ee

which a blank space seemed to suggest conspicuous implications. The variation in the
percentages of affirmative replies on individual items, as is shown below, indicates
that the principals were discriminative in their replies. ~ Of course “it. need not be
assumed that any two schools which ‘emphasize wartime conservation,' for example,
conduct the work with equal effectiveness.

Affirmative replies to the various items pertaining to the wartime effort of
schools were reduced to percentages based on the number of schools and are stated
both for the 347 high schools and for four separate divisions of these schools. The
first division includes 13 high schools in cities of the first class; the second, 60
either second class city or ccmmunity high schools (also Shawnee Mission); the
third, 245 either third class city or rural high schools; the fourth, 29 junior
high schools. In several cases junior and senior high schools were reported jointly
but only the senior school was credited in the tabulation

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Percentages of affirmative replies from the 347 high schools
and from the several divisions on each of the items listed.

A. Provision made for participation of students in activities related to wartime neec
ALL Divisions*

The Activities Hoste“) < Fe - thi

1. Knitting or sewing groups or clubs in the school 1S Ae Ae
2. Use of films, dramatics, or radio on war themes 69°. 8. 83° 59 92
3. Sale of defense stamps and bonds WI, Bi 90 = bbe 97
4. Scrap drives conducted (paper, metal, rubber) 96 76.95 FP 206
5, Practice on air raid drills or civilian defense work pe Be 25 ae ae
6. School forums on war issues cr situations 12 38-43 hs
- 7. Special physical conditioning opportunities for boys 65 9b 6T: 65.5%

ee = e ie for’ giris he Ge 35 os ha

8, Entertainment provided for soldiers or sailors Ce
9. War benefit programs - dances, parties, etc. SP 2 ay ee
10. More than usual emphasis on Red Cross, health drives, etc. Wh Sy Te CTS ee

11. Use of school publications to serve military and defense needs 31 55 35 29 ey

12. New opportunities for self-discipline or officer-like qualities 26 38 28 26 %
B. Modifications in curricular centent or emphasis with reference to wartime needs
Changes introduced as a war service
1. Courses in mechanics cr metal work 53 hb 5B 27.
2. Other shop or craft courses 12 he SO 0.4L
3, First aid or home nursing instruction Boe eles 75> hh oe
4. Civilian defense training B52 2 1S ek
5. Cooking for boys, as aid in army kitchen work A Se Ty Ae
6. Food raising cr processing (other than cocking) 29 Yi 29. 6
7. Special emphasis on wartime conservation of materials 25° 68 oe 7
8. Aid in understanding problems of production faced by industry 49 38 48 50 Ai
9. Training youth to understand problems of labor unions 26 3 a hs
10. Diet needs with reference to health and cost of living 63° 6268 262 27%
11. Instruction in preflight aeronautics BS 76 27 7 30
12. Teaching understanding of democracy by first-hand experience in
it as a definitely planned part of the schsol program 85 76 9h 83 96

* The classification into divisions is explained above