Schools. An
Army Air Forces. 1942. administrative and instructional guide with special
reference to the preliminary training of prospective
Women's Army Auxiliary Corps. A folder. 1942.
aviation cadets. U. S. Office of Education, Leaflet
Men Make the Navy —The Navy Makes Men. U. S.
No. 63. 1942. 47 p.
Navy. 1942. 49 p.
Federal Loans to College Students. U. S. Office of
Your Navy Wings in Sight! For Class V-5 Naval
Education, Misc. 2988. 1942. 1 p.
Aviation Cadets. Bureau of Aeronautics, U. S.
Men and Planes of the Navy. A picture chart. Women of the United States and the War. Mar-
1942. guerite W. Zapoleon. Occupational Information
and Guidance Service, Misc. 2977. 1942. 14 p.
What Kind of a Job Can I Get in the Navy? U. S.
ities in war and peace. A folder. 1942. Army Without Uniform. The story of the War De-
Piping All Hands. U. S. Coast Guard. A folder.
partment's Civilian Training Program. War De-
1942. partment, Washington, D. C. 1942. 29 p.
United States Merchant Marine Cadet Corps. U. S. Professional Nursing and Auxiliary Services. Amer-
Maritime Commission, War Shipping Administra- ican Nurses Association. New York City, Nurs-
tion, Washington, D. C. 1942. 64 p. ing Information Bureau, 1790 Broadway. 1942.
23 p. 25 cents.
Marines in Action (Glimpses of Marines in various
branches). 1942. War Service Opportunities for College and Univer-
20
Sources of Current information information and guidance may be able to
secure or to duplicate such publications in
1. State Departments of Education. — sufficient quantities to distribute to counselors
number of States have set up occupational in-
in his State.
formation and guidance services in the State
Departments of Education. Most other States
3. Superintendent of Documents. —
Most
printed publications issued by the various
have appointed someone to clear guidance in-
Government offices are printed at the Govern-
formation and problems. A wartime coun-
ment Printing Office, and are for sale by the
selor should establish contact with this service
Superintendent of Documents, Washington,
in his own State Department of Education.
D. C. A free "Semi-monthly List," which is
Counselors may expect to receive such in-
mailed to many schools and public libraries,
formation and services as: Further sources
is available for reference.
of information about various war services,
4. U. S. Civil Service Commission. —Ar-
information about vocational training courses
rangements have been made with the Civil
offered within the State, aid in securing in-
Service Commission, Washington, D. C, to
formation on a national basis from various
send directly to individual schools announce-
Federal and other agencies, and specific field
ments of prospective Civil Service openings
services relating to the organization and use which
and examinations for high-school
of this information in the Victory Corps guid-
pupils are eligible. The person in the State
ance program.
Department of Education in charge of the
U. S. Office of Education, Occupational
2.
Victory Corps guidance program will act as
Information and Guidance Service. The Oc- — clearing agent with the Civil Service Commis-
cupational Information and Guidance Service
sion. A counselor needs only to write to this
of the U. S. OflEce of Education in Wash- person to have his school placed on the mail-
ington, D. C, has facilities for gathering and ing list.
disseminating much information useful in
5. Colleges. —The counselor should be in-
the Victory Corps guidance program. Publi-
formed regarding wartime curricular adapta-
cations from this source may be obtained tions and special Federally aided Engineering
on two bases: (1) Free material upon direct Science and Management War Training
request to the Service; and (2) material to
Courses (ESMWT) in his region. This is
be purchased from the Superintendent of
especially true of colleges to which pupils
Documents, Government Printing Office,
from the school have gone or are likely to go.
Washington, D. C.
For many pupils the usual general informa-
A single copy of all free publications is
tion about higher education will be required.
mailed to individuals on certain selected mail- Emergency Federally Aided
6. Directors of
ing lists. If the first edition is sufficiently Training Programs. —
The counselor should find
large it may be sent to all principals of high
out about the various war-training programs
schools. Special guidance publications are conducted within the State. Such programs
sent to counselors whose names are on the include at this writing Vocational Training
mailing list. Additional copies of printed for War Production Workers; (VTWPW) ;
publications may be obtained from the Super- Vocational Training for Rural War Produc-
intendent of Documents, Government Print- tion Workers; Engineering Science and
ing Office, Washington, D. C, if a remittance Management War Training Courses (men-
for the listed price is enclosed. In some in- tioned above) National Youth Administra-
;
stances, the State supervisor of occupational tion; and Training Within Industry. The
21
State guidance service should be in a position SectoringIniormation Through
to assist the counselor in securing information Personal Contact
about what courses are offered, where and
when offered,and the local person in charge.
1. Local schools. — It is essential that the
given town will be helpful in determining the 3. Local employers. —^Where the local U. S.
22
find it necessary to go personally to local Printing Office, Washington, D. C. Ask for
employers in order to secure information re- the second edition of Selective Service Regu-
garding non-war-production placement oppor- lations (1942), which is available in loose-
tunities. This is particularly true in certain leaf form for $1. Subscribers will also re-
areas where the Employment Service olHce is ceive new regulations and subsequent amend-
forced to direct all of its energies toward the ments as released.
placement of war production workers.
4. Armed Forces Recruiting Offices. — Organizing Information for
Where possible the counselor should visit the Ready Use
nearest recruiting offices of the Army, Navy,
As the Victory Corps guidance program
and Marine Corps. In addition to securing
gets under way, the counselor will face num-
available leaflets and publications about these
erous situations in which it is necessary to
Services, it will often be possible to obtain
discover information quickly. Effective use
information, not otherwise readily available,
of the information will depend to a large
for use in counseling pupils inquiring about
degree on how well it is organized. Conse-
enlistment in one of the armed services.
ual questions concerning the Selective Service material within the file, two methods are
Act may be obtained from local draft boards. suggested
Printed information is available from the 1. An alphabetical arrangement may be
Superintendent of Documents, Government followed. As the counselor secures material
23
it may be filed in folders according to the aspect of disseminating occupational informa-
nature of the material. A few suggested tion, must share responsi-
the entire school
titles might be: Apprenticeship, agricultural bility. The following suggestions cover briefly
worker; Army, United States; Army Air a number of ways in which the school may
Forces; and Army Nurse Corps. perform this function:
mation are offered in Section IV, "What the and specific approach to each individual
Wartime Counselor Should Do." problem.
The Victory Corps program as a whole will Assemblies, in particular, offer good op-
require on the part of pupils a general back- portunities to disseminate information in
ground of information about critical war the form of visual aids. Many excellent
services in occupations not possible to supplv films are obtainable, which deal with train-
through counseling interviews only. In this ing programs in the armed services and
24
occupations of importance in the war effort. other members of the faculty. One person
For suggestions about sources of these aids may suggest forums; another, games; an-
see page 22. other, occupational plays; and another may
encourage pupils to write occupational
4. Displays.
articles for the school paper. Any attack
Much material is now coming out in the
is good which serves to furnish accurate
form of charts, posters, and other large
information and answer pupil problems.
illustrations. The counselor should as-
25
IV. WHAT THE WARTIME COUNSELING STAFF SHOULD DO
THE PROPOSALS of this section are based In smaller schools the wartime counselor
upon the presence in a school of one or more may personally transfer to the individual
persons who are referred to here as wartime inventory card all the data from various
counselors, and to whom the school adminis- sources. In larger institutions he may
trator has assigned certain duties and re- enlist the help of some members of the
sponsibilities, with corresponding provisions staff. In any case, providing a usable in-
to assist in the discharge of these tasks. ventory card will be one of the first jobs he
Even if in a small school the principal him- must do before he is ready to perform
self must be the wartime counselor, he will subsequent duties. After the pupil inven-
find that his duties in this capacity require tory cards are complete he will from time
clarification and the setting up of orderly to time, as needed, discuss with principal,
procedures. This section is designed to help pupil, and teachers the implications of this
him, or any other person charged with these information in terms of the pupils' partici-
tasks whether on a part-time or full-time basis. pation in the High-School Victory Corps
Section V discusses the qualifications of the program and possible military or civilian
wartime counselor and means for carrying war service, and consequent curriculum
on the suggested program. needs.
Upon reading the following suggestions , Collect and disseminate occupational in-
many school administrators may assume that formation about the armed services and
they are pitched far beyond their resources. war production which has a relationship
That is perhaps true, for an attempt made is with participation in the High-School Vic-
to outline a maximum program. number A tory Corps.
of schools will find it necessary to make modi- One of the first duties of the wartime
fications in these proposals to bring them into counselor will be to secure for the school
line with their resources. The plans here as soon as possible information about occu-
stated are for an over-all view of the job of armed service
pational opportunities in the
counseling in the present wartime situation. and war production. Suggested sources
In most schools the wartime counselor will and uses are to be found in Section III.
not only be in charge of counseling, but also Supply individual counseling necessary for
perform many supplementary duties that must pupils.
be done if the program of guidance for the (a) Furnish the pupil with particular
High-School Victory Corps is to work. These facts bearing upon his personal choice of
duties are enumerated and discussed under participation in the High-School Victory
the nine topics which follow.
Corps program.
(b) Help the pupil and parent interpret
Duties of the Wartime Counsel- the information already available to them
ing Staff
in order to facilitate in every way the wise
1. Take charge of the preparation of the choice of the pupil of his area of participa-
pupil inventory and interpret it as needed tion in the High-School Victory Corps
for use by the principal of the school. program.
26
The best choice of participation in the selor is always available for pupil and
High-School Victory Corps will likely be parent to answer any questions which
and their relationship to later service in (e) Reviewing each choice for possible
military or civilian war service. Added to inconsistencies in terms of the pupil's
this must be a clear understanding on the scholastic record, native ability, physi-
part of the pupil of his assets and liabilities. cal status, and other data which may
This knowledge of opportunities and knowl- have significance. Arranging for in-
edge of self must be harmonized so as to terviews with pupils in those cases in
bring about an intelligent choice of par- which these inconsistencies exist. (See
Economy of time and resources will (g) Continuing interviews as the plans
dictate that much of the information con- and interests of the pupils and war
cerning participation in the High-School needs require.
Victory Corps and opportunities in military 4. Help the faculty understand and assume
or war service must be given
civilian their functions related to guidance in the
through group activities as suggested in the High-School Victory Corps program.
use of occupational information on pages
Unless the faculty understands the pur-
24 and 25. After the information has been
pose, organization, and the part they can
disseminated and the pupil is well informed
play in the High-School Victory Corps
of the opportunities available he will need guidance program they cannot, and should
the services of the counselor on an indi-
not, be expected to participate effectively.
vidual basis to help him interpret the data
Someone has said, "We are generally down
of his individual inventory. If an intelli-
on what we are not up on." The principal
gent choice of war service is to be made,
should see that the faculty is "up on" the
the pupil must be helped in matching the
High-School Victory Corps guidance pro-
best opportunity to serve war needs with
gram as one of the first steps toward doing
his best abilities.
an effective job, and employ the wartime
The following steps are suggested for the
counselor in suitable capacities for this
wartime counselor as means of getting this
purpose.
program of individual counseling under program with
In discussing the guidance
way:
the faculty, the two following procedures
(a) Completing of inventory cards for are of special importance:
those who because of age must soon (a) Listing guidance activities for which
participate actively in the military or the counselor will need some aid.
civilian war services. (Example: Having pupils fill out the
(b) Disseminating of information as blanks indicating their preliminary
suggested in Section III. choices.)
(c) Scheduling one or more periods a (b) Canvassing the faculty to secure sug-
day for a few days in which the coun- gestions and volunteers for accomplish-
27
ing those parts of the guidance secure additional data for the pupil inven-
program which the wartime counselor tory,some members of the faculty with the
cannot accomplish through his per- assistance and cooperation of the wartime
sonal efforts. counselor may assume and carry on the task
An example may be taken from the of administering and scoring them with
time services and occupations. The 6. Under direction of principal maintain re-
counselor may explain that he can take lationships between the school and other
this responsibility insofar as it can be agencies within and outside the community
exercised in the individual interview- which are requesting manpower for train-
semination of information will require The large number of agencies in the field
an attack by the school as a whole. of war service reveals the need for inter-
A faculty discussion might include mediary and liaison work between those
such subjects as: Information through agencies and the schools which will feel the
classroom teachers, auditorium pro- pressure of their several and varying needs.
grams, library facilities, and the The war-service counselor may be consid-
school paper. (See Section III.) ered the liaison ofl&cer for the utilization of
As a result of the faculty conference, manpower below 18 years for the area the
advantageously increased. For in- liaison between the school and such
stance, the teacher of vocational agri- agencies as the U. S. Employment Service,
culture may assume the responsibility and with employers in the area and others
for giving specific information to interested the use of the manpower
in
pupils about agriculture as a war occu- available. The High-School Victory Corps
pation, or about conducting a vic-
program is the best means at hand of
tory garden as the pupil's utilizing this potential manpower from the
part-time
work requirement in the Production school enrollment.
28
tary or civilian war service in accordance ers who are still enrolled in school may
with two main categories. constitute an important part of the civilian
(a) Those war service needs which are war service of Victory Corps members.
more than local in character. The needs which develop from a shift of
(b) Those which are confined to the workers into more essential war-production
community or district and may lead services, but which must be met to keep the
In category (a) occurs information regard- people and bus drivers, are involved. Many
ing professions and all military needs. Data jobs in which women and girls may replace
are obtainable from national sources. The men and boys are in this class.
school must depend either upon direct infor- Here, again, and schedule
curriculum
mation from such sources, or upon the services changes may appear and the
desirable
of the State Department of Education for entire faculty rather than the wartime
gathering such data and acting as a clearing counselor alone, must take on these re-
house for its dissemination. The simplest kind sponsibilities under the direction of the
of data concern mere numbers required, al- school administration.
though these are not always easy to obtain. The principal of the school may assign
Other facts will involve the training required to the war-service counselor the duty of
on the high-school level, which may imply discovering such local needs by consulting
changes in the curriculum. When curriculum the competent authorities; of gathering the
adaptations are involved, the problem is no data which discloses the dimensions of such
longer one of guidance only and the guidance needs ; and, finally, of submitting such data
staffand those responsible for administration to the proper school authorities for action.
and instruction will share the responsibility. The key agency in this whole field is the
Information in category (a) may be illus- U. S. Employment Service wherever it
trated by the following examples: maintains an office. (Review pp. 17 and 18,
Pre-flight and pre-ground-work aviation inclusive, in connection with this topic)
In category (b), local occupational data mand new and different types of training.
ferral to local school ofTicials. Local needs interests, abilities, and national need. Good
and stenographers, for example,
for typists selection "doesn't just —
happen" it requires
can be discovered by conference with the well-planned procedures. The war-service
local branch of the U. S. Employment counselor is the logical person in the school,
Service or with such employers as are not by reason of training and time allotted, to
served, because of war restrictions, by the plan and supervise selection procedures.
U. S. Employment Service. Agricultural
Mechanics of the Interview
needs are also determined locally and may
result in requests for part-time as well as Since individual counseling is a key func-
29
any other guidance program, the counselor (b) Giving pupils help in arranging
should be able to approach the task of inter- their programs of studies so as to meet
viewing an individual with a confidence based requirements for the division they have
on some planned procedure. Wartime coun- chosen in the High-School Victory Corps.
selors may be relatively or even entirely (c) Harmonizing the individual plans
inexperienced. For these the following sug- with those of the Nation's needs when pos-
gestions on interviewing are offered. Experi- sible, with the premise that the needs of
enced interviewers may want to use the the Nation come first.
ventory.
(a) Discussing general achievement for
(3) Arrive at a general estimate of the
purposes of determining the best choice of
nature of the pupil's problem before
participation in the High-School Victory
the interview begins.
Corps program.
(4) Make a plan of the interview before-
(b) Discussing achievement in special
hand, with sufficient flexibility to per-
subjects for the purpose of exercising
mit quick adjustments.
choices within the divisions of the High-
(b) Initiating the interview
School Victory Corps.
( 1 ) Establish a good working relation-
(c) Discussing physical condition as a
ship or "rapport."
potential asset or handicap in relation to
the High-School Victory Corps and future (2) Get the pupil's point of view.
participation in the military and civilian (3) Do not ask questions until the
participation in the High-School Victory (3 ) Be a good listener and draw the pupil
Corps. out alone; consistent lines.
30
(d) Shaping the interview toward success- 6. Recording itcsults of interview
ful outcomes.
Record results of interview immediately
(1) Show real interest and faith in the
after termination. Accuracy and vivid-
pupil.
ness of detail, consistent with brevity, are
(2 1 Be straightforward and frank, not
essential.
sentimental.
(3) Help pupil to face facts unemo- 7. Supplententing the interview
tionally.
(4) Promote self-examination and self- (a) Check with others in regard to the
appraisal. Help the pupil to see him- pupil's problem.
self clearly, his aptitudes, abilities, in- (b) Check pupil's interests in occupations
terests, personality traits, and motives. and extracurricular activities.
(5) Get all the facts and interpret rela- (c) Arrange for medical examinations if
tionships. needed.
(6) Build the pupil's self-respect. Never (d) Check previous scholastic records if
31
V. ORGANIZATION AND ADMINISTRATION OF THE VICTORY
CORPS GUIDANCE PROGRAM
istration of the Victory Corps guidance pro- when a enough to require co-
locality is large
ordination of programs in several school units.
gram is simply that of finding means of
carrying out the proposals already described These local provisions should be reinforced
in preceding chapters. on the State level as follows:
The proposals suggested here for the indi- A State supervisor of the Victory Corps guidance
vidual school may appear narrow, or even program (identical with the State supervisor of
guidance, if such an official now holds office).
inadequate, to some who may be thinking in
terms of complete peacetime guidance pro- One or more assistant supervisors according to the
number and needs of the school systems of the
grams. The wartime counselor of necessity
State.
will often be a novice at the job. On the
Provision for clerical service, travel, printing, and
other hand, certain proposals on the State
similar needs to make State supervision effective
level may involve provisions not now avail- in all local school systems.
able. These and similar objections must be
answered with the reminder that the emer- Wartinie Counselor
gency demands emergency measures. What
must be done cannot wait for a counsel of The provision of one or more persons to
perfection. But after all concessions are perform the duties (see Section IV) of the
made, it is still possible, it is believed, to wartime counselor is obviously of first im-
organize and carry on a local wartime guid- portance in the Victory Corps guidance
ciples. Most States, moreover, should be able staff, this staff should, of course, be employed,
to render the assistance required by local with such modification of its usual duties as
program may include the following: Almost all small schools and many larger ones
face this problem.
A wartime counselor.
The kind of person required may be esti-
A faculty committee of the Victory Corps guidance
program (a subcommittee
mated by a review of the duties (see Section
of the faculty Victory
Corps Council). IV) he must perform. Many compromises
A local community advisory committee (a sub-
with a perfect matching of qualifications with
committee of any Victory Corps community com- duties must be made, and the smaller the
mittee which may exist). faculty the truer this may be. In general,
32
however, it may be said that the wartime being neglected in the pressure of general
counselor ought to be a person who: administrative duties.
1. Is energetic and anxious to serve even 4. Physical provisions to enable the war-
though extra duties and strenuous activities time counselor to carry on his program
both in school and in contacts with agencies should be made. The principal may estab-
outside the school are burdensome. lish a check list to discover what is desir-
2. Has an understanding of the funda- able for this purpose by reviewing the
mental principles of guidance or can profit previous three sections of this Manual.
by in-service training in them. Often some modest financial provision for
3. Has demonstrated the ability to gain materials and incidental expenses will be
and maintain the confidence and respect of necessary. Unofficial sources, such as
4. Can work harmoniously with and gain clubs, may be of assistance when official
the active cooperation of other faculty school funds are not available.
members. 5. The school principal should facilitate
5. Can make good contacts with com- the in-service training of wartime coun-
munity agencies. selors, especially those without experience,
6. Is interested in the welfare of boys by making as generous provisions as pos-
and girls and can view their problems with sible for attendance at conferences held by
apply in various degrees to individual schools: other assistance with regard to military or
should carefully schedule the requisite time civilian war services will often suggest curric-
33
essential part of organization. This com- availability for part-time work. The farmer
mittee may be appointed by the principal or may ask assistance in securing youth who
elected by the faculty. When a high-school have desirable characteristics to help him.
Victory Corps Council has been appointed The local defense council may need some
for the school in accordance with the recom- advice as to using in-school youth in OCD
mendations Pamphlet No. 1, the faculty
in activities in accordance with their aptitudes
committee may be a subcommittee of the and abilities.
2. Functions.
City-ivide Director
(a) Surveying present school practices
in relation to the Victory Corps guid- The local school system containing two or
ance program. more secondary units may require some means
(b) Advising on all policies and activi- of coordinating the activities of the several
ties undertaken by the wartime coun- schools. Sometimes a joint committee may
selor which imply the assistance of serve. it may seem advisable
In other cases
other teachers. to designate for this purpose some individual
guidance program may be increasingly defined for him by the demands of the school
effective to the whole school and com- wartime counselors who are attempting to
munity in helping the school adapt carry out the suggested program. In addi-
itself to wartime demands. tion, the school system will want to economize
the time and energy of agencies such as the
The M^oeal Comniitniiy Advisory local branch of the U. S. Employment Service
34
described elsewhere in this publication as the guidance program and this help must be
functions of the State office for the smaller offered as nearly simultaneously as possible
schools throughout the State. to all schools in the State because of the very
nature of the emergency.
Supporting State Services
The State organization chart in Pamphlet
State St^rM'^iees for the Vietory
No. 1 suggests a State director for the High- Corps iiuidanee Program
School Victory Corps, In some States the
The needs of the local school system which
State supervisor of occupational information may be supplied by a State Department of
and guidance has been given that responsi- Education, will conform somewhat to the fol-
bility. In others he has been appointed
lowing list:
State supervisor of the wartime Victory Corps
1. Assistance, probably through area
guidance program to assist the State director.
conferences, in organizing basic wartime
In all States some State supervisory assistance
guidance services in the local school system.
to local school systems appears necessary.
2. In-service training on some area basis
In the larger States a staff of more than one
for wartime counselors in their emergency
person is clearly needed if schools are to be
duties.
served effectively and in time.
3. Assistance in developing counseling
If the large urban school were the typical
and individual inventory procedures, and
institution in our country, some justification
in supplying forms and such tests and other
might be advanced for depending on the re-
material as may be found desirable.
sources available to the local school system
and carrying on the war- 4. Clearing house facilities for informa-
for inaugurating
time guidance program. On the other hand,
tion which originates from sources outside
the State with regard to needs for military
statistics suggest the following as the char-
acteristics of the "average" American school: and civilian wartime services.
35
(2) Assistant State supervisors as cir- 6. Establish working liaison with Federal
cumstances require. In those States with agencies, especially the Occupational Infor-
large school enrollment, the supervisor will mation and Guidance Service of the U. S.
need assistants. Needs will appear in two Office of Education, for continuing assist-
State level with agencies such as the War 3. Providing highly specialized courses
tions of learning; agricultural organiza- purposes of pupils able to satisfy the mental
tions; State OCD Council; Selective Service and physical qualifications involved.
authorities; military recruiting agencies; The guidance program has the function
war-production training programs, such as of inventorying the school enrollment.
36
one or two individuals for any particular The guidance program suggests means
war service.
military or civilian of identifying these needs.
The guidance program identifies indi-
viduals in relation to their possible ob- Fed€*ral RelaiionHhips
jectives.
The Occupational Information and Guid-
6. Relations with higher institutions and
ance Service of the Vocational Division of
the militaryservices emphasize classifica-
the U. S. Office of Education will render any
tionand selection procedures.
assistance in its power to State departments
The guidance program provides compa-
of education in solving guidance problems
rable procedures in the schools.
7. Modifications of the curriculum will connected with the High-School Victory
also reflect local needs arising both from Corps. Individual school systems and insti-
industrialand agricultural war-production tutions should first seek help from their re-
demands and from community labor de- spective State departments of education, which
mands brought about by the displacements may refer such re(juests as they desire to
of direct war production. Washington for further assistance.
37
For sale by the Superintendent of Documents, U.S. Government Printing Office
Washington, D. O. - Price 20 cents
PAMPHLET NUMBER 5
Page
FOREWORD IV
Salvage 6
War Stamps and Bond sales 10
Nutrition services 20
Consumer programs 25
Housing programs 28
Recreation and youth group services 30
School and education programs 33
Library services 36
Information services 38
Neighborhood or block leaders 41
REFERENCES
Books and pamphlets 49
Motion pictures 50
APPENDIX
Joint statement Office of Civilian Defense and U. S.
Office of Education 51
FOREWORD
dents for more effective preparation for and participation in wartime service.
of students and the relation of such services, under whatever auspices per-
It is issued with the approval of the National Policy Committee of the High-School
Victory Corps in the hope that this more definitive statement of the relation-
^ U. S. COMMISSIONER OF EDUC/
EDUCATION.
TEN GUIDING PRINCIPLES
Most of the guiding principles here stated are implicit in the High-School
Victory Corps, Pamphlet No. 1, which presentsbroad outline a suggested
in
pattern of student organization for the high schools of the Nation. The
aim of this pamphlet is to reiterate these principles and to state them more
explicitly as they relate to the Community War Services of Students.
1
5. Voluntary participation in movements to promote the general welfare
is the ultimate test of civic attitudes. Community war service activities
are therefore recognized as being an elementary civic responsibility of
all members of the High-School Victory Corps and, indeed, of every
member of the high school. They should be miode meaningful and
purposeful to students by study and discussion in school classrooms. They
thus become an integral part of the school's civic education program.
Says the Educational Policies Commission: 'Tf the school can relate its
work closely to the life of the community, it will greatly increase the
effectiveness of teaching, for learning is always facilitated when the
the school program, it will infuse more vitality into all of its activities." ^
Any seeming competition between the school groups and the voluntary
youth organizations of any community probably appear in claims
will
upon the time of youth. This problem can usually be handled satisfac-
torily if community youth organizations are represented upon the Superin-
tendent's Community Advisory Committee of the High-School Victory
Corps; and if cordial and cooperative relationships between the schools
and youth organizations have been built up over the years.
10. More than half of the students enrolled in American high schools
belong to no voluntary youth organization outside of school. The school
authorities have a special responsibility for these youth. Through the
High-School Victory Corps they may be organized into service sguads for
community war service; or they may often be encouraged to affiliate
with existing voluntary youth organizations. The High-School Victory
Corps is a temporary or emergency pattern of organization. The volun-
tary community youth organizations are more permanent in character,
with long-time programs of character building and good-citizenship as
their goal. Both should join hands in accelerating, intensifying, and
improving their programs in the interest of the war effort to whatever
extent is possible in the particular local community.
SOME COMMUNITY WAR SERVICES
The previous section presented 10 guiding principles concerning the
relationship of the High-School Victory Corps to community war services.
In this section are presented some illustrations of community war services
in which high-school youth have been engaging as members of voluntary
youth communities throughout the Nation. These
organizations in
illustrations be suggestive to school officials and others of
are meant to
the variety of types of war service participation which may be appro-
priately recognized as bearing upon the gualifications of the particular
youth for general membership in the High-School Victory Corps even
though carried on under the auspices of extra-school organizations.
The illustrations do not pretend to present a complete picture of all possible
types of youth service activities nor has an attempt been made to evaluate
the programs conducted by the organizations represented.^
Some of the community war service activities listed have been carried on
under the auspices of the schools in cooperation with the local Civilian
Defense Councils through their Citizens Service Corps units. The Citizens
Service Corps of the Civilian Defense Council is charged with the responsi-
coordinating the civilian war service activities of civilian volun-
bility for
teers. join the Citizens Service Corps candidates must be gualified
To
in one of three ways: (1) By completing a prescribed training course
517052°— 43 2
Camp Fire Girls Bring in the Scrap
Lancaster, Pa.: The Boy Scouts, the week after Pearl Harbor, collected 11
Houston, Tex. and Lorain, Ohio: The Aleph Zadik Aleph group collected
old license plates.
Germantown, Pa. : The Boys' Club brought in 16,000 pounds of paper, 520
pounds ofscrap rubber, and 500 pounds of tin.
Norfolk, Va. : The Boys' Club hauled 1,600 pounds of waste rubber from the
mud flats of the Lafayette River.
Greenfield, Ind. Over 800 Boys' Club members, using carts, trucks, baby
:
Oshkosh, Wis.: More than 100 key collection cans were placed in "key"
spots around the town by Camp-Fire Girls and were later collected
by them.
Charleston, W. Va. The student council of the high school developed a plan
:
Joplin, Mo. : Silk and nylon hose were collected by Girl Reserves and sent
to Women's Voluntary Committee in St. Louis to be reprocessed.
Missoula, Mont. A joint drive of the Camp-Fire Girls and Girl Reserves
:
Phoenix, Ariz. The Kit Carson Y Pioneer Club took the responsibility of
:
Tucson, Ariz. Members of the high school salvaged 2,000 coat hangers
:
a census of all the iron fences in the south end of town, and, as a
result of their work, the owners were approached by the city
committee and turned in the fences for scrap.
Ellington, N. Y. :Members of the Junior Grange hired a truck and went about
the community collecting scrap paper, metal, and rubber.
8
Springfield, Mass. : When 15,000 quart cans of tainted tomato juice were
condemned by the Federal Court, members of the Boys Club
salvaged the cans, poured out the juice, removed the labels,
cleaned and flattened the cans.
day for the Nation's rubber drive. The boys removed thousands
of pounds of rubber strips from smudge pots used to kindle fires
for heating orchards. The orchard foreman gave the Scouts
permission to salvage all the rubber they could from a stack of
smudge pots 30 feet square and 15 feet high.
Monterey, Calif. :Sea Scouts salvaged 2,600 pounds of rubber from the
waters surrounding Monterey's piers.
Atco, N. J. : The Scouts found a junkman who was about to reclaim some
copper wire by burning off its rubber covering. The Scouts got
his permission to keep all the rubber they could strip off. They
salvaged it all 6,000 pounds. —
Rochester, N. Y. The Scouts collected 537,000 pounds of waste paper,
:
Twin Harbors, Mich. The Cubs and : Scouts covered 11 communities and
collected approximately 33,640 pounds of aluminum, 431,060
pounds of waste paper and approximately 100,000 pounds of
rubber. They later cooperated with oil companies in a "Clean-
up" drive and collected an extra 4,911 pounds of rubber. In
July 1942 they collected approximately 3,000 burlap bags,
500 apple boxes, and aided American Legion Auxiliary in
coilecting old rags.
A Boy Scout Treasury Salesman
10
Caddo, Okla. The Future Farmers of America Chapter purchased a $50
:
bond with money raised doing odd jobs. More bonds will be
bought from the proceeds for 4 barrow hogs, being fed at the
High-School building where scraps from the lunch boxes and
feed donated from FFA members will soon have them ready
for market.
Leonia, N. J. : A booth at all home football games was manned by Hi-Y boys
who sold several hundred dollars' worth of stamps.
Lorig Beach, Calif. Camp-Fire Girls operate war stamp and bond booth in
:
North Adams, Mass.: In order to increase the sale of war stamps in their
high school, "Minute Men" went about from room to room where
sales were not 100 percent and brought many of the rooms up
to this figure.
goal for the sale of war stamps and bonds of $2,800. They
went over the top to collect $3,200.
Cleveland, Ohio: Students one high school, under the direction of the
of
Student Council, stimulated the buying of stamps by making
posters, announcements in assembly, and by direct sales to
students and teachers.
Erie, Pa. : Students of the high school have a stamp store that operates daily.
The art classes have made posters for the bulletin boards in each
classroom, in the corridors, and in the cafeterias to encourage the
students to buy v/ar stamps and bonds.
11
New York City: Members of the YMHA have organized a savings stamp plan
whereby their members are enabled to purchase war stamps
through their club.
Wausau, Wis.: As their part in the ''Women at War Week", Girl Reserves
conducted a campaign to sell stamps and bonds during that
time and sold over $39,000. worth.
Beverly Hills, Calif. More than 125 students in the high school put on a
:
Detroit, Mich. : A Victory Bank conducted by one of the high schools suc-
ceeded in producing a sales record of $40,000 in 14 weeks.
Newark, N. J. The band in one of the high schools has given up its usual
:
Green Bay, Wis. : City newspapers were attracted by the novel display of
posters made by the students in the high school publicizing the
need for buying war stamps and bonds.
West Salem, Wis. Enlisting the support of several civic organizations and
:
Tallahassee, Fla. One class of the local high school staged a house-to-
:
Greenville, Tex. Admission in stamps and bonds are required not only of the
:
Cleveland, Ohio: Students write the scripts and produce radio programs
presented by station WGAR for the purpose of promoting stamp
and bond sales.
Portland, Maine: $4,000 worth of War Bonds and Stamps were sold by
Scout Troop 28 in a 9-day campaign. The Troop set up a
camp scene and handicraft display in two grocery windows and
operated a booth inside the market. When a customer ordered
a bond, a Scout dashed one block to the Post Office for it.
Berkeley, Calif.: The Scouts distributed 1,530 small placards ''Buy War
,
Defense Bonds" and 2,148 large placards "Buy War Defense
Bonds" from the U. S. Treasury Department.
12
Girl Scouts Mend Clothes for Red Cross Distribution
517052°-43 3
13
Tulsa, Okla. The Girl Scouts invite new students in the school to special
:
Kossuth County, Iowa: The Junior Red Cross chapter staged a patching
party in which they used faded patches to match used material,
fitted new pieces on work socks to make them last longer, darned
3-cornered tears.
Florence, Ala. Students at the high school, after discussing the matter with
:
Bucks County, Pa. : The Girls Social Guild of the Friends' School keeps in
touch with local relief agencies and furnishes aid to families in
need living in nearby villages.
Ypsilanti, Mich. : Junior and senior girls of the high school have organized
to offer their services to homes where sickness, death, or other
misfortune strikes.
Pawtucket, R. I.: Girl Reserves are indexing and filing source material, a
case worker's library, for the Public Welfare Agency. They also
read to shut-ins, shop for people unable to get to the markets,
get food stamps for them, and go to Providence for supplies all —
work that would require the time of paid personnel.
Dallas, Tex. : A carefully worked out project with the child welfare agency
carried out by youth in one of the local churches included repair
and painting of toys, recreation for children being taken care of
by the agency and the supplying of money for special needs of
these children.
14
Washington, D. C. : Church young people became interested in underpriv-
ileged colored children in the city and provided milk for them
during the winter months.
Lawrence, Mass.: The Scouts packed and delivered gifts for the needy at
Boys' Club.
15
A Day Care Worker From the Victory Corps
Cody, Wyo. : The Girl Scouts have a play room where, on Saturday
afternoon
they take charge of small children up to 8
years— children of
farmers and ranchers— caring for them while the
parents do their
marketing.
Flint, Mich : The Girl Scouts use backyards for summer play groups
of
little children which are directed by a Scout who has
received
special training for this job.
Elmira, N. Y^ : As a result of an
intensive training course sponsored jointly
and Girl Scouts in cooperation with the
Reserves
t7
UnitedS States
Employment Service, girls completing the course
are registered with the U. S. Employment Service and are being
sent to work in areas where they may be needed.
Skyline, Ala. Toys are made in the school shop and distributed through the
:
Minneapolis, Minn. : When a reduced budget would have caused the city
to close the playgrounds, the Girl Scouts took entire charge of
them for the summer in order to keep the project running.
17
Linnell, Calif. The Girl Scouts helped run a day nursery for children of
:
farm workers when mothers were pressed into farm service be-
cause of the agricultural labor shortage.
older children have taken younger ones to the trailer clinic for
inoculations and escorted them safely home again.
training which they received in the Girl Scout program was pro-
vided for the girls at the city playgrounds.
Kingsport, Tenn. After making a survey of the city and discovering the
:
great numbers of children left alone during the day, the Christian
Youth Council opened a day nursery for Negro children whose
mothers were employed.
18
Girl Reserves Roll Plaster Bandages
Los Angeles, Calif. Junior Red Cross high-school students, immediately after
:
Cedar Lake, Ind. : Camp-Fire Girls have made 18 scrapbooks and 6 paper
doll houses for the Tuberculosis Sanitarium at Crown Point and
for the children's ward of a county hospital.
Rockford, 111. Girls Scouts have a ''Blitz Brigade" which operates a canteen
:
training service for the Red Cross and serves large groups.
Elizabeth City, Mo. : The Boys' Club made 30 folding cots for first-aid centers
and clinics.
Kansas City, Mo. The Junior Red Cross made a trailer into a mobile canteen,
:
Phoenix, Ariz. : Members of the Hi-Y organized a collection of books for the
hospital library amounting to over a thousand copies.
Fryeburg, Maine: Students of the local Academy have been making layettes,
stockings, helmets, and sweaters for the Red Cross.
20
Greeley, Colo.; Many of the students in the high school are helping nurses
both for the service they can give and as preparation for gualify-
ing as nurses' assistants.
San Francisco, Calif. Hi-Y boys have : built a 3-room hospital for a local
Y. M. C. A. summer camp.
Knoxville, Tenn. 115 Girl Reserve Hospital Aides were busy helping at three
:
Harlan, Ky. : Girls ofa settlement school help to organize health clinics,
Grand Rapids, Mich. Under the direction of the Office of Civilian Defense
:
screens for the Red Cross and has also made 6 collapsible
stretchers for the local defense council.
St. Louis, Mo.: 40 Senior Girl Scouts serve daily at St. Mary's Hospital
running errands for physicians, setting up serving trays, wrapping
up microscopic plates, and doing other detail work for nurses.
Puerto Rico : have made over 200 stretchers from bamboo poles
Girl Scouts
and empty burlap and flour sacks which they collected. They
have also made gauze sguares from old mosguito netting, roller
bandages, and slings from old sheets, and splints from empty
boxes.
Springfield, Mass. Senior Girl Scouts responded to a call for help from the
:
Delaware County, Pa. The Girl Scouts collected and laundered old linen
:
21
517052°—43 4
Cabell County, W. Va. Members of the Junior Red Cross remembered men
:
Providence, R. I. : When the Red Cross ran out of buttons for garments, the
Boys' Club went out through the city and collected a supply.
Trenton, N. J. : One of the hospitals has trained members of the Boys' Club
to be emxergency hospital attendants.
22
Girl Scout Pours for School Lunch
NUTRITION SERVICES
23
Port Chester, N. Y. Hartford, Conn.: The Girl Scouts have been gethng
:
Ayer, Mass. : The Girl Scouts have prepared food and sold it to the wives
of soldiers and officers and others doing light housekeeping
Washington, D. C. : The Girl Scouts sell food to men in uniform from a self-
operated canteen.
Seattle, Wash. For four different community groups the Camp-Fire Girls
:
planned the menus, marketed for the supplies, cooked and served
four different kinds of dinners that were appetizing, nutritious,
and economical.
Oklahoma City, Okla. : At^the reguest of the County Nutrition Board, book-
lets on proper eating habits, nutrition of foods, etc., were distrib-
uted to offices of doctors, lawyers, dentists, and other business
offices.
Kansas City, Mo. Girl Reserves have made careful study of food and diet,
:
Philadelphia, Pa. During the first test mobilization, Girl Scouts carried
:
Maiden, Mass. : A canteen was presented to the City of Maiden by the Girl
Scouts with money raised in collecting old metals, paper, and
rubber.
Mount Vernon, N. Y. : Junior Red Cross students of the high school made
crab-apple, peach, and grape jelly for an old ladies' home in
the city.
Oakland, Calif. : A
highly successful project on nutrition training and serv-
ices as well as on other wartime community services has been
carried out jointly by the Girl Scouts, Camp Fire Girls, Junior
American Women's Voluntary Services, Girl Reserves, and Red
Cross.
training course for 400 men and women from various organiza-
tions within the County, Boy Scouts and leaders prepared the
noon meal.
24
Camp Fire Girls Shop for War-Working Mother
CONSUMER PROGRAMS
25
Montana Young Grange members
: formed shopping committees to make
purchases in nearby country towns for their neighbors. They
assemble information as to what days certain farmers go to
town v/ith their trucks and what days other people go with their
cars. They make lists of those who wish to go on these days
and do the telephoning.
Shaker Heights, Ohio To help in the sugar rationing registration some 300
:
Bellinghann, Wash. The Camp-Fire Girls decided to show how well they
:
Portland, Oreg. The Girl Reserves conduct a 'Tix-it" shop in which a service
:
Ouincy, Mass. Use of service kits assembled by students at the high school
:
Alabama : Students inmany schools each fall collect all broken farm imple-
ments and make the necessary repairs at school, using scrap
materials collected at home.
San Diego, Calif. : From date which they gathered from hospitals, clinics,
and public markets, high-school students prepared a monthly
grocery list of the least expensive foods, showing their caloric
value, amount needed per person, costs and so forth for various-
sized families. They prepared sample weekly menus and their
information was published and distributed by the Community
Chest.
Mooringsport, La. Members of the 4-H Club visited homes, and from their
:
Modesto, Calif. Boys in the high school took care of the cars of WPA workers,
:
Gastonia, N. C. : Daily schedule to help file ration cards in the county defense
office was set up by and for the members of the Junior Red Cross.
26
Norris, Tenn. : The high-school students manage a service enterprise known
as the "Norris School Cooperative." Most of the students have
some share of responsibility. The cooperative includes a
cafeteria, a store, a bank, a lost and found bureau, and an egg
and produce unit.
New York City: Students in one grade of a private school conduct a rubber
exchange. Outgrown sneakers and rubbers are brought in and
turned over to other students who can wear them.
Melrose, Mass. Working with the Parent Teacher Association, the Girl
:
Berkeley, Calif.: The Scouts distributed 60,000 copies of "What You Should
Know About Price Control," a pamphlet from the Office of
Price Administration, 51,000 copies of "Blackout & Air Raid
Instructions," 30,000 copies "What You Should Know About
Defense Organization," and 44,000 dodgers "Register for Civilian
Defense" for the Office of Civilian Defense.
27
4-H Club Boys Salvage Luraber for War Housing
HOUSING PROGRAMS
28
Bristol, N. H. Volunteer workers in a "Work Camp" completely renovated
:
Columbus, Ohio: The North Hi-Y Club has produced a 400-foot, 16-milli-
meter film which tells the story of inadequate housing in that
city. The scenario and picture were written and produced by
the club members and shown to many community groups inter-
ested in housing.
Ouincy, Mass. Boy Scouts were able to furnish the local Homes Registration
:
Pomona, Calif : When city money was not available for the project, the
young people of one of the churches assisted with a housing
survey preliminary to the starting of a Federal Housing Program
for the city.
29
Scout Group Trailer Project Makes Use of Old Lumber
30
Rockford, 111. The high-school students have been at work on a project
:
Cincinnati, Ohio The Hi-Y has assumed responsibility for the leadership of
:
East Orange, N. J. Each homeroom boy in the Junior High School has
:
adopted a man in the armed forces to write to, send the school
newspaper, cartoon scrapbooks, and other tokens of remem-
brance.
Everett, Wash, Camp Fire Girls assisted the National Music Federation in a
:
project to gather victrola records and sheet music for the fighting
units. From their own group they produced one piano, two
phonographs, and 300 records.
Alhannbra, Calif. The Office of Civilian Defense asked the Girl Scouts to
:
31
Austin, Tex. : city recreation group and the USO asked the Girl Scouts
The
up recreation for soldiers at the nearby camp. The Scouts
to set
have cooperated by opening their Scout house and asking their
families to entertain the soldiers in their homes.
for young people were meager, church young people with the
cooperation of the Board of Education planned and directed a
recreational program attended by 100 youth each night.
Tampa, Fla. The young people of a local church group have assisted in the
:
San Francisco, Calif. : The Scouts collect and sort weekly an average of
2 tons of magazines to be shipped to military outposts overseas.
Ogden, Utah: The Scouts gathered 1,560 Victory Books for distribution to
the USO.
32
Hi-Y Work Campers Pick and Sort the Peach Crop
33
Flint, Mich. : The Girl Scouts have been assisting teachers with the younger
children in air-raid drills for which they have received special
training.
Pottstown, Pa. The boys : School have taken over responsibility for
of the Hill
much of the school maintenance and are proving to be successful
with it as is evidenced by reduced breakage in the dining room.
East Greenville, Po. The schoolboy patrol takes responsibility for directing
:
Dodge, Go. : The Future Farmers of America have contributed a defense shop
20' X 30' with material furnished by the school boards for use in
maintenance of the school.
Big Pine, Calif. Scrap metal was collected by the high-school boys for use
:
Westerly, R. I. A group of girls in the high school who have had some ele-
:
Athens, Go. : Because the old sewage system of the school was dangerous
to health, the students,under direction of a sanitary engineer,
bought materials, and constructed a new sewage system.
Selma, Calif. With the assistance of their instructor, the boys of the high
:
Bruno, Ark. : School boys cut and hauled logs to the saw mill and with
hardware and roofing materials furnished by the Board of
Education built a shop for their school.
Ann Arbor, Mich. Members of the library club are on duty both during the
:
Hubertville, Ala. : When the school building burned and a new one was being
built, students of the high school planned for and did all of the
work necessary to build and install showers and laboratories.
34
Cleveland, OKio: Commercial students in a Cleveland high school operate
a production room where any teachers in the school may arrange
to have typing done, stencils cut and run, and comparable serv-
ices performed. In this school also students are in charge of
the study halls.
Eugene, Oreg. High-school students operate an Art Service Bureau for carry-
:
ing out requests from any group in the school for posters, decora-
tions, stage sets, and the like.
Ypsilanti, Mich. Pupils take complete charge of checking all details relat-
:
helps to keep the school building and grounds clean, and checks
on places in the building needing special attention or repair.
Moultrie, Ga. Members of the Mechanics Club have charge of the visual
:
35
Library Service Volunteers
LIBRARY SERVICES
36
Springfield, 111. More than 32,000 bocks were collected
:
for the Victory
Book campaign by the Boy Scouts.
Boston, Mass. The Aleph Zadik Aleph and B'nai B'rith girls collected
:
30,000 books which they turned over to the Boston Public Library.
members canvass from house to house for usable books for soldiers.
St. Petersburg, Fla. The local Defense Council, reguesting the Girl Reserves
:
Ridgewood, N. J. Girl Scout Mariners have collected more than 3,000 books
:
Springfield, 111. The Abraham Lincoln Council accounted for 55,000 books,
:
San Francisco, Calif.: Packs and Troops collected 15,000 books which they
turnf d in to district libraries.
37
A Future Farmers Wartime Discussion Group
INFORMATION SERVICES
38
Oswego, N. Y.: The Girl Scouts organized to distribute to the entire city
information from the local defense council.
Faribault, Minn. At the State Fair, 4-H Club members dramatized scenes
:
Portland, Maine: A home safety program was initiated by Camp Fire Girls.
Itinvolved the assembling of safety information in Portland and
communicating by speakers to such organizations as the service
clubs.
New York City: high school has a student organization known as the
One
War Information Committee which stages forums and discus-
sions. They also train speakers available to community groups
on such topics as 'The United Nations," *The Home Front,"
and ''Rationing." The Committee also studies measures for
work with fellow students.
New York Mills, Minn. High-school students have conducted open forums
:
Fort White, Fla. Because the community had no newspaper, students at the
:
39
San Francisco, Calif. : The Scouts assisted in poster distribution for the
Army and Navy Baseball Benefit, Navy Reserve Recruiting,
Navy Yard Labor Recruiting, and Stenographer Help Recruiting.
Albert Lea, Minn.: The Scouts distributed salvage posters and Community
Chest posters and literature.
40
Boys' Club Trainees for Neighborhood and Block Services
41
North Lawndale, 111. Boys and girls in one block of this Chicago suburb
:
Honolulu, T. H. : In one block, the K. D.G. Club (secret name) has organized
to distribute news, pick up papers, carry messages, and gener-
ally act as a service corps.
Cleveland, Ohio One Boys' Patrol acts as a pick-up squad for the neighbor-
:
Norfolk, Va. : The youth in one neighborhood have organized a safety pro-
gram in addition to helping to enforce safety rules in the neigh-
borhood.
Chicago, 111. : Members one Girl Scout troop are known as ''Minute Girls"
of
in their The troop has offered its services to the
neighborhood.
block organizers, and Scouts have been acting as messengers to
notify people of the special block meetings.
42
':iiAi'rnii
Junior Red Cross Workers Pack Christmas Boxes for Shipment Overseas
43
• Campaigners for the War Chest, Red Cross, special
war reUef needs.
• Volunteers to help sort and pack supplies at war relief
agencies.
Downey, Calif. : High-school students made fag bags for smokers to prevent
forest fires.
Reading, Pa. :In order to prevent erosion, Camp-Fire Girls planted vines
along a mountain side.
Fayette County, Ala. Scores of road signs '"Help Prevent Forest Fires" have
:
44
Minneapolis, Minn. : A Thanksgiving dance, conducted by the Girl Reserves,
netted $212 for the war refugees.
Baltimore, Md. Girl Reserves have participated in benefits to help the British
:
War Relief Societies and have aided Greek and Red Cross
charities. One group has taken over the support of a Chinese
family, while another provides funds, food, and clothing for other
families.
Palestine, 111. : An employment bureau for farm help has been conducted by
high-school students during the spring, summer, and fall.
Springfield, Mass. : Over 200 bushels of herbs have been harvested by the
Girl Scouts, much of which was sent to England for medicinal
purposes.
Altoona, Pa. Boys and girls of the high school conducted Victory Gardens
:
Marion, Va. : Some 346 Victory Gardens were operated by the high-school
students during the summer of 1942.
Jayuya, Puerto Rico: High-school girls in cooperation with the Health De-
partment have visited homes getting samples of blood in an effort
to check anemia caused by hookworms. They also made posters
showing needed sanitary precautions and improvements and
placed these in homes.
Lincoln, Nebr. The Junior Citizens League undertook a city- wide campaign
:
45
Des Plaines, 111. : The students of the high school earned the ir.oney needed
for wood for their model plane program by conducting a tag day.
Chicago, 111. A chapter of Aleph Zadik Aleph was asked by the local defense
:
Fort Edward, N. Y. At the request of the local defense council, the Girl
:
Medford, Mass. Girl Scouts were on duty to assist the registration at the
:
Coral Gables, Fla. The Girl Scouts organized to assist in the local defense
:
Fayette, Ala. Boys of the high school created ponds, fertilized the water
:
causing algae to grow, upon which fish were fed with a result of
an increase of 450 pounds of fish per acre. Mosquito control
is part of this project.
46
Hyannis, Mass. : The commanding
officer of the Army's 1st Service Com-
-
mand gave the Cape Cod Boy Scouts a confidential mission to
perform w^hich the press was asked not to describe. He com-
mended them also for their work during a disaster at Province-
town and for their messenger work at Report Centers.
Zion, 111. : When floods contaminated the city's water supply, the Boy Scouts
helped prevent epidemics by visiting 1,500 homes
to and warning
householders.
San Pedro, Calif.: Youth at a Settlement House have been assisting in the
Army camouflage activities by slipping, growing, and cultivating
plants and shrubs.
Palacios, Tex. For the benefit both of the town and the soldiers who live in a
:
nearby Army camp. Girl Scouts made street signs which soldiers
lettered and Boy Scouts installed.
Utah: !Forest Scout Watchmen in cooperation with the United States Forest
Service are alert to prevent forest and field fires, to report the
presence of suspicious strangers to ranger, sheriff, Scoutmaster or
other official.
47
Chicago, 111. The Cook County Highway Department was faced with the
:
San Francisco, Calif. The Scouts assisted the Office of Civilian Defense
:
Ogden, Utah: 110 Scouts planted trees under the direction of the U. S. Forest
Service.
Beyond the services outlined, there may be special regional problems calling
for concerted volunteereffort. In many areas, the High-School Victory Corps
can turn the tide of battle against such public enemies as mosguitoes, hook-
worm, epidemics, waves of juvenile delinguency, and the aftermaths of disaster.
Immediate acute community need presents a special opportunity of bringing
out through the Victory Corps the resourcefulness, adaptability, and energies
of American Youth.
48
REFERENCES
BOOKS and PAMPHLETS
1. High-School Victory Corps. Wash- 12. The Social Studies Mobilize for
ington, U. S. Government Printing Victory. National Council for the
Office, 1942. (U. S. Office of Educa- Social Studies, National Education
tion, Victory Corps Series, Pamphlet Association, 1201 Sixteenth Street
No. 1.) NW., Washington, D. C, 1942.
2. Bulletin on Wartime Consumer Edu- 13. Teaching War and Post- War Prob-
cation in preparation by the U. S. lems. Public Affairs Committee, 30
Office of Education. Rockefeller Plaza; and Foreign Policy
3. Together We
Serve. Washington, Association, 22 East 38th Street,
U. S. Government Printing Office, New York City, 1942.
1942. (U. S. Office of Education, 14. Your Community: Its Provision
Education and National Defense for Health. Education, Safety,
Series, Pamphlet No. 24.) 15 cents. Welfare, New York, Russell Sage
4. How Rural Youth May Serve. Foundation, 1941.
Washington, U.S. Government Print- 15. Ohio Handbook for Civilian
ing Office, 1942. (U. S. Office of Mobilization. H. W. Nisonger, c/o
Education, Education and National Ohio State Council of Defense, 101
Defense Series, Pamphlet No. 20.) North High Street, Columbus, Ohio,
15 cents. 1942.
5. Education for Victory. U. S. Office 16. Your Community in the War.
of Education, Federal Security Agency, Kiwanis International, 520 North
Washington, D. C. Biweekly. $1 Michigan Avenue, Chicago, 111.
per year. 17. Defense on Main Street. Council
6. Know Your Community. Wash- for Democracy, 285 Madison Avenue,
ington, U. S. Government Printing New York, N.
Y., 1941.
Office, 1941. (U. S. Office of Edu- 18. How to Win
on the HomeFront.
cation, Leaflet No. 57.) 10 cents. Public Affairs Committee, 30 Rocke-
7. The U. S. Citizens Service Corps. feller Plaza, New York, N. Y., 1942.
Office of Civilian Defense, Washing- 19. The Awakening Community. By
ton, D. C, 1942. Mary Mims and Georgia W. Moritz.
8. What Can I Do? Office of Civilian New York, Macmillan, 1932. $2.50.
Defense, Washington, D. C, 1942. 20. Youth Serves the Community. By
9. Learning the Ways of Democracy. Paul Hanna. New York, Appleton-
Educational Policies Commission, Century, 1936. $2.
National Education Association, 1201 21. Making Democracy Work. By
Sixteenth Street N W., Washington, Walter E. Myer and Clay Coss.
D. C, 1940. Washington, D. C, Civic Education
10. Secondary Education and the War. Service, 1939. 25 cents.
Bulletin of the National Associa- 22. Youth-Serving Organizations. By
tion of Secondary School Prin- M. M. Chambers. Washington, D. C,
cipals, October 1942. American Council on Education, 1941.
11. Youth Has a Port to Play. Pro $2.50.
gressive Education Association, 221
,
23. Dynamic Democracy. Columbus,
West 57th Street, New York, N. Y., Ohio, American Education Press, 1941.
1942. 25 cents.
49
MOTION PICTURES
The Arm Behind the Army. An don and the New York Civilian Defense
official War Department which shows
film Volunteer Office, 16 mm, sound, 10 mins.
that the success of the Army on the firing $1.50)
line depends upon the success of labor
and industry on the production line.
For Health and Happiness. Discusses
the vital bearing good nutrition has on
(Office of War Information, 16mm, sound,
10 mins.)
human health and happiness. Shows
scenes of well-nourished children from
Democracy in Action. Shows the vast infancy to youth, and the food groups that
agricultural resources of country and
this contribute to all-round development. (U.
how democratic procedures followed by S. Department of Agriculture, 16 mm,
farmers are helping produce more of the sound, 9 mins.)
foods needed in the war program. (Office
of War Information, 16 mm, sound, 11 Salute to Farmers. This film shows all
mins.) branches of agriculture with emphasis on
intensification of production for food.
Farm Front. A documentary picture
(British Information Services, 30 Rocke-
telling the story of the American farmer
feller Plaza, New York, N. Y., 16 mm,
in national defense. It points out the
sound, 15 mins. 75 cents)
relation of his work to the American ideal
of the United States as a land of oppor- Dinner at School. In wartime, dinners
tunity for all, and shows how he is working at school for children are more than ever
with industry to safeguard the American necessary. The film describes how this
Freedoms. (U. S. Department of Agricul- service has increased in England with
ture, 16 mm, sound, 11 mins.) half a million children having meals at
Home on the Range. This film is an school, and 200 school canteens opening
eloguent tribute to the men of the western each month. (British Information Services,
ranges. It shows the contribution of the
30 Rockefeller Plaza, New York, N. Y.,
western range country to the war effort 16 mm, sound, 9 mins. 50 cents)
wool and mutton, beef and leather. Five and Under. Discusses the problems
(Office of War Information, 16 mm, sound, of caring for small children in nursery
11 mins.) schools, while mothers are working in war
Scrap for Victory. A
description of the factories. (British Information Services,
way in which each member of each family 30 Rockefeller Plaza, New York, N. Y.,
can contribute to the salvage drive (Bran- 16 mm, sound, 16 mins. 75 cents)
50
APPENDIX
(Joint Statement, Office of Civilian Defense and U. S. Office of Education)
The purpose of this statement is to describe local defense councils is of vital impor-
specifically the relation of the High-School tance at the point of participation in com-
Victory Corps, sponsored by the U. S. munity war activities. Defense councils
Office of Education, to the program of and the school authorities should cooper-
volunteer .activities carried on under the ate in the following ways in development
Office of Civilian Defense. It applies of the Victory Corps:
vv^ith equal force to all students who en-
gage in community v/ar activities. 1. The school authorities in charge of the
Victory Corps should develop their
The U. S. Office of Education realizes the plans regarding community activities in
all-encompassing nature of the war effort frequent consultation with the proper
and proposes to enlist students in the committees or representatives of the
Nation's High Schools to do their part for defense council so that harmonious
victory. The Office of Education has planning and publicity will make the
urged the organization of a High-School Victory Corps effective with respect to
Victory Corps and has issued a plan of these activities.
organization. The High-School Victory
2. The High-School Victory Corps should
Corps offers the basic plan or organization
give special attention to informing
for students in high schools for the dura-
tion of the war. Its primary purpose is to
young people and their parents about
the volunteer activities of the local de-
train high-school students for early in-
duction into war services with the second-
fense through assemblies,
councils
clubs, etc. Every student should be an
ary communities. The Office of Education
informed worker for greater civilian
is cooperating in a number of wartime
participation in the community's war
programs. Among these is the '"Schools
effort.
at War" program with the Treasury De-
partment. This program is concerned 3. Defense councils should effect a close
primarily with the sale of war stamps and working relationship between school
bonds. Another is the program of the authorities in charge of the Victory
War Production Board which is intended Corps and leaders of youth-serving
to direct the efforts of school children in organizations as one major means of
scrap collection drives. Both should be relating young people to community
included within the over-all organization services sponsored by the defense coun-
of the High-School Victory Corps as far as cil and training future leaders. Par-
possible. ticipation in such community programs
can be facilitated through teamwork.
The Office of Civilian Defense has the
responsibility by Executive Order for 4. The school authorities should call upon
mobilizing a maximum civilian effort in civilian defense volunteer offices or the
the prosecution of the war and for review- defense councils for qualified volunteer
ing all programs of Federal Agencies in- leaders when needed for special courses
volving the use of volunteer services to or group work.
assure uniformity and balance in their 5. The defense councils should help the
application. The coordination and gen- school authorities in relating High-
eral promotion of these wartime programs School students to others engaged in
requiring volunteer civilian participation war activities such as war stamp sales
are specific responsibilities of the State campaigns, scrap collection, public
and local .defense councils. speaking, entertaining soldiers, etc.
Thus, proper relationship between the 6. Superintendents of schools or their
Victory Corps in the High Schools and the designated representatives should,
51
should be brought into active com-
where possible, be included as members
of the State and local councils.
In munity war service.
addition, active leaders of the school
salvage, stamp sales, farm
JOHN W. STUDEBAKER Commissioner,
program (in
U. S. Office of Education.
service, etc.), should be members of
proper action committees established JAMES M. LANDIS, Director,
Office of Civilian Defense.
by the defense councils and through
such committees the High-School youth October 3, 1942.
52
For sale by the Superintendent of Docu
inents, U. S. Government Printing Office,
Washington, D. C. Price 15 cents
FOREWORD II
SERVICE in the
ARMED FORCES
VICTORY CORPS Series, Pamphlet No. 6
Supplementing Guidance Manual for the High-School Victory Corps,
Victory Corps Series, Pamphlet No. 4
FOREWORD
HUNDRED THOUSAND
ONE young men become 18 years of age
1940, as amended, ", . . every male citizen of the United States, who
is between the ages of 18 and 45 at the time fixed for his registration, shall
be liable for training and service in the land or naval forces of the United
States . .
." To these young men of 18 and to that reservoir of 17-year-
Army Air Force installations, recruit training stations of the Navy, Coast
Guard, and Maritime Service, Navy and Coast Guard service schools, Navy
and Coast Guard preparatory schools for enlisted men studying for entrance
to the Navy and Coast Guard Academies, and the Coast Guard and Mer-
was given by Maj. Harold W. Kent, War Department, and Lt. Franklin
/y v. S. Commissioner of Education.
II
iiiiriiiirii««|iiiiiiimjqi»iww«ii<^^
Entering the Armed Services Other son residing in the United States who is be-
Than Through Selective Service tween the ages of 18 and 45 at the time fixed
for registration shall be liable for training and
1. How can I get one of the various
into
service in the land or naval forces of the
services other than through Selective
United States. At the present time, howeVer,
Service?
neither the Army nor the Navy is accepting
You may enlist in the Navy, Coast Guard,
men over 38 as a general rule. There are
or Marine Corps at the age of 17 if you are instances, though, when men over 38 are
able to meet the enlistment requirements.
accepted.
For specific information see Parts 4, 5, and
6 of this pamphlet. 3. Who is in charge of the Selective Serv-
When you are 17 it will also be possible ice system in my State?
for you to enlist in various enlisted reserve The State Director of Selective Service.
programs, such as Enlisted Reserve Corps of
4. Who is in charge of the Selective Serv-
the Army — Unassigned; Air Corps Enlisted
ice system in my locality ?
Reserve; and Apprentice Seamen, V-5. For
information relative to the various
The Selective Service Local Board.
specific
reserve programs see Parts 2, 3, and 4 of this 5. From whom may I obtain information
pamphlet. as to the draft board which has jurisdic-
When you are 17 and in the final semester tion over me ?
of the senior class of a recognized high school From any local board ofl&ce.The address
or preparatory school you may enlist with of a particular board in a community may be
parental consent as an Apprentice Seaman, obtained from the post office or police de-
Class V-6, U. S. Naval Reserve, if physically partment.
and otherwise qualified. You will be placed
on inactive duty at your request until the end 6. When must I register?
of that semester or until you cease to pursue The law requires you to register on the 18th
such course, whichever is the earlier. anniversary of the day of your birth unless
such day is Sunday or a legal holiday in
Selective Service information which case you are required to register on the
following day.
2. Who is liable to the selective training
and service act of 1940, as amended? 7. Do I register by mail or must I appear
With few exceptions, every male citizen of personally?
the United States and every other male per- You must appear in person.
8. What do I fill out when I register? Class II-C — Man deferred by reason of his
agricultural occupation or endeavor.
\^ hat information do I give?
Class 111-A — Formerly the class for a man with
A local board clerk will fill out your regis- child or children deferred by
tration card and registration certificate, both reason of maintaining bona fide
of Avhich you will be required to sign. \ou family relationship. (No more
being added to this classification.)
will be required to give your name, address,
mailing address if other than place of resi-
Class III-C — Man deferred both by reason of
dependency and agricultural occu-
dence, telephone, age in years and date of pation or endeavor.
birth, name and address of
place of birth, Class Ill-D — Man deferred by reason of extreme
person who will always know the registrant's hardship and privation to wife,
child, or parent.
whereabouts, employers name and address,
and the place of his employment or business.
Class IV-A —Man deferred by reason of age.
Class 1\-B — OflBcial deferred by la^v and men
There are nine questions in all to be answered relieved from liability for training
by the registrant. and ser\ice.
Class IV-C — Neutral aliens requesting relief
Form 311 1 is primarily used for the purpose Class I\ -E —Available for vork of national im-
portance; conscientious objector.
of determining the registrant's occupation,
vocations, and avocations. It is not the same
Class IV-F — Mentally, morally, or physically
unfit.
as the Selective Service Questionnaire ( Form
40) used for classification purposes. High- 12. Suppose I am not satisfied with my
school pupils also fill out DDS Form 311. classification, what do I do?
militar>^ ser^ice; conscientious ob- your rights of appeal and appeal procedures.
jector.
Class I-C — Member of the land or naval forces 13. How shall I know if I mil be per-
of the United States. mitted to finish my school year?
Class II-A —Man necessan' in support of the
Avar effort.
High School. — If you are a student in the
Class II-B — Man necessary in war production. last half of vour academic vear in a high
school or similar institution, such as a pre- (a) Where do I register?
paratory school but not a college or university, At the nearest local board office. However,
and are 18 or 19 years old and request in you may give either your permanent home or
writing a postponement of induction, you will your home at the college as your residence
be allowed to complete the last half of your address.
academic year.
(b) Under whose jurisdiction do I
visable for you to consult the dean of your 18. How shall I know whether I will be
school or your local board concerning current deferable ?
rules for student deferment. Only your local board, subject to appeal,
can advise you whether you will be deferred.
14. I am not a citizen of the United States
but of Germany (or one of the other 19. Suppose I am away at the time I
15. I am
not a citizen of the United Under whose jurisdiction will I come
States but of Canada (or one of the 1. If I remain where I am visiting?
Allied Nations) . Am
I liable to the Selec- Jurisdiction over you continues in the
tive Service? local board having jurisdiction over the
Yes. You may elect to serve in the armed place you gave as your residence at the
might affect your classification. years in jail or both for persons who fail to
action permissible.
attend high school and still be a necessary i
(a) For any individual: You may express The same answer given to question 27 j
your preference, but the local board can give holds true in this one. However, if you work |
no assurance that you will be assigned to the on the farm on week ends only, it is extremely ^
also to certain other services such as the Army the draft board when I register?
Engineers. Under this procedure the regis- No. The regulations provide for mailing
trant applies at an Army or Navy recruiting questionnaires to you after you register. As
station and if he is approved he is given a heretofore explained, when you register you
letter stating that he is acceptable for special will be required to answer nine questions so
service. He then presents this letter to his that the clerk of the board or whoever is act-
local board, volunteers for induction, and is ing as registrar will be able to fill out your
forwarded to the armed forces induction registration card and registration certificate
station where he will be assigned to the proper which you must sign. However, some local
boards allow you to complole your question- If you are found acceptable for service, you
naires at the time you register if you care to will be returned to your local board with the
do so. report that you are qualified for "Army-
General Service," "Army-Limited Service," or
30. What does the order number mean? "Navy, which includes the Marine Corps and
When do I get it ? Coast Guard." If you are rejected for all
The order number is the number you hold types of service, you would be classified in
in your local board showing your place on Class 4-F by your board. After your records
the list of registrants within that board. It have been returned to the local board, the
determines the order in which you are classi- board will mail you a certificate of fitness
fied and will be called for induction. The lo- showing whether you are acceptable for serv-
cal board will assign you an order number ice and, if so, the type of service for which
within a reasonable time. You may obtain you are qualified. While the local board
it from the board. screening examination generally is to be
eliminated, you may request, if you believe
31. Do
mention pre-induction courses
I that you have a disqualifying defect which is
32. Do I have to have the questionnaires 35. What is, legally, a conscientious
notarized ? objector ?
The Selective Service Questionnaire must There are two classes of conscientious ob-
be notarized. The Occupational Question- jectors. One class of conscientious objec-
naire need not be notarized. tors objects to bearing arms but does not ob-
ject to service in the armed forces. Such men
33. Am
I eligible for deferment because are assigned to Class I-A-0 and are inducted
of dependency? into the armed forces if they qualify other-
wise. armed forces they are assigned
In the
Under certain circumstances registrants
to a noncombatant service in the medical
may be deferred because of dependency, de-
corps. The second class of conscientious ob-
pending on the facts in the individual case.
jectors not only objects to bearing arms but
At the present time, however, there are only
objects to service under military jurisdiction.
two classes for dependency deferment. Class
Such men are assigned to civilian work of
III-C is for men deferred because of depend-
national importance in civilian camps.
ency who are also necessary to agriculture.
Class III— D is for men whose induction would
cause extreme hardship and privation to a
36. If I am a conscientious objector,
inducted into the Armed Forces. This exam- Your draft board will tell you where to
ination will be given at the induction station. report and at what time. You will in all like-
lihood travel to the induction station in the cepted you go before an Army-Navy Board
company of a group of other men who are where it is decided \\hat service you will enter.
also under the jurisdiction of the local draft
board. 41. Where do I go from the induction
station ?
38. Who pays for transportation to the Normally you will return home and await
induction station? call from your local board. However you may
sign a request for immediate induction at any
Transportation will be furnished by your
time prior to the time you take your pre-
local draft board.
induction physical examination. If you are
found physically qualified at the induction
39. How long shall I be at the induction station for service, you* will be inducted at
station ? once.
other line where you will hand in your papers Men who volunteer for induction are nor-
and receive a ticket for home. If you are ac- mally given some preference in assignment.
A Thorough Ear Examination Is Made by a Specialist
Interview With Joint Army-Navy Board to Determine What Service He Will Enter
567212°— 44 2
Taking the Oath
All enlistments and inductions today are The United States Government set up a
for the duration of the war plus 6 months. plan of Government life insurance in 1940
for those in military service. It is adminis-
49. Will I hear again from my draft tered by the Veterans' Administration, Wash-
board? ington, D. C.
Ratings of noncommissioned personnel in Army, Marine Corps, Navy, and Coast Guard
52. Who is eligible for this insurance? 58. Whom may I elect as beneficiary?
You are eligible for this insurance im- You may elect (1) parents, (2) sisters or
mediately upon entering military service. If brothers, (3) wife or husband, (4) children.
you apply during the first 120 days of service, No others may be named as beneficiary.
You may sign up for this insurance at the ficiary in amounts depending entirely upon
reception center or during recruit training. the age of the beneficiary at the time
You become insured just as soon as you com- payments are made.
plete an application and authorize the de-
duction of the premiums from your pay. The
Service Men^s Dependents Allowance
insurance is not automatic.
Act of 1942, as Amended
54. In what amounts is the insurance
60. What is the Service Men's Depend-
issued?
ents Allowance Act of 1942, as amended?
The insurance is issued in amounts of from
You The Service Men's Dependents Allowance
S1,000 to $10,000 in multiples of $500.
Act of 1942, as amended, sets up a system of
can take out any amount within these limits.
payments for dependents of sergeants; tech-
nicians, 4th grade; corporals; technicians,
55. Is this term or straight life insur-
5th grade; private first class; and privates in
ance?
the Army; and for sailors and Marines of
The insurance is 5-year term insurance with corresponding ranks. In the Navy these cor-
no cash value. However, after the first year responding ranks are petty officer third class;
of membership and before the 5-year period seaman first or second class; and apprentice
has expired you may change the insurance seaman.
policy into one of ordinary insurance, 20-
payment life or 30-payment life.
What dependents are eligible for
61.
allowance payments?
56. What are the premium rates that I
Dependents eligible for allowance payments
pay?
are divided into two classes: Class A—Wife,
The monthly you for each $1,000 of
cost to
children (adopted or stepchildren), divorced
National Service Term
Life Insurance is 64
wife to whom alimony is paid. These need
cents at the age of 17 or 18, and 65 cents at
not be proved to be dependent upon you to
ages of 19, 20, and 21. be eligible. However, relationship must be
proven by submitting a certified copy of a
57. What are the disability provisions? record of marriage, birth certificate, divorce
If you are released from service and are decree, or adoption. Class B —Parents,
disabled for 6 months or more so that you grandparents, stepfather, stepmother, brothers
cannot follow a gainful occupation, the pre- or sisters or grandchildren who are unmar-
mium payments need not be paid while the ried and under 18 years of age or incapable
disability continues and your insurance re- of self-support. These must be shown to be
mains in force. dependent upon you for a substantial part of
10
their support and they must also prove their 67. Where may depen<lentg of men in
relationship to )ou. the service get information on family
allowances?
62. How is the allowance payable to Army: Office of Dependency 213
Benefits,
dependents made up? Washington St., Newark N. Navy: Bu-
2, J.
The allowance payable to dependents under reau of Naval Personnel, Navy Department,
the act is made up in part by allotments de- Washington 25, D. C. Marine Corps: Com-
ducted from your service pay and in part by mandant, U. S. Marine Corps, Washington 25,
supplementary payments from the Govern- D. C. Coast Guards Commandant, U. S.
ment. Coast Guard, Washington 25, D. C.
Yes, provided it can be shown that each had first enroll. However, if you take a corre-
in civil life contributed a substantial portion spondence course under the university or
11
engines, aviation, plumbing, steamfitting, Educational Experience Summary
mechanical drawing, electricity, gas and elec-
tric welding, surveying, and carpentry. 75.What is the Educational Experience
Upon the completion of the course an exami- Summary ?
nation is given, and upon the satisfactory
The Educational Experience Summary is
completion you are awarded an official
an individual inventory of your accomplish-
certificate.
ments during your secondary school career.
72. What are some of the courses which 76. From whom may I receive a copy so
may be taken for college or high-school that I may have it filled out ?
credit ? You may obtain a copy of the EES card
Some of the 700 subjects and courses at from your high-school principal. These cards
both the secondary school and college level are furnished to him free of charge by his
offered in cooperation with the U. S. Armed State department of public instruction.
the men overseas as they are the branches of service, it will be important
as popular with
with those in the continental United States. that the interviewer and classifier have avail-
12
about your background, the better chance you Keeping Material Up to Date
have of getting a job in the armed services
for which you are fitted. Remember that you 80. How does the U. S. Office of Educa-
are competing with older men who have had tion plan to supplement Service in the
13
SERVICE IN THE ARMED FORCES
if you have certain skills for which there is Handbook and Personal Affairs of Military
no call at the time. The Army is anxious to Personnel and Aid for Their Dependents.
classifyand assign its men to the branch Next you will check your equipment and put
where they can make the greatest contribution. it in the barracks bag as soon as the item has
been called off. Items missing are supplied
immediately. Each man is now individually
82. What happens to me during the re-
fitted for shirt, suntan trousers, woolen trou-
ception period? sers, field jacket, blouse, and overcoat. The
You do not usually get processed the first men who do the fitting have experience as
day. You may receive your clothes issue. fitters in clothing stores and clothing factories.
If necessary, the individual items are sent to
Dog tags are given to you upon which are
stamped your name, serial number, and other the tailor shop for alterations.
items.
racks bag you will put your civilian hat, coat, During your stay at the reception center
shirt, and tie. These you will send home later you will get your tetanus and typhoid shots
in the at no cost to yourself.
day Next you and the smallpox vaccination.
measured for all of your clothes except
will get
1943. 15 p. insurance.
14
Being "Shot" Sending Home His Civilian Clothes
The Interview
567212°~44 :; 15
85. What do I do after supper? 88. When shall I be classified ?
After supper you may receive a lecture from Immediately after you have been inter-
one of the chaplains, have the Articles of War viewed a classifier goes over your card and
explained to you, or observe motion pictures makes recommendations on the basis of in-
of military courtesy, and several other films. formation obtained during the interview. Do
This procedure will vary from center to center. not be disappointed if given a job different
from the one you state you would like to have.
86. When do I get my tests? The Army has to take its needs into account
The day after you come in you will take first and it has to decide where vou will fit
Telegraph Operator Aptitude Test. This is a you request and if there is need for men in
code listening test to see if you can learn such work at the time you make such a re-
radio code. Do not worry if you do not know quest there is a fair chance of your getting
code since vou are not supposed to. All of into that It must be
branch or special work.
these tests are short-answer tests. You do not kept in mind that war and men
we are in a
write out an answer —merely make a mark in are assigned to that type of duty in which the
the proper boxed space. The schedule as out- Army's Classification Service feels that vou
lined here may vary slightly among the vari- can make the greatest contribution toward
ous reception centers. winning the war.
has spaces to enter complete information Airborne units. Coast Artillery (including
about your education, experience, and hob- antiaircraft), Cavalry, and Tank Destroyer
bies. If you say that you can type, you may units. AGF operates a huge school system
be given a test immediately to see how fast for its various branches, many large maneuver
you can do so. you claim an occupation
If areas, overseas replacement depots, and
such as a radio repairman you may be given amphibious training centers in conjunction
oral trade tests. This is an important time with the Navy.
to exhibit any records of your training and
experience such as found on Educational Ex- 91. Wliat are the various job opportuni-
perience Summary cards. Bring this card ties in the Army Air Forces?
with vou. You are given your first assign- Enlisted men may serve as the following
ment on the basis of information obtained ground technicians: Aircraft armorer, aircraft
during this interview and the grades you machinist, aircraft metalworker, aircraft
made on the Army tests. welder, aircraft mechanic, teletype repairman,
16
link trainer instructor, parachute rigger, bility and firepower. Primar) mission is in
photographer, radio operator and mechanic, offensive operations against hostile rear areas,
weather observer, adjninistrative clerk, and although capable of engaging in all forms of
supply and technical clerk. Enlisted men may combat. There are also separate tank
also qualify as glider pilots, staff sergeant battalions.
pilots, aerial engineers, radio operators, and
Cavalry: The horse cavalry still has a defi-
aerial gunners.
nite place inmodern warfare, although most
cavalry today is mechanized. Its major mis-
92.What are the various sections of the
sion is reconnaissance, with security and
Army Service Forces? screening operations as secondary missions.
The Army Service Forces consist of two Cavalry is capable of offensive combat, its
major sections, namely, the supply services special value derived from the ease with
ajid the administrative services. Under the which its firepower can be moved from one
supply services are included the Corps of position to another. Horse cavalry normalh
Engineers, the Quartermaster Corps, the Ord- maneuvers mounted but fights on foot with
nance Department, the Chemical Warfare Infantry weapons.
Service, the Signal Corps, the Army Trans-
Coast Artillery Corps: Divided into seacoast
portation Corps, and the Medical Department.
artillery and antiaircraft, the Coast Artiller\
The administrative services include the Fi-
is characterized by the great amount of fire it
nance Department, the Adjutant General's De-
can deliver against naval and air targets. Sea-
partment, the Inspector General's Department,
coast artillery, both fixed and mobile, protect
the Judge Advocate General's Department, the
against attacks on our beaches through guns
Provost Marshal General's Department, the
up to 16-inch size. Antiaircraft artillery pro-
Corps of Chaplains, the Army Exchange Serv-
tects against air attacks on troops or installa-
ice, and the Morale Activities Division.
tions through automatic weapons and guns
up to 90-mm size. Also included in the
93. What are some of the activities of
Antiaircraft Command are searchlights and
various arms and services?
barrage balloons.
Air-bo? lie Command : Air-borne troops are
Infantry: No one arm wins battles, but the
ground fighters transported to the scene of
Infantry's mission is the conclusive one which
action in one of three ways: By parachute
all other arms help it attain: In offense, to
from transport planes; by transport planes
close with the enemy and destroy or capture
which land near the scene; by gliders towed to
him; in defense, to hold position and
its
the vicinity and landing near the scene. These
repel the enemy attack. weapons include
Its
troops are organized into air-borne divisions
rifle, carbine, pistol, bayonet, grenades, mor-
which include Infantry. Field Artillery, and
tar, machine gun, automatic rifle, rocket
the other supporting units of an Infantry divi-
launcher ("Bazooka"), howitzer and anti-
sion. The air-borne mission is to seize im-
tank guns. Infantr) fights by fire, movement,
portant localities or installations in conjunc-
and shock action. Certain units receive spe-
tion with or pending the arrival of other
cial training in mountain, Alpine, and jungle
forces.
operations. It reaches its scene of action by
Armored Command: Armored divisions are marching, motor, amphibious movements,
combinations of tanks. Infantry, and Field skids, or air. Infantry divisions are combina-
Artillery, with supporting units, organized to tions of Infantry, Field Artillery, and sup-
perform decisive missions requiring great mo- porting units.
17
Paratrooper . . . Get Ready . . • Get Set Mountain Troops in Action
19
'-»;»..SS*»*»k.^-.
Cavalry in Action
20
Field Artillery: Characterized by high de- exception of arms and ammunition which is
gree of flexibility, Field Artillery fire supports handled by the Ordnance Department. It ar-
Infantry and other units by neutralizing or ranges, in conjunction with the Transportation
destroying targets most dangerous to the sup- Corps, troop movements and shipping
ported arms, and gives depth to combat by of supplies. It operates the general labor
counter-battery fire, fire on hostile reserves, pool within divisions and larger units. Bak-
and command agencies. Its principal weap- eries, commissaries, refrigerating, incinerat-
ons are 75-mm howitzer, lOS-mm howitzer, ing, printing, and textile repair and sal-
and 155-mm gun. vaging duties are also functions of this group.
Laundries, baths, fire-protection units, bag-
Tank Destroyer: A comparatively new
gage collection stations, cemeteries, blacksmith
branch of the Army Ground Forces, the Tank
shops, motor transportation pools, and other
Destroyer Command is closest to Field Ar-
such service functions are also under the con-
tillery in its functions, with a mission of
trol of the Quartermaster Corps. The Quar-
neutralizing and destroying hostile armored
master Corps operates the graves' registration
forces through fire. Its weapons are highly
service, including acquisition of land for
mobile artillery of various designs, marked
burial places; procurement of real estate, in-
bv great muzzle velocity and penetrating
cluding land, buildings, docks, wharves, and
power.
right-of-ways. Quartermaster regiments are
Corps of Engineers: The Corps of Engi- an organic part of every combat division sup-
neers does construction work in the field de- plying food, clothing, and other necessities
signed to combat effectiveness of
increase in the field.
their expert construction activities, mainte- issue ofammunition, arms and armament (ex-
cluding chemical warfare motor transporta-
nance and repair of communications, and .
I
divisional combat engineers of its chief functions is the testing and proving
troops include
of various arms and setting standards and
and general service battalions charged with
qualifications for the manufacture of such
maintaining supply lines. Special engineer
troops include: Topographic, camouflage, rail- material as is needed by the combat arms.
21
Flame Thrower Completing the Job
22
"Molotov Cocktail" Being Served Lp to a Tank Decontamination Uniform and Equipment
Cold Steel
M
567212°— 44 4 23
chemical warfare is conducted. This arm pitals, prevention of disease, sanitation,
also plays an important role in connection inspection of meats and food products, and
with civilian defense, giving indoctrination preparation and proper distribution of medical
courses and publishing general information records are also included. Medical personnel
in connection with air raids where gases might assigned to units of the field forces includes
be employed. two general divisions: First, to each unit of
the several arms and services such as the
Sigjial Corps: Signal Corps Troops have
infantry or artillery regiment, medical per-
the combat mission of providing signal com-
sonnel known as the attached medical per-
munication of the large units to which they
sonnel is provided. These men retain their
are assigned. They are immediate agencies
identity as members of the medical depart-
of the commander in whose services they pro-
ment. In action they are concerned with
vide channels of signal communication, trans-
the assembly of the sick and injured at aid
mit and receive orders and reports. They in-
stations and their preparation for evacuation
stall, maintain, and operate signal communi-
to the rear. . Second, the medical regiment,
cation systems in combat from headquarters
which is a component of divisions. These
known as command posts or message centers.
medical units are charged with clearing of
Telephone, teletype, telegraph, and, more re-
casualties from aid stationsfrom which those
cently, electronics and radar equipment are all
who require further care are moved by am-
employed in this mission as well as pigeon
bulance or train to hospitals where definite
carrier systems. Field photography is also
treatment may be administered. Today the
another important phase of the Signal Corps'
medical corps faces a huge problem, and one
work.
which will rapidly increase, in the housing,
Transportation Corps : The functions of this care,and treatment of wounded personnel re-
24
95. May T transfer from the Army to Hoplacvmvnt Train in fj;
Center
some other branch of the service?
Extremely doubtful. 101. How long wiM I be at the Replace-
ment Training Center?
96. How much training will I receive be-
You will normalh be at the Replacement
fore being sent overseas?
Training Center (Army Service Forces) about
All men prior to being shipped oversea?
17 weeks. The first 6 weeks will constitute
are given adequate training —the length of
basic military training, the next 8 weeks will
time is determined by the type of arm or
be basic technical training, and the last 3
service to which you belong.
weeks will be basic field training, when you
will be out on maneuvers. Basic training is
97. Do I get any training at the reception
center? much the same in any branch of the armed
forces.
You learn to march and drill at the recep-
endurance, and that most of the better foods called in for an interview. A classification
today, despite protests of civilians who think questionnaire is also filled out during the
they are being subjected to undue hardships first week to supplement Form 20. If you
because of rationing, go to the men in the have qualifications badly needed by a branch
fighting forces. The "chow" of the American other than the one you are in, you may be
Army and Navy is considered the best in the reassigned. At the same time, applications
world. Don't forget that the transition from for aviation cadetsand paratroops can be
civilian life to that of a soldier brings in- taken, and if you are accepted, you will be
creased stress and emotional strain, especially sent before taking basic training to the branch
during the first few weeks of camp life, and for which you applied.
as a result food may not appear too appetiz-
ing. Getting emotionally accustomed to Army 10.3. Are other tests given during the
(or Navy) life has a great deal to do with period ?
the way food appeals to you. The consultation service gives a consider-
99. What happens to me after being in able number of individual tests. Additional
the reception center from 4 to 5 days? tests are given on the Army General Classifi-
25
as well as every month during training and operating, motor maintenance, meteorology,
a final examination before leaving camp. photography, water purification, and sheet
Shortly after reporting to the camp you will metal and radiator repair.
have your teeth examined as well as your eyes.
Glasses and dental work are taken care of
Enlisted Reserve Corps of the
immediately.
completed during
Shots and vaccinations are also
this period.
Army —Vnassigned
108. What are the entrance require-
105. What subjects are covered during
ments ?
the period of replacement training?
You can enlist in the Enlisted Reserve
Such subjects as: Articles of War, Organi-
zation of the Army, Military Discipline, Mili-
Corps of the Army —Unassigned upon reach-
ing the age of 17. You must complete the
tary Sanitation, First Aid, Dismounted Drill,
application blank, obtain three letters of
Rifle Marksmanship, Individual Security and
recommendation, have copies of the parents'
Scouting and Patroling, Defense Against
consent form filled out in duplicate, and take
Chemical Attack, Defense Against Air Attack,
a physical examination.
Field Fortifications, Night Operations, Map
Reading, Rigging, Interior Guard Duty,
Physical Conditioning, Safeguarding Military
109. To what branch am I assigned?
Information, and Defense Against Mechanized You are not assigned to any branch while
Attack. in high school or previous to induction. You
will be assigned a branch of service through
106. What about specialist school train-
your regular reception center channels, de-
ing? pending upon your qualifications and the de-
As an example, the following course of mand at the time you are at the center. You
training is pursued at the Engineer Replace- have the privilege of stating your preference
ment Training Center: During the first 6 for branch of service. , No assurance, how-
weeks of basic training the officers are con- ever, is given that you will be so assigned.
stantly watching the men for leadership abil-
ity, aptitudes, attitudes, interests, and specific 110. Do I wear a uniform, receive pay,
abilities. The officers' estimates of the re- or have to drill while in high school?
cruits are then checked along with Form 20 No.
and the Classification Record. On these bases
men are selected for Advanced Specialist 111. How long am I a member of the
Service Schools and for the Engineer Replace- ERC unassigned?
ment Training Center Specialist Schools.
You will be called to active duty in a
About one-quarter of the men from each com-
period not exceeding 6 months from the date
pany are picked for the ERTC Specialist
of your 18th birthday.
Schools for such work as truck driving,
clerical work, cooking, and heavy equipment
112. Shall I be given a preference in
operation.
regard to the Army specialized training
107. What type of courses is given at program over someone who is not now
the service schools? a member?
Courses are given in communication, motor No. There is, however, an Army Special-
mechanics, welding, blacksmithing, radio ized Training Reserve program open to boys
26
between the ages of 17 and 18 who have their 18th birthday prior to entering the
taken the A-12 examination and have ob- Reserve Program.
tained a satisfactory grade. In order to take (3j Have passed the A-12 College Quali-
the Army Specialized Training Reserve Pro- fying Test.
gram an individual must join the ERG — (4j Be voluntarily enrolled in the En-
Unassigned. But the mere belonging to the listed Reserve Corps.
ERG — Unassigned without getting satisfac- (5) Meet physical requirements for general
tory grades on the A-12 will not let an indi- service.
vidual into Army Specialized Training Re- (6) Designate Army preference on College
serve Program. The Army Specialized Train- Qualifying Test.
ing Program is available only to a soldier
who has completed his basic training and has 1 16. What does this military scholarship
obtained a grade of at least 115 on the AGGT. cover ?
It covers tuition, messing, housing, and
113. Is it possible for me after joining, such medical service as customary at the
the —
ERC Unassigned to drop out and institution. Reservists
is
115. What are the qualifications for Army Specialized Training Program
Army Specialized Training Reserve
Program ? 119. What is the purpose of the Army
In general, candidates for the Reserve Pro- Specialized Training Program ?
gram must: The Army Specialized Training Program
(1) Have a high-school education or its (ASTP) is designed to provide a continuous
equivalent. flow of high-grade technicians and specialists
(2j Be 17 yesrs old and not have reached needed by the various arms and services.
27
120. What are the admission require- signment (STAR) unit. (This statement does
ments to ASTP? not include all medical students.)
You must be on active duty as an enlisted 122. Who determines and on what basis
man and have scored at least 115 on the is it decided what I shall take in the
Army General Classification Test. In ad- ASTP?
dition, soldiers under 22 years of age must
have had
A STAR Classification Board, operating at
at least a high-school education,
each STAR unit, interviews the soldiers and
including prescribed work in mathematics.
administers the tests to determine if they are
Any in this group who have had more than 2
finally qualified. Soldiers who qualify are
years of college must have a substantial back-
selected for a specific course of study in the
ground in at least one foreign language, or
highest term for which they are found capable.
their college work must have included at least
Those qualified are then sent to an AST unit.
1 year of physics, mathematics, or biology.
Soldiers 22 years of age or over must have
123. Have I a choice as to what field I
successfully compLeted at least a year of col-
would like to specialize?
lege. They must have a substantial back-
ground in one or more foreign languages, or You may express a choice, although no
their college work must have included a vear assurance is given that vou will be selected
of mathematics and physics or a year of for tliat field. You will be assigned only to
biology. Those who have had more than 3 a field for which )ou are qualified and for
years of college must have majored in engi- which there is a vital need in the Army.
neering, premedicine, predentistry, or they
must have a substantial background in one 124. What allowances are available to
or more foreign languages. ( Certain medical me while in training?
students are not included in this statement.)
You will receive Regular Army pay appro-
priate to your grade during basic training,
plus quarters, subsistence, uniforms, tuition
121. Do I have to be in the Army and
and fees, books, and medical service.
take basic training before being assigned
to ASTP? 125. What are the diflferent curricula?
Yes. All who receive a score of 115 or ASTP curricula include: Chemical engineer-
better on the Army General Classification ing, civil engineering, electrical engineering
Test and who, on the basis of information (communications and power), mechanical
given on Form 20, meet the other require- engineering, sanitary engineering, marine
ments for the ASTP are sent to a Replace- transportation, medicine, dentistry, veterinary
ment Training Center or other Army instal- medicine, personnel psychology, languages,
lation for their basic military training. Here foreign area study, surveying, internal-com-
they receive the Personal Data and Interview bustion engines specialization, basic com-
Form which is filled out in triplicate. A copy munications, acoustics and optics, and mili-
is given to the AST Field Selection Board tary and physical training.
before whom the eligible soldier appears. Some curricula will be curtailed for
Those found generally qualified are sent, periods during which quotas of training in a
within quotas determined from time to time particular field of study have been fully satis-
by the Army, at the end of their basic military fied. Curricula have been and will be modi-
training, to a Specialized Training and Reas- fied in the light of the practical experience
28
gained in their actual operation. The pro- 130. Suppose I qualified in the A— 12
gram is expected to retain such resiliency for examination given in my high school or
the purpose of maximum effectiveness. college, what happens?
126. What tleterniiiies how long I will The A— 12 examination makes it possible
127. Will I be able to take part in inter- with all others who receive satisfactory scores
29
133. Who nominates the candidates and Of whom 3 are appointed upon the recom-
what are the sources of admission ? mendation of the Vice President, 40 are
selected from among the honor graduates of
Strength of the Corps of Cadets
those educational institutions designated as
Under an act of Congress approved June 3, "honor military schools," and 40 are chosen
1942, the Corps of Cadets shall hereafter from among the sons of veterans who were
consist of 2,496 cadets, appointed in number killed in action or died prior to July 2, 1921,
8 from each State at large 384 line of duty during the first World War.
4 from each congressional district 1, 740 Section 2 of the act of Congress approved
4 from each Territory (Hawaii and Alaska) __ 8
June 3, 1942, provides: When on the date
6 from the District of Columbia 6
4' from natives of Puerto Rico 4 of admission of a new class the total number
2 from Panama Canal Zone 2 of cadets is below the number authorized,
172 from the United States at large 172 the Secretary of War may bring the Corps
180 from among the enlisted men of the
of Cadets to full strength by appointing quali-
Regular Army and of the national Guard,
fied alternates and candidates recommended
in number as nearly equal as practicable 180
by the academic board, two-thirds thereof
Total 2,496 from qualified alternates and one-third there-
30
of from qualified caiulidates: Provided, Thai and 21 (inclusive), (4j pass a rigid physical
any appointment made under this section examination. (5) meet educational and mental
shall be an additional appointment and shall requirements. (6) be at least 5 feet 6 inches in
not constitute an appointment otherwise au- height, and (7) be frotn 115 to 208 jjounds
thorized by law. in weight, proportionate to age and height.
The selection of candidates for appointment Full information relative to all sources of
from any State at Large or congressional dis- admission and the mental and physical re-
trict is entirely in the hands of the Senator or quirements for entrance may be obtained by
Representative in Congress who has the va- requesting from The Adjutant General, War
cancy at his disposal and all applications for Department. Washington, D. C.. a copy of the
appointment from those sources should be West Point Information Pamphlet to the
addressed to the proper Senator or United States Military Academy.
Representative.
137. W hat is the pay while at W^est
134. How are appointments made from Point?
honor military schools? The pa> of a cadet is $780 a year, plus one
Honor graduates of "honor military ration a day, beginning upon his admission to
schools" are selected for appointment under the Academy. A deposit of $300 upon ad-
ment.
138. What degree is awarded upon
13.5. Is it possible to enter West Point graduation?
from the enlisted ranks? The bachelor of science (B. S.).
duration of the present war and opened to Second lieutenant in any arm or corps of
all enlisted men of the Army of the United the Army in which there may be a vacancy
States meeting the requirements. and in which the duties are of the kind that
he may have been judged competent to
136. What are the qualifications for perform.
appointment ?
A candidate for cadetship must: (1| Be a 140. How long is the course?
citizen of the United States, (2) never have Three years for the duration of the war
been married, (3) be between the ages of 17 normally four years.
567212°- 31
SERVICE
148. Do cadets wear uniforms? examinations, they are enlisted in the Army
when Air Force on a deferred basis and held in
Yes, on duty. Civil Air Patrol
reserve to be called for active aviation cadet
Cadets wear re<i;ulation Army uiiifornis with
training after their 18th birthday.
removal)le CAPC insignia.
149. How can I join the CAPC? 151. What is the purpose of the Air
Corps Flnlisted Reserve?
Appl) through your local CAP or CAPC
The purpose of the Air Corps Enlisted Re-
unit. Applications are taken locally. If you
serve is to etilist the \oung men of America
do not know where it is located, ask your high-
with physical and mental qualifications for
school principal or inquire at your nearest
future service as connnissioned bombardiers,
civilian airport or Aviation Cadet Examining
Board. For further information write to
navigators, or pilots in the Army Air Forces.
33
153. What must I do to join the Air 157. What happens if I am still in
may continue your education or civilian pur- crew job I will do best ?
suits until after your 18th birthday when you One of the most important parts of the
will be called to active cadet training. Aviation Cadet Program is classification.
34
Nothing is left to chance in arriving at the many majors and colonels in the AAF who
decision as to whether a man is to be a bom- are still in their early twenties! There is
l)ardier, navigator, or pilot. Individual traits plenty of room at the top for young men
are carefully recorded so that the men can in the AAF. The sky is the limit!
concentrate on the subjects they will be most
likely to need after formal classification. 163. Why 18 the bombardier so impor-
Each man MUST be exactly right for the job tant ?
he has to do. Therefore, both his own pref-
The whole striking power of the AAF, as
erences and his natural aptitudes are taken
far as destructive power is concerned, is car-
into account. In the AAF there is no such
ried at the tips of the bombardier's fingers.
thing as a navigator who would make a better
He is the fellow sitting up in the glassed-in
bombardier or a pilot who would make a
"greenhouse" who directs his fortress above
better navigator. The tests prove where each
the target and releases his bombs with such
man will excel and he is then trained in the
split-second timing as to insure their finding
work for which he is inherently fitted and
the exact mark. He is the trigger man—the
which he will do best.
captain of the team while the plane is over
the target. It has been said that the bomba-
161. How can I be sure 1 will react cor- dier is the deadliest man of the crew.
rectly when in combat ?
Cadet training makes a real perfectionist 164. Why is the navigator so important?
out of every man who wins his wings. He is
The navigator has one of the biggest jobs
trained so thoroughly that he can handle
on a bomber. The "little tin guy, as he is "
Army Air Forces. You will have every op- for hard work, intense concentration, and
portunity to go' further than that. There are perfect coordination to make the grade as a
35
pilot. The pilot gets a longer training course herent qualifications to become a bombardier,
than the bombardier or navigator because navigator, or pilot. Of course the results
he has to have much more actual flight of these tests are not the only determin-
experience. ing factors that classify you. Your tests actu-
see if you can qualify for membership in the trated instruction. You will have 9 weeks of
preflight training, 12 weeks of speciali-zed
Air Corps Enlisted Reserve.
training with a great deal of actual practice
in planes, and. finally, you will spend 6 weeks
Aviation Cadet Training
at gunnery school.
167. What is the purpose of the Aviation
171. What is included in the preflight
Cadet Program of the United States Army
course for bombardiers?
Air Corps?
Courses to orientate the bombardier in mili-
The purpose of the Aviation Cadet Pro-
tary life; classes on the physics and chem-
gram is to find the highest type men for air
istry bombs; study of the effects of alti-
of
crew training. It is designed to find young
tude, speed, and wind on bombs. This is a
men physically and mentally capable of be-
general ground and physical training course.
coming bombardiers, navigators, and pilots.
172. What happens during the 12 weeks'
168. Is it true that Aviation Cadets now training?
get college training?
This period is one of swift, exciting prog-
Yes. After 5 weeks' basic training you will ress. From theories on paper the bombardier
be assigned to one of America's finest colleges next gets a chance to prove he has learned
or universities. You will have 5 months of the fundamentals of bombing. In a "high
college life on the campus. You will study chair," 12 feet above the classroom floor, ac-
geography, English, history, mathematics, and tual bombing conditions are simulated and he
physics. You will receive basic military learns to hit a target (called a bug) that
indoctrination and instruction in Civil Air moves, giving the same effect the bombardier
Regulations. You will also receive 10 hours would have if he were in a plane in a cross
of flight training in cooperation with the local wind. It is his job to drop a plumb bob
Civil Aeronautics authorities. directly onto the target. During this period
of training, too. the bombardier is first intro-
169. What happens at the classification
duced to the bombsight. He not only learns
center? that he must guard this secret mechanism
After completion of your preaviation cadet with his life, but he also learns how to op-
work at college, you are appointed as an avia- erate it and repair it in case of emergency.
tion cadet and sent to a classification center. After 3 weeks of ground work the bombardier
You will be put through psychological and starts actual flying practice. First on "dry
aptitude tests that tell whether you have the in- runs" in which no bombs drop but the stu-
36
dent lines up the target and later on actual of this are devoted to special navigation sub-
bombing practice with life-sized targets jects. The four basic types of navigation are
marked out on the field below. The men learn thoroughly taught- — pilotage, radio, dead reck-
bombing tactics for low-, medium-, and high- oning, and celestial. Nine weeks are spent
altitude attacks. They are flying day and in preflight before getting into pure naviga-
night, in good weather and bad. Every min- tion. And the course ends up with 6 weeks
ute is full of flying and flight talk. It is easy of gunnery. Contrary to popular belief, the
to see the progress made during this training. navigator has to fight, too. He mans one of
And there is a pair of bomber wings for the guns in a bomber during an emergency.
reward.
176. What does a navigator go through
173. What happens at gunnery school? in preflight training?
The bombardier spends 6 weeks at gunnery The navigator gets about the same pre-
school, learning first to recognize all planes or bombardier with
flight training as a pilot
flying in this war and learning where their the academicwork placing more emphasis on
firing power is located. There is plenty of mathematics and other subjects necessary in
practice with the movie trainer, a device that the study of navigation. He is taught Morse
shows enemy planes diving almost out of the code, air and ground forces tactics, physics,
screen, with all the real sound effects. The meteorology, photography, maps, charts, com-
students "shoot" at the planes as they seem munication procedure, cryptography, and
to swoop past and a ringing bell tells whether target identification. During this time, too,
it is a hit or a miss. Gunnery school starts the navigator gets training in chemical war-
men out with shotguns on a skeet range. fare and in the use of gas masks.
Then comes machine gun practice with a
swiftly moving target on railroad tracks. At 177. What does the navigator study in
last there is actual flight practice, machine his 18 weeks' course?
sunning a trailing target following another
Here is where the navigator really gets
plane. During the courses of study, students
down to business. Every hour of the day is
learn exactly how their guns are made, how
packed with study, learning all the theories
they may jam, and how to repair them
of navigation, learning how to use instru-
quickly.
ments, learning to use the sun for finding
directions. And at night the navigator spends
174. Does the bombardier get combat
hours under the stars, learning to know each
duty after gunnery training?
one, learning how to find directionsby
Not immediately. The bombardier is sent methods as old as the Phoenicians used in
to a tactical base for final instructions in their tiny sailing vessels. Part of the naviga-
combat work. This is all secret work, the tor's training is spent in a Navi-trainer, a
most important of all training. At any time, classroom machine that simulates all condi-
however, he will receive orders to fly to a tions of air navigation and the student learns
coastal base for the trip overseas. And the to plot his course strictly by use of instru-
BIG JOB has begun! ments. Finally, the navigator gets 100 hours'
practice in the air. plotting courses to objec-
175. How long does it take to become a
tives, learning how to get to a spot within a
navigator? small radius of space and within 2 minutes of
Navigation is a very specialized study that the exact time planned. No wonder the rest
requires 33 weeks of training. Eighteen weeks of the crew speak of the navigator as being
37
In llie "Greenhouse' Naviaalor Getting There "Zero Zero"
38
the "brains of the outfit!" By the end of the period. He gets fundamentals of fl>ing,
course the successful navigator is getting navigation, night flying, and instrument flying
there "Zero Zero." This means navigating (in the link trainer). During this period he
through hundreds of thousands of miles of makes his first solo. He learns to handle his
space, cloud rack, wind and weather, and controls in all phases of flying and even gets
hitting a dime-sized objective "on the button" "stunt" acrobatics.
tor's job isn't just map and chart work at a taking cross-country flights, learning the
desk in a bomber; he gets a chance to do actions of air currents over all kinds of
179. Does a navigator go into combat 184. What does the pilot get in advanced
Like the rest of the air crew, the navigator For the last 9 weeks the pilot gets 80 hours
goes to a tactical base for final instructions of flying and 22 hours of gunnery. He prac-
tices in either a single-engine fighter or a big
before leaving for overseas duty.
twin-engine bomber, depending on which
180. How long does it take to become plane the pilot shows the greatest aptitude.
567212°— 44- 39
must have reached his 17th birthday. Written which consists of about 270 multiple-choice,
consent of parents for enlistment is required. short-answer type questions. Very few^ of
(3) An applicant may be single or married. them have any connection with actual school '
(4) An applicant must have been a citizen work. And if you do not pass the first time,
of the United States for at least 10 years prior you can take another form of the examination
to date of application. 30 days later.
(5) Birth certificate or other properly au-
thenticated proof of date of birth or citizen- 187. After passing the mental tests, what
ship must be presented. In the case of an happens?
applicant who is a native of one of the Allied
After passing the mental examination satis-
Nations and is now a resident of this country,
factorily, you are given a thorough physical
of good reputation and unquestioned loyalty examination and a personal examination by
to the United States, a request for waiver of the Aviation Cadet Board.
the 10-year citizenship requirement may be
submitted to the Adjutant General. 188. What are the pay and special bene-
(6) An applicant for voluntary induction while in training?
fits
or for enlistment in the Air Corps Enlisted
Pay of an applicant accepted for Aviation
Reserve must present, as evidence of his good
Cadet Training through voluntary induction
character, three letters of recommendation
while undergoing preparatory or preflight
from reputable citizens who are not related
training will be that of a private, $50 per
to him and to whom the applicant is well
month. After appointment as an aviation
known.
cadet, and while in training in that grade, you
(7) An aviation cadet in training for duty
receive base pay of S75 per month and a
as a flying officer is required to meet special
ration allowance of $1 per day. You are also
physical standards. His color perception
furnished quarters, medical care, uniforms,
must be perfectly normal; vision 20/30, cor-
and other clothing equipment. \ou are given
rectible to 20/20 with glasses. Hearing must
a S10,000 Government life insurance policy at
be normal in each ear. A flying officer, ex-
Government expense while undergoing actual
cept fighter pilot, is required to be not less
flying training. After your graduation, and
than 60 nor more than 76 inches in height
while on flying status, this life insurance pol-
and must weigh not more than 160 and not
icy must be continued at your own expense.
less than 114 pounds. Before an aviation
An enlisted man of the Army of the United
cadet is eligible to enter upon any flying
States, transferred in grade to the Air Corps,
training he must pass a complete physical ex-
unassigned, for Aviation Cadet Air Crew
amination for flying duty.
Training will receive the pay and allowances
of his enlisted grade while undergoing the
186. What
are the educational require- preflight training prior to his appointment as
ments necessary to get into the aviation an aviation cadet.
catlet program?
You do not have to be a college graduate to 189. What rank does the aviation cadet
be an aviation cadet. You do not even need
receive upon completion of the course?
a high-school diploma. However, the more On the completion of the primary basic
education you have, the greater will be your and advanced flight training the aviation
chances for success in the tests and in com- cadet receives either a second lieutenancy or
pleting the training. The Aviation Cadet Ex- a flight officer's rank, depending upon how
amining Board gives a general mental test well he has accomplished his job. They are
40
both flying officers' positions, both pay the 194. What about the meteoroh>gy of-
same —$246 a month plus subsistence and ficer's job?
rental allowance, and both carry uniform al-
He analyzes weather conditions; forecasts
lowance of $250. The pay of a cadet with conditions along flight routes; keeps the navi-
dependents may be as high as $327 a month. gator informed at times; and
all is in com-
mand of weather observers in his unit.
Other Opportunities in the Army
Air Forces 195. What are the (hities of the photo-
graph officer?
190. If I do not qualify as a bombardier,
He
takes charge of the operations of mo-
navigator, or pilot, are there other officer
bileand fixed photographic laboratories and
opportunities in the Army Air Forces?
equipment assigned to his unit; commands
Yes. You can become an armament offi- the aerial photographers and repairmen; and
cer, communication officer, engineering offi- is responsible for the accurate photographic
cer, meteorology officer, or photography mapping of strategic areas.
officer.
nique, together with proper performance of function is to fly so as to permit the most
service types of armament equipment, expeditious performance of the plane crew's
tactical mission; fighter pilots fly single- and
192. What does a communications of- twin-engine planes, fire planes' guns, navigate,
ficer do? communicate by radio with the ground and
other aircraft in flight by performing the
He supervises maintenance and operation
major functions of destroying the enemy bom-
of radio, telegraph, teletype, and directional
bardment planes and escorting bombing
equipment, including radio compasses, which
missions.
are assigned to his unit and is in command
of the personnel who check and repair all
He is responsible for all mechanical details co-pilot in operation of flaps, raising and
of the planes on the ground ; is an engineering lowering landing gear, and other mechanical
foreman; and commands crew chiefs, aerial operations; serves as aerial gunner during
engineers, inspectors, and mechanics. attack.
41
199. What does the radio operator do? 204. What does an aircraft machinist
operating personnel on the ground; receives the repair of air base equipment, including
weather and other information for the plane tools and remaking certain broken and worn
crew; operates radio sets aboard the plane; parts and adjusting by graining and finishing
and handles the direction finders, radio com- metal surfaces to close tolerances.
pass, and other radio-active instruments;
serves as gunner during attack. 205. What work does the aircraft metal
worker perform?
200. What is the aerial gunner's job? He cuts and forms sheet metal used in the
Aerial gunners man the guns in bombing assembly and repair of aircraft parts, fittings,
planes; inform pilots of approaching enemy and structural parts, using hand tools and
201. When are glider pilots used? ylene torch to fabricate or repair broken or
cracked metal airplane parts.
Glider pilots are used on two major types
of military missions: (1) Transporting men
and materiel from one point to another, and 207. What is the aircraft mechanic's
(2) landing troops in surprise attacks on job?
enemy positions.
The aircraft mechanic checks the condition
of airplanes and their engines; makes re-
202. What
opportunities are there for pairs, replacements, and adjustments; inspects
enlisted men —
ground technicians? critical parts of the craft, such as electrical
and control systems, undercarriage, brakes,
Enlisted men in the A. A. F. may become
motors, and propellers.
aircraft armorers, aircraft machinists, air-
42
Plotting a Cross-Country Flight
Meteorology Officer
Aircraft Armorers
43
sembling a plane, complete with instrument 213. What is the weather observer's job?
panel, in which student is confronted with the Weather observers analyze weather condi-
problems of blind flying). tions;observe instruments recording wind
velocities, changes in temperature, humidity,
210. What does the parachute rigger do?
barometric pressure, amount of rainfall, and
Parachute riggers repack parachutes that other conditions; prepare weather maps and
have been opened in use. or unopened ones reports.
that are repacked in the interest of safety;
sew and patch, by hand and machine, dam- 214. What kind of work is done by air
aged parachute canopies; replace defective forces administrative clerks?
shrouds; repair harnesses; and splice con-
They make up and file reports ; tabulate and
nections between shrouds and harness. post data in record books and on bulletin
boards ; take telephone calls : give information
211. What is the photographer's job?
to callers; type; operate office machines, such
The photographer makes photographs from as duplicating machine.
planes in flight; assembles mosaic maps; pre-
pares chemical solutions for developing film 215. What are the duties of air forces
and printing pictures; enlarges, reduces, and supply and technical clerks?
intensifies picture prints. They receive, store, and issue equipment,
material, merchandise, or tools; check incom-
212. What about radio operators and ing orders against items listed on requisitions
mechanics? or invoices; count, grade, or weigh the ar-
They operate and adjust all transmitter and ticles; take periodic inventory, making up
receiver equipment; repair defective radios; necessary reports; type; operate office ma-
test circuitsand tubes; isolate defects; and chines, such as bookkeeping and duplicating
repair and replace defective parts. machines.
44
SERVICE IN THE ARMED FORCES
\
Recruit Training in the I\avy to address the label on the box which will
contain your civilian clothes; another is an
216. Where do I report if I am selected information card on which you fill in the fol-
from the Navy group? lowing information: Name, date sworn in,
You will be forwarded to a Navy Recruit- place sworn in, date of birth, age, place of
ing Office and sent from there to a Naval birth, name of next kin, relationship, address
Training Station. of next kin, and religion. A third is a requi-
sition slip for a mattress cover, a pillow cover,
217. How do I get from the train to the a toilet kit, and a towel; these articles are
naval training station (N. T. S.)? then issued you.
You will be met by someone from the
N. T. S. and taken out, usually in a bus. 221. What happens to me then?
You num-
then strip to the waist and have a
218. Suppose I arrive at the N. T. S. ber and the company number painted on your
around 11 a. m., am I started through chest. If your number is 57, for example,
the receiving unit immediately? you will use those spaces and hooks numbered
Usually not. You are generally given an 57 during the remainder of your examination.
early lunch and then started through the re-
ceiving unit. 222. After I get the number what
happens?
219. Suppose I arrive in the late after-
You will first of all get a complete dental
noon?
examination. Then in a room where the floor
You are furnished with bedding and towel
is marked off into squares you find square
and held over to start through the receiving
57 and after stripping off your civilian clothes
unit in the morning.
you will put them in a cardboard box (this
220. What happens in the receiving box is held for several days in the event you
unit? are not accepted I ; a venereal examination and
As soon as you get in you will fill out some a urinalysis are next on the list. After taking
papers; one is the packing slip which is used a shower you are given tests for color vision,
blood typing, visual acuity, hearing, hernia,
Information about the WAVES has not been included since
nose, throat, skin, glands, operations, respira-
the minimum age for enlistment of girls is 20 years, and since
this pamphlet is designed for youth of high-school age. For tory tract, heart, blood pressure, spine and
information about the WAVES get the following booklet from
joints, injuries, neuro-psychiatric symptoms,
your nearest recruiting office: The Story of You in Navy Blue.
U. S. Navy Department, Washington, D. C. 1943. 49 p. height, and weight; you are also X-rayed.
45
223. When do I get my uniform ? You will be required to attend church serv-
ices of your faith every Sunday during recruit
If you pass your physical, you are issued
training.
your clothing, otherwise you are held over for
a period of from 2 days to 2 weeks.
230. How long shall I be in the N. T. S.
224. If I pass my physical, how am I before I am tested and classified?
issued my uniforms and equipment?
You will usually be in the station from 5 to
From the physical examination room you 9 days before this takes place.
are then sent to try on hats for hat size and
an expert fits you for correct shoe size. Next
you getnonsized articles, such as: Comb, soap, 231. When I am tested, what tests shall
I get?
brush, and towels. Then you get the shoes
and other parts of your uniforms as you pass You will receive the following pencil and
down the line; these you put in your mattress paper tests: General Classification Test,
cover. As soon as you are outfitted you will Arithmetic Reasoning, Mechanical Aptitude,
go to a row of bins into which you empty your Mechanical Knowledge, Electrical Knowledge,
mattress cover and try on your uniforms for and a Reading Test. These are all given in
size. A Navy man checks you to see that you one day.
get the right fit. You end up by putting on
your work clothes.
232. What else do I do on that same
day?
225. What precaution is taken against
losing my equipment ? A motion picture will be run off which
room. Here you dump your equip- an information sheet which asks for: Marital
stenciling
ment in a bin on a stenciling table and a Navy status, number of dependents, birthplaces of
man stencils each piece of equipment. father and mother, number of years completed
in school, specialized training, algebra, geome-
try, trigonometry, physics, typing, shorthand,
226. Where do I go from here?
main occupation, employer's name, kind of
You then go to the waiting room where you
business, wages received, duties performed,
are taken by the company commander to your
machines operated, hobbies and sports, talent
barracks.
for public entertainment, highest position of
leadership, and language fluency.
227. How long will I be at the naval
training station?
2.33. What can I do to help me during
Seven weeks for recruit basic training.
this day?
228. Am I in detention or in quarantine? Since Navy tests are machine scored, it
No. Since each company does its training will be of help to know how to use the answer
46
234. Am I interviewed and classified 241. When do I gel a furlough?
immediately?
At the end of recruit training you get 9
No. You are next taken in groups to a days' leave.
preintervicw lecture where the ini])()rtanee of
the interview is stressed and special schools, 242. What ahout passes during recruit
such as pre-radio and sound, are explained. training?
235. Do I have an individual interview? The different training stations have varying
rules about passes.
Yes. This will last from 15 to 30 minutes.
236. How important is the interview? 243. What do I do during the 7 weeks
The interview is especially important be- of recruit training?
cause the interviewer, who is well trained for You will be given military drill, physical
his work, makes recommendations for officer conditioning, rifle range work, Blue Jacket
material, rates, special schools, and general Manual study and discussion, simple knots,
service. When it is realized that from 80 to seamanship, war news discussion, swimming,
90 percent of the men are getting to places small stores, gas chamber instruction, boat
where they are basically qualified, based on drill, night lookout training, marlinespike,
first and second recommendations, it can be first-aid lecture, and pistol firing.
seen that the interview is important. These
recommendations are based on what the man
244. What happens to me after recruit
has to offer and what the Navy has to offer.
training?
237. How can I he sure that the inter- You may be sent to the fleet, to a shore
viewer classifies me correctly? station, or to a service school.
47
There's Work To Be Done Navy Cook, Second Class, Dishing Up the Peas
The Interview
^Bteassftjt-^
Submarine
49
Lifeboat Practice
50
248. What are some of the service 2.52. How many branches of naval serv-
schools open to the men direct from ice are there for enlisted men?
recruit training?
There are seven branches of naval service
Service Schools which are open to you are: men comprising 172 different en-
for enlisted
Armed Guards School; Electrical and Ord- listed ratings (a rate or rating is an enlisted
nance; Communications and (clerical; Metal rank or status) . The men who hold these
Work; Woodworking; Machinists; Motor ratings are known as petty officers.
Machinists: Aviation: Machinist, Metalsmith,
Ordnance. Radio. Motor Machinist; Cooks
2.53. What are the different classes of
and Bakers: and Hospital Corpsman. Most
Navy ratings, according to the branches
of these are 16-week schools.
of service ?
Men at this school receive a gunnery train- Accounting Machine) , Mail, Ordnance Mate-
ing course which is one of the broadest in the riel Inspector, Photographic, Recruiter, Shore
Navy, For 1 month he works with revolvers, Patrol, Teacher, Transport Airman, Chap-
pistols, machine guns, and larger guns. lain's Assistant)
51
Seabees Yes. The Seabees are a new and growing
branch of the Navy. When you prove your
254. What are the Seabees ? ability you have a good chance of earning a
specialist's rating.
The Seabees are the Naval Construction
Battalions. The name "Seabee" is derived
from the initials C. B. (Construction
Battalion).
expected to do.
At the completion of the combined 2
months' training period, Seabee battalions are Seabees Unloading Supplies for Base From an
LCT Boal at a Point Along the Attu Island
assigned to Advance Base Depots where the) Shoreline
receive further training, both military and
technical, while awaiting overseas assignment.
259. If I become an enlisted man in the
257. Can I gain practical experience in Seabees can I ever become an officer?
the Seabees which will be useful to nie Yes. You can qualify for Ofl&cers' Train-
after the war? ing under the Navy V-12 program. If you
Yes; you will be working alongside of ex- qualify, you will be sent for additional school-
perienced craftsmen and you will learn a ing and military training to one of the many
great deal from them about electricity, car- colleges which have been selected by the Nav)
pentry, Diesel engine operation, or any other for this purpose.
52
given the opportunity to state your preference crews which serve on board repair ships,
for the branch of military service you would tenders, and floating dry docks, and overseas
like to enter. at advanced bases.
You may stipulate "Seabees" but although
your preference will be considered carefully it
262. What are the johs of the SKU's?
does not follow that you necessarily will be
The SRU's keep the Fleet in fighting trim,
assigned to the organization you choose. In
making on-the-spot battle-damage repairs and
the opinion of the assigning officer you ma>
maintaining intricate machinery in working
be better qualified for another branch of the
(fighting) order. Hull, machinery, and elec-
service or the branch you may have named
trical repairs to battleships, cruisers, destroy-
may already have filled its quota. The final
ers, submarines, landing craft, and PT floats
decision is in the hands of the assigning
are among other jobs.
officer.
of the great naval stations or navy yards in your preference will be considered carefulh
this country for further training in their it does not follow that you necessarily will be
specialties and for adaptation of their civilian assigned to the organization you choose. In
skills to Navy use. For from 2 to 4 months the opinion of the assigning officeryou may
they are trained right on the job, repairing be better qualified for another branch of the
damaged ships just as they will when assigned service or the branch you may have named
to a repair ship or an advanced base later on. may already have filled its quota. The final
decision is in the hands of the assigning
264. Can I gain practical experience in officer.
the SRU's which will be useful to me If entering the Navy, you may ask the
after the war? selection officer at "boot camp" for assignment
have a good chance of earning a specialist's dents, and enlisted men of the Navy, Marine
rating. Corps, and Coast Guard.
266. If I become an enlisted man in the 269. What are the entrance qualifica-
SRU's may I ever become an officer? tions?
Yes. You may qualify for Officers' Train- Qualifying tests for civilians are given
ing under the Navy's V-12 program. If you periodically throughout the Nation. In order
qualify, you will be sent for additional school- to be eligible to take the tests candidates are
ing and military training to one of the many required to:
colleges which have been selected by the Navy Be male citizens of the United States.
(1)
for this purpose.
(2) Have attained their 17th and not their
20th birthdays.
267. How can I be assigned to the (3) Be morally and physically qualified for
SRU's? this program, including minimum visual
When you are called to your induction acuity of 18/20, correctible to 20/20.
station for physical examination you will be (4) Be unmarried and agree to remain un-
given the opportunity to state your preference married until commissioned.
for the branch of military service you would (5) Evidence potential officer qualifications,
like to enter. including appearance and scholarship records.
54
(6) Meet educational requirements of one Office (^f Naval Officer Procurement at their
of the groups listed below: own expense. In some sections of the country
I a I High-school and preparatory school temporary branch Offices of Naval Officer
graduates who will have attained their 17th Procurement will be set up for the purpose of
and not their 2()th l)irthdays, regardless of interviewing candidates for the Navy V-12
whether they are presently attending college. Program. In each Office of Naval Officer
(b) High school and preparatory school Procurement final selection will be made by a
seniors who will have completed graduation selection committee after candidates have
requirements provided they will have attained passed a thorough physical examination. No
their 17th and not their 20th birthdays by that waivers for any of the requirements of this
date.
Program will be granted. The selection com-
mittee's decision will he final.
( c I Students who do not hold certificates of
All men accepted for the V-12 Program
graduation from a secondary school, but who
will be enlisted or inducted into the Naval
are continuing their education in an ac-
service and placed on inactive duty from
credited college or university.
which they will be ordered to active duty as
Apprentice Seamen, U. S. Naval Reserve, and
270. Where may I obtain a preliminary assigned to Navy V-12 units at colleges and
application form for the V— 12 Program? universities under contract to the Navy.
55
276. Have I a choice as to >vhat school work students will take specialized Naval
I would like to attend ? training leading to commissions.
erence for the branch of service, Navy. Marine Service will be ordered to a Naval Training
Corps, or Coast Guard, at the time. Their Station for general dutv in enlisted status or
Students trained for general duty will receive do so. Navy V— 12 students, at their own per-
1% years of study. This training will con- sonal expense, may also join all previously
sist of four 16-week terms of college work. established college organizations and fraterni-
Chaplains, medical and dental officers will tieswhich are available to all students on
have twelve 16-week terms; engineering spe- the same terms. Students under the V-12
cialists, eight 16-week terms; engineering for Program will be required to maintain the
general duty, six 16-week terms. Navy's standards of discipline although mili-
Courses for the first two terms will be simi- tary activities will be kept at a minimum and
lar for all students, except premedical and subordinated to academic training.
predental, and will emphasize fundamental
college work in mathematics, science, English, 281. What physical and military train-
history, engineering drawing, and physical ing is required?
training. Premedical and predental students Emphasis on military drill will be kept at
will substitute chemistry and foreign language a minimum; V— 12 students will participate,
for English and history. All students in the however, in a physical training program,
V— 12 Program will receive instructions in elementary military drill, prescribed swim-
Naval Organization and General Naval Orien- ming courses, and a daily 20-minute morning
tation. At the conclusion of their college exercise period. Some substitutions will be
56
allovvfcl, at the cliscretioii ni the coinmaiKlitig ( 1 ) Be a male citizen of the United States.
officer, in {he case of those sturlents who Foreign-born citizens who have been natural-
vokiMtarily participate in intercollegiate ized less than 10 years will not be enlisted in
athletics. Class V-5, except upon the recommendation
of the Officer-in-Charge of a Naval Aviation
Cadet Selection Board and approval by the
282. If I took the qualifying test on
Bureau of Naval Personnel in each individual
some |>re> i«»us oeeasion hut faile<I to he
case.
hifliuled in the quota, will he elijjihle 1
for selection in the next quota or must I (2) Be not less than 18 years of age and
take the examination again? have not reached their 27th birthday at the
Passing a \-12 qualifying test for one time of enlistment.
quota does not constitute eligibility for (3) Agree to remain on active duty for 4
selection for a succeeding quota. Applicants years, including period undergoing training
who wish to be considered for a future quota as aviation cadet, unless released sooner by
mubt qualify under the test for that particular the Navy Department.
class.
(4) Be unmarried and agree to remain un-
married until completion of flight training
and acceptance of commission as ensign, U. S.
Navy V—5 Program.
Naval Reserve, or second lieutenant, U. S.
Marine Corps Reserve, unless released sooner
283. What is the Navy V-5 Program?
by the Navy Department.
The Navy \ -5 Program is designed to train
(5) Be a graduate of an accredited high
qualified American youths as naval aviators.
school or secondary school.
Eligible candidates between the ages of 18 and
27 are enlisted as aviation cadets, V-5, (6) Pass flight physical examination given
U. S. N. R.. or aviation cadets, SV-5, by a naval flight examiner. The following
U. S. N. R. Eligible 17-year-old applicants general physical standards must be met:
are enlisted as apprentice seamen, V-5, (a) Height —minimum: 5 feet 4 inches;
U. S. N. R.. to be transferred to aviation ca- maximum: 6 feet 4 inches.
det, V-5, upon reaching
and/or completing such training as may be
their 18th birthdays
(bl Weight — in proportion to height; at
least 115 pounds.
prescribed. Qualified 18-year-old youth may
ask for voluntary induction through Selective
(cj Eyes —perfect normal 20/20 vision.
factorily replaced.
flight training in the V-5 program are desig-
nated as naval aviatois and commissioned as (e) Feet — in good condition.
ensigns, U. S. N. R., or as second lieutenants, (f| Hearing —whispered voice at 15 feet,
U. S. M. C. R. both ears.
The requirements for enlistment as aviation (i) Blood pressure—within normal limits.
57
(7) Be mentally, morally, and psychologi- 287. Do I wear a uniform, get pay, at-
cally qualified for training as an aviation tend drill while in apprentice seaman,
cadet and for commission in the Naval V— .5 classification ?
(8) Pass prescribed mental tests. In ad- graduation from high school or secondary
dition to meeting the above requirements, school are in an inactive duty status and do
apprentice seamen, V-5, must also: not wear uniforms, receive pay, or attend
drill.
(9) Have successfully completed or be cur-
rently enrolled as a senior in an acredited high
or secondary school.
288. When do I become eligible to trans-
fer to aviation cadet, V— 5 ?
(10) Be in the upper half of high-school or
secondary school class or in the upper of % Apprentice seamen, V— 5. will be trans-
ferred to aviation cadet, V-5, for flight train-
college class.
ing in the Naval Reserve upon reaching their
Be recommended as to moral char-
(11) 18th birthday and after such preliminary
acter and quality of leadership by an training or duty as may be prescribed.
anonymous board of no fewer than three
members of the faculty.
289. What happens if I fail my physical
(12) Have consent of parents or guardian or in some other way become ineligible
to enlist as apprentice seaman, V-5. for transfer to aviation cadet, V—5 ?
285. May a high-school pupil enroll in son become ineligible for transfer to aviation
the program? If so, what are the cadet, V-5, for flight training will be immedi-
sophomore or junior status who anticipate, on their senior or last year at an accredited high
reaching the age of 17, enlisting as apprentice or secondary school with expectation of
seamen, V-5, when eligible, should enroll in graduation at the end of the then current
as many mathematical, scientific, and aero- semester.
nautical courses as are availble at the school Apprentice seamen, Class SV-5, candidates
they attend. will be processed in the OflBces of Naval OflBcer
58
ProcureineMt in the same niaiiiicr as are avia- ment life insurance in the amount of SIO.OOO.
tion cadet, SV-5, candidates. Qualified the premiums on which are paid by the Gov-
candidates will be issued Letters of Directed ernment.
Assignment.
After volunteering for induction at their 294. What commission and pay do I gel
local Selective Service Boards and their as- when I complete training?
signment to the Navy at the nearest Armed Upon completion of intermediate flight
Forces Recruiting and Induction Stations, training an aviation cadet, V-5, is commis-
apprentice seamen, Class SV-5, candidates sioned ensign, U. S. N. R., or second lieuten-
will be inducted at Navy Recruiting Stations ant, U. S. M. C. R. The base pay, flight pay,
into the Navy as apprentice seamen, USN-I. subsistence, and rental allowance for these
After induction, candidates will volunteer for ranks amount to approximately $391 a month
and be enlisted as apprentice seamen, Class or more, depending on marital status. Upon
SV-5, U. S. N. R., immediately following first assigmnent to active duty as a commis-
which they will be placed on inactive duty. sioned officer after completion of flight train-
ing and designation as a naval aviator, he is
291. How long is the training? paid in addition a cash uniform allowance of
$150, after which he is required to purchase
Aviation cadets, V—5, are in ground school
uniform equipment as may be necessary from
and flight training approximately 16 months
his own funds.
before receiving their commissions. After re-
ceiving their commissions, naval aviators
295. What happens if I "wash out"?
usually undergo two additional months of
operational training. If an aviation cadet, V-5, "washes out," he
may be selected for:
(1) A commission (ground duties).
292. Of what does the training consist
(2) Further officer training (V-12, opera-
and where are the schools located?
tions officer, gunnery officer, etc.).
There are six stages in the training of naval (3) Enlisted ratings (aviation machinist's
aviators: Flight preparatory, CAA-War Train- mate, aviation radioman, aerographer's mate,
ing Service (flight training in light planes), aviation metalsmith, aviation ordnanceman,
preflight training, primary flight training, link trainer operator, parachute rigger, pho-
intermediate flight training, and operational tographer, or other specialist rating)
training. The program consists of ground
school studies, flight training, and physical
United States Naval Academy
training. There are numerous schools for the
instruction of naval aviators located through- 296. What is the purpose of the United
out the United States. States Naval Academy?
The sole purpose of the United States Naval
293. What pay and other allowances do Academy is to train successful candidates to
I get while in training? become capable line officers in the United
The pay of an aviator cadet, V-5, while on States Navy.
active duty undergoing training is at the rate
of $75 per month. While serving on active
297. How are appointments made?
duty undergoing training as an aviation cadet, Five midshipmen may be appointed by each
V-5, he is furnished with necessary items of Senator, Representative, Delegate in Congress,
uniform equipment and is issued Govern- and the Vice President. The President ap-
59
points 5 for the District of Columbia. He enter United States Navy.) One appointment
also appoints annually, from the United is made from the Canal Zone. Forty persons
25 men who are sons of offi-
States at large, are appointed by the from the
President
cers and of enlisted men of the Regular United States at large from among the sons of
Army, Navy, and Marine Corps. Ten ap- officers, soldiers, sailors, and marines of the
pointments are made from Puerto Rico and Army, Navy, and Marine Corps of the United
the Philippine Islands. Twenty appointments States who were killed in action or have died
annually are made from among honor grad- of wounds or injuries received or disease con-
uates of educational institutions which are tracted or preexisting injury or disease aggra-
designated as "honor schools" by the War vated in active service during the World
and Navy Departments, and from the mem- War I.
the same Republic may receive instruction at zens of the United States, (2) between 17
the same time. (These appointments are and 20 years of age (inclusive), (3) un-
made for instruction only; appointees do not married now or previously, (4) able to pass
Presentation of Colors
60
a rigid physical exainiiiatioii, and (5) able U) Bainl)ridge, Md. The aim of the school is to
meet educational and mental requirements. prepare enlisted men who have completed 9
months of naval service for April competitive
299. What subjects must be presented entrance examinations.
as required units?
is maintained at the Naval Training Station, Three years (for the duration only).
61
SERVICE
Part 5.
U. S. Coast Guardsmen Unload the Supplies Underneath Dropping Bombs
That Back Up the Infantry in the Invasion of
Sicily
"All Hands."
Gymnasium Class—50 minutes per day.
"Always Ready." Supervised Study Period.
1730 —Evening Chow. Free Period—50 minutes per day.
Fourth Day: Infantry —50 minutes per day.
Drill
64
Coast Guardsmen Picking Up the Survivors From a iMazi L'-Boat Just Before It Sank
omb-Pocked Waters Off Sicily as Seen from Deck of a Coast Guard Manned Transport
311. How long before I become a algebra and plane geometry, three credits in
second-class seaman? English, one credit in physics with laboratory
or chemistry with laboratory. The physical
It depends on you since you must learn the
standards are the same as for regular cadets.
requirements for the first-class seaman's
examination.
Ages — 17 to 21, provided 22d birthday is
Military science 3
pany Commander will tell your company and
^
Physical education 5
you may apply for admittance then otherwise ;
you must wait until you get to your next station. Total 23
Second Term:
314. What are some of the schools?
Advanced algebra 4
Radioman; Pharmacist's Mate; Yeoman, Trigonometry 4
Storekeepers; Motor Machinist's Mate; Elec- English 3
Science 4
trician's Mate; Fireman; Quartermasters;
Military science 3
Signalmen; Carpenter's Mate; Gunner's Mate;
Physical education 5
Machinist's Mate; Water Tenders; Soundman;
Cooks and Bakers; Port Security; Radio En- Total 23
66
young men who are candidates for commis- MilitaryAcademy, the United States Naval
sions as officers in the United States Coast Academy, or the United States Coast Guard
Guard. Academy for improper conduct is eligible for
appointment as a cadet in the Coast Guard.
321. Upon what is admission to the
Academy hased? 323. What should a candidate do before
Admission to the ' Academy is based on a
filing an application?
Nation-wide competitive examination usually Before filing an application or preparing
held on the second Wednesday in May. Can- for an examination a candidate should be
didates for this examination are designated by examined thoroughly to determine whether
Coast Guard Headquarters in Washington. or not he can meet physical requirements.
More may be obtained by
detailed information By such a preliminary examination any seri-
writing to the Commandant of the Coast Guard, ous physical disqualification would be re-
Washington, D. C. vealed and the candidate spared the expense
and trouble of filing an application.
322. What are the general requirements
for eligibility ? 324. What is the course of procedure
for candidates?
1. A candidate must be a citizen of the
United States and must be not less than 17 1. A young man who is able to meet the
years of age nor more than 22 years of age on requirements for eligibility as set forth herein,
May 1 of the calendar year in which he is and who is interested in becoming a cadet
appointed a cadet. If the candidate has not in the Coast Guard should fill out the pre-
reached his 17th birthday, or if he will have liminary application blank obtained from
reached his 22d birthday on or before May 1 the Commandant, United States Coast Guard,
of the calendar year in which he seeks to be Washington, D. C. If it appears from the
appointed a cadet, he will be ineligible for information contained on the preliminary ap-
appointment. If under 21 years of age he will plication that he meets the requirements, he
be required to furnish the written consent of will be sent an application blank and school
parent or guardian before admission to the certificate form which he should execute care-
Coast Guard Academy. fully in accordance with instructions, and re-
2. He must satisfy the Commandant of the turn with three letters of recommendation
Coast Guard as to his good moral character and an official birth certificate. His applica-
and standing in the community. tion and accompanying papers will be care-
3. He must satisfy the Commandant of the fully examined at Coast Guard Headquarters,
Coast Guard that he has had sufficient educa- and if it appears, on the face of these papers,
tional opportunities to justify his being desig- that he is suitable material for examination
nated for examination. for appointment, his application will be ap-
4. He must be unmarried. Any cadet who proved and notice sent him accordingly.
shall marry, or who shall be found to be mar- 2. Applications and supporting papers must
ried before his final graduation, shall be re- be postmarked at least 4 weeks in advance of
quired to resign and, failing to do so, shall be the examination date. Applications post-
dismissed from the service. marked after the above date will not be
5. He must be physically sound and not considered.
less than 5 feet 6 inches in height. 3. A candidate who is in attendance at a
6. No person who has been dismissed or school at the time his application is filed should
compelled to resign from the United States have the school forward to Coast Guard Head-
67
Small Boat Practice Communications Class
Ordnance Instruction
quarters a complete transcript of his work upon Service at the time. Candidates who are con-
completion of the school year. sidered eligible for appointment and who have
passed the required physical examination will
325. What subjects must be presented as receive appointments as cadets in the United
required units? States Coast Guard and will be sent instruc-
Mathematics —3^2 units; English —3 units; tions to report to the Coast Guard Academy
Physics — 1 unit; Chemistry — 1 unit. Further generally during the third week in July.
evidence of adequate preparation amounting
to 6i/i> units of optional subjects is required;
while solid geometry is not required, it is
329. What is taken during the prel im-
recommended that a candidate include
inary 6 w eeks' term ?
it in his
preparation. Trigonometry, algebra, shop work, seaman-
ship, drawing, and drillsalong with week-end
326. Where is the entrance examination
cruises in sailing vessels and patrol boats.
given ?
A candidate who has been accepted will be
designated to report for examination and will 330. What is the pay of the cadet?
be advised of the time and place he should
At present they receive $780 per annum and
report. All expenses must be borne by commutation for one ration per day. Pay
himself.
commences upon the date the oath of oflBce as
a cadet is taken.
327. What examinations are given ?
69
SERVICE IN THE ARMED FORCES
„ r UNITED STATES
fart O. MARINE CORPS
334. What is the minimum age for en- 338. What happens during recruit train-
listment in the Marine Corps? ing?
ahhough young During the first few days you obtain your
The minimum age is 17,
uniform, toilet articles, see the doctor and
men of 17 are normally placed on inactive
dentist, get your shots, and are given a classi-
duty for an indefinite period of time. This
fication test. After this you will learn the
varies from several days to a longer term.
military movements performed in the Marine
Any man, however, may be ordered to active
Corps and become familiar with the service
duty immediately.
rifles and pistols, machine guns, mortars, anti-
You enlist for the duration of the war plus 340. What determines which branch an
6 months. enlisted man is assigned to ?
Although no promise of assignment to any
337. How long is recruit training?
special duty can be given since all men are
required to enlist for general service, it is
Recruit training is approximately 2 months true that upon completion of required recruit
in length. training the enlisted man may request assign-
ment to one of the branches mentioned in
Information about the United States Marine Corps Women's question 339. All assignments depend upon
Reserve has not been inchided since the minimum age for en-
listment of girls is 20 years, and since this pamphlet is designed the aptitudes and abilities of the applicant
youth of high-school age. For information about the United
for
and upon the availability of vacancies.
States Marine Corps Women's Reserve get the following pamph-
let from your nearest recruiting office. United States Marine Aviation: After completing a course of re-
Corps Women's Reserve, U. S. Marine Corps, Washington, D. C.
August 19, 194:5. 32 p. cruit training those wishing aviation duty may
70
Route Step —March
I
A Hard Day at tlie Tubs in "Boot" Camp
submit an official request to the Commandant Paymaster Branch: Disbursement of funds
for transfer to an aviation unit. This is gen- is handled through the office of the paymaster.
erally approved if there is a vacancy at the Men who have an interest in and show apti-
time; however, in being assigned to aviation, tudes and abilities for work performed in this
no promise is made that flight training will be branch have the opportunity of progressing
included. Promotion depends upon abilities from private first class, corporal, sergeant,
of the man. staff sergeant, and technical sergeant to pay-
master sergeant. The paymaster sergeant
Line Branch: Those who perform general must be qualified to assist the paymaster in
duties on ship and shore are in the line disbursing funds and be familiar with all ac-
branch. A private may be advanced succes- counts rendered by that office.
sively to private first class, corporal, sergeant,
platoon sergeant, gunnery sergeant, first ser-
72
to corporal, sergeant, staff sergeant, supply or 341. What are some of the schools in
technical sergeant, and finally to quartermaster whieh an enlisted man may receive ad-
sergeant or master technical sergeant. vanced training?
Some of the service schools open to an en-
Signal and Radio Branch: The maintenance listedman after recruit training are: Field
and operation of communications in the telephone, radio operator, fire control, optical,
Marine Corps is delegated to the signal and radio material, photography, automatic elec-
radio branch. In order to be promoted to tric aerographer, signal corps, clerical, motor
private first class a man must have a funda- transport, quartermaster, engineer, field mu-
mental knowledge of radio or telephony. As sic, camouflage, ordnance, parachute rigger,
he learns more about the details of the naval armorer, and cooks and bakers.
communications system, has an advanced
knowledge of radio, telephony, or clerical
duties relating to communications, and be- 342. What correspondence courses are
comes proficient in the maintenance and opera- offered by the Marine Corps institute
\
subjects include algebra, arithmetic, civics, 343. Where does the recruit go after
English grammar and composition, economics, basic training?
geography, plane and solid geometry. United Normally a recruit goes either to service
States history, ancient and medieval history,
schools or to an advanced training base.
modern European history, literature, physics,
physiology, and plane trigonometry; modern
languages, courses in Spanish and French are
344. What academy may enlisted men
of the Marine Corps enter?
offered ;
preparatory, there are special prepara-
tory courses for men seeking to enter the Naval Enlisted men of the Marine Corps have the
74
4
350. When are aptitude tests given? period he is given such instruction as will
76
trainees may receive a week's leave after subsistence, medical and dental care, and
receiving seamen's papers. books.
77
Required Group (6 Units')
United States Merchant Marine Cadet
Corps Three units in English.
One and one half units in mathematics
359. What is the purpose of the Cadet from any of the following or any combina-
Corps ? tion of the following subjects:
Marine officers and deck and engineer officers. of study of the United States Merchant Marine
Cadet Corps, a thorough working knowledge
of algebra is absolutely essential. The can-
didates desiring appointment as Cadet-
360. What is the age requirement?
Midshipmen (Deck) should begin a study, or
review, of trigonometry immediately upon
Young men between the ages of 17 years 6
notification of approval of their application.)
months and 23 years of age are eligible.
One and one-half units in science from any
of the following groups or any combination of
such group:
361. Is entrance based upon appoint-
Physics Mechanical arts subjects
ment by Congressmen? Chemistry (for Cadet-Midshipmen
General science (E))
No. Young men are drawn from all over Aeronautics Vocational and workshop
the country on the basis of State quotas. Dur- subjects (for Cadet-Mid-
78
364. What papers are to aceoinpany the 367. Where are the basic schools?
application for appoiiitnieiit y
Basic schools are located at San Mateo,
(a) Certified transcript of the candidate's Calif.: Pass Christian. Miss.; and alsy at the
scholastic record forwarded from the Regis- U. S. Merchant Marine Academy, Kings
trar, or other official of the school, directly to Point, N. Y.
the Supervisor.
(b) Two certified copies of birth certifi- 368. Are any aptitude tests given?
cate (if of foreign birth, proof of citizenship), One of the first things a neu Cadet-
with application. In cases where birth certifi- Midshipman is required to do is to take a bat-
cates are not available, proof of citizenship tery of four aptitude tests and one personality
submitted nmst be of a nature acceptable to inventory. The young man's aptitude in read-
the Navy Department for establishing citizen- ing comprehension, mathematics, mechanical
ship for appointment as a midshipman in the ability, and his general psychological develop-
Merchant Marine Reserve. ment are all tested. These examinations are
(c) One full-face 21/0- by 2l/2-ir>ch photo- not qualifying or disqualifying, but they do
graph attached to application. provide a rather accurate index both as to his
(d) Three letters from responsible Ameri- development and skills along the lines tested.
can citizens, including, if possible, one of the
candidate's secondary school teachers, attest- 369. What is the length of the course?
ing to the moral character of the applicant.
Wartime necessities have required a cut
from 4 years to 18 months.
79
Wheel in Hand Looking Over ihe Lay of the Land
Aim . . .
80
Cargo
A reading course in naval science is also From the sea project for Cadet-Midshipmen
(^engine) assigned to steam vessels:
required for both Deck and Engine Cadet-
Midshipmen. 1. If you were told to shift the auxiliary
The 6 months' sea training period empha- exhaust steam from the condenser to the atmos-
sizes the practical side of the Cadet-Midship- phere, what valve would you open ? Where is
man's course. A few academic courses are this valve located on your ship?
carried on aboard ship, but at least 75 percent 2. Why are all the lights in your engine
of the work at sea is done in the practical sea room enclosed in a heavy glass globe and wire
project. A ship is a full-sized laboratory and guards?
while aboard a Cadet-Midshipman should be 3. State in detail everything that must be
guided in such a manner that he becomes done to start the fire pump in your ship, nam-
familiar with every item of equipment and the ing all valves, controls, switches, etc., in proper
Midshipmen (Deck) aboard cargo and passen- culating water through the main condenser in
ger vessels, Cadet-Midshipmen Deck aboard ( ) case the main circulator broke down? De-
tankers, Cadet-Midshipmen (Engine) aboard scribe the steps to follow if this shift becomes
steam vessels, and Cadet-Midshipmen (En- necessary.
gine ) aboard DieSel vessels. 6. Make a diagrammatic sketch of the
To illustrate the manner in which the sea steam smothering system on your ship, show-
project has been laid out, the following sample ing the location of master and hold valves.
questions are given
373. What course of study is followed
during the 9 months of advanced work?
From the sea project for Cadet-Midshipmen The advanced course of training endeavors
(^deck) assigned to passenger or cargo vessels:
to bring Cadet-Midshipmen to as high a de-
(a) What is its purpose? gained at sea and the laboratory work which
(b) By whom is it operated? forms part of the advanced course. This is
(c) What record is kept of its operation? an intensive period of training which covers
(d) What signals can be given on this 36 weeks. The course of study is as follows:
82
Shooting the Sun
Communications Practice
Courses for Both Deck and Engine Cadet- First aid and lifeboats; abandoning ship
Midshipmen procedure and training; swimming; small
Advanced naval science boat drills; physical conditioning; survival in
Competitive athletics
lifeboat or liferaft.
Evening lectures, inspection trips, etc., are also
required.
376. For what does the training prepare
374. Is naval science required? a Cadet-Midshipman?
Since all Cadet-Midshipmen of the United
At the end of the 18 months of training
States Merchant Marine Cadet Corps are en- Cadet-Midshipmen Deck are eligible to take
( )
rolled as Midshipmen in the Merchant Marine the examination for third mates and Cadet-
Reserve of the U. S. Naval Reserve, naval Midshipmen (Engine) are eligible to take the
science for both the basic and advanced exaiuination for third assistant engineer and
courses is required. In addition, before a
after receiving licenses they are qualified for
diploma is awarded, each graduate must ap- such duties as officers in charge of watches on
ply for and accept his commission as ensign deck and in the engine rooms of the U. S,
in the U. S. Naval Reserve. Merchant vessels. Some graduates enter ac-
375. What phases of safety at sea are
tive duty with the Navy services aboard Naval
studied? vessels.
REFERENCES
GENERAL REFERENCES Flicker, Executive Secretary of the above
Association.)
1. Army-Navy Guide. Foreword by George
A. Herbst. New York, Crown Publishers,
1942. 320 p.
2. Opportunities in the Armed Forces. Max-
ARMY
well Lehman and Morton Yarman. New 6. Information relative to the appointment
York, The Viking Press, 1942. 418 p. and admission of Cadets to the U. S. Mili-
84
NAVY COAST GUARD
10. Circular for the information of persons 20. Regulations governing appointments to
desiring appointments as ofTiccrs, cadets, cadelships in the U. S. Coast Guard.
midshipmen, or nurses, or enlistments in Washington, D. C, U. S. Coast Guard.
the United States Naval Reserve. Wash- Revised 1940. 26 p.
ington, D. C, Navy Department, January 21. Deeds of Valor. Washington, D. C, U. S.
1942. Coast Guard, 1943. 30 p.
11. Regulations governing the admission of 22. United States Coast Guard — Its Purpose
candidates into the United States Naval and Activities in War and Peace. Wash-
Academy as midshipmen, and sample ex- ington, D. C, U. S. Coast Guard, 1942.
amination papers. Washington, D. C, 31 p.
Navy Department, June 1943. 75 p. 23. The United States Coast Guard Academy.
12. The United States Navy. 77th Congress, Washington, D. C, United States Coast
1st Session. (Senate Document No. 58) Guard, 1941. 23 p.
84 p. 77th Congress. 2d Session. Senate 24. Catalogue of Course of Instruction at the
Committee Print No. 3, Feb.. 25, 1942. United States Coast Guard Academy,
For sale by the Superintendent of Docu- 1943^4. New London, Conn., United
ments, Washington, D. C. 15 cents. States Coast Guard Academy, September
13. Helpful Hints to the Navy Recruit. Wash- 1943. 15 p.
ington, D. C, Recruiting and Induction
Division, U. S. Navy, Navy Department.
Aug. 27, 1943. 33 p.
MERCHANT MARINE
14. Jobs in Naval Aviation. A chart issued 25. United States Merchant Marine Cadet
by the Occupational Information and Corps. Washington. D. C. U. S. Mari-
Guidance Service, U. S. Office of Educa- time Commission, War Shipping Admin-
tion; and the Navy Bureau of Aero- istration, 1942. 64 p.
With the Navy Ship Repair Units. Wash- 26. Army Regulations No. 615-26. Enlisted
ington, D. C, Navy Department, Oct. 27, Men — index and specifications for civil-
1943. 29 p. ian and military occupational specialists.
War Department, Sept. 15, 1942. $1.25.
MARINES
27. Military Service —Army, Army Air
Forces, Navy, Marines, Coast Guard,
17. Your Career as a U. S. Marine —with Nurses. Walter J. Greenleaf and Frank-
chart of grades of noncommissioned offi- lin R. Zeran. U. S. Office of Education,
cers. 1941. Vocational Division Bulletin No. 221,
18. U. S. Marines. Descriptive leaflet. 1941. 1942. 48 p. 10 cents.
lip- 28. 26 Job Opportunities in the U. S. Army
19. U. S. Marine Corps Reserve information Air Forces. A chart issued by the U. S.
for candidates for commission. 1942. Office of Education and the U. S. Army
48 p. Air Forces, 1942. 10 cents.
85
29. Pre-Aviation Cadet Training in High 42. Aviation Cadet. Henry B. Lent. New
Schools. U. S. Office of Education, Leaf- York, The Macmillan Co., 1941. 175 p.
let No. 62. 17 p. 5 cents. 43. Flying Fleets. S. Paul Johnston. New
30. Education for Victory. (Biweekly peri- York, Buell, Sloan, and Pearce, 1941.
odical.) U. S. Office of Education. $1 a 188 p.
year. (24 issues.) Current articles on 44. He's in the Navy Now. Lt. Comdr. John
occupations, guidance, and the Victory T. Tuthill, Jr. New York, Robert M.
Corps. McBride & Co., 1941. 256 p.
31. Opportunities in the U. S. Merchant 45. U. S. Naval Academy. Compiled by
Marine. Franklin R. Zeran. U. S. Office WPA. New York, Bevin-Adair Co., 23
of Education, Vocational Division Leaflet E. 26th St., 1941. 158 p.
No. 9, 1942. 15 p. 5 cents. 46. The United States Navy. Bavid I. Walsh.
32. Selective Service Regulations. 3d Edi- For sale by Superintendent of Bocuments,
tion, 1943. Loose-leaf form. SI- Washington, B. C, May 16, 1941. 84 p.
33. Summary of Ranks and Rates of the U. S. 15 cents.
Navy. NAVPERS-15004, May 1943. 47. Know Your Navy Now! Francis A. Ford.
5 cents. New York, Cornell Maritime Press, 1943.
84 p.
48. Naval Reserve Guide. Guido F. Forster
ARMY and Edwin Laird Cady. New York, Cor-
34. The Army in Review. Curtis L. Erickson. nell Maritime Press, 1943. 329 p.
New York, E. P. Button & Co., Revised 49. Annapolis: Gangway to the Quarterdeck.
Baumer, Jr. New York, Robert M. 50. Annapolis Today. Kendall Banning.
McBride & Co., 1941. 255 p. New York, Funk & Wagnalls, 1941. 5th
36. The Army Engineers in Review. Capt. Edition. 364 p.
Burr W. Leyson. New York, E. P. But- 51. The Bluejackets' Manual. United States
ton & Co., Inc. 1943. 202 p. Naval Institute, Annapolis, Md., 1940.
37. New Soldier's Handbook. The Infantry 784 p. 90 cents.
86
56. The Marines in Review, Norman V. Car- 58. What the Citizen Should Know About the
lisle. New York, E. P. Button & Co., Merchant Marine. Carl D. Lane. New
1943. 192 p. York, W. W. Norton & Co., Inc., 1941.
201 p.
MERCHANT MARINES
57. Full Ahead! A Career Story of the
American Merchant Marine. Felix Ries- 59. Youth and the Sea. John J. Floherty.
enberg, Jr. New York, Dodd, Mead & Philadelphia, J. B. Lippincott Co., 1941.
Co., 1941. 276 p. 238 p.
INDEX
[Numbers refer to questions]
87
Cadet-Midshipman Inoculation:
Deck 362, 371, 372, 376 Army 83
Engine 362, 371, 372, 376 Navy 238
Cavalry, Army 93 Interviews:
Chemical Warfare, Army 93 Army 87
88
Physical examinations —Continued. Specialist service schools — Continued.
Induction station 40 Maritime Service 350
Marine Corps S'Mi Navy 246,251
Maritime Service 349 Steward's Branch, Navy 253
Navy 222, 238, 239 Tank Destroyer, Army 93
Reception center 83 Transportation Corps, Army 93
Replacement training center 104 United States Coast Guard Academy:
Selective Service 34 Admissiim 321, 323, 324, 326, 327, 328
Pilot 165, 180, 181, 182, 183, 184 Commission 332
Quartermaster Branch, Marine Corps 340 Length of course 333
Quartermaster Corps, Army 93 Pay 350
Radio operator. Maritime Service 346,350,352 Purpose 320
Ratings for noncommissioned personnel 50 Required units 325
Reception center 81-100 Requirements 322
Religious service 229,319 United States Merchant Marine Corps:
Replacement training center 101-107 Basic training 367,371
Seabees: Pay 365
Advancement 258 Purpose 359
How to get in 260 Qualifications 350, 360, 361, 362
89
PHOTOGRAPHIC CREDITS
Army: Cover and Title Page.
U. S. Army Signal Corps: pages 7, 8, 15, 18. and 20.
90
NATIONAL POLICY COMMITTEE FOR
THE HIGH-SCHOOL VICTORY CORPS'
Chairman: eddie rickenbacker, World War I Flying Ace.
WAR DEPARTMENT
J.Douglas Brown, Consultant to the Secretary of War.
Colonel Chazal, War Department General Staff, G-3 Division.
Maj. A. £. BoUDRKAU. Office, Director of Individual Training, Head-
quarters. Army Air Forces.
NAVY DEPARTMENT
Joseph W. Barker, Special Assistant to the Secretary of the Navv.
Lt. Comdr. Malcolm P. Aldrich, representing the Office of the Assistant
Secretary for Air, Navy Department.
DEPARTMENT OF COMMERCE
Civil Aeronautics Administration.
William A. M. Burden, Special Aviation Assistant to the Secretary of
Commerce.
CIVILIAN AVIATION
* Members of the National Policy Committee fm the High-School Victory Corps were especially helpful
in lieveloping the general plan for the book, in advising during its preparation, and in reviewing the
manuscript.
OFFICE
UNITED STATES GOVERNMENT PRINTING 19 4 4
WA SHIN GTON
of D o c « m e n ts, LI. S. Government Printing Office
For sale by the Superintendent
Price 20 cents
Washington, 1) . C •