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EDUCATIONAL BULLETIN
i

 

 

 

 

CIVIL DEFENSE PROGRAM
FOR
KENTUCKY SCHOOLS

Published by

DEPARTMENT EIF EDUCATION

WENDELL P. BUTLER
Superintendent of Public Instruction

 

 

 

 

ISSUED MONTHLY

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

VOL. XX FEBRUARY, 1953 NO. 12

 

  

 

 

 

 

 

 

   
 
  
 
 
    
  
   
    
    
   
  
 
 
  
   

FOREWORD

This bulletin on Civil Defense has been prepared jointly by the
State Department of Education and the State Office of. Civil Defense.
The purpose of this bulletin is to help local schools and communities
throughout the State of Kentucky to plan their own program for
Civil Defense in accordance with the best information available at
this time. It should be emphasized that what is contained in this
manual is not considered “final” or “inclusive” but rather a guide to
be modified as circumstances require.

Our country is in a state of national emergency. \Ve are no
longer free from the danger of a devastating attack. The seriousness
of the world situation makes it imperative that school people make
whatever plans seem necessary in their community to save lives and
prevent unnecessary suffering in the case of a disaster.

The schools of Kentucky and the nation must accept the chal-
lenge and plan now for an emergency that. may arise tomorrow or in
the distant future. In planning programs we as educators should
keep in mind the positive value of Civil Defense instruction. We
should be sure that what is going on in the schools is contributing to
good citizenship for the atomic age in which we live. School ad-
ministrators should be sure that the school program becomes an
integral part of the local Civil Defense plan.

XVENDELL P. BUTLER

Superintendent of Public lnstruction

  

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Superintendent Public Instruction

 

 

 

 

 

 

  

 

 

 

MAJOR GENERAL J. S. LINDSAY
The Adjutant General of Kentucky

  

 

 

 

 

 

 

 

COMMITTEE FOR SCHOOL PARTICIPATION IN
CIVIL DEFENSE

\Vendell 1’. Butler, Superintendent of Public Instruction, Chairman,
Frankfm‘t. Ky.

Dr. Harry K. Dillard, Director School Health, State Dept. of Health,
Louisville, Ky.

Gilbert L. \Vhite, Deputy Director Civil Defense, Frankfort, Ky.

Dr. J. B. McQuown, Supt. Ashland City Schools, Ashland. Ky.

Henry L. Chambers, Superinteinlent McCracken County Schools,
l’aducah, Ky.

James L. Cobb, Principal Newport High School, Newport. Ky.

Miss Audry Maupin, Supervisor Clinton County Schools, Albany, Ky.

Miss Ida Feltschi, Principal Bellepoint School, Frankfort, Ky.

Sam Noe. Asst. Supt. Louisville City Schools, Administration Bldg,
Louisville, Ky.

T. K. Stone, Superintendent Carrollton City Schools. Carrolltou, Ky.

D. J. Carty, Director Public Relations, Eastern Ky. State College,
Richmond, Ky.

Dr. Don Cash Seaton, University of Kentucky, Lexington, Ky.

E. B. \Vhalin, Director Health and Physical Education, State Dept.
of Education, Frankfort, Ky.

:Rev. George Saffin, Holy Family Church, 3929 Poplar Level Road,
Louisville, Ky.

INSTRUCTIONAL MATERIALS COMMITTEE

1. Objectives and Point of View
Gilbert L. “Thitc Harry K. Dillard
Don Cash Seaton

2. Organization of School Curriculum

Samuel V. Noe :‘rilbert L. \Vhite
James L. Cobb George A. Saffin

Civil Defense and the School Curriculum
Miss Audrey Maupin
James B. McQuown Miss Ida Ueltschi
D. J. Carty E. B. \Vhalin

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518

p]

111
iii

 PREFACE

The importance of a Civil Defense Program in the schools to
meet the needs of an Atomic Age have not been fully realized by
many of the teachers of the state. Mr. \Vendell P. Butler, Superin-
tendent of Public Instruction, recognizing this need called together
a. group of school leaders, teachers, and representatives of other
professions on October 27 and 28, 1952, to discuss this important
problem.

This meeting was held in the office of the Superintendent of
Public Instruction. After two days of serious consideration of the
problem, the committee adopted certain recommendations. The con-
clusions and recommendations are a part of this Bulletin. These
materials should prove helpful to the teachers of the state in plan-
ning desirable Civil Defense Programs for the schools.

E. B. VVHALlN, Director
Health and Physical Education

519

 

 

  

 

 

 

 

 

 

 

ACKNOWLEDGMENTS

The Committee on Instructional Materials wishes to thank all
persons who contributed to the preparation of these materials
whether the contributions were made directly or indirectly. Several
individuals made valuable suggestions which were much appreciated
by the Committee.

The Committee is extremely grateful, to the Utah State Depart—
ment of Public Education for the permission to use materials eon—
tained in the Utah Bulletin, Design for Defense—The Role of Utah’s
Schools. leeognition is given to the publishers of the titles listed
as reterenee materials. From these titles the Committee obtained
some worthwhile suggestions.

The bibliography was prepared by a committee appointed by
the Ameriean Association for Health. Physical Education and Recre-
ation and released by the Federal Civil Defense Administration as
Part III ot‘ Education For Civil Defense In Health Instruction And
Physical Education.

520

 TABLE OF CONTENTS

 

Page

Foreword ................................................ 514

Preface .................................................. 519

Civil Defense Messages .................................... 523

Civil Defense Instruction .................................. 526

Suggested References ..................................... 527
Chapters

I Objectives and Point of View ........................ 528

Now, It’s Not Too Late ............................ 528

Kentucky Is A Peaceful State Now ................. 529

Preparation Prevents Panic ....................... 529

The Answer Is Simple 529

We Know 530

Civil Defense in the School ........................ 530

H Organization of School Curriculum ................... 532

School Personnel ................................. 532

Organizing the School .......................... 532

School District Superintendent .................. 532

Some Essentials for a Defense Program ............. 534

Emergency Measures ........................... 534

Signals and Drills .............................. 535

Shelters ....................................... 537

Non-School Shelter ............................. 538

Emergency Supplies 539

Utilities ....................................... 539

First-Aid and Emergency Care .................. 540

Emergency Use of School Buildings ............... 541

Fire Protection ................................ 542

Pupil Identification ............................. 542

521

 

 III Civil Defense and the School Curriculum ..............
w ‘ Curriculum Adaptation and Principles .............
V Curriculum Adaptations ........................

Guiding Principles .............................
The Elementary Curriculum .......................
“Tar Impact Upon Civilian Life ...................
Grade Level and Subject Matter ..................

Secondary Education .............................

 

Subject Areas and Learning Experiences ..........

z I ; Chart Showing .................................

 

 

 

 

 

 

 

 

 

IV State Civil Defense Organization ..................... '

Law Governing ................................ '

   

Page

543
543
543
544
544
544
546

 

Bibliography ............................................. * '

 
 
 
 
 
 
 
 
 
 
  
  
 

 CIVIL DEFENSE MESSAGES TO SCHOOL ADMIN ISTRATORS,

  

TEACHERS, PUPILS, AND PARENTS BY THE

GOVERNOR AND KENTUCKY CIVIL DEFENSE OFFICIALS

Message by the Governor of Kentucky:

\Vhat is the most priceless resource we have in Kentucky?
OUR YOUTH of course. The protection and education of this
group, the men and women of tomorrow, is a responsibility we
dare not Shirk.

“Torld tension has created a grave but unavoidable problem.
This problem is to teach our youth and citizens how to protect
themselves, their neighbors, their cities, their state and nation,
should war strike at home.

Our educators, I am sure, see the need and are ready and will-
ing- to equip our children of school age with proper Civil De-
fense instruction in the schools of Kentucky for such emer-
gencies.

There is no better antidote for fear than education. Children
can be very realistic. A well—instructed and informed youth of
Kentucky is our best preventive against emotional upsets.
Teachers of Kentucky, let me urge you to leave no stone un-
turned to properly teach Civil Defense to our youth.

LAWRENCE W. WETHERBY,
Governor of Kentucky

 
 
  
  
   
   
  
   
   
   
  
   
 
 

 

  

  

  

 

 

 

 

 

 

Message by the Director of Civil Defense:

 

 

 

  

America is no longer free from the danger of a devastating at-
tack. The atomic age has changed our way of life and the
change makes it necessary for new planning, teaching, living,
and cooperating.

I would urge the schools of Kentucky to accept the challenge
and plan for any atomic emergency that may arise tomorrow
or in the distant future. In program planning, education
should at all times keep in mind the values of Civil Defense
instruction.

Students, teachers, and administrators should not only be aware
of the physical danger of an atomic attack upon our schools and
school facilities, but also the possibilities of destroying the

faith we hold in the worth of our American School System and
ideals.

It is my hope and aim that Civil Defense will be taught in
every classroom in Kentucky.

J. S. LINDSAY, Director

Civil Defense of Kentucky

 

 Message by the Deputy Director of Civil Defense:

I am deeply aware of. the “grass roots” effort that is being: made
by the citizens of Kentucky to develop the Civil Defense
strength of Kentucky on the local level. For disaster relief in
the event of an atomic attack upon our nation, a practical plan
for self help is necessary. I am fully aware of the untiring‘
efforts of the Ground Observer Corps and the most vital need
of its organization to assist radar.

Civil Defense is a long range program. In the event of \Vorld
War III, our survival may depend upon how well the youth and
citizens of this nation have been taught and instruteed in Civil
Defense. Civil Defense is the business of all Americans re-
gardless of race, religion, politics, or color.

No doubt your only reward will be the knowledge within your
own heart that you have fully given yourself on behalf of the
youth of Kentucky and the cause of American justice. free—
dom, and democracy. What is a better reward! It was the
faith of our fathers.

The schools of Kentucky I hope will plan a full Civil Defense

program on a long term basis for the defense of our nation.

GILBERT L. WHITE, Deputy Director
Civil Defense of Kentucky

 

 

 

   

 

 

 

 

 

 

 

 

 

 

CIVIL DEFENSE INSTRUCTION

An effective program of civil defense for the schools calls for a
”specially trained and well qualified” school personnel teaching
and non-teaching. An adequate knowledge and understanding of
the program, a desire for active participation, and an abiding faith
in the enterprise 011 the part of the school staff are essential factors
in a successful program.

 

The \Visconsin bulletin on civil defense, School in Civil Defense,
contains a number of statements on teacher training. Among the
statements are these:

“There is a need for an over—all civil defense plan in every school.

To make it worthwhile, there should be a period of orientation
for faculty members and teacher trainees, as it relates to the
national, state, and local levels, particularly as it relates to their
own school.

“Conferences of teachers should be held to determine how best
they can put into action the basic concepts and principles dis-
cussed in this plan. They should set up a civil defense organiza-
tion toi implement their civil defense program.”

For good instruction the civil defense program must be well
organized. The objectives should be precise and definite. The sub—
ject matter and activities should be properly selected. Effective
teaching methods need to be devised.

Pupil instruction in school civil defense needs to be adapted to
the different grade levels with adequate provision made for indi-
vidual differences. The program should be sufficiently flexible to meet
the different community needs. Civil defense may be taught as a
separate subject or units, or it may be correlated with other sub-
jects. Selecting the subject matter and devising the teaching meth-
ods rightfully belong to the local school personnel.

 

  

 SUGGESTED REFERENCES

Georgia State Department of Education. Civil Defense Manual for
Georgia. Department of Education, Atlanta, Georgia.

Utah State Department of Instruction. Design for Defense: The Role
of Utah’s Schools. Department of Instruction, Salt Lake City, August,
1952. (Parts I—II)

Minnesota Department of Education. School Civil Defense. De-
partment of Education, St. Paul 1, Minnesota, 1952.

Virginia Department of Education. A Guide for Organizing the
School for Civil Defense. State Department of Education, Richmond,
Virginia,, September, 1951.

Oregon State Department of Education. Civil Defense Manual Ore-
gon Schools. State Department of Education, Salem, Oregon, March,
1952.

Wilson, Richard C., Editor. Schools in Civil Defense. State Civil
Defense Education Advisory Council, Wisconsin, 1951.

Federal Civil Defense Administration. United States Civil Defense:
Civil Defense in Schools, TM—lB-l. United States Government Print—
ing Office, Washington 25, D. G, April, 1952.

American Association for Health, Physical Education and Recreation
and Federal Civil Defense Administration. Education For Civil De-
fense In Health Instruction And Physical Education. National Edu-
cational Association, Washington, DC, 1952.

527

 

 

  

 

 

 

 

 

 

 

 

 

 

 

CHAPTER I

OBJECTIVES and POINT OF VIEW

NOW, IT’S NOT TOO LATE!

The United States, your state, and your own community and
home are all vulnerable to a devastating attack with atomic weapons
and chemical and biological warfare. \Ve know that those who
would destroy us have both the weapons and the air power to do so
right now. This threat to our country is a continuous one and will
probably remain as long as there is international tension.

Kentucky, with many defense plants in addition to an atomic
energy plant, and with defense industries in adjoining states, lies
in the quadrangle of possible attack. Thus, the present emergency
should motivate all school personnel—administrators, supervisors.
teachers, custodians, and others—to adapt school services and pro—
grams to needs and conditions in this new age. This is another
opportunity for the school to serve its community. Tn many cases
the school will become the center of civil defense activities. The
plan for organizing the school for civil defense will of necessity
vary from one locality to another. Consideration should be given
to the following aspects of any school civil defense program:

1. School people have a special responsibility to protect the chil—
dren under their care.

2. Civil defense concepts will and should have some impact on
the school curriculum.

3. The school civil defense programs must involve the parents of
the children as well as other community groups and agencies.

4. The schools, with cooperation from the State Civil Defense Di—
rector, must submit a program and act as an important medium
in disseminating public information, especially in time of
emergency.

5. School facilities and personnel represent one of the community’s
most important resources for use in time of emergency.

6. All school officials should talk and plan civil defense. No area,
no matter how remotely located, is entirely free from danger

because of the different ways (atomic—chemical—biological) in
which disaster may come.

528

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 KENTUCKY IS A PEACEFUL STATE NOW . . . . BUT WILL
IT ALWAYS BE?

In your school, your teachers and students are busy with class—
room learning and campus activities. \Var seems unreal and far,
away. Yet experts say that it may come. Kentucky cities and
towns may be bombed. “Enemy planes can get through our best
defenses,” reports the Air Force. “The best we can expect is the
destruction of 30% of an attacking bomber force. Seven out of ten
bombers could get through and drop their loads on our cities,”
it says.

The best thing that we in our schools can do is to prepare
wisely and quietly for such an emergency. \Ve must get ourselves
and our students ready so all will know exactly what to do if a
bomb falls.

Even though you now live outside of a critical atomic target
area, REMEMBER. . . the entire state may be involved with at-
tack by biological and chemical warfare.

PREPARATION PREVENTS PANIC

“Many experts believe,” says the Federal Civil Defense Bulletin.
Civil Defense in Outline, “that in event of enemy attack, casualties
can be reduced more than one—half if the American people have
been schooled in the techniques of civil defense and are prepared
to act intelligently in time of crisis.”

The schools have a great responsibility in doing this.

“But won’t talk of atom bombs and possible war give our
children nervous jitters and create fears and tensions?” somebody
asks .....

THE ANSWER IS SIMPLE

Fire drills, now routine in every good school plan, do not cause
the students to worry or to think constantly of the danger of
fire. 0n the contrary, it gives them the assurance of knowing that
they know exactly what to do for the utmost safety and protection
of their lives if fire should come. The atom bomb is just another
danger which must be faced in the sort of world in which we live.
If we face the issue calmly and intelligently, so will they. Fear is
a communicable disease, but calmness and quiet handling of a
potential danger is communicable, too.

529

 

 

  

 

 

 

 

 

 

 

 

 

 

WE KNOW .....

You are busy. You have a full schedule. Every school ad-
ministrator and teacher does. Scores of immediate problems press.
How can time be found for defense training?

Time must be found. Because if a bomb falls, all of those other
activities, vital though they seem now, would give way before the
tremendous importance of survival.

That makes Civil Defense a top priority item in our planning.
This bulletin contains suggestions through which you may make
your own plans for training your youngsters to save their lives.

CIVIL DEFENSE IN THE SCHOOL

The purpose of a school defense program, the obligation of a
school administrator or teacher, and the services of the school are
treated briefly in outline form. The school. as a major social in-
stitution, must share its part in The Civil Defense Program.

The Purpose Of A School Defense Program Is .....

1. To provide protection and care for the school population in case
of an attack.

2. To provide a center for emergency housing, feeding and first aid
for the community and for evacuees.

3. To include and give proper emphasis to those instructional
materials and techniques in the curriculum that will equip the
students with practical skills and knowledge of defense which
will enable them to assist others as well as to protect themselves.

4. To teach students to serve the community and the nation in use-
ful civil defense roles.

As A School Administrator or Teacher You Owe Your Community:

1. Protection of children at school.

Help in strengthening civil defense preparations outside of
school.
3. Quick adjustment to an emergency situation.

In meeting an atomic emergency, the adjustment will not be
the same in larger communities as in smaller rural communi-
ties. In target areas, civil defense preparation requires an
extensive but well-knit organization with varied training
programs. School officials must realize that what they organ-
ize and are responsible foris only a segment of the total com-
munity activity. In addition, they may be asked to assume
other responsibilities in the local defense program.

530

7n

 Schools May Be Served By:

1.

Creating a community awareness of what civil defense is, the
need for it and its purposes.

Assisting in educational programs for Civil defense workers by
providing teaching personnel and facilities for holding meetings
and classes.

Developing health and recreation programs in cooperation with
existing community plans for civil defense emergencies.
Helping to instruct the community on what to do in case of
attack.

Standing ready to set up first aid stations, hospitals and welfare
centers at the school.

53l

 

 

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CHAPTER II
ORGANIZATION OF SCHOOL CURRICULUM

SCHOOL PERSONNEL
Organizing the School.

ln organizing the school for civil defense, all school personnel
must accept responsibilities which are understood and agreed upon
as part of the total plan. The plans and assignments will vary
from district to district. but whatever the plan, it should be tested
by a series of “drills’7 to determine its adequacy and to see that
each individual carries out his assignment.

The School District Superintendent.

As executive officer of the district school board, the superin-
tendent is responsible for initiating, encouraging and supporting
the development of a civil defense program for all schools under
his jurisdiction. He. no doubt, will want to avail himself of the
advice and assistance of school personnel, parent groups, and other
interested groups and individuals who have a contribution to make
to the civil defense efforts of the school. In some school systems
the superintendent may wish to appoint a member of his staff as
a special defense coordinator for his school system.

The superintendent or a person designated by him must co—
ordinate and subordinate the school’s program with the overall
plans for community defense as formulated by the local civil de—

fense authorities. However, every plan should embody at least
the following provisions:

1. Every school should put into effect a plan for civil defense.

2. The responsibility for school protection should be centered in
the principal. He should assume the responsibility of organizing
his school to meet any emergency. In situations where authority
is delegated to other persons or person within the school, care
should be taken to be sure a chain of command and authority is
established and that alternates are named to act in case of
absence. The following responsibilities belong to the school
principal:

21. Carry out the superintendent’s directives.

53'

 

2

 
  
 
 
 
 
 
  
  
 
 
 
    
    
 
 
 
   
 
 
 
 
 
 
   
    
    

 b. Keep the superintendent fully informed on defense plans
of his school.

c. Organize and develop an adequate defense for his school
in relation to:
(1) Signals
(2) Drills
(3) Shelters
(4) Non-school supplies
(5) Emergency supplies
(6) First aid and emergency care
(7) Emergency use of school buildings
(8) Fire protection
(9) Pupil identification
d. Give leadership in adapting the school curriculum to meet
the demands of an air—atomic age.
e. Cooperate with Civil Defense Authorities in:
(1) Planning the school program
(2) Disseminating public information
f. Cooperate with community groups interested in civil de—
fense.
g. Keep parents and patrons informed on the developments
of the school civil defense program.

 

3. A school defense director accountable to the principal may be
appointed for each school.

4. Teachers as leaders of children and youth have a great respon-
sibility in civil defense, for it is they who most directly affect
children’s behavior and attitude. Teachers have the responsi-
bility to help pupils face the possibility of atomic bombing and
yet convince them that life is good and worth living in spite of
the possibility of wide-spread disaster. Pupils may be psycho—
logically conditioned over a period of time. There is no quick
course of instruction once an emergency has occurred. Teachers
should:

a. Keep informed about civil defense plans of the school.
b Know the effects of atomic attack.

c. Understand survival techniques.

d

Provide practice for pupils in techniques of survival and
guidance in event of emergency.

Know the whereabouts of children at all times.

Maintain good housekeeping practices in order to reduce
safety and fire hazards.

g. Develop morale of pupils and lessen tension and fear.

{"163

5. Maximum use should be made of all personnel in the building.

533

 

  

 

 

 

 

 

 

 

 

 

 

The defense corps should not be a small and specialized group
of people, but instead should consist of all employees reorganized
in a particular way for a particular task. Some employees should
be assigned in terms of their particular abilities and experiences.
Some school persons will have special talents for rendering first
aid; others may be well fitted to direct fire fighting activities.
Some teachers must be assigned to handle parents and other
people who may come to the school after a warning or after an
attack. Probably every building plan will provide that a great
majority of the teachers will remain with their pupils._ When a
teacher is given special responsibilities that take him away
from his pupils, arrangements must be made for proper care of
such a group.

6. The local civil defense director should know what supplies are
in the school for use during or after an attack. Such supplies
should be inventoried, their location known, and an employee
assigned in charge of them. First aid supplies, equipment for
fighting fires, and light wrecking equipment are examples. The
location and use of every fire extinguisher should be known by
every employee.

For additional details concerning the organization of all per-
sonnel the superintemlent, principal, or defense coordinator should
consult Chapter lll of “Civil Defense In Schools” TM—lG—l of the
Federal Civil Defense Administration. This manual may he secured
through you civil defense director.

SOME ESSENTIALS FOR A DEFENSE PROGRAM

Emergency Measures.

Certain aspects of the school civil defense program. are of an

emergency nature. Since survival may depend upon the extent and
efficiency of the emergency measures, it would be well for school
administrators to give priority to this part of the program. lt is
recognized that the development of the emergency program will
place extra demands upon the school. This may necessitate the
curtailment or elimination of less important activities for a period
of time. For example, “drives” of various kinds and certain “extra
school” activities which make heavy demand on the time of school
personnel may be cut down some in order to make time available
for the civil defense program. It should be understood also that
there may be times when there will be conflict between the long-
range program (curricular adaptations) and the emergency pro—
gram, but both types of planning are necessary.

53-4

 Signals and Drills.

Air attacks may occur with or without warning. Precautions
should be taken for either case. In all probability the school will
be warned in advance of an impending attack through such method
as the local organization shall determine. Upon receiving the warn-
ing from the local civil defense headquarters, the local school au—
thority should notify each school affected, and each school in turn
should immediately put into operation its own pre-arranged signals
and drills.

Signals: By direction of the Commanding General, Air De-
fense Command, the Civil Air Raid Warning signals have
been defined as follows:

Yellow Alert: Attack likely; Intelligence has been received
indicating that hostile aircraft are over or enroute toward
the North American continent. (Public announcement of
the Yellow Alert will not be made.) However, it may be
possible for a selected school authority to have this in-
formation if arrangements are made in advance with the
local civil defense director.

Red Alert: Attack imminent; hostile aircraft have been iden-
tified and are within the air defense sector or within ad-
jacent sectors with a high probability of entering the sub-
ject air defense sector. (Public announcement of a Red
Alert will be made.)

White Alert: All clear; this notification to be given when
danger of either Yellow or Red Alert type air raid warn-
ing is over. (Public announcement of White Alert will be
made only when danger of a Red type Alert is over and
a Red Alert has previously been sounded.)

The following basic system public air raid warning signals
has been adopted, effective at once, by the Federal Civil Defense
Administration :

Red Alert: Signal will be of three minutes duration. It will
consist of fluctuating or warbling signals of varying pitch
by sirens, or a series of short blasts by horns or whistles.

All Clear: Signal will be a series of three steady one—minute
blasts by sirens, horns or Whistles, interrupted by silent
periods of two minutes each.

The school signal should conform as nearly as possible to com—
munity signals. It is immaterial as to whether whistles, horns,
bells or sirens are used in the school as long as the method or

536

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

methods used are adequate, sure and understood by all school

personnel.

Drills for Attack When Warning is Given—Air raid drills are to

prepare and condition the responses of Children to an air attack
just as fire drills for an actual fire. In fact, in many ways the
air raid drill may simulate a fire drill. The plan, however,
will be to move the children to the designated shelter areas
rather than to the outside of the building. The following may
be used as a guide in organizing the air raid drills:

Drills should be based on local conditions, size of the building,
plan. of the building, number of children. The location of the
shelter areas will suggest the organization of the drill.

Drills should be initiated as soon as possible, continued often
until the routine is established, and then repeated at intervals
throughout the school year.

Drills should be held at different times during the day.

All persons within each school should respond to the drills, and
care should be taken to see that every person is accounted for.

A part of the drills should be to provide the mental and phys—
ical comfort of the pupils during the time they are retained in
the shelter areas. This may include appropriate activities for
pupils such as singing or mental games.

It is suggested that sketched layouts of the building be pro-
vided as needed. These plans should show the shelter areas and

paths of entrance for each group. Written instructions should
accompany these sketches.

Conduct air raid drills in a confident manner, and explain to
children why such drills are important. Avoid any procedure
that will frighten children. Permit children to help evaluate

the success of the drill and to make suggestions for improve-
ment.

Teachers should retain all pupils in the shelter areas until the
all clear signal is given.

Drills for Attack Without Warning—School children should know

what to do in case an atomic explosion occurs without any
warning. Drills designed to teach children to duck and cover
whenever they see a bright flash, should be carried on until
the responses of the children are well established habits.

In conducting these drills the teacher should direct pupils to:

1.

Get shielded at the instant of the flash. There is always some-
thing for shelter such as a desk, a chair, a table, a ditch, a tree,
a wall, etc. Always duck away from windows.

Drop flat on the ground or floor if Space permits. If space is

536

    
  
   
   
   
   
  
 
   
  
 
   
   
   
  
 
 
  
 
  
 
  
  
 

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