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Publication No. 174 
 
 HEALTH AND CITIZENSHIP 
 EDUCATION 
 
 A Suggested Procedure for Teaching, 
 Safety and First Aid 
 
 1933 
 
 issued by t-he 
 
 State Superintendent of Public Instruction 
 
 Raleigh, North Carolina 
 
Digitized by the Internet Archive 
 in 2011 with funding from^ 
 Ensuring Democracy through Digital Access (NC-LSTA) 
 
 http://www.archive.org/details/healthcitizenshi1933nort 
 
STATE OF NORTH CAROLINA 
 
 SUPERINTENDENT OF PUBLIC INSTRUCTION 
 
 RALEIGH 
 
 Dear Fellow Workers: 
 
 Modern life has brought with its comforts a corresponding host of 
 Hazards which calls for the development of explicit instrucUon m ^ 
 The teaching of safety habits, attitudes and information has produced 
 gratifying resuUs. A study of automobile fatalities for the whole country 
 reveals an increase of 25% in deaths of adults and 7% in pre-school 
 Mldren whereas there is a decrease of 10% for school cM^nac^ 
 to a statement issued by The Federal Commissioner of Education A 
 ecord of approximately 100,000 accidental deaths and several million 
 serious non-fatal injuries for the whole country, and the low ranking of 
 Norm Carolina in motor vehicle accident control among neighboring 
 states, presents, however, a problem to be reckoned with. 
 
 The problem of safety is largely a matter of controlling human con- 
 duct The school is the organized institution which the state maintains 
 fo teach those things which have been pronounced *^fj°^™* 
 effective living to help in the development of proper self-control or self 
 direction. . 
 
 Since safety in its larger sense has been previously treated in the 1930 
 edition of the North Carolina Course of Study for Elementary Schools, it is 
 the purpose of this bulletin to emphasize specifically those safety measures 
 connected with travel and transport. Attention is directed to definite 
 opportunities for instruction in regular subjects and extra-curricular 
 activities. The content of this bulletin will be included in the revised 
 course of study which is now in the process of being worked out. There 
 fore, suggested changes based on field experience will be welcomed by this 
 Department. , 
 
 This bulletin was prepared by Miss Juanita McDougald of the State De- 
 partment of Public instruction. Especial acknowledgment is due for 
 materials made available by Miss Marion Telford, Chairman of the Depart- 
 ment of Education of the National Council of Safety. 
 
 The publication of this bulletin has been made possible through the fine 
 spirit of helpfulness of Honorables E. B. Jeffress, State Commissioner of 
 Highways and Public Works; and Charles Ross, Counsel for the Commission. 
 It is expected that in accordance with Section 3 of Chapter 242, Public 
 Laws of 1927, "the superintendents or principals, or other persons in 
 charge of the public high schools of the State shall cause the contents of 
 said pamphlets to be brought to the attention of all the children m 
 attendance upon the said high schools in the form of lessons until the 
 entire contents of said pamphlet have been read and explained. 
 
 Very sincerely yours, 
 
 o 
 
 <r 
 o 
 
 d 
 
 September 1, 1933. 
 
 State Superintendent of Public Instruction. 
 
TABLE OF CONTENTS 
 
 Page 
 
 Aims of Safety Program 5 
 
 Responsibility for Safety Program 5 
 
 Use of Surveys-. '. 5 
 
 Some Ways of Initiating the Safety Program 6 
 
 Some Ways of Organizing the Program 6 
 
 A Limited Bibliography of Selected References 7 
 
 Teaching Units — Grades I-III: 
 
 1. Safety at School for Beginners 8 
 
 2. Watch the Light, Beginners 10 
 
 3. Highways and Street Safety, Grade II 11 
 
 4. Street and Highway Signal Lights, Grade III 12 
 
 5. Bicycles and Street Safety, Grade III ... 13 
 
 6. Hitching 14 
 
 7. The Work of the Policeman, Grades I-III 14 
 
 8. Safe Places and Ways to Play.— 15 
 
 Teaching Units — Grades IV-VI: 
 
 1. Safety at School.- 16 
 
 2. Street and Highway Safety for the Individual 17 
 
 3. Safety in Play and Recreation 18 
 
 4. Hitching 19 
 
 5. Safety at Home 20 
 
 6. How to be Safe Drivers 23 
 
 7. Safety in Fire Prevention and Protection : 27 
 
 8. The Safe Adventure... 28 
 
 Teaching Units— Grades VII-XI: 
 
 1. Safe Travel to and from School 31 
 
 2. The Uniform Code - 37 
 
 3. Civic Provisions for Safety 39 
 
 4. The Work of the Police Department 39 
 
 5. Safe Riding and Driving on the Highway 40 
 
 6. A School for Drivers 42 
 
 7. A First Aid School— 48 
 
 Samples of Safety Tests and Inspection Blanks 50-63 
 
A SUGGESTED PROCEDURE FOR 
 TEACHING SAFETY AND FIRST AID 
 
 AIMS OF SAFETY EDUCATION 
 
 The aims of the school safety program are to furnish insofar as is possible 
 a safe school environment, to protect children from safety hazards, to give 
 them a background of safety information, to help them establish safety 
 habits, and to develop attitudes which lead to intelligent self-direction in 
 safe living. 
 
 RESPONSIBILITY FOR THE SAFETY PROGRAM 
 
 Since the superintendent and principal are the state's official representa- 
 tives for administering the school program, the responsibility for proper 
 education and protection in such phases as they can control, rests upon their 
 shoulders. A successful program of safety education demands that the state 
 (1) maintain safe and well-built buses operated by trained and reliable bus 
 drivers, (2) keep school grounds free from debris and other safety hazards, 
 (3) provide good roads and school buildings properly built and supplied with 
 safety equipment, (4) select prepared teachers upon whom falls the respon- 
 sibility for instructing and guiding children in the formation of good habits 
 and attitudes and of setting a proper example, (5) provide a course of study 
 in safety education which includes such phases of the regular curriculum 
 as safety readers, etc., and utilizes extra curricula activities, (6) organize 
 safety organizations, (7) keep record of accidents. 
 
 Since an efficient safety program is dependent to a large degree on the 
 attitude of these administrators of community institutions, organizations, 
 and regulations, every teacher should work in cooperation with the school 
 superintendent, and make use of such people and public service concerned 
 with transportation as the bus drivers, police, fire, health departments, the 
 highway authorities, the School Commission. 
 
 The interest and cooperation of parents is vital in the actual functioning 
 of the program. Every teacher and principal should make certain that 
 parents understand what they are trying to do and what part the parents 
 play in accomplishing the desired ends. This understanding is best realized 
 through personal contact and through such community organizations as the 
 Parent-Teacher Association, the Woman's Club, the Grange, the Rotary, and 
 other such clubs. The content of this bulletin should be brought to the 
 attention of all school patrons. 
 
 USE OF SURVEYS 
 
 The purpose of the survey is to help the principal, teacher, and pupil 
 discover the safety needs of the pupils and the safety hazards present in the 
 school and community environment. The instruction program should be 
 based upon the information revealed by the survey, and should be so flexible 
 that it can be adapted to changing situations. The habits emphasized should 
 be those which offer evidences observable by the teacher and pupils. Sug- 
 gestions for surveys may be found in these references. 
 
6 Health and Citizenship Education in the Schools 
 
 I. Health Hazards — See State Course of Study for Elementary Schools, 1930, 
 Sections on Health and Handbook for Elementary Schools, 1932. 
 
 II. Safety Hazards. 1. School grounds. 2. Buses. 3. Walking. 4. Riding. 
 5. Playing. Forms pp. 27, 31, 52, 60 of this bulletin. 
 
 SOME WAYS OF INITIATING THE SAFETY PROGRAM 
 
 I. The superintendent appoints a special committee which will 
 
 1. Submit plans for surveys, etc. 
 
 2. Supply material and persons to help organize the work in the 
 schools. 
 
 II. The superintendent either appoints a special person or heads up the 
 program himself who will 
 
 1. Encourage individual principals in organizing club activities and 
 patrols. 
 
 2. Work out a plan for incorporating safety in all subjects and for 
 making safe behavior an integral part of all activities. 
 
 III. The safety program is assigned to the school health counselor who will 
 
 1. Issue regular instructional material to the teachers each month. 
 
 2. Visit schools and classrooms to see if instruction is carried on. 
 
 3. Supply new material for correlation. 
 
 4. Organize Junior Club activities. 
 
 IV. The superintendent performs the following routine duties: 
 
 1. Keeps a record of accidents. 
 
 2. Prepares material for distribution. 
 
 3. Organizes a Junior Club. 
 
 4. Cooperates with local officials, etc. 
 
 (1) To get recreation space needed. 
 
 (2) To prohibit playing in streets. 
 
 (3) To enforce order. 
 
 (4) When needed to have certain streets closed at a specified time 
 for play, etc. 
 
 SOME WAYS OF ORGANIZING THE PROGRAM 
 
 L Put on the program through home room projects. 
 
 1. Types of responsible agents — Teacher, Student, a Committee. 
 
 2. Program — plan a topic a month as for example: 
 
 September — Automobile Speed As An Accident Cause. 
 
 October — Fire. 
 
 November — Health and Safety. 
 
 December — Preparedness and Safety. 
 
 January — Health and Safety. 
 
 February — Taking Chances for Safety. 
 
 March — Pedestrian Responsibility. 
 
 April — Safe Driving. 
 
 May — Resuscitation. 
 
 June — Vacation Safety. 
 
Health and Citizenship Education in the Schools 7 
 
 3. Plan a unit course on a particular safety problem, — as 
 Automobile Safety — 
 
 The Student and the Car. 
 
 Are You Privileged to Drive? 
 
 The Value of Uniform Regulations. 
 
 How Pedestrians Cause Accidents. 
 
 How Drivers Cause Accidents. 
 
 The Kind of People who have Accidents. 
 Home Safety — 
 
 Homemade Accidents. 
 
 Building Safety into the House. 
 
 Choosing Equipment Wisely. 
 
 First Aid to the Injured. 
 
 II. Put on the program in regular classes in connection with appropriate 
 phases — e.g. 
 
 1. Home Economics — Safety in the Home. 
 
 2. Physical Education — Safe Play and Playgrounds. 
 
 3. Health — Keeping Yourself Fit. 
 
 4. Industrial Arts — Protecting Oneself from Tools, etc. 
 
 5. Agriculture — Safety on the Farm. 
 
 III. Put on the program through organization of special clubs such as the 
 Safety Council, Safe Drivers' Club, High School Motor Club, etc. 
 
 IV. Conduct a series of contests covering phases — essay, poster, orations, etc. 
 
 V. Utilize assembly programs as special study periods of real school 
 student problems — eg. The Driver's School. (See H. S. unit.) 
 
 A LIMITED BIBLIOGRAPHY OF SELECTED REFERENCES 
 
 National Bureau of Casualty and Surety Underwriters. A Guide Book for 
 Safety Education. The National Bureau of Casualty and Surety Under- 
 writers, New York City. Price 18c. pp. 1-89. 
 
 Fox, Florence C. Safety Education. U. S. Department of the Interior, Office 
 of Education, Washington, D. C. pp. 1-73. 
 
 White House Conference. Safety Education in Schools, pp. 1-61. 50c, 
 postage 10c. 
 
 Tucker, Harry. Motor Vehicle Accidents in North Carolina. Bulletin No. 4, 
 Engineering Experiment Station, State College, Raleigh, N. C. 
 
 Course of Study for Elementary Schools, 1930. State Department Public In- 
 struction, Raleigh, N. C. 
 
 Rogers, James F. Safety and Health of the School Child. U. S. Department 
 of Interior. 
 
 Safety Education. A Magazine of Good Adventure. National Safety Council, 
 New York. 
 
 Silver, Sprague. The Motor Vehicle Laws of North Carolina. State Commis- 
 sion of Highways and Public Works. 
 
 Parker, Bertha M. Rules of the Road. American Council on Education, 
 Washington, D. C. 
 
 Health Education. Suggested Procedure for Teaching Alcoholism and Nar- 
 cotism, 1930. State Department of Public Instruction, Raleigh, N C. 
 
8 Health and Citizenship Education in the Schools 
 
 TEACHING UNITS— GRADES Mil 
 
 I. SAFETY AT SCHOOL (BEGINNERS). APPROXIMATE TIME FOR 
 COMPLETION: 8 DAYS. 
 
 Objectives : 
 
 1. To learn to avoid bodily injury while at school. 
 
 (1) To learn cause and prevention of falls at school. 
 
 (2) To learn the dangers of playing in the streets or roads near the 
 school. 
 
 (3) To learn and practice proper use of playground and classroom 
 equipment. 
 
 (4) To learn to accept responsibility for the safety of himself and 
 others. 
 
 (5) To learn to practice cooperation and self control in matters 
 related to safety. 
 
 Activities : 
 
 1. Organize monitors for room, halls, playground, bus, toilets, etc. 
 (1) See 1930 Course of Study for Elementary Schools, pp. 289-292. 
 
 2. Fail to approve risky adventures of young children. 
 
 3. Guide children in choosing safety conscious leaders. 
 
 4. Report accidents and their causes. 
 
 5. Make safety posters which will contribute to accomplishment of each 
 objective. 
 
 6. Organize a bulletin board which will popularize each objective. 
 
 7. Make a map of the school building, school grounds, etc., and indicate 
 safety zones, street or road crossings, etc. 
 
 8. Make a reading game for dramatizing correct practice in connection 
 
 with each objective, e.g. Print "Is it safe to ....?" on a card. 
 
 Print other cards to complete the question, as follows: 
 
 "walk around a parked car?" 
 
 "cross the street on a green light?" 
 
 "run into the street for your ball?" 
 
 "cress the street at a crossing?" 
 
 "run up steps?" 
 
 "play in the street?" 
 
 "play where the older children play at the same time?" 
 
 "push in line?" 
 
 9. Make a composition for reading on each objective. 
 
 10. Make drawings for the composition, e.g., hats and coats hanging in 
 closet, bicycles in sheds, children waiting on the red light, etc. 
 
 11. Construct a jungle-gym. 
 
 12. Plan for safety in advance of work periods, excursions, etc. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Falls 
 
 (1) From standing on or leaning against unstable objects. 
 
 (2) From collision in running. 
 
 (3) From swinging on insecure playground apparatus. 
 
 (4) From climbing in high places. 
 
Health and Citizenship Education in the Schools 9 
 
 (5) From stairways and fire escapes. 
 
 (6) From tripping over objects. 
 
 (7) From slipping on wet or icy surfaces. 
 
 (8) From leaning on unstable objects. 
 
 (9) From stepping on unstable objects. 
 Street or Road Playing 
 
 (1) Prevent by extending play space. 
 
 (2) Prevent by teaching traffic dangers. 
 
 (3) Prevent by teaching dust and wind dangers. 
 Use of Playground and Equipment. 
 
 (1) Throwing a ball, stone, or other object. 
 
 (2) Running for a ball. 
 
 (3) Avoiding collisions with others. 
 
 (4) Pushing and wrestling. 
 
 (5) Keeping feet out of aisles, off of desks, etc. 
 
 (6) Repairing equipment. 
 
 (7) Removing playground hazards (holes, banana peels, glass, stones, 
 etc.). 
 
 (8) Practicing courtesy as a safety rule. 
 Fire Prevention. 
 
 (1) How to call the fire department and how to use fire extinguishers. 
 
 (2) Fire drills — fire escapes, exits, etc. 
 
 (3) What to do if clothing catches on fire. 
 
 (4) How to make the use of matches safe. 
 
 (5) How to put out a fire. 
 
 (6) Control of bonfires. 
 
 (7) Proper disposal of waste paper, trash, etc. 
 
 Safe Health Habits — See Elementary Course of Study, 1930. 
 Use of School and Classroom Equipment. 
 
 (1) Feet under desk or table. 
 
 (2) Carrying chairs, pens, pencils, scissors, books, etc., correctly. 
 
 (3) Orderly care of tools, etc. 
 
 (4) Keeping small articles, etc., away from mouth, eyes, nose. 
 Safety through First Aid (See High School Units). 
 
 Some Pertinent Slogans. 
 
 (1) Courtesy drives carelessness away. 
 
 (2) Hurry and harm often travel together. 
 
 (3) Loose papers may cut capers. 
 
 (4) Carry matches carefully. 
 
 (5) One trip may break a hip. 
 
 (6) Cross crossings cautiously. 
 
 (7) Live the Safe "Way throughout the Day. 
 
 (8) Safety first, safety always — On the playground, in the hall ways. 
 Related Readings. 
 
 Citizenship Readers, "A Riddle," p. 14, Bk. I, Ringer and Downie. 
 
 Lippincott. 
 Citizenship Readers, "A House on Fire," pp. 40-43-44, Book I, Ringer 
 
 and Downie. Lippincott. 
 Citizenship Readers, "Robert is Hurt," pp. 48-53, Book I, Ringer and 
 
 Downie. Lippincott. 
 
10 Health and Citizenship Education in the Schools 
 
 Citizenship Readers, "Going Home from the Park," pp. 133-35, Ringer 
 
 and Downie. Lippincott. 
 Story and Study Readers, Playfellows, "Jack Makes a "Wagon," pp. 
 
 97-98. 
 Story and Study Readers, Playfellows, "Jack's Motor Car," pp. 101-102. 
 Story and Study Readers, Playfellows, "Reading Signs," p. 103. 
 
 II. WATCH THE LIGHT, BEGINNERS! APPROXIMATE TIME FOR 
 COMPLETION: 2 DAYS. 
 
 Objectives: 
 
 1. To learn exact meaning of light signals. 
 
 Activities : 
 
 1. Make several class trips to a street intersection where there is a traffic 
 light: 
 
 (1) Watch the automobiles. How do drivers know when they should 
 stop and go? 
 
 (2) Call attention to how cars turn the corner. 
 
 (3) Show where pedestrians cross. Notice the safety zone bounded 
 by the white lines and curb stone (not gutter). 
 
 (4) Watch pedestrians cross the street. How do they know when to 
 cross? Why do they look around the corner? 
 
 (5) Practice crossing the street with small groups. 
 
 (6) Learn directions of right and left. 
 
 2. Activities to follow excursions to street intersections: 
 
 (1) Informal discussion of the poster for the month "Watch the 
 Light." Formulate rules which the poster emphasizes. Use as a 
 basis for original work. 
 
 (2) Make traffic lights from long, narrow boxes, such as shoes come 
 in. Practice with these on the school yard, or whenever children 
 are moving about room. 
 
 (3) Develop meaning and kinds of signals. Where and why green 
 and red are used? (Exits, autos, stop signals, any others within 
 experience of children.) Make red circle on board. Print 
 DANGER — STOP. Make a green circle. Print SAFE — GO. Prac- 
 tice until children are familiar with words. Let those who are 
 able to do so, copy this work on pieces of cardboard. Use them 
 for a game "Stop" and Go." One child stands in front of room 
 with his cards. Class moves about room. As leader flashes 
 "STOP" or "GO" class obeys. Anyone who does not, takes his 
 seat. 
 
 3. Make trips to the homes of children who live in various sections of 
 the community to assist children to learn safest routes. Make use of 
 every opportunity to develop street and highway safety. 
 
 4. Activities to follow these trips: 
 
 (1) "With chalk make a simple map of the district on the floor or on 
 a large piece of oil cloth. Mark the location of the homes visited. 
 With arrows, mark the safest routes to school. Tell why. With 
 red chalk mark dangerous crossings. 
 
Health and Citizenship Education in the Schools 11 
 
 (2) Play games and conduct rhythms which will stimulate use of ear 
 and eye and also those which require muscular activity and 
 control: 
 
 a. Hide colored balls for children to find. Name color as found. 
 
 b. Assign children to act as autos, pedestrians, and traffic lights. 
 Before the dramatization begins, let each one tell who or what 
 he is, and what he does. For example: 
 
 "I am the traffic signal. My red eye tells people when to stop; 
 my green one when to go." After the dramatization is over, 
 have children tell what happened. Why did auto stop? When 
 did people go? 
 
 c. As music plays, children skip (on way to school). When music 
 stops suddenly, children stop (reach curb stone). They walk 
 across the street. Skip again when music starts. 
 
 (3) Plan and print reading charts and daily safety bulletins. Pupils 
 give the teacher thoughts which concern various safety excursions 
 and activities of room. The teacher in turn prints them on board 
 or on large sheets of paper. These are used for reading lessons 
 and vocabulary drills. 
 
 (4) In the same way, plan and print safety dialogues for practice in 
 silent reading and oral language: 
 
 Where did you cross the street? How did you know when to 
 cross? 
 
 (5) Start a simple safety vocabulary. Begin with these words: GO, 
 STOP, DANGER, SAFE, EXIT, WATCH, LISTEN, SIGNAL. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Poster — "Watch the Light," National Safety Council, New York City. 
 
 2. Slogans — "Watch the Light," "Green Go — Red No." 
 
 3. Related Readings — 
 
 (1) Learn to Study Readers. Horn and Others. Ginn. 
 
 "Right and Left." pp. 31-32. "Safety First." p. 75. 
 
 (2) Citizenship Readers. See also references to Book I. This bulletin 
 in pp. 9-10. 
 
 (3) Playfellows. "Reading Signs." p. 103. 
 
 in. HIGHWAY AND STREET SAFETY (GRADE II). APPROXIMATE 
 TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives: 
 
 To plan how to go and come from school safely by observing the signals 
 and rules for safe walking and to learn what to do when lost. 
 
 Activities : 
 
 1. Draw maps on the floor of the schoolroom or on the school yard, show- 
 ing the location of the school playground, streets, or roadways, and 
 crossings near the school. Mark the places where children cross the 
 streets. Indicate line of crossing by arrows. If there are white lines, 
 indicate these. If there are not, would these help? 
 
 2. Review the safety signals, "Stop" "Go". 
 
12 Health and Citizenship Education in the Schools 
 
 3. Review "Going to School the Safe Way" — walking on the sidewalk, 
 looking both ways at the crossing to see if the way is clear, stepping 
 down from the curb and looking to the left, walking to middle of 
 highway and then looking to the right continuing to the other side. 
 
 4. Take an excursion on the highway going the "safe way" using the left 
 side of road, walking singly or in small groups, crossing correctly, 
 meeting a car safely, etc. 
 
 5. Play a game "Lost Child" in which child must be able to tell distinctly 
 his name, his father's name, where he lives, and what school he attends. 
 
 6. Plan a puppet show using puppets to illustrate street safety rules. 
 
 7. Make a picture show of excursion using safety practices. 
 
 8. Make a frieze of "Going to ... School Safely." Use pupils as 
 
 characters. 
 
 9. Stress reasons for not walking or playing on railroads. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Poster "When a Fellow Has a Friend," "Your Traffic Police Keep 
 Traffic Moving Safelj ." National Safety Council. 
 
 2. Tagboard, cardboard, crayons, thread, scissors, water color, drawing 
 paper, catalogs, fashion sheets of boys and girls. 
 
 3. Slogans. "Cross crossings cautiously," "Be wise — use your eyes." 
 
 4. Related Readings — 
 
 (1) Children's own compositions. 
 
 (2) Elson Basic Readers. "The Old, Old Doll." Primer, pp. 39-44. 
 Elson Basic Readers. "Billy Goes to School." Book I, pp. 103-106. 
 
 (3) Learn to Study Readers. Book I 
 "Signs" p. 125. 
 
 Right and Left" pp. 31-32. 
 "Street Safety," pp. 60-61. 
 "Safety First" pp. 75. 
 
 (4) Story and Study Readers. "Playfellows, p. 103. 
 
 (5) Citizenship Readers. Book I. Lippincott. See all references in 
 this bulletin. 
 
 (6) Citizenship Readers. Book I. "School Days," pp. 1-5, 9-11, 13-17. 
 Ringer and Downie. Lippincott. 
 
 (7) Trips to Take. "Stop, Look, Listen," pp. 112-113. 
 Trips to Take. "My Policeman," p. 114. 
 
 IV. STREET AND HIGHWAY SIGNAL LIGHTS (GRADE III). AP- 
 PROXIMATE TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives: 
 
 1. To find out how street and highway signal lights help us. 
 
 2. To learn what each signal tells us to do. 
 
 3. To practice with pleasure and success the correct response to signal 
 lights. 
 
 Activities : 
 
 1. Take a trip to see the street and highway road signals nearest. 
 
 (1) Ask the officer on duty or the highway patrolman to explain what 
 the signals do for us. 
 
Health and Citizenship Education in the Schools 13 
 
 (2) Read the signals to find which one to obey. 
 
 (3) Practice what the signals say. 
 
 2. Make a drawing of signals on the blackboard or prepare a large poster 
 of your own, using colors exactly like those of the signals you see near 
 you. Select words you want on your poster and print them according 
 to good art standards. 
 
 3. Arrange a bulletin board which tells the experiences of the trip and 
 the safety rules learned or developed. Select a heading for the bulletin 
 board and print it. Mount at top of board. 
 
 4. Display appropriate commercial posters such as Safety Poster Ed. 20 
 from the National Safety Council, Chicago, U. S. A. 
 
 5. Write or print on the blackboard the children's account of the trip 
 emphasizing the rules which they learned. Use for oral and silent 
 reading. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Safety Poster Ed. 20. National Safety Council. "Help Him — He's 
 Your Friend." 
 
 2. Description of Highway Traffic Signs. State Commission of Highways 
 
 and Public Works, Raleigh, N. C. 
 
 3. Description of city signal lights. Municipal Building. 
 
 4. Crayons and drawing paper, or poster paper and scissors, or water 
 colors and water color paper. 
 
 5. Related Reading — 
 
 (1) Children's Own Readers. Pennell and Cusack. Ginn. 
 "On the Way to School." Book I, pp. 13-17. 
 
 "Stop! Look! Listen!" Book I, p. 134. 
 
 (2) Child's Own Way Series. Surprise Stories. Hardy. Wheeler. 
 "Down the Road." pp. 28-31. 
 
 (3) Fact and Story Readers. Suzzallo. American. 
 "Safety First," Book I, pp. 74-76. 
 
 (4) Newson Readers. The Open Door. Newson. 
 "Charlie Learns the Traffic Laws." Book II, pp. 102-8. 
 
 (5) Story and Study Readers. Trips to Take. Johnson. 
 "Stop, Look, Listen." pp. 112-13. 
 
 (6) Webster's Readers. Joyful Reading. Book II "Karl Wore His 
 Thinking Cap." pp. 72-75. 
 
 6. See preceding units. 
 
 V. BICYCLES AND STREET SAFETY (GRADE in). APPROXIMATE 
 TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives: 
 
 To learn how to ride bicycles, skates, toy wagons, and scooters in safety. 
 
 Activities : 
 
 1. Draw pictures illustrating how to ride bicycles and scooters in the 
 right way. 
 
 2. Plan a play or dialogue telling how a careful boy rides, a careful girl 
 skates and how much fun they have because they keep safety rules. 
 
 2. See how many can report the largest number of people who ride and 
 skate safely. 
 
14 Health and Citizenship Education in the Schools 
 
 Illustrative and Other Teaching Materials: 
 
 1. Local ordinances governing bicycles and scooter riding and skating. 
 
 2. Slogans. "Courtesy drives carelessness away." "When Mr. Careful 
 comes to stay Mr. Danger runs away." "Care is better than dare." 
 "Dangers abound where motors sound." "A safe toy is only as safe 
 as its user." 
 
 3. Related Reading — 
 
 (1) Surprise Stories. Hardy. Wheeler. 
 "Down the Road." pp. 28-31. 
 
 (2) Fact and Story Readers. Suzzallo and Others. American. 
 "The Traffic Man." Book III, p. 234. 
 
 "The Ride with Father." Book I, pp. 81-83. 
 
 "Safety First for Little Citizens." Book III, pp. 235-238. 
 
 (3) Safety First for Little Folks. Faldo. Scribners. 
 
 (4) Safety First Stories. Brinkernoff and Rowe. Longmans. 
 
 (5) Citizenship Readers. Book II, p. 133. Ringer and Downie. Lip- 
 pincott. 
 
 VI. HITCHING. APPROXIMATE TIME FOR COMPLETION: 1 DAY 
 
 Objectives: 
 
 1. To find out why one should not "hitch" or "steal" rides. 
 
 2. To work out a practical plan for eliminating "hitching." 
 
 Activities : 
 
 1. Keep a record of all of the dangerous things you see boys and girls 
 do while riding bicycles or scooters. 
 
 2. Prepare a list of "Do's" for bicycle riders. For scooter riders. 
 
 3. Write letters to firm selling bicycles and skates for information ma- 
 terial used in advertising. 
 
 4. Write an article describing the mechanics and proper care of the 
 bicycle and of skates and the skills essential to efficient, safe riding. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Bicycle and skating catalogs. 
 
 2. Some informational material: 
 
 (1) Coasting behind speeding automobiles is hazardous because the 
 child cannot maintain this pace and may be crashed into from 
 the rear. 
 
 (2) Balancing on two wheels in line is difficult. 
 
 (3) The speed of revolution of pedals is limited; therefore the wheels 
 must be controlled by keeping feet on the pedals and by brakes. 
 
 (4) The height from seat to pedals must be adapted to the rider. 
 
 (5) Handlebars must be kept free to promote correct steering. 
 
 (6) Zigzaging along sidewalk or street may cause collision with pedes- 
 trians or other traffic. 
 
 VII. THE WORK OF THE POLICEMAN (GRADES 1-3). APPROXI- 
 MATE TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives : 
 
 "1. To find out how the policeman and state patrol contribute to our safety. 
 
 2. To find out how we can help the policeman and state patrol. 
 
 3, To give children an appreciation of the work of these public servants. 
 
Health and Citizenship Education in the Schools 15 
 
 Activities : 
 
 1. Visit or invite a policeman or patrolman to visit your classroom. 
 
 (1) Plan what safety precautions you will take if you visit — e.g. 
 suppose you are lost, what should you do? 
 
 2. Plan the questions you will ask — e.g. 
 
 a. What does the officer do? Why? 
 ft. What can we do to help him? 
 (3) Plan a social situation which makes the policeman and children 
 friends. 
 
 2. Discuss excursion and write simple sentences for reading to be placed 
 
 later in booklets— e.g. "I am a traffic cop." "My name is .... _.." 
 
 3. Illustrate the booklet with kodak pictures, cut-outs, or drawings. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Posters — "Stop Accidents." National Safety Council. 
 
 "Shop Early." National Safety Council. 
 
 2. Slogans — "The Policeman is a friend. Keep him a friend." 
 
 3. Related Readings — 
 
 (1) Do and Learn Readers "The Policeman." pp. 136-138. "Our Friends 
 at Home and School." American. 
 
 (2) Children's Own Readers. Book I, pp. 114-17. "The Children's 
 Friend." 
 
 (3) Newson Readers, The Open Door. "My Policeman." Bk. II, p. 109. 
 
 (4) Story and Study Readers. Trips to Take. "My Policeman." p. 114. 
 
 (5) Silent Reading Hour. "How Jerry Found Some Trails." pp. 57-60. 
 
 (6) Mary and the Policeman. Read. Scribners. 
 
 VIII. SAFE PLACES AND WAYS TO PLAY (GRADES ffl). APPROX- 
 IMATE TIME FOR COMPLETION: 2 DAYS. 
 
 Objectives: 
 
 1. To develop the idea that backyards, public playgrounds and vacant 
 lots are appropriate places to play as a rule. 
 
 Activities : 
 
 1. Find out where each child plays in school and out. 
 
 2. Survey the community for all the suitable places to play. 
 
 3. If necessary, write letters or secure interviews to get permission to 
 use privately owned spaces suitable for play. 
 
 4. Plan safe out-of-school use of school playground and equipment. 
 
 5. Survey all spaces for safety factors. 
 
 Dlustrative and Other Teaching Materials: 
 
 1. Slogans — 
 
 (1) "Any game played in the street is a game of chance." 
 
 (2) "The safe line saves time." 
 
 (3) "A boy in school is worth two in a hospital." 
 
 2. Related Readings — 
 
 (1) Laidlaw Readers. Dressel and others. Laidlaw. 
 "Good Citizens." Book I, pp. 94-98. 
 
 (2) Citizenship Readers. Book II, pp. 119-120. 
 
 (3) Citizenship Readers. Book III, pp. 11-32. 
 
16 Health and Citizenship Education in the Schools 
 
 TEACHING UNITS— GRADES IV- VI 
 
 I. SAFETY AT SCHOOL. APPROXIMATE TIME FOR COMPLETION: 
 TEN DAYS. 
 
 Objectives: 
 
 1. To learn the cause and prevention of falls at school. 
 
 2. To learn to play safely at school. 
 
 3. To determine the causes of fire and to learn how to prevent them. 
 
 4. To show that accidents may be reduced by the development of courtesy. 
 
 5. To develop "safety consciousness" in children. 
 
 6. To develop health habits and attitudes which will carry through life. 
 
 Activities : 
 
 1. See the 1930 Course of Study for Elementary Schools, pp. 345-348, 
 359, etc. 
 
 2. Survey playground and equipment for potential falling hazards. 
 
 3. Plan a series of "Do's" which will prevent injuries from falls. 
 
 4. Compile a list of suitable, safe, and seasonable games. 
 
 5. Set up standards of courtesy for halls and playground, for buses, etc. 
 
 6. Have a clean-up campaign to rid the playground of play hazards. 
 
 7. Keep a file of accidents from the newspaper and school life. Analyze 
 causes. 
 
 8. Organize a "Safety Patrol." 
 
 Illustrative and Other Teaching Materials: 
 
 1. Slogans — "Walk instead of running." "One step at a time." "Keep 
 your feet in your own way." "Courtesy is the best safety habit." "A 
 courteous act is safety tact." 
 
 2. Causes of falls. 
 
 (1) Climbing on roofs, flag poles, fences, or other high objects. 
 
 (2) Leaning against or standing upon unstable objects. 
 
 (3) Improper use of playground equipment. 
 
 (4) Tripping over objects left on stairways, in halls, etc. 
 
 3. Dangers in Plays and Games: 
 
 (1) Collisions. 
 
 (2) Running after balls, etc. 
 
 (3) Too violent play. 
 
 (4) Games too difficult for the muscular and bone development. 
 
 (5) Not obeying rules of the game. 
 
 (6) Wrestling hazards. 
 
 (7) Not being courteous in considering the rights, comfort, and in- 
 terests of others. 
 
 4. Health hazards. See Elementary Course of Study, 1930. 
 
 5. Cost of accidents in time, destroyed property, hospital bills, handi- 
 capped individuals. 
 
 6. Related Reading — 
 
 (1) Far and Near. "Questions about Safety." p. 123. 
 
 (2) Far and Near. "Fires, Fires, Fires." pp. 226-227. 
 
 (3) Days and Deeds. "Accidents Prevention." pp. 258-265. 
 
 (4) Bulletins. American Automobile Association, Greensboro, N. C. 
 
Health and Citizenship Education in the Schools 17 
 
 II. STREET AND HIGHWAY SAFETY FOR THE INDIVIDUAL. AP- 
 PROXIMATE TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives : 
 
 1. To develop a street and highway safety code for the school child. 
 
 Activities: 
 
 1. Study causes of accidents to individuals. 
 
 2. Through conversation plan a code covering such rules as these: 
 For Towns and Villages — 
 
 (1) Cross at crossings; do not "jay walk." 
 
 (2) Stop and look both ways before stepping into street. 
 
 (3) Wait till way is clear, if no traffic officer is on duty. 
 
 (4) Obey traffic signals. 
 
 (5) Stand on curb or in safety zone when waiting for street cars. 
 
 (6) Avoid running from behind a parked or moving vehicle. 
 
 (7) Hold umbrellas high. 
 
 (8) Avoid begging or accepting a ride from strangers. 
 
 (9) Walk on right hand side of sidewalk. 
 
 (10) Lock first to left and walk fast. 
 
 (11) Help others across. 
 
 (12) Wait until vehicles stop moving. 
 For Country Areas: 
 
 (1) Those above which are appropriate. 
 
 (2) Board and alight from bus on the shoulder side of the bus. 
 
 (3) Walk on the left hand side of the road facing oncoming traffic. 
 
 3. Prepare identification "In case of accident" space for assignment books 
 somewhat as follows: 
 
 (1) Page 1 — Name: Address: 
 
 School: Address: 
 
 Name and address of person to notify in case of accident. 
 
 (2) Page 2 — Map showing the quickest way home and time required. 
 
 (3) Pages 3, 4, 5 — Safety rules developed by the class and individual. 
 
 (4) Page 6 — Calendar for school days with space for assignments. 
 
 4. Work out a plan for "An Appreciation of Safety" covering such sub- 
 jects as "Our Friend, the Policeman," "The Safest Place to Play," 
 "How to Cross the Street Safely," "Safety on a Rainy Day." 
 
 Hlustrative and Other Teaching Materials: 
 
 1. Poster — "Never too ycung, never too old to be careful." National 
 Safety Council. 
 
 2. Slogans — "Jay walking may be a short cut to the hospital." 
 
 "The chance taken is the accident maker." 
 "Stay safe and sane, Sonny." 
 
 3. Causes of accidents: 
 
 (1) Running into streets without looking in either direction. 
 
 (2) Running into streets in front of, or behind, standing vehicles. 
 
 (3) Crossing the street in the middle of the block. 
 
 (4) Crossing the intersections diagonally. 
 
 (5) Crossing the street with an umbrella obstructing the view. 
 
18 Health and Citizenship Education in the Schools 
 
 (6) Running into the street or alley for a ball. 
 
 (7) Roller skating in the street. 
 
 (8) Chasing another child in the street. 
 
 (9) Hitching on to automobiles. 
 
 (10) Riding on running boards. 
 
 (11) Begging auto rides. 
 
 (12) Getting into and out of moving cars. 
 
 (13) Riding bicycles in the middle of street. 
 
 (14) Playing in an automobile in which the motor is running while 
 driver is absent. 
 
 HI. SAFETY IN PLAY AND RECREATION. APPROXIMATE TIME 
 FOR COMPLETION: 3 WEEKS. 
 
 Objectives: 
 
 1. To learn to be a good sportsman. 
 
 2. To obey regulations at swimming beaches and pools. 
 
 3. To learn how to practice safety while boating, bicycling, camping, 
 hunting, playing, etc. 
 
 4. To learn how to practice safety during a storm. 
 
 5. To learn causes of unconsciousness and methods of resuscitation. 
 
 Activities : 
 
 1. Find out the regulations governing the use of community swimming 
 and other amusement facilities. 
 
 2. Study the work of the life guard. 
 
 3. Find out how many can row — hold a row-boating match. 
 
 4. Set up standards for safe bicycling. 
 
 5. Plan a camping trip on a safety basis; carry out the plan. 
 
 6. Write a safety play which will bring out all phases of safe play. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Posters. National Safety Council. 
 
 2. Slogan— "Play Safely." 
 
 3. Qualities of sportsmanship. Courtesy and poise as opposed to haste 
 and precipitancy. 
 
 4. Standards for safe bicycling: 
 
 (1) Right side of road or street, close in to sidewalk or shoulder. 
 
 (2) Wide spacing when cycling in a group. 
 
 (3) Light after dark. 
 
 (4) Wheels in good repair. 
 
 (5) Riding a good distance from cars. 
 
 5. Standards for Safe Camping: 
 
 (1) Knowing poisonous plants. 
 
 (2) Knowing cures for insect bites. 
 
 (3) Avoiding use of water not known to be pure. 
 
 (4) Avoiding cuts, bruises, sunburn, sunstroke, stale foods. 
 
 6. Standards for Use of Firearms: 
 
 (1) Holding gun with barrel pointed to the ground ©r overhead. 
 
 (2) Removing shells when gun is not in use. 
 
Health and Citizenship Education in the Schools 19 
 
 (3) Not using "play" firearms — e.g., cap pistols, slingshots, etc. 
 
 (4) Cleaning a gun according to directions. 
 
 7. Safety during an Electrical Storm. See p. 21 of this bulletin. 
 
 8. Causes and cures of unconsciousness: 
 
 (1) Fainting — elevate feet, lower head, apply cold wet cloths to head. 
 
 (2) Strangulation — release cause of strangling, summon physician. 
 
 (3) Gas — summon physician. 
 
 (4) Lightning or Electricity — summon physician. 
 
 (5) Drowning — Place on stomach, keep nostrils open, place hands on 
 ribs and lift rhythmically the body. 
 
 (6) Fall — cold water applications. 
 
 (7) Blow on head — cold water applications. 
 
 9. Related Reading — 
 
 (1) Bulletin — "Deaths from Accidents at Play" — Metropolitan Life In- 
 surance Co. 
 
 (2) Bulletin — First Aid — Metropolitan Life Insurance Co. 
 
 (3) Bulletin — Eye Accidents in Child Play. National Society for the 
 Prevention of Blindness. 
 
 IV. HITCHING. APPROXIMATE TIME FOR COMPLETION: 1 WEEK 
 Objectives: 
 
 To learn why hitching is to be avoided. 
 Activities : 
 
 1. Survey to find out 
 
 (1) How many own bicycles, how, when and where used. 
 
 (2) How many own roller skates, how, when and where used. 
 
 (3) How many avoid the following bad practices: 
 
 a. Clinging to a moving vehicle on a bicycle, sled, r slier skates, 
 wagon, or merely clinging. 
 
 b. Riding on back or running board of auto. 
 
 c. Riding on handlebars of bicycles. 
 
 d. Asking for rides. 
 
 2. Plan activities to break up the bad practices. 
 
 3. Find out if there are regulations in your neighborhood which corre- 
 spond to the following regulations contained in the Model Muncipal 
 Traffic Code. 
 
 "It is unlawful for any person traveling upon any bicycle, motor- 
 cycle, coaster, sled, roller skates, or any toy vehicle to cling to, or 
 attach himself or his vehicle to any other moving vehicle or street 
 car upon the highway." 
 
 "It is unlawful for any person to stand in a roadway for the purpose 
 of soliciting a ride from the operator of a private vehicle." 
 
 "It is unlawful to use coasters or roller skates on street except at 
 crossings." 
 
 "It is unlawful to carry anyone on the handles of bicycles on the 
 streets." 
 
 4. Debate whether or not hitching onto the rear of a vehicle is strictly 
 honest? Is fair to drivers? Is fair to oneself? To one's parents? 
 
 5. Decide whether or not any known real accident was due to the viola- 
 tion of one of these safety measures. 
 
20 Health and Citizenship Education in the Schools 
 
 6. Work out personal safety codes for riders and skaters, e.g. 
 
 (1) "I never carry an extra person on my bicycle because 
 a. I could not control my bicycle easily. 
 
 6. The rider might catch his feet in spokes of the wheels and 
 
 throw one or both, 
 c. It is hard for me to see ahead." 
 
 (2) "When on skates or bicycle I never cling to a moving vehicle 
 because 
 
 a. I cannot control myself because I am going faster than I could 
 go otherwise." 
 
 7. Organize a Bicycle or Skating Club with safety pledges. 
 
 8. Plan a radio talk to be delivered to other children. Try to use cor- 
 rectly these words: vehicle, ordinance, unlawful, trespass, rights of 
 others, responsible, momentum, citizen, agency, civic duties. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Aunty J. Walker, an imaginary or symbolical character who may 
 point to safety warnings on the bulletin board, or at points of danger 
 about the buildings and grounds. 
 
 2. Posters of all sorts of vehicles with signs "NO RIDERS." 
 
 3. Reasons against hitching which children should be able to present and 
 understand. 
 
 (1) The speed of the vehicle may cause them to lose hold. 
 
 (2) The speed and roughness of road may cause them to lose balance. 
 
 (3) The vehicle may stop suddenly causing a collision from the rear. 
 
 (4) Heavy traffic prevents easy return to safe places. 
 
 4. See Unit III of this series. 
 
 V. SAFETY AT HOME. APPROXIMATE TIME FOR COMPLETION: 
 1 WEEK. 
 
 Objectives: 
 
 1. Learn the cause and prevention of falls in the home. 
 
 2. To learn the cause and prevention of burns and scalds. 
 
 3. To study about the dangers from electricity and learn how to prevent 
 them. 
 
 4. To learn the cause and prevention of fires and conflagrations. 
 
 5. To prevent poisoning and bites from dangerous animals and insects. 
 
 6. To learn to swim safely. 
 
 7. To learn the proper use of knives, tools, machinery, and firearms. 
 
 Activities : 
 
 1. Organize the Safety Council; survey individual homes for all hazard- 
 ous practices. 
 
 2. Formulate home safety codes. 
 
 (1) For all electrical and gas conveniences — lights, refrigerators, ma- 
 chines, stoves, irons, etc. 
 
 3. Find out how poisons are labeled and shelved in the home. 
 
 4. List and identify the poisonous plants of the neighborhood. 
 
 5. Make a study of swimming strokes, values, and dangers. 
 
 6. Demonstrate life-saving devices. 
 
Health and Citizenship Education in the Schools 21 
 
 7. If there is no boy scout organization, see what you can do to organize 
 one. 
 
 8. Plan a Safety Week celebration for the school and community. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Falls from 
 
 (1) Climbing trees and buildings. 
 
 (2) Stumbling on stairs or steps and sliding down the balustrade. 
 
 (3) Slipping on rugs or on wet or icy surfaces. 
 
 (4) Falling in the bath tub or swimming pool. 
 
 2. Burns and scalds from 
 
 (1) Improper use of matches 
 
 (2) Fireplaces, grates, stoves, furnaces. 
 
 (3) Campfires, bonfires, burning leaves, waste, hot liquids. 
 
 (4) Lamps, gas fixtures, fire works. 
 
 (5) Explosives as gasoline, etc. 
 
 3. Dangers of electricity 
 
 (1) Fallen live wires — move with dry stick. 
 
 (2) Loose wires and improper insulation. 
 
 (2) Improper use of electric washers, sewing machines, fans, stoves, 
 etc. 
 
 (4) Wet hands and electric contacts. 
 
 (5) Telephones on outside walls. 
 
 (6) Telephone poles and guy wires on wet days, during or after a 
 storm. 
 
 (7) A victim of electric shock — do not touch. 
 
 4. Poisons 
 
 (1) Medicines, chemicals. 
 
 (2) Plants. 
 
 (3) Unknown liquids. 
 
 (4) Decaying foods. 
 
 (5) Polluted food. 
 
 (6) Bites of strange insects, reptiles, and animals. 
 
 (7) Stings of insects. 
 
 (8) Carbon monoxide from car engine. 
 
 5. Water hazards 
 
 (1) Deep and unknown waters until expertness in swimming is at- 
 tained. 
 
 (2) Swimming alone. 
 (4) Diving improperly. 
 
 (4) Bathing or swimming when over-heated or immediately after 
 eating. 
 
 (5) Playing, standing up or walking in boats, canoes, etc. 
 
 (6) Weak hearts. 
 
 6. Cutting hazards 
 
 (1) Knives, ice picks, scythes, mowing machines, farm machinery, etc. 
 
 7. Automobile riding hazards 
 
 (1) Sitting on doors, standing up, over-crowding. 
 
 (2) Riding the running board. 
 
 (3) Hitching onto cars, etc. 
 
22 Health and Citizenship Education in the Schools 
 
 (4) Defective doors, tires, breakable windshields and windows. 
 
 (5) Sitting in closed car while engine runs and car stands still. 
 
 8. Related Reading — 
 
 (1) First Aid — Metropolitan Life Insurance Co., New York City. Free. 
 
 (2) A home first aid kit should contain the following materials: 
 Clinical thermometer; first aid dressing; absorbent gauze, ab- 
 sorbent cotton; two-inch bandage compress; wooden applicators 
 (plain); safety pins; scissors, iodine or mercurochrome; aromatic 
 spirits of ammonia; alcohol (for rubbing) ; boracic acid (for eye 
 wash); carbolated vaseline (for burns); castor oil; oil of cloves 
 (for toothache) ; syrup of ipecac (to cause vomiting in poison 
 cases); and first aid handbook. 
 
 The materials of a first aid kit should be assembled in one 
 place in the home and school, clearly marked and kept well out 
 of the reach of small children. 
 
 9. First Aids to Accident Victims: 
 
 Shock: Present in all serious injuries. Lay patient on back, head 
 low, loosen clothing. Keep patient warm and if he can swallow give 
 him hot coffee, milk, or water, half teaspoonful of aromatic spirits of 
 ammonia in hot water. 
 
 Hemorrhage: Apply small pad of gauze and a tight bandage over 
 wound or apply pressure with thumb on main blood vessel between 
 wound and heart. If a limb has been injured, it should be elevated. 
 If a tourniquet is applied it must be placed between wound and the 
 heart and loosened every 15 minutes. 
 
 Open wounds: Cleanse. Apply half strength iodine. Cover with 
 gauze bandage. 
 
 Burns: Apply ordinary baking soda to ordinary burns. Cover exten- 
 sive burns with gauze saturated with baking soda solution, carbolized 
 vaseline, or, in an emergency, any clean pure oil. 
 
 Fracture: (Broken bones.) Handle carefully. Apply splints long 
 enough to reach beyond the points above and below fractures. 
 
 Eye injuries: Remove loose particles with a clean handkerchief. 
 Particles embedded in the eye should be left to the care of a physician. 
 The Red Cross manual says specifically "Never violate this rule. 
 Blindness may result." 
 
 Electric shock, apparent drowning, asphyxiation: The victim of elec- 
 tric shock must first be released from the current. This may be done 
 by shutting off the current or by using a non-conductor of electricity 
 such as dry clothing, dry stick, or rubber glove. Apply artificial respira- 
 tion, and continue it for at least four hours. Many cases have been 
 lost probably because sufficient time was not given to resuscitation. 
 
 Sunstroke and heat exhaustion: Apply cracked ice or cloths wrung 
 out in cold water to head. 
 
 Fainting and fits: In the former place patient on back with head low; 
 loosen clothing, get plenty of ventilation by opening windows or fan, 
 
Health and Citizenship Education in the Schools 23 
 
 rub arms and limbs toward the heart. In fits, prevent victim from 
 injuring himself but do not try to hold him down. Place rolled hand- 
 kerchief, pencil, clothes pin or spoon between teeth. 
 Poisons: Send for physician; empty stomach by emetic such as com- 
 mon salt in tepid water or by tickling throat. 
 
 10. See p. 48 of this bulletin. 
 
 VI. HOW TO BE A SAFE DRIVER — AGES 16 PLUS. APPROXIMATE 
 TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives: 
 
 1. To find out how local streets and highways are made safe for travel. 
 
 2. To find out difference in local and distant signal systems — e.g., New 
 York, Washington, Chicago, etc. 
 
 3. To find out by whom the local signal system was installed, who and 
 what is responsible for its operation. 
 
 4. To find out what it costs to keep travel safe, how it is financed. 
 
 5. To find out whether or not there is a saving in property and life be- 
 cause of the signal system. 
 
 6. To find the greatest safety hazards in the community travel routes. 
 
 7. To gain information which is essential to being a safe driver of a car. 
 
 Activities : 
 
 1. Study the folder of traffic lights and signals sent out from the State 
 Commission of Highways and Public Works. 
 
 2. Visit nearby signals as a group or by committee to compare with 
 descriptions given in Highway folder on this subject. 
 
 3. Visit as a class or by committee the district highway headquarters or 
 the city or town hall to secure information which will meet the require- 
 ments in the objectives. 
 
 4. Write letters to firms engaged in constructing signal systems asking 
 for informational material used in advertising. 
 
 5. Draw to scale a large map of your community street or highway sys- 
 tem showing signal system in use. 
 
 6. Find out how many drive cars and have them list problems they have 
 in passing, signaling, turning, etc. 
 
 7. Make traffic counts at the crossing used by the largest number of school 
 children, in the nearest important business center, or the highway or 
 street traversed by majority of pupils. 
 
 8. Construct graphs showing these traffic counts. 
 
 9. Take examination for safe driving. 
 
 10. Organize the automobile H. S. Driving Club and draw up an examina- 
 tion covering points for admission. 
 
 Dlustrative and Other Teaching Materials: 
 
 1. See High School Unit also. 
 
 2. Motor Vehicle Accidents in North Carolina. 
 
 3. Highway Traffic Signs. Publicity Department, State Commission of 
 Highways and Public Works, Raleigh, N. C. 
 
24 Health and Citizenship Education in the Schools 
 
 4. Digest of legal phases of highway traffic signs. 
 
 (1) The selection and placement of highway traffic signs is the re 
 sponsibility of the State Highway Commission. The law provides 
 that, insofar as possible, the system of signs and signals used in 
 North Carolina shall correlate with the systems adopted in other 
 states. 
 
 (2) Local authorities provide for local traffic signs. 
 
 (3) No unauthorized individual shall erect traffic signs. 
 
 (4) Commercial advertising on traffic signs is prohibited. 
 
 (5) It shall be a misdemeanor to injure traffic signs or signals. 
 
 5. Rules of the Road. The rules of the road contained in the Motor 
 Vehicle Laws of North Carolina may be summarized as follows: 
 
 (1) It is unlawful for an habitual user of narcotic drugs or an intoxi- 
 cated person to drive a car upon the streets and highways of the 
 state. 
 
 (2) Reckless driving is unlawful and punishable by fine or imprison- 
 ment. 
 
 (3) Vehicles must De operated at "reasonable and proper speed" at 
 all times. Traffic and road conditions and other factors will in- 
 fluence the definition of this term, (reasonable and proper), but 
 in no case shall it exceed 45 miles per hour. 
 
 The state law creates the following speed limits and zones: 
 
 a. 15 miles an hour when approaching within 50 feet of a grade 
 
 crossing. 
 o. 15 miles per hour when passing a school during recess or when 
 
 children are going to and from school. 
 
 c. 15 miles an hour when approaching within 50 feet and tra- 
 versing an intersection when driver's view is obstructed. 
 
 d. 15 miles per hour on curves. 
 
 e. 15 miles per hour in business section. 
 
 /. 20 miles per hour in residence sections. 
 
 Local authorities may establish additional speed limits governing 
 
 through "stop" streets. 
 
 (4) Railroad grade crossing warnings must be observed. 
 
 (5) Drivers are required to observe special, marked grade crossings. 
 
 (6) All school trucks and passenger busses are required to come to a 
 complete stop at all railroad crossings. 
 
 (7) Special speeds may be determined for bridges, though all bridges 
 must be traversed at safe speeds. 
 
 (8) Vehicles are required to keep on the right side of highways and 
 streets, and to keep to the right in crossing intersections and 
 railroads. 
 
 (9) Drivers of vehicles proceeding in opposite directions pass on the 
 right. 
 
 (10) Drivers of vehicles passing others shall give audible signal of their 
 intentions; then pass on the left and leave ample clearance before 
 returning to the right side of the road. There shall be no pass- 
 ing when the view is obstructed, on the crest of a grade, on a 
 curve or at a grade crossing. 
 
Health and Citizenship Education lis the Schools 25 
 
 (11) One driver shall not follow another except at a "reasonable and 
 prudent" distance, not less than 100 feet behind. 
 
 (12) Turning: 
 
 a. Unless otherwise directed the driver turning right shall do so 
 from the right side of the highway; the driver turning left shall 
 do so from the center. 
 
 b. The following signals are required before the direct-ion of the 
 vehicle is changed: 
 
 (1) left turn — hand and arm horizontal — forefinger pointing. 
 
 (2) right turn — hand and arm pointed upward. 
 
 (3) stop — hand and arm pointed downward. 
 
 All signals must be given from the left side of the vehicles during 
 the last 50 feet traveled. 
 
 (13) Right of way: 
 
 a. When two vehicles approach an intersection at approximately 
 the same time, the vehicle on the right has the right of way. 
 
 b. The vehicle in the intersection shall have the right of way. 
 
 c. Where traffic is not being regulated by officers or signals, 
 pedestrians in the crosswalks have the right of way. 
 
 d. Drivers on public highways have the right of way over those 
 entering from private roads. 
 
 e. All drivers yield the right of way to police and fire department 
 cars and to public and private ambulances when the latter are 
 upon official business and sounding a warning siren, bell or 
 signal. 
 
 (14) When a Police Car or Fire Engine approaches: 
 
 a. Upon the approach of a police car or fire engine sounding an 
 appropriate signal, the driver of every other vehicle shall 
 clear the intersection, draw parallel to the right curb and stop. 
 
 6. It is unlawful to follow a fire engine closer than a block or to 
 place within a block of where the apparatus has stopped in 
 answer to an alarm. 
 
 (15) Vehicles are required to observe special "stop" signs at through 
 highways. 
 
 (16) Passing street cars: 
 
 a. Whenever possible street cars shall be passed on the right. 
 
 b. Drivers shall not pass street cars stopped for the purpose of 
 loading or unloading passengers. 
 
 c. Drivers shall not pass school buses stopped for the purpose of 
 loading or unloading passengers. 
 
 (17) Driving through safety zones is prohibited. 
 
 (18) Vehicles shall not be parked on the highway except in the case of 
 very wide highways; vehicles shall not be parked on bridges. 
 
 (19) Parking in front of fire hydrants and stations and private drive- 
 ways is prohibited. 
 
 (20) Brakes must be set and the engine stopped before a motor vehicle 
 is left unattended. 
 
 (21) Drivers on mountain highways shall keep as near to the right as 
 possible. 
 
 (22) Coasting on down grades is prohibited. 
 
26 
 
 Health and Citizenship Education in the Schools 
 
 LEFT TURN 
 
 RIGHT TURN 
 
 STOP 
 
 STANDARD 
 
 HAND 
 
 SIGNALS 
 
 Right turn at 
 next crossroad 
 
 Left turn at 
 next crossroad 
 
 Route Markers 
 
 CAUTIONARY 
 SIGNS 
 
Health and Citizenship Education in the Schools 27 
 
 (23) In case of accident: 
 
 o. Driver of vehicle involved in accident resulting in injury or 
 death or property damage shall stop at the scene of the acci- 
 dent. 
 
 b. Driver of vehicle involved in accident shall give his name, 
 address, and registration number to person in vehicle struck. 
 
 c. He shall render reasonable assistance to the injured. 
 6. Slogans 1. "A courteous act is safety tact." 
 
 2. "A safe hill has no traffic." 
 
 3. "S. O. S. — Stay on sidewalks." 
 
 VII. SAFETY IN FIRE PREVENTION AND PROTECTION. APPROX- 
 IMATE TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives : 
 
 1. To learn the proper use of matches. 
 
 2. To learn safety in the use of all methods of lighting (electric, gas, 
 candles, lamp). 
 
 3. To learn what to do if caught in a burning building. 
 
 4. To learn use of lightning rods. 
 
 5. To learn how to report fires or sound alarms. 
 
 Activities : 
 
 1. Plan a survey sheet, such as the following, to be used in a home 
 inspection project: 
 
 (1) Type of house (frame, brick, stone, concrete)? _ — 
 
 (2) Basement floor (wood, cement)? 
 
 (3) Heating system (stove, grate, furnace, boiler, gas)? — 
 
 (4) Chimneys in good repair? 
 
 (5) How ashes are disposed of? 
 
 (6) Matches (safety or common)? 
 
 (7) Disposal of combustible material? _. 
 
 (8) Stairways all clear? 
 
 (9) Uses of kerosene in the home? .._ 
 
 (10) Rubber tubing for gas connections? 
 
 (11) Care of oil mops and oily rags? 
 
 (12) Fire extinguishers in the home? 
 
 (13) Flexible electrical cords used where? — 
 
 (14) Matches in metal boxes? __ 
 
 (15) Matches out of reach of children? 
 
 (16) Gas lights used? 
 
 (17) Open grates used? Grate screens? ._ — 
 
 (18) Gasoline or cleaning fluids kept in bottles or tins? 
 
 (19) Electric switches near the floor? .'... 
 
 (20) Safety switches? 
 
 (21) Firearms out of reach of children? 
 
 (22) Safety switch on electric iron? 
 
 (23) Smoking trays and containers? 
 
 2. Lead group to set up rules for a safe home such as 
 
 (1) Buy safety matches and keep them in a metal container out of 
 reach of children. 
 
28 Health and Citizenship Education in the Schools 
 
 (2) Thoroughly extinguish all matches. 
 
 (3) Avoid throwing matches around or carrying them in pockets. 
 
 (4) Step on smoldering cigarette stubs. 
 
 (5) Keep a wire screen in front of an open grate. 
 
 (6) Avoid bonfires — completely extinguish before leaving. 
 
 (7) Put all ashes in a metal container. 
 
 (8) Know and practice first aid when advisable. 
 
 (9) Take care of smaller children in my home. 
 3. Practice a fire drill at school. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Slogans — 
 
 "One tree makes a million matches, but one match can destroy a 
 
 million trees." 
 "Safety begins at home." 
 "When fires go up, nations go down." 
 "Every day a fire prevention day." 
 "The match you toss may cause great loss." 
 
 "If trouble you want to hatch, look for gas with a lighted match." 
 "Picnic fires are lots of fun. Put them out when you are done." 
 "You may 'pour oil on troubled waters' but never on a fire." 
 
 2. Information to be mastered about fire prevention — 
 
 (1) Matches should be kept in metal, china, glass, stone, or tin con- 
 tainers. 
 
 (2) Strike matches away from or downward. 
 
 (3) Only safety matches should be used. 
 
 (4) Firecrackers are dangerous because they may destroy eyesight, 
 make cripples for life, destroy homes by fire, cause fatal burns, 
 cause gasoline explosions, cause wasted money, take the place of 
 really wholesome fun, give the wrong kind of patriotic ideas. 
 
 (5) In case clothing catches fire these general rules: 
 Avoid running but drop to floor or ground. 
 
 Roll over and over slowly with the head low to the ground. 
 
 If possible, get hold of a rug, coat, or blanket and wrap up in it 
 
 to smother flames. 
 
 If another's clothes catch fire throw him to the ground, pull off 
 
 your coat, or other garment, and beat out the flames. 
 
 (6) In case one is caught in a fire in a public building the following 
 information: 
 
 Doors open outward. 
 
 Exits are outside openings. Locate these upon entering building. 
 
 Leave by nearest exit. 
 
 Avoid crowding. Walk rapidly. 
 
 Keep face near floor in case building is filled with dense smoke. 
 
 VIII. THE SAFE ADVENTURE. APPROXIMATE TIME FOR COM- 
 PLETION: 2 DAYS. 
 
 Objectives: 
 
 To encourage children to plan safe fun. 
 
Health and Citizenship Education in the Schools 29 
 
 Activities : 
 
 1. Mimeograph, hektograph, or write the selections below on board for 
 silent reading. 
 
 2. Develop the following questions. 
 
 (1) What power has man which the elephant lacks? 
 
 (2) Are animals really stupid? 
 
 (3) How often have we been more stupid than animals within the 
 week? 
 
 Illustrative and Other Teaching Materials: 
 
 1. "Big and Tough but He Takes No Chances'* Poster from National 
 Council of Safety or picture of any large animal, elephant preferably. 
 
 "The elephant weighs a couple of tons; but he has a thick hide. 
 When he is aroused no living thing can withstand him, but he takes no 
 chance. 
 
 "Big game hunters report that wild animals seldom die from 
 accidents. If this is true, and it doesn't seem unlikely, we err in at 
 least one respect when we consider animals stupid and inferior; for 
 they have achieved a far better adjustment to their world than we 
 have to ours. They have accomplished this without the aid of the 
 imaginative power which sets man apart. We can foresee danger and 
 know beforehand the terrible effects of accidents, and yet we are 
 ^indifferent to hazards. 
 
 "Thousands of persons, for instance, die every year in India of 
 snake-bites because they are indifferent to this omnipresent hazard. 
 The white person in India, unused to this hazard, is seldom a victim 
 because of his care. The same evidence is found in the United States 
 where about as many people are killed annually by automobiles as 
 die by venomous reptiles in India. We are thoughtless and, both as 
 drivers and pedestrians, we take wanton chances with our lives and 
 with the lives of others. 
 
 "The wild animal wisely avoids taking chances with danger wher- 
 ever he can; the human being rushes in regardless. 
 
 "This lesson outline is not in praise of cowardice; fear is frequently 
 a negative and destructive force. But no one admires the courage of 
 the savage who, with poised spear, charges the oncoming steam loco- 
 motive. Educators advise us to fear intelligently; that is, to recognize 
 that certain dangers are dangers, and that it is absurd, as the savage's 
 charge is absurd, to take unnecessary chances with them." 
 
 2. Absurdities at Home — 
 
 (1) Use rocking chairs, barrel heads, or boxes as a stepladder. 
 
 (2) Polishing floors until they are as slippery as wet ice and placing 
 "unanchored" small rugs at the head or foot of stairs. 
 
 (3) Putting hot ashes into wooden container. 
 
 (4) Putting poison into unmarked bottles. 
 
 (5) Leaving matches, pins, or razor blades where young children can 
 find them. 
 
 (6) Drycleaning with gasoline, naphtha, or benzine. 
 
 (7) Failing to repair broken steps or stairs. 
 
 (8) Using poor quality electric equipment, or worn extension cords. 
 
30 Health and Citizenship Education in the Schools 
 
 (9) Cutting anything with any sharp tool so that in case of a slip, 
 one is likely to be injured. 
 (10) Failing to have First Aid materials in the home. 
 
 3. Absurdities, Miscellaneous — 
 
 (1) Skating on unsafe ice. 
 
 (2) Skiiing down a hill when one doesn't know what is at the bottom. 
 
 (3) Hitching rides with a sled on the back of an automobile. 
 
 (4) Coasting on a hill unprotected from traffic. 
 
 (5) Pointing a gun at a person except in self defense. 
 
 (6) Throwing a snowball at a person who is wearing glasses. 
 
 (7) Challenging younger children to do dangerous things. 
 
 (8) Playing practical jokes in a school shop. 
 
 (9) Failing to treat a small wound to prevent infection. 
 (10) Running the motor of an automobile in a closed garage. 
 
 4. The following provisions of the North Carolina Motor Vehicle code 
 regulating equipment of vehicles are of greatest importance to the 
 private driver: 
 
 (1) Every motor vehicle shall have brakes in good repair and adequate 
 to control the vehicle. 
 
 (2) Every motor vehicle shall have a good horn. Police and fire en- 
 gines shall have special signals. 
 
 (3) Mirrors shall give a clear view to the rear. 
 
 (4) Motor vehicles have two head lights; one rear light. Bicycles 
 shall be equipped with a head light. Motorcycles, road-rollers, 
 road machinery and farm tractors shall have two head lights; 
 other vehicles must carry two head lights, or lanterns. 
 Parking lights are required on vehicles stopped on the highway 
 except where local authorities provide otherwise. 
 
 5. Water hazards. 
 
 (1) Deep and unknown waters until expertness in swimming is at- 
 tained. 4 
 
 (2) Swimming alone. 
 
 (3) Diving improperly. 
 
 (4) Bathing or swimming when overheated or immediately after 
 eating. 
 
 (5) Playing, standing up or walking in boats, canoes, rafts. 
 
 (6) Weak hearts. 
 
 6. Cutting hazards. 
 
 (1) Knives, ice picks, scythes, mowing machines, farm machinery, etc. 
 
 7. Automobile riding hazards — 
 
 (1) Sitting on doors, standing up, overcrowding. 
 
 (2) Riding the running board. 
 
 (3) Hitching onto cars, etc. 
 
 (4) Defective doors, tires, breakable windshields and windows. 
 
 8. Related Reading — 
 
 (1) First Aid — Metropolitan Life Insurance Co., New York City. Free. 
 
 (2) See unit on Safety at Home. 
 
Health and Citizenship Education in the Schools 31 
 
 TEACHING UNITS— GRADES VII-XI 
 
 I. SAFE TRAVEL TO AND FROM SCHOOL. APPROXIMATE TIME 
 FOR COMPLETION: 1 WEEK. 
 
 Objectives : 
 
 1. To find out who is responsible for the safe transportation of school 
 children. 
 
 2. To learn what regulations and conditions should govern transportation 
 of school children. 
 
 3. To find out leading causes of accidents to school buses and to make 
 a plan for eliminating them. 
 
 Activities : 
 
 1. Organize class into committee responsible for securing the informa- 
 tion necessary to the attainment of the above objectives. 
 
 (1) List sources such as the State School Commission, the National 
 Safety Council, bus drivers, school principals and superinten- 
 dents, county mechanics, State Highway Commission, etc. 
 
 (2) Analyze each factor to see whether or not that factor is a safety 
 promoting agency— as follows: 
 
 a. Buses: 
 
 Is the bus used to transport a load exceeding that prescribed 
 by the manufacturer? 
 
 Is the bus equipped with a roof ventilator? 
 Is the bus equipped with an adequate form of heating? 
 Is the bus equipped with a service door, under control of the 
 operator, on the right side of the car, and steps with a hand- 
 rail low enough for little children to grasp? 
 Is there an emergency door located at the rear end of the bus, 
 without steps, 18"x48", gained by an unobstructed aisle. 
 Is the bus equipped with spring cushions, at least 13" to 15" 
 lineal space per child, handholds for children who may have to 
 stand, non-shatterable windows and windshield, a power-driven 
 windshield wiper, sun visor, and rear vision mirror for the in- 
 side and outside? 
 
 Is the gasoline tank located, filled, drained, and vented outside 
 of the body? 
 
 Is there a regular tail light on the rear of the bus, a red re- 
 flector light at the left rear corner and the right rear corner, 
 at the level of approaching automobile headlights? A fire ex- 
 tinguisher? Skid chains? 
 
 Is the frame of the bus sufficiently strong not to crush if it 
 should turn over? 
 
 Is "School Bus" printed on sides and back? 
 Is the bus equipped with a First Aid kit and the driver able 
 to give first aid? 
 Is the bus inspected each week by a competent mechanic? 
 
32 Health and Citizenship Education in the Schools 
 
 &. Are the following principles observed in routing and scheduling 
 school buses? 
 
 (a) Safety should never be sacrificed for speed — eg. A "long 
 way round" to avoid bad bridges or grade crossing is best. 
 
 (b) The school district committeemen and principal should 
 keep the State Highway Commission apprised of their 
 needs for improved highways, roadways, safe guards, etc. 
 
 (c) New routes and detours should be carefully checked for 
 safe bridges, year round travel, etc. 
 
 (d) Schedules should provide for a reasonable rate of speed. 
 
 (e) In deciding who should ride buses the following factors 
 should be considered: age of pupils, distance, weather, 
 traffic hazards, physical condition of child, walking dis- 
 tances requiring over twenty minutes. 
 
 (f) Footpaths should be provided for walkers. 
 
 (g) Dismissal of buses should be orderly. 
 
 c. Do bus drivers obey the following instructions? 
 
 (a) Check the condition of the bus, including brakes, steering 
 gear, and lights (if he is required to drive after dark), 
 before starting out. 
 
 (b) Observe carefully all signs, signals, rules of the road, and 
 courtesies due others. Drive on the right side of the road. 
 When it is necessary to overtake a slow moving vehicle, 
 be sure no third vehicle is drawing near from any direc- 
 tion. Never pass another vehicle on a curve or at the crest 
 of a hill. 
 
 (c) Never turn or swerve suddenly. Go slowly ever bumps 
 and rough places. Avoid jerky starts and sui.den stops 
 especially when some passengers are standing. 
 
 (d) When carrying children, do not drive faster than 30 miles 
 per hour on the best concrete roads, and more slowly on 
 gravel or dirt roads or when required by crowded traffic, 
 bad weather, poor roads or other conditions. Observe the 
 definite limits for different parts of route which the school 
 authorities have set for them. 
 
 (e) Be sure that the door is closed at all times when bus is 
 in motion. 
 
 (f) Never leave the bus while the motor is running. 
 
 (g) Never operate with the clutch disengaged except when 
 coming to a stop. 
 
 (h) Never run backwards on school grounds. 
 (i) Never operate a school bus with a trailer attached, 
 (j) Never fill the gasoline tank while there are any children 
 
 in the bus. 
 (k) Bring the bus to a full stop before taking on or letting off 
 children. Wherever possible stop off the pavement at a 
 place where the road may be clearly seen for several hun- 
 dred yards in both directions. Always signal to drivers 
 coming up from the rear before stopping or turning. 
 
Health and Citizenship Education in the Schools 33 
 
 (1) At railroad grade crossing stop. Then if it is possible to 
 see a sufficient distance up and down the tracks, proceed 
 across. Otherwise follow procedure recommended under 
 Bus Patrols, rule i. 
 (m) Support the captains or conductors whose job it is to help 
 you see that all children obey the rules of safe conduct, 
 and maintain order both in going to and from the bus, 
 boarding and alighting, and while the bus is in motion. 
 Note especially rules 9 and 10 under Bus Patrols, 
 (n) Let no one without a special permit ride except school 
 
 teachers and pupils regularly assigned to the bus. 
 (o) Transport no animals with school children. 
 (p) Permit no loaded weapon of any sort on the bus. 
 (q) In case of accident or breakdown while the bus is hauling 
 children, do not leave the bus to go to telephone or to 
 summon help. Send two of the student captains or other 
 responsible children to the nearest house for these pur- 
 poses. Report all accidents for investigation. 
 (r) Keep persons neat and clean and department comparable to 
 that which is expected of a teacher. Never use tobacco in 
 the bus and do not permit children to do so. Never drink 
 intoxicating liquor, 
 (s) Report daily to the principal any misconduct of pupils on 
 
 the bus. 
 (t) Report to the school authorities or a delegated representa- 
 tive each week on the condition of the vehicle and recom- 
 mend any repairs deemed necessary, 
 (u) Drive a school bus not more than 10 hours in any 24-hour 
 period and work not more than 12 total hours a day in- 
 cluding the driving of a bus and other work. 
 d. Do the Bus Patrols serve in the following or equally as satis- 
 factory way? 
 
 For each school bus the principal should appoint one or two 
 boys or a boy and girl who live on the route as bus captains or 
 conductors. The ideal choices for these important posts would 
 be boys who, because of physical size and strength and person- 
 ality, have the respect of their classmates and who, in addition, 
 live near the end of the route. If the natural leaders of the 
 school do not live near the end of the route the principal should 
 appoint them to serve as patrols until they get off at home, and 
 have substitute patrols take charge from then on. 
 
 The bus captain or conductor is a monitor in the dictionary 
 sense of the word — "one who advises or cautions." His func- 
 tion is to help the driver in maintaining order, insuring ob- 
 servance of rules by pupils, and in performing certain duties 
 as given below. He is not responsible for the safety of the 
 children; the bus operator has this responsibility. 
 
 One captain rides near the front of the bus, possibly on the seat 
 with the driver. The other takes his seat in the rear of the 
 bus. The duties of the bus captains are as follows: 
 
34 Health and Citizenship Education in the Schools 
 
 (a) In leaving school at the end of the day one patrol should 
 board the bus to supervise seating and to maintain order; 
 the other should remain outside to aid in forming the 
 pupils into a single file to board the bus one at a time in 
 reverse order of unloading, and to prevent pushing and 
 other dangerous "horse play." 
 
 (b) See that all children are aboard and seated before the bus 
 leaves the school building. 
 
 (c) Do not permit children to get on or off buses in motion. 
 See that all children are in the bus, and the door closed 
 before the bus starts. 
 
 (d) Permit no one to move about within the bus while it is in 
 motion. 
 
 (e) See that aisles are kept free from books, lunch baskets, 
 and other objects. 
 
 (f) Report to the bus operator any child who tampers with 
 the releases on the safety door or is guilty of other serious 
 violation of rules. 
 
 (g) Caution children not to put their hands, arms, heads or 
 bodies through the window. If the caution does not suf- 
 fice, report the child to the driver. 
 
 (h) Report to the driver any bicycle riders or roller skaters or 
 others who hang on to the bus. 
 
 (i) On approaching a railroad crossing, the bus will come to 
 a full stop. If the driver can see a sufficient distance both 
 up and down the tracks he should proceed across. If, on 
 the other hand, the nature of the crossing is such that he 
 cannot see far enough in one or both directions to assure 
 a safe crossing, the head captain should get out, go to the 
 tracks, look both ways, signal the bus to come on, walk 
 across the tracks 30 or 40 feet where the bus will stop for 
 him. The bus driver must not open the door for the patrol 
 until the bus has come to a full stop. 
 
 (j) When the children leave the bus, the head patrol boy 
 should descend to the roadway first. If it is necessary for 
 the children to cross the road, he should hold them on the 
 right side of the bus and walk to the front of the bus in 
 compliance with state law. If cars are coming from either 
 direction, he should see that they stop in compliance with 
 state law. He should hold the children thus until a safe 
 interval in traffic occurs, and then at a signal from the 
 driver who has been watching traffic from both directions 
 he should direct them to cross. The patrol boy in this work 
 takes his orders from the bus driver. 
 
 If this method is not believed to be practical in view of 
 local conditions, the children should be let out of the bus 
 without the use of the patrol. But the driver should make 
 a special point to inform the students as they leave, so 
 that every time they leave each one will be reminded of it, 
 that he must remain on the right hand side of the road 
 
Health and Citizenship Education in the Schools 35 
 
 until the bus has gone by and until he can see that no 
 automobile is coming in either direction before crossing. 
 (k) When children are picked up in the morning and must 
 cross the road, the student captain already in the bus 
 descends and at a signal from the driver who has been 
 watching the road, beckons the children to come across to 
 the bus. 
 (1) Never operate the rear door. Use it only in case of emer- 
 gency for unloading. 
 e. Do the pupils comply with the following rules of good bus 
 travel behavior? 
 
 It is recommended that a set of rules printed in large, plain 
 type for all students be posted in a prominent place in the bus. 
 The following rules are recommended: 
 
 (a) The driver is in full charge of the bus and pupils. Pupils 
 must obey the driver promptly and cheerfully. 
 
 (b) Pupils must obey and respect the orders of monitors or 
 patrols on duty. 
 
 (c) The driver will assign a seat for which the student will be 
 held responsible. Students in less desirable seats may 
 move to a second assigned seat for added comfort after the 
 passenger load is lightened. 
 
 (d) Pupils must be on time; the bus cannot wait for those who 
 are tardy. 
 
 (e) Never stand in roadway while waiting for the bus. 
 
 (f) Unnecessary conversation with driver is prohibited. 
 
 (g) Outside of ordinary conversation, classroom conduct is to 
 be observed. 
 
 (h) The use of tobacco w bus is not permitted, 
 (i) Pupils must not throw waste paper or other rubbish on 
 
 the floor of the bus. 
 (j) Pupils must not at any time extend arms or head out of 
 
 bus windows. 
 (k) Pupils must not try to get on or off the bus or move about 
 
 within the bus while it is in motion. 
 (1) When leaving the bus, pupils must observe directions of 
 captain and driver, 
 (m) Any damage to bus is to be reported at once to the driver. 
 
 Penalty: For violating these rules a pupil will be reported to 
 the school principal who can debar him temporarily or perma- 
 nently from riding in the bus. 
 
 2. If there are safety hazards in the transportation scheme for school 
 children, draw up a set of standards to be presented to your legislators. 
 
 3. Set up, in addition to the legal requirements, standards of road and 
 bus courtesy for school children and bus drivers. 
 
 4. Get the cooperation of the bus driver to try out these standards for a 
 given period. Observe the effects of the plan on number of possible 
 accidents avoided, comfort and absence of strain in the riders, etc. 
 
36 Health and Citizenship Education in the Schools 
 
 5. Set up a list of desirable qualities for the bus driver. Ask him for a 
 set. 
 
 6. Debate — Resolved, that safety of school bus transportation is more de- 
 pendent upon the pupils than any other factor. Substitute "driver" for 
 "pupils," "School Commission" for "pupils", and debate. 
 
 7. Prepare a list of pupils who show by their actions that they are 
 "safety conscious" — e.g., automatically removing glass from roadway 
 or playground. 
 
 8. Spell and use correctly these and other words needed for oral and 
 written composition: intersection, obedience, negligent, traffic, acci- 
 dent, conservation, community, council. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Bulletins from the county superintendent and principals containing 
 bus regulations. 
 
 2. Slogans — 
 
 "Courtesy and Safety are Traffic Twins." 
 "The Rule of the Road is the Golden Rule." 
 
 3. School Buses — Their Safe Design and Operation. National Safety 
 Council, Inc. 12c. 
 
 4. Summary of Standards for Safe Transportation of School Children. 
 
 (1) The employment of reliable safe drivers who have passed a 
 driver's test. 
 
 (2) The use of the safest transportation routes. 
 
 (3) A complete county survey of the routes of travel. 
 
 (4) A clearly drawn up set of rules and regulations governing the 
 transportation system. 
 
 (5) Cars, with front and rear doors operated only by the driver 
 through a lever, which will protect children from inclement 
 weather. 
 
 (6) Road officials who will eliminate safety hazards such as railroad 
 crossings, narrow bridges, slippery hills, unsafe approaches, blind 
 curveo, etc. 
 
 (7) A driver who will inspect his bus daily to keep safe brakes, who 
 will stop at all railroad crossings, who will keep the bus clean, 
 who will operate on a punctual schedule, and who allows no one 
 else to drive his bus. 
 
 (8) Parents who know the driver's schedule and who help children to 
 keep it and who hold children responsible for cooperating with 
 the driver. 
 
 (9) Pupils who cooperate with all officials for safe riding. 
 
 (10) Rules and regulations governing transportation as issued by the 
 State School Commission. 
 
 (11) Convenient and safe shelters for waiting on buses to be provided 
 and designated by the school authorities. 
 
 5. Rules of the Road. American Council on Education, Washington, D. C. 
 
Health and Citizenship Education in the Schools 37 
 
 II. THE UNIFORM VEHICLE CODE. APPROXIMATE TIME FOR 
 COMPLETION: 1 WEEK. 
 
 Objectives: 
 
 1. To see what advantages might be enjoyed through the practice of a 
 uniform code for the whole country. 
 
 2. To find out to what extent North Carolina has a uniform code. 
 
 3. To find out how to identify the driver of a car. 
 
 Activities : 
 
 1. Select special committees to report on the following topics: 
 
 (1) The rules of the road. 
 
 (2) Driving while intoxicated. 
 
 (3) Reckless driving. 
 
 (4) Speed restrictions. 
 
 (5) The size, weight, construction, and equipment of vehicles. 
 
 (6) Highway traffic signs. 
 
 (7) Penalties. 
 
 (8) Procedure upon arrests, reports, dispositions of fines and for- 
 feitures. 
 
 (9) Duties in case of accident. 
 
 (10) Uniform motor vehicle anti-theft act. 
 
 (11) Uniform motor vehicle operator's and chauffeur's licenses. 
 
 (12) The qualifications for good driving. 
 
 2. Discuss the following questions: 
 
 (1) What difficulties are encountered by tourists going from one city 
 to another when there are different traffic rules? 
 
 (2) What would be the value of a uniform code in the United States? 
 
 (3) What differences are there in your local regulations and the 
 uniform code? 
 
 Illustrative and Other Teaching Materials: 
 
 1. Summary of Motor Vehicle Regulation. A. A. A. 
 
 2. Summary of Values of Uniform Vehicle Code: 
 
 (1) It aids inter-state and inter-city traffic. 
 
 (2) It would prevent deaths, accidents and destruction of property 
 from ignorance. 
 
 (3) It aids and protects the driver who wishes to obey law. 
 
 (4) North Carolina has adopted two of the three sections of the Uni- 
 form Code. 
 
 3. Selected References: 
 
 World's Work, November, 1930. "Uniform Motor Vehicle Codes." 
 Reports of National Conference on Street and Highway Safety, Wash- 
 ington, D. C. 
 
 4. Digest of Selected Sections of the Motor Vehicle Laws of North 
 Carolina. 
 
 (1) Administration of the Law: 
 a. Motor Vehicle Commissioner 
 
 The Commissioner of Revenue is the Motor Vehicle Com- 
 missioner. He is responsible for the enforcement of the motor 
 vehicle law. 
 
38 Health and Citizenship Education in the Schools 
 
 6. Duties of Vehicle Commissioner and his Department. 
 
 (a) The Commissioner shall appoint deputies to carry out the 
 provisions of the law and make them peace officers to en- 
 force the motor vehicle act. He shall provide suitable 
 application forms for certificates of titles, registration 
 cards, license number plates and all other necessary forms. 
 
 (b) He shall arrange for the collection of reports on automobile 
 accidents. 
 
 c. Registration and Licensing of Cars 
 
 To prove ownership and his right to use, sell or give away or 
 destroy an automobile and to make the stealing of vehicles 
 more difficult each owner is required to register his car and 
 secure a certificate of title. To register a car the owner 
 
 (a) Secures from the Department of Motor Vehicles a form 
 on which he makes application for the registration of his 
 car. 
 
 (b) Swears to the truth of his statements on the form before 
 a notary or other officer empowered to administer oaths. 
 (There is no charge for this service.) 
 
 (c) Forward application and required fee to the Department. 
 
 (d) Receives registration card and number from the Depart- 
 ment after it has assured itself of the truth of his appli- 
 cation. 
 
 (e) Signs registration card with pen and ink and always keeps 
 it in his possession while he is using his car. This card 
 shows his registration number, name and address, a de- 
 scription of the car and a form for use if he should sell or 
 give the car to another person. 
 
 (f) Receives a Certificate of Title to prove his ownership of 
 the vehicle. This certificate is dated, gives the registra- 
 tion number, and a description of the vehicle. This cer- 
 tificate is good for as long as the car remains in his 
 possession. 
 
 (g) Receives two number plates which must be clearly dis- 
 played on the front and rear of the car and kept clean. 
 
 d. Circumstances under which registration may be refused. 
 
 (a) When the applicant has neglected or refused to furnish 
 the Department with required information. 
 
 (b) When the fees required by law have not been paid. 
 
 e. Circumstances under which registration shall be rescinded. 
 
 (a) When the Department has determined that the vehicle is 
 unsafe or unfit for use. 
 
 (b) When the vehicle is used for unlawful purposes. 
 
 /. Procedure when a car is sold or otherwise changes ownership, 
 (a) The owner endorses an assignment of title on the portion 
 of his Certificate of Title provided for that purpose and 
 gives the certificate to the purchaser when the vehicle is 
 delivered. 
 
Health and Citizenship Education in the Schools 39 
 
 (b) Within ten days after the purchase of the vehicle, the new 
 owner writes his name and address in pen and ink on the 
 Certificate of Title, forwards it to the Department of 
 Motor Vehicles, and applies for a new registration card 
 and Certificate of Title. 
 g. Procedure when a Certificate of Title or number plates have 
 been destroyed or lost. 
 
 (a) The Department of Motor Vehicle will issue duplicate 
 certificates to persons entitled to them upon the payment 
 of a fee of fifty cents. 
 
 (b) The Department will issue duplicate license plates on the 
 payment of a fee of one dollar. 
 
 5. See also Units III and IV under Grades IV-VI. 
 
 6. General "Rules of the Road," pp. 24-25 of this bulletin. 
 
 m. CIVIC PROVISIONS FOR SAFETY. APPROXIMATE TIME FOR 
 COMPLETION: 1 WEEK. 
 
 Objectives: 
 
 1. To determine what constitutes a safe environment. 
 
 2. To understand law and essentials of satisfactory law enforcement. 
 
 3. To understand what is essential to educating the public in safety. 
 
 Activities : 
 
 1. Hold a debate: Resolved that children should be allowed to play in 
 the streets, or that drivers should be examined each year, or that the 
 speed limit in should be miles per hour. 
 
 2. Compile a scrapbook of regulations governing use of roller skates, 
 scooters and bicycles on sidewalks and streets. 
 
 3. Construct a model safe school community — house, highways, walks, 
 playground, sign posts, semaphone, etc. Present model and plan to 
 student body for its consideration and adoption. 
 
 4. Survey newspapers and signs in community with a view to finding out 
 whether or not the public is being educated in safety measures. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Related Readings — 
 
 Bailey. What to Do for Uncle Sam. 
 Carpenter. Ourselves and Our City. 
 Crump. Boy's Book of Policemen. 
 Crump. Boy's Book of Mounted Police. 
 Longstreth. Ode of the Marcy Mounted. 
 
 . The Silent Force. 
 
 Life of the Mounted Police. 
 
 2. See Units III and IV on pp. 18-19 of this bulletin. 
 
 IV. THE WORK OF THE POLICE DEPARTMENT. APPROXIMATE 
 TIME FOR COMPLETION: 1 WEEK. 
 
 Objectives: 
 
 1. To learn the various activities of the police department. 
 
 2. To learn what police departments are doing to solve traffic problems. 
 
40 Health and Citizenship Education in the Schools 
 
 3. To learn how Junior Safety Patrols are assisting in work of police 
 departments. 
 
 4. To appreciate work of police and cooperate with them in enforcing 
 law and order. 
 
 Activities : 
 
 1. List all activities in which you have seen policemen or patrolmen 
 engaged. 
 
 2. Find out how the police and patrol department are organized and con- 
 trolled, how police are selected and promoted, what requirements are 
 essential for prospective police officers. 
 
 3. Compile a list of ways in which you and your friends have helped the 
 police. Of examples of heroism. Of superior officers and their quali- 
 ties. 
 
 4. Find out the signal system of the police for reporting to headquarters, 
 calling ambulance or patrol wagon, etc. 
 
 5. Find out how a just trial is guaranteed to the offender. 
 
 6. Hold a debate (1) Resolved that it is necessary to have laws and reg- 
 ulations even in a democratic state, (2) that we should obey the 
 Uniform Traffic Code. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Textbooks by Hill, Hughes, Turlington, Dunn, Broome and Adams, 
 Hepner. 
 
 2. Summary of Duties of the Police Department. 
 
 (1) Regulation of traffic. 
 
 (2) Prevention and detection of crime. 
 
 (3) Patroling of city streets, parks and other public places. 
 
 (4) Prevention of disorder. 
 
 (5) Arresting dangerous citizens or those disobeying the law. 
 
 (6) Enforcement of various laws, ordinances, and regulations. 
 
 (7) Assistance to persons in distress or danger. 
 
 3. Traffic Work of Police Departments. National Safety Council. 
 
 4. Uniform Vehicle and Traffic Codes. National Safety Council. 
 
 V. SAFE DRIVING AND RIDING ON STATE AND NATIONAL HIGH- 
 WAYS. APPROXIMATE TIME FOR COMPLETION: 2 WEEKS. 
 
 Objectives : 
 
 1. To find out how traffic problems differ in city and country. 
 
 2. To find out who is responsible for the construction and upkeep of our 
 highways, and for the regulation of traffic. 
 
 3. To find out how the Lee-Jackson, Lincoln, Jefferson Davis and other 
 national highways have benefitted the people of the United States. 
 
 4. To learn to distinguish meanings in the use of these terms — "courtesies 
 of the road," "local ordinances," "state traffic laws," etc. 
 
 5. To find out how uniform the traffic laws of the country are and whether 
 or not uniformity contributes to safety. 
 
 6. To find out the leading types and causes of accidents in North Caro- 
 lina, in the local community, and in the United States and to suggest 
 a plan for combatting them. 
 
Health and Citizenship Education in the Schools 
 
 41 
 
 Activities : 
 
 I. Organize class into committees responsible for securing information 
 essential to achieving the above suggested objectives. 
 
 2 Compile a scrapbook showing signal practices in the various communi- 
 ties of the State, of the Union, and possibly foreign countries. 
 
 3 Draw up regulations governing the proper conduct of the driver of a 
 car. Of the standards for car manufacture. Of the conduct of people 
 who ride in cars. 
 
 4. Set up a code for road courtesy-e.g., giving a little more than half of 
 a road, allowing right of way without question, etc. 
 
 5. Write an original play to be presented publicly giving a demonstration 
 of road courtesies, rules, etc. 
 
 6 Investigate a number of people who drive cars. Find out how they 
 learned and what they actually know about the proper use and care of 
 
 cars. 
 
 7 Debate the question of whether or not ignorance of law is an excuse. 
 
 8. Debate the question of whether or not it is wrong to disobey regula- 
 tions when "no one is looking." 
 
 9 Hold a "car driving school" through the cooperation of the P. T. A., 
 Rotary Club, or other civic clubs. Issue certificates to the graduates, 
 those who pass the tests. 
 10. Conduct experiments in traffic courtesy in halls, on the grounds, m 
 buses, your car, other people's cars. 
 
 II. Dramatize the steps to take to protect your property rights in an auto- 
 mobile, truck, etc. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Bulletins, etc., from municipalities, state, and federal bureaus. 
 
 (1) Uniform Vehicle Code. 
 
 (2) Regulation of vehicle operation on highways. 
 
 2. Main Highways of the Nation. U. S. Department of Interior, Wash- 
 ington, D. C. . 
 
 3. A Program for Organizing a High School Motor Traffic Club. National 
 
 Safety Council. 10c. 
 
 4. From the following table giving a rough estimate of fatal accidents m 
 North Carolina, what conclusions do you draw? 
 
 Location or defects in street or highway ....30% 
 
 Defects in motor vehicles 10 % 
 
 Pedestrians 33 % 
 
 Violations of motorists 65 % 
 
 5. Why accidents occur (1930) 
 (1) Due to Drivers 
 
 Did not have the right of way 30.8% 
 
 Exceeded speed limit 21.4% 
 
 On wrong side of road 16.1% 
 
 Drove off roadway — 14 - 3 % 
 
 Failed to signal 13% 
 
 Cut in 7 - 1% 
 
 Miscellaneous - 3 '° 
 
42 Health and Citizenship Education in the Schools 
 
 (2) Due to Pedestrians (1930) 
 
 Crossing streets 32.2% 
 
 Crossing between intersections 24.9% 
 
 Crossing from behind parked cars 11.0% 
 
 Children playing in the street 20.1% 
 
 Miscellaneous 11.8% 
 
 6. Slogans — 
 
 "A good driver believes in signs." 
 "Courtesy is good sportsmanship." 
 "Carelessness is the mother of catastrophe." 
 "Stick to safety and you'll stick around." 
 
 VI. A SCHOOL FOR DRIVERS. APPROXIMATE TIME FOR COM- 
 PLETION: 10 DAYS. 
 
 Objectives: 
 
 1. To increase interest in safe driving. 
 
 2. To challenge pupils to become efficient in handling automobiles. 
 
 3. To instruct drivers and prospective drivers in the qualifications of 
 competent and safe drivers. 
 
 4. To lead pupils to accept responsibility for the control and solution of 
 the automobile accident problem. 
 
 Activities : 
 
 1. Plan a public program for five days on which experts will discuss 
 topics similar to the following: 
 
 Fib st Day 
 Qualifications of a Safe and Competent Driver. 
 The Privilege of Using the Highways. 
 Questions and Discussions. 
 
 Second Day 
 Correct Stopping, Passing, Turning, and Parking. 
 The Responsibility of the Pedestrian. 
 Questions and Discussions. 
 
 Third Day 
 Obedience to Traffic Regulations. 
 Driving Safetly between Intersections. 
 Questions and Discussions. 
 
 Fourth Day 
 The Mechanics of the Car. 
 Safe Mechanical Equipment of Motor Cars. 
 Questions and Discussions. 
 
 Fifth Day 
 
 The Social Effects of Proper Driving. 
 
 Review. 
 
 Questions and Discussions. 
 
Health and Citizenship Education in the Schools 43 
 
 2 Award certificates for attendance: 
 
 "This is to certify that has attended the five meetings 
 
 of the Drivers' School under the direction of the Safety Council of 
 
 the ...school. 
 
 Principal 
 
 President of the Council 
 
 3. Initiate the Driver's School with such publicity as the following 
 through newspapers and circular letters: 
 
 "The toll of deaths by automobile is alarming. On Christmas Day, 
 there were 168 accidental deaths in the United States as reported by 
 the Associated Press, 122 of which were due to automobiles. Reports 
 indicate that heavy traffic is not the main cause of automobile acci- 
 dents Perhaps the education of our youthful prospective drivers of 
 automobiles in the 'rules of the road' and in qualifications of a safe 
 and competent driver will help in the reduction of such accidents. 
 
 "The Driver's School is one of the projects which the high school is 
 attempting in safety education. Its purpose is to instruct drivers of 
 automobiles and prospective drivers on the qualifications of a safe and 
 competent driver, safe driving at and between intersections, signs, 
 signals, and parking. The cooperation of parents and the public is 
 sought." 
 
 4 Make a preliminary survey of group asking for questions. 
 
 5. Debate on "Should there be a speed limit law in North Carolina (or 
 in Our Community)?" 
 
 6 Give a test on the subject matter of the lectures. 
 
 7. Make a speed checking box and make a traffic count and speed check- 
 ing record. 
 
 8. Stimulate each pupil to initiate and complete one safety activity as a 
 
 result of the experience. 
 
 9. Set up a list of approved teachers for drivers, develop driving test 
 including the performance, and issue certificates to the qualified. 
 
 Illustrative and Other Teaching Materials: 
 
 1. Questions which have been raised about safe driving: 
 
 When is it proper for a vehicle to pass? 
 
 What is the right of way and how is it to be used? 
 
 Are there any exceptions to the right of way? 
 
 How far behind a car should you travel? 
 
 How fast should one be going behind another vehicle? 
 
 When and how shall we pass street cars? 
 
 How and when shall we use the horn? 
 
 Are there any evidences observable to a person who is not a mechanic 
 which will indicate possible engine or tire trouble before it ac- 
 tually occurs? 
 
 Doesn't slow driving cause more accidents than fast driving? 
 
 What are the correct signals to make for stopping? Left turns? 
 Right turns? 
 
 What rights and courtesies should be extended to the pedestrian? 
 
44 Health and Citizenship Education in the Schools 
 
 Should you ever drive in the middle of the road? 
 
 What effect has speed? 
 
 What kind of person has accidents? 
 
 2. Directions for making the speed-checking boxes. 
 
 "Each boy supplies his own lumber and a mirror which costs about 
 ten or fifteen cents. The box is very simply made. It is 11" long, 11" 
 wide, and 6" high. The mirror is 5" by 7". This box is placed on a 
 tripod level with the eye, off the side of the highway. We emphasize 
 off the side of the highway, as it is also a lesson in safety observance 
 by having our Junior Safety Engineers stay off the traveled portion 
 of the highway while doing safety work. 
 
 "A line is drawn at right angles from the edge of the box to the high- 
 way, a distance of 176' , is measured from this line straight into the 
 highway where another line is drawn, besides which off the highway, 
 stands the student. In his hand he has a stop watch, he looks into 
 the end of the speed box and can note on the mirror when an auto- 
 mobile passes the first line mentioned above and simultaneously puts 
 on the stop watch, then checks the stop watch when this vehicle 
 passes the line opposite to where he is standing. 
 
 "The time it takes this automobile to travel between these two lines 
 in seconds is divided into a chart already prepared so as to enable the 
 student to compute the feet per second or miles per hour that the 
 automobile is passing at this given point. 
 
 "For instance, an automobile travelling 60 miles an hour covers 88 
 feet per second. Therefore, if an automobile takes two seconds to 
 cover the 176' which has been marked off, the student then knows that 
 the car is moving 60 miles per hour. 
 
 "The students make up a chart showing the feet per second and 
 miles per hour, which you can see can be very easily used as an 
 arithmetic problem. 
 
 "If 50 or 100 of these cars are checked or timed, then a small chart 
 can be made showing what percentage of automobiles are traveling at 
 given rates, etc." 
 
 3. Rules for Driving an Automobile with Safety as they were set up by 
 Helen Smith, a high school student: 
 
 (1) Be sure: Do not attempt to drive a motor vehicle unless you 
 have had sufficient instructions from someone who is capable of 
 instructing you. 
 
 (2) Be alert: Concentrate on the operating of the vehicle every mo- 
 ment you are at the controls. You cannot be eating, reading, 
 sleeping, or watching someone in the car and still be a safe 
 driver. Keep both eyes open and on the road ahead and both 
 hands on the wheel. 
 
 (3) Be systematic: Do not try to watch every other vehicle on the 
 street at once; it is better to keep your eyes on the car in front 
 of you and let the one in back watch you. 
 
 (4) Be quick: Make it a point to think and act quickly. A quick 
 movement at the right moment will save you from many a dis- 
 aster. 
 
Health and Citizenship Education in the Schools 45 
 
 (5) Be calm: While you are driving never allow yourself to get ex- 
 cited and upset. Analyze the situation clearly. 
 
 (6) Be obedient: It is of utmost importance not to disregard traffic 
 laws, signal lights, road signs, and speed limits. They are for 
 your convenience and protection. Slow down at every crossroads 
 unless there is a sign telling you to stop. 
 
 (7) Be considerate: Give a care for the other fellow's life if you 
 don't for your own. Do not see how close you can come to col- 
 liding with street cars, pedestrians, and other vehicles. Dim your 
 lights upon passing any one at night. 
 
 (8) Be dependable: Know what you are going to do and do it. Do 
 not act as if you are going to turn a corner, stop, or turn around 
 unless you intend to do so. 
 
 (9) Be observant: Look for lights and signs. Make sure that the 
 coast is clear before backing out of a driveway or making a turn. 
 
 (10) Be far-sighted: Drive a vehicle only when you are sure it is in 
 good condition, especially with regard to the brakes and the 
 lights. Have a thorough examination made at frequent intervals, 
 allowing nothing to remain unfixed that might cause an accident. 
 
 (11) Be cautious: Keep to the right of the road. Allow for plenty of 
 room in passing objects. Honk your horn before rounding a 
 bend or entering a tunnel. Get in the habit of putting out your 
 hand at the corners whether you can see anyone or not. 
 
 (12) Be cool: Do not attempt to drive if you are in an angry or ner- 
 vous state of mind. If you feel yourself becoming reckless slow 
 down until you can get better control of yourself or else authorize 
 someone else to drive the vehicle for you. 
 
 4. Poster No. 3007-B, National Safety Council, and discussion Honestly 
 Now — What's Your Hurry? 
 
 (1) Speed of Vehicles: 
 
 Height from Which Can Would Drop to 
 In Miles per Hour: Attain the Same Velocity and Speed: 
 
 20 _._ 13 feet 
 
 30 32 feet 
 
 40 _ _ 54 feet 
 
 50 __. 78 feet 
 
 60 120 feet 
 
 70 162 feet 
 
 80 212 feet 
 
 (2) "The faster a vehicle goes the more damage it can do. A car's 
 energy increases as the square of its speed. A car going 40 miles 
 an hour is not twice but four times as potent instrument of de- 
 struction as one going at 20 miles per hour." — Poster No. 3007-B. 
 Discussion Sheet. 
 
 (3) "Handling a modern car is simple. But to be a safe driver he 
 must also have a mature attitude toward driving — more mature, 
 it seems, than the attitude of many adult drivers. If, for instance, 
 he is inclined to speed in places which he knows are dangerous 
 
46 Health and Citizenship Education in the Schools 
 
 and to graze pedestrians and other cars, his intentions are not 
 evil — they simply are not mature. The young driver, moreover, 
 must be particularly careful because his limited driving experi- 
 ence does not enable him to judge the hazards of common situa- 
 tions quickly." 
 (4) Drivers under 20 years of age have the highest accident rate of 
 all age groups. It is 41% higher than for all drivers. 
 
 5. Rules for Pedestrians: 
 
 (1) Cross streets at corners only. 
 
 (2) Observe traffic signals; that is, cross with green light. 
 
 (3) Don't get out of your car after it has stopped, on the street side. 
 
 (4) Don't carry the daring attitude. 
 
 (5) Keep your eyes open and look both ways. 
 
 6. Some Common Absurdities in Driving Automobiles: 
 
 (1) Insisting on "right of way" at intersections. 
 
 (2) Turning right from the left lane on the opposite. 
 
 (3) Passing another car at an intersection or at the crest of the hill. 
 
 (4) Failing to observe signs and signals. 
 
 (5) Failing to signal when stopping or turning. 
 
 (6) Driving over railroad grade crossings without pausing. 
 
 (7) Failing to slow down at schools or where children are playing. 
 
 (8) Driving a car with poor brakes, defective steering gear or head- 
 lights. 
 
 (9) Zig-zagging in traffic. 
 
 (10) Driving with three or four persons in front seat. 
 
 7. The Kind of People Who Have Accidents: 
 
 (1) "The Ne'er-do-Well" : He drifts from job to job. He is careless 
 in the use of machines, including his automobile. 
 
 "The Paranoic or Hot-Headed: He thinks everyone is trying 
 to get the best of him. He 'shows off.' He takes the right of 
 way if it is his legally whether he can take it safely or not. 
 
 "The Timid Soul: He lacks confidence particularly in heavy 
 traffic. 
 
 "The Drug Addict: He is oblivious to danger. The alcoholic 
 is also highly accident prone. 
 
 "Tbe Insane or Partially Insane: He lacks judgment. 
 
 "The Old Man: He realizes his physical limitations and he 
 tends to compensate for this by using his powerful car carelessly. 
 
 "The Young Man: 'Because of infantilism, some never actually 
 grow up.' They take unnecessary chances. 
 
 "The Worried and Tired: Loss of sleep, extreme fatigue and 
 pre-occupation are frequent accident causes. 
 
 "The Very Bright and the Very Slow: The very bright tend 
 to fail in their attempts to act brilliant. The very slow fre- 
 quently fail to understand situations clearly and promptly and 
 may be in accidents as a result." — What Types of Persons Have 
 Accidents? National Safety News, August 1932. 
 
 (2) Physical and mental causes of accidents: fatigue, pre-occupation, 
 worry, inattention, physical handicaps, blinding headlights, con- 
 fusion, intoxication. 
 
Health and Citizenship Education in the Schools 47 
 
 8. How Drivers Cause Accidents: 
 
 (1) Driving off the highway. 
 
 (2) Exceeding the speed limit. 
 
 (3) Driving without the right of way. 
 
 (4) Driving on the wrong side of the road. 
 
 9. Points for Judging the Efficiency of a Motor Vehicle. 
 
 "Visibility: It is most important to see and be seen. The driver 
 should be able to see over the hood and note an object on the ground 
 two car lengths away. He should have a clear rear and side view, 
 unobstructed by windshield stickers or side posts. There should be 
 good headlights, two windshield wipers, and a rear view mirror. 
 
 "Steering: The wheels should swing quickly and easily. It should 
 not relay road shock to the driver. His normal driving position 
 should be directly behind the wheel. Window and door handles should 
 be so located and designed that they will not catch the driver's sleeves 
 when making normal or emergency turns. 
 
 "Braking: The distance it takes you to stop is the limiting factor 
 on just how fast you can drive safely. A great deal of pressure on 
 the pedals should not be required to make emergency stops. Brakes 
 must be maintained in good condition. A car should stop satisfactorily 
 at 40 or 50 miles per hour as at 20 or 30. 
 
 "Ability of a car to keep on the ground: If the tires and springs 
 of a car are so designed that the wheels are apt to bounce off the road- 
 way frequently this will interfere with steering and braking. Multi- 
 cord heavy tires cut down blowouts, punctures and skidding. 
 
 "Distractions: These are usually important now that speed is so 
 great, and those inside the car should be cut to the minimum. Simple 
 operation is essential. Instruments must be easy to see and easy to 
 reach. 
 
 "Reducing damage: Though a driver expects to avoid accidents, 
 he should have a car which will protect him as much as possible in 
 case an accident does occur. Non-shatterable glass and a strong body 
 are desirable. Sharp projections on the instrument board and the 
 back of the rear seat should be avoided. 
 
 "Acceleration: Rapid acceleration may be helpful in avoiding acci- 
 dents. The degree of acceleration is not as important as its certainty." 
 
 10. Essentials of an Automatic First Aid Kit: 
 
 (1) l 1 /^ oz. absorbent cotton 
 
 (2) 2 gauze bandages 
 
 (3) 1 yard plain gauze 
 
 (4) 1 triangular bandage 
 
 (5) 1 aromatic spirits of ammonia 
 
 (6) 1 iodine or mercurochrome 
 
 (7) 1 tourniquet 
 
 (8) 1 tube vaseline 
 
 (9) 1 bicarbonate of soda 
 
 (10) 1 drinking cup 
 
 (11) 1 miniature first aid chart 
 
48 Health and Citizenship Education in the Schools 
 
 11. Related Reading. 
 
 Harpers. March 1932. "After the Automobile Accident." Bromley. 
 Atlantic Monthly. June, 1932. "Accidents Don't Happen." Billings. 
 Atlantic Monthly. October, 1932. "The Nut that Holds the Wheel." 
 
 Billings. 
 Saturday Evening Post. Nov. 16, 1929. "Autoists Alphabet." Stearns. 
 Saturday Evening Post. June, 1932. "Jaywalker Menace." 
 Literary Digest. Nov. 7, 1931. "Good Manners and Good Driving as 
 
 the Safety Turns." 
 Literary Digest. April 12, 1930. "Curing Careless Drivers." 
 Literary Digest. May 2, 1931. "Are You Fit to Drive Your Car?" 
 Popular Science. October, 1931. "Conceit Makes Good Drivers Bad." 
 
 Bunn. 
 Accident Facts. National Safety Council, New York. 
 
 VII. A FIRST AID SCHOOL. APPROXIMATE TIME FOR COMPLE- 
 TION: 20 DAYS. 
 
 Objectives: 
 
 1. To teach and learn the fundamentals of First Aid to the injured. 
 
 Activities : 
 
 1. Arrange for an instructor through the local chapter of the American 
 Red Cross or some other source. 
 
 2. Plan a schedule of activities such as the following: 
 
 (1) First Day: The purpose of first aid; circulation; kinds and uses 
 of bandages. 
 
 (2) Second Day: Continue discussion of application of bandages to 
 open chest, open back, open foot, of compresses or dresses; of 
 wounds (dangers, kinds, small, coagulation of blood). 
 
 (3) Third Day: Continue discussion of bandages — cravat to neck, 
 eye and arm or leg; figure of eight to elbow and knee shoulder 
 spica; use of compress to stop bleeding, digital pressure tourni- 
 quet; causes and treatment of shock. 
 
 (4) Fourth Day: Bandages continued; wounds, punctured, clear cut 
 and lacerated, use of iodine; tetanus or lockjaw — cause and pre- 
 vention; symptoms of infection of wounds — treatment. 
 
 (5) Fifth Day: Bandage practice; shock-symptoms, causes, preven- 
 tion, treatment, importance of first aid. 
 
 (6) Sixth Day: Fainting — -cause, prevention, treatment; fits — symp- 
 toms, treatment; transportation with stretchers — loading the pa- 
 tient, improvised stretchers. 
 
 (7) Seventh Day: Transportation without stretcher — six man carry, 
 three man carry, fireman's drag and carry, chair litter and carry; 
 dressing or compress— details regarding sterilization, preparation 
 and uses. 
 
 (8) Eighth Day: Bleeding — control of arterial, location of digital 
 pressure points, control by pressure bandage and pad; digital 
 pressure and control of venous bleeding, tourniquet; burns and 
 scalds — kind, prevention, treatment. 
 
Health and Citizenship Education in the Schools 
 
 49 
 
 (9) Ninth Day: Artificial respiration— respiratory system, symptoms 
 of suffocation, demonstration of artificial respiration; drowning; 
 asphyxiation; hanging. 
 
 (10) Tenth Day: Electrical shock— how to remove patient from con- 
 tact; hlow in stomach. 
 
 (11) Eleventh Day: Fractures— simple, compound and skull; splints- 
 purpose, materials and rules for applying. 
 
 (12) Twelfth Day: Bandage splints for broken jaw, collar bone and 
 ribs; dislocations; sprains; strains; bruises. 
 
 (13) Thirteenth Day: Practical demonstration of first aids by classes 
 for a number of instances— e.g., snakebite, sprained shoulder, 
 fractured wrist, etc. 
 
 (14) Fourteenth Day: Removing bandages and splints; treatment of 
 
 cramps. 
 
 (15) Fifteenth Day: Removing foreign bodies from the eye; removing 
 splinters; practicing artificial respiration; treating earache, nose- 
 bleed, sunstroke, heat exhaustion. 
 
 (16) Sixteenth Day: Treatment for poison ivy, insect bites, colds, 
 frostbites, freezing, apoplexy, etc. 
 
 (17) Seventeenth, Eighteenth and Nineteenth Days: General review 
 and practice. 
 
 (18) Twentieth Day: Give test equivalent of the American Red Cross 
 form 325-B. 
 
 (19) Apply for "Elementary First Aid Certificates" for those making 
 a score of 75 or above. 
 
 Illustrative and Other Teaching Materials: 
 
 1. A. R. C. 1018 Instructor's Manual Junior First Aid Course. Local 
 chapter American Red Cross. 
 
 2. American Red Cross First Aid Textbook. Local chapter American Red 
 Cross. 
 
 3. The following supplies: 
 
 2 triangular bandages for each member of class 
 
 1 roll 2" wide bandages per member 
 6 gauze compresses 3" square 
 
 6 arm splints about %"x2%"xl6" 
 4 leg splints about y 2 " x 3" x 24" 
 
 2 thigh splints about %" x 3%" x 4' 
 
 2 poles about iy 2 "x7' or pipes (for stretcher) 
 
 1 set anatomical charts (suggest those contained in Health Charts 
 published by Denoyer-Geppert or those from the American Red 
 Cross at $4.50 consisting of the Skeleton, the Muscles, the scheme 
 of Systematic Circulation, Fracture and Dislocation, Arteries and 
 Points for Controlling Hemorrhages). 
 4. An instructor who is a graduate of a medical school or a person hav- 
 ing at least 15 hours of Red Cross First Aid Instruction and who has 
 passed a regular examination. 
 
50 
 
 Health and Citizenship Education in the Schools 
 
 SAMPLES OF SAFETY TESTS AND INSPECTION BLANKS 
 
 FOR SECOND AND THIRD GRADES. 
 
 1. Here are ten questions. Answer them by yes or no. Should you: 
 
 (1) stand up in a swing? 
 
 (2) throw soft snowballs? 
 
 (3) keep pins out of your mouth? 
 
 (4) play near deep water? 
 
 (5) climb on ladders? 
 
 (6) throw sand at one another? 
 
 (7) run with a sharp knife or scissors in your hand? 
 
 (8) tease your pets? 
 
 (9) skate on thin ice? 
 
 (10) play in strange pastures? 
 
 2. A Matching Game. Make each sentence true by finding the right 
 ending. 
 
 (1) Never throw 
 
 (2) Always sit down 
 
 (3) Never choose 
 
 (4) Keep away from machines 
 
 (5) Never wade 
 
 (6) Always watch 
 
 (7) Never skate 
 
 (8) Always keep 
 
 (9) Never fly kites 
 (10) Never uncover 
 
 high places for play 
 
 hard snowballs 
 
 in a swing 
 
 for poison ivy 
 
 when in use 
 
 in strange places 
 
 sharp things out of your mouth 
 
 on thin ice 
 
 a deep well 
 
 near high tension lines. 
 
 find the correct word to put in each of these 
 
 From the list below 
 sentences : 
 
 (1) Keep objects out of the mouth. 
 
 (2) Never throw snowballs. 
 
 (3) Never skate on ice. 
 
 (4) Never go wading . 
 
 (5) Learn to know . plants. 
 
 (6) Keep away from water. 
 
 (7) Always quietly in a boat. 
 
 (8) Always obey signs. 
 
 (9) Come down a slide first. 
 
 (10) Carry scissors down. 
 
 hard 
 
 sharp 
 
 danger 
 
 point 
 
 sit 
 
 feet 
 
 poisonous 
 
 deep 
 
 alone 
 
 thin 
 
 Can you? 
 
 (1) Put a circle around the kind of light that means go. 
 The green light means go. 
 
 (2) Put a circle around the kind of light that means stop. 
 The red light means stop. 
 
 (3) Put a line under the word that tells where to cross streets. 
 Cross streets at crosswalks. 
 
 (4) Put a line under the word that tells how to get across the street- 
 Walk across the street. 
 
Health and Citizenship Education in the Schools 51 
 
 (5) Put a circle around the word that tells in what kind of place to 
 skate and play. 
 
 Skate and play in a safe place. 
 
 (6) Put a cross above the kind of track on which we do not walk. 
 We do not walk on railroad tracks. 
 
 (7) Draw a picture of the thing from behind which we do not run 
 into the street. 
 
 We never run into the street from behind a parked car. 
 
 (8) Make a picture of the plaything for which we never run into the 
 street. 
 
 We never run into the street for a ball. 
 
 (9) Put a circle around the ways we look before crossing the street. 
 Look both ways before crossing the street. 
 
 (10) Put a cross on the word which tells where we use our roller 
 skates. 
 We use our roller skates on the sidewalk. 
 
 Directions: Write yes or no in each blank found in the sentences. 
 
 — -(1) Should I know my street or home address? 
 
 - (2) Should we look both ways before crossing the streets? 
 
 (3) Do the green lights mean stop and the red lights go? 
 
 -(4) Should children obey the policeman? 
 
 (5) Is it a good plan to hitch rides? 
 
 (6) Does the street make a good place to skate and coast? 
 
 — (7) Should we avoid handling any wires in the street? 
 
 _ (8) Should we keep our arms, hands, and heads inside the 
 
 windows when on the bus? 
 
 (9) Should we ever run into a street after a ball from be- 
 behind a parked car? 
 
 - — (10) Should an umbrella be carried so one can see ahead of 
 
 him? 
 
 Directions: Put a line under the proper thing to do in each sentence. 
 
 (1) When the red light flashes one should (stop, go, look). 
 
 (2) In crossing the street one should (run, walk, hop). 
 
 (3) In going home from school one should choose the (shortest way, 
 longest way, safest way). 
 
 (4) If a ball or other plaything goes into the street one should (run 
 after it, ask an older person to get it, send the dog after it). 
 
 (5) If there is no sidewalk one should walk on the (right, left, middle) 
 of the road. 
 
 (6) We should use roller skates on the (sidewalk, left side of the 
 street, right side of the street). 
 
 (7) The safest place to play ball or skate is (in the street, in a field, 
 on the walk). 
 
 (8) Before crossing the street look (to the right, to the left, both 
 ways ) . 
 
 (9) In getting off a street car face (toward the curb, the direction the 
 car is going, the motorman). 
 
 (10) If a stranger asks you to ride (refuse, accept the ride, be saucy 
 to him). 
 
52 Health and Citizenship Education in the Schools 
 
 7. The following questions may be enclosed as a part of the regular re- 
 ports to and from parents at the close of the semester or term: 
 
 Kindly answer yes or no to each of the following questions with 
 regard to the results of the Safety in the Home program in which 
 '.. has taken part. 
 
 (1) Is careful to avoid falls? 
 
 (2) Does he put away his playthings? 
 
 (3) Is he interested in keeping the premises clean? : 
 
 (4) Does he know how to go up and down stairs properly? 
 
 (5) Is he careful to let machines and gas and oil stoves about the 
 home alone? 
 
 (6) Is he careful not to taste contents of bottles? 
 
 (7) Is he careful not to eat unfamiliar berries? 
 
 (8) Is he careful not to run with a sharp or pointed object in the 
 hand or mouth? 
 
 (9) Is he interested in making the baby or other members of the 
 home safe?.. _ 
 
 (10) Is he interested in preventing accidents to himself and others? 
 
 n. FOR INTERMEDIATE GRADES. 
 
 1. Place before the column at the left the number of the word from the 
 list below corresponding to the statement. 
 
 .....:..The correct place to cross streets. 
 
 The direction in which we should look before crossing streets. 
 
 Those who regulate traffic. 
 
 The zone in which we should play. 
 
 That which we should avoid running from behind. 
 
 The time when we should avoid doing errands. 
 
 That which we should do before crossing a railroad track. 
 
 Those whom we should help across the street. 
 
 The color that signals us to stop. 
 
 (1) Policeman, (2) Safety, (3) Parked Cars, (4) Cars, (5) Rush 
 hours, (6) Crossings, (7) Older People, (8) Officers, (9) Green, 
 (10) Patrols, (11) Children, (12) Right, (13) Red, (14) Left, 
 (15) Dangerous, (16) Both, (17) Look, (18) Stop. 
 
 2. Yes-No Test: 
 
 Is it necessary to look up and down a railroad track if it is not train 
 
 time? 
 
 Should one think only of himself when on the street? 
 
 Should one avoid playing in streets? 
 
 Is the rush hour a good time for doing errands because everyone is in 
 
 a hurry? 
 
 Should one look to the right and then to the left before crossing a 
 
 street? 
 
 Is it always necessary to obey traffic rules? 
 
 If a car is not seen coming on a boulevard, should one stop before 
 
 driving onto the boulevard? 
 
 Does the green light mean go? ... 
 
 Should one use the safety zone? _ 
 
Health and Citizenship Education in the Schools 
 
 53 
 
 Should one learn the location of dangerous intersections and avoid 
 them? __ - 
 
 First 
 Word 
 
 Second 
 Word 
 
 Third 
 Word 
 
 A Safety Puzzle: 
 
 My first is the initial letter of that which we should all avoid. 
 My second are those who should be careful before crossing 
 streets. My third is that which we should all do before cross- 
 ing a railroad track. My fourth and last is those cars from 
 behind which we should not run. 
 
 My first is the initial letter of those who regulate traffic. My 
 second is that which tells us when to drive and when to stop. 
 My third is those streets which we should be careful of when 
 crossing. My fourth is that which we should not do during 
 rush hours. My fifth and last is that time when we should 
 avoid doing errands. 
 
 My first is the initial letter of those who regulate traffic. 
 My second is those whom we should help across streets. My 
 third is the lights which tell us to stop. My fourth is that 
 which we should be careful of when crossing. My fifth is that 
 which we should all do to traffic signals. My sixth is the time 
 we should all cross streets in the center of the block. My 
 seventh and last is the zone in which we should play. My 
 whole is a rule which we should observe. 
 
 Answers : 
 
 H — Hitching 
 E — Everyone 
 L — Look 
 P — Parked 
 
 O — Officers 
 L — Lights 
 D — Dangerous 
 E — Errands 
 R — Rush 
 
 P — Patrols 
 E — Elders 
 R— Red 
 S — Streets 
 O— Obey 
 N — Never 
 S— Safety 
 
 Directions : All of the questions may be answered with "yes" or "no." 
 Read the questions and if you can answer it correctly with "yes," give 
 yourself 4 points. If you must answer the question with "no," give 
 yourself zero for that question. 
 
 (To Teacher: If you wish to give the test to a whole group at the 
 same time, ask them to number from 1 to 25 in serial order, one num- 
 ber under the other. When they have done this, read the questions 
 and let each person write "yes" or "no." When they have finished 
 count score.) 
 Is your pet dog or cat immunized against rabies or is he muzzled 
 
 during the summer months? Yes No 
 
 When you go swimming or hiking, or work in the out-of-doors, are you 
 
 careful not to expose your skin too much to the sun? Yes No... 
 
 When you read, do you always use a light which is sufficiently bright 
 
 and which comes from your left shoulder? Yes No 
 
 Are you careful to "put out" every spark of the camp fire? Yes No 
 
 Do you always avoid the use of gasoline and kerosene in building. 
 
 fires? Yes— -.— .No 
 
54 Health and Citizenship Education in the Schools 
 
 Are you always careful to put banana peel in the garbage can to pre- 
 vent people from slipping on them? Yes No 
 
 Do you always use some disinfectant like mercurochrome when you 
 
 receive cuts or scratches? Yes No- .. 
 
 Do you avoid crossing railroads, bridges, and highways except when 
 
 necessary? Yes No 
 
 When you leave a street-car, automobile or school bus, do you first look 
 
 for coming vehicles, get off facing outward and alight on your right 
 
 foot? Yes No 
 
 When you cross a highway do you look first to the right and then to 
 
 the left to see if the way is safe? Yes No.. 
 
 If you live in a town or city do you wait for the cops to signal "Go" 
 
 or for the green traffic light before crossing a street? Yes ..No 
 
 When walking along the street, or driving a car, or entering a building, 
 
 do you keep to the right? Yes No 
 
 When walking along the highway do you take care to walk on the left 
 
 shoulder instead of in the middle of the highway? Yes No 
 
 Do you keep your toys and any other playthings you may have out of 
 
 halls and doorways where people may stumble over them? Yes 
 
 No 
 
 Do you try to keep breakable things out of reach of children — glasses, 
 
 pins, needles, scissors, knives, bottles, etc.? Yes -No 
 
 Do you avoid playing with electric fixtures? Yes No 
 
 If you saw a board lying on the street with a nail sticking up in it, 
 
 would you turn the board over or put it where no one would be hurt? 
 
 Yes No 
 
 If you saw broken glass where children play would you pick it up? 
 
 Yes No 
 
 Suppose some younger children wanted to cross a highway or street 
 
 where traffic was thick, would you help them over? Yes No 
 
 Suppose you saw younger children alone playing with matches, would 
 
 you call some older person or persuade them to give them up? 
 
 Yes No 
 
 Is your closet at home in good clean condition? Yes No 
 
 Would you refuse to ride a running board or a car under nearly all 
 
 circumstances? Yes No 
 
 Do you always refuse to play in the street and the road? Yes No — 
 
 Have you done something to make for more safety within the last 
 
 week? Yes No 
 
 Would you refuse to accept foods or gifts or engage in conversation 
 
 with complete strangers? Yes.- No 
 
 5. School Safety. Score your school on safety, giving 10 points for each 
 of the following conditions met. 
 
 (1) School grounds free from glass, wire, stones, etc. . . . 
 
 (2) School buses parked in definite order and place .... 
 
 (3) All stairways well lighted, in good repair, with guard rail 
 
 (4) All steps in good condition 
 
 (5) Floors free from protruding nails or boards 
 
 (6) Children practice fire drill once a month 
 
Health and Citizenship Education in the Schools 55 
 
 (7) Younger and older children play in different places . . . 
 
 (8) Regular order of loading and unloading 
 
 buses or crossing streets 
 
 (9) Special attention given to First Aid in every grade . . . 
 (10) School owns a first aid kit 
 
 Directions: Write yes or no in each blank found in the sentences. 
 
 (1) Should children play with matches? 
 
 (2) Is it safe to play with the tea kettle of hot water? _ 
 
 (3) If the room is full of smoke can you breathe better near the 
 floor? 
 
 (4) If your clothes catch fire is it best to run outdoors? 
 
 (5) Should you move from your seat immediately and in an orderly 
 manner when the fire alarm at school sounds? 
 
 (6) Is it safe to hold small or short firecrackers in your hands? 
 
 (7) Should you know where the exits are in public buildings? 
 
 (8) Should fire alarms be turned in for fun? 
 
 (9) Should children know how to give fire alarms? 
 
 (10) Should one push and crowd others when the fire alarm sounds? 
 
 Directions : Put a line under the best thing to do in each sentence. 
 
 (1) If you see a house on fire the first thing to do is to (a) run for 
 a policeman, (b) notify the people at the house, (c) run home 
 and tell your parents, (d) tell the first adult to be found. 
 
 (2) If the fire alarm at school sounds (a) march out quickly, (b) look 
 out of the window, (c) stay in your seat, (d) ask if there is a fire. 
 
 (3) If your clothes catch on fire, (a) run to your mother, (b) rush out 
 doors, (c) roll on the floor, (d) jump up and down and scream. 
 
 The following check-up on evidence of mastery by the child helps to 
 bring about an interest on the part of the parents with regard to safety 
 against fires. This blank for the report of the parents may be sent out 
 at the close of the term or semester with reports which are sent at 
 that time. 
 
 Requests to Parents — 
 
 Kindly check on this report the points which 
 
 has either demonstrated to you or talked with you about with regard 
 to fire prevention and a knowledge of what to do in case of fire. 
 
 (1) Danger of playing with matches. 
 
 (2) Importance of keeping away from vessels of hot liquids. 
 
 (3) Danger of playing with firecrackers. 
 
 (4) Knowing what to do if clothes catch fire. 
 
 (5) Knowing what to do if the room fills with smoke. 
 
 (6) What to do at the fire drill. 
 
 (7) What to do in case of fire in a public building. 
 
 (8). How to give a fire alarm. „ 
 
56 
 
 Health and Citizenship Education in the Schools 
 
 HI. UPPER ELEMENTARY AND HIGH SCHOOL. 
 
 1. Safety Test for Highway Driving — 20 Minutes. 
 
 Direction to Teachers: 
 
 Distribute the test forms at the beginning of the period specified. 
 
 Ask pupils to follow all printed instructions and fill in all blank spaces 
 correctly on both sides of the sheet except those provided for the scores. 
 
 Instruct them to place a checkmark ( V ) at each correct answer while you 
 read the correct answers to them from the scoring key. Any item having two 
 correct answers should have two checks if both answers are correct; one 
 check if only one answer is correct. 
 
 Have the pupils count the number of checks in each part and record 
 that number in the space provided for it. 
 
 Have pupils add the scores for the three parts and record the total in the 
 space provided. 
 
 Note: Any teacher who prefers to score the papers personally, instead of 
 having pupils do it, may do so. 
 Directions to Pupils: 
 
 1. Write your name and address 
 
 Grade classification Girl?__ ._ Boy? Score? 
 
 What was your age at last birthday? If you were over 16, do you 
 
 drive an auto? 
 
 2. Complete each item in Column A by placing in the parentheses after 
 it the number of each item in Column B which will make the sentence 
 true. Some items require two numbers in the parentheses and others 
 only one. Any item in Column B may be used as often as it will serve 
 to make the sentence true. 
 
 COLUMN A 
 
 When meeting another vehicle ( 
 
 In passing another vehicle ( 
 
 As a signal for left turn, the arm (. 
 
 In parking or stopping a car (. 
 
 In making a right turn (_ 
 
 As a signal for stop, the arm (. 
 
 When approaching the brow 
 of a hill 
 
 As a signal for right turn, 
 the arm 
 
 When another driver wishes 
 to pass you 
 
 Number of 
 
 Correct Answers in 2 
 
 COLUMN B 
 
 1. Should be raised. 
 
 2. Always stop on highway pave- 
 ment. 
 
 3. Sound horn. 
 
 4. Should be straight. 
 
 5. Stop with right-hand side to 
 curb. 
 
 6. Keep to right of center of high- 
 way. 
 
 7. Stop at right side of highway 
 with car entirely off pavement. 
 
 8. Turn to left when road is clear. 
 
 9. Should be lowered. 
 
 10. Stop with left-hand side to curb. 
 
 11. Turn to left on a curve. 
 
 12. Drive past center of intersec- 
 tion before turning. 
 
 13. Turn to right approaching in- 
 tersection. 
 
 Complete each item in Column A by placing in the parentheses after 
 it the number of each item in Column B which will make the sentence 
 true. Some items require two numbers in the parentheses and others 
 only one. Any item in Column B may be used as often as it will serve 
 to make the sentence true. 
 
Health and Citizenship Education in the Schools 57 
 
 COLUMN A COLUMN B 
 
 When car ahead is turning left ('__) 1. Pass on right cautiously. 
 
 Before entering highway from 3 ; PuU to left a p proa ching inter- 
 
 side road (--) section. 
 
 In making left turn ( ) 4. Keep to right of center of high- 
 
 way 
 At all unguarded grade crossings (_) g Wait before passing until a 
 
 On approaching an intersection (__) point is reached where the 
 
 t , . x , vision ahead is not obstructed. 
 
 If overtaking another car 6 Pass quickly to the left . 
 
 when approaching the „ Stoo 
 
 top of a hill (--) 8 Drive past center of intersec- 
 
 If overtaking another car tion before turning. 
 
 on a curve ( ) 9. Turn to right approaching in- 
 
 tersection. 
 10. Give right of way to driver 
 Number Correct from the right. 
 
 Answers in 3 11. Give right of way to driver 
 
 from the left. 
 
 4. From the items in parentheses after each of the following sentences, 
 choose the one or two needed to make the sentence true and write the 
 correct item on each blank line. 
 
 (1) Motor vehicles shall have displayed lights to the front and 
 
 light to the rear, (one, two, four) (white, red, yellow) 
 
 (2) Headlights shall be of such intensity to reveal objects feet 
 
 ahead, (five hundred, only twenty-five, one hundred fifty) 
 
 (3) Spot lights may be used on highways providing the share of light is 
 directed (upward, straight, downward) 
 
 (4) Projections more than five feet from vehicle should display 
 
 light at night, (white, green, red) 
 
 (5) Motor vehicles must have sets of well regulated brakes. 
 
 (two, one) 
 
 (6) Pedestrians should walk to the of pavement, (left, right, 
 
 middle) 
 
 (7) In vicinity of schools, in residential districts, and in vehicular and 
 pedestrian traffic, speed should be (slow, medium, fast) 
 
 (8) When one vehicle is being towed by another, they shall be coupled by 
 a line so that the two vehicles will be separated by not more than 
 
 feet, and there shall be displayed on the tow line a 
 
 (five, fifteen, twenty-five) (red light, red flag, white cloth or paper) 
 
 (9) All motor vehicles so constructed that the operator cannot see the road 
 
 behind shall be equipped with a (spot light, special 
 
 signaling device, mirror) 
 
 (10) To quiet the exhaust noise as much as possible, all motor vehicles 
 should be fitted with (cutouts, mufflers, exhaust pipes) 
 
 (11) Minimum age for any driver is , years, (sixteen, eighteen, 
 
 twenty-one) 
 
 (12) Minimum age for chauffeurs is years, (sixteen, eighteen, 
 
 twenty-one) 
 
58 
 
 Health and Citizenship Education in the Schools 
 
 (13) All parts of the license plates on an automobile must be 
 
 and. (colored black, plainly visible, fifty inches above 
 
 the ground, fastened in front between the wheels, fastened so they 
 will not swing) 
 
 (14) Before leaving scene of accident, give the injured party your 
 
 and (motor number, license number, title certificate 
 
 number, name and address, destination, position) 
 
 (15) The most frequent cause of automobile accidents is 
 
 (intoxication, inattentive driving, ignorance of traffic laws) 
 
 (16) The greatest need in reducing the number of automobile accidents is 
 
 (better steering mechanism, more knowledge of 
 
 the laws, more courtesy in driving) 
 
 Number of Correct Answers in 4 _ 
 
 Scoring Key: 
 
 COLUMN A— (2) 
 
 When meeting another vehicle ( 6 ) 
 
 In passing another vehicle (3,8) 
 
 As a signal for a left turn ( 9 ) 
 
 In parking or stopping a car (5, 7) 
 
 In making a right turn ( 13 ) 
 
 As a signal for a stop ( 4 ) 
 When approaching the brow 
 
 of a hill ( 6 ) 
 
 As a signal for right turn ( 1 ) 
 When another driver wishes 
 
 to pass you ( 6 ) 
 
 (4) 
 
 1. two white; one red. 
 
 2. one hundred fifty. 
 
 3. downward. 
 
 4. red. 
 
 5. two. 
 
 6. left. 
 
 7. slow. 
 
 8. fifteen; white cloth or paper. 
 
 9. mirror. 
 
 10. mufflers. 
 
 11. sixteen. 
 
 12. eighteen. 
 
 13. plainly visible; fastened so 
 they will not swiug. 
 
 14. license number; name, ad 
 dress. 
 
 15. inattentive driving. 
 
 16. more courtesy in driving. 
 
 COLUMN A— (3) 
 When car is turning left ( 1 ) 
 
 Before entering highway from 
 
 side road ( 7 ) 
 
 In making left turn (3,8) 
 
 At all unguarded grade crossings ( 7 ) 
 On approaching an intersection (, 10 ) 
 In overtaking another car when 
 
 approaching the top of a hill (4, 5) 
 If overtaking another car on 
 
 a curve (4, 5) 
 
 2. National Highway Safety Test — Form A — 25 Minutes. 
 
 Dr. Herbert J. Stack, Supervisor, School Safety Activities, National Bu- 
 reau of Casualty and Surety Underwriters, has prepared the following 
 National Highway Safety Test. This has been given to the high school 
 students in Poughkeepsie and Millville, New York. 
 
 Name Age Occupation.. 
 
 Do you operate a car? Number of years 
 
 If the statement is true, mark plus ( + ) before statement; if it is false, 
 mark minus ( — ). 
 
 1. (...) When driving in a heavy fog it is best to turn on the dim lights. 
 
 2. (.... ) Good adjustment of four wheel brakes requires the services of a 
 
 skilled mechanic. 
 
Health and Citizenship Education in the Schools 
 
 59 
 
 Since there is greater congestion of traffic at the intersections, it 
 is safer for pedestrians to cross between rather than at the inter- 
 sections. 
 
 Doubling a car's speed from twenty to forty miles per hour in- 
 creases by four times the braking distance required. 
 There are more accidents at night for the number of cars on the 
 road than during the day time for an equal number of cars. 
 A blow-out on a rear tire is apt to have more serious results than 
 on a front tire. 
 
 Having injured a pedestrian along a highway the first responsi- 
 bility of the motorist is to telephone the police department. 
 When a motorist approaches an intersection showing a green light 
 at a speed of 45 miles per hour he may cross the intersection 
 without a change in speed. 
 
 Most automobile accidents are caused by defective mechanical con- 
 ditions of the cars. 
 
 The only way to reduce public liability insurance rates is to reduce 
 motor accidents. 
 
 A driver approaching an intersection should yield the right of way 
 to a vehicle that has already entered the intersection. 
 A motor vehicle with adequate four wheel brakes going 40 miles 
 per hour should be able to stop in 50 feet. 
 Gears should never be in neutral coasting down a steep hill. 
 On rural highways without sidewalks pedestrians should walk on 
 the left side of the highway. 
 
 A right turn on a four lane highway should be made from the left 
 side of the right lanes. 
 
 More accidents take place on rural highways around turns and at 
 intersections than on the straight away. 
 
 As a rule motorists under 20 years of age are safer drivers than 
 those over 40. 
 
 When a motorist has a flat tire he may park his car on the high- 
 way to change tires. 
 
 If a car has new non-skid tires it can stop as quickly on a wet pave- 
 ment as on a dry pavement. 
 
 When a car begins to skid it is best to throw out the clutch and 
 apply the brakes. 
 
 Answers to Highway Safety Test — Form A 
 
 1. True. — If bright lights are used the lights tend to be reflected back on 
 
 the motorist. 
 
 2. True. — A good adjustment requires a skilled mechanic. 
 
 3. False. — It is safer at the intersection. 
 
 4. True. 
 
 5. True. — The accident rate is much higher at night. 
 
 6. False. — Blow-outs on front tires are apt to be more serious. 
 
60 Health and Citizenship Education in the Schools 
 
 7. False. — The first responsibility is to take care of the injured person. 
 
 8. False. — He should slow down. 
 
 9. False. 
 
 10. False. — We must also reduce fraudulent claims and unjust jury awards. 
 
 11. True. 
 
 12. False. — He should be able to stop under 100 feet. 
 
 13. True. 
 
 14. True. — The left side is the right side. • 
 
 15. False. — It should be made from the extreme right lane. 
 
 16. False. — More accidents on the straight aways. 
 
 17. False. — The accident rate for younger drivers is considerably higher. 
 
 18. False. — He must pull off the roadway. 
 
 19. False. 
 
 20. False. — The clutch should be left in and brakes applied slowly. 
 
 3. Traffic Quizz for Paseo High School; Based on Kansas City 
 Traffic Code. Time allotment 40 minutes: Check true or false. 
 
 Streets narrower than 20 feet are alleys. 
 
 A street car is considered a vehicle. 
 
 Safety zones are exclusively for pedestrians. 
 
 U. S. Government drivers must observe the safety code. 
 
 A vehicle may overtake another stopped for a pedestrian. 
 
 A police car is an emergency vehicle. 
 
 Pedestrian has right of way over right turning traffic. 
 
 All stop-and-go devices are traffic control signals. 
 
 Gillham Road is an arterial highway. 
 
 Pedestrians yields right of way outside of crosswalks. 
 
 Emergency vehicles must observe parking rules. 
 
 Employees are prohibited from riding in back of trucks. 
 
 Car in cross walk at color change has right of way. 
 
 Soliciting rides in roadway may be prosecuted. 
 
 All K. C. through streets are arterial highways. 
 
 It is generally unlawful to stop vehicle on crosswalk. 
 
 Driver may park at 5 p.m. at 1320 Baltimore Avenue. 
 
 Hucksters must not stop trucks over ten minutes at a time. 
 
 Driver may park in front of his own driveway. 
 
 Driver must have permit to back truck to curb. 
 
 Drinking motorists may be fined as high as $1,000.00. 
 
 Driver must not park within 30 feet of an alley. 
 
 May park evenings all blocks of Eleventh Street. 
 
 The rail is a boundary of a safety zone. 
 
 Must not park within ten feet of a fire plug. 
 
 Vehicles prohibited traveling ahead of street car. 
 
 Speed limit in residence districts is 35 miles per hour. 
 
 Parking is prohibited at side of a parked vehicle. 
 
 Speed limit in school zones is ten miles per hour. 
 
 Drivers must keep reasonably close to right curb. 
 
 Cars prohibited crossing in front of street car. 
 
 Car must not speed up while another is passing. 
 
Health and Citizenship Education in the Schools 
 
 61 
 
 To make right turn keep near middle of street. 
 
 Leaving scene of accident may mean two years in jail. 
 
 Motor may idle in a parked car. 
 
 A fifteen-year-old boy may drive the family car. 
 
 Street car must stop when an ambulance passes. 
 
 Driver stopping for through highway secures right of way. 
 
 May pass on right of vehicle about to make left turn. 
 
 Approaching right turn, driver must keep to right of curb. 
 
 Driver on through way always has right of way. 
 
 Tricycles may be used on sidewalks in the parks. 
 
 All vehicles must have at least two adequate brakes. 
 
 First offense fine for blocking roadway is $3.50. 
 
 All traffic violations must be tried in police court. 
 
 A load 100 inches wide hauled on streets without permit. 
 
 Four feet projection at rear must bear red signal. 
 
 First offense penalty passing street car is $10.00. 
 
 Coasting is permitted only on specified streets. 
 
 Bicycles at night must be illuminated front and rear. 
 
 4. Test in Auto Traffic Safety Education. 
 Name Grade- 
 
 Date 
 
 (1) What position on the highway are you required to operate your 
 vehicle? 
 
 (2) What are the regulations on the passing of another vehicle traveling in 
 the same direction ? 1 .-. 
 
 (3) Are you permitted to pass another vehicle at an intersection? 
 
 (4) What position on the street approaching an intersection must your 
 vehicle be before making — a left turn? a right turn? 
 
 (5) What position on the highway should a car be relative to the center of 
 the intersection when turning left? 
 
 (6) Are you permitted to pass another vehicle from the rear at the top or 
 near the top of a hill? 
 
 (7) What is meant by right of way? .".. 
 
 (8) What is the right of way law in Delaware? 
 
 (9) Should a driver always take his right of way? Why? 
 
 (10) What is your obligation toward pedestrians? 
 
 (11) What is your obligation as a pedestrian toward traffic? _ 
 
 (12) Name three causes of automobile accidents? 
 
 a. ___ 
 
 b _______ 
 
 (13) Name three ways to prevent automobile accidents? 
 
 a. 
 
 b. _ 
 
 c. 
 
 ' Questions prepared by J. Russell Craig, Safety Director, Pennsylvania Indemnity Corporation 
 under the auspices of the Delaware Safety Council. 
 
62 Health and Citizenship Education in the Schools 
 
 (14) Are you required to signal if you are going to stop or make a left turn? 
 — . If so, how? 
 
 (15) What precautions must be taken before crossing a railroad crossing? 
 
 (16) What is one thing you have learned from this course?—. 
 
 5. Home Inspection Blank for School Children. 
 
 This blank has been taken from the Fire Prevention Week Handbook put 
 out by the National Fire Protection Association. The teacher is requested to 
 give one of these sheets to each of her pupils to take home. The questions 
 are to be answered by the pupil with the help of the parents and returned 
 to the teacher the following day. The teacher is then to take up the sheets, 
 when properly filled out, and turn them over to the fire chief. He then in- 
 spects the homes which the reports indicate harbor fire hazards. It has been 
 reported that in places where this plan is used fires have been reduced in 
 homes fifty per cent. 
 
 1. Name Town or City.— Street No.. 
 
 2. Where is the fire alarm box nearest to your house? — — 
 
 3. How do you turn in a fire alarm?... — 
 
 4. How many stories high is your house? How many families 
 
 occupy it? — 
 
 5. Is there any cellar or basement? What is it used for? 
 
 6. Is there any accumulation of old paper and rubbish there? — 
 
 Is any part of that in your portion? 
 
 7. Is there any attic? Is there any accumulation of rubbish, 
 
 broken furniture, etc., there? — - 
 
 8. Is there any rubbish in yard that will burn? — Any sheds with 
 
 rubbish or wooden ash barrels in them? — — 
 
 9. Are the stairs and halls and closets or spaces under stairs kept clean of 
 rubbish? — - 
 
 10. Is there anything kept on the fire escape landing or steps? - 
 
 If so, what is it? — - 
 
 11. Do the chimneys smoke or seem to be dirty?. — — — — 
 
 Can you tell when they were cleaned last? — 
 
 12. Are there any unused stove pipe holes open or papered over and without 
 metal stops ? __ 
 
 13. Do any stovepipes or furnace pipes pass through closets, partitions, or 
 attic ? 
 
 14. Are all walls behind stoves and floors beneath them protected with 
 metal? — 
 
 15. Are any gas appliances connected to pipes by rubber tubing? 
 
 16. How much gasoline do you keep? __ — Exactly how and 
 
 where kept? — 
 
 17. Do you use "dustless mops" and "dustless dusters"? 
 
 Exactly how and where kept when not in use? — 
 
Health and Citizenship Education in the Schools 63 
 
 18. Do you use electric irons or other electric appliances? 
 
 If so, what are they? 
 
 19. Is there a "pilot light" on the electric connection for these?... 
 
 A good iron stand for the iron? 
 
 20. How are ashes disposed of? _ Do you ever put 
 
 them in wooden barrels or boxes? __ '.. 
 
 21. What kind of matches do you use?... How and where 
 
 kept? Can small children get to them? 
 
 22. Are there any gas jets near windows that curtains can blow against? 
 — Are the curtains so secured as not to blow loose? 
 
 23. Do you ever look for things in closets with matches or candles? 
 
 Do you ever use candles except in good candlesticks? ___ 
 
 24. Do you keep a fire extinguisher in the house? 
 
 25. If you know or notice any bad habits or carelessness in other tenants or 
 know any condition likely to cause a fire tell about it here 
 
 Road Tests* 
 
 1. Operate the motor vehicle over a definite course designated by the 
 examiner. 
 
 2. Apply both foot and emergency brakes after the test has started. 
 
 3. Drive a distance of several blocks, crossing intersections. 
 
 4. Make at least two complete stops in traffic which will require applicant 
 to use signals. 
 
 5. Make at least two right and two left-hand turns. 
 
 6. Stop and start going up a steep grade. 
 
 7. Turn around between curbs. 
 
 8. Run in reverse 50 feet. 
 
 9. Park parallel to the curb in a 20-foot space. 
 
 Note. — In administering test be sure you meet the conditions prescribed 
 by your state for those who are learning to drive. 
 
 ♦From "A Program for Organizing a High School Motor Traffic Club" published by the National 
 Safety Council, 1932. 
 
FOR USE ONLY IN 
 THE NORTH CAROLINA COLLECTIO 
 
 Form No. A-368, Rev. 8/95