No. 4220: May 22, 1942 THE SCHOOL AND PRE-MILITARY TRAINING State Program under Health and Emergency Medical Service Texas Civilian Defense A Plan for Pre-military Training on Voluntary Basis Elementary, Junior High School and Senior High School Sponsored by the University Interscholastic League in the Bureau of Public School Extracurricular Activities Division of Extension PUBLISHED BY THE UNIVERSITY OF TEXAS AUSTIN The University of Texas Publication No. 4220: May 22, 1942 THE SCHOOL AND PRE-MILITARY TRAINING State Program under Health and Emergency Medical Service Texas Civilian Defense A Plan for Pre-military Training on Voluntary Basis Elementary, Junior High School and Senior High School Sponsored by the University Interscholastic League in the Bureau of Public School Extracurricular Activities. Division of Extension Published by the University four times a month and entered as second-class matter at the post office at Austin, "'exas, under the act of August 24, 1912 The benefits of education and of uaeful knowledge, generally ditJuaed throu1b a community, are eaaential to the preaervation of a free go•ern­ment. Sam Hou.ton Cultivated mind is the guardian geniua of Democracy, and while guided and controlled by virtue, the noblest attribute of man. It ia the only dictator that freemen acknowledge, and the only security which freemen desire. Mirabeau B. Lauiar COPYRIGHT, 1942 BY THE BOARD OF REGENTS OF THE UNIVERSITY OF TEXAS INTRODUCTION JT DOES not take a seer to anticipate the terrific strain which a weakened public school system will be under next fall; and still there is no cause for alarm if everyone will sit steady in the boat and do his part to the best of his ability. Teacher Shortage Many teachers are being taken into the armed forces, and many others are leaving the profession for auxiliary services. This only presents a greater opportunity for those who remain. Tire-rationing, and soon, perhaps, travel-ration­ing, will interfere with, or maybe completely disrupt, interschool competitive contacts. But that leaves plenty of room for intra­murals and other activities. These conditions, far from being taken as a discouragement, should be wel­comed as presenting a greater op­portunity for service. In the present bulletin, we are undertaking to give the adminis­trative background for the organ­ization of Victory Physical Fitness Clubs. The first article should put at rest any concern which the ad­ministrator should feel concerning the educational value of the pro­gram or the soundness of the principles upon which it is based. A study has been made by the highest authorities, and the con­clusions reached justify undertak­ing the program which has been outlined under the supervision of the State Health and Emergency Medical Service, of which Dr. Geo. W. Cox is State Chairman and in which Dr. D. K. Brace is State Supervisor of Physical Fitness. Foundation Bulletin The foundation of this work is set forth in the bulletin entitled "Victory Physical Fitness Clubs­Instruction Manual," and is mailed from the University Interscholastic League Office (Box H, University Station, Austin, Texas) free on request. This Manual presents the basis or core of the program. Upon this the Clubs will build many other activities. It is pro­posed, for instance, that the hiking trips prescribed in the program be articulated and motivated by tours to Texas historical shrines.* Fur­thermore, nature study can be very easily correlated with this activity, as can surveys of watersystems, and other projects undertaken by the chapters of the Junior Acad­emy of Science. A series of pro­grams will be issued tying the activities of the Victory Clubs up with other parts of the extra­curricular program, to the end that there may be an economy of organization and increased motiva­tion. "Apostles" of Health It is the purpose of these clubs not only to contribute to the phys­ical fitness of the members, but also to develop an enthusiasm for physical fitness throughout the school and community. To this end there will be speaking and drama­tic programs offered which will furnish a field for exercise of •Professor W. P. Webb contributes this suggestion in an article published in the April issue of The Leaguer. talent of this kind that we hope every club will find among its members. We look forward to hav­ing in every school a group of ambitious, patriotic, exceptionally gifted pupils serving the school and community as apostles of health and of a more abundant life · through development of correct mental attitude and physical vigor. Nor will there be an absence of competitive motivation. Levels of accomplishment are set up, and appropriate insignia will be awarded to distinguish pupils whose attainments merit special recognition. There must also be provided meetings among the clubs of various schools for conferences, mutual encouragement, and social pleasures. While this may seem to necessitate travel, it does not mean travel by automobile, and it does not mean long trips. It is hoped that groups or clusters of schoola conveniently located one to the other may be formed for this pur­pose, possibly based on Interscho­lastic League Districts. The Sponaor The administrator may fear that he does not have the teachers equipped to sponsor this movement. The program has been designed for this very situation. It is not neces­sary to have a trained physical education instructor, although such training is certainly to be desired. The average teacher, man or woman, who has a willingness to serve and who has sufficient energy and ambition to undertake some­thing new and challenging, can sponsor such a club and maKe a great success of it. There is no time to lose. If school is still in session when you read this, and the plan appeals to you, perfect a preliminary organ­ization of this work for next fall. Many schools are undertaking a summer program. In a number of the sessions in colleges this sum­mer, special attention is being given to training teachers for work as club sponsors. Military Skills Many other events, especially military skills, will be introduced into the schedule as rapidly as their practicability can be demonstrated. Hand-grenade-throwing is now be­ing introduced; obstacle races,, reproducing as nearly as possible military conditions, are under con­sideration; skills of use in air raid protection may be included. In­deed, the State Office will welcome suggestions coming from the field, especially suggestions that have been tried out and show promise. The present program is largely experimental. It will be subject to change as experience shows that alterations contribute to the pur­pose for which it is undertaken. It should be emphasized that back of this whole program is the development of physical fitness and the attendant improvement in health, strength, endurance, skill, and mental health and morale es­sential to a vigorous people who will fight to victory for themselves, their State and their Country. Any school in the State, public or private, white or colored, below collegiate rank is eligible to the service that is being offered. ~ Director, University lnterscholstic League I. THE WAR-GEARED SCHOOL THE Wartime Commission of the U.S. Office of Edu­cation, met on March 25, 1942, and gave consideration to reports of studies made by divisional committees and sub­committees, among which was a report on "The Best Kind of High-school Training for Military Service." This re­port was approved and or­dered published,• as follows : Why Not Military Drill? The attack on Pearl Harbor by the Japanese before war was de­clared, and the subsequent opera­tions against the United States by the Axis Powers have brought about an upsur;ge of patriotic fervor in our country such as has no parallel in the memories of li'1­ing men. Teachers and pupils in high schools share in this enthu­siasm and are asking insistently, What can we do? Many high-school leaders have thought that one answer to the question would be to introduce military drill into the high school. Indicative of this viewpoint is the fact that the number of inquiries regarding military drill coming to the U.S. Office of Education has risen rapidly since December 7 and is continuing to mount. The reply which has been given to these inquiries is that the United States Army finds it impossible at this time to supply equipment or *See pp, 3 and 4, Education for Victory, Vol. t, No. 4. The University of Texas Publication to detail officer personnel as in­structors in high schools desiring to introduce military drill. While this is usually accepted by the schools as a reasonable answer, it is far from being a satisfactory answer to young and enthusiastic patriots who want to do their bit. Rely Upon the Schools Without prejudice to courses in military training already in ex­istence, it may be stated that no one should be disappointed over lack of opportunity to take military drill before he enters the Army or the Navy. The armed services are equipped to give him the necessary drill in a short time after he en­lists or is inducted. For some of his training in other respects, equally important to his military efficiency, the Army and Navy prefer to rely upon the schools. Because of deficiencies of many of those that come to them, the armed services, however, are constantly compelled to instruct recruits in areas and subjects in which the schools are entirely com­petent to supply the training. In the pages which follow an effort is made to indicate in broad outline the contribution which schools can make to preinduction training. The courses proposed are not a substitute for military training; they are military training in as real a sense as is military drill. The statement has the approval o! the United States Office of Edu­ cation Wartime Commission and of the designated officers in charge of training in the United States Army and the United States Navy. Competent, Disciplined Men The Army and Navy need com­ petent, alert, loyal, brave, and School and Pre-Military Training 9 healthy men who are able both to give orders and to obey them. No amount of technical or military skill can be considered a substitute for these essential qualities. They are produced through study and discipline, contact and association, competitive games and sports, and observance of the laws of health. The best agency available to American democracy for develop­ing these characteristics in all youth has been and continues to be the schools, public and private. Healthy Men The rigors of military discipline demand robust, toughened bodies in a sense not required in ordinary civilian pursuits. The effective soldier or sailor is not only free from disqualifying defects; he is strong, vigorous, energetic, heal­thy, aggressive, and courageous. Work involving the large muscles can contribute abundantly to this objective. In the schools the physical edu­cation program can be made to yield important results through emphasis on healthful living and beneficial exercise for all, boys and girls alike, as never before. The paramount importance of good health leads to the conclusion that every pupil should be given peri­odic health examinations with ad­ditional examinations whenev the need appears; teachers should be watchful of pupil health at all times to identify cases needing at­tention. Of equal importance is the follow-up of the findings of health examinations with the homes and social services to make sure that necessary dental and medical care is supplied, that nu­tritious foods are provided, and 10 The University of Texas Publication that physical defects are corrected insofar as possible. Skills and Information Needed Over and beyond this there are certain skills and information which are useful in the armed forces. Many of them are of great importance also in civilian life and should, therefore, not be denied to other pupils, both girls and boys who are ineligible to enter the armed forces. Some of the more important of these are listed be­low. A. One group of activities is important for survival under war conditions. Efficiency in these ac­tivities may mean the difference between life and death for the pupils themselves. They are equally significant for girls and boys and ought to be included in the school program for all pupils. These are: 1. Air raid and fire drills with adequate instruction about the protection of themselves and their homes. Military values, as well as added safety, result if the drills are carried out with exactness and precision. 2. First-aid, home hygiene, and life-saving instruction. B. Certain activities and skills are useful in the armed forces. Because of their character these probably may most appropriately be introduced into physical educa­tion courses although some schools may wish to develop special classes in them. Since the activities are designed to develop endurance and strength, a thorough physical ex­amination should precede the as­signment of any boy to this pre­military training program. A more generous total time allot­ment than usually given to physical education is recommended. Neces­sary equipment should be provided, but elaborate facilities are not es­sential to an effective program; for instance, an open field may be substituted for a heated gymnas­ium. The armed forces :fight under all conditions and in all kinds of weather, summer or winter. Given selected, sturdy boys the activities should tax their endurance and skill, due allowance being made for their strength and age; hard soldiers cannot be developed by soft methods. The following ac­tivities are illustrative: 1. Hard -driving competitiv& sports and games involving physical contact. 2. Swimming. 3. Tumbling. 4. Boxing and wrestling. 5. Strenuous ''setting-up" exer­cises. 6. Hiking and pitching camp. 7. Jumping and running. 8. Skiing. C. A third classification may be made of areas of information uae­ful in the armed forces. Much of the pretraining for military serv­ice under this classification may be achieved by changes of emphasis in the established high-school courses. More of the English for use, especially practice in under­standing and preparing directions, dispatches, and accounts, whether orally or in writing; in social studies why we a:r:e at war, the his­torical background and the current changes in the war situation, what we must do to win the war, and the moral obligation of each one to serve country and community; in mathematics a nearer approach to 100-per cent mastery of funda­mentals; in science the elements of physics and chemistry-these are knowledges and informations which the Army and Navy espe­cially desire that their personnel should have. In addition it is advantageous for each recruit to have specialized knowledge in one or more areas. Such specialization, however, should not be at the expense of a thorough knowledge in the basic areas already mentioned. The pupil should be advised regarding the type of specialized information most useful to him by the guidance service set up by the school. In large schools special premil­ itary courses may be introduced. Differentiation in assignments, special units, home projects, and committee undertakings are meth­ ods by which a teacher may provide specialized information in any school, large or small, without hav­ ing a whole class give extended attention to an enterprise which is of special significance only to some of its members. Some of the specialized information needed is: 1. International Morse code. 2. Radio and telephone opera­tion and repair, including transmission and receipt of messages. 3. Automobile and airplane maintenance and repair. 4. Machine shop work. 5. Foundry work. 6. Photography. 7. Map reading. 8. Personal hygiene and nutri­tion. 9. Home nursing (especially for girls).* Summary The program that is nere sug­gested for premilitary training in high schools stresses­ 1. Good health, physical fitness, endurance, safety from war hazards. In most schools these results will be achieved principally through the health and physical education pro­gram. 2. Fundamental information and patriotic motives for fighting men gained through basic subjects such as mathematics, science, English, and social studies. 3. Specialized knowledge and vocational skill useful in the armed forces to such extent as the school is equipped to meet the need. Th.e foregoing Teport wa.s P'f"e­'J)ared by Carl A. Jessen, senior specialist in secondary education, U. S. Office of Education, in co­operation wi.th. representatives of secondary education botk in the Office of Education and outside and iuitk representatives of the training diviBions of the Army and the Navy. *This list can be materially lengthened. In making additions, however, the school should give consideration to: (1) whether it has the facilities in equipment. teaching materials, and personnel to offer effective instruction in the specialized areas ; and (2) whether the Army and the Navy may not 'be equipped to do a better job in the specialized areas while the school centers its attention on instruction in subjects where it is in position to make the best contribution. II. LEAGUE COOPERATION JN THE Physical Fitness Program, which functions under the Texas Civilian De­fense, Division of Health and Emergency Medical Service, George W. Cox, M.D., Chair­man, the University Inter­scholastic League, through the State Supervisor of the Pro­gram, D. K. Brace, has been asked to undertake the forma­tion of Physical Fitness Clubs in Texas schools. Physical FitneH Clubs This the League is only too glad to undertake, using the machinery that is already set up as a basis for organization of this activity. In each county and in each sizeable community there is already ap­pointed a lo~al chairman of the Health and Emergency Medical Service, under whose general di­rection the Physical Fitness Pro­gram will be administered. He is empowered to appoint local super­visors in the Physical Fitness Program, and it is through this individual that the League organi­2ation will make contact and op­erate to the end that there may be formed in every school wishing to undertake such an enterprise a Physical Fitness Club, or Clubs. Of course, the Physical Fitness Program, of which D.r. Brace is State Supervisor, includes much more than the s.!hool clubs, which is a detail of a larger program, having no less than five main divi­sions. Each of these five divisions will be in charge of men and women supervisors, except for some of these divisions, which will be consolidated in small com­munities. The work in which the League has undertaken to be of assistance to this vast and patriotic enter­prise, is concerned with the or­ganization of Physical Fitness Clubs for boys and girls in all schools, large and small, in the State. This service is given in response to a request from State Supervisor of Physical Fitness and with the approval of the Chairman, Dr. George W. Cox, and will be pursued under his general direction with the immediate tech­nical assistance of Dr. D. K. Brace, Professor of Physical and Health Education in The University of Texas. Physical Fitne.. Standard It is a part of the plan that physical fitnes3 standards be set up for girls and boys on different school levels, one elementary, one junior high and two for senior high school. Sui";able recognition is pro­vided for club-members qualify­ing; and recognition also for schools undertaking the enterprise. Each club, under the plan con-, templated, has a teacher-sponsor who will be provided with train­ing-guides an<: conditioning sug­gestions in the form of bulletins and circulars prepared under the d;rec.tion of Dr. Brace and pub­lished by the Division of Health and Emergency Medical Service. This material will be furnished f1·ee of charge to participating schools, and will be ready for dis­tribution shortly. In the meantime, any teacher, principal or superintendent inter­ 16 The University of Texas Publication ested in this program as proposed in the schools may get on the mail­ing list by dropping a card indi­cating interest to the Interscho­lastic League. Anyone interested in the Physical Fitness Program as a whole may receive information by addressing the State Chairman, Dr. George W. Cox, attention D. K. Brace, State Office Building, Aus­tin, Texas. "The Glory That Was Greece" O UT OF these [Olympie] athletic contests first held 776 years before Christ, and repeated every four years, were gathered the citizen armies that successfully maintained a state of freedom against a foreign aggressor for over 1200 years. Out of these monster exhibi­tions of democatic paticipation in running, jumping, wrestling and boxing, came physical fit· ness and national well-being that permitted a handful of small Greek city states to cope successfully with the mightiest armies of the world, armies which outnumbered them 100 to one.-From an address by Paul V. McNutt, Federal Se· curity Administrator, broad­cast over the Columbia Broad­casting System to the American Association for Health, Phys!cal Education, and Recreation in New Orleans, April 17, 1942. III. QUESTIONS AND ANSWERS so MANY inquiries have come into the League office since the announcement in the March issue of the Interschola8tic Leaguer of the plan for organization of Phys­ical Fitness Clubs that it has been necessary to compile and answer them in question-box form. A bulletin describing the Phys­ical Fitness Program in detail, so far as it affeets schools, is pub­lished now and ready for distribu­tion. The following questions and answers cover the great majority of inquiries so far received: 1. Can any school in Texas or­ganize Physical Fitness clubs sponsored by the University Inter­scholastic League? Yes, any pri­vate, parochial or public school may organize Physical Fitness clubs in the school. 2. May clubs be organized for girls as well as boys? Yes. There are separate standards for girls and for boys. 3. Whom shall I write to for complete information o-n the Phys­ical Fitness program as a whole? Dr. George W. Cox, State Chair· man on Health and Emergency Service, attention Dr. D.. K. Brace. 4. Is there a Physical Fitness Club Bulletin available for the elementary, junior and senior high schools? Yes, a special Bulletin for sponsors of Physical Fitness clubs has been prepared for the elementary and secondary schools. Write to the University Interscho­lastic League for a copy of the "Instruction Manual for Victory Physical Fitness Clubs." 5. How does the school fit into the general plan of the Physical Fitness Program? There are sev­eral divisions of the Physical Fit­ness Program, namely: (1) School and College Division, (2) Out-of­School Recreation, ( 3) Close Order Drill and Conditioning Exercises, ( 4) Industrial Recreation, and (5) Publicity. All elementary and high schools function under the School and College Division. 6. Where shall we write for in­formation about the Physical Fit­ness Club Program in the school, and how to organize Physical Fit­ness clubs? Interscholastic League, Box H, University Station, Austin, Texas. 7. What person in the school may take the initiative and or­ganize a Physical Fitness Club Pro­gram? Any interested person in the school may organize a club. The physical educat: .1 teacher, athletic director, or science teacher would make ideal sponsors. 8. Should schools attempt to or­ganize Physical Fitness Clubs this late in the school term? Yes, clubs can be organized and encouraged to function during the summer months. Attractive club programs will be arranged for summer meet­ings of the club. 9. What is the first step in or­ganizing a Physical Fitness Club? (1) Secure a Physical Fitness Club Bulletin and study carefully; (2) Invite a group of interested pupils School and Pre-Military Training 19 and explain aims and purposes of the program; (3) Pupils that de­sire to be members of the club should sign the Physical Fitness Pledge; ( 4) As soon as the Pledge has been signed club members should begin work on activities that will prepare them for passing the standards. 10. How can the sponsor mo­tivate interest in the passing of Physical Fitness standards? Ex­plain to the pupils the real mean­ing of Physical Fitness, how a healthy and strong person is able, when difficulties arise, to adjust himself physically, mentally and socially to meet the new situation. A bibliography to aid club sponsors will be found on pp. 30-33 of this bulletin. 11. Is it the responsibility of the club sponsor to supervise the pass­ing of the standards? Yes. The sponsor should supervise the pass­ing of standards, but he or she can secure help from the physical education teacher or the athletic coach in supervising the passing of st~ '.·dards. 12. Should boys and girls be urged to pass standards as soon as possible after a club is started? No. The purpose of the standards is to motivate the development of physical fitness and to insure that certain standards are reached. The development of physical fitness takes time. Work for continuous and gradual development. 13. How many clubs should a school have? As many as possible. Try to get every able-bodied boy and girl into a club. 20 The University of Texas Publication League Designated Sponsor T HE plan of organizing Physical Fitness Clubs in schools is only one aspect of the general Physical Fitness Pro­gram of the division of schools and colleges. At the request of the State Supervisor of Physical Fitness Program and with the approval of the State Chairman on Health and Emergency Medical Service, Dr. George W. Cox, the duty of promoting and guiding Physical Fitness Clubs in elementary, junior and senior high schools has been assigned to THE UNIVERSITY INTER­SCHOLASTIC LEAGUE, under the direction of Mr. Roy Bedi­chek, Director of the Bureau of Public School Extracurricular Activities, and Mr. R. J. Kidd, Athletic Director, Bureau of Public School Extracurricular Activities, Division of Exten­sion, The University of Texas. IV. EXTRACURRICULARS MORALE BUILDERS PSYCHOLOGICALLY speaking, it is sound to maintain many peace-time extra -curricular activities during war, in the opinion of Dr. Paul White, University of Texas psychiatrist. "I think that the University is wise in keeping Round-Up this year, as well as in plan­ning for continuance of foot­ball ,games and related events.," he declared. "Healthy excitement takes the students out of themselves; it helps them maintain emot;onal equilibrium. Constant pre­occupation with difficulties does not result in solution." Example of England In J!lngland, where the entire population has been markedly af­fected by the war, there has been a decided drop in neuroses. People there have neither the time nor the opportunity to think about them­selves so much. Apparently the same effect among college students is the re. suit of large football games, final examinations and such large sociaJ events as Round-Up. Dr. White has found there is a pronounced drop in the number of students coming to him for help before such events, but that this may just be an indication of procrastination. "In most universities, approxi­mately 10 per cent of the students 22 The University of Texas Publication are emotionally maladjusted at one time or another, but it is still too early to know to what extent the war will change the number of students needing a psychiatrist's help," Dr. White said. War Impact Yet to Come The bulk of University students are still unaffected by the war he said. "Except in individual cases when a boy's draft number is called or when a girl's sweetheart is called into service, the majority of college students are still emo­tionally incognizant that a war is going on," he declares. "The lives of most citizens have not as yet been touched directly by the war, and consequently they are not greatly psychologically up­set," he explained. "When stu­dents must give up their cars or go entirely without sugar or when the war comes to our own shores it will probably be another matter. "Students as a whole underwent real shock after the attack on Pearl Harbor, but they have absorved the shock and have readjusted their lives," he declared. Unless a capacity for thinking be accompanied by a capacity for action, a superior mind exists in torture.-Benedetto Croce. It's not so much the size of the dog in the fight, as the size of the fight in the dog.-E. J. Young. Man has a task of happiness.­Robert Louis Stevenson. V. PHYSICAL FITNESS AND MORALE (By Henry M. Foster, Professor of Physical Education, University of Washington) AGAIN the attention of the country is directed to the physical fitness of its man­power and the morale of its civilian population. Again the schools occupy a strategic position with reference to both problems. In order to focus the attention of school administrators on the part the schools can do in the war emergency, the following out­line is submitted for consid­eration. The Problem 1. The health and physical status of American youth today is more favorable than that of pre­vious generations, but it is far from what it should be, could be, and perhaps must be, if we are to withstand aggression and solve our domestic problems. 2. Itis not for war alone that we should prepare youth, but for the preservation of the democratic way of life. The wars now raging in the world may end tomorrow, but our national needs for good citizen· ship, morale, patriotism, and faith in the American way will still go on. 3. Our schools play a significant role in developing social and physical fitness, but the traditional curriculum with its emphasis on academic achievement is inade­quate. A broader, more realistic point of view must prevail. In this new conception, physical edu­cation, health education, recreation education, and student activities must not be considered adjuncts but essential phases of liberal edu­cation. 4. In the main, no radical changes are indicated in the con­tent of local programs, but instead a reaffirmation should be made in the belief that games, sports, ath­letics, hygiene, and health service are the best instruments for pre­paredness. 5. In order to provide adequate facilities and services, it may be necessary to have financial support from the Federal Government. There is now a bill before Congress which, if approved, will make avail­able to local school boards financial aid for health and physical educa­tion. 6. More emphasis should be placed on community planning to the end that all legitimate social agencies shall make an effective co­ordinated attack on the problem. Proposed Measures A. Health Education. The fel­lowing should be provided in every school under the direction of edu­cational authorities: 1. A health service program. This would include a thorough health appraisal of every boy and girl and a follow-up program de­signed to secure the correction of remedial defects. 2. A healthful school living pro­gram which would emphasize healthful school environment and healthful teacher-pupil relation­ships. 3. A program of health teach­ing beginning in the first grade and running through the twelfth, based on the needs at the grade age levels and properly motivated. B. Physical Education. The fol­lowing should be provided: 1. A required graded program, sufficiently diversified to meet the needs of every child in school.* This program should include games, sports, athletics, gymnas­tics, rhythmics and adapted activ­ities. Every boy and girl should have a balanced program. The required program should be es­sentially an instructional program with emphasis placed on the acqui­sition of knowledges and skills, since the ability and disposition to participate in the activities taught is more significant than the amount of perspiration or muscular con­traction induced at a given time. 2. A laboratory program should supplement the required instruc­tional program. This program should include many recreational activities as well as the more vig­orous games and sports, and again the carry-over type of activity should be emphasized. Specific Recommendations 1. Evaluate what we are doing in light of approved standards. 2. Make a thoroughgoing sur­vey of facilities, equipment, and leadership available. 3. Determine desirable admin­istration policies in the light of No. 2. 4. Appoint a curricular com­mittee and sub-committee to de­velop a graded curriculum based *This requirement is met in large meas­ure by the League's present program of Physical Fitness Clubs. on the needs of pupils of various age levels. 5. Establish in-service training courses designed to improve the leadership, and employ only men and women who are professionally qualified. 6. Set the stage for effective in­tegration of school and community effort. 7. Assume leadership in com­munity planning in those areas that are properly within the scope of education. 8. Emphasize the importance of health education, physical educa­tion, and recreation at teachers' meetings and educational con­ferences, and carry on a strong publicity campaign designed to en­list public support for these vital activities.-College Education Rec­ord. I N THIS emergency I believe that we who know the value of body building for competitive sports should work for the restora­tion of a physical education pro­gram which has not lost its "phys"; for an athletic program geared to the times; for a program for both boys and girls which will give them an actual foretaste of what is in store for them. In this way our nation's armed forces will benefit immeasurably and this un­holy war will be ended victoriously, that much sooner. Isn't this com­mon sense and a practical pro­gram for your youth today?­Walter B. Spencer, Executive Secretary, Connecticut High School Athletic Association. VI. GENERAL SUGGESTIONS (By State Supervisor, Dr. D. K. Brace) 1. Endeavor to have every stu­dent receive a health examina­tion during each school year. Use the suggested report slip in the Instruction Manual on Victory Physical Fitness Clubs in obtaining the signature of the family physician reporting that the examination has been given, and indicating advice as to physical education activ­ities. 2. Study the individul health needs of each pupil as related to physical fitness. Discuss these needs with the pupil. 3. Base the physical education program on the needs of the pupils. Provide a system of individual pupil records. 4. Expand physical and health education programs to require a daily period for every pupil. No pupil who can attend school should be exempt from some form of health and phy­sical education participation. •~... Survey the physical and health education program in the i ~hool system on the basis of the standards for accredit­ment of the State Department of Education. 6. Get school systems accredited with the State Department of Education. 7. If the system is accredited, check it to see that it really deserves accreditment. 8. Survey schools and their pro­grams from the standpoint of safety and safety education­Remove safety hazards. 28 The University of Texas Publication 9. Get school authorities to open school buildings for commun­ity recreation purposes. 10. Coordinate physical education programs with out-of-school recreation facilities and pro­grams. 11. Start a program of daily health inspection by each teacher. Let the teachers work together in preparing a plan for daily health inspection. Coordinate health inspection with school and community health services. 12. See that pupils are informed about and visit community health services. 13. Get all teachers to take ad­vantage of all opportunities to give health instruction. 14. Give instruction in first aid to all students, leading to the junior or advanced Red Cross First Aid Certificates. 15. See that schools are provided with ample, readily accessible first aid suppliei:t. 16. Have a more vigorous t>hvsi~i:i.l education program of activi­ties. Stress the f ollowinj?: a. Study the special needs of each student. b. Give some body building conditioning exercises to students who are especially weak. Do not make the whole pro­gram consist of calisthen­ics. c. Have some apparatus work, such as climbing, hanging, vaulting and jumping. d. Include chinning and dip­ving: exercises. e. Stress track and field ac­tivities. School and Pre-Military Training 29 f. Continue to stress team sports. g. If trained instructors are available, teach some box­ing and wrestling to high­school boys. h. Insist on correct perform­ances and vigorous partic­ipation for boys and girls. i. Allow no one to be excused from some form of physical and health education, and especially do not accept band, pep-squad, monitor duty, etc., in place of phys­ical education. j. Devote some part of each period to stress on health matters, but do not substi­tute "health lectures" for the daily physical educa­tion periods. Additional periods for health education are needed in high schools. 17. Encourage the formation of Physical Fitness Clubs. Get every pupil in a club. Get teachers to act as club spon­sors. 18. Stress forms of mass com­petition in which au take part. Reduce any over-emphasis on single school teams. 19. Make wider use of student leaders. 20. Inter-school contests can be held in the form of "telephone" meets in which each team stays at home and telephones the records made to another school to decide which school wins. 21. In inter-school contests play teams close at home. A void long trips. Have a school represented by several teams in a sport rather than by one team only. VII. BIBLIOGRAPHY 1. Blair, Herbert, Physical Edu­cational Facilities for Modern Junior And Senior High Schools, New York: A. S. Barnes and Company, 1938. 2. Bovard, John F ., and Cozens, Frederick W ., Tests and Meas­urements In Physical Educa­tion, New York: A. S. Barnes & Co., 1930. 3. Butler, George D., New Play Areas, Their Design __and Equipment, New York: A. S. Barnes & Co., 1938. 4. Butler, George D., Play­grounds-Their Administra­tion and operation, New York: National Recreation Associa­tion. 5. Connecticut State Department of Education, The School Com,,. munity Center, Section No. 2, Handbook on Facilities, Hart­ford. 6. Cramblet, Howard W ., Play­ground Surfacing, Bulletin No. 7, Pittsburgh, Pa., 341 South Bellefield A venue, 50c. 7. Division of Physical Fitness, School-College Program, Form G4, John B. Kelly, Director, February, 1942. 324 Board of Education Bldg., Philadelphia, Pa. (Mimeographed material.) also Mimeographed material on U. S. Division of Physical Fitness. John B. Kelly, Director. 8. Forsythe, Charles E., The Ad­ministration of High School Athletics, New York: Prentice­Hall, Inc. 9. Lamar, Emil, The Athletic Plant, New York: McGraw­Hill Co., Inc., 1938. 10. LaPorte, William, Health and Physical Education Scorecard No. 11, Los Angeles, Cali­fornia: University of South­ern California Press, 1938, 30c. 11. LaPorte, William, The Physi­cal Education Curriculum, Los Angeles, California; Univers­ity of Southern California, Second Edition. $1.00. 12. Luehring, Fred W., Swimming Pool Standards, New York: A. S. Barnes & Co., 1939. 13. McCloy, C. H. Tests and. Measurements in Health and Physical Education. F. S. Crofts & Co., New York, 1939. 14, Morrison, P. M., and Cheno­weth, L. B., Normal and Ele­mentary Physical Diagnosis. Philadelphia, Pa.: Lea and Febiger. 15. Nash, J. B., Building Morale, New York, A. S. Barnes & Co., 1942, $1.00. 16. National Recreation Associa­tion, Planning the Recreation Building, New York. 17. National Recreation Associa­tion, Playground Layout and Equipment, New York. 18. National Recreation Associa­tion, Play Space in New Neighborhoods, New York, 1939. 19. National Recreation Associa­tion Committee Report, Sur­facing Playground Areas. New York City: National Recreation Association, 1932, 50c. 20. Neilson, N. P., Scorecard for Evaluating Physical Educa­tion Programs For Boys, For Girls, California State Depart­ment of Education, 1931. 21. New York State Public High­School Athletics Association, Committee Report, Recrea­tional Athletic Activities for Boys (pp. 41-42) Roslyn, N. W., Wegner, F. R., 1934, 15c. 22. "Physical Fitness," Researek Quarterly, Supplement, May, 1941, Volume 12, No. 2. American Association for Health, Physical Education and Recreation, 212 Maynard Street, Ann Arbor, Michigan. 23. Robbins, Charles L., The Small Town and Its School. Iowa City, Iowa, State Uni.. versity of Iowa, 1934 (Uni.. versity of Iowa Extension Bul­letin No. 348.) 24. Scott, Walter L., "A Play­ground Improvement Project," reprint, California Journal of Elementary Education, Vol. IX, No. 1, August, 1940, Sac­ramento, California, Cali­fornia State Printing Office. 25. Sharman, J. R., Hillas, Mar­jorie; and Brace, D. K., Cur­rent Problems in Camp Lead­ership, A Workbook for Camp Counselors and Directors. The Ann Arbor Press, Ann Arbor, Michigan, 1934. 26. Staley, S. C., Individual and Mass Athletics, New York: A. S. Barnes and Company. 27. Staley, S. C., Calisthenics. New York: A. S. Barnes and Company. 28. Staley, S. C. Games, Contests and Relays. New York: A. S. Barnes & Co. 29. U.S. Office of Education, Prep­aration of School Grounds for Play, Fields and Athletic Events, Washington, D. C. : U. S. Government Printing Office, Supt. of Documents, 5c. 30. University of Nebraska, How to Build a Tennis Court. Lin­coln, Nebraska, College of Agriculture, Cooperative Ex­tension Service, Extension Cir­cular No. 527. 31. Voltmer, E. F., and Esslinger, A. A., The Organization and Administration of Physical Education, New York: F. S. Crofts & Co., 1941. 32. Williams, J. F., and Brownell, C. L., Administration of Health and Physical Educa­tion, Philadelphia: W. B. Saunders Co., 1939. 33. Williams, J. F. and Hughes, W. L., Athletics in Education, "Athletic Facilities" (Con­struction and Maintenance) Chapt. XII, Philadelphia: W. B. Saunders Co., 1936. 34. Williams, J. F., Healthful Liv­ing, W. B. Saunders Company, Philadelphia. 35. Williams, J. F., Textbook of Anatomy and Physiology, W. B. Saunders Co., Philadelphia: 4th edition. 36. Works Progress Administra­tion of Minnesota, Play Ap­paratus and Court Diagrams, Bul. No. 1, Recreation Depart­ment, W.P.A. St. Paul, Min­nesota. 37. Victory Physical Fitness Clubs -Instruction Manual, Inter­scholastic League, Box H, University Station, Austin, Texas. Free. 38. Physical Fitness Program­Suggestions, State Health De­partment, Land Office Build­ing, Austin, Texas. Free. I I I I I I I I I ·1 I ; I = 11 G> QI I I I l I I I I I I I PRELIMINARY REPORT BLANK (Please use lead pencil) Please check ( v ) 1. Have Physical Fitness clubs been organized in your school? Yes No 2. Are you interested in organiz­ing a summer Physical Fitness p1·ogram for the school chil­ dren in your community?__________ Yes No 3. Have you received copies of the Physical Fitness Manual?__ Yes No 4. Do you need additional copies?__ Yes No 5. If additional copies are needed, how many? -----------------------------------­ 6. Does your school devote a reg­ular class period to Physical Education? ---------------------------------Yes No 7. Please fill in below names of sponsors: 8. Do you wish to be retained on our "Physical Fitness" Mailing List? --------------------------------------------Yes No Name School ---------------------------------------------------­ P. 0. Address_____________________________ -------------------­