xt7nzs2k9q4w https://exploreuk.uky.edu/dips/xt7nzs2k9q4w/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1941-03 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.), "Education and National Defence", vol. IX, no. 1, March 1941 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Education and National Defence", vol. IX, no. 1, March 1941 1941 1941-03 2022 true xt7nzs2k9q4w section xt7nzs2k9q4w 0 Commonwealth of Kentucky I

EDUCATIONAL BULLETIN

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I Published by
' EPARTMENT OF EDUCATION
JOHN w. BROOKER

Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second- class matter March 21, 1933, at the
Frankfort, Kentucky, under the Act of August 24,;

pqst office at .
Vol. IX 0 March, 1941 .0 No I;
T853322 ' '

FOREWORD

At this critical period in the history of this country the thoughts
and efforts of all good citizens are directed toward the development
of an adequate program of national defense. Those of us who are
engaged in the ﬁeld of public education are eager to do our part in
the total defense program.

On September 20, 19-10, the Kentucky State Board of Education
unanimously adopted the following resolution:

‘WHEREAS, The primary function of public education is to
train for citizenship in our democracy; and

WHEREAS, At the present time our country is facing a grave
crisis, due to chaotic world conditions, brought about by the aggres-
sion of totalitarian powers;

THEREFORE, BE IT RESOLVED by the Kentucky State Board of
Education——

1. THAT all of the facilities and resources of the public schools
of the Commonwealth be utilized in the development of our program
of national defense.

2. THAT an adequate program of national defense calls for
moral and economic, as well as military preparation, and, there-
fore, that all teachers and school officials be urged to emphasize the
teaching of history and government in the schools of the Common-
wealth, and further that they cooperate fully with the Federal Gov-
ernment in its program to train young people for positions in indus-
tries essential to the national defense.

3. THAT all teachers and school officials be requested to
especially emphasize the teaching of health and physical education
in the schools of the Commonwealth.”

011 October 2, 1940, following the passage of this resolution,
I appointed a Committee 011 Education and the National Defense
for the purpose of advising with the staff of this office relative to
the contributions that might be made by the 'schools of Kentucky
toward our national defense program. This Committee, which rep—
resents all levels of education in this state, consists of the following
members:

Dr. H. L. Donovan President, Eastern Ken- Richmond, Ky.
tucky State Teachers
College

Dr. W. G. Nash Dean, Murray State Murray, Ky.
Teachers College

Richard VanHoose Prémflipall, Elementary Frankfort, Ky.

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Principal, Daviess County Owensboro, Ky.

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Glenn Swing Superintendent City Covington, Ky.

Schools

Roland Roberts Superintendent Jessamine Nicholasville, Ky.
County Schools

Miss Kitty Conroy Elementary Teacher, Lexington, Ky.

University Training
School, University of
Kentucky

Miss Mary Angela Sweeney High School Teacher, Louisville, Ky.
J. M. Atherton High
School for Girls

President R. B. Atwood Kentucky State College Frankfort, Ky.
for Negroes

W. P. King Executive Secretary, Louisville, Ky.
Kentucky Education
Association

Dr. Maurice Seay President, Kentucky Lexington, Ky.
Education Association

Mrs. Bess D. Roberts Elementary Teacher, Louisville, Ky.

Shawnee School

The first meeting of this Committee was held 011 October 19,
19-10. At that time a statement was prepared on Education and the
National Defense and was distributed to all school administrators of
Kentucky in the form of a monograph, under date of November 4,
1940. This monograph suggested many things which the schools of
Kentucky should do in the present crisis. No attempt was made in
the monograph to suggest just, how our program of Education and
the National Defense should operate in the various schools of the
state.

This bulletin was prepared by the Vocational Division of this
Department. A large share of the responsibility for the preparation
of the bulletin was assumed by Mr. \Vatson Armstrong, teacher
trainer in the College of Education, l'niversity of Kentucky, of the
Vocational Division. On January 31, 1941, the State Committee
on Education and National Defense held its second meeting. At that
time the materials used in this bulletin were carefully studied and
edited.

The bulletin should serve two distinct purposes: in the ﬁrst
place, it should stimulate the school people of the state to think
in terms of the contributions which public education can make
toward our defense program; and in the second place, it should
inform all school people and the public of the various national de-
fense training programs which are 110w available and in operation
in this state. I commend this bulletin for study by the educators
and patriotic citizens of the Commonwealth.

J. W. BROOKER .. .. . _
Superintendent Public: Iaisfréﬁtétjozé} 9,

3 ‘ 532:" 2~

EDUCATION AND NATIONAL DEFENSE

The Nation’s defense and preparedness program is urgently
calling for many thousands of t'ained men and women who are
physically, morally, and mentally fit to endure, and who are ready
to meet any demands the national emergency may require of them.
It calls for men and women with training for specific tasks, for
skilled workers capable of taking their places in the industries
essential to national defense.

The emergency calls for men and women who will aceept the
responsibilities of American citizenship, who are willing to assume
their full share of the load imposed by the preparedness program,
who appreciate the opportunities afforded by life in a democracy.
and who are willing to make a sacrifice to protect those privileges.

Recognizing the imminent demand for large numbers of skilled
workers to man the assembly lines of the defense industries and for
a multitude of other tasks, the Fedeal Government instituted a
program to train workers for employment in. defense industries. it
is appropriate that a large share of this task was turned over to the
schools.

Life in a nation preparing to defend itself may be far different
from life in a nation not so engaged. Life situations which people
may meet daily may demand that new attitudes and abilities be
acquired by those individuals.

Institutions charged with the responsibility of preparing peiu
sons to meet these new situations must provide the new training
that is now and will he required. Such demands upon the schools
place a responsibility upon school. administrators and leaders to
take a progressive attitude toward the revision and re-organization
of currieulums if the schools are to meet successfully the task
entrusted to them.

The. schools have been asked to assume this responsibility
largely because of the functioning philosophy of education in this
country. That philosophy, of course, is more inclusive than national
defense as such. If individuals are to live successful lives in modern
society, they must acquire the abilities and attitudes necessary to
enable them to meet and deal. with the situations presented by that
society. An individual ’s success in dealing with the situations he
meets in life will depend to a large degree upon the training he
has received during his years of preparation. The denme‘atic way
of life will present situations not found in other social orders.

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viduals must have new training, must acquire new attitudes, new
abilities. Thus, the training period must be continuous, the methods
ﬂexible, the subgect matter modern, the results convmcmg.

Just as a democracy is not static, conditions within a democracy
do not remain the same. Life in a democracy is continually affected
by internal changes and by external developments. As the demands
of society change, individuals must continue to acquire the abilities
they will need to adjust their behavior to the new situations that
present themselves. if it is the aim of education to fit individuals to
meet the demands society will make of them, educational programs
and curriculums must be continually revised in the light of the
changing situations which society presents.

The objectives of education for life in a democracy must be
determined by the desirable future activities of the individual.
Normally he is, and is to be, a member of a family. He belongs to
certain civic, social, and recreational groups. He promotes the gen-
eral welfare. He probably cultivates certain personal interests.
Unless he is a parasite on society, he is a member of some vocational
group, and possesses the ability to earn a living or to make a sub-

stantial contribution to the maintenance of himself and those cle-
pendent on him.

Vocational education has long been an integral part of the total
program of education. The vocational aim is by no means the only
aim of education. All aims of education have a bearing on each
other in that they affect the development of the learner as he pre-
pares for the situations he will meet in a complex society. Voca-

tional education has as its chief aim the ﬁtting of individuals for
useful employment.

Many Programs Outmoded

Antiquated programs of education cannot fit individuals to deal
successfully with modern life situations. A changing civilization is
continually presenting new life problems. The need for new abilities
makes it imperative that individuals have new training. This train-
ing must be provided by our schools, or the schools must yield to
other agencies. In periods of national crisis, everyday—life situations
undergo drastic, rapid change. If education is to maintain its
effectivenss, programs of education must, in turn, undergo drastic,
rapid change.

Traditionally, government in this country is looked upon as
something apart from the people who confer power upon it. Like-

. ,, .,._r. .

wise t'aditionally, the educational system, although responsible to
the will of the people, is regarded as something isolated from the
problems in practical everyday-living.

living, rather than prepare them only for more education. Even
though education must be continuous, people have to deal with life
situations while they are being educated. Education conducted
separate and apart from the problems of life will probably result
in a product unable to deal successfully with situations found in life.

I If it is to be helpful, education must prepare individuals for
l

Programs of education must be broad enough and ﬂexible
enough to prepare learners to capture a sunset, or to thread a pipe.
They must develop abilities in individuals to stock the national
larder, or use their leisure to the best advantage. In time of national
emergency, the citizenship of a democracy may be called upon to
man, defend, and perpetuate that democracy. All of these activities
require the development of new attitudes and new abilities. They
call upon the schools for new programs, new curriculums, new
responsibilities.

An adequate program of national defense involves military
prepa 'ation, economic preparation, industrial re-organization, a re—
adjustment ot.’ ideals, and the development and maintenance of a
' . high morale on the part of the American people. If necessary ad-
? justments and satisfactory advances are to be made in these areas,
l individuals must modernize their attitudes. They must further per-
l j feet some abilities, must acquire others. New abilities and attitudes

l' ' must be developed to enable them to make the greatest contribution
ll to the demands of a new society, a changing social order.

The schools of the Nation have a distinct contribution to make

, in all of the areas mentioned. Schools can contribute to military

8' preparation through sound programs of health and physical educa—

tion. Economic preparation can be placed on a sounder footing

1 through courses in vocational education. Civic, social, and industrial

' reorganization, and a new attitude towards patriotism can be de-

‘ i veloped only through education, that is, through a sound, orderly
’ program of instruction and practice.

Defense—Training Program Made Possible
Recognizing the need for an adequate program of training for
industries essential to national defense, Congress, on June 27, 1940,
appropriated $15,000,000 to provide for a vocational training pro-
gram designed to equip persons for such occupations. lt soon be-
came apparent that this sum was insufficient to meet the training

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needs. Accordingly, there was an additional appropriation of $26,-
000,000 to make an adequate training program possible. A further
appropriation of $8,000,000 was made available for the purchase,
rental, or other acquisition of new or used equipment needed to
make the program more effective.

Approximately 150,000 persons in the United States have
already been enrolled in supplementary and refresher courses alone.
Approximately 2,500 are enrolled in Kentucky. Some of the ﬁrst
units of instruction to get underway have been. completed. Already
many hundreds of workers, equipped with basic training, are ﬂow-
ing into shops, industrial plants, munition works, and assembly
lines, and are doing their bit to turn out needed equipment for the
defense of their country.

The Challenge

By turning this vast defeusc~training program over to the
public schools of the country, Congress expressed conﬁdence in the
leadership of public education. “What can the schools do to con-
tribute to the Nation’s defense—training program?” This question
has come :fi'<)iii school leaders in every part of the country. Already
imbued with progressive ideas, already having accepted the
philosophy that education must prepare for and in life situations,
these school leaders have signiﬁed their willingness to further
revise currieulums to prepare individuals for the world of activity,
usefulness, and service.

Planning an effective program of education in a critical situa-
tion is always a difficult task. Emergencies demand quick but not
thoughtless action. \Villingness to correct errors, almost sure to be
made, is essential. Ability to recognize inefficiencies and revise pro-
cedures is imperative. This is no time to cling to tradition or to
hide behind the bulwark of “established practices.” Undoubtedly,
some changes and re—adjustments will be necessary is most school
systems. Partial re-organization will probably be required in some
cases. School leaders should proceed with the sincerity and stead-
t'astness which the emergency demands, to make such changes as are
necessary to get the defense program under—way. The national emer-
gency demands no less of the schools.

What Can the Schools Do?

In asking the schools to accept their share of the defense—
training program, there is no disposition to destroy or interfere with
any functioning program of education. There is no projected view-

point that any one way is best for all. Only a gene ‘al feeling exists
that every school should do what it can to improve its educational

program in keeping with the needs of the time.

In answer to this urgent question of school administrators
everywhere, leaders in the defense—training program have advanced
the following suggestions as guiding principles in establishing new
educational programs, or in revising programs already under way.1

Teach and Re-Teach Citizenship

“Good citizenship in action results from a sense of
belongingness.” It shows itself in the behavior of indi-
viduals. Teachers and learners should study patriotism, to
the end that they understand and accept democracy as the
best form of living together. To be accepted and under-
stood, ideas and behavior must develop as the result of
experience.

School programs should be planned so that pupils may
develop into good citizens by living and practicing good
citizenship. Civic education will become most eifective
when the school is established in the entire community,
rather than within the four walls of one of the community’s
buildings. School-and-community councils, safety patrols,
health campaigns, surveys and community beautiﬁcation-
and—improvement programs may aid in the development of
desirable qualities of good citizenship.

a. Responsibilities: The citizens of a community,
both old and young, must develop a realization of
what good citizenship includes. They must develop
a realization of the responsibilities and the
qualities of worthwhile citizens of a democracy.
Such understandings and appreciations may be
developed only through the experience which
comes with practicing good citizenship.

An appreciation of the qualities of a good citi-
zen may be made most real through sound pro-
grams of education, guided and directed by the
school. Schools can give practice and instruction
in the duties of citizenship. Intelligent voting, per-
forming community duties, paying taxes, and
meeting other obligations offer practical situations

1Circular No. ]SG,_“The School Program and National Defense," Federal
Security Agency, \Vashmgtnn, D. C.

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for study. Respect for law and order, and other
such fundamental community activities, may be
studied, practiced, and carried out through an in-
telligent program of education.

Opportunities: Life in an average community in
America presents a wealth of practical life situa-
tions in which students may participate to help
them acquire the qualities of a good citizen and to
practice performing duties imposed by citizenship
in a democracy. The opportunity for students to
assist city or community officers with the problems
of government gives a new appreciation of the
duties of these officers. Such preliminary experi-
ence may be followed with more complete par-
ticipation in the duties of the various officers, and
may come to a climax with complete charge of the
various responsibilities, for short periods of time.

Participation in local elections, health and'
safety campaigns, community-improvement pro-
grams, and other activities designed to improve
life in the community, offer a wealth of problems
for the students. Student participation in such
activities affords training which may be had only
through actual contact with the situations
involved.

An appreciation of the democratic way: Through
programs of education, our schools can give direc-
tion to a study of situations in the community
which will give all of the people of the community
a new appreciation of the democratic way of life.
Patriotic Observances, programs to commemorate
national holidays, the displaying of flags, and
proper conduct during the playing of national
songs, offer real life situations for study and par-
ticipation. Schools can help develop a new ap-
preciation of the democratic institutions of the
community and state, and can do much to give
people a new patriotism and a new loyalty to the
country which makes possible the privileges they
enjoy.

Develop Appreciation of Community, National, and Inter-
national Relations:

Regardless ol? nationality, new, or creed, individuals
9\'61‘.\'\\'ll€‘1'0 need to develop a better understanding ol.’ their
neighbors and a greater appreciation of the problems they
face. Only by recognizing the problems of others, can
one make the greatest contribution to the betterment of life
in the community.

Americanization means more than fulﬁlling certain
requirements in order to receive citizenship papers. Many
native-born, as well as foreign—born, citizens need to be
I Americanized. Most individuals would have a greater ap—
{I preciation of the views of people in other walks of: life
i if they had a better understanding of the life problems
i which those people face. An understanding of the skills,
abilities, and training required by workers in many occupa-
tions would give individuals a, greater appreciation for
those occupations.

i ‘ Relatively too much attention has probably been given
3*; to the differences among people. Perhaps it would be de—
M sirable to attempt to understand the reasons for these
" i? differences, and then to devote some time to studying and
,, emphasizing the likenesses among people.

. The schools have the responsibility of developing in
‘ ; students those qualities so essential to the establishment
t of strong characters and high ideals. Honor, truth,
I integrity, sincerity, and simplicity are not likely to “just
i happen” in the lite of an individual. Courage, patience,
gentleness, sympathy, reverence for {0d, pride in work
, well done, and other priceless qualities of character, are
some of the most important fundamentals of education.
I Such qualities are sorely needed in the citizenship of
; America today, and are the hope of the America of tomor-
I row. Without such qualities in her citizenship, the country
I cannot hope to fare well in the trying times which seem to
‘ be ahead. In this connection, it is well to recall John
I ‘ Dewey’s statement, “Conduct forms character.”

I a. Community relationships: The schools have the
I responsibility of teaching students to know and
i” understand the people with whom they come in
ii , contact, regardless of their origin, viewpoints, or

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hey
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their outlook on life. Surveys to determine com-
munity resources, education, occupation, and inter-
ests of citizens of the community reveal many
interesting situations of local nature for students
to discuss and study. Such situations become inter-
esting because of their bearing upon life in the
community and because of their effect upon the
students themselves. The surveys should be care—
fully planned and administered. Teachers have
a responsibility in seeing that they are practical
and revealing and that there are no questions
which may offend.

National relationships: Through broader educa-
tional programs and the use of more modern pro-
cedures, the schools can take advantage of local
opportunities to give students a new appreciation
of the different social and occupational levels in
which people live and work. The opportunity for
urban students to study life problems confronted
by persons in rural areas, and vice versa, would,
it' used, aid in developing a new understanding of
the problems of fellow citizens. A study of occupa-
tional and home problems and an investigation of
the problems and interests of people in all walks
of life give opportunity to develop new under—
standings ol' the attitudes and viewpoints of all,
and oi'ttimes a new appreciation of the oppor-
tunities enjoyed by the individuals themselves.

World events: Too much time and effort have
probably been devoted to a study of current
events of the world today as seen through the
history books of yesterday. An appreciation of
world events of the present can be given a more
important place in the thoughts and actions of
students through a study of these events as they
take place, giving, of course, due consideration
and making timely references to similar events of
the past. Radio news reports, good magazines,
and daily newspapers offer valuable sources of
up—to—date information, and new opportunities for
a study of world events as they affect present

living conditions in the country and as they will
probably affect future happenings in this and
other countries.

3. Give Renewed Emphasis to Health and Physical Fitness

The health and physical ﬁtness of its people are
essential in a nation’s program to defend itself. Safety
education, designed to protect citizens in factory or plant,
on street or highway, takes on increasing signiﬁcance in
time of emergency. Instruction in such areas comes
deﬁnitely Within the premise of the schools. Such programs
of education must, of necessity, be long—time programs.
Courses of instruction in these ﬁelds have been a part of
our school program of studies for a considerable time.
They must receive increased emphasis as the national
defense program expands and increases in intensity.
Whether in times of national emergency or in normal times,
it is essential to the welfare of the Nation that its people
live and enjoy healthful, vigorous lives, free from physical
or mental handicaps that will decrease their efficiency.

a. School and community environment: An apprecia-
tion of the importance of health and physical ﬁt-
ness can probably best be developed through pro-
grams designed to encourage people to live health-
ful lives and to practice habits which contribute
to physical ﬁtness. Many schools and homes may
be made more healthful through improved lighting
heating, ventilating, and decorating. The elimina—
tion of places for spreading disease and of situa-
tions favorable to the collection of ﬁlth offer real-
life problems and situations for discussion and
study. Many schools have already done much to
provide modern facilities to improve the health
of students and teachers. Some of these same
schools, however, may have overlooked the oppor-
tunity to permit students to make a study of the
way these situations were improved and of how
the dangers were reduced or eliminated by the
improvements provided.

b. Food: Some schools still make little provision for
developing an appreciation of the importance of

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good food to the health of the individual, and
make no provision for giving instruction in this
important area. In too many cases where such
instruction is offered, the problems and situations
dealt with are still, too often, taken from text-
books rather than from the life found at the school
lunch counter or in the homes of the people of the
community. Providing a healthful school lunch;
making available milk, fruits, and other food items
conducive to good health; and similar diet prob-
lems offer a wealth of real-life situations which
students may study and in which they may par-
ticipate. Again, community surveys and a study
of actual situations may reveal many interesting
problems which will give students not only a new
appreciation of how their fellow citizens live,
but will offer opportunities whereby the school
may do much to improve conditions in the com-
munity.

Safety: Many schools have delayed too long the
providing of safety courses and instruction con-
ducive to the development of practical “safety
habits.” A large part of accidents are avoidable
and the schools have a deﬁnite responsibility, as
well as a real opportunity, to direct students in
acquiring habits of safety. Such programs take
on new importance during times of national emer-
gency and may greatly affect the success of the
National Defense Program.

Recreation: Too many communities are still with-
out planned, supervised, community recreational
programs. People, young or old, desire and must
have some recreation as a part of their daily lives.
If recreation is without plan or direction, it may
result in the development of habits and abilities
that may be detrimental to the community’s
progress. Many of the problems arising from the
unsupervised gatherings of young people may be
eliminated if planned community recreational pro-
grams are provided and given the proper direction
and supervision. If people are to acquire recrea-

tioual habits in associating with their neighbors
and with other groups of people, they must acquire
these habits through practice. llabits developed
in gatherings that are unsupervised and without
direction may contribute to the producing of an
individual who will be a community liability and
who will offset much of the good work done by
his fellow citizens. Recreational programs should
be designed to meet the needs of the community,
and should provide for the participation of all.

4. Teach and Practice Conservation

The conservation of natural resources has received
ever-increasing emphasis in the United States during recent
years. Neglected or utterly disregarded too long, much
remains to be done in this important ﬁeld. Of even greater
importance to the welfare of the Nation is the wise use of
physical, mental, and spiritual resources of individuals and
groups. All of these problems are receiving and should
receive increasing attention in the schools of: America. Our
success in dealing with such problems, and our accomplish-
ments in developing the needed attitudes and abilities to
enable students to deal with them effectively, will have
untold inﬂuence upon our achievements in all of the defense
preparations of the Nation.

a. New appreciations may be developed through
study: Through sound educational programs the
schools can do much to develop new appreciations
of the signiﬁcance of the natural resources of the
country. Studies of the food stuffs available, the
annual consumption of individuals and of the
Nation, the yearly additions to the total supply,
and surpluses available for other nations, offer
interesting situations for investigation and dis—
cussion. A study of products that must be secured
from other nations and of the inter—dependence
of certain nations upon each other aids in develop—
ing new appreciations of the problems arising
during periods of war and national emergency.

A study of the responsibilities of individuals
in conserving national resources may develop new
attitudes of their important place in the scheme

ors of things. Many schools now conduct pupil sur—

.ire veys to investigate individual and community
>ed practices with reference to the waste of heat, light,
7 food supplies, fuel, and other things necessary to
mm the welfare of the people. ln addition to the study
an of such problems, schools can do much to place
and some of the community responsibilities upon the
by students, to the end that a new attitude may be
)uld developed toward the conservation of resources
uty, which may have much inﬂuence upon the Nation’s
all. security during an emergency.
b. The conservation of human resources: Through
ived practical instruction concerning conservation of
cent all resources of the Nation, students may be taught
inch to understand and appreciate the signiﬁcance of
Bater the human resources of their country. A well-
se of trained, industrious, healthy people are essential
Land to the security of any country. If. a nation is to
iould maintain and perpetuate its institutions, its citi-
Our zens must develop good habits, must maintain a
plish— high morale, and must not waste or dissipate their
.es to energies through the use of narcotics, through the
have establishment of attitudes of disloyalty and in-
sfense difference, or through the lack of industry. By
setting up programs whereby students may
acquire good habits and participate in activities
rough which will increase their effectiveness and further
12:11:: develop their abilities, the schools can do much
a'1 ,

1 to increase the output of the many commodities
0f he v essential to the security of the Nation.

the

i? the 5.