Ali Divisions
Hobie: 1 oot dey

13. Extra emphasis in social sciences on world realities, global

relationships, present and post-war living we 76° 76. BO Oe
lh. Extra emphasis on speed, accuracy, confidence in mathematics

and on applications of it to navigation, aviation, etc. =§2 8, 86-82-65
15. Extra emphasis on applied values in English, concise reports,

application forms, clearness in oral and written expression G0: G2 278 85 $0

14. Extra emphasis in physics cn aviation, radio, photography, etc. 5G 68 55 - GD
17. Extra emphasis in chemistry- on water purification, diet, etc. 90-668 be. 165. &
18. Definite steps taken to develop in students tolerance, under—

standing and respect for other races, cultures, modes, etc. a3 3) 36 Se
19. Organized efforts to relieve effects of stresses, confusions,
and losses which threaten morale in wartime S38. 5 ed Se

C. Administrative adjustiaents resulting from or related to the war

The changes affecting administration

1. Loss of school enrollment due to outside employment 50 bl O39 Ae 31
2. Marked increase in enrollment due to new war industries Be & 3. ke
3. Adaptation of schedule to accommodate employment demands 50-70 35 Soe
h. Not ablG tor fill teaching positions on staff : Pho A PO ey
5. Increase of class-size resulting from teacher shortage = Gop ele ee
"in teaching load : e y & 28 ei 30.34
6. Courses discontinued due to shortage of teachers 3 se ee
7, War marriages of high school girls, who then left school 22 3 50. 47
m u eee . : . who remained in school. jo ee 2 ee

8. Guidance in wartime empicyment, military or naval service, etc. 53. 68- 56 $7 -3e
9. School buildings used to serve community wer agencics 83 6-90: 83° 90
10. Instruction of wartime nature provided for adult groups 19.96. Ob oe 7k

11. School library attempts to provide materials needed for the
understanding of war issues, proovlems, and background aspects 72. 66 ree fe oe

RATS Se IS Rtg Se
WW “ ee

o -
vO

sl

Each of the statements above is to be interpreted as percentages of schocls in
the group designated. For example, 50 per eent of the 347 schools reported loss of
enrollment but only 31 per cent of the junior high schools (Div. IV). The losses
per school varied from less than 5 to more than 20 per cant.

Schools which discontinued courses due to shortage of teachers dropped from
one to seven courses each. The number of war marriages among high school girls
yaried from one to fifteen per school. At least one in five of the larger schools
had war brides enrolled as students in school.

Tt will be noted that or a few items, notably scrap drives and understanding
labor unien problems, the junior high schecls are in the lead with reference to
percentages cf schools which claim these services as part of their wartime program.
One may want to believe that percentages are so low as they are for the different
groups on understanding labor unicns, problems of industry, development ef racial
tolerance and wartime morale because many of the schacls had provided for these
program needs before the war made them so imperative.

Report submitted by

cL PS Oemen