xt769p2w6r0z https://exploreuk.uky.edu/dips/xt769p2w6r0z/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1937-08 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Safety Education", vol. V, no. 6, August 1937 text Educational Bulletin (Frankfort, Ky.), "Safety Education", vol. V, no. 6, August 1937 1937 1937-08 2021 true xt769p2w6r0z section xt769p2w6r0z

Published by

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Puhlic Instruction

ISSUED MONTHLY

95 Entered as second-class matter March 21, 1933, at the post offlce at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vo|.v 0 August, 1937 0 No.6

LIBRARY
UNIVERSITY OF KtNTUCKY

FOREWORD

This bulletin deals with materials of safety education for school
children. It was prepared as a preliminary report of the subcom-
mittee on elementary education of which Mary May Wyman is
chairman. It is hoped that in the near future there will be prepared
actual teaching units for use in teaching safety to children.
Because of the valuable suggestions which this report contains, and
because I believe these suggestions should be made available at once
for use in the schools of this state, this report is being published as

a bulletin of the Department of Education.

H. W. PETERS,

Superintendent Public Instruction.

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LIBRARY
UNIVERSITY OF KENTUCKY

EDITOR 'S PREFACE

This bulletin is a preliminary report of the Subcommittee on
Elementary Schools, a part of the Committee 011 Safety Education
of which Superintendent H. W. Peters is Chairman. The Committee
on Safety Education, through its various subcommittees, is seeking
to plan a program whereby school children will be taught to live

more safely.

This report is not the ﬁnal report of the committee. It deals
more with the materials of safety education than with methods of
teaching safety. In the very short interval between the formation

. of this safety committee (May, 1937) and the preparation of this

report, it was not possible to collect materials from the schools,
showing how safety may be taught successfully.

Successful safety teaching can be measured effectively in terms
of diminishing accidents. It is therefore hoped that schools Will
keep records of all accidents.

I11 order to further the work of teaching safety to children and
to make possible another bulletin presenting actual teaching units,
the cooperation of teachers, principals, supervisors, and superin-
tendents is earnestly requested. The committee hopes that as teach-
ers develop units of work they will send them to the Chairman
of this Subcommittee for inclusion in the ﬁnal report.

The Committee is grateful to Miss Marian L. Telford of the
National Safety Council, and to Mr. Frederick Archer, Chairman of

the Child Education Committee of the National Safety Council, for
helpful criticisms. I

Respectfully submitted,

MARY MAY WYMAN, Chairman
Subcommittee, Safety Education
in Elementary Schools.

KENTUCKY STATE SAFETY COMMISSION
ADVISORY COMMITTEE

A. B. Chandler
Governor
G. Lee McClain
Adjutant General
T. H. Cutler
Highway Engineer
H. W. Peters
Supt. of Public Instruction
J. W. Jones
Assistant Attorney General

Dr. J. F. Blackerby
Dir. State Vital Statistics
E. O. Huey
Supt. of Highway Patrol
H. Clyde Reeves
Asst. to Commissioner of
Revenue
\V. H. Hansen
Supervisor of Safety
Secretary

Miss Ma
Lou:

Dr. J ess‘
Lexi

Miss A111

Miss Etl
ton,

Dr. H. ]

mon
Mr. J 0111
Dr. R. A
Mr. Jam
Vers
Mr. N. C
Miss Na]
Lexi
Dr. Will
Grec
Mr. W,
ville

DP. Jami
Mur

Miss Vir
Cour
Mil'. Roy

L‘ of

COMMITTEE ON SAFETY EDUCATION
for

ELEMENTARY SCHOOLS

Miss Mary May Wyman, Chairman—Louisville Public Schools,
Louisville, Ky. (Dir. Health and Safety Education).

Dr. Jesse E. Adams, Director, Summer Session, University of Ky.,
Lexington, Ky.

Miss Anna L. Bertram, Supt. Lewis County Schools, Vanceburg, Ky.

Miss Ethleen Daniel, Training School, University of Ky., Lexing-
ton, Ky.

Dr. H. L. Donovan, Pres. Eastern State Teachers College, Rich-
mond, Ky.

Mr. John A. Dotson, Supt. of Schools, Benham, Ky.
Dr. R. A. Edwards, Eastern State Teachers College, Richmond, Ky.

Mr. James B. Heird, Supt. Woodford County Public Schools,
Versailles, Ky.

Mr. N. O. Kimbler, Supt. of Schools, Henderson, Ky.

Miss Nan Lacy, Elementary Supervisor, Lexington Public Schools,
Lexington, Ky.

Dr. William Matthews, Western State Teachers College, Bowling
Green, Ky.

MF- Wll H. McFarland, Supt. Bullitt County Schools, Shepherds-
“ e, Ky.

Dr. James T. Richmond, Pres. Murray State Teachers College,
Murray, Ky,

Miss Virginia Wheeler, Supervisor of Health Education, Jefferson
County Schools, Louisville, Ky.

MT' Roy Stewart, Murray State Teachers College, Murray, Ky.

Unit I.
Unit 11.

Unit III.

Unit 1.

Unit II.

Unit 111.

TABLE OF CONTENTS

. Page
What Is the Place of Safety Education in the Modern
School Program? . 11
Principles Underlying Safety Education
Living Safely at School
Safety Instruction in the Classroom
Other Safety Activities
How Can the Schools Plan for Safe Living at Schools? ............ .15
Every Type of School Has Problems
Building and Grounds Surveys
Records of Accidents
The Junior Safety Council
The Junior Safety (School Boy) Patrol
School Shop
The Gymnasium and Playground
Special Occasions
How Can We Educate for Safety? .................................................. 24
Part I. Street and Highway Safety
Some Facts about Street and Highway Safety
Obeying Signs and Signals
Walking on Left Side of Road
Traffic Officers and Highway Police
Accident Records
Some Teaching Suggestions
Part II. Safety in the Home 27
Homes Are Frequently Dangerous Places
Many Types of Accidents Occur in Homes
The Farm Home
Suggestions for Teaching:
Home Inspections
Plays and Dramatizations
Enlisting Parents
Part III. Fire Prevention 32
Preventing Fires at School
Fire Drills
What Do Children Need to Know about Fire
Prevention in the Home?
Teaching Children How to Prevent Fires
Part IV. Safety at Play 38

Play Spaces
Bicycles
Skates—Roller and Ice

Unit IV.

Appendix.

TABLE OF CONTENTS—Continued

Page

Coasting
Kites
Other Dangerous Toys
Play on the Farm
Hunting
Swimming
Railroads:

“Hanging on”

Hitch Hiking
Teaching Suggestions

Part V. First Aid 46
Close Relationship between Safety and First Aid
Teaching First Aid
First Aid Cabinets at School

.48

What Materials Are Avialable to Help the Teacher?‘...
Some Pointers about Materials

Curriculum Material

Administration and Supervision

Supplementary Texts and Readers

Films

National Organizations Interested in Safety

Material Relating Speciﬁcally to Farm Safety

Form for Fire Inspections of Schools ............................................ 56
Form for Inspecting Homes

SAFETY EDUCATION

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Unit I

WHAT IS THE PLACE OF SAFETY EDUCATION IN THE
MODERN SCHOOL PROGRAM?

Education in safety is essential in the school program. Chil-
dren must be taught safety if they are to survive long enough
to fulﬁll the State’s required attendance at school. There is no
choice left to school authorities; children must be taught how to
protect themselves in the modern world. Safety education, more-
over, exempliﬁes the philosophy of education to which most of us
subscribe. The old idea that schools exist solely as a preparation
for adult life is out-moded. Education today strives to enable
children to live more effectively each succeeding year, for the entire
period of life. There should be no need for wasteful adjustments
and painful readaptations in later years when education ceases to

_ occupy all of one ’s time. Children learn to do by doing, and they
develop desirable habits and attitudes by experience. To learn, one
must experience situations. Safety education oﬁers abundant op-
portunity for developing attitudes that permit immediate protec—
tion as well as offer ultimate rewards.

The hazards to life are increasing. Men have learned how to
invent machines, but in many respects men do not know how to
control the machines. Most of the difficulty, today, exists because
there is not a clear recognitiou and analysis of the problems
involved. Children must be made safety-conscious; they must
desire safety; and they must learn how to recognize and classify
the dangers and problems. They need opportunity to propose
solutions and to test the proposals until satisfaction is attained.
Knowledge is necessary, but does not rank in importance with
attitudes and habits of safe-living.

Safety education should aim to help children meet emergencies
as they arise. Children could be kept reasonably safe at school by
having regulations set up, negations deﬁned, and life regimented.
S11011 a program, however, would not educate. An adequate educa-
tion in safety permits children (1) to participate in the planning of
the program; (2) to develop attitudes toward safety; (3) to form
certain routine habits that protect from ordinary and common haz-
ards; (4) to acquire whatever safety knowledge is useful; (5) to
IW11 to use and improve these safeguards established by society;
and (6) to develop independence in caring for themselves, A ,

11 ’ i ' 7

Living Safely at School

Although children must learn to live in a world where hazards
are increasing, the schools should be as safe as it is humanly possible
to make them. The building itself should meet accepted standards
of construction and maintenance. The routine of school life should
permit safe practices. The school system owes it to the child to
offer every protection so that there can be no injury to hinder
normal development, or to maim his body. Every precaution should
be taken to provide equipment that is safe. Cogs, belts, and dan-
gerous parts should be guarded. Safety guards should not only be
installed, but should be used. Unfortunately, expensive guards are
frequently thrown aside when machines are used.

The best constructed steps in the country may be the scene of
many accidents, if children are permitted to crowd and push, to
carry sharp tools carelessly, or to run up and down steps two at a
time. The school environment is very real in the life of the child.
The child learns unconsciously from what he sees in the school.

Those who use machines should be required to operate machines.

with safety guards in use.

Every person in the school building is a teacher to the child.
Therefore, everyone in the school should be safety~minded. The
janitor exempliﬁes safety principles as he accomplishes his work,
often more forcefully than the teacher in the classroom discussions.

Safety Instruction in the Classroom

The school building and school routine have their place in the
safety program. They may be considered as part of the laboratory
where theories are applied. Instruction in safety is essential, no
matter how ideal the building, if there is to be real safety. Lessons
in safety may be direct or may be integrated with other types of
school work. The method used of necessity must vary with the
situation and with the age of the child. One guiding principle
should dominate all safety teaching—the teaching Should be an
honest effort to modify behavior. Whatever is taught should be
within the environment of the_child.

Instruction should be positive rather than negative. It should
not deal with the gruesome details of accidents, nor should it incul-
cate fear. It should develop wholesome attitudes—safety for more
and better adventures.

The best teaching situations are those that arise in the life 0f
the child._ The best way to come to school, how to cross the street

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the life of
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or highway, how to handle scissors, knives and pencils, .etc., are real
problems.

Experience in the whole of the United States over a period of

years, reveals that the majority of accidents happen in the home and ,

when parents alone are responsible for their children. Safety edu-
cation, then, must seek to utilize situations that occur in the home
and in life outside of school. There must be a consistent effort to
have safety instruction carry over into life as it is lived, in school
and elsewhere.

Instruction must be consistent and continuous. One cannot
teach safety at the beginning of the school year, and think that the
job is done. Nor can one teach safety this year and neglect educa-
tion in safety next year.

Other Safety Activities

Many schools ﬁnd that their safety programs are enhanced by
organizing a junior safety council. This council may be thought
of as a steering committee for safety for the whole of the school.
It has been the experience of many schools, that this body functions
best when it is a representative group elected by the students and
aided by one of the teachers. The council should attempt to solve
the safety problems of the school. If it is to be an organization in
name only, it is best not to clutter the school with an organization,
but to conﬁne the efforts to classroom instruction.

Some schools have excellent safety committees as part of the
Student council organization. These committees may be very effec-
tive, and where there is an active student council and no real need
for another organization, the committee can function admirably.

On the whole, such organizations are more purposeful if they
meet during school time. It should be considered by students and
teachers an honor to serve on the safety body.

Safety Patrols form an interesting and desirable activity as a
part of the school safety program. In no sense of the word should
a patrol be considered as the school safety program—it is only one
Phase of school activity and provides for training in leadership for
a small part of the school group. Safety patrols should be organized
under the direction of school authority, subject to regulations
aDproved by the principal of the school. Local and state police,
luncheon clubs, and other civic organizations frequently give excel-

lent help in organizing and equipping patrols. This assistance is
usually welcome and carefully given.

l ‘ . The only reason for the existence of school patrols is that of
‘l : education. They should not be organized to save the community
} the expense of proper protection for the children by qualiﬁed police.
; The National Safety Council has worked out a pamphlet out-
i lining the work of the patrol. (See Bibliography, Unit IV.) The
: council insists that patrol members should aid children in such a H0
‘ 1 way that the patrol makes no effort to stop vehicular trafﬁc. Patrols
do excellent work when trafﬁc is not too heavy, and frequently l
i aid the policeman assigned to the intersection by holding back the SChO
children until the policeman gives permission to cross the street or cons
l roadway. Older, responsible children should be the ones permitted ings
l to perform this service, and a position on the patrol should be con- bettc
‘ sidered an honor.' Children should be allowed to serve only when scho
. written consent of the parents is on ﬁle in the principal’s ofﬁce. ‘ ment
’ ‘ , These school organizations will be discussed in detail in following 1 great
chapters. and
_ . man;
? Safety education, then, has a well-deserved permanent place in 50110(
. the school program. Teachers should utilize every opportunity to .
I make education in safety real and vital. Knowledge is a part of the [ a sp;
; 1 program, but attitudes and habits have an important function. All ( meta
g ‘ agencies in the community that can contribute to safety education Stow
' should be utilized, but the program should be directed and super- 1 their
; vised by school authorities. There are many situations where chil- Wood
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Unit II
HOW CAN THE SCHOOLS PLAN FOR SAFETY AT SCHOOL?

Every school building has problems of safety. Consolidated
schools and newer buildings in towns and cities are more carefully
constructed than are older one-room schools and many of the build-
ings still in use in towns and cities. While the larger schools have
better equipment, there are other types of problems in these
schools—those involved in the management of playground equip-
ment, gymnasium, bus transportation and the dangers incident to
greater numbers of children. For these reasons, there are common
and special problems, building construction, ﬁre prevention, pupil
management in the building, etc., which apply to all types of
schools.

Rural schools, and “portables” attached to larger schools have
a special problem in heating. All stoves should be provided with
metal jackets, metal ﬂoor plates, and good, secure stove pipes.
Stoves should not be placed too near the exit or too close to chil-
dren’s desks. Stove pipes should not be run through cloak rooms or
wooden partitions. There should be an emergency door in the side
of the room, so placed that a ﬁre originating with the stove will not
block its use as an exit.

The proper maintenance of a ﬁre may be the occasion for excel-
lent safety lessons that have a direct value in the home life. Many
children have seen adults at home use coal oil to kindle ﬁres. The
danger of this practice should be taught clearly. Positive teaching,
demonstrating the proper way to lay a ﬁre so that kerosene is not
needed, may result in the saving of life. Explosive substances—
coal oil (kerosene), naptha, gasoline—should never be kept at
school. In school shops where a small amount of gasoline is neces-
sary, such substances should be kept in a ﬁreproof can approved
by the Board of Fire Underwriters.

Doors in all school buildings should open outward. No school
building can be considered as “safe” where there is but one exit.
Windows should be considered as possible exits in buildings with
only one door, and these should be kept in such a condition that
they Open easily. In all school buildings, exits should be kept clear.
D001‘ locks should be kept in good repair and no door (or gate to a
fence) should be kept locked during the school day.

l
i
f
t

Every regulation concerning school buildings has as its prime
purpose the safety of the children. For that reason, every attempt
should be made to carry out regulations, not only to the letter, but
in the spirit of the law.

Building and Ground Surveys

Surveys should be made each year to determine the safety
aspects of the school. Many suggested forms are available. Such
surveys should be very simple. Students should make these surveys
under teacher guidance. Older children can list the points to be
watched and thus make their owu survey. If undesirable situations
are found, remedies should be suggested. These points should be
taken to whoever is responsible for the building.

It is well to remember that about one-ﬁfth of all accidents
happening at school occur on stairs or in corridors and about one-
third occur in the gymnasium. Children in the sixth, seventh, and
eighth grades experience more accidents than younger children.

Keeping Records of Accidents

Ideally, a record should be kept of all accidents that happen to
children at all times—when the parents as well as the educational
system are responsible for the child. Such a record is valuable in
planning the entire safety program. Even though complete acci-
dent reporting is not a part of the procedure, a meticulous record
of all accidents that occur in school should be kept. These reports
should be analyzed and tabulated throughout the years. Each
should be studied so that a repetition does not occur. If the under-
lying cause is found in building conditions, such as a needed light,
a repair that should have been made, etc., it should be remedied. In
like manner, if procedure is to blame—the way the children pass,
the route used, etc..~new procedures should be tried. Frequently;
accident records convince city or county authorities that certain
inter-sections need safeguarding when children are going to or from
school. And the Kentucky Education Code states that “each
teacher in the public school is authorized and directed to hold pupils
to a strict account for their conduct in school, on the way to and
from school, etc.” (Section 4503—4 Commonwealth of Kntucky
Statute.) Safety of pupils is a part of this conduct.

It is surprising to note how much the children can contribute to
projects of this type. Often they see dangers inherent in a situation
before an accident occurs. They can and do make valuable sugges‘
tions concerning procedures at lunch time, at dismissal, in Ways 0f
distributing materials, etc. ‘

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STUDENT ACCIDENT REPORT

Every child in the public schools of Louisville is to report on this card
evel‘y accidental injury which requires doctor’s attention or which keeps
him out of school one-half day or more. Teachers should ﬁll out reports
where children injured are unable to do so for any reason.

WHO WAS H U RT?
Name ............................................................ Address ..................................................

Age ____________ Sex ____________ School attended .................................................. Grade ............
WHEN DID ACCIDENT HAPPEN?
qup ....... . _. Time A. M. . P. M.

WHERE DID ACCIDENT HAPPEN?

At school ............ If so, in building or on playground?

On the street? ............ If so, where?..

Was this an automobile accident?

If on the street, was it on the way to school? ................ From school? ................

At home? ................ If so, was it in the house? ................ Outside house ................

If somewhere else, state where .....................................................................................

HOW DID ACCIDENT HAPPEN?

What was person doing when hurt?
(Playing baseball, crossing street, jumping

1'0De,cli1nbing stairs, sawing wood, washing dishes, building ﬁre, etc.)

Describe the accident ....................

(

Bl‘Oken arm, fractured skull, cut ﬁnger, bruised toe, burned hand, etc.)

Was a ‘10“01‘ called? ............ If so, state his name and address ................................

umber 0f days kept from school

Signature of Teacher

Form suggested by National Safety Council. These forms may be pur.

chased or schools may print them.

(There were ......

SUGGESTED FORM FOR KEEPING ACCIDENT RECORD.
STUDENT ACCIDENT SUMMARY. Month of ............................................. , 19‘
School No. of school days in above month;
.accidental deaths this month. Copies of original report card;

covering them are attached.)
Students Killed and Injured, by Grades

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School Buildings

Classrooms and auditorium

Laboratories ________________

Vocational shops ________
Domestic science dept.

Gymnasium
Swimming pool and showers.
Dressing rooms and lockers .

Toilets and wash rooms _.
Corridors _____________________
Stairs and stairways W

Other building accidents .................................

School Grounds

Apparatus—swings ____________________________________ ,_ , __ , ._ . _ _, c ,
” —slides
“ —teeters __

“ —ba1‘s m,

“ —other
Athletics—baseball

” —football

“ —l)asketball

“ —soccer

“ —track events
Other organized games
[Running __

Unorganizedl Scuffling ._
Activities |Other falls .

[Other

Going to or from School

Motor vehicle accidents .
Other accidents ...................

Home Accidents

Falls
Burns, scalds, explosmns
Cuts and scratches _____________
Other home accidents _____________________

Other Accidents

Motor vehicle accidents
Other street and sidewalk
Playgrounds (not school)
Other places ...........................

Enrollments
Days lost—This month’s accidents ,, ,
Days lost this month from

previous months’ accidents ________________________

Report made by
One copy of this report should be sent each month to the Na
Council, 20 North VVacker Drive, Chicago, covering all schools in
maintain records.

Title ............... _

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The Junior Safety Council

A Junior Safety Council can be a very valuable part of the safety
program. To be successful, it must be organized for the one purpose
of being an organization to function for safety. The work must be
taken seriously by the teachers as well as the students. As a body,
it must be respected. \Vhere schools have active student body
organizations that have existed for a long time, it may be wise to
organize for safety as a committee 0f the existing organization.

Care should be taken to keep the organization simple. There
should be representatives from each classroom. Ideally, these rep-
resentatives should be elected by the children, although there are
effective councils where representatives are appointed by the teach-
ers. Two is usually the number chosen, and alternates to care
for absences provide smooth-functioning. The principal should del-
egate one teacher to serve as faculty sponsor, or meet with the
group himself. Meetings should be held twice each month; again,
some schools ﬁnd enough work to justify weekly meetings. Meet—
ings should be held in school time. One-room schools will probably
ﬁnd a safety committee more satisfactory than a council.

Where possible, a representative from the Parent-Teacher Asso-
ciation might well be included in the membership of the council.
This member can make contributions to make home safety more
vital, and could give valuable aid in enlisting the cooperation of the
parents in the problem of parents’ parking around school.

The council should elect its ofﬁcers. There should be no ﬁgure-
heads on the council. A president, a vice—president, and a secretary
are essential. Usually, there are no dues, and a treasurer is not
needed.

If there is a school-boy patrol, the captain should be a commit-
teeman in the council. He has a speciﬁc job to perform and due
honor should be paid for the faithful discharge of his duties. The
Safety council, always, under wise teacher-guidance, inaugurates
school surveys. It may be responsible for the accident reporting.
It studies potential hazards and makes recommendations both as to
the building and pupil procedure. Occasionally, meetings may be
g‘lven over to enjoying a speaker brought to the school for the occa-
smn. It may be proﬁtable on such occasions to have this meeting
0Den to all the classes in the school. Meetings, held as an assembly
program, are stimulating.

Some very successful councils follow the plan of having the
children formulate one or two points for the entire school to stress
during the interval between meetings. These points are based on

current problems. The sponsor writes these points on the board.
Children copy them and take them back to their classes. The older
children make carbon copies for the representatives in the ﬁrst and
second grades. The classroom teacher gives the representative an
opportunity to tell his class what'happened at the meeting. The
teacher plans at least one safety lesson so that each class will have
the opportunity to help solve the problem common to the school.
The faculty advisor is given opportunity to explain the work to the
teachers that the council is undertaking.

The safety council, then, as a sort of steering committee for the
whole school, helps to set up objectives, and aids in the choice of
subject matter for the classrooms. It represents an excellent oppor-
tunity for the ﬁnest type of pupil—participation in a work of perma-
nent value, in addition to being a training school for future leaders
in civic aﬁairs.

The Junior Safety Patrol

Another avenue for pupil participation is found in the junior,
or school boy, patrol. School authorities have acknowledged that
safety patrols have educational value. These have been listed as:
A school patrol may:

1. Provide training in actual situations encountered in life.

2. Represent a high type of individual and community duty, providing,

therefore, an excellent form of civic training.

Stimulate a spirit of service

Teach the-meaning of justice and law observance.

Develop qualities of leadership.

Improve morale and raise the standard of the entire school.

Exercise the best personal traits, such as self—control, self-discipline,

courtesy, and consideration of others.

8. As a direct product of the above, the goal of safety becomes, 01'
more nearly becomes, an actual attainment.

The size of the patrol is determined by the size of the school
and the number of intersections to be safeguarded—street or road-
ways and railroads. There should be enough patrolmen to pI‘OtCCt
all intersections, and a few substitutes are essential. The members
of the patrol should elect their captain and lieutenant. The Sllb'
stitutes should be chosen as the best remaining material after the
patrol has been selected.

The captain should be a boy with outstanding ability as a
leader. He must be reliable at all times. He will (1) aSSignihe
members to their posts of duty and keep a record of these aSSIgll-
ments; (2) inspect and supervise the patrol while on duty; (3) PTC‘

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