xt7s7h1dnw42 https://exploreuk.uky.edu/dips/xt7s7h1dnw42/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1953-05 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.), "HIghway Safety and Driver Education", vol. XXI, no. 3, May 1953 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "HIghway Safety and Driver Education", vol. XXI, no. 3, May 1953 1953 1953-05 2022 true xt7s7h1dnw42 section xt7s7h1dnw42 0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

 

 

 

 

 

HIGHWAY SAFETY
AND DRIVER EDUCATION

 

Published by "

DEPARTMENT CIF 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. XXI MAY, 1953 ' No. 3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

  

 

 

HIGHWAY SAFETY
AND
DRIVER EDUCATION

FOREWORD

It gives me much pleasure to present this bulletin on High-
way Safety and Driver Education to the high schools of Kentucky.
Having had a part, personally, in the planning and production of
this publication, I am sure that teachers and school administrators
will find the answers to many questions when planning experiences
in driver education. It is hoped that every high school of the state
will make generous use of this material and provide courses, or at
least units of instruction, as an integral part of their program of
studies; and by so doing make a wholesome contribution to the
solution of one of our most perplexing problems. There are two
plans outlined herein that will apply to every high school curricu-
lum, however limited it may be.

I want to acknowledge with grateful appreciation the many
hours of labor and valuable assistance given by each member of the
committee in the production and completion of this bulletin. The
charts and graphs found in the publication were drawn by Mr.
William Bryant to whom the committee is deeply indebted. In the
preparation of this material, the committee has drawn considerably
from The Young Driver—A Responsible Citizen, a Resource Unit
for Driver Education in the Senior High School prepared by Miss
Maco B. Whittall, Safety Adviser, J. M. Atherton High School,
Louisville, Kentucky.

WENDELL P. BUTLER

Superintendent of Public Instruction
April 13, 1953

139

 

 

 

   

COMMITTEE ON HIGHWAY SAFETY

Advisory and Planning

\Vendell P. Butler, Chairman
Superintendent of Public Instruction
Charlie Vettiner, Director
Jefferson County Playground and Recreation Board
Charles Jones, Executive Secretary
Governor’s Highway Safety Committee, Frankfort, Kentucky
Miss Mary May Wyman, Supervisor, Safety and Special Education
Louisville Public Schools, Louisville, Kentucky
Joe C. Howard, Instructor, duPont Manual High School
Louisville City Schools, Louisville, Kentucky
Louis Yandell, Supervisor, School Bus Transportation
Fayette County Schools, Lexington, Kentucky
Mrs. Lucy Byrd Buckles, Supervisor
Nelson County Schools, Bardstown, Kentucky

Production and Editing

Sam B. Taylor, Assistant Director, Division of Supervision
Department of Education, Frankfort, Kentucky

John L. Vickers, Director, Division of Pupil Transportation
Department of Education, Frankfort, Kentucky

Secretaries

Ellis Mae Parrent, Secretary, Division of Supervision
Tillie Mae Jackson, Secretary, Division of Pupil Transportation

   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
   

 1 _ ln,,,_____. _( ‘1.

 

 

TABLE OF CONTENTS
FOREWORD .............................................. 139
INTRODUCTION .......................................... 14A
ORGANIZATION AND ADMINISTRATION ................ 154
Objectives in Driver Education ........................... 154
Plans of Organization .................................... 155
Grade Placement and Eligibility of Pupils ................. 157
Arrangement of Courses ................................. 157
A Brief Description of a Core Program .................... 158
Suggested Program of Studies in the Small High School ..... 159
Selection and Qualification of the Teacher ................. 159
Obtaining Equipment and Using Automobiles .............. 160
Scheduling Pupil Activities for Plan A Course ............ 162
Textbooks and Other Instructional Materials .............. 162
Community and State Cooperating Agencies ............... 163
THE TEACHING UNIT ................................... 164
An Example of a Teaching Unit .......................... 165
Introducing the Unit .................................... 165
Developing the Unit ..................................... 166
The Historical, Social, and Economic Significance of the
Motor Car .......................................... 166
The Responsible Driver—His Mental, Physical, and

Emotional Qualities .................................. 172

 

The Responsible Driver—His Recognition, Understanding,
and Purposeful Acceptance of Natural and Man-Made
Laws ...................... > ......................... 179

The Responsible Driver—His Car is Mechanically Safe. . . . 186

1 41

 

 

 

  

   

The Responsible Driver—His Driving Skills .............. 190

Closing the Unit ......................................... 198
DRIVER EDUCATION COURSE ........................... 200
The Historical, Social, and Economic Implications of the
Automobile ......................................... 200
The Driver: Physical and Mental Qualities ................ 201
Physical Qualities ..................................... 202
Mental Qualities ....................................... 203
The Automobile, Construction and Maintenance ............ 205
Construction .......................................... 205
Maintenance ........................................... 206

The Approach to Skillful Driving (Attitudes and

Fundamentals) ...................................... 207
Attitudes ............................................. 208
Fundamentals ......................................... 208

The Art of Skillful Driving ............................... 210
Driving Under Special Conditions ....................... 210
Skills on the Highway .................................. 211
Skills in the City ................................ I ...... 211

Rules of the Road ....................................... 213

Streets and Highways ................................... 216

The Pedestrian and the Bicyclist ......................... 218
The Pedestrian ......................... p ............... 218
The Bicyclist .......................................... 218

Traffic Accidents: Implications-Social Controls ........... 220
Implications ........................................... 220
Social Controls ........................................ 221

Evaluation—Review and Summary—Examination .......... 223

Behind-the-Wheel Instruction ............................. 223

142

 
   
  

  

    
 
   
 
 
 
 
 
 
  
 
 

Adjustment to the Car ................................. 224

Driving Techniques .................................... 224

2 Special Pupil Project Work .............................. 226
MATERIALS . .1 ............................................ 227

General Reference ....................................... 227

‘ Books ................................................... 227
’ Workbooks and Manuals ................................. 229
i Pamphlets .............................................. 230
Magazines and Magazine Articles .......................... 234

: Audio-Visual Materials ................................... 236
P Motion Pictures ....................................... 236
Filmstrips ............................................. 239

‘V Film Sources ........................................... 241

Film Libraries and Depositories Serving Kentucky ......... 242

 

 

 

 

 

 

   

INTRODUCTION

Since the President’s Highway Safety Conference in 1946, in
which outstanding leaders in all activities of life participated, much
emphasis has been given to the problem of traffic safety. The move-
ment begun by this conference has been carried through by similar
conferences in all States of the Union and many cities in an effort
to control one of the worst menaces to society. These conferences
have recommended, that American schools at all levels conduct
traffic safety programs which will give adequate guidance in acci-
dent prevention to more than 30 million young people, and Will
prepare them to shoulder their responsibility in the motor age.

Every conference after giving much thought and study to the
situation recommended that: (1) school administrators should as
far as practicable provide driver education and training as an inte-
gral part of the curriculum when students are nearing the driving
age and when possible should offer similar courses during the sum-
mer, at night sessions, for adults in the community; and, (2) they
should determine the adequacy of instruction programs and prac-
tices in relation to safety, correlate them with present courses and
plan for the utilization of co-curricular activities and student
organizations.1

These numerous safety conferences have done more than any—
thing else to focus attention on the enormous loss of life and prop-
erty as a result of accidents. Control measures are being improved
greatly to reduce the loss. At present every State in the Union is
providing courses in safety education including driver education
with enrollments ranging from one percent of the total high school
enrollment in North Dakota to nearly 50 percent in the state of
Tennessee. Today over 8,000 high schools are offering courses in
driver education and more than 700,000 students are enrolled, which
is indicative of the practical value of this type of instruction.

1The President’s Highway Safety Conference, Action Program,
(Washington, D. C. 1949) Bulletin, 1949.

14A

 
  
 
 
 
 
 
 
 
 
  
    
  
 
 
 
 
  
 
  
 
 
 
 
 
 
 
 
   
   

 The relation of driver education to the program of health-safety-
physical education.

In most states the courses of instruction in driver education and
training are made a part of the area of health-safety-physical educa—
tion, although it is readily recognized and considered an aid to the
social sciences, especially to courses in citizenship. Various plans of
organization are used which include: (1) separate courses with credit
toward graduation; (2) instruction as a unit in other courses; (3)
instruction as work integrated with one or more other courses; (4) as
school—community cooperative program; and, (5) as extra—curricular
activities such as “driving clubs”, school assemblies, and homeroom
programs.

The relation of driver education as an integral part of health-
safety-physical education to the over-all objectives of secondary
education.

The greatest possession of any individual is his life and from
time immemorial educational objectives designed toward the preserva-
tion of life have been given foremost consideration.

Many individuals and committees who have expressed themselves
on the purposes and functions of secondary education have been most
concerned with health and preservation of life as a goal to be attained.
Since the famous report of the United States Office of Education in
1918 setting forth the “Seven Cardinal Principles” in which health
was listed as its first objective, all educational reports on the pur-
poses and functions of secondary education have likewise placed
health and all its supplements as a major objective. Obviously safety
education was incorporated in the health objective. -

The acts of law-making assemblies have expressed the will of the
people in providing for courses of study to meet the educational needs.

No less emphasis has been given by law-making bodies that have
the responsibility of providing by law the courses of study for the
training of children and youth. The Kentucky Legislature in 1884
provided for this course of study.2

2Superintendent of Public Instruct-ion. The Common Laws of Ken-
tucky, 1884. P. 12 -

1 45

 

 

 

 

    

Instruction Prescribed—(Sec)a 6. The instruction prescribed
by the board (State Board of Education)4 shall embrace (1) Spell-
ing, (2) Reading, (3) Writing, (4) Arithmetic, (5) English Grammar,
(6) English Composition, (7) Geography, (8) United States History,
and (9) Laws of Health: Provided, however, that where there are
as many as one-third in number of the pupils of any district who
are the children of other than English—speaking parents, their re-
spective languages may be added to the foregoing course of study.
This law passed almost 70 years ago indicates that the General

Assembly considered the Laws of Health and instruction in the

preservation of life as one of nine fundamental areas of learning.

There is evidence also of much interest in meeting individual needs

of pupils as expressed in the last sentence of this section of the law.

This philosophy of providing for education to meet both individual

and common needs of the people has prevailed throughout the years.

Today the present minimum State Course of Study provides for in-

struction in nearly 300 separate courses in grades one through

twelve. Education in highway safety should begin when the child
enters school and should continue through the twelfth grade. Physical
education is provided in grades nine through twelve. At least one-
half year in health education is required in the ninth or tenth grade.

What are the problems of society, the present day social or eco-
nomic conditions responsible for the increased emphasis on safety
education as an integral part of the health-safety—physical education
program?

The problem is enormous. Last year in Kentucky alone over 2,000
people lost their lives by accidents. Many of these accidents could
have been prevented had the victims been properly trained by safety
education and methods of accident prevention. Because this loss of
life was so gradual throughout the 365 days of the year, the public was
slow to react to the seriousness. But had it occurred instantly by the
destruction of a town of 2,000 people, or by a mine disaster in Eastern
Kentucky involving the loss of 2,000 lives, the awakening of public
consciousness would have brought greater response and reaction.

The following table giving causes of death and permanent injuries
by accident for Kentucky and the United States for the years 1949-51
is evidence of the problem.

3Substituted for section sign
*Words enclosed in parenthesis added

146

‘ xv

 
   
  
 
 
 
 
 
  
  
  
  
  
  
 
  
  
 
 
 
 
  
 
 

Immmlmmwtmluu

93;:

S!

l’leSSl

  

 ‘xv

TABLE I

    

 

 

 

 

 

 

 

Type of United States Kentucky Average
Accident 1949 1951 1949 1951 U. S. Ky.
Killed:

By Automobile 31,107 37,300 622 741 34,203 682
By all Accidents 90,106 94,000 1,919 1,937 92,053 1,923
Permanently Injured:

By Automobile 90,000 '110,000 1,850 2,420 100,000 2,135
By all Accidents 240,000 240,000 5,012 5,050 240,000 5,031

 

 

 

 

Compare the figures in the above table with those in the follow-
ing which gives the number of our people killed, wounded and
missing as a result of three major wars, World War I, World War II,

and the Korean War, during the present generation for Kentucky
and the United States.

TABLE II

Number of People Killed, Wounded
And Missing by Three Wars Since 1917
United States and Kentucky

 

 

 

 

 

 

 

Wounded
War Killed and Missing Total Casualties
U. S. Ky.1 U. S. Ky.1 U. S. Ky.1
World War I 126,000 2,600 238,800 4,800 364,800 7,300
World War II 393,131 7,900 673,807 13,500 1,066,938 27,300
Korean 22,909 460 104,517 2,100 127,426 2,550
TOTAL 542,040 10,960 1,017,124 20,400 1,559,164 31,150

 

 

 

 

Source: United States War Department

Our country has been at war with other countries approximately
eight years since World War I. During these years a little over a
half million of our people were killed and over a million were
wounded or missing. In a similar period of eight years based on
averages, about three-fourths of a million were killed by accidents,
or 200,000 more than in war. The number of non-fatal permanent
injuries by accident amounted to almost twice the number wounded
and missing as a result of war. Such figures as these are enough to
convince the least informed person of the magnitude of the problem.

 

1Kentucky figures

estimated

   
       
     
       
       
      
 
  
  
 
   
 
 
  
  
    
       
                   
 
 
 
 
 
 
 
  
  
   

 

 

 FIGURE 1

Deaths, wounded and missing by three major wars since 1917 compared
to the deaths and permanently injured by accidents for a
commensurate period per million population for
the United States, and Kentucky.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

14,000

12,000

m - “much 10 000

- — United States

8,000

6,000

4,000

2,000
Killed Killed By Wounded and Permanently
By War Accidents Missing By Injured By

War Accidents

 

 

 

Source: United States War Department.

While it is extremely important that our schools provide for
purposeful instruction in the field of safety in all its forms, it is
even more important that proper instruction be given in driver edu-
cation due to the alarming increase in highway accidents as com-
pared With other types of accidents. As shown in the figure below
for the nation and Kentucky it is conclusive that the number of
fatalities sustained by motor vehicle accidents far exceed that of
six other major causes.

148

\u

 

Mo

0th

Fali

Bu]

Drc

F ire

Pois

  

‘\u

.7 4_ -fi 4

WW AA A___-l .._l_

FIGURE 2

Number of Deaths Per Million Population in
Kentucky and United States According
To the Seven Leading Causes of Accidents

 

 

Motor Vehicle

 

Other Transportation

Falls

 

Burns

Drowning

 

 

 

 

 

Fire Arms
' " - United States

m — Kentucky

II II

 

Poison

 

 

 

 

 

 

 

 

o 50 100 150 200 ‘ 250

Source: National Safety Council

Not only has the death toll been most alarming, but the cost is
enormous. The present day cost of all accidents in the United States
exceed four billion dollars annually or a sum equal to about 80 per-
cent of all expenditures for education and approximately twice the
cost of the United States Atomic Energy Project. By far the largest
item of cost is in the form of wages lost to the injured. This item
alone amounts to over a billion dollars for all other accidents. A
relative share of this cost is borne by Kentuckians.

149

 

 

 

 

  

FIGURE 3

The Cost of Automobile and other accidents in United States in 1951

 

 

 
  

      
 
 

    
    
 

490,000,000

Motor Accidents Other Accidents
$1,990,000,000 $2,590,000,000

 
 
  
 

 

Wa
1,150,0

Lost

 

 

Source: National Safety Council.

When compared to the leading causes of death, accidents rank
fourth. Only three diseases, heart disease, cancer, and cerebral
hemorrhage, kill more people per 100,000 persons than is killed by
accidents. Figure 4 shows the death rate per 100,000 people for
Kentucky and the United States in 1950 according to seven leading
causes.

150

7—

Heart
Cance
Cereb
Accidr
Pneun
Nephr

Tuben

 

8611
eff
haw
Ste
sch
dri
rec
ace
Sta

 :3! .-

FIGURE 4

Death rate per 100,000 population from the seven leading causes
during 1950 for Kentucky and the Nation.

 

Heart Disease

 

 

    

 

25-1

.V. g —.——-..4

v _. -M-v jrr-i

 

      
    

 

 

 

 

 

 

 

Cancer
Cerebral Hemorrhage
Accidents
Pneumonia
United States

Nephritis {030310323 - I

A ' ' ’ m Kentucky
Tuberculosrs £91933

0 50 100 150 . 200 250 300

 

Source: Fact Book 1951, Institute of Life Insurance and Bureau of
Vital Statistics in Kentucky.

There are many evidences that with the proper kind of education
and training in attitudes, skills and understandings, a large portion
of accidents can be prevented and much life can be saved as a result.

Many states have conducted follow-up studies of their driver
education and safety education program in an effort to ascertain the
effectiveness of their program of instruction. In every case the results
have been exceedingly encouraging. In 1947, two high schools in the
State of Maine offered courses in driver education. In 1952, the
schools totaled 52, and 2,500 students were provided With courses in
driving. Only 23 of the 6,303 pupils who have taken the courses in
recent years have been involved in accidents and. only one of the
accidents resulted in fatalities. For the same period according to the
State Police, accidents by teen—age drivers Without driver education

151

 

 

 resulted in 20 deaths, 376 personal injuries and 742 cases of property
damage. Many other studies with similar results could be cited.5

Life expectancy has grown from 47 years in 1900 to about 68
years in 1950. This growth has been due in a large measure to educa-
tion supplementing the discoveries of medical science. In a sense of
reality there is no measure for evaluating the compensation of a good
educational program to life and society. Education is provided by the
state for its own improvement, not as a gift of “charity” to its
students but as one of the soundest investments that can be made.

FIGURE 5

Life expectancy at birth in the United States
Between 1900—1948'

FF.NB'D‘(DmH<»i-hn«4_ni_.._.-_..

 

 

 

 

 

 

 

 

 

 

 

 

 

 

70
60

>3

U

S:

CU

*5 /

E 50

92

H
40 >
Date 1900 1910 1920 1930 1940 1950

Source: Office of Vital Statistics, Federal Security Agency.

Since the conditions under which people live in the United States
‘ are certain to change constantly, the institutions, agencies, programs
and activities of the people should be developed toward meeting the
solutions of these vital problems. The time has come for driver edu-
cation to be clearly recognized as an important segment of the curricu-
lum of modern American secondary schools and safety education in
all its phases should be given greater emphasis. The education of
automobile drivers is a highly significant part of the public high
school’s responsibility for educating young citizens to live efficiently,
responsibly, safely, and With enjoyment.

5Harold G. Richardson, State Board of Education, Augusta, Maine.

1 52

 

 For several years, driver education has been recognized by many
high schools of Kentucky as an important part of their program of
studies. The first bulletin outlining suggested procedures and regu-
lations was issued by the State Department of Education in 1948. The
recommendations contained in this bulletin provided for a full semes-
ter’s course consisting of both classroom instruction and behind-the-
wheel training. For the completion of this course, students were
allowed one-half unit of credit toward graduation. It is impractical
for many high schools to offer this course since the behind-the-wheel
training phase requires the use of a car which has proved to be ex-
pensive. This type of course which provides for the use of a car is
encouraged and no less emphasis is given to it by other plans, how-
ever, there is great need for a type of classroom instruction that can
be included in every high school curriculum. The purpose of this
bulletin is to describe other methods of offering driver education in
addition to the semester’s course in classroom instruction and behind-
the-wheel training.

153

 

  

ORGANIZATION AND ADMINISTRATION

Objectives in Driver Education

A review of Courses of Study on Driver Education from numer-
ous sources including national educational organizations reveal the
following list of objectives. These objectives may serve as topics
around which teaching units may be developed.

1.

10.
11.

12.

To develop in students attitudes, habits, and skills necessary
to be safe and courteous drivers and pedestrians.

To develop in students an understanding of the physical,
mental, emotional characteristics of drivers, bicyclists, and
pedestrians.

To instill in young drivers a sense of personal and civic
responsibility in regard to driving motor vehicles and to
improving traffic conditions thru programs of legislation,
engineering, enforcement, education, and research.

To develop in students an understanding of the human de-
ficiencies affecting traffic behavior and methods of com-
pensating for them.

Respect for and understanding of the necessity and purpose
of state and local traffic laws, rules, and regulations.
purpose of state and local traffic laws, rules, and regulations.

To help reduce the increasing number of traffic accidents
and fatalities, especially among high school students.

To provide students with practical driving experience thru
behind-the-wheel instruction.

To help conserve life and property.

To acquaint students With the construction, functions, and
maintenance of motor vehicles.

To teach students the courtesies of driving.

To cultivate ideals of cooperation, service, and consideration
for the welfare of others.

To assure the gradual development of good driving prac-
tices by having students master each step before attempting
the next.

154

5—:

fir—th-rmv-ng—l

 13.

14.

15.

16.

17.

18.

19.

20.

To develop consciousness of the importance of preventive
maintenance in the conservation of motor vehicles.

To develop understanding of physical characteristics of
streets and highways, including significance and value of
signals, signs, and markings.

To enable students to drive motor vehicles with greater
safety, efficiency, and pleasure.

To show the social and economic importance of motor
vehicles in modern living.

To prepare the high school youth of today to become traffic
advisors of tomorrow in promulgating sound, intelligent
traffic programs.

To develop safety consciousness.

To develop understanding of and proper attitude toward
causes of accidents.

To encourage students to practice self-disciplined adherence
to traffic rules and regulations.

Plans of Organization

Plan A.

Plan A is a type of curriculum organization providing for

a separate course of one semester’s work consisting of both class-
room instruction and practice driving and carrying one-half unit
credit toward graduation. This is the type of curriculum organiza-
tion now being used in the high schools of Kentucky. The time
required to complete the course is the usual five periods per week
for a semester of eighteen weeks. It is suggested that the ninety class

periods

(1)

(2)

in the semester be divided as follows:

Three-fifths of the time, or fifty—four (54) class periods in
the semester should be devoted to classroom instruction.
The classroom instruction should be closely interrelated
and correlated with the practice driving phase, both of
which are requirements for the completion of the course.

The remaining time of thirty—six (36) class periods may be
used by giving individual and group instruction in practice
driving. To meet the additional time of six (6) clock hours
required of each student in practice driving, schools may
provide for home driving instruction to supplement the
course requirements.

153

 

 

 

  

Plan B. Plan B may be organized as a unit of instruction or even
a series of units in a semester’s course in health-safety education. A
block of time equal to at least thirty (30) class periods may be
included in this plan. Any school that finds it impractical to use
Plan A may choose to adopt Plan B. The entire time of thirty (30)
class periods allocated to this unit of instruction must be spent in
classroom instruction and no practice driving is required. Any
practice driving included as a supplement to Plan A should be done
by home driving instruction—a plan suggested later in this bulletin.

In relation to the two plans of Curriculum Organization de-
scribed here, the following terms are defined. '

(1) Driver Education is the complete program of learning ex-
periences provided by schools for the purpose of teaching
students to use motor vehicles responsibly, safely, and
efficiently, and involves classroom instruction and practice
driving.

(2) Classroom instruction is that phase of the program dealing
With actual classroom instruction in which emphasis is
placed upon knowledge of traffic rules and regulations,
safe procedures in car operation, attitudes, and an appreci-
ation of what constitutes safe driving practices. Due to the
importance of classroom instruction in developing attitudes,
it should be offered prior to installation of the actual prac-
tice driving instruction.

(3) Practice driving is that phase of the program which pro-
vides an experience in actual “behind-the—wheel” instruc-
tion in an automobile.

(4) The home driving course held in conjunction with the
theoretical or classroom part of the course, conducted by
the school, is designed to give pupils additional experience
in ear operation. This is accomplished through home-
directed practice driving instruction given under the guid-
ance of the school, and necessitates use of the family car.
As a supplementary phase of the school program of driver
education, the home driving course utilizing lesson outlines
provided by the school should serve to improve the driving
of parent-instructors, establish a desirable child-parent
relationship in learning to drive, and materially reduce the

156

 amount of time needed for “practice driving” instruction
at the school.

Grade Placement and Eligibility of Pupils

Instruction in driver education should be offered at the grade
level where most of the students closely approach the legal age for
obtaining a driver’s license.6 The legal age for obtaining a driver’s
license in Kentucky is sixteen years. A student may secure a tem-
porary permit which shall be issued for sixty days, providing he
qualifies in every other way except being properly instructed in
operating skills. The student must be accompanied by a licensed
operator who occupies a seat by him during the training phase. No
person should operate an automobile on the public thoroughfares
(avenues, streets, and highways) without a driver’s license. School
administrators should investigate the advisibility of permitting
their students to participate in practice driving on private property
under the control of the school.

Plan A. The grade placement for Plan A is recommended for the
tenth, eleventh, or twelfth grade. Students enrolled in any or all of
these grades should be eligible, the assignment of which is the
responsibility of school administrators.

Plan B. The grade placement for Plan B is recommended for either
the ninth or tenth grade. Since this is a unit of instruction in the
health-safety program, obviously, it will be placed in the grade,
the health—safety course is assigned.

Arrangement of Courses
A full year’s course in health and safety education may be

arranged from either of the grades as follows:

(1) Ninth Grade: First Semester—~Health
Second Semester—Safety

(2) Tenth Grade: First Semester—Health
Second Semester—Safety

 

“National Commission on Safety Education, High School Driver Edu—
cation Policies and Recommendations (National Education Association,
Washington, D. C., 1950) Bulletin, 1950.

157

 

 

 

  

Health education may be taught for one semester for which
one-half credit is offered. Safety education may be taught during
the other semester for which one-half credit is offered, thus making
a full year’s course in health and safety. Of the ninety (90) class
periods in the semester’s course of safety, sixty (60) periods should
be devoted to general safety and thirty (30) periods to highway
safety or driver education.

Schools desiring to organize the one—years health-safety course
according to a core program may do so by providing two consecu-
tive class periods for the course. By the core program method only
one semester will be needed to complete the work according to
Plan B.

A Brief Description of a Core Program.

The core program is a type of curriculum organization which
correlates or fuses instruction in two or more subject—matter fields
so that the subject-matter lines are not clearly defined. The meth-
ods and techniques used in the classroom are the conference, prob-
lem solving type, wherein the teachers and pupils plan and share
together their experiences, investigations, and information. It is
cooperation with greatest consideration to the growth and develop-
ment of the individual, and all members work together as a group
toward meeting common objectives. Like a miniature democracy
in action, the pupils gain practice in desirable